Standard 1: Topics and PD Guides

Component/Topic 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.

What Learners Should Know and Be Able to Do

Learners Who Have Mastered this Component/Topic Know and Understand:

  • Early development and learning theories
  • Early development and learning philosophies
  • The impact of those theories and philosophies on:
    • Assessment
    • Curriculum
    • Intervention
    • Instruction
  • How their roles may vary in focus and methods based on the theory or philosophy most relevant to the services provided
  • Relationship of evidence-based practices to different theories and philosophies

 Learners Who Have Mastered this Component/Topic Are Able To:

  • Apply knowledge of early development and learning theories to:
    • Assessment
    • Curriculum
    • Intervention
    • Instruction
  • Apply knowledge of early development and learning philosophies to:
    • Assessment
    • Curriculum
    • Intervention
    • Instruction

Component/Topic 1.2 Learners 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.

What Learners Should Know and Be Able to Do

Learners Who Have Mastered this Component/Topic Know and Understand:

  • Normative sequences of development for each developmental domain:
    • Cognitive
    • Adaptive
    • Communication
    • Physical (gross and fine motor)
    • Play
    • Social-emotional
  • The interdependence of development across domains
  • Individual differences in early development and learning
  • Influences of the families’ social, cultural, and linguistic diversity on development and learning

Learners Who Have Mastered this Component/Topic Are Able To:

  • Apply knowledge of normative sequences of development to:
    • Identify children’s goals and outcomes for intervention and instruction across contexts
    • Plan for learning environments, and select/design materials, accommodations, and strategies
  • Apply knowledge of individual differences to:
    • Identify children’s goals and outcomes for intervention and instruction across contexts
    • Plan for learning environments, and select/design materials, accommodations, and strategies
  • Apply knowledge of families’ social-cultural, and linguistic diversity to support children’s development and learning across contexts

Component/Topic 1.3 Learners partner with families and other professionals to develop individualized plans and support the various transitions that occur for the young child and their family throughout the birth through 8 age span.

What Learners Should Know and Be Able to Do

Learners Who Have Mastered this Component/Topic Know and Understand:

  • Biological factors that support or constrain development and learning, such as:
    • Medical conditions
    • Genetic conditions
    • Vision and hearing status
    • Prematurity
    • Health factors
    • Brain development
  • Impact of biological factors on children’s:
    • Interactions
    • Approaches to learning
    • Ability to access learning opportunities
  • Social, economic, and physical environmental factors that support or constrain early development and learning

Learners Who Have Mastered this Component/Topic Are Able To:

  • Apply knowledge of biological factors’ impact on development and learning in planning and implementing assessment, intervention, and instruction
  • Apply knowledge of social, economic, and physical environmental factors’ impact on development and learning in planning and implementing assessment, intervention, and instruction

Component/Topic 1.4 Learners 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.

What Learners Should Know and Be Able to Do

Learners Who Have Mastered this Component/Topic Know and Understand:

  • Characteristics and individual differences within and across the range of abilities, including developmental delays and disabilities as documented in law and policy
  • Potential etiologies of developmental delays and disabilities, including genetic conditions, pre- and postnatal circumstances, and early experiences
  • Influence of characteristics and etiologies of exceptionalities on individual children’s learning and development

Learners Who Have Mastered this Component/Topic Are Able To:

  • Apply knowledge of the range of abilities, including developmental delays and disabilities in planning and implementing:
    • Assessment
    • Curriculum
    • Intervention
    • Instruction

Select a Category:

Blueprint

ECPC Course Enhancement Modules E-Learning Lessons, Practice Guides & Resources 
CONNECT Modules CONNECT Modules and Courses
Faculty Forum - The Chronicle of Higher Education Archived Zoom Call: Faculty Resilience and the COVID-19 - Week 2
Frank Porter Graham Toolkit of Resources TOOLKIT: resources for early childhood faculty and instructors
Association of College and University Educators Online teaching toolkit
The Chronicle of Higher Education How to be a better online teacher advice guide
SCRIPT-NC Shifting to Online Instruction and Faculty Webinars
Openstax Open access to high quality textbooks online -free
CEEDAR Center Virtual Toolkit: Easing Faculty Transition to Online Instruction​
FREE RESOURCE: Poll Everywhere for Higher Ed. Faculty Create unlimited questions for up to 40 students
CEC Webinar and Resources Teaching Special Education Online During COVID-19
IRIS Center Planning for Distance Learning: Resources: Modules, Case Study Units, Activities
The Chronicle of Higher Education, Michelle D. Miller
Going Online in a Hurry: What to Do and Where to Start
The Chronicle of Higher Education, Kevin Gannon 4 Lessons from Moving a Face-to-Face Course Online
The Chronicle of Higher Education, Heather R. Taft, March 17, 2020 How to Quickly (and Safely) Move a Lab Course Online
The Chronicle of Higher Education Coping With Coronavirus: How Faculty Members Can Support Students in Traumatic Times
The Chronicle of Higher Education, Flower Darby How to Be a Better Online Teacher (Advice Guide)
Ohio Developmental Disabilities Council Video Series: Use of Technology with Evidence Based Early Intervention
National Center on Deaf Blindness
Open Hands, Open Access video learning modules
Coursera Child Development Courses

 

Activity Bank

*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

FERPA and Virtual Learning

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