Standards for Unified 0-8 Endorsement, State of Iowa Licensure
Early Childhood Education

These state standards adopted by Iowa can serve as a model program for teacher licensure standards unified for general education and special education teachers. The standards were taken from several states' standards and from the National Association of the Education of Young Child, Council for Exceptional Children, and the Association for Teacher Education. The Early Childhood endorsement is the first one in Iowa to put together standards with performance based assessment. By 2002 all Iowa institut ions of higher education will have to change their teacher education to performance based assessment.

1. Child growth, development, and learning
   1.1  Understands the nature of child growth and development and learning for infants, toddlers, preprimary, and primary school children, both typical and atypical, in areas of cognition, communication, physical-motor, social-motor, aesthetics, and adaptive behavior. 1.2  Understands individual differences in development and learning including risk factors, multiple intelligences, developmental variations, and developmental patterns of specific disabilities and special abilities.
   1.3  Recognizes that children are best understood in the contexts of family, culture and society and that cultural and linguistic diversity influence development and learning.
2. Developmentally appropriate learning environment and curriculum implementation
   2.1  Establishes learning environments rich in social support, from the teacher and from other students, which help all children meet their optimal potential, within a climate characterized by mutual respect, encouragement, and the valuing of effort regardless of performance
   2.2  Uses informal and formal assessment to effectively monitor children's development, and plans and evaluates curriculum and teaching practices to meet the individual needs of children and their families.
   2.3  Plans, implements, and continuously evaluates developmentally and individually appropriate curriculum goals, content, and teaching practices for children 0-8 based on the strengths, needs, and interests of individual children, their families, and the community.
   2.4  Uses both child-initiated and teacher-directed instructional methods including strategies such as small and large group projects, unstructured and structured play, systematic instruction, group discussion, and cooperative decision making.
   2.5  Develops and implements integrated learning experiences for home, center, and school-based environments for children 0-8.
   2.6  Adapts materials, equipment, the environment, programs, and human resources to meet the social, cognitive, physical-motor, communicative, and medical needs of children with diverse learning needs.
3. Health, safety, and nutrition
   3.1  Designs and implements physically and psychologically safe and healthy indoor and outdoor environments to promote development and learning
   3.2  Promotes nutritional practices that support the cognitive, social, cultural, and physical development of children 0-8.
   3.3  Implements appropriate appraisal and management of health concerns of young children including procedures for children with special health care needs
   3.4  Recognizes signs of emotional distress, physical and mental abuse and neglect in children 0-8 and knows local mandatory reporting procedures.
   3.5  Designs and implements developmentally and individually appropriate curricula and lessons related to teaching children what to do when in an abusive situation.
   3.6  Demonstrates proficiency in infant/child cardiopulmonary resuscitation and emergency first aid procedures
4. Family and Community Collaboration
   4.1  Applies theory and knowledge of dynamic roles and relationship within and between families, schools, and communities
   4.2  Assists families in identifying resources, priorities, and concerns in relation to their child's development
   4.3  Links families based on identified needs, priorities, and concerns with a variety of resources
   4.4  Uses communication, consultation, problem solving, and help-giving skills in collaboration with families and other professionals to support the development, learning, and well-being of young children
   4.5  Participates as an effective member of a team with other professionals, paraprofessionals, volunteers, and families to develop and implement learning plans and environments for young children
5. Professionalism
   5.1  Understands legislation and public policy that affect all young children with and without disabilities, and their families
   5.2  Understands legal aspects, historical, philosophical, and social foundations of early childhood education and special education
   5.3  Understands principles of administration, organization, and operation of programs for children ages 0-8 and their families, including staff and program development, supervision and evaluation of staff, and ongoing evaluation of program and services
   5.4  Identifies current trends and issues of the profession to inform and improve practices and advocate for quality programs for young children and their families
   5.5  Adheres to professional and ethical codes
   5.6  Engages in reflective inquiry and demonstration of professional knowledge