The goals and objectives for the Early Childhood Program at Saginaw Valley State University follow the standards outlined in the National Association for the Education of Young Children (NAEYC) documents included in our SPA report submitted to NCATE/CAEP in 2008.
In 2010, the Michigan Department of Education approved changes to their Early Childhood Endorsement (ZS), which included a significant amount of special education content. Therefore, in November 2010, SVSU submitted their Early Childhood Program to the State of Michigan, which included these new MDE standards aligned with the NAEYC standards, identified in our SPA report. Both the undergraduate and graduate programs were approved by the state in spring of 2011. CAPC and Graduate proposals were submitted and approved for both Early Childhood Programs. Thus, three cohorts of undergraduates have started the new program and graduates are being advised whether or not to continue under the old program or to begin the new program.
All undergraduate and graduate candidates are expected to meet these standards at the acceptable or target range upon completion of their program. NAEYC has recently changed from recommending using five core standards to six core standards. Since the Early Childhood Program received national recognition without revision during the last NCATE/CAEP visit using the NAEYC five core standards, faculty members have decided that the new NAEYC standards will be implemented fall 2012 prior to re-submitting accreditation in March 2014. Below are the NAEYC standards aligned with the new Michigan Department of Education Early Childhood Standards (November, 2010). NAEYC standards were recently changed (January 2012); however, current assessment data is based on the 2010 NAEYC and MDE standards. Future data will correspond to new NAEYC six standards instead of the five standards listed below.
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.
NAEYC 1 and (MDE 1)
1a: Know and understand young children’s characteristics and needs (MDE 1.1, 1.4)
1b: Know and understand the multiple influences on development and learning (MDE 1.2)
1c: Use developmental knowledge to create healthy, respectful, supportive, and challenging learning environments (MDE 1.3, 1.5, 1.6, 1.7)
Know about, understand, and value the importance and complex characteristics of children’s families and communities.
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
NAEYC 2 and (MDE 2) Key Elements of Standard 2:
2a: Know about and understand family and community characteristics (MDE 2.1, 2.7)
2b: Support and empower families and communities through respectful, reciprocal relationships (MDE 2.2)
2c: Involve families and communities in their children’s development and learning (MDE 2.3)
Additional MDE Standards for Building Family and Community Relationships
2.4 -Develop an understanding of the processes in initiating and developing an Individualized Family Services Plan (IFSP);
2.5 –Develop an understanding of the processes in initiating and developing an Individualized Education Program (IEP), state and federal policy, procedures, and laws;
2.6 -Understand strategies for clarifying and communicating sensitive issues with appropriate parties including but not limited to child abuse, neglect, hygiene, and nutrition;
2.8 -Enhance knowledge of signs of emotional distress, child abuse and neglect in young children, and follows appropriate procedures to report suspected abuse and neglect to authorities; and
2.9 -Enhance knowledge of the teacher’s role in transitioning, including the creation of a required transition plan for children with disabilities.
Observing, Documenting, and Assessing to Support Young Children and Families.
-Know about and understand the goals, benefits, and uses of assessment.
-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.
3a: Understand the goals, benefits, and uses of assessment (MDE 3.1)
3b: Know about and using observation, documentation, and other appropriate assessment tools and approaches (MDE 3.2)
3c: Understand and practice responsible assessment (MDE 3.3 and 3.4)
3d: Know about assessment partnerships with families and other professionals (MDE 3.5)
Additional MDE Standard for Observing, Documenting, and Assessing to Support Young Children and Families
3.6 –Develop knowledge and skills for integrating technology, inclusive of adaptive and assistive devices for children with disabilities, into assessment and instructional practices
3.7 –Demonstrate knowledge of the teacher’s role as a participant and as an advocate during the development and use of an IFSP and IEP
Teaching and Learning (Field work associated with course)
-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.
4a: Know, understand, and use positive relationships and supportive interactions (MDE 4.1)
4b: Know, understand, and use effective approaches, strategies, and tools for early education (MDE 4.5)
4c: Know and understand the importance, central concepts, inquiry tools, and structures of content areas or academic disciplines (MDE 4.6, 4.7, 4.12, 4.13)
4d: Use own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum to promote positive outcomes. (4.3, 4.9, 4.10, 4.11)
Additional MDE Standard for Teaching and Learning
4.2 –Demonstrate ability to model and affirm anti-bias perspectives regarding development and learning.
4.4 –Exhibit essential dispositions and skills to develop positive, respectful relationships with children whose cultures and languages may differ from their own, as well as with children who may have developmental delays, disabilities, or other learning challenges
4.8 -Demonstrate an ability to formulate and use action plans based on IFSP and IEP
4.14 Develop knowledge of disabilities including etiology, characteristics, and classification of common disabilities in young children and implications for development and learning in the early years.
Growing as a Professional
-Identify and conduct themselves as members of the early childhood profession.
-Know and use ethical guidelines and other professional standards related to early childhood practice.
-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.
-Be informed advocates for sound educational practices and policies.
Key Elements of Standard 5
5a: Identify and involve oneself with the early childhood field (MDE 5.1, 5.4)
5b: Know about and uphold ethical standards and other professional guidelines (5.2)
5c: Engage in continuous, collaborative learning to inform practice (MDE 5.5, 5.9)
5d: Integrate knowledgeable, reflective, and critical perspectives on early education (5.8, 5.10)
5e: Engage in informed advocacy for children and the profession (MDE 5.6, 5.7)
Additional MDE Standard for Growing as a Professional
5.3 –Demonstrate knowledge and utilization of integrated cross content and interdisciplinary personnel and resources for children who exhibit typical and atypical development and challenging behaviors
Accrediting/Certifying Body: State of Michigan
Professional Organizations/Standards that informed development of learning outcomes: National
Association for the Education of Young Children (NAEYC)