SECTION 127.319. Child Development Associate Foundations (One Credit), Adopted 2021

(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the 2024-2025 school year.

(1) No later than August 31, 2024, the commissioner of education shall determine whether instructional materials funding has been made available to Texas public schools for materials that cover the essential knowledge and skills identified in this section.

(2) If the commissioner makes the determination that instructional materials funding has been made available, this section shall be implemented beginning with the 2024-2025 school year and apply to the 2024-2025 and subsequent school years.

(3) If the commissioner does not make the determination that instructional materials funding has been made available under this subsection, the commissioner shall determine no later than August 31 of each subsequent school year whether instructional materials funding has been made available. If the commissioner determines that instructional materials funding has been made available, the commissioner shall notify the State Board of Education and school districts that this section shall be implemented for the following school year.

(b) General requirements. This course is recommended for students in Grades 10-12. Recommended prerequisites: Principles of Education and Training or Principles of Human Services. Students shall be awarded one credit for successful completion of this course.

(c) Introduction.

(1) Career and technical education instruction provides content aligned with challenging academic standards, industry-relevant technical knowledge, and college and career readiness skills for students to further their education and succeed in current and emerging professions.

(2) The Education and Training Career Cluster focuses on planning, managing, and providing education and training services and related learning support services.

(3) The Child Development Associate Foundations course is a laboratory course addressing the knowledge and skills related to applying Child Development Associate Competency Standards in early childhood environments and understanding how these competencies help young children move with success from one developmental stage to the next.

(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.

(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(d) Knowledge and skills.

(1) The student identifies professional standards/employability skills as required by business and industry. The student is expected to:

(A) demonstrate effective written communication;

(B) practice various forms of communication such as verbal and non-verbal communication skills used in education and career settings;

(C) apply decision-making skills;

(D) identify and exhibit characteristics of professionalism; and

(E) develop effective work ethic practices.

(2) The student understands the need for establishing a safe, healthy learning environment for young children. The student is expected to:

(A) describe a safe physical setting for an indoor classroom environment;

(B) describe a safe physical setting for an outdoor play environment;

(C) compare and contrast the learning environments for childcare settings such as preschool, infant-toddler, family childcare, and home visitor environments;

(D) identify practices that promote health and prevent illness in an early childhood classroom; and

(E) identify components of a learning environment that promotes engagement, play, exploration, and learning of all children, including children with special needs.

(3) The student recognizes the importance of advancing each child's physical and intellectual competence in the early childhood classroom through a variety of developmentally appropriate equipment, learning experiences, and teaching strategies. The student is expected to:

(A) analyze the methods for promoting physical development in young children;

(B) investigate strategies for promoting cognitive development in young children;

(C) investigate techniques for promoting language and early literacy in young children, including dual-language learners; and

(D) investigate and explain reasons for promoting creative expression and creative abilities in young children.

(4) The student analyzes social and emotional development in young children. The student is expected to:

(A) summarize the value of developing a warm, positive, supportive, and responsive relationship with each child;

(B) explain the value of helping each child learn about and take pride in the child's individual and cultural identity;

(C) research and explain the significance of helping each child function effectively in a group setting, express feelings, and acquire social skills; and

(D) identify and discuss adverse childhood experiences and their potential impact.

(5) The student discusses the need for providing positive guidance in an early childhood classroom. The student is expected to:

(A) summarize the importance of a classroom management plan;

(B) explain the importance of positively addressing challenging behaviors; and

(C) compare various positive guidance techniques.

(6) The student describes the benefits of objective observations and assessments of young children in the early childhood classroom. The student is expected to:

(A) investigate and compare various observation tools and strategies;

(B) analyze how observations impact curriculum planning and individualized teaching; and

(C) describe how objective observations are used to build productive relationships with families.

(7) The student examines the importance of positive and productive relationships with families of young children. The student is expected to:

(A) investigate and describe different family structures;

(B) describe ways to establish partnerships with families; and

(C) describe methods for effectively communicating with families.

(8) The student analyzes the components of operating an effective, professional early childhood program. The student is expected to:

(A) discuss the importance of establishing and maintaining professional relationships within an early childhood program;

(B) research various techniques for navigating disagreements or conflicts between personnel of an early childhood program;

(C) investigate the qualities of teaching with intentionality; and

(D) explain the importance of advocating for early childhood education.

(9) The student documents technical knowledge and skills. The student is expected to:

(A) assemble professional portfolio components such as a resume, samples of learning experiences, service-learning log, and assessment results; and

(B) present the portfolio to interested stakeholders such as industry professionals, parents, community members, campus teachers and administrators, and peers.

Source Note: The provisions of this §127.319 adopted to be effective April 26, 2022, 47 TexReg 2166