Ga. Comp. R. & Regs. R. 505-3-.82 - Birth Through Kindergarten Endorsement
(1)
Purpose. This rule states field-specific content standards for
approving endorsement programs that prepare individuals to work with and teach
children from Birth through Kindergarten and supplements requirements in GaPSC
Rule 505-3-.01
REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND
EDUCATOR PREPARATION PROGRAMS.
(2)
In-Field Statement. Educators seeking to add the Birth Through
Kindergarten Endorsement must be certified in Elementary Education (P-5).
Therefore, completers of the Birth Through Kindergarten Endorsement are
qualified to teach children from birth through age five.
(3)
Requirements.
(a) A GaPSC approved educator preparation
provider may seek state approval to offer this field as either a stand-alone
endorsement program for candidates holding Elementary Education certification
or as an endorsement program embedded in a GaPSC-approved initial preparation
Elementary Education program or in an advanced (degree-only) preparation
program. In addition to meeting all applicable approval requirements and
standards, embedded endorsement programs must meet requirements specified in
paragraph (e) 4. (ix) of GaPSC Rule
505-3-.01 REQUIREMENTS AND STANDARDS
FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION
PROGRAMS.
(b) To receive approval,
a GaPSC-approved educator preparation provider shall offer an educator
preparation program described in program planning forms, catalogs, and syllabi
addressing the following standards and requirements delineated below for
initial early childhood professional preparation programs. The standards are
adapted from standards published in 2019 by the National Association for the
Education of Young Children (NAEYC) and the standards published in 2017 by the
Council for Exceptional Children-Initial Specialty Set in Early Childhood, and
cross-walked with the Early Intervention/Early Childhood Special Educator
national standards developed by the Council for Exceptional Children (2020).
1.
Child Development and Learning
in Context and Individual Learning Differences. Birth Through
Kindergarten candidates are grounded in an understanding of the developmental
period of early childhood from birth through kindergarten across developmental
domains. They understand each child as an individual with unique developmental
variations. They understand that all children develop within relationships;
that learning is constructed by adults and children together; and that learning
occurs within the context of families, languages, communities, and society.
Candidates use this multidimensional knowledge to make evidence-based decisions
to carry out their responsibilities. They understand how exceptionalities may
interact with development and learning, and use this knowledge to provide
meaningful and challenging learning experiences for children with unique
learning needs. Indicators are as follows:
(i)
Candidates know and understand early childhood development based on:
(I) Knowledge of developmental theories,
coursework, and observation across domains and areas such as physical,
cognitive, social-emotional, and linguistic; and
(II) Understanding variability in early
development of young children with unique learning needs, such as children with
disabilities or children who are bilingual, and the impacts of variability on
development and learning.
(ii) Candidates know and understand the
biological and environmental factors, both social and physical, that affect
pre-, peri-, and postnatal development and learning;
(iii) Candidates know, understand, and value
each child as an individual with unique developmental variations, agencies,
strengths, interests, challenges, approaches to learning, experiences and
abilities;
(iv) Candidates know and
understand the impact of medical conditions and related care on development and
learning, as well as on family concerns, resources, and priorities;
(v) Candidates know and understand the ways
that development and the learning process for children with unique learning
needs occur within multiple contexts, including family, language, and community
as well as within a larger societal context of structural inequities;
and
(vi) Candidates use
multidimensional knowledge of early development (including developmental period
of early childhood; etiology, characteristics, and classification of common
disabilities in infants and young children; and individual child, development
and learning in cultural context) to make evidence-based decisions that support
each child.
2.
Family and Community Partnerships. Birth Through
Kindergarten candidates understand that successful early childhood education
depends upon partnerships with young children's families. They know about,
understand, and value the importance of family and community characteristics.
They use this understanding to create respectful and linguistically responsive,
reciprocal relationships and to engage as partners with families in young
children's development and learning. They use community resources to support
young children's learning and development and to support families as they also
support partnerships with early learning settings, schools and community
organizations, and agencies. Indicators are as follows:
(i) Candidates know about, understand, and
value the differences among families and communities;
(ii) Candidates engage as partners with
families in young children's development, and learn through respectful and
reciprocal relationships;
(iii)
Candidates use community resources to support families and young children, as
well as work to support the community; and
(iv) Candidates 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 kindergarten.
3.
Child Observation,
Documentation, and Assessment. Birth Through Kindergarten
candidates understand that the primary purpose of assessment (formal and
informal, formative and summative) is to inform instruction and planning for
children with varied learning needs in early learning settings. They understand
that child observation, documentation, and other forms of assessment are
central to the practice of all early childhood professionals. They know how to
use observation, documentation, and other appropriate assessment approaches and
technically sound tools that minimize discrepancies, and use knowledge of
measurement principles and practices to interpret assessment results and guide
educational decisions for individuals with unique learning needs. They are
responsible and ethical in their use of assessment and assessment results. In
partnership with families and professional colleagues, they document individual
children's progress, and plan learning experiences that promote positive
outcomes for each child. Indicators are as follows:
(i) Candidates understand that assessment
(formal and informal, formative and summative) is conducted to make informed
choices and for planning in early learning settings;
(ii) Candidates know a wide range of types of
assessments, their purposes, and their associated methods and tools;
(iii) Candidates align assessment with
curriculum; content standards; and local, state, and federal
regulations;
(iv) Candidates
practice assessment that is ethically and legally grounded and developmentally
and linguistically appropriate to document developmental progress and promote
positive outcomes for each child;
(v) Candidates build assessment partnerships
with families and professional colleagues, including, assisting families in
identifying their concerns, resources, and priorities, and integrating family
priorities and concerns in the assessment process;
(vi) Candidates assess progress in the five
developmental domains, play, and temperament using a variety of materials and
contexts to maintain the interests of young children and the assessment
process; and
(vii) Candidates
emphasize the child's strengths and needs in assessment reports that focus on
functional concerns, and participate as a team member to integrate assessment
results in the development and implementation of individualized
plans.
4.
Learning Environments. Birth Through Kindergarten
candidates create safe, developmentally responsive learning environments, so
that children with unique learning needs become active and effective learners
and develop emotional well-being, positive social interactions, and
self-determination. They collaborate with other colleagues to create safe,
developmentally responsive learning environments to engage all children in
meaningful learning activities and social interactions. Birth Through
Kindergarten candidates use motivational and instructional interventions to
teach children with unique learning needs how to adapt to different
environments. They know how to intervene safely and appropriately with all
children. Indicators are as follows:
(i)
Candidates select, develop, and evaluate developmentally responsive and
functionally appropriate materials, equipment, and environments;
(ii) Candidates organize space, time,
materials, peers, and adults to maximize progress in natural and structured
environments;
(iii) Candidates
embed learning opportunities in everyday routines, relationships, activities,
and places;
(iv) Candidates
structure social environments, using peer models and proximity, and responsive
adults, to promote interactions among peers, parents, and caregivers;
(v) Candidates provide a stimulus-rich indoor
and outdoor environment that employs materials, media, and adaptive and
assistive technology responsive to individual differences;
(vi) Candidates implement basic health,
nutrition, and safety management procedures for infants and young children;
and
(vii) Candidates use evaluation
procedures and recommend referral with ongoing follow- up to community health
and social services.
5.
Developmentally and Linguistically Responsive Teaching
Strategies. Birth Through Kindergarten candidates understand that
teaching and learning with young children is a complex enterprise, and its
details vary depending on children's ages, characteristics, and the settings
within which teaching and learning occur. They understand and use positive,
caring, supportive relationships and interactions as the foundation for their
work with young children. They are able to differentiate instruction for
individual children and for groups. They use a broad repertoire of
developmentally responsive and linguistically relevant, and evidence-based
teaching approaches that reflect universal design for learning principles. They
understand the importance of play and inquiry in young children's learning and
development, and how to support play in early education. They develop and
sustain reflective, responsive, and intentional practice. They use technologies
to support instructional assessment, planning, and delivery for children with
unique learning needs, and are familiar with augmentative and alternative
communication systems and a variety of assistive technologies to support the
communication and learning of children with disabilities. Birth Through
Kindergarten candidates use strategies to enhance language development and
communication skills of children with unique learning needs. They develop and
implement a variety of education and transition plans across a wide range of
settings and different learning experiences in collaboration with individuals,
families and teams, and teach to mastery and promote generalization of
learning. Indicators are as follows:
(i)
Candidates understand positive, caring, supportive relationships and
interactions as the foundation of early childhood educators' work with young
children, and understand how to support child-initiated development and
learning in classroom and home settings;
(ii) Candidates understand that the science
of learning and child development indicates the need for distinct teaching
skills and strategies appropriate to early childhood (such as
teacher-scaffolded and -initiated instruction to complement child-initiated
learning), along with differentiated instruction to support children's
individual needs, including those of bilingual children and children with
developmental delays or disabilities;
(iii) Candidates use a broad repertoire of
developmentally responsive and linguistically relevant, and evidence-based
teaching skills and strategies that reflect universal design for learning
principles;
(iv) Candidates develop
and sustain reflective, responsive, and intentional practice;
(v) Candidates link development, learning
experiences, and instruction to promote educational transitions, implementing
processes and strategies that support transitions, and assisting the family in
planning for transition; and
(vi)
Candidates design intervention strategies incorporating information from
multiple sources and supportive of children's independent functioning in
natural environments.
6.
Content Knowledge in Early Childhood Curriculum. Birth
Through Kindergarten candidates have and apply a solid understanding of the
content of the academic disciplines. They understand content knowledge about
the central concepts, methods, inquiry and application tools, and structures in
each academic discipline. They understand pedagogical content knowledge about
how young children learn and process information in each discipline including
the learning trajectories for each discipline. They apply this knowledge in
using early learning standards and other resources to make decisions about
spontaneous and planned teaching practices, and about curriculum development,
implementation, and evaluation that will be stimulating, challenging, and
meaningful to each child. Birth Through Kindergarten candidates understand the
central concepts, structures of the discipline, and tools of inquiry of the
content areas they teach and can organize this knowledge, integrate
cross-disciplinary skills, and develop meaningful learning progressions for
children with unique learning needs. They understand and use general and
specialized content knowledge for teaching across curricular content areas to
individualize learning for children with unique learning needs and can modify
general and specialized curricula to make them accessible to all children.
Indicators are as follows:
(i) Candidates
understand content knowledge and resources, including the central concepts,
methods, inquiry and application tools, and structures of the academic
disciplines in an early education curriculum;
(ii) Candidates understand pedagogical
content knowledge regarding how young children with unique learning needs learn
in each discipline, and how to use the teacher knowledge and practices
described in Standards 1 through 4 (e.g., universal design for learning,
embedded and differentiated instruction) to support young children's learning
in each content area;
(iii)
Candidates apply, expand, integrate, and update their content knowledge in the
disciplines, knowledge of curriculum content resources and pedagogical content
knowledge to their teaching practice;
(iv) Candidates apply current research to the
five developmental domains, play, temperament, and address challenging behavior
in learning situations; and
(v)
Candidates plan, implement, and evaluate developmentally responsive curricula,
instruction, and adaptations based on knowledge of individual children, the
family, and the community.
7.
Professionalism as an Early
Childhood Educator. Birth Through Kindergarten candidates identify
and conduct themselves as members of the early childhood profession and serve
as informed advocates for young children, families, and the early childhood
profession. They know and use ethical guidelines and other early childhood
professional guidelines. They are continuous, collaborative learners who
demonstrate knowledgeable, reflective, and critical perspectives on early
childhood education to inform their practice. They have strong communication
skills that effectively support their relationships and work with young
children, families and colleagues. They understand that differences are a part
of families and schools, and that complex human issues can interact with the
delivery of special education services. Indicators are as follows:
(i) Candidates identify and involve
themselves with the early childhood field and serve as informed advocates on
behalf of infants and young children and their families, including awareness of
trends and issues (legal, ethical, policy) in early childhood education, early
childhood special education, and early intervention. This includes
participation in activities of professional organizations relevant to early
childhood education, early childhood special education, and early
intervention;
(ii) Candidates know
about the historical, philosophical foundations and legal basis of services for
infants and young children with and without disabilities, and know about and
uphold ethical standards and other early childhood professional guidelines
(e.g., recognizing signs of emotional distress, neglect, and abuse; following
reporting procedures; and implementing family services consistent with due
process safeguards);
(iii)
Candidates engage in continuous, collaborative learning to inform
practice;
(iv) Candidates integrate
knowledgeable and critical perspectives on early childhood education and
develop the habit of intentional, reflective practice, including, applying
evidence-based and Council for Exceptional Children Division for Early
Childhood recommended practices for infants and young children including those
from different backgrounds;
(v)
Candidates use strong communication skills to effectively support young
children's learning and development and work with families and colleagues,
including integrating family systems theories into practice; and respecting
families' choices and goals; and
(vi) Candidates advocate for professional
status and working conditions for those who serve infants and young children,
and their families.
8.
Collaboration. Birth Through Kindergarten candidates
collaborate with families, other educators, related service providers,
individuals with exceptionalities, and personnel from community agencies in
responsive ways to address the needs of all children across a range of learning
experiences. They use the theory and elements of effective collaboration, serve
as a collaborative resource to colleagues, and use collaboration to promote the
well-being of all children across a wide range of settings and collaborators.
Indicators are as follows:
(i) Candidates know
and apply models and strategies of consultation and collaboration, and the
roles of families, school and community personnel in planning individualized
programs;
(ii) Candidates
understand the concerns of families of children with disabilities and
strategies to help address these concerns;
(iii) Candidates know responsive factors that
promote effective communication and collaboration among families, school
personnel, and community members;
(iv) Candidates understand the structures
supporting inter-agency collaboration, including interagency agreements,
referral, and consultation;
(v)
Candidates collaborate with caregivers, professionals, and agencies to support
children's development and learning, including involving families in evaluation
of services;
(vi) Candidates
implement family-oriented services based on the family's identified resources,
priorities, and concerns; and
(vii)
Candidates provide consultation and coaching in settings serving infants and
young children, including use of adult learning principles when consulting with
and coaching family members and service providers.
Notes
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