Early Childhood Education

Early Childhood Education Articulation Plan

Last Updated Oct 5, 2008 10:55 PM

The connecticut early childhood education articulation plan

A Recommended Process for Articulation of Associate Level Early Childhood education

Education Programs and Baccalaureate Level Programs leading to State Teacher

Certification in Early Childhood Education

The Connecticut Early Childhood Education Articulation Plan was developed in response to the growing recognition that early educational experiences are crucial to the later success of children and that the level of education and training of child care providers and teachers of young children makes a difference in contributing to the preparation of children for later learning. In 1992 Connecticut established a process for monitoring and upgrading the training of child care providers in the state through the Connecticut Charts-A-Course Career Development System. The plan for articulation of associate level and baccalaureate level collegiate programs in Early Childhood Education was initiated through Connecticut Charts-A-Course and carried on by the Connecticut Department of Higher Education. The goal of this effort is to facilitate the educational mobility of early childhood educators as a mechanism for improving the quality of the early care and education of young children in the state.

The Connecticut Early Childhood Education Articulation Plan creates an accessible pathway to career mobility for early childhood educators by facilitating their advancement from one level of collegiate education to another. This educational mobility is accomplished through the establishment of a recommended minimum transfer credit for graduates of the state’s associate degree Early Childhood Education programs who want to continue their education toward a baccalaureate degree leading to state teach certification in Early Childhood Education.

The recommended process for award of credit described in the Articulation Plan is for program

to program articulation rather than a course by course transfer of credit through which students are assessed on an individual basis. The articulation recommendations are premised on the assumption that there is a common core of knowledge at both levels of collegiate education, that all early childhood educators, regardless of the level of collegiate training, are provided with a set of basic theoretical and practical understandings which have been established by the profession as essential for their practice as educators of young children.

The Articulation Plan defines a Common Early Childhood Education Knowledge Base for which the recommended transfer of credit is awarded. The Common Early Childhood Education Knowledge Base was developed through the analysis of the curricula of the state’s associate and baccalaureate programs to identify common educational content at both educational levels, as well as conforming to NAEYC Guidelines for Early Childhood Education curricula.

The Connecticut Early Childhood Education Articulation Plan was developed and implemented on a voluntary basis by faculty from both public and private colleges and universities in Connecticut with facilitation provided by the Connecticut Department of Higher Education. All associate degree Early Childhood Education programs in the state were invited to submit information indicating how their programs provide graduates with the Common Early Childhood Education Knowledge Base for which transfer credit is awarded under the Articulation Plan. This information was reviewed by a statewide Validation Committee comprised of appropriately qualified educators representing both collegiate program levels, representatives of the State Department of Education’s teacher preparation program approval and certification processes, and facilitated by the Department of Higher Education. While the articulation recommendations are derived from the assumption of a common knowledge base, the Articulation Plan has not prescribed a uniform curricular approach to providing early childhood education or a single path to becoming a competent professional. Rather it recognizes that a diversity of programmatic approaches in the state is positive.

COMMON EARLY CHILDHOOD EDUCATION KNOWLEDGE BASE

The recommended award under the articulation plan of a minimum of 18 credits for Early Childhood Education coursework and practica is based on the assessment that students at both the associate and baccalaureate levels of study in Early Childhood Education have acquired the following common areas of knowledge and learning experiences:

Theory/Philosophy/Diversity

An understanding of a variety of current and historical philosophical and theoretical approaches to early childhood education.

The initial development of a personal philosophy of early childhood education.

Demonstration of an understanding of ethical issues in the field.

Demonstration of an understanding of the nature and needs of young children respecting cultural and development diversity.

Curriculum Development/Instruction

Ability to plan and implement age appropriate and individually appropriate activities and curriculum that:

Are based on a knowledge of child development;

Reflect children with special needs and culturally diverse backgrounds;

Are designed to stimulate and enhance the following:

Play development and creativity;

Specific content in mathematics, science, social studies, and language arts;

Creative arts development in art, music, dance, and creative movement;

Content area development;

Experiences which promote language and literacy development, including children’s literature, in the preschool years in ways that reflect a naturalistic approach, such as the Whole Language Philosophy.

The Teacher and the Classroom Setting

The ability to describe the role of the early childhood teacher.

Demonstration of an understanding of the organization and composition of early childhood education settings.

Demonstration of an understanding of critical health and safety issues related to young children and educational settings for young children.

Ability to observe, record, and assess young children from diverse cultural backgrounds in applied settings and across different developmental areas in terms of:

language
play and creativity
social interaction
physical skills
cognitive behaviors

Develop positive approaches to discipline which encourage children to build mechanisms for self-control as they develop a sense of self-esteem.

Family and Community Relationships

Ability to establish and maintain positive, collaborative relationships with families, including: respect for and support of parents’ choices and goals for their children and effective communication with parents about the curriculum and their children’s progress.

Demonstrate sensitivity to differences in family situations, as well as to diversity of family backgrounds.

Communicate effectively with other professionals concerned with children to support the children’s development, learning, and well-being.

Professionalism

An understanding of current issues and trends which affect young children and their families, including legal issues and legislative and public policies.

Demonstration of knowledge of opportunities for professional growth, such as professional literature, organizations, and other resources designed to inform and improve practice.

Student Practicum

Demonstration of “knowledge in action” by displaying all competencies through interactions with and curriculum planning for children of culturally and developmentally diverse backgrounds, including infant/toddler and/or preschool children with special needs.

TERMS FOR PROGRAM ARTICULATION

As specified below, students who have been graduated from a participating associate degree Early Childhood Education program in Connecticut and who meet the eligibility criteria required by the plan will be awarded a minimum of 18 credits in a participating baccalaureate institution to be applied to the appropriate requirements for state certification in Early Childhood Education; a minimum of 30 credits in General Education to be applied to the institution’s and the state requirements in this area; and up to 15 credits in Human Growth and Development to be applied toward the state’s certification requirements.

Early Childhood Education

A minimum of 18 credits, with a minimum 12-15 credits for coursework and 3-6 credits for a student teaching practicum, to be applied toward the minimum of 36 credits in early childhood education required for state certification. Individual programs will determine the best distribution of the articulation credits in early childhood education to facilitate the successful completion of the certification program by articulation students.

Articulation students will not be required to earn more total credit to meet the requirements of the institution’s early childhood education teacher preparation program than non-articulation students.

Human Growth and Development

3-15 credits in Human Growth and Development coursework, to be applied, as determined by individual programs toward the state’s certification requirement of 15 credits in this area.

General Education

A minimum of 30 credits in general education coursework to be applied toward the baccalaureate institution’s general education requirements and the state certification requirements. State certification requirements include a minimum of 39 credits in five of the following six areas: natural sciences; social studies; fine arts; English; mathematics; and foreign languages, as well as a survey course in United States history comprised of at least 3 credits.

Articulation students will not be required to earn more total general education course credits than stipulated for state certification and to meet graduation requirements of the institution. To facilitate successful completion of the baccalaureate program, however, in certain circumstances students may be required to improve their knowledge in specific course areas through taking an additional course.

Subject Area Major

Individual programs may determine that credit completed at the associate degree level is applicable toward the state’s and institution’s requirements for a subject area major.

Student Eligibility Criteria

Individuals who intend to apply to an Early Childhood Education Teacher Certification program in Connecticut under the articulation plan must meet the following requirements:

Graduate from a participating associate degree program in Early Childhood Education in Connecticut.

Complete all Early Childhood Education courses with a grade of C or better.

Earn a grade of C or better for transfer of General Education courses.

To facilitate successful completion of the teacher certification requirements, students earning grades below a C in General Education courses may be required to improve their knowledge content through testing or retaking the course prior to acceptance into an Early Childhood Education baccalaureate program.

Meet the specific admissions requirements of the institution to which the student is applying.

In addition to the above requirements, it is strongly recommended that, prior to entry into the Early Childhood Education Teacher Certification program, articulation students demonstrate either a score of 1000 or better on the SAT, have passed the Praxis examination, or have initiated a process for taking the Praxis examination, as required for state certification.

Articulation students need to be aware that for admission to all professional education programs throughout the state, a 2.7 GPA is required.

See also Early Childhood Education 396 1 - 19