The California Department of Education (CDE), Early Education and Support Division (EESD), provides leadership in early childhood care and education through the development and dissemination of resources and professional development activities. Given the significant role played by the community college and state university systems in pre-service teacher preparation, the CDE/ECE Faculty Initiative Project offers opportunities for faculty to examine the CDE initiatives and publications as they relate to coursework at the community college and state university levels. Finding common reference points across systems is vital to the success of college students studying early care and education and is critical for the optimal outcomes for the children and families they will serve.
The CDE/ECE Faculty Initiative Project will support faculty efforts to examine existing child development and early childhood education courses and curricula through the utilization of key CDE publications and initiatives in course methods and content. These CDE publications and initiatives include:
- The Prekindergarten Learning and Development Guidelines (2000)
- The Desired Results System
- Preschool English Learners: Principles and Practices to Promote Language, Literacy, and Learning – A Resource Guide (Second Edition, 2009)
- California Preschool Learning Foundations, Volume 1 (2009)
- California Preschool Curriculum Framework, Volume 1 (2010)
- California Preschool Learning Foundations, Volume 2 (2010)
- California Preschool Curriculum Framework, Volume 2 (2011)
- California Preschool Learning Foundations, Volume 3 (2012)
- California Preschool Curriculum Framework, Volume 3 (2013)
- California Early Childhood Educator Competencies (2011)
- Additional documents as they are available and approved by EESD
Professional preparation and ongoing professional development are really about making meaning, connecting diverse areas of knowledge and experience in ways that make sense. These connections—built on a sound base of general education and professional and pedagogical knowledge and skills—give greater power and coherence to professionals’ work, multiplying the benefits for children and their families.
—Hyson, M. (Ed.). (2003). Preparing early childhood professionals: NAEYC’s standards for program. (p.2). Washington, DC: NAEYC.