1. Describe how the program reflects the unit’s conceptual framework.
The primary tenets of the Professional Teacher Education Unit at Kennesaw State
University include: (a) Subject Matter Expertise; (b) Facilitators of Learning and (c)
Collaborators. The aim of the Unit is to produce collaborative teachers who hold
expertise in content knowledge and are able to lead students in acquiring knowledge.
Additionally, we aim to produce students who are themselves lifelong learners who
know how to construct knowledge and help other to learn. The goal of the unit is to
produce teachers to understand how they learn and are able to teaching using a variety
of techniques to support children with diverse learning styles.
The Birth to Five Program is committed to developing expertise among candidates in
initial programs as teachers and leaders in early learning who possess the capability
of demonstrating high levels of professional growth and learning in all pedagogical
areas. The Department believes it is important that Birth to Five candidates
demonstrate an understanding of Subject Matter Expertise and are able to
demonstrate application of best practices through effective, research-based practices
in early learning centers and other institutions where they may serve in a
Collaborative work relationship with practicing professionals To this end, the Birth to
Five Programs will promote the development of candidates’ progress through
transition points that demonstrate growth from novice to proficient to expert and
leader. These transition points are identified at (1) Program Entry; (2) Student
Teaching Entry; (3) Student Teaching Exit; and (4) Employment. Although it is
recognized that expertise is viewed as a process of continued development, not an
end-state, in order to guide this growth process, candidates must demonstrate
proficiency at these four transition point within the Birth to Five Program.
Comparable to Facilitation of Learning, we believe in a Birth to Five Program this is
demonstrated by both theoretical and understanding and practical skills and utilization
of existing and emerging technologies where appropriate will ensure Birth to Five
candidates are capable of identifying and assuring Georgia’s insuring quality care or
making it available to all children. Students therefore have demonstrated a high level
of growth and demonstration of child growth and development.
.
2. BIRTH TO FIVE PROGRAM PSC STANDARDS ALIGNMENT WITH NAEYC AND
DEC STANDARDS, STUDENT OUTCOMES, AND COURSES
NAEYC Standards
(i) The program shall prepare
candidates who use their
understanding of young
children’s characteristics and
needs, and of multiple
interacting influences on
children’s development and
DEC Standards for
Early Education and
Early Intervention
COURSE PREFIX(es)
Student Outcomes
Candidates will apply
knowledge of
children’s development
to create optimal
learning environments.
HPER1XXX/NTFS2530/FDNS21
00 Childhood Health and
Wellness
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV /FACS 3XXX Introduction
to Administration and
Organization of programs for
Young Children
learning, to create
environments that are healthy,
respectful, supportive, and
challenging for all children.
FACS 2XXX
PSYC 2XXX Introduction
to Child Development
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
(ii) The program shall prepare
candidates who know about,
understand, and value the
importance and complex
characteristics of children’s
families and communities.
Candidates shall 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.
(iii) The program shall prepare
candidates who know about and
understand the goals, benefits,
and uses of assessment. They
shall 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 children’s
development and learning.
(iv) The program shall prepare
candidates who integrate their
understanding of and
relationships with children and
families; their understanding of
developmentally effective
approaches to teaching and
learning; and their knowledge of
academic disciplines to design,
implement, and evaluate
experiences that promote
positive development and
learning for all children.
Candidates will build
relationships with
children and families
that promote positive
family relationships.
Candidates will
examine the role of
various informal and
formal assessments.
Candidates will design,
implement, and
evaluate learning
experiences that
appropriate for diverse
learners.
EDUC 3XXX Professional &
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
SPED 3XXX –Observation and
Assessment of Infants, Toddlers, and
Preschoolers
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
FACS 2XXX/
PSYC 2XXX Introduction to
Child Development
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
(v) The program shall prepare
candidates who identify and
conduct themselves as members
of the early childhood
profession. They shall know and
use ethical guidelines and other
professional standards related to
early childhood practice. They
shall be 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 shall be
informed advocates for sound
educational practices and
policies.
Candidates will display
dispositions and
behaviors that are
consistent with ethical
standards of the field.
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
EDUC 3XXX Professional and
Ethical Practice
BRFV 4XXX
EDUC 4XXX
SPED 4XXX
Student Teaching /
Internship
SPED 3XXX – Introduction to
Exceptionalities
SPED 3XXX –Observation and
Assessment of Infants, Toddlers, and
Preschoolers
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
(i) FOUNDATIONS
(I) The program shall prepare
candidates who are familiar
with the historical and
philosophical foundations of
services for young children with
and without exceptional
learning needs.
5.1 Prepare early childhood
special educators to: Articulate
the historical, philosophical, and
legal basis of services for young
children both with and without
special needs.
5.2 Prepare early childhood
special educators to: Identify
ethical and policy issues related
to educational, social, and
medical services for young
children and their families.
(II) The program shall prepare
candidates who are familiar
with trends and issues in early
childhood education and early
special education.
5.3 Prepare early childhood
special educators to: identify
current trends and issues in
Early Childhood Education,
Early Childhood Special
Education, and Special
Education.
Candidates will
articulate the
historical,
philosophical, and
legal issues concerning
services for children
with and without
special needs.
Candidates will
identify the ethical and
policy issues related to
services for young
children and their
families.
Candidates will
address current trends
and issues in the field.
SPED 3XXX – Introduction to
Exceptionalities
EDUC 3XXX Professional and
Ethical Practice
BRFV/FACS 3XXX Introduction
to Administration and
Organization of programs for
Young Children
FACS/SOCI 4XXX Family &
Community Relationships
HPER1XXX/NTFS2530/FDNS21
00 Childhood Health and
Wellness
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
SPED 3XXX – Introduction to
Exceptionalities
(III) The program shall prepare
candidates who know the law
and polices that affect young
children, families, and programs
for young children.
5.4 Prepare early childhood
special educators to: Identify
legislation that affects children,
families, and programs for
children
(ii) DEVELOPMENT and
CHARACTERISTICS of
LEARNERS
(I) The program shall prepare
candidates who know theories
of typical and atypical early
childhood development
(1) CHILD
DEVELOPMENT AND
LEARNING PROGRAMS
1.1 Prepare early childhood
special educators to: Apply
theories of child development,
both typical and atypical, and
apply current research with
emphasis on cognitive, motor,
social-emotional,
communication, adaptive, and
aesthetic development in
learning situations, family and
community contexts.
(II) The program shall prepare
candidates who know the effect
of biological and environmental
factors on pre-, peri-, and postnatal development.
1.2 Prepare early childhood
special educators to: Identify
pre-, peri-, and postnatal
development and factors such as
biological and environmental
conditions that affect children’s
development and learning.
1.3 Prepare early childhood
special educators to: Identify
specific disabilities, including
the etiology, characteristics, and
classification of common
disabilities in young children,
and describe specific
implications for development
and learning in the first years of
life.
Candidates will
identify legislation that
affects children,
families, and programs
for children.
BRFV/FACS 3XXX Introduction
to Administration and
Organization of programs for
Young Children
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
SPED 3XXX – Introduction to
Exceptionalities
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
EDUC 3XXX Professional and
Ethical Practice
Candidates will apply
theories of child
development, both
typical and atypical,
and apply current
research with emphasis FACS 2XXX/
PSYC 2XXX Introduction to
on cognitive, motor,
Child Development
social-emotional,
communication,
adaptive, and aesthetic
development in
learning situations,
family and community
contexts.
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
EDUC 3XXX Professional and
Ethical Practice
HPER1XXX/NTFS2530/FDNS21
00 Childhood Health and
Wellness
Candidates will
describe pre-, peri-,
and postnatal
development and
factors such as
biological and
environmental
conditions that affect
FACS 2XXX/
children’s development PSYC 2XXX Introduction to
and learning.
Child Development
Candidates will
identify specific
disabilities, including
the etiology,
characteristics, and
classification of
common disabilities in
young children, and
EDUC 3XXX Professional and
Ethical Practice
SPED 3XXX – Introduction to
Exceptionalities
describe specific
implications for
development and
learning in the first
years of life.
(III) The program shall prepare
candidates who understand the
influence of stress and trauma,
protective factors and resilience,
and supportive relationships on
the social and emotional
development of young children.
(IV) The program shall prepare
candidates who know the
significance of sociocultural and
political contexts for the
development and learning of
young children who are
culturally and linguistically
diverse.
1.5 Prepare early childhood
special educators to:
Demonstrate understanding of
(a) developmental consequences
of stress and trauma, (b)
protective factors and resilience,
(c) the development of mental
health, and (d) the importance
of supportive relationships.
1.4 Prepare early childhood
special educators to: Apply
knowledge of cultural and
linguistic diversity and the
significance of socio-cultural
and political contexts for
development and learning, and
recognize that children are best
understood in the contexts of
family, culture, and society.
Candidates will
demonstrate strategies
for establishing and
maintaining a safe,
healthy learning
environment.
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
HPER1XXX/NTFS2530/FDNS21
00 Childhood Health and
Wellness
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
HPER1XXX/NTFS2530/FDNS21
00 Childhood Health and
Wellness
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
Candidates apply
knowledge of cultural
and linguistic diversity
and the significance of
socio-cultural and
political contexts for
development and
learning, and recognize
that children are best
understood in the
contexts of family,
culture, and society.
FACS 2XXX/
PSYC 2XXX Introduction to
Child Development
READ 3XXX
Language, Literacy and
Cognition
(V) The program shall prepare
candidates who are aware of the
impact of medical conditions on
family concerns, resources, and
priorities.
(VI) The program shall prepare
candidates who know about
childhood illnesses and
communicable diseases.
(iii) INDIVIDUAL
LEARNING
DIFFERENCES
Candidates will
interpret the impact of
medical conditions on
young children and
families.
Candidates will
describe the prevalence
of childhood illnesses
and communicable
diseases.
FACS/SOCI 4XXX Family &
Community Relationships
HPER1XXX/NTFS2530/FDNS21
00 Childhood Health and
Wellness
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
FACS/SOCI 4XXX Family &
Community Relationships
HPER1XXX/NTFS2530/FDNS21
00 Childhood Health and
Wellness
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
(I) The program shall prepare
candidates who use intervention
strategies with young children
and their strategies that affirm
and respect, family and cultural
diversity
Candidates will use
intervention strategies
that affirm and respect
individual learning
differences and
cultural diversity.
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
PSYC 3XXX
Child Guidance Birth to
Five
(iv) INSTRUCTIONAL
STRATEGIES
(I) The program shall prepare
candidates who use instructional
practices based on knowledge of
the child, family, community,
and the curriculum.
(2) CURRICULUM
DEVELOPMENT AND
IMPLEMENTATION
PROGRAMS
2.1 Prepare early childhood
special educators to: Plan and
implement developmentally and
individually appropriate
curricula and instructional
practices based on knowledge of
individual children, the family,
the community, and curricula
goals and content.
2.1.1 Prepare early childhood
special educators to: Make
specific adaptations for the
special needs of children who
have unique talents, learning
and developmental needs, or
specific disabilities.
Candidates will use
instructional strategies
based on knowledge of
the child, family,
community and
curriculum.
Candidates will design
modifications for the
special needs of
children.
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
EDUC 3XXX Professional and
Ethical Practice
BRFV 4XXX
EDUC 4XXX
SPED 4XXX
Student Teaching /
Internship
SPED 3XXX –Observation and
Assessment of Infants, Toddlers, and
Preschoolers
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
2.1.2 Prepare early childhood
special educators to: Develop an
IFSP or IEP, incorporating both
child and family outcomes, in
partnership with family
members and other
professionals.
2.1.3 Prepare early childhood
special educators to: Incorporate
information and strategies from
multiple disciplines in the
design of intervention strategies.
2.1.4 Prepare early childhood
special educators to: Design
plans that incorporate the use of
technology, including adaptive
and assistive technology.
Candidates will
develop IEPs or IFSPs
in partnership with
families and
professionals
Candidates will use
strategies from
multiple disciplines in
the design of
intervention strategies
Candidates will
incorporate the use of
technology, including
adaptive and assistive
technology
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
EDUC 3XXX Professional and
Ethical Practice
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
2.1.5 Prepare early childhood
special educators to: Develop
and select learning experiences
and strategies that affirm and
respect family, cultural, and
societal diversity, including
language differences.
Candidates will
provide learning
experiences that affirm
and respect diverse
families, cultures, and
language groups
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
BRFV 4XXX
EDUC 4XXX
SPED 4XXX
Student Teaching /
Internship
(II) The program shall prepare
candidates who use knowledge
of future educational settings to
develop learning experiences
and select instructional
strategies for young children.
2.1.6 Prepare early childhood
special educators to: Plan for
and link current developmental
and learning experiences and
teaching strategies with those of
the next educational setting.
2.1.7 Prepare early childhood
special educators to: Select
intervention curricula and
methods for children with
specific disabilities including
motor, sensory, health,
communication, socialemotional, and cognitive
disabilities.
Candidates will select
instructional strategies
for young children
with knowledge of
future education
settings
Candidates will select
intervention
curriculum and
methods, including
those for specific
disabilities such as
motor, sensory, health,
etc.
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
EDUC 3XXX Professional and
Ethical Practice
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
EDUC 3XXX Professional and
Ethical Practice
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
2.1.8 Prepare early childhood
special educators to: Support
and facilitate family and child
interactions as primary contexts
for learning and development.
2.1.10 Prepare early childhood
special educators to: Develop
and implement an integrated
curriculum that focuses on
children’s needs and interests
and takes into account culturally
valued content and children’s
home experiences.
2.1.11 Prepare early childhood
special educators to: Select,
develop, and evaluate
developmentally and
functionally appropriate
materials, equipment, and
environments.
Candidates will
support family and
child interactions as
primary contexts for
learning and
development.
Candidates will
implement an
integrated curriculum
that incorporates
children’s needs,
interests, culturallyvalued content and
home experiences.
Candidates will select,
develop and evaluated
developmentally
appropriate learning
environments.
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
BRFV/FACS 3XXX Introduction
to Administration and
Organization of programs for
Young Children
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
2.1.12 Prepare early childhood
special educators to:
Demonstrate appropriate use of
technology, including adaptive
and assistive technology.
2.1.13 Prepare early childhood
special educators to: Employ
pedagogically sound and legally
defensible instructional
practices.
Candidates will
incorporate the use of
technology, including
adaptive and assistive
technology.
Candidates will use
instructional practices
that are pedagogically
sound and legally
defensible.
Kindergarten Children with
Disabilities
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
EDUC 3XXX Professional and
Ethical Practice
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
BRFV 4XXX
EDUC 4XXX
SPED 4XXX
Student Teaching /
Internship
2.2 Prepare early childhood
special educators to: Use
individual and group guidance
and problem-solving techniques
with children, to encourage and
teach positive social skills and
interaction among children, to
promote positive strategies of
conflict resolution, and to
develop personal self-control,
self-motivation, and selfesteem.
2.3 Prepare early childhood
special educators to: Establish
and maintain physically and
psychologically safe and
healthy learning environments
that promote development and
learning.
Candidates will use
individual and group
guidance techniques
that encourage and
teach positive social
skills, conflict
resolution, self-control,
self-motivation and
self-esteem.
Candidates will
establish and maintain
physically and
psychologically safe
and healthy
environments to
promote development
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
HPER1XXX/NTFS2530/FDNS21
00 Childhood Health and
Wellness
PSYC 3XXX
Child Guidance Birth to
Five
BRFV/FACS 3XXX Introduction
to Administration and
Organization of programs for
Young Children
EDUC 3XXX Professional and
Ethical Practice
HPER1XXX/NTFS2530/FDNS21
and learning.
00 Childhood Health and
Wellness
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
PSYC 3XXX
Child Guidance Birth to
Five
(III) The program shall prepare
candidates who prepare young
children for successful
transitions.
Candidates will
prepare young
children for successful
transitions.
BRFV/FACS 3XXX Introduction
to Administration and
Organization of programs for
Young Children
EDUC 3XXX Professional and
Ethical Practice
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
(v) LEARNING
ENVIRONMENTS and
SOCIAL INTERACTIONS
(I) The program shall prepare
candidates who are familiar
with medical care
considerations for premature,
low- birth-weight, and other
young children with medical
and health conditions.
(II) The program shall prepare
candidates who implement
nutrition plans and feeding
strategies.
(III) The program shall prepare
candidates who use health
appraisal procedures and make
referrals as needed.
2.3.6 Prepare early childhood
special educators to: Identify
aspects of medical care for
premature, low birth weight,
and other medically fragile
babies, including methods
employed in the care of young
children dependent on
technology and implications of
medical conditions on child
development and family
resources, concerns, and
priorities.
2.3.4 Prepare early childhood
special educators to: Implement
nutrition and feeding strategies
for children with special needs.
Candidates will learn
to function as part of a
health care team to
positively improve the
quality of family living.
FACS/SOCI 4XXX Family &
Community Relationships
HPER1XXX/NTFS2530/FDNS21
00 Childhood Health and
Wellness
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
Candidates identify
health concerns that
may impact families.
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
Candidates will use
health appraisal and
referral procedures.
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
(IV) The program shall prepare
candidates who design,
implement, and evaluate
environments to assure
developmental and functional
appropriateness.
Candidates will design,
implement, and
evaluate
developmental and
functional
environments.
BRFV/FACS 3XXX Introduction
to Administration and
Organization of programs for
Young Children
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX
EDUC 4XXX
SPED 4XXX
Student Teaching /
Internship
(V) The program shall prepare
candidates who provide a
stimuli-rich indoor and outdoor
environment that employs
materials, media, and
technology, including adaptive
and assistive technology.
2.3.1 Prepare early childhood
special educators to: Provide a
stimulus-rich indoor and
outdoor environment that
employs materials, media, and
technology, including adaptive
and assistive technology.
(VI) The program shall prepare
candidates who maximize
young children’s progress in
group and home settings
through organization of the
physical, temporal, and social
environments.
2.3.2 Prepare early childhood
special educators to: Organize
space, time, peers, materials,
and adults to maximize child
progress in group and home
settings.
Candidates will
provide a stimulating
indoor and outdoor
environment.
Candidates will
maximize the use of the
environment.
BRFV/FACS 3XXX Introduction
to Administration and
Organization of programs for
Young Children
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
EDUC 3XXX Professional and
Ethical Practice
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
BRFV/FACS 3XXX Introduction
to Administration and
Organization of programs for
Young Children
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
2.3.3 Prepare early childhood
special educators to: Implement
basic health, nutrition and safety
management practices for
young children, including
specific procedures regarding
childhood illness and
communicable diseases.
2.3.5 Prepare early childhood
special educators to: Use
appropriate health appraisal
procedures and recommend
referral and ongoing follow-up
to appropriate community
health and social services.
(3) FAMILY and
COMMUNITY
RELATIONSHIPS
3.1.1 Prepare early childhood
special educators to: Apply
family systems theory and
knowledge of the dynamics,
roles, and relationships within
families and communities
3.1.2 Prepare early childhood
special educators to:
Demonstrate sensitivity to
differences in family structures
and social cultural backgrounds.
Candidates will
implement basic
health, nutrition and
safety management
practices.
Candidates will use
appropriate health
appraisal procedures
and recommend
referrals.
Candidates will apply
family systems theory
and knowledge
appropriately.
Candidates will
demonstrate sensitivity
to differences in family
structures and social
cultural backgrounds.
3.1.5 Prepare early childhood
special educators to: Involve
families in assessing and
planning for individual children,
including children with special
needs.
Candidates involve
families in assessing
and planning for
individual needs.
3.1.6 Prepare early childhood
special educators to: Implement
a range of family-oriented
services based on the family’s
Candidates will
implement a range of
Disabilities
BRFV/FACS 3XXX Introduction
to Administration and
Organization of programs for
Young Children
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
EDUC 3XXX Professional and
Ethical Practice
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
FACS/SOCI 4XXX Family &
Community Relationships
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
SPED 3XXX – Introduction to
Exceptionalities
SPED 3XXX –Observation and
Assessment of Infants, Toddlers, and
Preschoolers
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
FACS/SOCI 4XXX Family &
Community Relationships
SPED 3XXX –Observation and
Assessment of Infants, Toddlers, and
Preschoolers
FACS/SOCI 4XXX Family &
Community Relationships
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
identified resources, priorities,
and concerns.
3.1.7 Prepare early childhood
special educators to: Implement
family services consistent with
due process safeguards
3.2.4 Prepare early childhood
special educators to: Identify
structures supporting
interagency collaboration,
including interagency
agreements, referral, and
consultation.
3.3.5 Prepare early childhood
special educators to: Participate
as a team member to identify
dynamics of team roles,
interaction, communication,
teambuilding, problem-solving,
and conflict resolution.
family-oriented
services.
Candidates will
implement family
services consistent with
due process.
Candidates will
identify structures
supporting
collaboration.
Candidates will
participate as a team
member to identify
dynamics of team
roles.
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
HPER1XXX/NTFS2530/FDNS21
00 Childhood Health and
Wellness
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX
EDUC 4XXX
SPED 4XXX
Student Teaching /
Internship
3.2.6 Prepare early childhood
special educators to: Employ
two-way communication skills.
3.3 Prepare early childhood
special educators to:
Administer, supervise, and
consult with/instruct other
adults.
3.3.1 Prepare early childhood
special educators to: Employ
adult learning principles in
supervising and training other
adults.
Candidates will employ
two-way
communication skills.
Candidates will
administer, supervise,
and consult/instruct
other adults.
Candidates will employ
adult learning
principles in their
work with other adults.
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
EDUC 3XXX Professional and
Ethical Practice
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
3.3.2 Prepare early childhood
special educators to: Facilitate
the identification of staff
development needs and
strategies for professional
growth.
3.3.3 Prepare early childhood
special educators to: Apply
various models of consultation
in diverse settings.
3.3.4 Prepare early childhood
special educators to: Provide
consultation and training in
content areas specific to
services for children and
families and
organization/development of
programs.
Candidates will
facilitate and identify
staff development
needs and strategies
for professional
growth.
Candidates will apply
various models of
consultation in diverse
settings.
Candidates will
provide consultation
and training in content
specific areas.
EDUC 3XXX Professional and
Ethical Practice
BRFV 4XXX
EDUC 4XXX
SPED 4XXX
Student Teaching /
Internship
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
(vi) LANGUAGE
(I) The program shall prepare
candidates who support and
facilitate family and child
interactions as primary contexts
for learning and development.
Candidates will
support and facilitate
family/child
interactions.
EDUC 3XXX Professional and
Ethical Practice FACS/SOCI
4XXX Family & Community
Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
(vii) INSTRUCTIONAL
PLANNING
(I) The program shall prepare
candidates who implement,
monitor and evaluate
individualized family service
plans and individualized
education plans.
Candidates will
implement, monitor,
and evaluate
individualized
family/education plans
EDUC 3XXX Professional and
Ethical Practice FACS/SOCI
4XXX Family & Community
Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
(II) The program shall prepare
candidates who plan and
implement developmentally and
individually appropriate
curriculum.
Candidates will plan
and implement
developmentally and
individually
appropriate
curriculum.
(III) The program shall prepare
candidates who design
intervention strategies
incorporating information from
multiple disciplines.
(IV) The program shall prepare
candidates who implement
developmentally and
functionally appropriate
individual and group activities
including play, environmental
routines, parent-mediated
activities, group projects,
cooperative learning, inquiry
experiences, and systematic
instruction.
Candidates will design
intervention strategies
utilizing multiple
disciplines.
2.1.9 Prepare early childhood
special educators to: Implement
developmentally and
functionally appropriate
individual and group activities
using a variety of formats,
including play, environmental
routines, parent-mediated
activities, small group projects,
cooperative learning, inquiry
experiences, and systematic
instruction.
Candidates will
implement
developmentally and
functionally
appropriate group
activities.
EDUC 3XXX Professional and
Ethical Practice
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
FACS 2XXX/
PSYC 2XXX Introduction to
Child Development
READ 3XXX
Language, Literacy and
Cognition
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
(viii) ASSESSMENT
(I) The program shall prepare
candidates who assess the
development and learning of
young children.
(4) ASSESSMENT and
EVALUATION
Candidates will assess
the development and
learning of young
children.
FACS 2XXX/
PSYC 2XXX Introduction to
Child Development
SPED 3XXX –Observation and
Assessment of Infants, Toddlers, and
Preschoolers
4.1 Prepare early childhood
special educators to: Assess
children’s cognitive, socialemotional, communication,
motor, adaptive and aesthetic
development.
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
Candidates will assess
children’s cognitive,
FACS 2XXX/
social-emotional,
PSYC 2XXX Introduction to
communication, motor,
Child Development
adaptive and aesthetic
development.
READ 3XXX
Language, Literacy and
Cognition
SPED 3XXX –Observation and
Assessment of Infants, Toddlers, and
Preschoolers
(II) The program shall prepare
candidates who select, adapt
and use specialized formal and
informal assessments for
infants, young children and their
families.
4.1.1 Prepare early childhood
special educators to: Select and
use a variety of in formal and
formal assessment instruments
and procedures, including
observational methods, to make
decisions about children’s
learning and development.
4.1.2 Prepare early childhood
special educators to: Select and
administer assessment
instruments and procedures,
including observational
methods, to make decisions
about children’s learning and
development.
4.1.3 Prepare early childhood
special educators to: Develop
and use authentic, performancebased assessments of children’s
learning to assist in planning, to
communicate with children and
parents, and to engage children
in self-assessment.
4.1.4 Prepare early childhood
special educators to: Involve
families as active participants in
the assessment process.
(III) The program shall prepare
candidates who participate as a
team member to integrate
assessment results in the
development and
implementation of
individualized family service
Candidates will select
and use a variety of
formal and informal
assessment
instruments.
Candidates will select
and administer
assessment instrument
instruments and
procedures.
Candidates will
develop and use
authentic
performance-based
assessments.
Candidates will involve
families as active
participants in the
assessment process.
Candidates will
participate as a team
member in the
assessment process.
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
SPED 3XXX –Observation and
Assessment of Infants, Toddlers, and
Preschoolers
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
SPED 3XXX –Observation and
Assessment of Infants, Toddlers, and
Preschoolers
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
SPED 3XXX –Observation and
Assessment of Infants, Toddlers, and
Preschoolers
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
SPED 3XXX –Observation and
Assessment of Infants, Toddlers, and
Preschoolers
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
SPED 3XXX –Observation and
Assessment of Infants, Toddlers, and
Preschoolers
plans and individualized
education plans.
4.1.6 Prepare early childhood
special educators to:
Communicate assessment
results and integrate assessment
results from others as an active
team participant in the
development and
implementation of the
individual education program
(IEP) and individual family
service plan (IFSP).
4.1.7 Prepare early childhood
special educators to: Monitor,
summarize, and evaluate the
acquisition of child and family
outcomes as outlined on the
IFSP or IEP.
4.1.8 Prepare early childhood
special educators to: Select,
adapt, and administer
assessment instruments and
procedures for specific sensory
and motor disabilities.
4.1.9 Prepare early childhood
special educators to:
Communicate options for
programs and services at the
next level and assist the family
in planning for transition.
4.1.10 Prepare early childhood
special educators to: Implement
culturally unbiased assessment
instruments and procedures.
4.1.11 Prepare early childhood
special educators to: Develop
and use formative and
summative program evaluation
to ensure comprehensive quality
Candidates will
communicate
assessment results for
the development of the
IEP.
Candidates monitor,
summarize, and
evaluate the
acquisition of
child/family outcomes
by IFSP/IEP.
Candidates will select,
adapt, and administer
assessment
instruments for
specific sensory/motor
disabilities.
Candidates will
communicate options
for programs assist in
family transitions.
Candidates will
implement culturally
unbiased assessment
instruments and
procedures.
Candidates will
develop and use
formative and
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
SPED 3XXX –Observation and
Assessment of Infants, Toddlers, and
Preschoolers
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
SPED 3XXX –Observation and
Assessment of Infants, Toddlers, and
Preschoolers
SPED 3XXX –Observation and
Assessment of Infants, Toddlers, and
Preschoolers
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
FACS/SOCI 4XXX Family &
Community Relationships
SPED 3XXX –Observation and
Assessment of Infants, Toddlers, and
Preschoolers
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
of the total environment for
children, families, and the
community.
(IV) The program shall prepare
candidates who assist families
in identifying their concerns,
resources, and priorities.
3.1.3 Prepare early childhood
special educators to: Assist
families in identifying their
resources, priorities, and
concerns in relation to their
child’s development.
(V) The program shall prepare
candidates who participate and
collaborate as a team member
with other professionals in
conducting family-centered
assessments.
4.1.5 Prepare early childhood
special educators to: Participate
and collaborate as a team
member with other
professionals in conducting
family-centered assessments.
summative program
evaluations.
Candidates will assist
families in identifying
resources, priorities,
and concerns in their
child development.
Candidates will
participate and
collaborate as a team
member with other
professionals in
conducting family
centered assessments.
Medical Issues for Children Birth
to Five
SPED 3XXX –Observation and
Assessment of Infants, Toddlers, and
Preschoolers
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
SPED 3XXX –Observation and
Assessment of Infants, Toddlers, and
Preschoolers
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
SPED 3XXX –Observation and
Assessment of Infants, Toddlers, and
Preschoolers
BRFV 4XXX
EDUC 4XXX
SPED 4XXX
Student Teaching /
Internship
(VI) The program shall prepare
candidates who evaluate
services with families.
3.1.8 Prepare early childhood
special educators to: Evaluate
services with families.
Collaborate/consult with other
professional and with agencies
in the larger community to
support children’s development,
learning, and well-being.
Candidates will
evaluate services with
families and other
professionals.
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
SPED 3XXX –Observation and
Assessment of Infants, Toddlers, and
Preschoolers
(ix) PROFESSIONAL and
ETHICAL PRACTICE
5.5 Adhere to the profession’s
code of ethical conduct.
(I) The program shall prepare
candidates who are familiar
with organizations and
publications relevant to the field
of early childhood special
education.
EDUC 3XXX Professional and
Ethical Practice
ALL COURSES
Candidates will adhere
to the professional
code of ethical conduct.
EDUC 3XXX Professional and
Candidates will keep
Ethical Practice
abreast of current
organization and
publications in early
childhood special
education.
(II) The program shall prepare
candidates who recognize signs
of child abuse and neglect in
young children and follow
reporting procedures.
(III) The program shall prepare
candidates who respect family
choices and goals.
(IV) The program shall prepare
candidates who apply models of
team process in early childhood.
(V) The program shall prepare
candidates who advocate for
enhanced professional status
and working conditions for
early childhood service
providers.
2.3.7 Prepare early childhood
special educators to: Recognize
signs of emotional distress,
child abuse, and neglect in
young children and follow
procedures for reporting known
or suspected abuse or neglect to
appropriate authorities.
3.1.4 Prepare early childhood
special educators to: Respect
parents’ choices and goals for
children and communicate
effectively with parents about
curriculum and children’s
progress.
3.2.1 Prepare early childhood
special educators to: Apply
models of team process in
diverse service delivery settings.
5.6 Prepare early childhood
special educators to: Serve as
advocates on behalf of young
children and their families,
improved quality of programs
and services for young children,
and enhanced professional
status and working conditions
for early childhood special
educators.
Candidates recognize
signs of emotional
distress, child abuse,
and neglect in young
children for reporting
to appropriate
authorities.
Candidates will work
effectively with parents
on goals and
curriculum for their
children.
Candidates will apply
models of team process
in diverse service
delivery settings.
Candidates will serve
as an advocate on
behalf of young
children and their
families.
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
HPER1XXX/NTFS2530/FDNS21
00 Childhood Health and
Wellness
BRFV 4XXX
EDUC 4XXX
SPED 4XXX
Student Teaching /
Internship
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
BRFV 4XXX
EDUC 4XXX
SPED 4XXX
Student Teaching /
Internship
ALL COURSES
(VI) The program shall prepare
candidates who participate in
activities of professional
organizations relevant to the
field of early childhood special
education.
(VII) The program shall prepare
candidates who apply research
and effective practices critically
in early childhood settings.
5.8 Prepare early childhood
special educators to: Participate
actively in professional
organizations.
(VIII) The program shall prepare
candidates who develop,
implement and evaluate a
professional development plan
relevant to one’s work with
5.7 Prepare early childhood
special educators to: Reflect
upon his/her own professional
practice and develop,
implement, and evaluate a
5.9 Prepare early childhood
special educators to: Read and
critically apply research and
recommend practices.
Candidates will
participate actively in
professional
organizations.
Candidates will read
and critically apply
and recommend
practices.
Candidates will reflect
upon and develop
his/her professional
EDUC 3XXX Professional and
Ethical Practice
ALL COURSES
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
EDUC 3XXX Professional and
Ethical Practice
young children.
professional development plan.
(x) COLLABORATION
(I) The program shall prepare
candidates who understand the
dynamics of team-building,
problem-solving, and conflict
resolution.
3.3.5 Prepare early childhood
special educators to: Provide
feedback and evaluate
performance in collaboration
with other adults.
(II) The program shall prepare
candidates who assist the family
in planning for transitions.
3.2.7 Prepare early childhood
special educators to: Evaluate
and design processes and
strategies that support
transitions among hospital,
home, infant/toddler
preprimary, and primary
programs.
(III) The program shall prepare
candidates who communicate
effectively with families about
curriculum and their child’s
progress.
(IV) The program shall prepare
candidates who apply models of
team process in early childhood
settings.
Candidates will
provide feedback and
evaluate performance
in collaboration with
other adults.
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
Candidates will
evaluate and design
processes and
strategies that support
transitions.
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
Candidates will
communicate
effectively with
families about their
child’s curriculum and
progress.
3.2.2 Prepare early childhood
special educators to: Employ
various team membership roles.
3.2.3 Prepare early childhood
special educators to: Identify
functions of teams as
determined by mandates and
service delivery needs of
children and families.
(V) The program shall prepare
candidates who apply various
models of consultation in early
practice and
professional
development.
Candidates will employ
team membership roles
to determine service
delivery needs of
children and families.
Candidates will
identify team functions
as determined by
mandates and needs of
children and families.
Candidates will apply
BRFV 4XXX
EDUC 4XXX
SPED 4XXX
Student Teaching /
Internship
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships NURS
3XXX Environmental & Medical
Issues for Children Birth to Five
BRFV 4XXX
EDUC 4XXX
SPED 4XXX
Student Teaching /
Internship
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX
EDUC 4XXX
SPED 4XXX
Student Teaching /
Internship
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
childhood settings.
(VI) The program shall prepare
candidates who establish and
maintain positive collaborative
relationships with families.
various models of
consultation in early
childhood education.
3.1 Prepare early childhood
special educators to: Establish
and maintain positive,
collaborative relationships with
families.
(6) FIELD EXPERIENCES
PROGRAMS
6.1 Prepare early childhood
special educators to: Observe
and participate under the
supervision of qualified
professionals in a variety of
settings in which young children
with special needs, from birth
through age 8 , are served (e.g.,
homes, public and private
centers, schools, community
agencies).
Candidates will
establish and maintain
positive, collaborative
relationships with
families.
Candidates will
observe and
participate in authentic
settings with young
children.
Community Relationships NURS
3XXX Environmental & Medical
Issues for Children Birth to Five
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships NURS
3XXX Environmental & Medical
Issues for Children Birth to Five
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
BRFV 4XXX
EDUC 4XXX
SPED 4XXX
Student Teaching /
Internship
6.2 Prepare early childhood
special educators to: Work
effectively with children of
diverse ages (i.e., infants,
toddlers, preschoolers, primary
school-age), with children with
diverse abilities, with children
reflecting culturally and
linguistically diverse family
systems.
Candidates will work
effectively with
children of diverse
ages and abilities.
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
BRFV 4XXX
EDUC 4XXX
SPED 4XXX
Student Teaching /
Internship
6.3 Prepare early childhood
special educators to: Participate
under supervision as an
Candidates will
participate as an
EDUC 3XXX Professional and
Ethical Practice
NURS 3XXX Environmental &
interagency and intra-agency
team member.
interagency and intraagency in a supervised
setting.
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
BRFV 4XXX
EDUC 4XXX
SPED 4XXX
Student Teaching /
Internship
6.4 Prepare early childhood
special educators to: Provide
consultation services under
supervision.
Candidates will
provide consultation
services under
supervision.
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
BRFV 4XXX
EDUC 4XXX
SPED 4XXX
Student Teaching /
Internship
6.5 Prepare early childhood
special educators to:
Demonstrate ability to work
effectively during supervised
student teaching and/or
intensive, ongoing practical,
experiences (totaling at least
300 clock hours) in at least two
different age groups (i.e.,
infant/toddler, preprimary, or
primary) and with varying
abilities.
6.6 Prepare early childhood
special educators to: Analyze
and evaluate field experiences,
including supervised experience
in working with families and
other professionals.
Candidates will
demonstrate ability to
work effectively during
supervised student
teaching or practical
experiences
Candidates will
analyze and evaluate
field experience and
work with families and
other professionals.
BRFV 4XXX
EDUC 4XXX
SPED 4XXX
Student Teaching /
Internship
FACS/SOCI 4XXX Family &
Community Relationships
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
BRFV 4XXX
EDUC 4XXX
SPED 4XXX
Student Teaching /
Internship
(f) Special Georgia Requirements
1. State-approved professional education units shall require candidates seeking certification in a
teaching field, the leadership field of Administration and Supervision, and/or the service fields of
Media Specialist and School Counseling to complete either five (5) or more quarter hours or three (3) or
more semester hours course work, approved by the Professional Standards Commission, in the
and education of children who have special educational needs or the equivalent, through a Georgia
approved staff development program. This requirement may be met in a separate course, or content may
be embedded in courses and experiences throughout the preparation program. See Rule 505-2-.20
Special Georgia Requirements, Rules for Certification of Education Personnel in Georgia.
2. State-approved professional education units shall require that candidates seeking certification
demonstrate satisfactory proficiency in computer and other technology applications and skills. This
requirement may be met either by attaining an acceptable score on a PSC-approved test of computer
skill competency or by completing a PSC-approved training course/equivalent. See Rule 505-2-.20
Special Georgia Requirements, Rules for Certification of Education Personnel in Georgia.
Key Assessments/GAPSC Standards/Key Courses
Key Assessments
GAPSC
Standards
Key Courses
1. Child Development Theories and
Assessments – all domains;
knowledge, skills and dispositions;
formal and informal assessments;
reporting results; collaboration with
other professionals.
2. Family/Child Case Study –
Theories of family development;
parenting stages; referral to other
professionals/agencies
 Child Development (F)
 Assessment
 Internship
3. Positive Guidance/Management
Plan – modeling; positive
interactions; behavior management;
classroom organization.
 Infant/Toddler Methods
 Preschool/Kindergarten
Methods
 Special Education
Methods
 Internship
 Infant/Toddler Methods
 Preschool/Kindergarten
Methods
 Special Education
Methods
 Internship
4. Unit of instruction (lesson plans)
– PLAY as a vehicle for learning,
Developmentally Appropriate
Practice; focus on all domains (whole
child approach); documentation of
learning; developmentally appropriate
integration of technology.
 Family Development (F)
 Parenting
 Medical Issues
5. Professional Portfolio
- Philosophy of education; Evidence
of the impact of professional practice
on children (includes field
experiences); reflective practices.
-Demonstrates knowledge of child
development theory.
 Technology
 All other major courses
 Area F Courses ?
6. Professional Dispositions
- Professionalism; ability to work with
diverse learners/ communication sills;
ethics; attitudes; professional
organizations
 Child Development (F)
 Special Education
Methods
 Professional
Development
 Ethics
 Internship
Administration
7. Child Care Administrative Plan
Performance
Indicators
-Educational Philosophy; policies;
personnel management; budgeting and
purchasing
8. GACE
-GPA of 2.5; GACE I or Praxis I or
exemption; completion (or near
completion) of core courses A-E
GACE II and successful student
teaching (0-5 setting)
4.
Note: In most key assessments students will demonstrate practical application of child
development theory.
Field Experience for 0-5
900 hours (includes student teaching of no less that 400 hours in one semester)
Experiences must be with 3 age groups:
Hours required
Minimum 100 hrs
Minimum 100 hrs
Minimum 100 hrs
Age Group
a. infant/toddler (6wks. – 3 yrs.)
b. preschool (3 yrs. – 5 not kindergarten)
c. kindergarten (5+)
Must include special needs (100 hours minimum with any age 0-5 in an inclusive setting).
May transfer in a maximum of 300 documented hours with children ages 0-5.
5. Field Experiences
BIRTH TO FIVE PROGRAM
PSC STANDARDS ALIGNMENT WITH NAEYC AND DEC STANDARDS, STUDENT
OUTCOMES, AND COURSES
NAEYC Standards
(i) The program shall prepare
candidates who use their
understanding of 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 all children.
DEC Standards for
Early Education and
Early Intervention
COURSE PREFIX(es)
Student Outcomes
Candidates will apply
knowledge of
children’s development
to create optimal
learning environments.
HPER1XXX/NTFS2530/FDNS21
00 Childhood Health and
Wellness
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV /FACS 3XXX Introduction
to Administration and
Organization of programs for
Young Children
FACS 2XXX
PSYC 2XXX Introduction
to Child Development
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
(ii) The program shall prepare
candidates who know about,
understand, and value the
importance and complex
characteristics of children’s
families and communities.
Candidates shall 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.
(iii) The program shall prepare
candidates who know about and
understand the goals, benefits,
and uses of assessment. They
shall 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
Candidates will build
relationships with
children and families
that promote positive
family relationships.
Candidates will
examine the role of
various informal and
formal assessments.
EDUC 3XXX Professional &
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
SPED 3XXX –Observation and
Assessment of Infants, Toddlers, and
Preschoolers
influence children’s
development and learning.
(iv) The program shall prepare
candidates who integrate their
understanding of and
relationships with children and
families; their understanding of
developmentally effective
approaches to teaching and
learning; and their knowledge of
academic disciplines to design,
implement, and evaluate
experiences that promote
positive development and
learning for all children.
Candidates will design,
implement, and
evaluate learning
experiences that
appropriate for diverse
learners.
(v) The program shall prepare
candidates who identify and
conduct themselves as members
of the early childhood
profession. They shall know and
use ethical guidelines and other
professional standards related to
early childhood practice. They
shall be 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 shall be
informed advocates for sound
educational practices and
policies.
Candidates will display
dispositions and
behaviors that are
consistent with ethical
standards of the field.
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
FACS 2XXX/
PSYC 2XXX Introduction to
Child Development
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
EDUC 3XXX Professional and
Ethical Practice
BRFV 4XXX
EDUC 4XXX
SPED 4XXX
Student Teaching /
Internship
SPED 3XXX – Introduction to
Exceptionalities
SPED 3XXX –Observation and
Assessment of Infants, Toddlers, and
Preschoolers
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
(i) FOUNDATIONS
(I) The program shall prepare
candidates who are familiar
with the historical and
philosophical foundations of
services for young children with
and without exceptional
learning needs.
5.1 Prepare early childhood
special educators to: Articulate
the historical, philosophical, and
legal basis of services for young
children both with and without
special needs.
5.2 Prepare early childhood
special educators to: Identify
ethical and policy issues related
to educational, social, and
Candidates will
articulate the
historical,
philosophical, and
legal issues concerning
services for children
with and without
special needs.
Candidates will
SPED 3XXX – Introduction to
Exceptionalities
EDUC 3XXX Professional and
Ethical Practice
BRFV/FACS 3XXX Introduction
to Administration and
medical services for young
children and their families.
(II) The program shall prepare
candidates who are familiar
with trends and issues in early
childhood education and early
special education.
(III) The program shall prepare
candidates who know the law
and polices that affect young
children, families, and programs
for young children.
5.3 Prepare early childhood
special educators to: identify
current trends and issues in
Early Childhood Education,
Early Childhood Special
Education, and Special
Education.
5.4 Prepare early childhood
special educators to: Identify
legislation that affects children,
families, and programs for
children
(ii) DEVELOPMENT and
CHARACTERISTICS of
LEARNERS
(I) The program shall prepare
candidates who know theories
of typical and atypical early
childhood development
(1) CHILD
DEVELOPMENT AND
LEARNING PROGRAMS
1.1 Prepare early childhood
special educators to: Apply
theories of child development,
both typical and atypical, and
apply current research with
emphasis on cognitive, motor,
social-emotional,
communication, adaptive, and
aesthetic development in
learning situations, family and
community contexts.
(II) The program shall prepare
candidates who know the effect
of biological and environmental
factors on pre-, peri-, and postnatal development.
1.2 Prepare early childhood
special educators to: Identify
pre-, peri-, and postnatal
development and factors such as
biological and environmental
conditions that affect children’s
development and learning.
identify the ethical and
policy issues related to
services for young
children and their
families.
Candidates will
address current trends
and issues in the field.
Candidates will
identify legislation that
affects children,
families, and programs
for children.
Organization of programs for
Young Children
FACS/SOCI 4XXX Family &
Community Relationships
HPER1XXX/NTFS2530/FDNS21
00 Childhood Health and
Wellness
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
SPED 3XXX – Introduction to
Exceptionalities
BRFV/FACS 3XXX Introduction
to Administration and
Organization of programs for
Young Children
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
SPED 3XXX – Introduction to
Exceptionalities
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
EDUC 3XXX Professional and
Ethical Practice
Candidates will apply
theories of child
development, both
typical and atypical,
and apply current
research with emphasis FACS 2XXX/
PSYC 2XXX Introduction to
on cognitive, motor,
Child Development
social-emotional,
communication,
adaptive, and aesthetic
development in
learning situations,
family and community
contexts.
Candidates will
describe pre-, peri-,
and postnatal
development and
factors such as
biological and
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
EDUC 3XXX Professional and
Ethical Practice
HPER1XXX/NTFS2530/FDNS21
environmental
conditions that affect
children’s development
and learning.
1.3 Prepare early childhood
special educators to: Identify
specific disabilities, including
the etiology, characteristics, and
classification of common
disabilities in young children,
and describe specific
implications for development
and learning in the first years of
life.
(III) The program shall prepare
candidates who understand the
influence of stress and trauma,
protective factors and resilience,
and supportive relationships on
the social and emotional
development of young children.
(IV) The program shall prepare
candidates who know the
significance of sociocultural and
political contexts for the
development and learning of
young children who are
culturally and linguistically
diverse.
1.5 Prepare early childhood
special educators to:
Demonstrate understanding of
(a) developmental consequences
of stress and trauma, (b)
protective factors and resilience,
(c) the development of mental
health, and (d) the importance
of supportive relationships.
1.4 Prepare early childhood
special educators to: Apply
knowledge of cultural and
linguistic diversity and the
significance of socio-cultural
and political contexts for
development and learning, and
recognize that children are best
understood in the contexts of
family, culture, and society.
Candidates will
identify specific
disabilities, including
the etiology,
characteristics, and
classification of
common disabilities in
young children, and
describe specific
implications for
development and
learning in the first
years of life.
Candidates will
demonstrate strategies
for establishing and
maintaining a safe,
healthy learning
environment.
00 Childhood Health and
Wellness
FACS 2XXX/
PSYC 2XXX Introduction to
Child Development
EDUC 3XXX Professional and
Ethical Practice
SPED 3XXX – Introduction to
Exceptionalities
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
HPER1XXX/NTFS2530/FDNS21
00 Childhood Health and
Wellness
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
HPER1XXX/NTFS2530/FDNS21
00 Childhood Health and
Wellness
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
Candidates apply
knowledge of cultural
and linguistic diversity
and the significance of
socio-cultural and
political contexts for
development and
learning, and recognize
that children are best
understood in the
contexts of family,
culture, and society.
FACS 2XXX/
PSYC 2XXX Introduction to
Child Development
READ 3XXX
Language, Literacy and
Cognition
(V) The program shall prepare
candidates who are aware of the
impact of medical conditions on
family concerns, resources, and
priorities.
Candidates will
interpret the impact of
medical conditions on
young children and
families.
(VI) The program shall prepare
candidates who know about
childhood illnesses and
communicable diseases.
Candidates will
describe the prevalence
of childhood illnesses
and communicable
diseases.
(iii) INDIVIDUAL
LEARNING
DIFFERENCES
(I) The program shall prepare
candidates who use intervention
strategies with young children
and their strategies that affirm
and respect, family and cultural
diversity
Candidates will use
intervention strategies
that affirm and respect
individual learning
differences and
cultural diversity.
FACS/SOCI 4XXX Family &
Community Relationships
HPER1XXX/NTFS2530/FDNS21
00 Childhood Health and
Wellness
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
FACS/SOCI 4XXX Family &
Community Relationships
HPER1XXX/NTFS2530/FDNS21
00 Childhood Health and
Wellness
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
PSYC 3XXX
Child Guidance Birth to
Five
(iv) INSTRUCTIONAL
STRATEGIES
(I) The program shall prepare
candidates who use instructional
practices based on knowledge of
the child, family, community,
and the curriculum.
(2) CURRICULUM
DEVELOPMENT AND
IMPLEMENTATION
PROGRAMS
2.1 Prepare early childhood
special educators to: Plan and
implement developmentally and
individually appropriate
curricula and instructional
practices based on knowledge of
individual children, the family,
the community, and curricula
goals and content.
Candidates will use
instructional strategies
based on knowledge of
the child, family,
community and
curriculum.
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
EDUC 3XXX Professional and
Ethical Practice
BRFV 4XXX
EDUC 4XXX
SPED 4XXX
Student Teaching /
Internship
2.1.1 Prepare early childhood
special educators to: Make
specific adaptations for the
special needs of children who
have unique talents, learning
and developmental needs, or
specific disabilities.
2.1.2 Prepare early childhood
special educators to: Develop an
IFSP or IEP, incorporating both
child and family outcomes, in
partnership with family
members and other
professionals.
2.1.3 Prepare early childhood
special educators to: Incorporate
information and strategies from
multiple disciplines in the
design of intervention strategies.
Candidates will design
modifications for the
special needs of
children.
Candidates will
develop IEPs or IFSPs
in partnership with
families and
professionals
Candidates will use
strategies from
multiple disciplines in
the design of
intervention strategies
SPED 3XXX –Observation and
Assessment of Infants, Toddlers, and
Preschoolers
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
2.1.4 Prepare early childhood
special educators to: Design
plans that incorporate the use of
technology, including adaptive
and assistive technology.
2.1.5 Prepare early childhood
special educators to: Develop
and select learning experiences
and strategies that affirm and
respect family, cultural, and
societal diversity, including
language differences.
Candidates will
incorporate the use of
technology, including
adaptive and assistive
technology
Candidates will
provide learning
experiences that affirm
and respect diverse
families, cultures, and
language groups
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
EDUC 3XXX Professional and
Ethical Practice
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
BRFV 4XXX
EDUC 4XXX
SPED 4XXX
Student Teaching /
Internship
(II) The program shall prepare
candidates who use knowledge
of future educational settings to
develop learning experiences
and select instructional
strategies for young children.
2.1.6 Prepare early childhood
special educators to: Plan for
and link current developmental
and learning experiences and
teaching strategies with those of
the next educational setting.
Candidates will select
instructional strategies
for young children
with knowledge of
future education
settings
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
EDUC 3XXX Professional and
Ethical Practice
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
2.1.7 Prepare early childhood
special educators to: Select
intervention curricula and
methods for children with
specific disabilities including
motor, sensory, health,
communication, socialemotional, and cognitive
disabilities.
2.1.8 Prepare early childhood
special educators to: Support
and facilitate family and child
interactions as primary contexts
for learning and development.
2.1.10 Prepare early childhood
special educators to: Develop
and implement an integrated
curriculum that focuses on
children’s needs and interests
and takes into account culturally
valued content and children’s
home experiences.
Candidates will select
intervention
curriculum and
methods, including
those for specific
disabilities such as
motor, sensory, health,
etc.
Candidates will
support family and
child interactions as
primary contexts for
learning and
development.
Candidates will
implement an
integrated curriculum
that incorporates
children’s needs,
interests, culturallyvalued content and
home experiences.
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
EDUC 3XXX Professional and
Ethical Practice
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
2.1.11 Prepare early childhood
special educators to: Select,
develop, and evaluate
developmentally and
functionally appropriate
materials, equipment, and
environments.
2.1.12 Prepare early childhood
special educators to:
Demonstrate appropriate use of
technology, including adaptive
and assistive technology.
2.1.13 Prepare early childhood
special educators to: Employ
pedagogically sound and legally
defensible instructional
practices.
Candidates will select,
develop and evaluated
developmentally
appropriate learning
environments.
Candidates will
incorporate the use of
technology, including
adaptive and assistive
technology.
Candidates will use
instructional practices
that are pedagogically
sound and legally
defensible.
Kindergarten Children with
Disabilities
BRFV/FACS 3XXX Introduction
to Administration and
Organization of programs for
Young Children
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
EDUC 3XXX Professional and
Ethical Practice
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
BRFV 4XXX
EDUC 4XXX
SPED 4XXX
Student Teaching /
Internship
2.2 Prepare early childhood
special educators to: Use
individual and group guidance
and problem-solving techniques
with children, to encourage and
teach positive social skills and
interaction among children, to
promote positive strategies of
conflict resolution, and to
develop personal self-control,
self-motivation, and selfesteem.
2.3 Prepare early childhood
special educators to: Establish
and maintain physically and
psychologically safe and
healthy learning environments
that promote development and
learning.
Candidates will use
individual and group
guidance techniques
that encourage and
teach positive social
skills, conflict
resolution, self-control,
self-motivation and
self-esteem.
Candidates will
establish and maintain
physically and
psychologically safe
and healthy
environments to
promote development
and learning.
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
HPER1XXX/NTFS2530/FDNS21
00 Childhood Health and
Wellness
PSYC 3XXX
Child Guidance Birth to
Five
BRFV/FACS 3XXX Introduction
to Administration and
Organization of programs for
Young Children
EDUC 3XXX Professional and
Ethical Practice
HPER1XXX/NTFS2530/FDNS21
00 Childhood Health and
Wellness
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
PSYC 3XXX
Child Guidance Birth to
Five
(III) The program shall prepare
candidates who prepare young
children for successful
transitions.
Candidates will
prepare young
children for successful
transitions.
BRFV/FACS 3XXX Introduction
to Administration and
Organization of programs for
Young Children
EDUC 3XXX Professional and
Ethical Practice
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
(v) LEARNING
ENVIRONMENTS and
SOCIAL INTERACTIONS
(I) The program shall prepare
candidates who are familiar
with medical care
considerations for premature,
low- birth-weight, and other
young children with medical
2.3.6 Prepare early childhood
special educators to: Identify
aspects of medical care for
premature, low birth weight,
and other medically fragile
babies, including methods
Candidates will learn
to function as part of a
health care team to
positively improve the
FACS/SOCI 4XXX Family &
Community Relationships
HPER1XXX/NTFS2530/FDNS21
00 Childhood Health and
Wellness
NURS 3XXX Environmental &
and health conditions.
employed in the care of young
children dependent on
technology and implications of
medical conditions on child
development and family
resources, concerns, and
priorities.
quality of family living.
Medical Issues for Children Birth
to Five
(II) The program shall prepare
candidates who implement
nutrition plans and feeding
strategies.
(III) The program shall prepare
candidates who use health
appraisal procedures and make
referrals as needed.
2.3.4 Prepare early childhood
special educators to: Implement
nutrition and feeding strategies
for children with special needs.
Candidates identify
health concerns that
may impact families.
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
Candidates will use
health appraisal and
referral procedures.
(IV) The program shall prepare
candidates who design,
implement, and evaluate
environments to assure
developmental and functional
appropriateness.
Candidates will design,
implement, and
evaluate
developmental and
functional
environments.
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV/FACS 3XXX Introduction
to Administration and
Organization of programs for
Young Children
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX
EDUC 4XXX
SPED 4XXX
Student Teaching /
Internship
(V) The program shall prepare
candidates who provide a
stimuli-rich indoor and outdoor
environment that employs
materials, media, and
technology, including adaptive
and assistive technology.
2.3.1 Prepare early childhood
special educators to: Provide a
stimulus-rich indoor and
outdoor environment that
employs materials, media, and
technology, including adaptive
and assistive technology.
Candidates will
provide a stimulating
indoor and outdoor
environment.
BRFV/FACS 3XXX Introduction
to Administration and
Organization of programs for
Young Children
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
EDUC 3XXX Professional and
Ethical Practice
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
(VI) The program shall prepare
candidates who maximize
young children’s progress in
group and home settings
through organization of the
physical, temporal, and social
environments.
2.3.2 Prepare early childhood
special educators to: Organize
space, time, peers, materials,
and adults to maximize child
progress in group and home
settings.
Candidates will
maximize the use of the
environment.
2.3.3 Prepare early childhood
special educators to: Implement
basic health, nutrition and safety
management practices for
young children, including
specific procedures regarding
childhood illness and
communicable diseases.
Candidates will
implement basic
health, nutrition and
safety management
practices.
2.3.5 Prepare early childhood
special educators to: Use
appropriate health appraisal
procedures and recommend
referral and ongoing follow-up
to appropriate community
health and social services.
(3) FAMILY and
COMMUNITY
RELATIONSHIPS
3.1.1 Prepare early childhood
special educators to: Apply
family systems theory and
knowledge of the dynamics,
roles, and relationships within
families and communities
3.1.2 Prepare early childhood
special educators to:
Demonstrate sensitivity to
differences in family structures
and social cultural backgrounds.
Candidates will use
appropriate health
appraisal procedures
and recommend
referrals.
Candidates will apply
family systems theory
and knowledge
appropriately.
Candidates will
demonstrate sensitivity
to differences in family
structures and social
cultural backgrounds.
BRFV/FACS 3XXX Introduction
to Administration and
Organization of programs for
Young Children
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
BRFV/FACS 3XXX Introduction
to Administration and
Organization of programs for
Young Children
BRFV 4XXX Methods for Infants
and Toddlers
BRFV 4XXX/FACS 4XXX
Methods for PreKindergarten and
Kindergarten Children
EDUC 3XXX Professional and
Ethical Practice
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
FACS/SOCI 4XXX Family &
Community Relationships
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
SPED 3XXX – Introduction to
Exceptionalities
SPED 3XXX –Observation and
Assessment of Infants, Toddlers, and
3.1.5 Prepare early childhood
special educators to: Involve
families in assessing and
planning for individual children,
including children with special
needs.
3.1.6 Prepare early childhood
special educators to: Implement
a range of family-oriented
services based on the family’s
identified resources, priorities,
and concerns.
3.1.7 Prepare early childhood
special educators to: Implement
family services consistent with
due process safeguards
3.2.4 Prepare early childhood
special educators to: Identify
structures supporting
interagency collaboration,
including interagency
agreements, referral, and
consultation.
3.3.5 Prepare early childhood
special educators to: Participate
as a team member to identify
dynamics of team roles,
interaction, communication,
teambuilding, problem-solving,
and conflict resolution.
Candidates involve
families in assessing
and planning for
individual needs.
Candidates will
implement a range of
family-oriented
services.
Candidates will
implement family
services consistent with
due process.
Candidates will
identify structures
supporting
collaboration.
Candidates will
participate as a team
member to identify
dynamics of team
roles.
Preschoolers
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
FACS/SOCI 4XXX Family &
Community Relationships
SPED 3XXX –Observation and
Assessment of Infants, Toddlers, and
Preschoolers
FACS/SOCI 4XXX Family &
Community Relationships
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
HPER1XXX/NTFS2530/FDNS21
00 Childhood Health and
Wellness
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX
EDUC 4XXX
SPED 4XXX
Student Teaching /
Internship
3.2.6 Prepare early childhood
special educators to: Employ
two-way communication skills.
3.3 Prepare early childhood
special educators to:
Administer, supervise, and
consult with/instruct other
adults.
3.3.1 Prepare early childhood
special educators to: Employ
adult learning principles in
supervising and training other
adults.
3.3.2 Prepare early childhood
special educators to: Facilitate
the identification of staff
development needs and
strategies for professional
growth.
3.3.3 Prepare early childhood
special educators to: Apply
various models of consultation
in diverse settings.
3.3.4 Prepare early childhood
special educators to: Provide
consultation and training in
content areas specific to
services for children and
families and
organization/development of
programs.
Candidates will employ
two-way
communication skills.
Candidates will
administer, supervise,
and consult/instruct
other adults.
Candidates will employ
adult learning
principles in their
work with other adults.
Candidates will
facilitate and identify
staff development
needs and strategies
for professional
growth.
Candidates will apply
various models of
consultation in diverse
settings.
Candidates will
provide consultation
and training in content
specific areas.
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
EDUC 3XXX Professional and
Ethical Practice
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
EDUC 3XXX Professional and
Ethical Practice
BRFV 4XXX
EDUC 4XXX
SPED 4XXX
Student Teaching /
Internship
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
(vi) LANGUAGE
(I) The program shall prepare
candidates who support and
facilitate family and child
interactions as primary contexts
for learning and development.
Candidates will
support and facilitate
family/child
interactions.
EDUC 3XXX Professional and
Ethical Practice FACS/SOCI
4XXX Family & Community
Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
(vii) INSTRUCTIONAL
PLANNING
(I) The program shall prepare
candidates who implement,
monitor and evaluate
individualized family service
plans and individualized
education plans.
Candidates will
implement, monitor,
and evaluate
individualized
family/education plans
(II) The program shall prepare
candidates who plan and
implement developmentally and
individually appropriate
curriculum.
Candidates will plan
and implement
developmentally and
individually
appropriate
curriculum.
(III) The program shall prepare
candidates who design
intervention strategies
incorporating information from
multiple disciplines.
(IV) The program shall prepare
candidates who implement
developmentally and
functionally appropriate
individual and group activities
including play, environmental
routines, parent-mediated
activities, group projects,
cooperative learning, inquiry
experiences, and systematic
instruction.
Candidates will design
intervention strategies
utilizing multiple
disciplines.
2.1.9 Prepare early childhood
special educators to: Implement
developmentally and
functionally appropriate
individual and group activities
using a variety of formats,
including play, environmental
routines, parent-mediated
activities, small group projects,
cooperative learning, inquiry
experiences, and systematic
Candidates will
implement
developmentally and
functionally
appropriate group
activities.
EDUC 3XXX Professional and
Ethical Practice FACS/SOCI
4XXX Family & Community
Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
EDUC 3XXX Professional and
Ethical Practice
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
FACS 2XXX/
PSYC 2XXX Introduction to
Child Development
READ 3XXX
Language, Literacy and
instruction.
Cognition
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
(viii) ASSESSMENT
(4) ASSESSMENT and
EVALUATION
(I) The program shall prepare
candidates who assess the
development and learning of
young children.
Candidates will assess
the development and
learning of young
children.
4.1 Prepare early childhood
special educators to: Assess
children’s cognitive, socialemotional, communication,
motor, adaptive and aesthetic
development.
Candidates will assess
children’s cognitive,
social-emotional,
communication, motor,
adaptive and aesthetic
development.
FACS 2XXX/
PSYC 2XXX Introduction to
Child Development
SPED 3XXX –Observation and
Assessment of Infants, Toddlers, and
Preschoolers
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
FACS 2XXX/
PSYC 2XXX Introduction to
Child Development
READ 3XXX
Language, Literacy and
Cognition
SPED 3XXX –Observation and
Assessment of Infants, Toddlers, and
Preschoolers
(II) The program shall prepare
candidates who select, adapt
and use specialized formal and
informal assessments for
infants, young children and their
families.
4.1.1 Prepare early childhood
special educators to: Select and
use a variety of in formal and
formal assessment instruments
and procedures, including
observational methods, to make
decisions about children’s
learning and development.
4.1.2 Prepare early childhood
special educators to: Select and
administer assessment
instruments and procedures,
including observational
methods, to make decisions
about children’s learning and
development.
4.1.3 Prepare early childhood
special educators to: Develop
and use authentic, performancebased assessments of children’s
learning to assist in planning, to
communicate with children and
parents, and to engage children
Candidates will select
and use a variety of
formal and informal
assessment
instruments.
Candidates will select
and administer
assessment instrument
instruments and
procedures.
Candidates will
develop and use
authentic
performance-based
assessments.
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
SPED 3XXX –Observation and
Assessment of Infants, Toddlers, and
Preschoolers
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
SPED 3XXX –Observation and
Assessment of Infants, Toddlers, and
Preschoolers
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
SPED 3XXX –Observation and
Assessment of Infants, Toddlers, and
Preschoolers
in self-assessment.
4.1.4 Prepare early childhood
special educators to: Involve
families as active participants in
the assessment process.
(III) The program shall prepare
candidates who participate as a
team member to integrate
assessment results in the
development and
implementation of
individualized family service
plans and individualized
education plans.
Candidates will involve
families as active
participants in the
assessment process.
Candidates will
participate as a team
member in the
assessment process.
4.1.6 Prepare early childhood
special educators to:
Communicate assessment
results and integrate assessment
results from others as an active
team participant in the
development and
implementation of the
individual education program
(IEP) and individual family
service plan (IFSP).
4.1.7 Prepare early childhood
special educators to: Monitor,
summarize, and evaluate the
acquisition of child and family
outcomes as outlined on the
IFSP or IEP.
4.1.8 Prepare early childhood
special educators to: Select,
adapt, and administer
assessment instruments and
procedures for specific sensory
and motor disabilities.
4.1.9 Prepare early childhood
special educators to:
Communicate options for
programs and services at the
next level and assist the family
Candidates will
communicate
assessment results for
the development of the
IEP.
Candidates monitor,
summarize, and
evaluate the
acquisition of
child/family outcomes
by IFSP/IEP.
Candidates will select,
adapt, and administer
assessment
instruments for
specific sensory/motor
disabilities.
Candidates will
communicate options
for programs assist in
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
SPED 3XXX –Observation and
Assessment of Infants, Toddlers, and
Preschoolers
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
SPED 3XXX –Observation and
Assessment of Infants, Toddlers, and
Preschoolers
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
SPED 3XXX –Observation and
Assessment of Infants, Toddlers, and
Preschoolers
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
SPED 3XXX –Observation and
Assessment of Infants, Toddlers, and
Preschoolers
SPED 3XXX –Observation and
Assessment of Infants, Toddlers, and
Preschoolers
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
BRFV 4XXX/SPED 4XXX –
in planning for transition.
4.1.10 Prepare early childhood
special educators to: Implement
culturally unbiased assessment
instruments and procedures.
4.1.11 Prepare early childhood
special educators to: Develop
and use formative and
summative program evaluation
to ensure comprehensive quality
of the total environment for
children, families, and the
community.
(IV) The program shall prepare
candidates who assist families
in identifying their concerns,
resources, and priorities.
3.1.3 Prepare early childhood
special educators to: Assist
families in identifying their
resources, priorities, and
concerns in relation to their
child’s development.
(V) The program shall prepare
candidates who participate and
collaborate as a team member
with other professionals in
conducting family-centered
assessments.
4.1.5 Prepare early childhood
special educators to: Participate
and collaborate as a team
member with other
professionals in conducting
family-centered assessments.
family transitions.
Candidates will
implement culturally
unbiased assessment
instruments and
procedures.
Candidates will
develop and use
formative and
summative program
evaluations.
Candidates will assist
families in identifying
resources, priorities,
and concerns in their
child development.
Candidates will
participate and
collaborate as a team
member with other
professionals in
conducting family
centered assessments.
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
FACS/SOCI 4XXX Family &
Community Relationships
SPED 3XXX –Observation and
Assessment of Infants, Toddlers, and
Preschoolers
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
SPED 3XXX –Observation and
Assessment of Infants, Toddlers, and
Preschoolers
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
SPED 3XXX –Observation and
Assessment of Infants, Toddlers, and
Preschoolers
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
SPED 3XXX –Observation and
Assessment of Infants, Toddlers, and
Preschoolers
BRFV 4XXX
EDUC 4XXX
SPED 4XXX
Student Teaching /
Internship
(VI) The program shall prepare
candidates who evaluate
services with families.
3.1.8 Prepare early childhood
special educators to: Evaluate
services with families.
Collaborate/consult with other
professional and with agencies
Candidates will
evaluate services with
families and other
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
in the larger community to
support children’s development,
learning, and well-being.
professionals.
Medical Issues for Children Birth
to Five
SPED 3XXX –Observation and
Assessment of Infants, Toddlers, and
Preschoolers
(ix) PROFESSIONAL and
ETHICAL PRACTICE
5.5 Adhere to the profession’s
code of ethical conduct.
(I) The program shall prepare
candidates who are familiar
with organizations and
publications relevant to the field
of early childhood special
education.
(II) The program shall prepare
candidates who recognize signs
of child abuse and neglect in
young children and follow
reporting procedures.
2.3.7 Prepare early childhood
special educators to: Recognize
signs of emotional distress,
child abuse, and neglect in
young children and follow
procedures for reporting known
or suspected abuse or neglect to
appropriate authorities.
(III) The program shall prepare
candidates who respect family
choices and goals.
3.1.4 Prepare early childhood
special educators to: Respect
parents’ choices and goals for
children and communicate
effectively with parents about
curriculum and children’s
progress.
(IV) The program shall prepare
candidates who apply models of
team process in early childhood.
3.2.1 Prepare early childhood
special educators to: Apply
models of team process in
diverse service delivery settings.
(V) The program shall prepare
candidates who advocate for
enhanced professional status
and working conditions for
early childhood service
providers.
5.6 Prepare early childhood
special educators to: Serve as
advocates on behalf of young
children and their families,
improved quality of programs
and services for young children,
and enhanced professional
status and working conditions
for early childhood special
educators.
EDUC 3XXX Professional and
Ethical Practice
ALL COURSES
Candidates will adhere
to the professional
code of ethical conduct.
EDUC 3XXX Professional and
Candidates will keep
Ethical Practice
abreast of current
organization and
publications in early
childhood special
education.
Candidates recognize
signs of emotional
distress, child abuse,
and neglect in young
children for reporting
to appropriate
authorities.
Candidates will work
effectively with parents
on goals and
curriculum for their
children.
Candidates will apply
models of team process
in diverse service
delivery settings.
Candidates will serve
as an advocate on
behalf of young
children and their
families.
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
HPER1XXX/NTFS2530/FDNS21
00 Childhood Health and
Wellness
BRFV 4XXX
EDUC 4XXX
SPED 4XXX
Student Teaching /
Internship
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
BRFV 4XXX
EDUC 4XXX
SPED 4XXX
Student Teaching /
Internship
ALL COURSES
(VI) The program shall prepare
candidates who participate in
activities of professional
organizations relevant to the
field of early childhood special
education.
(VII) The program shall prepare
candidates who apply research
and effective practices critically
in early childhood settings.
5.8 Prepare early childhood
special educators to: Participate
actively in professional
organizations.
(VIII) The program shall prepare
candidates who develop,
implement and evaluate a
professional development plan
relevant to one’s work with
young children.
5.7 Prepare early childhood
special educators to: Reflect
upon his/her own professional
practice and develop,
implement, and evaluate a
professional development plan.
(x) COLLABORATION
(I) The program shall prepare
candidates who understand the
dynamics of team-building,
problem-solving, and conflict
resolution.
3.3.5 Prepare early childhood
special educators to: Provide
feedback and evaluate
performance in collaboration
with other adults.
(II) The program shall prepare
candidates who assist the family
in planning for transitions.
(III) The program shall prepare
candidates who communicate
effectively with families about
curriculum and their child’s
progress.
5.9 Prepare early childhood
special educators to: Read and
critically apply research and
recommend practices.
3.2.7 Prepare early childhood
special educators to: Evaluate
and design processes and
strategies that support
transitions among hospital,
home, infant/toddler
preprimary, and primary
programs.
Candidates will
participate actively in
professional
organizations.
Candidates will read
and critically apply
and recommend
practices.
Candidates will reflect
upon and develop
his/her professional
practice and
professional
development.
EDUC 3XXX Professional and
Ethical Practice
ALL COURSES
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
EDUC 3XXX Professional and
Ethical Practice
Candidates will
provide feedback and
evaluate performance
in collaboration with
other adults.
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
Candidates will
evaluate and design
processes and
strategies that support
transitions.
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX
EDUC 4XXX
SPED 4XXX
Student Teaching /
Internship
Candidates will
communicate
effectively with
families about their
child’s curriculum and
progress.
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships NURS
3XXX Environmental & Medical
Issues for Children Birth to Five
BRFV 4XXX
EDUC 4XXX
SPED 4XXX
Student Teaching /
Internship
(IV) The program shall prepare
candidates who apply models of
team process in early childhood
settings.
3.2.2 Prepare early childhood
special educators to: Employ
various team membership roles.
3.2.3 Prepare early childhood
special educators to: Identify
functions of teams as
determined by mandates and
service delivery needs of
children and families.
(V) The program shall prepare
candidates who apply various
models of consultation in early
childhood settings.
(VI) The program shall prepare
candidates who establish and
maintain positive collaborative
relationships with families.
Candidates will employ
team membership roles
to determine service
delivery needs of
children and families.
Candidates will
identify team functions
as determined by
mandates and needs of
children and families.
Candidates will apply
various models of
consultation in early
childhood education.
3.1 Prepare early childhood
special educators to: Establish
and maintain positive,
collaborative relationships with
families.
(6) FIELD EXPERIENCES
PROGRAMS
6.1 Prepare early childhood
special educators to: Observe
and participate under the
supervision of qualified
professionals in a variety of
settings in which young children
with special needs, from birth
through age 8 , are served (e.g.,
homes, public and private
centers, schools, community
agencies).
Candidates will
establish and maintain
positive, collaborative
relationships with
families.
Candidates will
observe and
participate in authentic
settings with young
children.
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX
EDUC 4XXX
SPED 4XXX
Student Teaching /
Internship
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships NURS
3XXX Environmental & Medical
Issues for Children Birth to Five
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships NURS
3XXX Environmental & Medical
Issues for Children Birth to Five
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
BRFV 4XXX
EDUC 4XXX
SPED 4XXX
Student Teaching /
Internship
6.2 Prepare early childhood
special educators to: Work
effectively with children of
diverse ages (i.e., infants,
toddlers, preschoolers, primary
Candidates will work
effectively with
children of diverse
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
NURS 3XXX Environmental &
school-age), with children with
diverse abilities, with children
reflecting culturally and
linguistically diverse family
systems.
ages and abilities.
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
BRFV 4XXX
EDUC 4XXX
SPED 4XXX
Student Teaching /
Internship
6.3 Prepare early childhood
special educators to: Participate
under supervision as an
interagency and intra-agency
team member.
Candidates will
participate as an
interagency and intraagency in a supervised
setting.
EDUC 3XXX Professional and
Ethical Practice
NURS 3XXX Environmental &
Medical Issues for Children Birth
to Five
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
BRFV 4XXX
EDUC 4XXX
SPED 4XXX
Student Teaching /
Internship
6.4 Prepare early childhood
special educators to: Provide
consultation services under
supervision.
Candidates will
provide consultation
services under
supervision.
EDUC 3XXX Professional and
Ethical Practice
FACS/SOCI 4XXX Family &
Community Relationships
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
BRFV 4XXX
EDUC 4XXX
SPED 4XXX
Student Teaching /
Internship
6.5 Prepare early childhood
special educators to:
Demonstrate ability to work
effectively during supervised
student teaching and/or
Candidates will
demonstrate ability to
work effectively during
BRFV 4XXX
EDUC 4XXX
SPED 4XXX
Student Teaching /
intensive, ongoing practical,
experiences (totaling at least
300 clock hours) in at least two
different age groups (i.e.,
infant/toddler, preprimary, or
primary) and with varying
abilities.
6.6 Prepare early childhood
special educators to: Analyze
and evaluate field experiences,
including supervised experience
in working with families and
other professionals.
supervised student
teaching or practical
experiences
Candidates will
analyze and evaluate
field experience and
work with families and
other professionals.
Internship
FACS/SOCI 4XXX Family &
Community Relationships
BRFV 4XXX/SPED 4XXX –
Methods for Infants and Toddlers
with Disabilities
BRFV 4XXX/SPED 4XXX –
Methods for PreKindergarten and
Kindergarten Children with
Disabilities
BRFV 4XXX
EDUC 4XXX
SPED 4XXX
Student Teaching /
Internship
(f) Special Georgia Requirements
1. State-approved professional education units shall require candidates seeking certification in a
teaching field, the leadership field of Administration and Supervision, and/or the service fields of
Media Specialist and School Counseling to complete either five (5) or more quarter hours or three (3) or
more semester hours course work, approved by the Professional Standards Commission, in the
and education of children who have special educational needs or the equivalent, through a Georgia
approved staff development program. This requirement may be met in a separate course, or content may
be embedded in courses and experiences throughout the preparation program. See Rule 505-2-.20
Special Georgia Requirements, Rules for Certification of Education Personnel in Georgia.
2. State-approved professional education units shall require that candidates seeking certification
demonstrate satisfactory proficiency in computer and other technology applications and skills. This
requirement may be met either by attaining an acceptable score on a PSC-approved test of computer
skill competency or by completing a PSC-approved training course/equivalent. See Rule 505-2-.20
Special Georgia Requirements, Rules for Certification of Education Personnel in Georgia.
Appendix F
Worksheet
Key Assessments/GAPSC Standards/Key Courses
Key Assessments
GAPSC
Standards
Key Courses
1. Child Development Theories and
Assessments – all domains;
knowledge, skills and dispositions;
formal and informal assessments;
reporting results; collaboration with
other professionals.
2. Family/Child Case Study –
Theories of family development;
parenting stages; referral to other
professionals/agencies
 Child Development (F)
 Assessment
 Internship
3. Positive Guidance/Management
Plan – modeling; positive
interactions; behavior management;
classroom organization.
 Infant/Toddler Methods
 Preschool/Kindergarten
Methods
 Special Education
Methods
 Internship
 Infant/Toddler Methods
 Preschool/Kindergarten
Methods
 Special Education
Methods
 Internship
4. Unit of instruction (lesson plans)
– PLAY as a vehicle for learning,
Developmentally Appropriate
Practice; focus on all domains (whole
child approach); documentation of
learning; developmentally appropriate
integration of technology.
 Family Development (F)
 Parenting
 Medical Issues
5. Professional Portfolio
- Philosophy of education; Evidence
of the impact of professional practice
on children (includes field
experiences); reflective practices.
-Demonstrates knowledge of child
development theory.
 Technology
 All other major courses
 Area F Courses ?
6. Professional Dispositions
- Professionalism; ability to work with
diverse learners/ communication sills;
ethics; attitudes; professional
organizations
 Child Development (F)
 Special Education
Methods
 Professional
Development
 Ethics
Performance
Indicators
7. Child Care Administrative Plan
-Educational Philosophy; policies;
personnel management; budgeting and
purchasing
8. GACE
-GPA of 2.5; GACE I or Praxis I or
exemption; completion (or near
completion) of core courses A-E
GACE II and successful student
teaching (0-5 setting)
 Internship
Administration
Note: In most key assessments students will demonstrate practical application of child
development theory.
Field Experience for 0-5
900 hours (includes student teaching of no less that 400 hours in one semester)
Experiences must be with 3 age groups:
Hours required
Minimum 100 hrs
Minimum 100 hrs
Minimum 100 hrs
Age Group
a. infant/toddler (6wks. – 3 yrs.)
b. preschool (3 yrs. – 5 not kindergarten)
c. kindergarten (5+)
Must include special needs (100 hours minimum with any age 0-5 in an inclusive setting).
May transfer in a maximum of 300 documented hours with children ages 0-5.
References
American Association of Colleges for Teacher Education (AACTE) ( 2005).
Academy calls for substantial federal investment in teacher education, Briefs, 26
(8).
Cassidy, D., Hestenes, L., Teague, P., & Springs, J. (2000). North Carolina Early
Childhood Education Articulation Manual: The Facilitation of the Transfer of
Credit Between Early Childhood Education/Child Development Departments in
Two- and Four-Year Institutions of Higher Education. Retrieved November 13,
2006 from the North Carolina Division of Child Development and the North
Carolina Institute for Early Childhood Professional Development:
http://www.ncchildcare.org/execsum.pdf
Lombardi, J. Cohen, J., Stebbens, H., Hurvitz, E., Chernoff, J., Denton, K., Abbey, R.,
& Even, D. (2004). Building bridges, from pre-kindergarten to infants and
toddlers; A preliminary look at issues in four states. Retrieved June 15, 2004 from
The Trust for Early Education and Zero to Three Policy Center:
http://www.zerotothree.org/policy/policybriefs/BuildingBridges.pdf.
NCATE. (nd). Nationally Recognized Programs Database. Retrieved October,26, 2006
from the http://www.ncate.org/public/recogPgmSPA.asp
Phillips, D. (Ed.) (1987). Quality in childcare: What does research tell us?
Washington, D.C.: National Association for the Education of the Young.
Stipek, D. (2005, July/August). Early childhood education at a crossroads:
Access to pre-school has come a long way, but critical choices lie ahead, Harvard
Education Letter. Retrieved June 15, 2005 from electronic source
http://www.edletter.org/current/crossroads.shtml.
Kinds of Settings and Experiences and the Duration of
Each Experience
Course
Field Experience
Setting
Number of Field
Experience
Minimum
Duration
4. The proposed Birth to Five Program will use an assessment system that collects and
analyzes data on the applicant qualifications, candidate and graduate performance, and
department operations to evaluate and improve the program. The Education Information
Center (EIC) will also serve the Birth to Five Program for collecting, analyzing, and
reporting results from initial candidate assessments. The Department of Elementary and
Early Childhood Education has an annual 'Data Reflections' day each fall. The recent
event was successfully completed by our P-5 undergraduate and graduate programs. The
reflections piece of the assessment tool is linked to each set of results as well as to the
compiled results from all evaluators.
7. Technology: Describe how the program ensures candidates can integrate technology
into their practice.
As technology becomes easier to use, it is being used more in early learning programs. It
is important that Birth to Five candidates be able to critically examine the impact of
technology on children and be prepared to use technology to benefit children in the early
learning setting.
Within curriculum instruction candidate will be encouraged must take responsibility for
assessing the needs of the children and families. This included being able to critically
evaluate the use of technology and its use with young children which includes: (1)
identifying the essential role of the teacher in evaluating appropriate uses of technology;
(2) looking at the potential benefits of appropriate use of technology in early childhood
programs; (3) being able to integrate technology into the typical learning environment;
(4) ensuring equitable access to technology, including children with special needs; (5) do
careful screening for stereotyping and violence in software; (6) assessing the role of
teachers and parents as advocates; and (7) determining the implications of technology for
professional development.
The National Association of Education for Young Children (NAEYC) has issued the
following position for early learners:
“Although there is considerable research pointing to the effects of technology on
children’s learning and development (Clements 1994), the research indicates that, in
practice, computers supplement but do not replace highly valued early childhood
activities and materials such as art, blocks, sand, water, books, exploration and writing
material with dramatic play”. They further state, “Developmentally appropriate software
offers opportunities for collaborative play, learning and creation. However educators
must use professional judgment in evaluating and using this learning tool appropriate.”
Bachelor of Science in Birth to Five
A four-year program preparing students for careers in the field of early childhood.
This bachelor's degree program prepares students for careers in the field of child
development, including early childhood education and infant and children's programs in
public or private schools and social agencies. Through instructional and experiential
learning, students study child growth and development as they relate to children in
school, family, and community settings.
The Birth to Five Program is based on the philosophy that the emotional, social, physical,
and intellectual needs of each human being are interrelated. All four areas must be valued
and nurtured in early childhood education programs, for as they exercise their developing
physical, sensory, and cognitive abilities, children also gain important feelings of selfesteem, competency, and mastery.
The Birth to Five major is designed as a complete four year program at Kennesaw State
University. However, community college coursework in Early Childhood Education is
fully transferable. Community college units may be transferred towards the B.S. degree.
The degree requires a minimum of XX semester hours in the major. At least XX of these
hours must be in upper division courses.
Upon completing the B.S. degree program, students are eligible for the Child
Development Program Director’s Permit issued by the Georgia Commission on Teacher
Credentialing and a B-5 certification.
Accelerated Program for Returning - Working Students
Kennesaw State University offers an accelerated program for adults over 25 years of ago
who are returning students and/or working and who want to earn a bachelor's degree in
child development.
This highly individualized program features flexibility, a respect for experiential learning,
and personalized counseling. Courses are offered at times convenient for working
students - evenings and weekends.
Program applications are available in the TEAC office. Call 770-423-6121 for further
information.
Admission Requirements and Procedures
Applications to Kennesaw State University's Department of Elementary and Early
Childhood Education are available from the University's Office of Admissions.
Applicants with an associate degree from an accredited Georgia community college may
receive full credit for their degree. Transfer students from four-year accredited colleges
may transfer a maximum of 96 units.
Academic Requirements
A minimum of 128 semester hours is required to complete a Bachelor of Science degree.
Of these hours:



a minimum of 32 semester hours must be taken through Kennesaw State
University
a minimum of 44 semester hours must be in upper division courses
a minimum of 24 semester hours in upper division courses must be taken in the
Child Development major.
Core Requirements (Semester Hours)
ECE XXXX
Curriculum Development for Early Childhood Education (3)
ECE XXXX
Child, Family and Community (3)
ECE XXXX
Child Psychology and Development (4)
ECE XXXX
Child Observation Practicum (4)
ECE XXXX
Math for Young Children (4)
ECE XXXX
Early Childhood Teaching (4)
ECE XXXX
Senior Project (4)
Elective Requirements
Students must choose a minimum of 20 units from the following courses:
ECE XXXX
Early Childhood Environments (3)
ECE XXXX
Adolescent Development and Education (1)
ECE XXXX
Supervision and Communication in Early Childhood Education (3)
ECE XXXX
Early Childhood Literacy (4)
ECE XXXX
Infant Group Care and Curriculum (3)
ECE XXXX
Parenting for Early Childhood Educators (3)
ECE XXXX
Supervision and Administration of Programs for Young Children (3)
ECE XXX
Advanced Supervision and Administration of Programs for Young
Children (4)
ECE XXXX
Theories and Methods of Education for Linguistically Diverse Students
(4)
SPED XXXX Introduction to Exceptional Individuals and Their Families (3)
(Figure 1.)
Birth To Five (B-5) Teacher Candidate Outcomes
Grouped by GAPSC Standard Headings
NAEYC and DEC STANDARDS
Candidates will apply knowledge of children’s development to create optimal learning
environments.
Candidates will build relationships with children and families that promote positive family
relationships.
Candidates will examine the role of various informal and formal assessments.
Candidates will design, implement, and evaluate learning experiences that appropriate for diverse
learners.
Candidates will display dispositions and behaviors that are consistent with ethical standards of the
field.
FOUNDATIONS
Candidates will articulate the historical, philosophical,
legal, ethical, and policy issues concerning services for children with and without special needs.
Candidates will address current trends and issues in the field.
Candidates will identify legislation that affects children, families, and programs for children.
DEVELOPMENT and CHARACTERISICS OF LEARNERS
Candidates will apply theories of child development, both typical and atypical, and apply current
research with emphasis on cognitive, motor, social-emotional, communication, adaptive, and
aesthetic development in learning situations, family and community contexts.
Candidates will describe pre-, peri-, and postnatal development and factors such as biological and
environmental conditions that affect children’s development and learning.
Candidates will identify specific disabilities, including the etiology, characteristics, and
classification of common disabilities in young children, and describe specific implications for
development and learning in the first years of life.
Candidates will demonstrate strategies for establishing and maintaining a safe, healthy learning
environment.
Candidates apply knowledge of cultural and linguistic diversity and the significance of sociocultural and political contexts for development and learning, and recognize that children are best
understood in the contexts of family, culture, and society.
Candidates will interpret the impact of medical conditions on young children and families.
Candidates will describe the prevalence of childhood illnesses and communicable diseases.
Candidates will use intervention strategies that affirm and respect individual learning differences
and cultural diversity.
INSTRUCTIONAL STRATEGIES
Candidates will use instructional strategies based on knowledge of the child, family, community
and curriculum.
Candidates will design modifications for the special needs of children.
Candidates will develop IEPs or IFSPs in partnership with families and professionals.
Candidates will use strategies from multiple disciplines in the design of intervention strategies.
Candidates will incorporate the use of technology, including adaptive and assistive technology.
Candidates will select instructional strategies for young children with knowledge of future
education settings.
Candidates will select intervention curriculum and methods, including those for specific disabilities
such as motor, sensory, health, etc.
Candidates will support family and child interactions as primary contexts for learning and
development.
Candidates will implement an integrated curriculum that incorporates children’s needs, interests,
culturally-valued content and home experiences.
Candidates will select, develop and evaluated developmentally appropriate learning environments.
Candidates will incorporate the use of technology, including adaptive and assistive technology.
Candidates will use instructional practices that are pedagogically sound and legally defensible.
Candidates will use individual and group guidance techniques that encourage and teach positive
social skills, conflict resolution, self-control, self-motivation and self-esteem.
Candidates will implement a range of directive and supportive methods of behavior management
appropriate for young children, including those with special needs.
Candidates will establish and maintain physically and psychologically safe and healthy
environments to promote development and learning.
Candidates will prepare young children for successful transitions.
LEARNING ENVIRONMENTS AND SOCIAL INTERACTIONS
Candidates will use health appraisal and referral procedures.
Candidates will design, implement, and evaluate developmental and functional environments.
Candidates will provide a stimulating indoor and outdoor environment.
Candidates will maximize the use of the environment.
Candidates will implement basic health, nutrition and safety management practices.
Candidates will use appropriate health appraisal procedures and recommend referrals.
FAMILY AND COMMUNITY RELATIONS
Candidates will apply family systems appropriately.
FAMILY AND COMMUNITY RELATIONS
Candidates will demonstrate sensitivity to differences in family structures and social cultural
backgrounds.
Candidates involve families in assessing and planning for individual needs.
Candidates will implement a range of family-oriented services.
Candidates will implement family services consistent with due process.
Candidates will identify structures supporting collaboration.
Candidates will participate as a team member to identify dynamics of team roles.
Candidates will employ two-way communication skills.
Candidates will employ adult learning principles in supervising and training other adults.
Candidates will facilitate and identify staff development needs and strategies for professional
growth.
Candidates will apply various models of consultation in diverse settings.
Candidates will provide consultation and training in content specific areas.
Candidates will support and facilitate family/child interactions.
INSTRUCTIONAL PLANNING
Candidates will implement, monitor, and evaluate individualized family/education plans
Candidates will plan and implement developmentally and individually appropriate curriculum.
Candidates will design intervention strategies utilizing multiple disciplines.
Candidates will implement developmentally and functionally appropriate group activities.
ASSESSMENT
Candidates will assess the development and learning of young children.
Candidates will assess children’s cognitive, social-emotional, communication, motor, adaptive and
aesthetic development.
Candidates will select and use a variety of formal and informal assessment instruments.
Candidates will select and administer assessment instrument instruments and procedures.
Candidates will develop and use authentic performance-based assessments.
Candidates will involve families as active participants in the assessment process.
Candidates will participate as a team member in the assessment process.
Candidates will communicate assessment results for the development of the IEP.
Candidates monitor, summarize, and evaluate the acquisition of child/family outcomes by
IFSP/IEP.
ASSESSMENT
Candidates will select, adapt, and administer assessment instruments for specific sensory/motor
disabilities.
Candidates will communicate options for programs assist in family transitions.
Candidates will implement culturally unbiased assessment instruments and procedures.
Candidates will develop and use formative and summative program evaluations.
Candidates will assist families in identifying resources, priorities, and concerns in their child
development.
Candidates will participate and collaborate as a team member with other professionals in
conducting family centered assessments.
Candidates will evaluate services with families and other professionals.
PROFESSIONAL AND ETHICAL PRACTICE
Candidates will adhere to the professional code of ethical conduct.
Candidates will keep abreast of current organization and publications in early childhood special
education.
Candidates recognize signs of emotional distress, child abuse, and neglect in young children for
reporting to appropriate authorities.
Candidates will work effectively with parents on goals and curriculum for their children.
Candidates will apply models of team process in diverse service delivery settings.
Candidates will serve as an advocate on behalf of young children and their families.
Candidates will participate actively in professional organizations.
Candidates will read and critically apply and recommend practices.
Candidates will reflect upon and develop his/her professional practice and professional
development.
COLLABORATION
Candidates will provide feedback and evaluate performance in collaboration with other adults.
Candidates will evaluate and design processes and strategies that support transitions.
Candidates will communicate effectively with families about their child’s curriculum and progress.
Candidates will employ team membership roles to determine service delivery needs of children and
families.
Candidates will apply various models of consultation in early childhood education.
Candidates will establish and maintain positive, collaborative relationships with families.
References
American Association of Colleges for Teacher Education (AACTE) ( 2005).
Academy calls for substantial federal investment in teacher education, Briefs, 26
(8).
Cassidy, D., Hestenes, L., Teague, P., & Springs, J. (2000). North Carolina Early
Childhood Education Articulation Manual: The Facilitation of the Transfer of
Credit Between Early Childhood Education/Child Development Departments in
Two- and Four-Year Institutions of Higher Education. Retrieved November 13,
2006 from the North Carolina Division of Child Development and the North
Carolina Institute for Early Childhood Professional Development:
http://www.ncchildcare.org/execsum.pdf
Lombardi, J. Cohen, J., Stebbens, H., Hurvitz, E., Chernoff, J., Denton, K., Abbey, R.,
& Even, D. (2004). Building bridges, from pre-kindergarten to infants and
toddlers; A preliminary look at issues in four states. Retrieved June 15, 2004 from
The Trust for Early Education and Zero to Three Policy Center:
http://www.zerotothree.org/policy/policybriefs/BuildingBridges.pdf.
NCATE. (nd). Nationally Recognized Programs Database. Retrieved October,26, 2006
from the http://www.ncate.org/public/recogPgmSPA.asp
Phillips, D. (Ed.) (1987). Quality in childcare: What does research tell us?
Washington, D.C.: National Association for the Education of the Young.
Stipek, D. (2005, July/August). Early childhood education at a crossroads:
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