Early Childhood Education
Minnesota Department of Education
Academic Standards Course Framework
Early Childhood Education
Early Childhood Education prepares students for employment in early childhood education and related
careers that involve working with children from birth to 8 years (3rd. grade) and provides the foundations for study in
higher education that leads to early childhood education and other child-related careers. A project-based approach that
utilizes higher order thinking, communication, leadership, and management processes is recommended in order to
integrate the study of suggested topics.
Major course topics include:
 career paths in early childhood education; promoting child development and learning; building family and
community relationships; observing, documenting, and assessing to support young children and families; using
developmentally effective approaches; using content knowledge to build meaningful curriculum, and becoming
an early childhood education professional.
 An overview of the history, theory, and foundations of early childhood education as well as exposure to types of
programs, curricula, and services available to young children.
 Examining basic principles of child development, importance of family, licensing, and elements of quality care of
young children.
 Addresses planning and guiding developmentally appropriate activities for young children in various childcare
settings; developmentally appropriate practices of guidance and discipline application of basic health, safety,
and nutrition principles when working with children.
 An overview of management and operation of licensed child care facilities or educational settings; child care
regulations and licensing requirements.
 Intensive experiences in one or more early childhood settings.
 Employability skills, Resumes and career portfolios are required components.
 Overview of the Child Development Associate (CDA) credential, safe and healthy learning environment,
physical and intellectual competence, social and emotional development, relationships with families,
program management, and professionalism.
The course standards parallel the expectations and documentation required for Child Development Associate (CDA)
credentialing. These include rigorous levels of self-critique and reflection; performance assessments by instructors,
parents, and other professionals; comprehensive assessment of knowledge through a standardized exam; and other
professional documentation. Extensive experiences in one or more early childhood education settings are required: a
minimum total of 480 hours must be accrued in Child and Human Development/Parenting and Early Childhood and
Education.
A standards-based plan for each student guides the laboratory/field experiences. Students are monitored in their
laboratory/field experiences by the Early Childhood Education teacher. Student laboratory/field experiences may
be either school-based or "on-the-job" in community-based early childhood education centers or in a combination
of the two. Dual credit agreements with postsecondary programs are encouraged.
Recommended Grade Level: 11 & 12
Recommended Prerequisites: Child Development
Early Childhood Education
Career and Technical Student Organizations (CTSOs)
Career and Technical Student Organizations are considered a powerful instructional tool when
integrated into Career and Technical Education programs. They enhance the knowledge and skills
students learn in a course by allowing a student to participate in a unique program of career and
leadership development. Students should be encouraged to participate in FCCLA (Family, Career and
Community Leaders of America), the CTSO for this are.
__________________________________________________________________________________
21st Century Skills should be an integral part of all courses being taught. These soft skills are the foundation for all
Career and Technical Education.
Critical Thinking and Reasoning: Thinking Deeply, Thinking Differently
Information Literacy: Untangling the Web
Invention
Collaboration: Working Together, Learning Together
Self-Direction: Own Your Learning
Invention: Creating Solutions
Possible Course Titles
1.
STEM/STEAM Connections
Early Childhood Education
Career Pathways
Career Field: Human Services > Career Cluster: >Human Services> Career Pathways: Early Childhood Development and Services
Career Field: Human Services>Career Cluster: Human Services>Career Pathways: Family and Community Services
Career Field: Human Services>Career Cluster: Education and Training>Career Pathways: Teaching and Training
Career Field: Health Science Technology>Career Cluster: Health Science>Career Pathway: Support Services
Key
FACS=Family and Consumer Sciences
MECE= Minnesota Early Childhood Education
STEM=Science, Technology, Engineering, and Math
STEAM=Science, Technology, Engineering, Art, & Math
FCCLA=Family, Community, & Career Leaders of America
FCCLA Student Leadership Opportunities:
*Career Investigation *Entrepreneurship *Illustrated Talk *Job Interview
*Focus on Children *Early Childhood Education
Topic: Professional Standards in Early Childhood Education
Minnesota Frameworks: 1.0 Identify professional standards and practices related to working with children.
National Standard Correlation: 4.6 Demonstrate professional practices and standards related to working with
children.
STEM/STEAM Standard:
National
Standard
Correlation
Minnesota
Framework/
Standard
Benchmarks/Competencies
4.6.2
4.6.3
MECE 1.1
MECE 1.2
4.6.4
4.5.4
MECE 1.3
MECE 1.4
Identify professional and ethical standards in working with children.
Identify local, state and federal regulations, and laws that affect children, families
and early childhood programs. (Examples may include: Department of Human
Services Rule 9502 and 9503, Parent Aware, and National Association of the
Education of Young Children.)
Demonstrate Early Childhood Education readiness skills and professionalism.
Implement strategies for constructive and supportive interactions between children
and families.
Early Childhood Education
Topic: Child Development Domains & Theories
Minnesota Frameworks: 2.0 Analyze developmentally appropriate practices to plan for early childhood, early
childhood education and related early childhood occupations
National Standard Correlation: 4.2 Analyze developmentally appropriate practices to plan for early childhood,
education and services
STEM/STEAM Standard: 9.1.1.2 Scientific inquiry uses multiple interrelated processes to investigate and explain the
natural world
National
Standard
Correlation
4.2.1
Minnesota
Framework/Stan
dard
Benchmarks/Competencies
MECE 2.1
Identify the Early Indicators of Progress in connection to the development domains
(physical, emotional, social, cognitive/intellectual, language, motor) and theory.
MECE 2.2
Analyze child development theories and their purpose in educational and child care
practices.
Describe and apply the developmental domains (physical, emotional, social,
cognitive/intellectual, language, motor) from birth through age twelve.
Apply observation techniques to interpret the abilities and needs of children using
the developmental domains.
Create strategies (lessons, activities, toys/games) that promote children’s growth
and development.
MECE 2.3
4.2.2
4.2.4
4.2.5
MECE 2.4
MECE 2.5
Topic: Safe and Healthy Learning Environment for Children
Minnesota Frameworks: 3.0 Demonstrate a safe and healthy learning environment for children
National Standard Correlation: 4.4 Demonstrate a safe and healthy learning environment for children.
STEM/STEAM Standard: 9.4.4.2 Personal and community health can be affected by the environment, body
functions and human behavior. (i.e. daycare, preschool, ECFE environments; family systems)
National
Standard
Correlation
Minnesota
Framework/Stan
dard
Benchmarks/Competencies
4.4.2
4.4.5
MECE 3.1
MECE 3.2
4.4.4
MECE 3.3
4.4.7
4.4.6
MECE 3.4
MECE 3.5
Apply safe and healthy practices that comply with industry sanctioned regulations.
Identify indicators of child abuse and neglect and the responsibilities of the
mandated reporter.
Plan safe and healthy meals and snacks to reflect the diverse dietary needs of
children.
Recognize implementation for security and emergency procedures for all children.
Practice basic health and prevention procedures for workers and children regarding.
childhood illness and communicable diseases.
Early Childhood Education
Topic: Early Childhood Programs and Philosophies
Minnesota Frameworks: 4.0 Compare and Contrast Early Childhood Program Models and Learning Environments
National Standard Correlation: 4.3 Demonstrate integration of curriculum and instruction to meet children’s
developmental needs and interest.
STEM/STEAM Standard:
National
Standard
Correlation
4.3.1
Minnesota
Framework/
Standard
Benchmarks/Competencies
MECE 4.1
4.3.5
4.3.2
4.3.6
MECE 4.2
MECE 4.3
MECE 4.4
Analyze a variety of program models and their philosophy/approach to early
childhood learning. (Head Start, Montessori, Waldorf, High Scope, Early Childhood
Family Education, Family Home Day Care, Group Family Day Care, Child Care Center,
Reggio Emilia, Before and After School Programs)
Evaluate program models for children’s exploration, discovery, and development.
Evaluate how learning centers promote the developmental domains.
Identify activities, routines, and transitions used in various learning centers and
program models.
Topic: Guidance and Instruction
Minnesota Frameworks: 5. 0 Apply knowledge of children’s ages and characteristics to select developmentally
appropriate teaching, learning strategies, tools, and approaches
National Standard Correlation: 4.5 Demonstrate techniques for positive collaborative relationships with children
STEM/STEAM Standard:
National
Standard
Correlation
Minnesota
Framework
/Standard
Benchmarks/Competencies
4.3.3
MECE 5.1
4.3.4
MECE 5.2
4.5.1
4.5.2
MECE 5.3
MECE 5.4
MECE 5.5
Implement an integrated curriculum that incorporates a child’s language, learning
styles, early experiences, and cultural values.
Demonstrate a variety of teaching methods to meet individual and special needs of
children.
Implement developmentally appropriate behavior and guidance practices.
Integrate problem solving techniques with children.
Explore the role of technology in programs for young children.
Early Childhood Education
Topic: Career Paths in Early Childhood
Minnesota Frameworks: 6.0 Analyze current career paths within early childhood, early childhood education and
related early childhood occupations.
National Standard Correlation: 4.1 Analyze career paths within early childhood, education & related services.
STEM/STEAM Standard:
National
Standard
Correlation
4.1.2
Minnesota
Framework
/Standard
Benchmarks/Competencies
MECE 6.1
4.1.1
4.1.3
MECE 6.2
4.1.4
MECE 6.3
Explore and analyze current and future career opportunities in early childhood
related occupations.
Summarize education and training requirements for the roles and responsibilities of
individuals engaged in early childhood, early childhood education and related early
childhood occupations.
Explain the effects of early childhood, early childhood education, and service
occupations on local, state, national, and global economies.
Analyze the impact of public policy on early childhood programs and careers
MECE 6.4
Resources:
National Association for the Education of Young Children
Minnesota Association for the Education of Young Children
Minnesota Early Childhood Indicators of Progress
Parent Aware
Department of Human Services 9502 & 9503
American Association of Family and Consumer Sciences – Early Childhood Competency Assessment and Certification
National Occupational Competency Testing Institute (NOCTI) – Early Childhood Education Assessment
Textbooks:
Health, Safety and Nutrition of Young Children, Lynn Maroatz
Children the Early Years, Celia Anita Decker
Working with Young Children, Judy Herr