Standard 7: Learning Activities

The projects or assignments require learners to apply the practices/skills related to Standard 7: Professional and Ethical Practice. 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 7.

Component 7.1

Issues in the EI/ECSE Profession: Select one issue or trend in the EI/ECSE profession. Search the recommended peer-reviewed journals and locate three research-based articles and two practitioner-based articles that discuss the selected issue/trend. Create an annotated bibliography for each selected source. Each annotation should include the main points of the source and a reflection on how the source fits with your thoughts about the selected issue/trend. Use APA formatting for your references.

EI/ECSE Professional Association/Technical Assistance Websites: Visit the websites below for professional organizations and technical assistance centers specific to EI/ECSE. Each is included in the list of websites in the syllabus. Review each website and the links that are relevant to you as a current or future professional in EI/ECSE.

• Council for Exceptional Children
• Division for Early Childhood of the Council for Exceptional Children
• Early Childhood Personnel Center
• Early Childhood Technical Assistance Center
• National Association for the Education of Young Children
• Zero to Three

Respond to the following:
• Identify two of the websites that seem to be most relevant to you currently.
• Identify 2-3 links from each website that would be most helpful to you now.
• For each of the two websites, provide a brief paragraph explaining how you would use the information from the website and the selected links now.

Component 7.2

Self-Reflection and Professional Growth Plan: Plan a small group activity in which you will use naturalistic and systematic instructional practices. Record yourself implementing the activity. Watch the video and complete both the Naturalistic Instructional Practices Checklist and the Systematic Instructional Practices Checklist.

Review the results and identify one practice from each checklist that you want to improve. Develop a Professional Growth Plan (PGP) using the two practices you identified. Include the following in your PGP:

  • One goal and one objective per practice
  • An activity or activities in which you will engage to improve each practice
  • The person(s) responsible (i.e., you and anyone else that you may ask to assist in some way such as an observer)
  • Resources needed (e.g., video vignettes demonstrating the practice)
  • One or two outcome/s per practice (e.g., what will happen because of improved practice)

Component 7.3

Advocacy Journal: Create an advocacy journal and document your advocacy journey during the course. Seek out experiences that expand on course topics, support the use of evidence-based and recommended practices, and involve advocating for improved outcomes for young children, families, and the EI/ECSE profession.

Component 7.4

Legislation and the Impact on Children and Families: Describe legislation that impacts young children and their families. Choose three different pieces of federal legislation. For each, include the title, a brief description, required services, and the impact on young children and their families. In addition, think about what you need to know and be able to do as an EI/ECSE professional to implement services described within the laws/legislation you choose for the assignment.

The websites below provide information for two federal laws.

  • The U.S. Department of Education’s Individuals with Disabilities Education Act (IDEA) website brings together IDEA information and resources. Parent rights are described in IDEA also.
  • The Americans with Disabilities Act (ADA) prohibits discrimination based on disability in employment, state and local government, public accommodations (Title III), commercial facilities, transportation, and telecommunications. Title III regulations impact childcare and preschool programs. Learn more at the ADA website:

    EI/ECSE Ethical Dilemmas: Assignment description: You will be assigned two vignettes from Focus on Ethics, a NAEYC resource that reflects the best thinking anchored by the question “What should an ethical early childhood educator do?”

    Read the two vignettes. For each ethical dilemma, respond in writing to the following:

    • Describe the ethical dilemma for each vignette.
    • Identify the DEC Code of Ethics’ statement/s that you might use in addressing each ethical dilemma.
    • From the NAEYC Code of Ethical Conduct and Statement of Commitment, identify the ideal and principle that you might use in addressing this ethical dilemma.
    • Write a two to three (2-3) paragraph rationale for each ethical dilemma as to why you chose the DEC Code of Ethics’ statement/s and the NAEYC ideal and principle.

    Select a Category:


    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