The BS in Early Childhood Studies online program is delivered through Tempo Learning®, a competency-based education experience. This means that rather than progressing toward your degree course by course, you prove your knowledge by completing competencies.

Competencies are skills, knowledge, and abilities that students use to demonstrate their progress. For each degree, a series of competencies that students need to be successful in their careers is identified. By completing all the competencies within a degree program, students demonstrate that they have acquired skills and knowledge specifically identified by leaders in their field and are able to apply them immediately in the workplace.

Mastery of competencies is proven through a variety of assessments.

The BS in Early Childhood Studies program competencies are grouped within areas of expertise.

Areas of Expertise and Competency Descriptions

Becoming an Early Childhood Professional

  • BP1001 Professional Roles and Responsibilities: Explain professional responsibilities, roles, and ethics that apply to the early childhood field.
  • BP1002 Evolution of the Early Childhood Field: Identify historical milestones and contributions of theorists and practitioners to show understand the evolution of the early childhood field.
  • BP1003 Early Childhood Organizations: Explain how key organizations and resources inform the early childhood field.
  • BP1004 Issues and Trends the Inform Professional Practice: Analyze current early childhood issues and trends to inform professional policies and practices
  • BP1005 Identity as an Early Childhood Professional: Integrate critical perspectives to inform a personal identity as an early childhood professional.

Early Childhood Development

  • ED1001 Child Development Concepts and Theories: Identify key concepts and theories in the field of child development.
  • ED1002 Developmental Continuum: Prenatal to Birth: Explain the developmental continuum prenatal to birth.
  • ED1003 Developmental Continuum: Infants and Toddlers: Explain the developmental continuum of infants and toddlers.
  • ED1004 Developmental Continuum: Preschoolers: Explain the developmental continuum of preschoolers.
  • ED1005 Developmental Continuum: Ages 5-8: Explain the developmental continuum for children 5-8.
  • ED1006 Factors Influencing Child Development: Explain factors that influence child development.

Health and Safety for Young Children

  • HS1001 Nutrition and Young Children: Identify principles and concepts of healthy nutrition for young children.
  • HS1002 Physical Health: Explain key concepts related to the physical health of young children.
  • HS1003 Physical Activity: Recommend developmentally appropriate strategies for promoting healthy physical activity for young children.
  • H1S004 Child Safety: Explain guidelines and procedures to ensure the safety of young children.
  • HS1005 Mental Health: Explain key principles and concepts related to mental health in young children
  • HS1006 Promoting Wellness: Apply concepts related to the health and safety of young children to promote wellness in children and families.

Culturally Responsive Practice

  • CL3001 Culture as Context: Explain how culture provides a critical context for children’s growth and development.
  • CL3002 Policies that Support Culturally Responsive Early Childhood Settings: Analyze how current policy issues and trends impact early childhood settings and the diverse populations of children and family they serve.
  • CL3003 Culturally Responsive Curriculum: Apply principles of culturally responsive curriculum to promote development and learning in young children.
  • CL3004 Culturally Responsive Relationships: Recommend culturally responsive practices to promote supportive and respectful partnerships with families.
  • CL3005 Access, Equity, and Positive Social Change: Apply strategies to promote access, equity, and positive social change for young children, families, and early childhood professionals.

Children with Exceptionalities

  • CE2001 Legal Requirements for Children with Exceptionalities: Identify legal requirements designed to support children with exceptionalities and their families.
  • CE2002 Procedural Requirements for Young Children with Exceptionalities: Identify procedural requirements for supporting children with exceptionalities and their families.
  • CE2003 Characteristics of Young Children with Exceptionalities: Describe characteristics of young children with exceptionalities.
  • CE2004 Early Intervention: Explain the importance of early intervention for young children and families.
  • CE2005 Special Education Services for Children with Exceptionalities Ages 3 Through 8: Explain characteristics of special education services and perspectives of parents/families of young children with exceptionalities ages 3 through 8.
  • CE2006 Issues and Trends: Explain issues and trends related to young children with exceptionalities and their families.
  • CE2007 Collaborating with Families and Other Professionals to Support Young Children: Analyze collaborative planning with the goal of supporting healthy development and learning for young children with exceptionalities.

Child, Family, and Community Relationships

  • FR2001 Theories Essential to Understanding Child, Family, and Community Relationships: Identify human ecological, family systems, and socialization theories related to child and family development.
  • FR2002 Dynamic Influences on Children in Family and Community Contexts: Analyze dynamic influences on children in family and community contexts.
  • FR2003 Family Relationships: Analyze strategies for fostering caring relationships with families.
  • FR2004 Family and Community Engagement: Apply strategies that foster family and community engagement in supporting the healthy development and learning of young children.

Social-Emotional Development and Positive Guidance

  • SD3001 Social-Emotional Developmental Continuum: Explain the social-emotional developmental continuum for young children.
  • SD3002 Foundations of Positive Guidance and Responsive Relationships: Explain key concepts related to positive guidance and responsive relationships that promote healthy child development and learning.
  • SD3003 Problem Solving in Early Childhood Settings: Apply positive guidance strategies to solve problems in early childhood settings.
  • SD3004 Positive Classroom Communities: Analyze positive classroom communities based on positive guidance and opportunities for healthy social-emotional development and learning.
  • SD3005 Factors that can Impact Children’s Social Emotional Development and Behavior: Explain how factors can influence children’s social emotional development and behavior.

Effective Practices for Quality Programs Serving Young Children

  • QP3001 Developmentally Appropriate Practice: Analyze how the National Association for the Education of Young Children (NAEYC) “Principles of Developmentally Appropriate Practice” and effective family engagement principles inform quality programs and family partnerships.
  • QP3002 Standards of Quality: Explain the types and roles of standards and regulations that guide early childhood programs.
  • QP3003 Effective Program Models: Explain effective pedagogical and organizational early childhood program models.
  • QP3004 Effective Teaching and Leadership Practices in Early Childhood Programs: Analyze effective teaching and leadership practices in early childhood programs.

Early Literacy

  • EL3001 Early Literacy Concepts: Explain concepts related to early literacy skills for young children.
  • EL3002 Promoting Early Literacy Among Infants and Toddlers: Explain signs of emergent literacy in infants and toddlers and strategies for enhancing emergent literacy while promoting positive dispositions toward reading and language learning.
  • EL3003 Promoting Early Literacy Among Preschoolers: Explain signs of emergent literacy in preschoolers and strategies for enhancing emergent literacy, while promoting positive dispositions toward reading and language learning.
  • EL3004 Promoting Early Literacy in K-3: Explain strategies for enhancing literacy development and positive dispositions toward reading and language learning in K-3 children.
  • EL3005 Children’s Literature: Evaluate the quality of children’s literature across multiple genres and quality read-aloud experiences to promote positive dispositions toward reading and language learning in young children.
  • EL3006 Technology, Early Literacy, and Young Children: Analyze issues and strategies related to appropriate use of technology to promote literacy learning in young children.

Observation, Assessment, and Planning

  • AY3001 Assessment for Young Children: Explain key concepts related to uses of assessment and screening to support young children’s development and learning.
  • AY3002 Assessment Strategies and Methods: Analyze essential assessment strategies and methods used to support young children’s development and learning.
  • AY3003 Observation and Analysis: Analyze assessment processes and data to support effective planning in early childhood settings
  • AY3004 Assessment in the Classroom Context: Analyze strategies for using assessment as an ongoing practice to support learning for young children.
  • AY3005 Communication and Collaboration to Support Effective Assessment: Communicate and collaborate with families and other stakeholders to promote meaningful assessment practices.

Learning and Teaching in Inclusive Early Childhood Settings

  • IP4001 Foundations of Inclusion: Explain foundational concepts related to high-quality inclusive early childhood programs.
  • IP4002 Inclusive Practices in Early Care and Education Settings: Explain evidence-based strategies for inclusive practice to enhance the development and learning of young children.
  • IP4003 Environments that Support Quality Inclusion for Young Children: Explain components and practices of high-quality inclusive environments supportive of young children’s access and participation.
  • IP4004 Partnerships that Support Children in Inclusive Early Childhood Programs: Explain strategies for partnering with families and other professionals to support inclusive experiences for young children.
  • IP4005 Supporting Inclusion Through Advocacy, Program Policy, and Evidence-Based Practice: Apply evidence-based policies, practices, and advocacy strategies to support high-quality inclusive programming in early childhood settings.

Play, Creativity and the Areas (P-3)

  • PC4001 Key Concepts and Strategies Related to Play: Analyze concepts and strategies key to understanding the value of play and fostering play in young children.
  • PC4002 Key Concepts and Strategies Related to Creativity: Analyze concepts and strategies for fostering creativity in young children.
  • PC4003 Young Children and the Creative Arts: Explain key concepts related to young children and the creative arts.
  • PC4004 Child-Centered Learning and Creativity: Analyze the role child-centered learning and creative teachers play in fostering children’s creative thinking, creative skills, and creative arts/expression.

Effective Practice for Infants and Toddlers

  • DI4001 Responsive Relationships With Infants, Toddlers, and Their Families: Explain approaches and strategies that foster healthy infant and toddler development and learning through responsive and respectful relationships with infants, toddlers, and their families.
  • DI4002 The Role of Play in the Lives of Infants and Toddlers: Synthesize why fostering play is critical to healthy infant and toddler development.
  • DI4003 Routines and Transitions that Foster Healthy Development for Infants and Toddlers: Evaluate effective routines and transitions in infant and toddler care and education settings.
  • DI4004 Environments that Support Healthy Development and Learning for Infants and Toddlers: Evaluate infant and toddler environments that support healthy development and learning.
  • DI4005 Meaningful Experiences With Infants and Toddlers: Develop respectful, supportive, and challenging experiences with infants and toddlers.

Meaningful Learning Experiences

  • ML4001 Approaches to Meaningful Learning and Teaching: Analyze strategies, approaches, and curriculum models that support meaningful learning and teaching in P-3 classrooms.
  • ML4002 Child/Family Contexts and Meaningful Learning and Teaching: Analyze characteristics of communities, classrooms, families, and children to support meaningful learning and teaching in P-3 classrooms.
  • ML4003 Knowledge of Content Areas to Inform Planning of Meaningful Learning and Teaching: Apply knowledge of key concepts to inform planning of meaningful learning and teaching across content areas in P-3 classrooms.
  • ML4004 Meaningful Learning Experiences in P-3 Settings: Apply professional knowledge to design, implement, and evaluate meaningful learning experiences that support positive outcomes for all children in P-3 settings.

Early Childhood Professionalism

  • PL4001 Knowledgeable, Reflective, and Critical Perspectives on Early Childhood: Analyze early childhood professional knowledge, perspectives, roles, and identities.
  • PL4002 Effective Interviewing for Early Childhood Professionals: Evaluate skills, strategies, and early childhood content knowledge relevant to effective interview performances.
  • PL4003 Informed Advocacy in the Early Childhood Field: Develop research-based advocacy plans for current issues in the early childhood field to promote positive social change.
  • PL4004 Professional Development: Plan for personal and professional development to support meaningful contributions to young children’s healthy development and learning.

Professional Skills

  • PS001 Written & Oral Communication: Communicate with clarity, coherence, and purpose.
  • PS002 Information Literacy: Apply strategies to evaluate information in order to effectively analyze issues and make decisions.
  • PS003 Interpreting Data & Quantitative Fluency: Interpret numeric information in order to analyze issues and make decisions.
  • PS004 Engaging Multiple Social and Cultural Perspectives: Apply strategies to develop intellectual flexibility and broad knowledge that enables perception of the world through the perspectives of diverse social and cultural perspectives.
  • PS005 Inquiry and Analysis: Apply strategies to identify, frame, and evaluate problems.
  • PS006 Applied and Collaborative Learning: Apply knowledge and skills in collaboration with others to solve authentic problems.
  • PS007 Technology: Use technology effectively.
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