ECPC Curriculum Modules: Professional Standards

Standard 5: Application of Curriculum Frameworks in the Planning and Facilitation of Meaningful Learning Experiences

Sample Syllabi, Learning Activities, and Practicum Application

The purpose of this module is to introduce the Initial Practice-Based Professional Preparation Standards Early Interventionists/Early Childhood Special Educators (EI/ECSE) Standard 5. 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 5: Candidates collaborate with families and professionals to use an evidence-based, developmentally appropriate, and culturally responsive early childhood curriculum addressing developmental and content domains. Candidates use curriculum frameworks to create and support universally designed, high-quality learning experiences in natural and inclusive environments that provide each child and family with equitable access and opportunities for learning and growth.

Components:

5.1 Candidates collaborate with families and other professionals in identifying an evidence-based curriculum addressing developmental and content domains to design and facilitate meaningful and culturally responsive learning experiences that support the unique abilities and needs of all children and families.

5.2 Candidates use their knowledge of early childhood curriculum frameworks, developmental and academic content knowledge, and related pedagogy to plan and ensure equitable access to universally designed, developmentally appropriate, and challenging learning experiences in natural and inclusive environments.

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 5: Application of Curriculum Frameworks in the Planning and Facilitation of Meaningful Learning Experiences 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 the application of curriculum frameworks in the planning and facilitation of meaningful learning experiences.
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

Each of the standards has two or more components that further describe what is meant by the standard for a total of 27 components across the seven standards. This section identifies, what learners should know and be able to do based on that component to facilitate positive outcomes for children and families.

Component 5.1 Learners collaborate with families and other professionals in identifying an evidence-based curriculum addressing developmental and content domains to design and facilitate meaningful and culturally responsive learning experiences that support the unique abilities and needs of all children and families.

What Learners Should Know and Be Able to Do

Learners Who Are Competent in this Component Know and Understand:

Developmental domain curriculum frameworks,
Content domain curriculum frameworks,
Role of culture in collaboration with families, and
Cultural influences on developmental and educational expectations.

Learners Who Are Competent in this Component are Able to:

Collaborate with families and other professionals to
- identify evidence-based developmental and content domain curricula,
- assess curricula to determine the extent to which they reflect a developmentally appropriate scope and sequence across academic and content domains,
- assess curricula for cultural responsiveness and alignment with the learning expectations of the local context, including early learning standards,
- design developmentally and culturally responsive learning experiences,
- facilitate developmentally and culturally responsive learning experiences by embedding children’s cultural references in all aspects of the learning environment, and
Communicate developmental and educational expectations with families and children.

Component 5.2 Learners use their knowledge of early childhood curriculum frameworks, developmental and academic content knowledge, and related pedagogy to plan and ensure equitable access to universally designed, developmentally appropriate, and challenging learning experiences in natural and inclusive environments.

What Learners Should Know and Be Able to Do

Learners Who Are Competent in this Component Know and Understand:

Principles of universal design for learning,
Developmental content for intervention and instruction, and related pedagogy, and
Academic content for intervention and instruction, and related pedagogy.

Learners Who Are Competent in this Component are Able to:

Identify, create, evaluate, and apply curriculum frameworks, such as developmental curricula, academic content curricula, and state or national learning standards,
Plan universally designed learning experiences and environments to allow for access, engagement, and learning across developmental and academic content domains, and
Adhere to universal design for learning principles by
- incorporating multiple ways for children to access the curriculum content,
- use multiple methods to facilitate children’s active engagement,
- include a range of formats for children to demonstrate what they are learning.

Sample Syllabi, Learning Activities, and Practicum Application

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.

Standard 5 – Sample Syllabus 2025

Learning Activities

The projects or assignments require learners to apply the practices/skills related to Standard 5: Application of Curriculum Frameworks in the Planning and Facilitation of Meaningful Learning Experiences. 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 two Components for Standard 5.

Component 5.1 and 5.2

Reflective Journal and Summary:

Maintain a journal and reflect on activities, interactions, and events in the practicum setting with your partner family and partner preschool or early childhood classroom. Reflect on topics, readings, discussions, and class activities specific to Standard 5: Application of Curriculum Frameworks in the Planning and Facilitation of Meaningful Learning Experiences.

The journal entries should demonstrate your self-awareness and self-reflection about your work with children and related roles within the practicum setting as well as professional growth within the knowledge areas addressed. A minimum of 15 different class readings (articles or chapters) should be cited in the journal. Write in the journal once a week, on average.

Near the end of the semester, prepare a brief two-to-four-page summary of the major themes discussed in the journal and what you learned over the course of the semester. Consider the following types of questions:

What have I observed?
What are the implications when reflecting on curriculum frameworks and meaningful learning experiences for children?
What worked (be specific describing the experience) and why? What did not work and why? What could I do differently?
What beliefs did my actions reflect?
What did I do well? What areas do I need to improve?
What did I learn about the child, the family and/or myself as a professional?
How did I apply perspectives or ideas discussed in class and in the course readings to my work in the practicum setting?
How effective are these ideas or perspectives? How comfortable am I applying these perspectives or ideas?
In what ways have my beliefs/perspective been challenged/supported because of the class and the field experience?

Discussion board posts (Components 5.1 and 5.2)

On corresponding weeks, you will be asked to reflect on and respond to at least one Discussion Board question and post your contribution to the topic on the Discussion Board. Your contribution to the topic should be clear, complete, and accurate. This assignment also requires that you read the answers posted by your classmates and respond to at least one of those postings.

Activity Plans with Family Partner (Components 5.1 and 5.2)

Prepare, implement, and evaluate three contextually responsive activity plans that incorporate collaboration with the partner family. The activities should:

allow children with varying abilities and learning needs to participate in meaningful ways
be appropriate to the children’s age-related needs
respond to interests of the child as observed by the student and discussed with the family
fit the definition of authentic activities
occur within the context of the typical daily schedule

Each lesson plan should focus on a different UDL framework – representation, action and expression, and engagement. Consider a wide range of learning contexts and experiences such as free play activities (e.g., shoe store, washing babies, building roads and bridges), daily routines (e.g., brushing teeth, snack time), and community-based outings (e.g., grocery store, park, library).

Develop plans for the three activities, implement, and provide a reflective evaluation of implementation for each plan. Reflections should consider recommended practices and guidelines provided in readings, class handouts, and materials.

Activity Plans with Preschool/Elementary Classroom Partner (Components 5.1 and 5.2)

Prepare, implement, and evaluate three contextually responsive activity plans that incorporate collaboration with the partner preschool and primary classroom. The activities should:

allow children with varying abilities and learning needs to participate in meaningful ways
be appropriate to the children’s age-related needs
respond to interests of the child as observed by the student and discussed with the classroom teacher
fit the definition of authentic activities
occur within the context of the typical daily schedule

Each lesson plan should focus on a different UDL framework – representation, action and expression, and engagement. Consider a wide range of learning contexts and experiences such as free play activities (e.g., shoe store, washing babies, building roads and bridges), activities within learning centers (e.g., dramatic play, blocks, art, sensory), daily routines (e.g., snack time), field trips, circle time or large group activities, and small group activities.

Component 5.2

Lesson plan

Each student will design a lesson plan/activity to engage children in the corresponding age group and UDL framework that meets the familial and contextual goals of the child(ren), understanding the individual child’s needs and adjusting to match those needs, maximizing child development and learning.

Lesson plan for B-15 months – focus on Representation
Lesson plan for 12 months to 2.5 years – focus on Action & Expression
Lesson plan for 2.5 years to -3.5 years -focus on Engagement

Lesson plan of your choice

Each student will design a lesson plan/activity to engage children of the age group and UDL framework of their choice that meets the familial and contextual goals of the child(ren), understanding the individual child’s needs and adjusting to match those needs, maximizing child development and learning.

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.

Component 5.1

Supporting Knowledge and Skill Development

Knowledge: Interview a toddler or preschool teacher to identify the curriculum implemented in that classroom, key components of the curriculum, and criteria used to select the curriculum, and then reflect on the extent to which it seems to be evidence-based and culturally responsive.

Knowledge: Review the curriculum based on content domains used in a transitional kindergarten/kindergarten field placement and discuss the evidence-based curriculum and its ability and contextually appropriateness for the setting.

Skill: Review a curriculum (e.g., literacy) being considered for a preschool program for its
appropriateness for the children in the program, including individual background factors, in preparation for a preschool team meeting.

Skill: Review a classroom activity designed for toddlers or preschoolers (e.g., story time, art, sensory play), and then reflect on how the activity addresses the following elements: family preferences and relevance, developmental appropriateness, and class-wide engagement. In your reflection, suggest any modifications that can improve the activity to address these elements.

Component 5.2

Supporting Knowledge and Skill Development

Knowledge: Observe in a preschool classroom and reflect on how the learning environment and experiences adhere to the principles of universal design and any needed adaptations to allow for
greater access and engagement of all children, including those of various backgrounds.

Knowledge: Observe an early intervention coaching session and reflect on the principles of universal design that were demonstrated, how they were applied in the learning environment,
including materials, and the activities that were implemented, as well as any needed adaptations, to ensure that the learning experiences are developmentally challenging and engaging to the child, including those of various backgrounds.

Skill: Develop a lesson plan for a preschool classroom that incorporates the principles of universal design to facilitate access and engagement of all children in the group, including those of various backgrounds.

Skill: Develop a plan for a toddler with an IFSP in an Early Head Start or childcare classroom to embed the child and family’s background and experiences in all aspects of the learning environment. The plan should also incorporate principles of Universal Design for Learning (UDL) to ensure access and engagement for all children by providing multiple means of representation, expression, and engagement.

Case Study & PD Guides

Case Study: The annotated case study provides discussion questions and resources.

Standard 5 – Case Study 2025

Component 5.1

Component 5.2

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.

Component 5.1

Component and Title	Key Content	Duration	Link
5.1 Gloria Ladson-Billings – Successful Teachers of African American Children	Gloria Ladson-Billings (Ph.D. Stanford ’84) is the Chair of the Department of Curriculum & Instruction where she holds the Kellner Family Endowed Professorship in Urban Education and is a Faculty Affiliate in the Departments of Educational Policy Studies and Afro American Studies at the University of Wisconsin-Madison. She briefly discusses 3 characteristics of teachers successful in working with children who are African American based on her research.	3:01	View
5.1 Introduction to Culturally Relevant Pedagogy	Education experts Jackie Jordan Irvine, Geneva Gay, and Kris Gutierrez explain how to make culturally relevant pedagogy a reality in your classroom.	4:39	View
5.1 Desired Results Access Project Video Library: Inclusion and Joy	Two preschool teachers discuss and illustrate the importance of joy for children and teachers and its relationship to early childhood inclusion.	5:00	View
5.1 OELA Podcast Series – Integrating Language into Early Childhood Education	This podcast explores the four key practices presented in the brief: embracing an asset orientation, promoting multilingual development, providing frequent interaction with complex texts, and teaching foundational literacy skills. These practices are based on recommendations from the National Academies of Science, Engineering, and Medicine report Promoting the Educational Success of Children and Youth Learning English: Promising Futures.	24:01	View
5.1 What Makes Us Different	Thirteen-year-old Joshua Bingwa from Kenya uses nature, specifically a bee, to discuss similarities and differences between “humans” and other living things.	6:09	View

Component 5.2

Component and Title	Key Content	Duration	Link
5.2 Designing Environments	Learn about features of the physical and social classroom environment that maximize young children's engagement and learning.	4:47	View
5.2 Getting Kids Involved: Creating Opportunities for Learning	This video introduces and illustrates many ways that adaptations can be used to promote the active participation of infants, toddlers, and preschoolers in everyday literacy activities. You will see examples of adaptations in-home and classroom environments, activities, materials, and/or instructions.	12:13	View
5.2 Getting the Right Size: UDL	Using a shoe store analogy, this short video by OCALI provides an overview of Universal Design for Learning.	2:22	View
5.2 Jenni’s Story	This vignette illustrates how a physical therapist worked with the entire family to address the family’s goal that two-and-a-half-year-old Jenni walks independently.	8:12	View
5.2 Making Sense of Universal Design for Learning	This video provides a rationale for UDL, discusses the principles of UDL, and identifies aspects of the curriculum and environment to be addressed.	3:52	View
5.2 Nolan’s Story	This vignette illustrates how a physical therapist worked with the family using low-tech adaptations and household items to make bath time a fun, social, and enriching experience for almost three-year-old Nolan and his entire family.	6:28	View
5.2 UDL to Change the World	UDL practitioners from across the world briefly discuss how they use the Universal Design for Learning framework to empower all learners, including themselves.	1:03	View
5.2 Evidence-Based Instructional Practices: Small Group Academic Instruction with Peer Modeling	Small group direct instruction (SGDI) involves using a systematic teaching procedure (here: progressive time delay) to teach more than one child. Benefits of small group instruction include increased teaching efficiency and improved social opportunities. SGDI has been shown to be highly effective for a variety of learners and may be less complex than embedding instruction into typical play routines.	7:00	View
5.2 Head Start- Fostering Children’s Thinking Skills	Learn ways teachers can support children in using thinking skills to gain deeper understanding and acquire new knowledge.	3:00	View
5.2 Head Start – Curriculum Modifications	This in-service suite gives an overview of eight types of curriculum modifications. Teachers can use these simple changes to classroom activities to increase a child’s engagement and learning.	5:00	View

Resources

Several different types of resources are included in this section of the module to support the development of knowledge and practices in partnering with families.

Websites - Provide information and resources related to the Standard and Components.

Websites

American Academy of Pediatrics Healthy Children – Ages & Stages

American Academy of Pediatrics Healthy Children – Health Issues, Conditions

American Foundation for the Blind

American Occupational Therapy Association

American Physical Therapy Association

American Speech and Hearing Association

Annual Disability Statistics Compendium

Autism Speaks

Centers for Disease Control and Prevention – Epilepsy

Centers for Disease Control and Prevention – Milestone Moments: Learn the Signs, Act Early.pdf

Children’s Disability Information

Children’s Hospital of Philadelphia Center for Fetal Diagnosis and Treatment

Colorin Colorado!

Division for Early Childhood Learning Decks

Division for Early Childhood Recommended Practices

Head Start ECLKC – Culture & Language

Head Start Early Childhood Learning and Knowledge Center

Screening for Substance Use Disorders: Head Start Can Help | ECLKC (hhs.gov)

March of Dimes

National Association of School Psychologists

National Clearinghouse for English Language Acquisition

The National Professional Development Center on Autism Spectrum Disorder

National Down Syndrome Society (NDSS)

National Genetics Education and Family Support Center

National Newborn Screening & Global Resource Center

National Organization for Rare Disorders (NORD)

State of Babies Yearbook

TESOL International Association

U.S. Department of Education, Office of English Language Acquisition

Zero to Three

Learning Modules - The modules related to the Standard which 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.

Learning Modules

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.

Glossary

Term	Definition	Reference/Resource
Culturally and linguistically responsive and affirming	Approaches that empower individuals intellectually, socially, emotionally, and politically by using cultural and historical referents to convey knowledge, to impart skills, and to change attitudes. Such approaches involve consciously creating social interactions to help individuals meet the criteria of academic success, cultural competence, and critical consciousness and include creating individual-centered learning environments that affirm cultural identities; foster positive learning outcomes; develop children’s abilities to connect across lines of difference; elevate historically marginalized voices; empower children as agents of social change; and contribute to individual child engagement, learning, growth, and achievement through the cultivation of critical thinking. These approaches challenge norms (e.g., expectations regarding language, behavior, social interactions) to be responsive to marginalized children and families and work towards greater equity.	Culturally Responsive-Sustaining Education Framework DEC RP Glossary Barrera, I., Corso, R., & Macpherson, D. (2003). Skilled dialogue: Strategies for responding to cultural diversity in early childhood. Baltimore: Paul H. Brookes. Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: Aka the remix. Harvard Educational Review, 84(1), 74-84.
Developmental domains	Specific areas of human growth and development such as cognition, social-emotional, motor/physical, communication, play, and adaptive behavior.	National Center for Hearing Assessment and Management. (2016). Eligibility and service delivery policies: Differences between IDEA Part C and IDEA Part B: A comparison chart [PDF file]. Link
Family	A child’s consistent (i.e., primary) caregiver(s) who have responsibility for the child’s well-being and development and who are partners in the child’s education and intervention. This may include a variety of individuals, including, but not limited to, the child’s biological, adoptive, or foster parent(s), legal guardians, siblings, grandparents, other relatives, and others within the child’s primary support network.	Mapp, K., & Kuttner, P. J.(2013). Partners in education: A dual capacity-building framework for family-school partnerships. Austin, TX: Southwest Educational Development Lab. Turnbull, A. P., Turnbull, R., Erwin, E. J., Soodak, L. C., & Shogren, K. A. (2015). Families, professionals, and exceptionality: Positive outcomes through partnerships and trust. Upper Saddle River, NJ: Pearson.
Instruction	A set of practices that are evidence-based, intentional, systematic, and support development and learning for all young children across developmental and content domains. Instruction includes the intentional structuring of children’s environments and learning experiences as well as methods used to teach a curriculum. Instruction is used across natural environments and inclusive settings in collaboration with families and other professionals.	Wolery, M. (2012). Voices from the field. Young Exceptional Children, 15(4), 41-44. Boat, M., Dinnebeil, L., & Bae, Y. (2010). Individualizing instruction in preschool classrooms. Dimensions of Early Childhood, 38 (1), 4-10. Division for Early Childhood. (2015). DEC recommended practices glossary. Link
Intervention	A set of strategies that are evidence-based, individualized, and support specific individualized developmental and learning objectives across natural environments and inclusive settings in collaboration with families and other professionals.	Wolery, M. (2004). Using assessment information to plan intervention programs. In M. McLean, M., Wolery, & D. B. Bailey, Jr. (Eds.), Assessing infants and preschoolers with special needs (pp. 517-544). Upper Saddle River, NJ: Pearson. Division for Early Childhood. (2015). DEC recommended practices glossary. Link
Play	A distinct developmental domain characterized by activities with objects and people that capture a child’s attention and interest as they experiment, try new ideas and roles, investigate laws of nature, and represent what they know about and are learning from ongoing events. As a context for learning, play skills can be operationalized, predicted, and a focus of intervention and instruction with children’s learning goals embedded in indoor and outdoor play activities.	Green, B. L., McAllister, C. L., & Tarte, J. M. (2004). The strengths-based practices inventory: A tool for measuring strengths-based service delivery in early childhood and family support programs. Families in Society, 85(3), 326-334.

References

Ainsworth, M.D.S., Blehar, M.C., Waters, E., & Wall, S.N. (2015). Patterns of attachment: A psychological study of the strange situation. Psychology Press.

Batshaw, M.L., Roizen, N.J., & Pellegrino, L. (Eds.). (2019). Children with disabilities (8^thEd.). Brookes Publishing.

Beneke, M., Park, C., Taitingfong, J. (2018). An inclusive, anti-bias framework for teaching and learning about race with young children. Young Exceptional Children, (22)2. 74-86. https://doi.org/10.1177/1096250618811842

Currier, B.A., Jones, M.A., & DeGrace, B.W. (2019). Experiences of families with young power wheelchair users. Journal of Early Intervention. 41(2), 125-140.

Derman-Sparks, L., & Edwards, J.O. (2020). Anti-bias education for young children and ourselves (2^nd ed.). NAEYC.

Graignic-Philippe, R., Dayan, J., Chokron, S., Jacquet, A-Y., & Tordjman, S. (2014). Effects of prenatal stress on fetal and child development: A critical literature review. Neuroscience & Biobehavioral Reviews, 43, 137-162. https://doi.org/10.1016/j.neubiorev.2014.03.022

Hassinger-Das, B., Hirsh-Paske, K., & Golinkoff, R.M. (2017). The case of brain science and Guided play: A developing story. Young Children, 72(2), 45-50.

Letourneau, N.L., Duffett-Leger, L., Levac, L., Watson, B., & Young-Morris, C. (2013). Socioeconomic status and child development: A meta-analysis. Journal of emotional and behavioral disorders, 21(3), 211-224. https://journals.sagepub.com/doi/10.1177/1063426611421007

Lifter, K., Mason, E. J., & Barton, E. E. (2011). Children’s play: Where we have been and where we could go. Journal of Early Intervention, 33(4), 281-297.

McLeod, S. (2018). Jean Piaget’s theory of cognitive development. Simply Psychology Noble, K.G., Houston, S.M., Brito, N.H., Bartsch, H., Kan, E., Kuperman, J.M., Akshoomoff, N., Amaral, D.G., Bloss, C.S., Libiger, O., Schork, J., Murray, S.S., Casey, B.J., Chang, L., Ernst, T.M., Frazier, J.A., Gruen, J.R., Kennedy, D.N., Zijl, P.V…Sowell, E.R. (2015). Family income, parental education, and brain structure in children and adolescents. Nature Neuroscience, 18(5), 773-778.

NAEYC. (2019). Advancing equity in early childhood education position statement

Su, P. L., & Roberts, M.Y. (2019). Quantity and quality of parental utterances and responses to children with hearing loss prior to a cochlear implant. Journal of Early Intervention, 41(4), 366-387.

Thompson, S.D., & Merino, S., (2018). Visual impairments in young children: Fundamentals of and strategies for enhancing development. Young Exceptional Children, (21)3, 157-169.

Yogman, M., Garner, A., Hutchinson, J., Hirsh-Pasek, K., & Golinkoff, R.M. (2018). The power of play: A pediatric role in enhancing development in young children (Clinical Report). American Academy of Pediatrics. DOI: https://doi.org/10.1542/peds.2018-2058

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ECPC Curriculum Modules: Professional Standards

Standard 5: Application of Curriculum Frameworks in the Planning and Facilitation of Meaningful Learning Experiences

Topics

Sample Syllabi, Learning Activities, and Practicum Application

Sample Syllabi

Learning Activities

Practicum Application

Case Study & PD Guides

Multimedia Illustrations

Resources

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