We are currently welcoming Individual Alliance memberships only with Institutions of Higher Education (IHE) and Stakeholder memberships temporarily at full capacity. Existing IHE and Stakeholder members maintain full access through December 31, 2020.
Intentional Teaching Framework (Hamre, Downer, Jamil, & Pianta, 2012; Joseph & Brennan, 2013)
All EarlyEdU courses, whether in-person or online, incorporate the Know-See-Do-Reflect-Improve approach, or the Intentional Teaching Framework, as depicted here through the extensive use of video analysis and feedback and Communities of Reflection and Practice (CORP).
Alliance faculty have the opportunity to contribute to enhancing existing courses and adding new ones. In-person versions, with media-rich PowerPoints for classroom use, are available for all courses. Some have also been developed for asynchronous online delivery. Most courses consist of 15 sessions, that can be adapted for semesters, quarters, or other term lengths.Join the Alliance
All courses include:
- A complete syllabus, including learning objectives, a schedule of sessions and topics, and recommended readings.
- Community of Reflection and Practice (CORP) assignments for students to reflect on their practices and observe and provide feedback on their peers’ work.
- Competency-based assignments.
- Videos of effective teaching practices.
- Videos of experts in the field discussing their research.
Online courses also have:
- Interactive knowledge checks.
- Quizzes with built-in grading features.
- Video lectures.
Competencies and Standards
EarlyEdU Alliance® courses are built around a set of course objectives. The objectives are mapped onto the NAEYC Professional Standards and Elements for each course. Our course alignments also include an example of how the objectives align with one state’s (Washington’s) competencies. Substitute your state’s competencies and standards to see how EarlyEdU Alliance courses give your students the professional skills they need.
The Coaching Companion, our video sharing and coaching feedback app, is integrated into our courses. With the Coaching Companion, students and their instructors share and discuss videos of the students’ own interactions in early childhood settings. The Coaching Companion’s interactivity turns traditional courses into engaging and proactive learning experiences. Students put what they learn in the college classroom into practice in real-world settings.
EarlyEdU Alliance® course materials, together with the Coaching Companion, enable faculty to focus their time on observing student performance and giving quality feedback. Our courses and the Coaching Companion have been piloted in over 30 colleges and universities throughout the United States.
Some courses have also been developed for online asynchronous delivery. Please log into the Members Portal to order courses. Access to full courses is available to IHE and Stakeholder Memberships.
Becoming a Teacher Leader
Participants learn to identify and reflect on their strengths, values, responsibilities, and goals in their roles as early childhood education professionals. Topics include tools and strategies for professional development, current standards and trends in early childhood education, and cultural competency. Note: This course focuses on ECE professionals’ work with colleagues, young children, and families. It does not address leadership in the context of advancing early childhood education within the community.Competencies Syllabus
Child Development and Brain Building
Participants will learn to identify children’s developmental trajectories. An emphasis on brain development will provide participants with a unique lens to apply in their early learning program. Participants will create early childhood environments that promote physical, language, social and emotional, and cognitive development. Explore the the key role that individual differences and family and socio-cultural context plays in development and learn strategies to build relationships that support each child’s individual development.Course Sample Competencies Syllabus
Child Observation and Assessment
Addresses all stages of observation and assessment from planning and collecting information to analyzing data to inform teaching. Includes strategies for working with families and adapting assessment for children with disabilities and children who are dual language learners. Students work with checklists and data to practice assessment skills.Course Sample Competencies Syllabus
Resilience and Wellness for Educators
Learn the positive skills, strategies, and routines that enable you to live a happy, fulfilling, and successful life and to positively adapt in the face of adverse or challenging circumstances. Topics include research about resilience, practices for cultivating resilience to become a more effective educator, and strategies specific to working in an early childhood setting. Ten-session course can be adapted for teaching during a shortened term or within another course.Competencies Syllabus
Child Guidance: Creating Caring Classrooms to Support Positive Behavior
This course utilizes evidence-based strategies for promoting social and emotional development and preventing and addressing challenging behaviors in children birth to age five. Through course readings, discussions, activities, and related experiences, participants will learn about a variety of these research-based practices. Participants will implement strategies that support and elicit their ability to provide positive behavioral support. Participants will reflect upon, analyze, and assess their classroom strategies related to positive behavior support, and then plan for improvement. This course is an update of the in-person Positive Behavioral Support for Young Children (updated September 2020)Competencies Syllabus
Children’s Health and Well-Being
Explores topics related to health and well-being and focuses on teaching practices, classroom activities, partnerships with families, and program policies to ensure that all children are healthy and ready to learn.Topics include components of physical, mental, and oral health in early childhood; lesson planning that supports health and well-being, adapting health plans for children with special needs, and collaborating with families to promote optimal health. Handouts give students resources on working with families, injury prevention, nutrition, and more.Competencies Syllabus
Cognition and General Knowledge: Science, Math, and Logic and Reasoning
Designed to increase participants’ ability to implement strategies that support and promote logic and reasoning skills, math skills, and science knowledge in the early childhood classroom. Course covers evidence-based instructional practices that promote math and science learning in the early childhood classroom and includes an overview of young children’s use of logic and reasoning.Course Sample Competencies Syllabus
Culturally Thriving and Socially Just Early Childhood Education
This course’s content emphasizes personal, professional, and social accountability to quality education and social justice. The primary purpose is to support in-service and pre-service early learning educators in the development of cultural awareness and responsiveness, in addition to a holistic approach to effectively teaching diverse populations of learners.Competencies Syllabus
Engaging Interactions and Environments
Covers interactions that support social and emotional well-being in well-organized classroom environments and high-quality instruction. Knowledge and skill in developing specific environments and interactions that support the development of children’s social and emotional, cognitive, and early academic skills. There are 3 options for offering this course: In-Person (covers social and emotional support, well organized classrooms, and instructional interactions), Online Part 1 (focuses on social and emotional support and the well organized classroom), and Online Part 2 (focuses on instructional interactions).Competencies Syllabus
Executive Functioning and Approaches to Learning
Using the central organizing ideas of self-concept, engagement, and self-expression this course explores early childhood learners’ approaches to learning. Complementing our inquiry is research on diverse topics such as executive function, social and emotional development, cultural diversity, and individual differences as a means of understanding how children approach their learning and what you can do to support it in everyday settings for formal, informal, center-based, and home-based early learning.Syllabus
This course focuses on the knowledge and skills that early childhood professionals use to develop relationships with families that support positive family and child outcomes. During this course, you will observe evidence-based practices and try out a variety of strategies. You will also reflect on your experiences related to family engagement and ways to support the development and growth of families and children. The online version is a 10-week subset of the in-person materials.
Highly Individualized Teaching and Learning
Participants will learn evidence-based research and practices for fostering the social and emotional, cognitive, and motor development of young children with varying needs and abilities in inclusive settings. Learn to individualize instruction, design learning environments with appropriate accommodations and adaptations, and understand IEPs and IFSPs.Competencies Syllabus
Infant Mental Health
This is a survey course of infant and early childhood development that uses an infant and early childhood mental health (IECMH) framework. It focuses on risk and protective factors that may impact the development and well-being of infants, toddlers, and their families, as well as research-based principles and approaches to providing effective, relationship-based support.Competencies Syllabus
Learning with Digital Media in Early Childhood
Designed to increase participants’ knowledge of the evidence of media’s impacts on learning and practices they can use to enhance learning from media.Topics include research and debates on the role of digital media in early childhood settings, joint media engagement, and strategies for integrating digital media into teaching science, math, and literacy. Ten-session course can be adapted for teaching during a shortened term or within another course.Competencies Syllabus
Positive Behavioral Support for Young Children
Learn to utilize evidence-based strategies for promoting social and emotional development and preventing and addressing challenging behaviors in children ages 3-5. Topics include emotional literacy, classroom transitions, social information processing theory, and implementing behavioral support plans.Competencies
Introduces the components of Practice-Based Coaching (PBC) including planning goals and action steps, engaging in focused observation, and reflecting on and sharing feedback about teaching practices. Participants practice PBC with a teacher willing to serve as their coaching partner.Competencies Syllabus
Supporting Children Who Are Dual Language Learners
Connections are made between assessment and instruction that promote early language and literacy learning for children who are DLLs. Emphasis throughout the course is placed on fostering language and literacy learning by building on family and community connections. Topics include language development in DLLs, the role of home language in teaching and assessment, and instructional practices to support DLLs’ communication, writing, and reading skills. Participants design and implement activities for working with young children who are DLLs and their families.Competencies Syllabus
Supporting Language and Literacy Development in Preschool
Unites theoretical knowledge of language and literacy development in young children with practical application of evidence-based strategies in early childhood settings. Topics include building vocabulary, phonological awareness, and supporting early writing.Competencies Syllabus