Early Childhood Capstone Practica

This Landing Pad provides information and resources that can be used to enhance early childhood courses focusing on practica and field experiences to support the inclusion of children with disabilities and children who are culturally and linguistically diverse.
Course Description

This course* is designed to allow students to demonstrate acquired skills in a three star (minimum) or NAEYC accredited or equivalent, quality early childhood environment. Emphasis is placed on designing, implementing and evaluating developmentally appropriate activities and environments for all children; supporting/engaging families; and modeling reflective and professional practices based on national and state guidelines. Upon completion, students should be able to apply NC Foundations for Early Learning and Development to demonstrate developmentally appropriate plans/assessments, appropriate guidance techniques and ethical/professional behaviors, including the use of appropriate technology, as indicated by assignments and onsite faculty assessments. *EDU 284

About
Find free high quality resources including websites, research and policy briefs, videos, podcasts and audio clips.

North Carolina Foundations for Early Learning and Development

About
The 2013 North Carolina Foundations for Early Learning and Development is an updated combination of the 2005 and 2007 Foundations documents. Organized according to five domains of the learning and development of young children from birth through kindergarten, this Foundations document outlines the goals and developmental indicators for each domain. Within each domain, strategies for early educators and families to support infants and toddlers, and preschoolers are provided respectively. Also included is a section on supporting dual language learners.
Publication Date
2013

Topic: 

  • Environment
  • Instruction
  • Literacy
  • STEM
  • Early Intervention
  • Planning and Facilitation Tools

Types of Diversity: 

  • Children with Disabilities
  • Children and Families who are Culturally, Racially, and Ethnically Diverse
  • Children who are Dual Language Learners

DEC Recommended Practices in Early Intervention/Early Childhood Special Education

About
This publication presents the DEC recommended practices for early intervention and early childhood special education. These practices are based on the best available research as well as the professional wisdom and experience of the field.
Publication Date
2014

Topic: 

  • Assessment
  • IEPs/IFSPs
  • Environment
  • Family
  • Interaction
  • Instruction
  • Early Intervention
  • Planning and Facilitation Tools
  • Teaming and Collaboration
  • Transition
  • Leadership
  • Policy
  • Individuals with Disabilities Education Act (IDEA)
  • Americans with Disabilities Act (ADA)
  • Inclusion

Resource Type: 

  • Website
  • Handouts/Tipsheets
  • Print

Types of Diversity: 

  • Children with Disabilities
  • Children and Families who are Culturally, Racially, and Ethnically Diverse
  • Children who are Dual Language Learners
  • Children and Families who have Experienced Maltreatment and Trauma

Building Cohesion through Partnerships with Cooperating and Mentor Teachers

About
The early childhood teacher’s role as a cooperating/mentor teacher is an important one that is critical to the ability of practicum students to learn how to become an effective teacher of young children. This webinar will address key roles and responsibilities of effective cooperating/mentor teachers, as well as the competencies and supports that cooperating/mentor teachers need to provide effective support to novice teachers. Finally, this course will outline how cooperating/mentor teachers should use NAEYC’s Code of Ethical Practice to guide their work with student teachers.
Publication Date
2019

Topic: 

  • Instruction
  • Leadership

Resource Type: 

  • Webinar