Early Intervention and Parenting, Advanced Certificate
Student Learning Outcomes
The student learning outcomes for the Early Childhood Education and Dual Early Childhood/EC Special Education programs are based on the National Association for the Education of Young Children (NAEYC) and Council for Exceptional Children (CEC) standards for Early Childhood Professional Preparation Programs.
Upon completion of their program of study in EC, candidates will understand and be able to:
1. Promote Child Development and Learning (NAEYC 1; CEC 1)
EC candidates will have a deep understanding of child development (typical and atypical).
They will use their knowledge of development, young children's characteristics and needs, and of multiple interacting influences on children's development and learning to create environments that are healthy, respectful, supportive, and challenging for each child.
2. Build Family and Community Relationships (NAEYC 2)
EC candidates will know about, understand, and value the importance and complex characteristics of children’s families and communities. They will use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning.
3. Observe, Document, and Assess to Support Young Children and Families (NAEYC 3; CEC 4)
EC candidates will know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child.
4. Use Developmentally Effective Approaches (NAEYC 4; CEC 2)
EC candidates will understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Also, EC candidates know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning, including children with special needs.
5. Use Content Knowledge to Build Meaningful Curriculum (NAEYC 5; CEC 3)
EC candidates will understand the importance of developmental domains and academic (or content) disciplines in early childhood curriculum. They will know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. EC candidates will also use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for every young child, including children with special needs.
6. Become an Early Childhood Professional (NAEYC 6; CEC 6)
EC candidates will identify and conduct themselves as members of the early childhood profession. They will know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.
7. Respond to Linguistic and Cultural Diversity (NAEYC, 1995)
EC candidates will accept the legitimacy of children’s home language, respect (hold in high regard) and value (esteem, appreciate) the home culture, and promote and encourage the active involvement and support of all families, including extended and nontraditional family units.
8. Engage in a Variety of Early Childhood Field Experiences (NAEYC 7)
Through planned and sequenced field experiences, EC candidates will develop the knowledge, skills and professional dispositions necessary to promote the development and learning of young children with and without special needs, across the entire developmental period of early childhood (birth to second grade) in multiple early childhood age groups and in the variety of settings that offer early care and education.
