Early Childhood Education (PS – AA & BA)
Student Learning Outcomes – BA Degree, Early Childhood Education
Standard 1. Promoting Child Development and Learning
Students prepared in the Bachelor of Arts degree program will build a research-based understanding of child development in the context of a Biblical worldview of early education. They will apply their understanding and knowledge of the young learner’s characteristics, abilities, and interacting influences on children’s development. Students strategically promote environments for young children that reflect diverse teaching focused on maximized learning, healthy development, and loving relationships in a Christ-centered learning environment.
“And Jesus grew in wisdom and stature and in favor with God and man.” Luke 2:52
1a: Demonstrate a research-based knowledge and understanding of young children’s abilities and characteristics in all domains of development from the perspective of a Biblical worldview.
1b: Understand the interacting influences on children’s development and strategically apply research-based, Biblically-grounded knowledge of child development to create environments that maximize learning, caring, and healthy development to meet the needs of each child.
Standard 2. Building Family and Community Relationships
Students prepared in the Bachelor of Arts degree program understand and support the parents’ God-given role as their children’s primary educator. They develop reciprocal, respectful, and responsive relationships with parents and families, partnering together to meet the spiritual and educational needs of the children being served. They use God’s Word and research-based knowledge of family dynamics and diversity to build relationships and to provide support, helping to meet the unique needs of each child and family. Students demonstrate an understanding and respect for the God-given role of the family and the cultural context that impact the child’s development and learning at home and at school. They introduce families to the Church community and other community resources to provide support and spiritual guidance. 15
“These commandments that I give you today are to be upon your hearts. Impress them on your children. Talk about them when you sit at home and when you walk along the road, when you lie down and when you get up.” Deuteronomy 6:6-7
2a: Understand and know how to support parents’ God-given roles as the primary educators of their children and to partner with parents and families in meeting their children’s spiritual and educational needs.
2b: Know, understand, and apply skills to access Church and community resources, and to serve as an advocate for the children and their families.
2c: Exhibit a research-based knowledge of family dynamics and diversity through implementing practices that are respectful and responsive, and integrating a Biblical vision of inclusiveness and God’s love for all people.
Standard 3. Observing, Documenting, and Assessing to Support Young Children and Families
Students prepared in the Bachelor of Arts degree program demonstrate understanding and application of systematic observation, documentation, and assessment as central to their practice and to positively influence the development of every child uniquely created by God. They use developmentally effective observation, documentation, and assessment to inform and adjust instructional strategies to promote positive student-based outcomes. Data gathered through ongoing observations, documentation, and assessments are effectively communicated to parents and other professionals to support the family and child.
“And we pray this in order that you may live a life worthy of the Lord and may please him in every way: bearing fruit in every good work, growing in the knowledge of God.”
3a: Demonstrate the knowledge and skills necessary to implement a variety of observation, documentation, and assessment strategies to measure a child’s progress in relation to stated goals and outcomes with understanding and appreciation for each child being uniquely created by God.
3b: Understand and use systematic assessment to adjust instructional strategies to promote positive student-based outcomes.
3c: Utilize observation, documentation, and assessment to partner with parents and other professionals to promote children’s positive development and to support their families.
Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families
Students prepared in the Bachelor of Arts degree program understand the unique characteristics and needs of young children and are able to create developmentally effective environments that engage children in challenging learning experiences and promote healthy development in all domains. They understand and apply their understanding to implement a developmentally effective, relationship-based approach with children and families to promote children’s learning and development from a Biblical worldview, giving evidence of Christ’s love for each child and family.
“But it is the spirit in a man, the breath of the Almighty that gives him understanding.” Job 32:8
Developmentally effective approaches to teaching/learning in early childhood settings include: Supporting reading and linguistic skills
4a: Demonstrate knowledge, skills, and dispositions in developing positive relationships and supportive interactions with young children and their families through a relationship-based approach that gives evidence of Christ’s love.
4b: Understand, evaluate, and use the knowledge of theories, developmental stages, and teaching strategies through a Biblical worldview to implement developmentally effective, research-based approaches to positively impact children’s learning and development.
4c: Know and implement developmentally effective adaptations for individual children with diverse needs to promote learning and healthy development.
Standard 5. Using Content Knowledge to Build Meaningful Curriculum
Students prepared in the Bachelor of Arts degree program utilize their knowledge and understanding to build and implement meaningful curriculum to promote positive outcomes related to all domains of development in each content area. Students integrate academic disciplines and content areas with inquiry tools and resources to create developmentally effective meaningful curriculum to promote positive development and growth in each domain. Students utilize assessment to evaluate curricula to meet the needs of all children and to honor each child’s God-given uniqueness.
“I give you sound learning, so do not forsake my teaching.” Proverbs 4:2
The early childhood curriculum includes learning outcomes, activities, and assessment addressing all domains of development in the following academic disciplines and content areas:
o Language and literacy
o Creative learning: Art, music, creative movement, dramatic play and visual arts
o Science and discovery
o Health and safety
o Social studies
5a: Know and understand how to build and implement meaningful curricula for young children addressing all domains of development and academic disciplines to promote positive learning and development of the whole child.
5b: Integrate the academic disciplines and content areas with inquiry tools and resources to create a Christ-centered, developmentally effective, hands-on learning environment for all young children.
5c: Utilize assessment and feedback from stakeholders to evaluate and implement the most effective curricula that will meet the needs of all children, honoring each child’s God-given uniqueness.
Standard 6. Becoming a Professional
Students prepared in the Bachelor of Arts degree program identify themselves as early childhood specialists and conduct themselves with professional integrity that seeks to make decisions that are in the best interest of children in accordance with Biblical principles. They demonstrate Christ-like behavior, honoring young children and the institution of the family. As life-long learners, they seek out professional growth and continuing educational opportunities. They use their knowledge to contribute to the field of early childhood education through advocacy, research, training, and mentoring for the benefit of the children for the glory of God.
Throw yourself into your tasks so that everyone will see your progress. Keep a close watch on how you live and on your teaching. Stay true to what is right. 1Timothy 4:15-16
6a: identify themselves as early education specialists and conduct themselves with integrity in accordance with Biblical principles and in the best interest of the children.
6b: Understand and demonstrate Christ-like behavior that honors young children and the institution of the family.
6c: Seek out life-long learning and professional growth opportunities.
6d: Use their knowledge to contribute to the field of early childhood education through advocacy, research, training, and mentoring to benefit children and to glorify God.
Supporting Skills – BA Degree, Early Childhood Education
Vanguard University Core Student Learning Outcomes 17
1. Understand and develop a Biblical worldview informed by a Pentecostal perspective, integrating faith with learning.
2. Understand how to be an effective local, national, and global citizen, expanding knowledge of and respect for diverse cultures.
3. Develop effective, college-level, appropriate communication skills, focusing on writing in response to texts and on oral presentations.
4. Develop qualitative and quantitative critical thinking skills.
5. Establish a holistic view of health and living.
6. Develop foundational technology skills that allow one to locate information and to evaluate its integrity; understand the ethical uses of information.
Program learning outcomes for the CA Preliminary Credential (k-12) as is stated in the course syllabi and catalog, are the same learning outcomes established by the State of California Commission on Teacher Credentialing and are entitled, California Standards for the Teaching Profession (CSTPs):
1. Candidates build on students’ prior knowledge, life experiences, and interests to engage and support all students in learning 2. Candidates create and maintain effective environments for student learning by engaging all students in purposeful learning activities 3. Candidates possess a clear understanding of subject matter and organize instruction for student learning 4. Candidates plan instruction and design learning experiences for all students that draws on and values students’ backgrounds, prior knowledge and interests 5. Candidates assess student learning by establishing and clearly communicating learning goals for all students 6. Candidates reflect on their teaching practice and actively engage in planning their professional development