006.13A Grade
Levels: Birth through Grade 3
006.13B Endorsement type: Subject
006.13C Persons with this endorsement are
prepared to teach children from birth through grade 3 including those with
disabilities as defined in 79-1118.01 R.R.S..
006.13D Certification Endorsement
Requirements: The endorsement shall require 30 semester credit hours in early
childhood education.
006.13E
Endorsement Program Requirements: Nebraska teacher education institutions
offering this endorsement must have on file, within the institution, a plan
which identifies the courses and the course completion requirements which the
institution utilizes to grant credit toward completion of this endorsement.
THE FOLLOWING ARE RECOMMENDED GUIDELINES FOR
INCLUSION AS PART OF THE INSTITUTION'S PLAN UNDER THIS
ENDORSEMENT.
Through the courses identified in its plan, the institution
should prepare prospective teachers to demonstrate the following
criteria:
A. Demonstrate an
understanding of and be able to teach the concepts, skills, and processes of
reading/writing, mathematics, science, and social sciences as defined in the
Nebraska Student Standards for grades one and four.
B. Child growth, development, and learning.
1. Use knowledge of how children with a range
of abilities and disabilities develop and learn in order to provide
opportunities that support child growth and development for children from birth
through grade 3;
2. Use knowledge
of how children with a range of abilities and disabilities develop and learn in
order to provide opportunities that support individual differences in
development and learning;
3.
Recognize that children are best understood in the contexts of family, culture
and society and that cultural and linguistic diversity influence development
and learning; and
4. Select and use
appropriate tools and resources for the assessment of the development and
learning of young children.
C. Relations with families.
1. Describe the role of the family and
community in the care and education of young children;
2. Facilitate communication and cooperation
with families and children with a range of abilities and disabilities;
and
3. Facilitate school
partnerships with family and community.
D. Curriculum development, content, and
implementation.
1. Plan and implement
developmentally appropriate and integrated learning activities for all young
children in the areas of language, literacy, mathematics, science, social
studies, the arts, and health and safety;
2. Plan and manage developmentally
appropriate learning environments that promote physical, cognitive, social and
emotional growth in all young children;
3. Plan and implement developmentally
appropriate methods for young children's learning; and
4. Use on-going assessment processes in order
to develop and adapt programs for young children with a range of abilities and
disabilities.
E.
Professionalism in early childhood education.
1. Describe the historical, philosophical,
and social foundations of early childhood education; and
2. Describe current issues, legislative and
public policy trends, ethics, and advocacy in early childhood
education.
3. Field and clinical
experiences. The program shall provide prospective teachers with opportunities
to:
a. Observe and participate under the
supervision of qualified professionals in a variety of settings (including but
not limited to homes, public or private centers, community agencies, and
schools) in which young children with a range of abilities and disabilities,
who reflect diverse family systems, from birth through age 8 and their families
are served; and
b. Have pre-student
teaching field and clinical experiences with at least two of the three age
groups (infants/toddlers, preprimary, primary school children), for an
accumulated ninety (90) clock hours. A minimum of twenty percent (20%) of the
hours shall include working with children who have a range of
disabilities.
