Content Creation Standards

These standards refer to the lecture and assignment content of early childhood education teacher preparation courses.

Here are the standards at a glance:

Language

• A1– Terminology referring to early childhood education (ECE) contributes to and reinforces the goals of professionalization.
• A2– Language related to ability follows the guidelines in the description and examples provided.
• A3– Language related to gender follows the guidelines in the description and examples provided.
• A4– Language related to race follows the guidelines in the description and examples provided.
• A5– Language related to ethnic identity follows the guidelines in the description and examples provided.
• A6– Language related to socioeconomic status follows the guidelines in the description and examples provided.
• A7– Language related to multilingual individuals follows the guidelines in the description and examples provided.
• A8– Straightforward language is present throughout all materials in the session.

Instructional Materials

• A9– Applications, examples, and scenarios relate to diverse audiences, communities and demographics.
• A10– Applications, examples, and scenarios present nuanced perspectives on issues, events, and concepts.
• A11– Content includes evidence-based and/or emerging practices for children with diverse abilities and their families.
• A12– Content includes evidence-based and/or emerging practices for children and families who are dual language learners, or multilingual.
• A13– Content includes evidence-based and/or emerging practices by and for children and families from diverse ethnic and racial identities.
• A14– Content is delivered in a variety of forms (audio, video, written, etc) and includes supportive materials (e.g. glossaries, illustrations, videos, interactives).
• A15– Visual, audio, and musical components capture racial and ethnic skin tone, family makeup, gender, or disability diversity in non-stereotypical ways.
• A16– Session assignments honor and elicit participants’ funds of knowledge.
• A17– Session assignments and activities across the course are context-based, designed for participants to reflect and think about the needs of ALL children, and how they would apply anti-racism pedagogy and equitable practices in their own classrooms.
• A18– Session activities and assignments engage participants in meaningful self-reflection, critical thinking, or decision making.
• A19– Session readings represent a variety of reputable, freely available, relevant sources such as blogs, narratives, research articles, position statements, or policy briefs.
• A20– Readings across the session explicitly address topics of privilege, intersectionality, oppression (racism, sexism, classism, ableism, linguistic oppression included), diversity, inclusion, culture, racial and systemic inequities which encourage participants to reflect on their own biases and practices.
• A21– Readings across the session represent children with diverse abilities and their families, children and families who are multilingual learners and/or children with diverse ethnic and racial identities.

Application to ECE Settings

• A22– The session prepares participants to respectfully and meaningfully engage in cross-cultural interactions within their early learning settings (where appropriate).
• A23– The session provides participants with tools to help them facilitate conversations that support building equity and further understanding of anti-racism in their early learning settings (where appropriate).
• A24– The session provides participants with opportunities to reflect upon systemic/classroom policies and practices in their early learning settings and analyze ways in which they promote or discourage equity, inclusion, and belonging (where appropriate).