Current through Register Vol. 42, No. 11, August 30, 2024
(1)
Rationale. This rule brings
attention to those elements that are distinctive to the pre-K program. These
elements represent the unique nature of pre-K education encompassing the
foundations of learning including play, developmentally appropriate practices,
and integration within and across disciplines, which create a bridge between
informal and formal learning environments. The standards are consistent with
the standards for initial licensure programs from the National Association for
the Education of Young Children (NAEYC). These standards build upon the Alabama
Core Teaching Standards.
(2)
Program Curriculum. In addition to meeting Rules
290-3-3-.03(6)(a)1. -4.,
Rule
290-3-3-.03(6)(e)1.(i) -(iv),
and 2.(i) and (v), Rule
290-3-3-.04,
and Rule
290-3-3-.05,
the pre-K curriculum shall require a teaching field of at least 30 semester
hours with at least 18 semester hours of upper-division credit, including at
least 18 semester hours of courses specific to child development and/or early
childhood education.
(a)
Promoting Child
Development and Learning. Candidates prepared in early childhood
programs are grounded in a child development knowledge base. They use their
understanding of young children's characteristics and needs, and of multiple
interacting influences on children's development and learning, to create
environments that are healthy, respectful, supportive, and challenging for each
child. Prior to program completion prospective early childhood teachers:
1. Know and understand young children's
characteristics and needs, from birth through age 4.
2. Know and understand the multiple
influences on early development and learning.
3. Use developmental knowledge to create
healthy, respectful, supportive, and challenging learning environments for
young children.
(b)
Building Family and Community Relationships. Candidates prepared
in early childhood programs understand that successful early childhood
education depends upon partnerships with children's families and communities.
They know about, understand, and value the importance and complex
characteristics of children's families and communities. They use this
understanding to create respectful, reciprocal relationships that support and
empower families, and to involve all families in their children's development
and learning. Prior to program completion prospective early childhood teachers:
1. Know about and understand diverse family
and community characteristics.
2.
Support and engage families and communities through respectful, reciprocal
relationships.
3. Involve families
and communities in young children's development and learning.
(c)
Observing, Documenting,
and Assessing to Support Young Children and Families. Candidates
prepared in early childhood programs understand that child observation,
documentation, and other forms of assessment are central to the practice of all
early childhood professionals. They know about and understand the goals,
benefits, and uses of assessment. They know about and use systematic
observations, documentation, and other effective assessment strategies in a
responsible way, in partnership with families and other professionals, to
positively influence the development of every child. Prior to program
completion prospective early childhood teachers:
1. Understand the goals, benefits, and uses
of assessment - including its use in development of appropriate goals,
curriculum, and teaching strategies for young children.
2. Know about and use observation,
documentation, and other appropriate assessment tools and approaches, including
the use of technology in documentation, assessment, and data
collection.
3. Understand and
practice responsible assessment to promote positive outcomes for each child,
including the use of assistive technology for children with
disabilities.
4. Know about
assessment partnerships with families and with professional colleagues to build
effective learning environments.
(d)
Using Developmentally Effective
Approaches. Candidates prepared in early childhood programs 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
relationships and supportive interactions as the foundation for their work with
young children and families. Candidates know, understand, and use a wide array
of developmentally appropriate approaches, instructional strategies, and tools
to connect with children and families and positively influence each child's
development and learning. Prior to program completion prospective early
childhood teachers:
1. Understand positive
relationships and supportive interactions as the foundation of their work with
young children.
2. Know and
understand effective strategies and tools for early education, including
appropriate uses of technology.
3.
Use a broad repertoire of developmentally appropriate teaching/learning
approaches.
4. Reflect on their own
practice to promote positive outcomes for each child.
(e)
Using Content Knowledge to Build
Meaningful Curriculum. Candidates prepared in early childhood programs
use their knowledge of academic disciplines to design, implement, and evaluate
experiences that promote positive development and learning for each and every
young child. Candidates understand the importance of developmental domains and
academic (or content) disciplines in early childhood curriculum. They know the
essential concepts, inquiry tools, and structure of content areas, including
academic subjects, and can identify resources to deepen their understanding.
Candidates use their own knowledge and other resources to design, implement,
and evaluate meaningful, challenging curriculum that promotes comprehensive
developmental and learning outcomes for every young child. Prior to program
completion prospective early childhood teachers:
1. Understand content knowledge and resources
in academic disciplines: language and literacy (including evidence-based
specialized instruction that is multi-sensory in nature); the arts - music,
creative movement, dance, drama, visual arts; mathematics; science; physical
activity and physical education; health and safety; and social
studies.
2. Know and use central
concepts, inquiry tools, and structures of content areas or academic
disciplines.
3. Use their own
knowledge, appropriate learning standards, and other resources to design,
implement, and evaluate developmentally meaningful and challenging curriculum
for each child.
(f)
Becoming a Professional. Candidates prepared in early childhood
programs identify and conduct themselves as members of the early childhood
profession. They know and use ethical guidelines and other professional
standards related to early childhood practice. They are continuous,
collaborative learners who demonstrate knowledgeable, reflective and critical
perspectives on their work, making informed decisions that integrate knowledge
from a variety of sources. They are informed advocates for sound educational
practices and policies. Prior to program completion prospective early childhood
teachers:
1. Identify and involve themselves
with the early childhood profession.
2. Know about and uphold ethical standards
and other early childhood professional guidelines.
3. Engage in continuous, collaborative
learning to inform practice; using technology effectively with young children,
with peers, and as a professional resource.
4. Engage in informed advocacy for young
children and the early childhood profession.
(3)
Unique Field Experience and
Internship Placement Requirements.
(a)
For pre-kindergarten education programs, field experiences must span birth
through age 4 in both childcare and Office of School Readiness
programs.
(b) For pre-kindergarten
education programs, the internship must span birth through age 4 in both
childcare and Office of School Readiness programs.
(4)
Faculty. The faculty must
include at least three full-time persons with appropriate earned doctorates in
early childhood education and teaching experience (preferably birth to Pre-K),
one with a child development concentration; one with expertise in foundational
reading; and one with expertise in numeracy or early intervention.
(5)
NOTE. Information about an
option for earning an Early Child Development Certificate is provided in the
Educator Certification Chapter of the Alabama Administrative
Code.
Previous Rule.04.01 was renumbered.06 per certification
published August 31, 2021; effective October 15,
2021.
