EarlyEdU Alliance® Courses

The EarlyEdU Alliance®'s competency-based courses in early childhood education combine theory and the latest research with students’ field-based learning. 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, which can be adapted for semesters, quarters, or other term lengths.

All courses contain:

  • A complete syllabus, including learning objectives, a schedule of sessions and topics, and recommended readings
  • Videos of experts in the field discussing their research
  • Videos of effective teaching practices
  • Competency-based assignments
  • Community of Reflection and Practice (CORP) assignments for students to reflect on their own practices and observe and provide feedback on their peers’ work

Coaching Companion

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.

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 contain 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.

Course Information

For an overview of the structure, design, and components of all EarlyEdU courses, see the course sampler. Some courses have also been developed for online asynchronous delivery. For information on specific courses, click on a course name below.

Applied Child Development

Surveys physical, emotional, cognitive, and social development. Assignments and activities include observation of developmental milestones, lesson planning to support children’s development, and family engagement activities.

Applied Child Development Competencies (Download)

Child Observation and Assessment

Covers all stages of observation and assessment, from planning, collecting information, and analyzing data to inform teaching. Includes strategies for working with families and for adapting assessment for children with disabilities and children who are dual language learners. Students work with real checklists and data to practice assessment skills.

Child Observation and Assessment Competencies(Download)

Resilience and Wellness for Educators

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.

Resilience and Wellness for Educators Competencies (Download)

Becoming a Teacher Leader

Students 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.


Becoming a Teacher Leader Competencies (Download)

Positive Behavior Support for Young Children

Students learn and practice evidence-based strategies to promote social and emotional development and address challenging behavior. Topics include emotional literacy; classroom transitions; social information processing theory; and implementing behavioral support plans.

Positive Behavior Support for Young Children Competencies (Download)

Language and Literacy

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.

Language and Literacyn Competencies (Download)

Cognition and General Knowledge: Science, Math, and Logic and Reasoning

Covers evidence-based instructional practices that promote math and science learning in the early childhood classroom. Includes an overview of young children’s use of logic and reasoning.


Cognition and General Knowledge: Science, Math, and Logic and Reasoning Competencies (Download)

Children’s Health and Well-Being

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.


Children’s Health and Well-Being Competencies (Download)

Learning with Digital Media in Early Childhood

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.


Learning with Digital Media in Early Childhood Competencies (Download)

Highly Individualized Teaching and Learning

Covers evidence-based research and practices for fostering the social emotional, cognitive, and motor development of young children with varying needs and abilities in inclusive settings. Students learn to individualize instructional strategies, design learning environments with appropriate accommodations and adaptions, and understand IEPs and IFSPs.


Highly Individualized Teaching and Learning Competencies (Download)

Supporting Dual Language Learners

Topics include: language development in dual language learners (DLLs); the role of home language in teaching and assessment; and instructional practices to support DLLs’ communication, writing, and reading skills. Students design and implement activities for working with young children who are DLLs and their families.


Supporting Dual Language Learners Competencies (Download)

Practiced-Based Coaching

Introduces the components of Practice-Based Coaching (PBC): planning goals and action steps, engaging in focused observation, and reflecting on and sharing feedback about teaching practices. Students practice PBC with a teacher willing to serve as their coaching partner.


Practiced-Based Coaching Competencies (Download)

Engaging Interactions and Environments

Covers social and emotional support in well-organized classroom environments, and high-quality instructional interactions. There are 3 options for offering this course:

  • In-person option: Covers both social and emotional support and instructional interactions
  • Online option 1: Engaging Interactions and Environments 1: Focuses on social and emotional support
  • Online option 2: Engaging Interactions and Environments 2: Focuses on instructional interactions

Engaging Interactions and Environments Competencies (Download)

Intentional Teaching

Students learn about the process of intentional teaching, and practice becoming intentional in planning, implementing, and reflecting on their instructional interactions. Personal, classroom, and contextual factors that inform intentionality are considered.


Intentional Teaching Competencies (Download)