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2022 Special Issue ProposalVolume 43New Standards in EI/ECSE: An Opportunity for Growth and Collaboration in Early Childhood Teacher EducationGuest Editors: Cynthia Vail & Jennifer KilgoResearch has consistently indicated that well-prepared, effective early childhood educators are critical to ensuring that each and every young child, birth through age 8, has equitable access to high-quality learning opportunities to achieve positive outcomes for the child and family (Martinez-Beck & Zaslow, 2006). The field, through the National Association for Young Children’s (NAEYC) Power to the Profession (P2P) initiative, re-envisioned nationally agreed-upon professional standards and competencies (knowledge, understanding, abilities, and skills) for early childhood educators (NAEYC, 2019). While the Early Childhood Education (ECE) professional standards provide the foundation for what every early educator must know and be able to do, specialized knowledge and practices are needed to support young children who have or are at risk for developmental delays and disabilities. The Council for Exceptional Children (CEC), in partnership with CEC’s Division for Early Childhood (DEC), released the Initial Practice-Based Professional Preparation Standards for Early Interventionists/Early Childhood Special Educators (EI/ECSE) (birth through age 8 years) in 2020. The EI/ECSE standards represent the first stand-alone standards to focus specifically on the preparation of early intervention/early childhood special education providers who work with young children ages birth through 8 years who have or are at risk for developmental delays and disabilities and their families, across home, classroom, and community settings. The EI/ECSE standards, grounded in current evidence-based practices in EI/ECSE, reflect research as well as professional and family wisdom and values. Given the development of these new standards, this JECTE special issue will highlight how the new standards in EI/ECSE provide teacher preparation programs with an increased opportunity for growth and collaboration. The Guest Editors are seeking a variety of original manuscripts based on the following or related topics: (a) how personnel preparation programs can integrate the EI/ECSE and ECE Standards to support and develop blended higher education coursework and programs, (b) how this initiative connects to other movements within ECE, (c) the integration of EI/ECSE and ECE Standards into inclusive field and clinical experiences, (d) collaboration across the field to influence state certification policies and Professional Development systems, (e) the national and state accreditation for teacher education processes, and (f) the development of a strong assessment procedures for EI/ECSE and blended programs. Researchers and teacher educators from around the world are encouraged to submit manuscripts. In addition to the content requirements stated above, all manuscripts also are required to meet the general JECTE Submission Guidelines.Manuscript Submission Deadline:October 1, 2021For more information, please contact the Guest Editors, Cynthia Vail at cvail@uga.eduand Jennifer Kilgo at jkilgo@uab.edu. ................
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