Standard 1: Child Development and Early Learning
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 as well as social, cultural, and linguistic diversity are considered when facilitating meaningful learning experiences and individualizing intervention and instruction across contexts.
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.
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.
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.
Select a Category:
|*New* Tip sheet: Enhancing Family-Provider Partnerships During COVID-19||Enhancing Family-Provider Partnerships|
|Tips for Providers: Providing & Coordinating EI Remotely||Tips for Providers: What to say to Families|
|Tips for Providers: Providing & Coordinating EI Remotely (What will it look like?)||Tips for Providers: What will a Remote Visit Look Like?|
|Tips for Families: Receiving Remote EI Services||Tips for Families Flyer .pdf What is Remote EI
Consejos para Familias .pdf What is Remote EI? (Spanish)
|Tips for Families: How to prepare for a Remote EI Visit||Tips for Families: .pdf Preparing for the Visit
TConsejos para Familias: .pdf Preparing for the Visit (Spanish)
|ECPC Course Enhancement Modules||E-Learning Lessons, Practice Guides & Resources
|CONNECT Modules||CONNECT Modules and Courses|
|Virginia Early Intervention Professional Development Center||Framework for reflective questioning / The Coaching Quick Reference Guide - .pdf|
|Virginia Early Intervention Professional Development Center||Tools of Trade|
|OCALI (Ohio Center for Autism and Low Incidence Disabilities) (note: you must login but it is free)||Suite of Resources for Early Childhood Professionals|
|Public Consulting Group||Use of telehealth in early intervention (IDEA Part C)|
|Protecting Student Privacy
U.S. Department of Education
|Student Privacy 101
FERPA and the Coronavirus Disease 2019
|Edelman, L. (2020). Planning for the Use of Video Conferencing for Early Intervention Home Visits during the COVID-19 Pandemic||Planning for the Use of Video Conferencing for Early Intervention Home Visits during the COVID-19 Pandemic|
|CEC Hosted Webinar with Resources||Teaching Special Education Online During COVID-19|
|National Center for Hearing Assessment & Management Utah State University||Welcome to the Tele-Intervention Learning Courses|
|Lisa Dieker & Rebecca Hines UCF - Podcasts for Part B/619 Coordinators||Series of Podcasts: teaching online, inclusion, etc.|
|National Center for Pyramid Model Innovations - May Newsletter||Pyramid in the Time of COVID-19|