Use knowledge of individual children and child development theory to promote learning for diverse groups of young children
- Describe the ways that child development and learning occur in multiple contexts (family, culture, language, community), as well as in the larger societal context that includes structural inequities
- Use knowledge of individual children, normative developmental sequences, variations, and disabilities to create equitable, supportive, and challenging learning environments
Use family centered practices to engage families and communities in the education of young children
- Value diverse family structures, languages, cultures and norms
- Create reciprocal and authentic partnerships that promote family competence and confidence during individualized planning, intervention, instruction and transitions
- Communicate clear and comprehensive information about resources that help families make informed decisions and advocate for access, equity, and inclusion
Observe, document, and assess learning to support development
- Link the purpose of observation to curriculum planning and assessment to teaching strategies and early interventions and referrals
- Describe how assessment can be harmful to children and how to use assessment responsibly
- Choose and use screening and assessment tools in ways that are ethically grounded and developmentally, culturally, ability, and linguistically appropriate to document developmental progress and promote positive outcomes
- Build assessment partnerships with families and other professionals
Use a wide array of developmentally, culturally, and linguistically sustaining approaches, strategies and tools.
- Demonstrate positive, caring, and supportive relationships with children and families as core to their work
- Incorporate culturally sustaining, anti-bias play opportunities as foundational practice
- Use research based strategies, tools, and approaches that support the cultural, linguistic, and individual development of all children, including children with special and/or unique behavioral needs
Use content knowledge to build a meaningful, inclusive, anti-bias curriculum.
- Create culturally sustaining, anti-bias curriculum that is inclusive, aligns with early learning standards in a wide range of academic disciplines, builds resilience in children, and pushes back against systems that may harm children (racism, classism, trauma, poverty, etc)
- Differentiate instruction, opportunities, and approaches based on individual and developmental needs
Identify with the profession, center equitable practices as core to their work, and conduct themselves professionally
- Uphold ethical standards
- Develop the habit of reflective and intentional practice
- Advocate for children, families, and the profession
- Not all classes are offered every quarter. Talk to a faculty adviser.
- You have to earn a grade of 2.0 in each required class to apply it to a certificate or degree.
- Education coursework older than 5 years may not apply. General education credits will be accepted regardless of age.
- Some classes have entry requirements not listed here. Talk to a faculty adviser.
- ECED& 120 - Early Childhood Practicum requires that you’re cleared for participation at an early learning site using the Portable Background Check required by the Division of Children Youth and Families and managed by Merit.
- EDUC 240 - Education Practicum requires clearance. This may be using the Portable Background Check above or other process required by a school district.
Professional-Technical Core Courses
Total Professional-Technical Core Courses- 57
Elective coursework (choose from options below to total 5 credits):
Total Supporting Course Credits: 20
Total Related Instruction Credits: 13
Total Program Credits: 90