The purpose of this module is to introduce the Initial Practice-Based Professional Preparation Standards Early Interventionists/Early Childhood Special Educators (EI/ECSE) Standard 1. The learning resources provided are designed to be used in both pre-service and in-service to facilitate the integration of the knowledge and skills addressed by this standard.
Standard 1: Candidates understand the impact of different theories and philosophies of early learning and development on assessment, curriculum, instruction, and intervention decisions. Candidates apply knowledge of normative developmental sequences and variations, individual differences within and across the range of abilities, including developmental delays and disabilities, and other direct and indirect contextual features that support or constrain children’s development and learning. These contextual factors are considered when facilitating meaningful learning experiences and individualizing intervention and instruction across contexts.
Components:
1.1 Candidates demonstrate an understanding of the impact that different theories and philosophies of early learning and development have on assessment, curriculum, intervention, and instruction decisions.
1.2 Candidates apply knowledge of normative sequences of early development, individual differences, and families’ social, cultural, and linguistic diversity to support each child’s development and learning across contexts.
1.3 Candidates apply knowledge of biological and environmental factors that may support or constrain children's early development and learning as they plan and implement early intervention and instruction.
1.4 Candidates demonstrate an understanding of characteristics, etiologies, and individual differences within and across the range of abilities, including developmental delays and disabilities, their potential impact on children’s early development and learning, and implications for assessment, curriculum, instruction, and intervention.
Note: The Initial Practice-Based Professional Preparation Standards Early Interventionists/Early Childhood Special Educators (EI/ECSE) standards and components use the term candidate to refer to preservice students in higher education programs. For the purpose of these modules, the term will be maintained in the EI/ECSE standard and component statements. The term learner will be used in the support materials and resources.
Purpose
The purpose of this module is to: (a) identify what learners should know and be able to do specific to Standard 1: Child Development and Early Learning and its Components, (b) provide higher education faculty and PD providers with a variety of learning resources for this standard, and (c) identify the relationship of these resources to adult learning practices. It is designed to be used flexibly for preservice and ongoing professional development.
Objectives
After engaging with these resources, IHE faculty and PD providers will be able to:
- Identify learner outcomes specific to child development and early learning.
- Identify resources to integrate into the higher education curriculum and/or content for PD.
- Identify the relationship of the resources with evidence-based practices for adult learners.
Topics
Component 1.1 Learners demonstrate an understanding of the impact that different theories and philosophies of early learning and development have on assessment, curriculum, intervention, and instruction decisions.
Component 1.2 Candidates apply knowledge of normative sequences of early development to support each child’s development and learning across contexts.
Component 1.3 Candidates apply knowledge of biological and environmental factors that may support or constrain children's early development and learning as they plan and implement early intervention and instruction.
Component 1.4 Candidates demonstrate an understanding of characteristics, etiologies, and individual differences within and across the range of abilities, including developmental delays and disabilities, their potential impact on children’s early development and learning, and implications for assessment, curriculum, instruction, and intervention.
Sample Syllabi
This sample syllabus provides ideas for resources, activities, readings, and assignments, aligned with the Initial Practice-Based Professional Preparation Standards for Early Interventionists/Early Childhood Special Educators (2020) and DEC Recommended Practices (2014). Consider state and university policies and add them as appropriate. This is a sample only and is not a complete syllabus; nor is it intended to suggest that the Standard would be addressed in only one course in the curriculum.
Learning Activities
The projects or assignments require learners to apply the practices/skills related to Standard 1: Child Development and Early Learning. Since these are application activities, they most align with the evidence-based practices for adult learners of authentic learning, reflection, guidance, performance feedback, and follow-up activities. The sample learning activities are organized by the four components for Standard 1.
Practicum Application
The Practicum Applications are examples of learning experiences designed to promote knowledge and skill development for each component of each standard. They are intended to be idea prompts for field-based assignments for preservice and professional development, and adapted as needed.
The Practicum Applications:
- Should be incorporated across the curriculum and within each standard,
- Represent the age range from birth through five,
- Are sequenced from observation and reflection to implementation of practices with supervision,
- Should be implemented across home, school, and community settings.
Case Study & PD Guides
Multimedia Illustrations
Application to Evidence-Based Practices for Adult Learners: The videos and video vignettes can be used primarily to demonstrate a practice/topic/concept and thus, align with the evidence-based practice for adult learners of illustration. Some are informational and relate to the practice of introduction.
Resources
Several different types of resources are included in this section of the module to support the development of knowledge and practices in child development and early learning.
Websites - Provide information and resources related to the Standard and Components.
Learning Modules - The modules related to the Standard can be used in their entirety or by selecting sections or content that support the objectives of an IHE course or PD content. The evidence-based practices for adult learners will vary based on the module selected.
Glossary - Key terms used in Standards and Components. The references and resources in addition to being the source(s) for that definition may also provide additional background information specific to the use of that term in Early Intervention/Early Childhood Special Education.
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The Early Childhood Intervention Personnel Center (ECIPC) awarded to the University of Connecticut Center for Excellence in Developmental Disabilities, was made possible by Cooperative Agreement # H325C220003 from the U.S. Department of Education, Office of Special Education Programs for the period 2022 to 2025. The contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. © All rights reserved.