2019 – 2020
Florida Department of Education
Curriculum Framework 

Program Title:	Early Childhood Education 
Program Type:	Career Preparatory
Career Cluster:	Education & Training

Note: This program is approved by the Florida Department of Children and Families (DCF) as meeting the training requirements for child care personnel/ preschool teachers, 65C-22.003.  The regulatory requirements that must be met to offer and teach this program are included in the Early Childhood Professional Certificate (ECPC) Program Guidelines.  More information regarding the requirements of this program can be found at http://fldoe.org/academics/career-adult-edu/career-tech-edu/edu-training.stml .
      
Secondary – Career Preparatory	
Program Number	8405100	
CIP Number	0419070913	
Grade Level	9-12	
Standard Length	4 credits	
Teacher Certification	Refer to the Program Structure section.	
CTSO	FCCLA	
SOC Codes (all applicable) 	39-9011 – Childcare Workers
25-2011 – Preschool Teachers, Except Special Education	
CTE Program Resources	http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml 	

Purpose 

This program offers a sequence of courses that provides coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in the Education & Training career cluster; provides technical skill proficiency, and includes competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills, and knowledge of all aspects of the Education & Training career cluster. 

The content includes but is not limited to competencies related to the following elements of the early childhood education industry:  planning, management, finance, technical and production skills; underlying principles of technology; labor, community, health, safety, and environmental issues; and developmentally appropriate practices for children birth through age eight.  

Additional Information relevant to this Career and Technical Education (CTE) program is provided at the end of this document.

Program Structure

This program is a planned sequence of instruction consisting of four secondary courses.  

To teach the course(s) listed below, instructors must hold at least one of the teacher certifications indicated for that course.

The following table illustrates the secondary program structure:

OCP	Course Number	Course Title	Teacher Certification	Length	SOC Code	Level	Graduation Requirement	
A	8405110	Early Childhood Education 1	FAM CON SC 1
PK PRIMARY H
PRESCH ED L
PRIMARY ED @B
E CHILD ED @0
HME EC OCC ¢7	1 credit	39-9011	2		
B	8405120	Early Childhood Education 2 		1 credit	39-9011	2		
C	8405130	Early Childhood Education 3		1 credit	25-2011	3	PA	
D	8405140	Early Childhood Education 4 		1 credit	25-2011	3		
(Graduation Requirement Abbreviations- EQ= Equally Rigorous Science, PA= Practical Arts, EC= Economics)

Note: This program requires students to obtain 480 hours of direct work experience with children 5 years old or younger while enrolled in the program to be awarded the Early Childhood Professional Certificate (ECPC).  See the Early Childhood Professional Certificate (ECPC) Program Guidelines more information.

Note:  Upon completion of all DCF 40-hour Introductory Child Care Training Coursework, students can begin earning direct work experience hours with children five (5) years old or younger.  To offer and teach the 40-hour Introductory Child Care Training, schools must be obtain approval from the local DCF Child Care Training Coordinators Agency and the instructor must meet the trainer requirements established by DCF.   All regulatory requirements for the program are included in the Early Childhood Professional Certificate (ECPC) Program Guidelines.

Academic Alignment Tables

Academic alignment is an ongoing, collaborative effort of professional educators specializing in the fields of science, mathematics, English/language arts, and Career and Technical Education (CTE). This initiative supports CTE programs by improving student performance through the integration of academic content within CTE courses. Career and Technical Education courses that have been aligned to the Next Generation Sunshine State Standards for Science and the Florida Standards for Mathematics and English/Language Arts will show the following data: the quantity of academic standards in the CTE course; the total number of standards contained in the academic course; and the percentage of alignment to the CTE course.

Courses	Anatomy/ Physiology
Honors	Astronomy     Solar/Galactic Honors	Biology 1	Chemistry 1	Earth-Space Science	Environmental Science	Genetics	Integrated Science	Marine Science 1 Honors	Physical Science	Physics 1	
8405110	0/87
**	0/80
**	0/83
**	0/69 
**	0/67
**	0/70
**	0/69
**	0/82
**	0/66
**	0/74
**	0/72
**	
8405120	0/87
**	0/80
**	0/83
**	0/69
**	0/67
**	0/70
**	0/69
**	0/82
**	0/66
**	0/74
**	0/72
**	
8405130	0/87
**	0/80
**	0/83
**	0/69
**	0/67
**	0/70
**	0/69
**	0/82
**	0/66
**	0/74
**	0/72
**	
8405140	0/87
**	0/80
**	0/83
**	0/69
**	0/67
**	0/70
**	0/69
**	0/82
**	0/66
**	0/74
**	0/72
**	

Courses	Algebra 1	Algebra 2	Geometry	English 1	English 2	English 3	English 4	
8405110	0/67
**	0/75
**	0/54
**	0/46
**	0/45
**	0/45
**	0/45
**	
8405120	0/67
**	0/75
**	0/54
**	0/46
**	0/45
**	0/45
**	0/45
**	
8405130	0/67
**	0/75
**	0/54
**	0/46
**	0/45
**	0/45
**	0/45
**	
8405140	0/67
**	0/75
**	0/54
**	0/46
**	0/45
**	0/45
**	0/45
**	
**   Alignment pending review    						#   Alignment attempted, but no correlation to academic course

Florida Standards for Technical Subjects 

Florida Standards (FS) for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects are the critical reading and writing literacy standards designed for grade 6 and above. These standards are predicated on teachers of history/social studies, science, and technical subjects using their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields. The FS for Mathematical Practices are designed for grades K-12 and describe varieties of expertise that educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education.

Instructors must incorporate the Florida Standards for Technical Subjects and Mathematical Practices throughout instruction of this CTE program.  To access these standards, please click on the following link: http://www.fldoe.org/core/fileparse.php/5652/urlt/FloridaStandardsTechSubjects.rtf. 

Florida Standards for English Language Development (ELD)
English language learners communicate for social and instructional purposes within the school setting. ELD.K12.SI.1.1 

English Language Development (ELD) Standards Special Notes:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting.   For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: http://www.cpalms.org/uploads/docs/standards/eld/SI.pdf.
For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at sala@fldoe.org.

Regulated Programs

This program is approved by the Florida Department of Children and Families (DCF) as meeting the training requirements for child care personnel/ preschool teachers, 65C-22.003.  Students who complete all courses in this program and meet additional requirements, including the 480-hour work experience requirement, can be awarded the Florida Department of Education (DOE), Early Childhood Professional Certificate (ECPC) and will be eligible for a DCF Staff Credential.   ***The regulatory requirements that must be met to offer and teach this program are included in the Early Childhood Professional Certificate (ECPC) Program Guidelines.  More information regarding the requirements of this program can be found at http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/edu-training.stml.

Common Career Technical Core – Career Ready Practices

Career Ready Practices describe the career-ready skills that educators should seek to develop in their students.  These practices are not exclusive to a Career Pathway, program of study, discipline or level of education.  Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. 

1. Act as a responsible and contributing citizen and employee. 

2. Apply appropriate academic and technical skills. 

3. Attend to personal health and financial well-being. 

4. Communicate clearly, effectively and with reason. 

5. Consider the environmental, social and economic impacts of decisions. 

6. Demonstrate creativity and innovation. 

7. Employ valid and reliable research strategies. 

8. Utilize critical thinking to make sense of problems and persevere in solving them. 

9. Model integrity, ethical leadership and effective management. 

10. Plan education and career path aligned to personal goals. 

11. Use technology to enhance productivity. 

12. Work productively in teams while using cultural/global competence. 

Standards

After successfully completing this program, the student will be able to perform the following:

01.0	Define the early childhood education profession. 
02.0	Identify rules and regulations governing child care. 
03.0	Plan a safe, clean, and healthy learning environment. 
04.0	Plan food service and nutrition education. 
05.0	Identify and describe the procedures for reporting child abuse and neglect in accordance with state regulations. 
06.0	Identify principles of typical and atypical development (birth through age eight). 
07.0	Identify various observation and recording methods. 
08.0	Recognize appropriate methods of guidance. 
09.0	Identify how nutrition, environment, heredity, and health status influence the development of the child.  
10.0	Demonstrate appropriate use of technology for the child care profession. 
11.0	Define and demonstrate professionalism. 
12.0	Demonstrate observation and recording methods. 
13.0	Discuss the history of school-age child care and the development and diversity of school-age children. 
14.0	Describe developmentally appropriate guidance and activities for infants and toddlers. 
15.0	Identify and demonstrate how schedules, spaces, and experiences create environments that promote children’s total growth and development. 
16.0	Identify the characteristics of an environment that is conducive to language use and acquisition. 
17.0	Identify developmentally appropriate practices for programs serving children from birth through age eight.  
18.0	Display professional relationship skills. 
19.0	Analyze recent trends/developments in brain research.
20.0	Identify communication skills related to child care. 
21.0	Create, implement and evaluate lesson plans. 
22.0	Plan and implement developmentally appropriate guidance and activities for infants and toddlers. 
23.0	Plan, implement and evaluate developmentally appropriate physical development activities for preschool children. 
24.0	Plan, implement and evaluate cognitive development and general knowledge activities for preschool children. 
25.0	Plan, implement and evaluate creative expression through the arts with developmentally appropriate activities for preschool children.
26.0	Guide the social and emotional development of preschool children. 
27.0	Identify developmentally appropriate care giving environments for students with special needs. 
28.0	Implement food service and nutrition education. 
29.0	Plan, establish, and implement a developmentally appropriate emergent literacy program. 
30.0	Develop intercommunication with family and child-care personnel. 
31.0	Demonstrate the ability to motivate children. 
32.0	Obtain certifications in Pediatric/Adult First Aid and CPR AED Training.
33.0	Apply knowledge of program elements needed to create a developmentally appropriate curriculum. 
34.0	Create an environment that is conducive to language use and acquisition. 
35.0	Demonstrate the ability to interact professionally with families and staff. 
36.0	Demonstrate mentoring skills for workplace collaboration.
37.0	Demonstrate the ability to maintain a commitment to professionalism. 
38.0	Compile a Professional Portfolio using state and/or national criteria.
39.0	Plan and implement preschool classroom management techniques. 
40.0	Demonstrate employability skills. 
41.0	Create, analyze and interpret a child study. 
42.0	Demonstrate activities that are anti-bias, non-violent and from a multi-cultural perspective. 

2019 – 2020 
Florida Department of Education
Student Performance Standards

Course Title: 	Early Childhood Education 1 
Course Number: 	8405110
Course Credit:	1

Course Description:

This course includes the following content: child care rules and regulations, safe learning environments, stages of child development, developmentally appropriate practices, and communication skills, principles of child nutrition and technology use; as well as competencies from the DCF 40-hour Introductory Child Care Training coursework.

Abbreviations: 
FS-M/LA = Florida Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science

Note:  This course is pending alignment in the following categories: FS-M/LA and NGSSS-Sci.

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	Regulatory Compliance	
01.0	Define the early childhood education profession.  The student will be able to: 				
01.01	Identify early childhood education career opportunities.				
01.02	Compare roles and responsibilities of the child care center team members. 				
01.03	Identify the important role child caregivers play in the development of each child in care. 				
02.0	Identify rules and regulations governing child care.  The student will be able to:				
02.01	Identify the need for child care.				
02.02	Identify the different types of child care facilities and those that require licensing.				
02.03	Identify the components of the Florida Statutes as they relate to areas of child care standards.				
02.04	Identify local and state licensing agencies and their responsibilities.				
02.05	Identify local and state fire, safety, sanitation and health regulations.				
02.06	Identify minimum state standards for screening owners, operators, staff, and volunteers of child care centers.				
02.07	Identify and discuss current child care issues and proposed laws and ordinances that govern state and local licensing and inspection of child care facilities.				
02.08	Identify information concerning child discipline in State Rule 65C-22.001-008.				
02.09	Identify methods of compliance with rules and regulations governing child caregivers.				
03.0	Plan a safe, clean, and healthy learning environment.  The student will be able to:				
03.01	Identify and describe characteristics of a safe, sanitary, healthy child care environment.				
03.02	Describe ways to assist children with personal hygiene routines.				
03.03	Complete a checklist to evaluate safety and sanitation procedures/routines.				
03.04	Recognize potential safety and fire hazards and develop a procedure to prevent accidents.				
03.05	Identify characteristics of a healthy child.				
03.06	Identify and describe symptoms of childhood illness and communicable diseases.				
03.07	Identify the components of and perform a “10 second health check” for children.				
03.08	Describe the procedures for administering medication and demonstrate in a simulation.				
03.09	Complete a medication permission form.				
03.10	Describe ways in which the spread of disease in child care settings can be prevented.				
03.11	Demonstrate how to communicate with parents who continue to send children to child care when they are sick.				
03.12	Identify and describe regulations for transporting children.				
03.13	Outline the steps for proper use of fire extinguishers.				
03.14	Identify and practice universal precautions.				
03.15	Describe and practice procedures for the different types of emergency situations.				
03.16	Use appropriate telephone numbers in a simulated emergency situation.				
03.17	Follow and understand how to complete an accident/incident form using established procedures.				
03.18	Discuss methods to promote positive attitudes and skills for daily routines for children.				
03.19	Summarize best practices within the center to conserve environmental resources.				
03.20	Identify and describe components of a playground safety checklist.				
03.21	Identify appropriate seizure management and positioning techniques.				
04.0	Plan food service and nutrition education.  The student will be able to:				
04.01	Identify the nutritional needs of children infants through school age (birth through age eight).				
04.02	Identify and plan nutritious snacks and meals for infants through school age children.				
04.03	Describe safe and sanitary food service habits in assisting with mealtime routines.				
04.04	Identify foods that are potentially dangerous for young children’s consumption.				
04.05	Describe how to encourage positive food choices and good eating habits for toddlers through school age children.				
04.06	Use United States Department of Agriculture (USDA) current guidelines as a tool for planning nutritious meals.				
04.07	Identify guidelines for purchasing, receiving, storing, and safety of foods as defined in Department of Children and Families administrative rule, 65C-22.				
04.08	Recognize age appropriate nutrition education activities.				
05.0	Identify and describe the procedures for reporting child abuse and neglect in accordance with state regulations.  The student will be able to:				
05.01	Describe physical abuse, physical neglect, sexual abuse, and emotional maltreatment as defined by Florida law.				
05.02	Discuss the data regarding statistics as they pertain to child maltreatment at state and national levels.				
05.03	Identify the most common physical and behavioral indicators of physical abuse, sexual abuse, emotional maltreatment, and neglect.				
05.04	Identify the factors, multiple forces, and most common causes for child abuse and neglect.				
05.05	Identify the characteristics of abusers.				
05.06	Identify the impacts and effects of child abuse and neglect.				
05.07	Describe the legal requirement and protection provided to child care workers in reporting suspected child abuse and neglect according to Florida law.				
05.08	Identify state and local guidelines and procedures for reporting child abuse and neglect.				
05.09	Identify the necessary information for completing a mock report of child abuse and neglect and how to submit the report.				
05.10	Identify local community resources that provide help for the abused and the abuser.				
06.0	Identify principles of typical and atypical development (birth through age eight).  The student will be able to: 				
06.01	Describe the principles of development. 				
06.02	Describe the following characteristics of children ages birth to eight:  physical development; approaches to learning; social emotional; language and communication; and cognitive development and general knowledge.				
06.03	Discuss circumstances and factors that put a child at risk for developmental delays.				
06.04	Identify and describe theories of human development including cognitive psychosocial, socio-cultural, psychoanalytical, and behaviorist.				
07.0	Identify various observation and recording methods.  The student will be able to:				
07.01	Identify observation techniques and methods used in a child care setting.				
07.02	Discuss the importance of confidentiality of child/family records.				
07.03	Discuss the differences between observations, screenings, developmental assessments, and developmental evaluations.				
07.04	Discuss the importance of including the family in the collection of information for observations.				
07.05	Identify the steps for conferring with parents when a developmental delay is suspected.				
08.0	Recognize appropriate methods of guidance.  The student will be able to:				
08.01	Differentiate methods of direct and indirect guidance (including concepts of room arrangements, transitions and routines).				
08.02	Distinguish between acceptable and unacceptable methods of guiding behavior.				
09.0	Identify how nutrition, environment, heredity, and health status influence the development of the child.  The student will be able to:				
09.01	Investigate current information on child nutrition, the environment, heredity and discuss their effect upon the development of a child.				
09.02	Discuss how a child’s health status influences development.				
09.03	Describe the importance of physical fitness to health status and development.				
10.0	Demonstrate appropriate use of technology for the child care profession.  The student will be able to:				
10.01	Demonstrate appropriate use of technology for child care personnel.				
10.02	Analyze appropriate uses of current technology in a child care setting.				
10.03	Identify and demonstrate proper use of Florida child care training website (www.myflorida.com/childcare).				

2019 – 2020 
Florida Department of Education
Student Performance Standards

Course Title: 	Early Childhood Education 2 
Course Number: 	8405120
Course Credit:	1

Course Description:

This course covers competencies on professionalism, community resources, the importance of relationship skills and communicating with children’s families, history of school-age child care, infant-toddler developmentally appropriate guidance activities, and observing and recording methods; as well as competencies from the DCF 40-hour Introductory Child Care Training coursework. Students will continue working directly with children 5 years of age or younger to complete the ECPC work experience requirement.

Abbreviations: 
FS-M/LA = Florida Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science

Note:  This course is pending alignment in the following categories: FS-M/LA and NGSSS-Sci.

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	Regulatory Compliance	
11.0	Define and demonstrate professionalism.  The student will be able to:				
11.01	Explain the importance of professional development, ethical standards, accreditation, confidentiality, credentialing, professional organization membership/participation, and self-reflection for a child care giver.				
11.02	Identify and use job-related child care terminology.				
11.03	Participate in regular self-assessment including attitude and performance.				
11.04	Identify the exemplary behavior and social skills needed as a role model for children.				
11.05	Distinguish between professional and unprofessional behavior when serving as a role model for children.				
11.06	Describe legal issues and liability as they relate to a child care worker.				
11.07	Identify and review resources on the National Association for the Education of Young Children (www.naeyc.org).  				
11.08	Observe teaching situations depicting ethical problems and use the NAEYC Code of Ethics to propose potential solutions.				
11.09	Identify and describe various teaching methods, practices and learning styles for effective teaching practices.				
12.0	Demonstrate observation and recording methods.  The student will be able to:				
19.01	Observe, record, and report the behavior of children using various observation tools. 				
13.0	Discuss the history of school-age child care and the development and diversity of school-age children.  The student will be able to: 				
13.01	Describe the need for school-age child care and how it has evolved.				
13.02	Describe different types of programs available for children before and after school; during summer; and on school holidays.				
13.03	Explain the personal and professional characteristics of a school-age caregiver. 				
13.04	Explain why and how individual children may overlap both younger and older chronological programs. 				
13.05	Examine how a caregiver can plan to meet the social, emotional, physical and cognitive needs of school-age children. 				
14.0	Describe developmentally appropriate care and activities for infants and toddlers.  The student will be able to: 				
14.01	Explain visual, auditory, olfactory, gustatory and tactile stimulation activities. 				
14.02	Describe and plan activities that stimulate gross and fine motor development. 				
14.03	Identify age-appropriate nutritional snacks.				
14.04	Review appropriate feeding, diapering, and toilet training, bathing, dressing and grooming techniques. 				
14.05	Demonstrate sanitary procedures in feeding, changing diapers, toileting and maintaining the environment for infants and toddlers. 				
15.0	Identify and demonstrate how schedules, spaces, and experiences create environments that promote children’s total growth and development.  The student will be able to:			
	
15.01	Evaluate all aspects of an environment that provides opportunities for children to learn through their play.				
15.02	Assist with planning and implementing schedules that include active and quiet times, individual, small, and large group experiences, as well as, child and adult initiated activities.				
15.03	Implement techniques for facilitating children’s successful participation in all aspects of a program.				
15.04	Describe how major theories of human development provide a basis for planning a program.				
16.0	Identify the characteristics of an environment that is conducive to language use and acquisition.  The student will be able to:				
16.01	Use an appropriate vocabulary that increases in complexity and variety.				
16.02	Describe the importance of vocabulary development in young children.				
16.03	Use proper grammar when speaking to parents and/or children.				
16.04	Identify the stages of language acquisition.				
16.05	Model and reinforce correct grammar.				
16.06	Create a lesson or activity which promotes appropriate language acquisition.				
16.07	Create a lesson or an activity which promotes vocabulary development				
17.0	Identify developmentally appropriate practices for programs serving children from birth through age eight.  The student will be able to:				
17.01	Identify and summarize various methods of curriculum for young children.				
17.02	Define developmentally appropriate practices.				
17.03	Discuss the importance of learning through play.				
17.04	Describe learning centers used in developmentally appropriate environments.				
17.05	Identify the stages of play development.				
17.06	Define and model the concepts of active learning and active listening.				
18.0	Display professional relationship skills.  The student will be able to:				
18.01	Identify traits of positive self-image, self-esteem and self-growth.				
18.02	Create intrapersonal goals and exhibit responsibility toward achieving goals.				
18.03	Describe and display ways to show sociability, empathy, understanding and caring.				
18.04	Display honesty and integrity in interacting with children and families, and co-workers.				
18.05	Describe the needs and strengths of the multi-ethnic work place.				
19.0	Analyze recent trends/developments in brain research.  The student will be able to:				
19.01	Explain common terms and concepts related to brain development and the formation of neuronal connections. 				
19.02	Use the Internet to prepare a list of recent resources pertaining to brain research.				
19.03	Relate the brain research findings to the care of children provided by parents and all other caregivers.				
20.0	Identify communication skills related to child care.  The student will be able to:				
20.01	Identify effective communication skills used with children including interacting positively with each child and dialog with children as a group, using active listening, open-ended questioning, activities, and teachable moments.				
20.02	Identify ways to promote positive interaction between the family, child care center and community.				

2019 – 2020 
Florida Department of Education
Student Performance Standards

Course Title: 	Early Childhood Education 3 
Course Number: 	8405130
Course Credit:	1

Course Description:

This course includes competencies in developing lesson plans, child development theories, factors that affect the development of a child, and developmentally appropriate practices and activities for infants/toddlers, preschoolers, and school-age children.  Also covered are components on working with students with special needs, language use & acquisition, emergent literacy, creative expression, classroom management techniques, observation data, and creating optimum environments for all children; as well as competencies from the DCF 40-hour Introductory Child Care Training coursework.  Students will continue working directly with school-aged children to complete the ECPC work experience requirement.

Abbreviations: 
FS-M/LA = Florida Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science

Note:  This course is pending alignment in the following categories: FS-M/LA and NGSSS-Sci.

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	Regulatory Compliance	
21.0	Create, implement and evaluate lesson plans.  The student will be able to:				
21.01	Research criteria for creating an age appropriate lesson plan.				
21.02	Research or develop evaluation criteria for the lesson.				
22.0	Plan and implement developmentally appropriate activities for infants and toddlers.   The student will be able to: 				
22.01	Plan, implement and evaluate sensory experiences for infants and toddlers. 				
22.02	Plan, implement and evaluate activities that promote gross and fine motor development. 				
22.03	Create activities which promote exploration and discovery for infants. 				
23.0	Plan, implement and evaluate developmentally appropriate physical development activities for preschool children.  The student will be able to:				
23.01	Describe the stages of physical development.				
23.02	Plan, implement and evaluate developmentally appropriate gross motor activities.				
23.03	Plan, implement and evaluate developmentally appropriate fine motor activities.				
23.04	Select and use appropriate equipment and materials which promote physical development.				
23.05	Plan and implement activities which promote self-help.				
23.06	Plan and implement activities which promote health and wellness			 	
24.0	Plan, implement and evaluate cognitive development and general knowledge activities for preschool children.  The student will be able to:				
24.01	Analyze the role language and communication plays in cognitive development in young children.				
24.02	Plan, implement and evaluate developmentally appropriate mathematical thinking activities.				
24.03	Plan, implement and evaluate developmentally appropriate scientific inquiry activities.				
24.04	Plan, implement and evaluate developmentally appropriate social studies activities.				
24.05	Research and create developmentally appropriate activities related to use of technology.				
25.0	Plan, implement and evaluate creative expression through the arts with developmentally appropriate activities for preschool children. The student will be able to:				
25.01	Plan, implement and evaluate developmentally appropriate music activities.				
25.02	Plan, implement and evaluate developmentally appropriate creative movement activities.				
25.03	Plan, implement, and evaluate developmentally appropriate art activities.				
25.04	Plan, implement and evaluate developmentally appropriate dramatic play and theatre activities. 				
26.0	Guide the social and emotional development of preschool children. The student will be able to:				
26.01	Demonstrate effective, positive guidance techniques for guiding behavior.				
26.02	Plan, implement and evaluate developmentally appropriate self-concept activities.				
26.03	Plan, implement and evaluate developmentally appropriate activities that promote multicultural awareness.				
26.04	Plan, implement, and evaluate activities which model and promote the concept of self-control/self-regulation and social problem-solving.  				
26.05	Demonstrate behavior toward children that is caring, non-abusive, and builds self-esteem and responsibility (ego-building).				
26.06	Plan and implement developmentally appropriate character building activities. 				
26.07	Plan and implement developmentally appropriate activities which model and promote positive relationships with self, peers and adults. 				
27.0	Identify developmentally appropriate care giving environments for students with special needs.  The student will be able to:				
27.01	Identify accommodations which would be appropriate for children with special needs in a variety of learning situations. 				
27.02	Identify the process for conferring with parents when a developmental delay is suspected.				
27.03	Identify adaptations to include children with special needs in classroom activities.				
27.04	Demonstrate care giving skills related to Universal Precautions.				
27.05	Simulate appropriate techniques for seizure management and positioning techniques.				
27.06	Explain physical, intellectual and behavioral developmental delays and their impact on growth and development.				
27.07	Research strategies and accommodations for inclusion of children with special needs in classroom activities.				
28.0	Implement food service and nutrition education.  The student will be able to:				
28.01	Plan and/or prepare nutritious snacks and meals for infants through school age children.				
28.02	Practice safe and sanitary food service habits in the preparation of snacks and meals.				
28.03	Implement age appropriate nutrition education activities.				
29.0	Plan, establish, and implement a developmentally appropriate emergent literacy program.  The student will be able to:				
29.01	Identify characteristics of a classroom environment that promotes emergent literacy.				
29.02	Demonstrate appropriate phonological awareness teaching practices.				
29.03	Demonstrate appropriate teaching practices for alphabet knowledge.				
29.04	Demonstrate appropriate comprehension strategies.				
29.05	Illustrate and explain the stages of emergent writing.				
29.06	Identify an environment that supports age-appropriate letter writing.				
29.07	Model appropriate manuscript writing and structure of written composition.				
29.08	Create activities which promote phonological and phonemic awareness. 				
29.09	Create activities which promote understanding of letter names and sounds.				
29.10	Create activities which promote comprehension strategies.				
29.11	Create activities that support age-appropriate early writing. 				
29.12	Research, plan and implement activities which promote language and communication. 				
29.13	Plan an environment that supports emergent reading and writing.				
30.0	Develop intercommunication with family and child-care personnel.  The student will be able to: 				
30.01	Identify ways of communicating with family. 				
30.02	Explore and use ideas for establishing a healthy relationship with each child’s family.				
30.03	Plan and implement family involvement activities to meet the diverse needs of families. 				
30.04	Identify intentional practices and strategies to become acquainted with the family; describe ways parents can be involved in the program; ways to share goals for the child with the family and teacher, the philosophy of the center, and curriculum objectives.				
30.05	Model and implement effective communication skills to use with personnel and parents/guardians of children.				
31.0	Demonstrate the ability to motivate children.  The student will be able to:  				
31.01	Plan, implement and evaluate a variety of motivational techniques that encourage children to fully participate.				
31.02	Create activities which promote active listening skills in children.				
31.03	Implement the use of open-ended questions when communicating with children.				

2019 – 2020 
Florida Department of Education
Student Performance Standards

Course Title: 	Early Childhood Education 4
Course Number: 	8405140
Course Credit:	1

Course Description:

In this course students will acquire competence in the areas of creating a successful developmentally appropriate curriculum, mentoring, developing recognizing cultural differences when planning activities, community resources, classroom management, pediatric first aid, including children with special needs, recent trends and issues in early childhood education, and professionalism; as well as competencies from the DCF 40-hour Introductory Child Care Training coursework. Students will have completed the ECPC 480-hour work experience requirement by the end of this course.

Abbreviations: 
FS-M/LA = Florida Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	Regulatory Compliance	
32.0	Obtain certifications in Pediatric/Adult First Aid and CPR AED Training.  The student will be able to: 				
32.01	Demonstrate techniques used for First Aid.				
32.02	Demonstrate appropriate CPR AED techniques for infant/child.				
32.03	Demonstrate appropriate CPR AED techniques for adults. 				
33.0	Apply knowledge of program elements needed to create a developmentally appropriate curriculum.  The student will be able to:				
33.01	Demonstrate the ability to identify children’s needs, interests, and abilities.				
33.02	Develop a program philosophy, including goals and objectives.				
33.03	Assist with planning, preparing, and implementing daily activities and routines.				
34.0	Create an environment that is conducive to language use and acquisition.  The student will be able to:				
34.01	Create opportunities for students to initiate and add comments to conversations.				
34.02	Facilitate conversations between child and/or child-to-child, and encourage increasingly complex sentences and phrases.				
34.03	Provide occasions for children to follow two- or three-step directions.				
34.04	Create opportunities for children to gain meaning by listening and answering open-ended questions.				
35.0	Demonstrate the ability to interact professionally with families and staff.  The student will be able to:				
35.01	Establish and demonstrate positive and productive relationships with families and staff.				
35.02	Demonstrate techniques to be a competent communicator and co-worker.				
36.0	Demonstrate mentoring skills for workplace collaboration. The student will be able to:				
36.01	Model the roles and expectations of early childhood team members and mentors.				
36.02	Identify and model early childhood supervisory work practices.				
36.03	Demonstrate appropriate conflict resolution skills in the workplace.				
36.04	Utilize a variety of communications skills to ensure understanding.				
36.05	Describe factors that contribute to or detract from a positive work environment.				
36.06	Utilize alternative communication skills.				
37.0	Demonstrate the ability to maintain a commitment to professionalism. The student will be able to:				
37.01	Research current trends and issues in Early Childhood Education.				
37.02	Develop professional goals.				
37.03	Identify various types of accreditation standards and their importance in the field of early childhood education.				
37.04	Identify opportunities for continuing education and professional development.				
38.0	Compile a Professional Portfolio using state and/or national criteria.   The student will be able to:				
38.01	Create an autobiography.				
38.02	Develop a professional philosophy as an early childhood education teacher.				
38.03	Develop Six Reflective Statements of Competence according to State and National Guidelines. 				
38.04	Compile a resource collection according to State and National Guidelines.				
39.0	Plan and implement preschool classroom management techniques.  The student will be able to:				
39.01	Develop and implement a plan to meet short and long term goals. 				
39.02	Identify appropriate teaching techniques to meet various learning styles. 				
39.03	Identify developmentally appropriate supplies and teaching materials. 				
39.04	Arrange learning centers for a variety of activities. 				
39.05	Assist with planning and implementing developmentally appropriate special events such as field trips, cultural activities and holiday programs. 				
39.06	Maintain children’s records.				
40.0	Demonstrate employability skills.  The student will be able to:				
40.01	Create a professional cover letter and resume.				
40.02	Conduct a job search and complete an application.				
40.03	Identify and demonstrate positive work behaviors needed to be employable.				
40.04	Develop a personal career plan that includes goals, objectives, and strategies.				
40.05	Examine licensing, certification, and industry credentialing requirements.				
40.06	Identify opportunities and research requirements for career advancement and ongoing professional development. 				
40.07	Practice employability skills using online resources to prepare for interviews.				
40.08	Understand the impact and importance of your digital footprint as it relates to employment.				
40.09	Identify career appropriate attire. 				
41.0	Create, analyze and interpret a child study.  The student will be able to: 				
41.01	Collect data using multiple sources (i.e.: observations, developmental checklist, assessment tools, writing samples, etc.).				
41.02	Analyze multiples sources and interpret results to develop a child study plan.				
41.03	Conduct a mock child/parent conference sharing results.				
42.0	Demonstrate activities that are anti-bias, nonviolent, and from a multicultural perspective. – The student will be able to:				
42.01	Demonstrate techniques that show respect for the child’s family makeup, cultural background, and religious beliefs.	LAFS.1112.SL.2.4			
42.02	Plan and implement methods to prevent and/or confront bias in the early childhood program as it relates to gender, race, ethnicity, and persons of varying abilities.	LAFS.1112.SL.1.1; LAFS.1112.SL.2.4			
42.03	Integrate activities that build children’s self-concept into daily, weekly, and monthly plans.	LAFS.1112.SL.2.4; LAFS.1112.W.4.10			
42.04	Plan and implement activities, interest areas, and projects that are anti-bias, culturally diverse, and developmentally appropriate for children.	LAFS.1112.SL.2.4; LAFS.1112.W.4.10			

Additional Information

Laboratory Activities

Laboratory investigations that include scientific inquiry, research, measurement, problem solving, emerging technologies, tools and equipment, as well as, experimental, quality, and safety procedures are an integral part of this career and technical program/course. Laboratory investigations benefit all students by developing an understanding of the complexity and ambiguity of empirical work, as well as the skills required to manage, operate, calibrate and troubleshoot equipment/tools used to make observations. Students understand measurement error; and have the skills to aggregate, interpret, and present the resulting data. Equipment and supplies should be provided to enhance hands-on experiences for students.

Laboratory activities provide instruction in the use of manipulative equipment; language development; creative art, music, science, dramatic play, developmentally appropriate practices, brain research, classroom management and established early childhood/child development competencies.  Observation and supervised work experience with young children in a school laboratory or a community laboratory setting are an integral part of this program.

Special Notes

The occupational standards and benchmarks outlined in this secondary program correlate to the standards and benchmarks of the postsecondary program with the same Classification of Instructional Programs (CIP) number.

MyCareerShines is an interactive resource to assist students in identifying their ideal career and to enhance preparation for employment. Teachers are encouraged to integrate this resource into the program curriculum to meet the employability goals for each student.  Access MyCareerShines by visiting: www.mycareershines.org.

This program is approved by the Florida Department of Children and Families (DCF) as meeting the training requirements for child care personnel/ preschool teachers, 65C-22.003.  The regulatory requirements that must be met to offer and teach this program are included in the Early Childhood Professional Certificate (ECPC) Program Guidelines.  More information regarding the requirements of this program can be found at http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/edu-training.stml. 
Career and Technical Student Organization (CTSO)

Family, Career and Community Leaders of America (FCCLA) is the intercurricular career and technical student organization providing leadership training and reinforcing specific career and technical skills.  Career and Technical Student Organizations provide activities for students as an integral part of the instruction offered.  

Cooperative Training – OJT

On-the-job training is appropriate but not required for this program.  Whenever offered, the rules, guidelines, and requirements specified in the OJT framework apply. 

Accommodations

Federal and state legislation requires the provision of accommodations for students with disabilities as identified on the secondary student’s Individual Educational Plan (IEP) or 504 plan or postsecondary student’s accommodations’ plan to meet individual needs and ensure equal access.  Accommodations change the way the student is instructed.  Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems.  Documentation of the accommodations requested and provided should be maintained in a confidential file.

In addition to accommodations, some secondary students with disabilities (students with an IEP served in Exceptional Student Education (ESE)) will need modifications to meet their needs.  Modifications change the outcomes or what the student is expected to learn, e.g., modifying the curriculum of a secondary career and technical education course.  Note: postsecondary curriculum and regulated secondary programs cannot be modified.

Some secondary students with disabilities (ESE) may need additional time (i.e., longer than the regular school year), to master the student performance standards associated with a regular Occupational Completion Point (OCP) or a Modified Occupational Completion Point (MOCP).  If needed, a student may enroll in the same career and technical course more than once.  Documentation should be included in the IEP that clearly indicates that it is anticipated that the student may need an additional year to complete an OCP/MOCP.  The student should work on different competencies and new applications of competencies each year toward completion of the OCP/MOCP.  After achieving the competencies identified for the year, the student earns credit for the course.  It is important to ensure that credits earned by students are reported accurately.  The district’s information system must be designed to accept multiple credits for the same course number for eligible students with disabilities.

Additional Resources

For additional information regarding articulation agreements, Bright Futures Scholarships, Fine Arts/Practical Arts Credit and Equivalent Mathematics and Equally Rigorous Science Courses please refer to:
http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml.