Compilation of Rules and Regulations of the State of Georgia
Department 505 - PROFESSIONAL STANDARDS COMMISSION
Chapter 505-3 - EDUCATOR PREPARATION RULES
Rule 505-3-.82 - Birth Through Kindergarten Endorsement

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:

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:

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:

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:

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:

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:

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:

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: