case study early childhood education

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Case Studies and Scenarios

Case studies.

Each case study describes the real experience of a Registered Early Childhood Educator. Each one profiles a professional dilemma, incorporates participants with multiple perspectives and explores ethical complexities. Case studies may be used as a source for reflection and dialogue about RECE practice within the framework of the Code of Ethics and Standards of Practice​.

Scenarios are snapshots of experiences in the professional practice of a Registered Early Childhood Educator. Each scenario includes a series of questions meant to help RECEs reflect on the situation.

Case Study 1: Sara’s Confusing Behaviour

Case study 2: getting bumps and taking lumps, case study 3: no qualified staff, case study 4: denton’s birthday cupcakes, case study 5: new kid on the block, case study 6: new responsibilities and challenges, case study 7: valuing inclusivity and privacy, case study 8: balancing supervisory responsibilities, case study 9: once we were friends, ​​​​scenarios​​, communication and collaboration.

Barbara, an RECE, is working as a supply staff at various centres across the city. During her week at a centre where she helps out in two different rooms each day, she finds that her experience in the school-age program isn’t as straightforward as when she was in the toddler room. Barbara feels completely lost in this program.

Do You Really Know Who Your Friends Are?

Joe is an RECE at an elementary school and works with children between the ages of nine and 12 years old. One afternoon, he finds a group of children huddled around the computer giggling and whispering. Joe quickly discovers they’re going through his party photos on Facebook as one of the children’s parents recently added him as a friend.

Conflicting Approaches

Amina, an experienced RECE, has recently started a new position with a child care centre. She’s assigned to work in the infant room with two colleagues who have worked in the room together for ten years. As Amina settles into her new role, she is taken aback by some of the child care approaches taken by her colleagues.

What to do about Lisa?

Shane, an experienced supervisor at a child care centre, receives a complaint about an RECE who had roughly handled a child earlier that day. The interaction had been witnessed by a parent who confronted the RECE. After some words were exchanged, the RECE left in tears.

Duty to Report

Zoë works as an RECE in a drop-in program at a family support centre. She has a great rapport for a family over a 10-month period and beings to notice a change in the mom and child. One day, as the child is getting dressed to go home for the day, she notices something alarming and brings it to the attention of her supervisor.

Posting on Social Media

Allie, an RECE who has worked at the same child care centre for the last three years, recently started a private social media group to collaborate and discuss programming ideas. As the group takes a negative turn with rude and offensive comments, it’s brought to her supervisor’s attention.

Early Childhood Education: How to do a Child Case Study-Best Practice

• Creating an Annotated Bibliography
• Lesson Plans and Rubrics
• Children's literature
• Podcasts and Videos
• Cherie's Recommended Library
• Great Educational Articles
• Great Activities for Children
• Professionalism in the Field and in a College Classroom
• Professional Associations
• Pennsylvania Certification
• Manor's Early Childhood Faculty
• Manor Lesson Plan Format
• Manor APA Formatting, Reference, and Citation Policy for Education Classes
• Conducting a Literature Review for a Manor education class
• Manor College's Guide to Using EBSCO Effectively
• How to do a Child Case Study-Best Practice
• ED105: From Teacher Interview to Final Project
• Pennsylvania Initiatives

Description of Assignment

During your time at Manor, you will need to conduct a child case study. To do well, you will need to plan ahead and keep a schedule for observing the child. A case study at Manor typically includes the following components: 

• Three observations of the child: one qualitative, one quantitative, and one of your choice. 
• Three artifact collections and review: one qualitative, one quantitative, and one of your choice. 
• A Narrative

Within this tab, we will discuss how to complete all portions of the case study.  A copy of the rubric for the assignment is attached. 

• Case Study Rubric (Online)
• Case Study Rubric (Hybrid/F2F)

Qualitative and Quantitative Observation Tips

Remember your observation notes should provide the following detailed information about the child:

• child’s age,
• physical appearance,
• the setting, and
• any other important background information.

You should observe the child a minimum of 5 hours. Make sure you DO NOT use the child's real name in your observations. Always use a pseudo name for course assignments. 

You will use your observations to help write your narrative. When submitting your observations for the course please make sure they are typed so that they are legible for your instructor. This will help them provide feedback to you. 

Qualitative Observations

A qualitative observation is one in which you simply write down what you see using the anecdotal note format listed below. 

Quantitative Observations

A quantitative observation is one in which you will use some type of checklist to assess a child's skills. This can be a checklist that you create and/or one that you find on the web. A great choice of a checklist would be an Ounce Assessment and/or work sampling assessment depending on the age of the child. Below you will find some resources on finding checklists for this portion of the case study. If you are interested in using Ounce or Work Sampling, please see your program director for a copy. 

Remaining Objective 

For both qualitative and quantitative observations, you will only write down what your see and hear. Do not interpret your observation notes. Remain objective versus being subjective.

An example of an objective statement would be the following: "Johnny stacked three blocks vertically on top of a classroom table." or "When prompted by his teacher Johnny wrote his name but omitted the two N's in his name." 

An example of a subjective statement would be the following: "Johnny is happy because he was able to play with the block." or "Johnny omitted the two N's in his name on purpose." 

• Anecdotal Notes Form Form to use to record your observations.
• Guidelines for Writing Your Observations
• Tips for Writing Objective Observations
• Objective vs. Subjective

Qualitative and Quantitative Artifact Collection and Review Tips

For this section, you will collect artifacts from and/or on the child during the time you observe the child. Here is a list of the different types of artifacts you might collect: 

Potential Qualitative Artifacts 

• Photos of a child completing a task, during free play, and/or outdoors. 
• Samples of Artwork 
• Samples of writing 
• Products of child-led activities 

Potential Quantitative Artifacts 

• Checklist 
• Rating Scales
• Product Teacher-led activities 

Examples of Components of the Case Study

Here you will find a number of examples of components of the Case Study. Please use them as a guide as best practice for completing your Case Study assignment. 

• Qualitatitive Example 1
• Qualitatitive Example 2
• Quantitative Photo 1
• Qualitatitive Photo 1
• Quantitative Observation Example 1
• Artifact Photo 1
• Artifact Photo 2
• Artifact Photo 3
• Artifact Photo 4
• Artifact Sample Write-Up
• Case Study Narrative Example Although we do not expect you to have this many pages for your case study, pay close attention to how this case study is organized and written. The is an example of best practice.

Narrative Tips

The Narrative portion of your case study assignment should be written in APA style, double-spaced, and follow the format below:

• Introduction : Background information about the child (if any is known), setting, age, physical appearance, and other relevant details. There should be an overall feel for what this child and his/her family is like. Remember that the child’s neighborhood, school, community, etc all play a role in development, so make sure you accurately and fully describe this setting! --- 1 page
• Observations of Development :   The main body of your observations coupled with course material supporting whether or not the observed behavior was typical of the child’s age or not. Report behaviors and statements from both the child observation and from the parent/guardian interview— 1.5  pages
• Comment on Development: This is the portion of the paper where your professional analysis of your observations are shared. Based on your evidence, what can you generally state regarding the cognitive, social and emotional, and physical development of this child? Include both information from your observations and from your interview— 1.5 pages
• Conclusion: What are the relative strengths and weaknesses of the family, the child? What could this child benefit from? Make any final remarks regarding the child’s overall development in this section.— 1page
• Your Case Study Narrative should be a minimum of 5 pages.

Make sure to NOT to use the child’s real name in the Narrative Report. You should make reference to course material, information from your textbook, and class supplemental materials throughout the paper . 

Same rules apply in terms of writing in objective language and only using subjective minimally. REMEMBER to CHECK your grammar, spelling, and APA formatting before submitting to your instructor. It is imperative that you review the rubric of this assignment as well before completing it. 

Biggest Mistakes Students Make on this Assignment

Here is a list of the biggest mistakes that students make on this assignment: 

• Failing to start early . The case study assignment is one that you will submit in parts throughout the semester. It is important that you begin your observations on the case study before the first assignment is due. Waiting to the last minute will lead to a poor grade on this assignment, which historically has been the case for students who have completed this assignment. 
• Failing to utilize the rubrics. The rubrics provide students with guidelines on what components are necessary for the assignment. Often students will lose points because they simply read the descriptions of the assignment but did not pay attention to rubric portions of the assignment. 
• Failing to use APA formatting and proper grammar and spelling. It is imperative that you use spell check and/or other grammar checking software to ensure that your narrative is written well. Remember it must be in APA formatting so make sure that you review the tutorials available for you on our Lib Guide that will assess you in this area. 
• << Previous: Manor College's Guide to Using EBSCO Effectively
• Next: ED105: From Teacher Interview to Final Project >>
• Last Updated: Jul 5, 2024 9:53 AM
• URL: https://manor.libguides.com/earlychildhoodeducation

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The Good that’s Within You: A Case Study of Early Childhood Curriculum Practice

• Published: 16 July 2021
• Volume 50 , pages 1047–1058, ( 2022 )

Cite this article

• Daniel J. Castner   ORCID: orcid.org/0000-0001-6612-2092 1 ,
• Lacy Fajerstein 1 &
• Gretchen Butera 1  

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Few matters are of greater importance to high quality early childhood education than the content and mediation of curriculum. In spite of this, early childhood curriculum practices are rarely examined through the lens of curriculum theory. This research employs educational connoisseurship and criticism as a methodology to shed light upon the curriculum discourse and practices at one public elementary school in relation to one preschool classroom. The findings indicate multiple curriculum orientations subtly coexist at the school. We argue that identifying stakeholders' curriculum orientations and understanding how they operate in the context of a particular school provides a basis for more generative curriculum deliberations that make use of the strengths and recognize the limitations of disparate curricular traditions.

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Castner, D.J., Fajerstein, L. & Butera, G. The Good that’s Within You: A Case Study of Early Childhood Curriculum Practice. Early Childhood Educ J 50 , 1047–1058 (2022). https://doi.org/10.1007/s10643-021-01243-9

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Accepted : 24 June 2021

Published : 16 July 2021

Issue Date : August 2022

DOI : https://doi.org/10.1007/s10643-021-01243-9

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Case studies in early childhood education : implementing developmentally appropriate practices

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Case Studies in Early Childhood Education: Implementing Developmentally Appropriate Practices First Edition

Developmentally appropriate practice is defined by the NAEYC as teachers making decisions about the well-being and education of children based on at least three kinds of information:

• What is known about child-development and learning
• What is known about the strengths, interests, and needs of each individual in the group
• Knowledge of the social and cultural contexts in which children live

Both experienced and pre-service teachers need to follow these guidelines to ensure that they are supplying programs that promote the development and enhance the learning of all the children in their classrooms. In order to help teachers meet this goal of providing high-quality and developmentally appropriate programs for all children and their families, the authors have written a series of cases that exemplify the guidelines of the NAEYC, while at the same time showing students how to put the guidelines into actual practice.

The cases in the book depict a diversity of children in diverse family settings and offer not just challenging situations, but possible solutions to those challenges. Each case is followed by a question (or questions) that promotes critical thinking and stimulates class discussion regarding the decisions the teacher made, the consequences of using specific practices, and the ethical bases for decision-making. The authors also stress the value of an anti-bias curriculum and its importance in creating a caring community of learners and preparing all children for the increasingly diverse world of the future.

• ISBN-10 0135026032
• ISBN-13 978-0135026038
• Edition First Edition
• Publisher Pearson
• Publication date March 7, 2009
• Language English
• Dimensions 7.45 x 0.6 x 9.1 inches
• Print length 144 pages
• See all details

Editorial Reviews

From the back cover.

Rachel Ozretich, Linn Benton Community College

Susan M. Doescher, Linn Benton Community College

Martha Foster, Linn Benton Community College

Helps translate the guidelines of the NAEYC into actual practices.

The NAEYC’s guidelines for developmentally appropriate practices are an essential tool to help teachers distinguish between proper and improper teaching methods and in preparing their early childhood curriculum. This book of cases was written to go one more step in helping teachers–by breaking down these guidelines into actual classroom practices so that pre-service teachers entering their first practicum already have a vision of what developmentally appropriate practices are and how to implement them.

The cases in the book feature

• Classroom challenges and also their possible solutions
• A diversity of children from diverse families
• An accompanying matrix that provides the age groups and topics involved
• Questions that are designed to stimulate class discussion and promote critical thinking
• A variety of community settings

Rachel Ozretich has been a teacher, researcher, and policy analyst in early childhood education for 24 years, working for Linn Benton Community College (LBCC), Oregon State University (OSU), and the Oregon Commission on Children and Families. Linda Burt was a researcher and faculty instructor at OSU for many years. Sue Doescher has taught and conducted research in early childhood education for over 30 years and currently teaches at LBCC. Martha Foster teaches practicum classes at LBCC and has taught full-time in LBCC’s child development laboratory for 19 years.

About the Author

Product details.

• Publisher ‏ : ‎ Pearson; First Edition (March 7, 2009)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 144 pages
• ISBN-10 ‏ : ‎ 0135026032
• ISBN-13 ‏ : ‎ 978-0135026038
• Item Weight ‏ : ‎ 8 ounces
• Dimensions ‏ : ‎ 7.45 x 0.6 x 9.1 inches
• #1,150 in Elementary Education
• #3,216 in Early Childhood Education
• #4,624 in Educational Certification & Development

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The Century Foundation The Century Foundation The Century Foundation

The Case for Child Care and Early Learning for All: Healthy Child Development and School Readiness

Comprehensive child care and early learning 1 policy benefits everybody. From the benefits to the American economy and businesses, to the ways it improves healthy child development and educational outcomes, to the prospects for greater gender, racial, and economic equity, everyone in the United States has something to gain from a significant investment in these policies.

Today, Congress is considering the president’s Build Back Better plan, which includes the investment needed to begin to build the child care and preschool system the United States has needed for decades. This comprehensive early childhood education infrastructure will ensure that every parent who needs it can choose the child care provider that best meets their family’s needs, and also ensure at least a living wage for early educators. If implemented, the policies would have a tremendously positive impact on two generations of Americans—ensuring children have access to learning environments to give them a strong start in life, and supporting parents to pursue greater opportunities for themselves and their families.

This is the second of a series of briefs laying out the reasons why the United States must invest in a comprehensive child care and early learning system. This brief focuses on child well-being and educational outcomes.

Promoting Healthy Development

Study after study shows that early experiences affect all aspects of children’s development. Infants’ and toddlers’ brains develop more rapidly in early childhood than at any later point in life, forming more than 1 million new neural connections per second. Young children absorb language and learn to understand their environment in the context of interactions with trusted adults. Today, most parents work, and so they need affordable, high-quality child care and early learning options for their children—centers, pre-schools and home-based child care. Moreover, they need child care and preschool options that help their children build on the learning and development experiences they get at home with their families. Such experiences should optimize children’s cognitive, social, and emotional development , including by fostering consistent relationships with caring, responsible educators and child care staff who are attuned and appropriately responsive to children’s social-emotional needs.

These good child care and early learning experiences and relationships lead to healthy child development and healthy children. In fact, good child care and early learning programs have also been associated with positive health benefits, including higher immunization rates, screening, and identification rates, as well as with improved mental health.

Preparing Children to Succeed in School and Beyond

1 The first five years are when a child’s brain develops fastest and when they learn key social, emotional, and academic skills, skills they’ll need during kindergarten and in order to have positive educational outcomes. Because they support these developments, high-quality early learning programs play an important role in setting children up for success in school, college, and beyond.

The first five years are when a child’s brain develops fastest and when they learn key social, emotional, and academic skills, skills they’ll need during kindergarten and in order to have positive educational outcomes.

Some of the strongest evidence of the positive effects of early learning on children’s success in school and on into adulthood come from Dr. James Heckman . His study “ the Lifecycle Benefits of an Influential Early Childhood Program ” found significant benefits from high-quality birth-to-5 programs for children, ranging from better health and quality of life to reduced interaction with the criminal justice system; improved labor income, IQ, and schooling outcomes; and increases in mothers’ labor income. Similarly, the Perry Preschool Project , a longitudinal study that followed participants in a pioneering high-quality early childhood education program that targeted Black children from low-income families for four decades, underscored the fruits reaped by children who experience fully supportive early learning environments. The study found that the program increased the educational attainment and earnings of participants, reduced interaction with the criminal justice system, and improved health and healthy behavior.

Studies of other early childhood programs have found similar positive results. For example, a 2021 study of the Boston Public Schools universal preschool program, found that compared to those who did not participate, attendees in the study were more likely to graduate high school, take the SAT, and enroll in college . And in Tulsa, Oklahoma, middle-income children who attended universal pre-K entered kindergarten seven months ahead of their nonparticipating peers in pre-reading skills, while low-income children benefited even more, entering kindergarten ten to eleven months ahead of their peers. Early Head Start and Head Start have also been found to have positive intergenerational impacts on participants and their families. In a rigorous, longitudinal, large-scale evaluation, researchers found that Early Head Start is associated with children’s ability to thrive in school, family self-sufficiency, and parental support of child development.

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Supporting school-age children with afterschool and summer programs.

In addition to the importance of early learning programs, the time that school-age children are not in school is also important. Since parental work schedules typically do not match school schedules—both the hours and the summer months—it is especially important to ensure that children have a safe, enriching place to be while their parents are at work. Before schools and child care programs closed in connection to the pandemic, nearly 8 million young people in kindergarten through twelfth grade were in after school programs. Studies have found that these programs, which often provide young people with academic enrichment, physical activities and the opportunity to develop social skills promote academic gains and improve students’ engagement in learning and motivation to learn. Summer camps can be particularly important, as children often lose gains in reading and other academic skills during the summer without them. In addition, summer program participation positively impacts school year performance.

Promoting Families’ Economic Stability

Comprehensive child care and early learning programs also support children by supporting their parents’ ability to earn money. Children benefit from their parents’ economic stability. Family income impacts children’s cognitive development, physical health, and social and behavioral development because it is connected not only to parents’ ability to invest in goods and services that further child development, but also to the stress and anxiety parents can suffer when faced with financial difficulty, which in turn can have an adverse effect on their children. 2

For low-income families, child care expenses for children under five often amount to 35 percent of their income. The average annual cost of full-time care for one child ranges from nearly $3,000 to over $20,000 , depending on the age of the child, the type of care, and where the family lives. Working parents of young children have been spending an average of $13,000 per year on child care , which is a huge household expense for most families. In more than half of states, child care for an infant in a child care center costs more than in-state college tuition. Families that scrape together the money for safe, quality child care may do so to the detriment of retirement savings , the costs of basic necessities, or paying down debt.

When public investments make high-quality child care affordable for all, and when child care and early learning providers make a fair wage, more families have the economic resources needed to help their children thrive.

It’s not just the families of children who need care who are impacted. Child care and early learning providers—administrators, early educators, and other staff, who are disproportionately women of color—are some of the lowest paid workers in America. The continued undervaluing of their work leaves many child care workers (1 in 7), many of whom have their own children to support, living below the poverty line. Nearly half of all child care workers have needed some form of public assistance to meet their own families’ needs, and only 15 percent have access to health insurance through their job. Yet, relying on child care fees from parents alone to improve this situation will only create more inequity. A robust public investment is necessary to raise compensation, ensure the low staffing ratios necessary for high quality care and support the workforce. When public investments make high-quality child care affordable for all, and when child care and early learning providers make a fair wage, more families have the economic resources needed to help their children thrive.

Ensuring Skilled, Fairly Compensated, Culturally Competent Early Educators for All Children

After parents, child care providers are some of our children’s first teachers, and play a critical role in early childhood education. But unlike other professions, early childhood workers earn an average of only $13.50 per hour . These low wages are not just bad for early learning providers and their families: they also negatively impact the quality of care that children receive. Consistent relationships with stable, responsible adults are important for children’s healthy development. But low wages and tough working conditions for early childhood providers create high turnover, which can lead to children feeling insecure and unstable about whether their needs will be met. Early childhood educators earning low wages are also likely to experience high levels of stress, poor mental well-being, and high rates of food insecurity—all of which can impact their ability to support and nurture the children for whom they care.

If we want the best start for our kids, we need to provide higher pay and benefits to recruit, keep, and support the best early child care workers and early educators. In fact, multiple studies over the past several decades have pointed out the importance of pay and working conditions in boosting the quality of services for young children, which has been found to be largely connected to the ability to attract and retain a talented workforce.

Funding for better wages should also be coupled with workforce development programs and professional development opportunities to ensure a diverse and culturally competent early childhood workforce. Children under age 5 represent the most diverse segment of the American population : 50 percent are White, 26 percent are Latino, 14 percent are Black, 5 are percent Asian, and 1 percent are American Indian or Alaskan Native. Roughly one-third of all of these children live in families that speak a language other than English at home. They deserve an early childhood workforce as diverse as they are. Children from minority groups benefit from having teachers and caregivers who share their same racial, ethnic, or linguistic background.

At the same time, all children benefit from being exposed to educators of different backgrounds as they move through early childhood education and into K–12 schooling. And the cultural competency of ECE teachers and caregivers, regardless of their own race or ethnicity, is important in helping to create affirming learning environments and promoting effective communication . The relative racial, ethnic, and linguistic diversity of ECE teachers and caregivers—roughly 40 percent of early childhood workers are people of color, and one-quarter speak a language other than English—is currently one of the sector’s strengths. Smart public investments in early childhood education can help sustain and grow this diversity while providing more opportunities for all early childhood providers to access training on cultural competency.

The Right Choice in Every Way

High quality child care and early learning lays a foundation for young children’s healthy development and success in school and beyond. After-school and summer programs provide older children with enrichment and academic support beyond the school day and year. Comprehensive early child care and early learning programs also provide economic support for families and reduce child poverty. Everyone should have the ability to provide for and care for their families. Investing in our children is not a political choice: it is a moral choice, and it is a smart choice.

The authors would like to thank Daniel Hains and Patricia Cole for their feedback. This project was supported by the Perigee Fund.

• Throughout this commentary, when we refer to child care, we mean “child care and early learning:” since children begin learning at birth, all child care for young children includes early learning. Furthermore, child care is broader in scope than young children, including as well all ages of children that need adult supervision—generally considered up to age 12 or 13, and often older for children with disabilities.
• Kerris Cooper and Kitty Stewart, “Does Money Affect Children’s Outcomes? A Systematic Review,” Joseph Rowntree Foundation, October 2013, https://sticerd.lse.ac.uk/case/_new/research/money_matters/default.asp.

Tags: economy , child care , early educaiton

Julie Kashen, Director, Women's Economic Justice and Senior Fellow

Julie Kashen is a senior fellow and Director for Women's Economic Justice at The Century Foundation with expertise in working families, economic mobility, labor, and poverty.

Halley Potter, Senior Fellow and Director of PK-12 Education Policy

Halley Potter is a senior fellow and director of PK-12 education policy at The Century Foundation, where she researches public policy solutions for addressing educational inequality.

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The Bottom Line The Best Case for Early Childhood Education

Children start to develop powerful cognitive capabilities, complex emotions, and essential social skills in the earliest years. Jack P. Shonkoff of the Harvard Chan School of Public Health writes, “[B]y 12 months of age, the human brain can differentiate all the sounds of the spoken language(s) to which it has been exposed.…Thus, learning at age 2 builds on what was mastered at age 1 and, in turn, lays the continuing foundation for what will be learned at age 3 and beyond.”

As reported on EducationWeek by Sarah Sparks, “Studies find that even this early [6-12 months], infants who later have poor pre-literacy skills in kindergarten and poor reading skills in school can show less mature brain activity in these speech and sound networks.”

How children are raised during these early years will significantly influence the type of person they will become. Thus, it is imperative that we provide children with an early life that will prepare them to live in our society. That requires that we make provisions for early childhood education for children who will not receive it at home.

Quality preschool and early learning centers are desperately needed to fill this void. Here’s why: The Perry Preschool Project (a longitudinal study that compares at risk 3- and 4-year olds who attended preschool with those who did not) found that children in intensive high-quality preschool programs:

• Were more likely to graduate from high school.
• Were more likely to have a job.
• Had significantly higher earnings.
• Had a significantly higher rate of home and car ownership, and had a savings account.
• Were less likely to use sedatives, sleeping pills, tranquilizers, or drugs.
• Had significantly fewer arrests, and were less likely to be arrested for violent crimes or for property or drug crimes.
• Had savings in crime costs (for example, males in the program cost the public 41 percent less in crime cost per person).

The best solution is not to establish a new federal or state early childhood program, but to assist the existing institutions that provide these services. Organizations such as the YMCA, the Salvation Army, and similar nonprofit organizations already have extensive programs serving this need.

Don Nielsen, program chair to ACTE , states, “A possible way of encouraging the establishment or expansion of such programs would be to give a preschool voucher to parents living in poverty. The voucher would be designed to cover 80–90 percent of the preschool costs. Not funding all of the costs would ensure that parents had to put up some minimal amount of money to get their child enrolled.”

Parents who have “skin in the game” will be more selective and demanding regarding where they choose to enroll their child.

What this boils down to is that quality preschool or early learning centers is not only the right thing to provide; it is an essential element to insuring the effective education of every child.

As Nielsen concludes, “As a society, we need to look at education not as a K–12 system, but as a program of child development that goes from birth until the child is capable of becoming a productive citizen.”

• Early Childhood Development

Early childhood policy case studies provide concrete examples of policy efforts, success factors, and ongoing implementation challenges in the field of early childhood. Cases can be used to enhance discussion in early childhood policy courses in higher education and to provide lessons for current policymakers in the field of early childhood.

Access Early Childhood Policy Case Studies

Our multimedia cases are designed to support college instruction in early childhood policy (ECP) courses by highlighting the complexity of early childhood systems and the policies that govern them. The ECP case studies explore topics including policy goals and outcomes, ECE funding, unintended consequences, implementation challenges, organizational dynamics, and tensions. These cases are based on articles and reports and interviews with diverse stakeholders including researchers, policymakers, implementers, and the beneficiaries of the policies.

Learn about the ECPIHE Initiative

The Early Childhood Policy in Institutions of Higher Education (ECPIHE) seeks to support the development of a new field of early childhood policy. In so doing, it strives to enhance the study of, and experiences related to, advancing early childhood policy in American institutions of higher education (IHEs).

Visit ECPIHE website.

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California Transitional Kindergarten

Published October 2022

Early Childhood Education and Exceptional Needs

License: Early Childhood Education, Mild Intervention, and Early Literacy 1 Grade Levels: Prekindergarten through Grade 3 (P-3), Prekindergarten through Grade 5 (P-5) REPA 3

Please visit the Purdue University 2024-2025 Catalog for additional program information

Total Credit Hours – 120

Required Major Courses

A 2.00/4.00 Graduation GPA is required for a Bachelor of Science degree.

Professional Education

2.50/4.00 Overall GPA is required for the Teacher Education Program, with Professional Education (including any Professional Education elective), and optional Learner Specialty Pathway course grades “C” or higher, no “I” (Incomplete).

Student Teaching (Capstone)

Optional Learner Specialty Pathway

Completion of a Learner Specialty Pathway is NOT required for this program, but students may choose to complete a Learner Specialty Pathway if desired. Completion of the High Ability or English Language Learners Pathways may lead to additional licensure. More information may be found at the following link: https://education.purdue.edu/undergraduate-students/prospective-students/majors/

Course Requirements and Notes

*Professional Education Foundation Course with a linked Foundations Portfolio Common Assessment; course completion required for successful progression through Milestone C.

**Professional Education Restricted Methods Course; students must successfully progress through Milestone A to enroll in any Professional Education Restricted Methods Course.

Licensure Information

All Purdue University Teacher Education Program, Bachelor of Science degree, and Indiana Department of Education requirements must be met for recommendation for Indiana licensure.

After all requirements are met, Purdue graduates will be considered eligible to apply to the Indiana Department of Education for licensure under REPA 3 in:

Early Childhood Education (P-3) Mild Intervention (P-3) Early Literacy (P-5)¹ Optional: High Ability (P-12) or Teachers of English Learners (P-12) if all chosen Learner Specialty Pathway requirements are complete

Visit the Indiana Department of Education website for more information about what courses can be taught once licensed in this area.

For additional information regarding Teacher Education guidelines, please reference:

2024-2025 Teacher Education Program (TEP) Requirements and Milestones 2024-2025 Early Childhood Education and Exceptional Needs Program Checklist

¹Beginning July 1, 2025 – According to the Indiana State Board of Education, students seeking an Initial Indiana License in a content area involving literacy instruction, including special education, must obtain an Early Literacy endorsement (P-5), as required under IC 20-28-5-19.7

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Republika Adygea: fotografije, potpune informacije, zanimljiva mjesta za turiste

Republika Adygea nalazi se u podnožju Sjevernog Kavkaza. Ova mala regija zauzima dio teritorija Krasnodarskog teritorija. Adygea je poznata po svojim prirodnim i duhovnim i povijesnim znamenitostima. Glavni grad regije, Maykop, poznat je po svojoj kulturnoj raznolikosti i nevjerojatnoj povijesti. Jedna od podcijenjenih regija Rusije, Republika Adygea, bit će detaljno opisana u našem materijalu.

Glavna stvar u regiji

Enklava je koncept primjenjiv na Republiku Adygeu. Regija Krasnodar okružuje Maikop sa svih strana i susjednih područja. Područje republike dio je južnog saveznog okruga i dio je sjevernog Kavkaza.

Republika Adygea osnovana je 1922. godine. Tada je dobila status autonomne regije na području odjela Jekaterinodar i Maykop. Godine 1928. regija je dobila status autonomne regije, a 1991. godine postaje republika.

10 područja Republike Adygea uključuju gradove, gradove i aule. U regiji postoje dvije prijestolnice: Maykop i Adygeysk. U isto vrijeme, Maykop se smatra glavnim gradom republike.

Također u Adygei ima osam okruga:

• selo Maykop;
• Koshekhablsky;
• Shovgenovsky;
• Takhtamukaysky;
• Teuchezhsky;
• Crvena garda

U područjima Republike Adygea dominira rusko stanovništvo. Samo u Adygeisk, Teuchezhsky i Shovgenovsky okrugu Čerkezi više od drugih nacionalnosti.

U republici postoje dva službena jezika: ruski i adigijski. Armenski, Ukrajinski i Kurdski jezici. Stanovništvo u regiji ne doseže čak ni pola milijuna ljudi. 63% Rusa ovdje, 25% Adygei, 4% i 2% Armenaca i Ukrajinaca. Područje Adygea je jedno od najmanjih u zemlji: samo 7 tisuća km 2 . Po području, republika se nalazi na 81. mjestu od 85 regija u zemlji.

Klima u Adygei je dovoljno topla. U zimskim mjesecima, temperature rijetko padaju ispod -2 ° C, a ljeti je prosjek +28 ° C. Zbog tople klime, Republika je bogata prirodnim resursima. Dobiveni su prirodni plin, glina, šljunak, pijesak, vapnenac i drugi minerali. Gotovo polovicu teritorija zauzimaju listopadne šume.

Glavni grad Adygea

Dolina stabala jabuka - tako je iz Adige prevedena riječ "Myekuape". Ovo ime je u potpunosti opravdano. To je vrlo topao, sunčan grad s nevjerojatnom prirodom i mnogim zanimljivim mjestima.

Maykop nije jako velik po površini. Obuhvaća samo 58 km 2 . U gradu živi 143 tisuće ljudi. Gustoća u Maykopu je vrlo visoka - čak 2,5 tisuća ljudi po km 2 . Većina majkopijanaca ispovijeda pravoslavlje, ali ovdje ima i mnogo sunitskih muslimana.

Povijest grada kao dijela Rusije datira iz 1870. godine. Tada Maykop postaje županija kubanskog kraja. Godine 1878. u njemu se pojavio status grada. Otvaraju se škole i fakulteti, gdje lokalna djeca počinju učiti ruski. Godine 1918. grad su zarobili bijeli Kubanci, koji su se opirali sovjetskoj vlasti. Tijekom Velikog Domovinskog rata, od kolovoza 1942. do siječnja 1943., grad je bio pod okupacijom njemačkih vojnika.

Godine 1990. Autonomna regija Adygea pretvorena je u Republiku. Sud i Vrhovno vijeće RSFSR-a su grad stekli statusom povijesnog naselja, ali ga je 2010. izgubio.

Uprava Republike Adygea

Šef regije je Kumpilov Murat Karalbievich. Guverner Maykopa - Andrei Getmanov. Republika ima svoj parlament, izvršnu upravu i pravosudni sustav. Postoje statutarni i okružni sudovi Republike Adygea.

Čelnik Adygee se zove predsjednik. Svi visoki dužnosnici ruskih republika imaju taj status. Kumpilov, predsjednik Adygee, također je na čelu najvišeg izvršnog tijela regije - Vlade. Predsjednik obavlja svoje dužnosti 5 godina, nakon čega podnosi ostavku. Položaj šefa regije nije izborni. Isti Kumpilov imenovao je Državno vijeće Adygea - Khase.

Državno vijeće, ili Khase, kako ga nazivaju u Adygei, zakonodavno je tijelo u republici. Ovo je jednodomno predstavničko tijelo. Adygei u njemu čine 49% ukupnog sastava zastupnika. Predsjednik za danas je Vladimir Ivanovič Narozhny. Postoje reprezentativni primjeri Khasea u svakom okrugu Republike Adygea.

Zakonodavno tijelo sastoji se od nekoliko odbora: o zakonodavstvu, agrarnom sektoru, proračunu, ekologiji, kulturi itd. Od 50 zastupnika, 40 su članovi stranke Ujedinjena Rusija.

Kabinet ministara i Uprava dio su sustava izvršne vlasti u Adygeji. Premijer od 2018. je Alexander Vladimirovich Narolin. Zadužen je za Ministarstvo zdravlja, Ministarstvo kulture, Saveznu službu za nadzor prirode u Republici Adygei i druga izvršna tijela.

Regija ima svoj vlastiti ustav. Navodi se da pravdu provode ustavni (zakonski), savezni i svjetski sudovi. Republika Adygea formira pravosudni sustav na temelju saveznih načela i normi.

Osvrćući se na opća obilježja regije, treba se osvrnuti na glavne atrakcije Adygee: njene prirodne spomenike, povijesne i kulturne vrijednosti i razne predmete koji mogu biti zanimljivi turistima.

Znamenitosti Adygee: rijeke i slapovi

Republika Adygea je poznata po svojim slikovitim slapovima. Većina njih su pritoke rijeke Rufabgo. Možete pogledati fascinantne poglede u Kamennostokskom - selu Republike Adygea, odakle počinje većina turističkih ruta. Slapove možete vidjeti na naplatnom mostu iznad korita rijeke Belaya.

Srce Rufabga je kanjon Khadzhokhskaya - vijugavi stjenoviti kanjon, dubine 40 metara i duljine pola kilometra. Ljudi su nazvali klisuru "Buka" - možda zbog činjenice da Bijela rijeka koja teče ispod stvara snažan urlik.

Drugi najljepši kanjon je Granitska klisura. To je niz od 4 km dug i 200 metara dubok. Zidovi samog kanjona oslikani su svijetlo crvenom bojom. To je jedinstveni prirodni fenomen povezan s pigmentacijom kamena.

Kanjon rijeke Meshoko ima izuzetnu ljepotu. Vodopad, smješten među visokim liticama i planinskim lancima, čini prekrasan kanjon. Mještani nazivaju Meshoko "komad Sjeverne Amerike" u Adygei.

jedinstvena spomenik prirode Amonitska dolina još se nalazi na obalama rijeke Belaya. U dolini možete pogledati u prošlost - što je starije moguće. Amoniti raštrkani duž obala rijeka superedni su izumrlih beskralješnjaka. Oni spadaju u klasu glavonožaca. U Adygei postoji nevjerojatna količina takvih mekušaca. Većina njih je veličine ljudske glave, što olakšava pogled na fosile.

Rijeka Dah je mjesto koje svakako vrijedi posjetiti u jesenskom razdoblju. U ovom trenutku ovdje je posebno lijepa: plava rijeka teče između jarko obojenih obojenih obala. Dolinu Dahu zamjenjuju blagi šumski obronci i strme obale.

Svakako posjetite ušće rijeka Belaya i Dakha. Najčišća Belaya je zamagljena prljavim vodama druge rijeke. Prema legendi, jednostavna djevojka Bella odbila je princu Dakhu obostranu ljubav. Ogorčeni princ je uzeo djevojku zatvorenicu. Kad je Dakho ponovno tražio odgovor, Bella mu je zabila nož u srce. Od tada, čista rijeka Belaya bila je ugrožena prljavim vodama Dahe.

Planine i spilje

Adygea je poznata po svojim planinskim padinama, visokim grebenima i prolazima. Na granici Krasnodarskog teritorija i Republike Adygea nalazi se ogromno Lagonaki gorje. Područje Lago-Naki je 800 km 2 . U antici su trgovački putovi prolazili kroz planinsku visoravan koja je povezivala Sjeverni Kavkaz i regije u blizini Crnog mora. Plato Lagonaki vrijedi posjetiti u proljeće. Flora lokalnih livada gotovo se ne razlikuje od alpskog. Lago-Nako je apsolutno nevjerojatno mjesto jedinstvene prirode.

Najviša točka Lago-Naco je mountain fisht Visoka 2,6 km. U bezobličnom vremenu, planina se može vidjeti iz Krasnodara, Sočija, pa čak i brojnih istočno-kavkaskih gradova. U blizini Fishta nalazi se snježno-bijela planina Oshten. Apsolutno zapanjujući pogled na njega otvara se u čistom ljetu. Svijetlo zelene livade prelaze u snježno-bijele litice, a zatim u plavo nebo. U podnožju planina može ponekad padati snijeg. To se događa čak i po vrućem vremenu.

Druga planina nalazi se na sjeveru sela Khamyshki. Zove se Monk. U starim vremenima redovnici su živjeli u Khamyshekovim špiljama. Sama planina ima vrlo neobičan oblik - kao da ju je netko prepolovio.

Glavna atrakcija Adygee je kameni Devil prst. Do njega možete doći preko Dakhovsky Bridgea. Đavolji prst sastoji se od dva velika stijena smještena blizu jedno drugome. U proljeće je planina obrasla divljim češnjakom, zbog čega su svi krugovi ispunjeni vrlo osebujnim mirisom.

Brojne špilje glavna su atrakcija Republike Adygea. Fotografija je velika Azijska špilja nalazi se ispod.

U Adygei postoje dvije popularne špilje za turiste: Big Azish i Small Azish. Oba objekta nalaze se na granici Krasnodar i Adygea. Nalaze se u okrugu Abšeron u južnom dijelu planinskog lanca Azish-Tau. Obje pećine su stalaktiti, duljina galerija je do 40 metara.

Uz azijske podzemne objekte nalazi se špilja nježna. Njegova duljina je gotovo 100 metara. Doba blagog gotovo 2,5 milijuna godina. Špilja je prilično mlada, a stalaktiti u njoj još su mladi. Zbog toga je objekt dobio i ime.

Prirodni rezervati

Dva znamenita objekta svakako treba posjetiti svaki turista u Adygei. Kavkaski državni rezervat biosfere prostire se duž sjevero-južnih padina zapadnog Kavkaza. To je jedinstveni prirodni objekt koji zauzima zemlje Krasnodara, Republike Adygea i Karachay-Cherkessia. U susjedstvu republike Abhazije.

Rezervat biosfere Kavkaza smatra se drugim po veličini u Europi. U 19. stoljeću ovdje je bio popularan Kubanski lov, ali su sovjetske vlasti počele štititi prirodu teritorija. Do sada je zabranjen ribolov, lov i skupljanje bilja.

Flora rezervata je zaista nevjerojatna. Postoji oko 3 tisuće različitih vrsta cvijeća, drveća i grmlja. Svaka peta biljka je relikt, to jest živo svjedočanstvo prošlih stoljeća. Pronalaženje nečeg sličnog na drugim mjestima nije moguće. Gljive u rezervatu su također dosta - oko 2 tisuće vrsta.

Fauna Zapadnog Kavkaza je izuzetno opsežna. Postoji oko 248 vrsta ptica, mnogi sisavci, ribe, mekušci i insekti. U rezervatu se nalaze jeleni, srne, medvjedi, bizoni, divlje svinje i druge životinje.

Najpopularniji objekt rezervata je Khostinskaya tisa-boxwood grove. Ima oko 400 vrsta biljaka. Njegova glavna atrakcija je poznata reliktna šuma - pravi spomenik preglacijalnog razdoblja.

Ako veliki kavkaski rezervat može uplašiti turiste po svojoj ljestvici, onda treba obratiti pozornost na Bukreevski Dendrološki park. Na području parka zasađeno je mnogo različitih stabala, cvijeća i grmlja. Tu je zapanjujući breza, šumski park, mnogo lipe, razne vrste vrba i drugih biljnih objekata. Park Bukreeva nalazi se u četvrti Giaginsky.

Povijesni spomenici

U dolini rijeke Belaya, u blizini sela Kamennomostskog, nalazi se divovski kameni blok. Mještani ga zovu "kozački kamen". Što bi u njemu moglo biti zanimljivo? Prije mnogo stoljeća blok se odvojio od kamenog zida Una-Koza. To se dogodilo zbog različitih prirodnih čimbenika - potresa, vjetra, kiše i mraza. Kvrga je skliznula u dolinu rijeke Belaya, zbog čega još uvijek blokira put za putnike.

Čini se da u Kozačkom kamenu nema mnogo zanimljivosti. No, oko njega ima mnogo legendi! Vjeruje se da su kozaci Khajokh i Dakhov podijelili svoje zemlje točno na mjestu bloka. Kamen je dobio ime po tome što je lokalni kozački ataman odvukao svog konja do kamena, podigao ga i pozdravio inspekcijski pregled koji je stigao u Kuban.

Sljedeći zanimljivi spomenik je Dakhovsky bridge. Ovo je teška kamena konstrukcija koja se proteže preko rijeke Dah. Most je izgrađen u drugoj polovici 19. stoljeća od strane lokalnih Kozaka. Sama struktura izgleda neobično. Stil je sličan zapadnoeuropskom, zbog onoga što možda mislite da ste negdje u Skandinaviji.

Ljubitelji ruske antike bit će zainteresirani za Novosvobodnaya stanitsa. Ovo je pravi kulturni spomenik, svojevrsno ogledalo prošlosti. Među zanimljivim mjestima možete istaknuti planinu Bogatyrka, kapelu Aleksandra II i dolmene - najstarije grobove, izvorne kamene spomenike.

Samostani i hramovi

Crkveni ljudi i samo ljubitelji hodočasničkih putovanja bit će zainteresirani vidjeti hramove Adygee. Unatoč činjenici da je regija bila izvorno muslimanska, danas je u republici mnogo više pravoslavaca. Već u 19. stoljeću, kada je nastala republika Adygea (tada jednostavna provincija), ruske su vlasti provodile polu-nasilnu asimilaciju. Predložila je, uključujući stvaranje pravoslavnih crkava i samostana.

Manastir Sv. Athos smatra se pravim središtem hodočašća. Nalazi se u selu Pobjeda - u središtu Republike Adygea, distrikt Maikop (južno od Maikopa).

Povijest samostana datira iz 1864. godine. Stanovnici većine kozačkih sela bili su vrlo siromašni i nisu mogli priuštiti ni izgradnju hrama. Zahvaljujući naporima Stavropolske biskupije i donacijama iz drugih krajeva regije Maikop, podignuta je crkva oko koje je organiziran samostan. Pod sovjetskom vlašću, katedrala Uznesenja, najvažnija zgrada samostana, dignuta je u zrak. Na njegovom mjestu nalazila se vojna bolnica, a potom i dječja kolonija. Oporavak se nastavio od 1992. do 2003. godine.

Samostan možete posjetiti ne samo za pravoslavne hodočasnike. To je vrlo ugodno i lijepo mjesto sa zanimljivom prirodom i arhitekturom, gdje se možete opustiti i uživati ​​u lokalnim pogledima.

Poznavatelji ljepote prirode trebali bi prošetati kroz naselje Hamyshki Maikop. Ovo je planinsko područje koje gleda na beskrajnu stepu. Hodočasnici bi trebali posjetiti Zakubansku crkvu sv. Mihovila - malu kamenu crkvu s zanimljivom arhitekturom.

Paleontološki spomenici

Vjerojatno nigdje u Rusiji ne možete pronaći toliko arheoloških nalazišta kao u Adygei. Širom regije raštrkali su se brojni dolmeni, spilje, grobovi i drevne građevine. Ne samo antropolozi s povjesničarima, nego i obični ljudi će biti zainteresirani da pogledaju spomenike prošlosti.

Khadzhokh dolmen se smatra jednim od najpoznatijih dolmena Adygea. To je tajanstvena struktura, informacije o kojoj se daje u muzeju "Putovanje prije 140 milijuna godina". Ovdje možete pronaći zbirke antičkih amonita, punjenih životinja antičkih i geoloških stijena. Nedaleko od Khadzhokh dolmen postoji još jedna izvanredna stvar - stablo s 14 debla.

Kad su ruski kozaci stigli samo u Adygeu, iznenadili su se obiljem malih kamenih građevina. Nesvjesni svrhe dolmena, Kozaci su im dali ime - "herojske kolibe" ili "kuće patuljaka", trakt kod Novosvobodne stanice nazvan je Bogatyrskaya proplanak. Ovdje se skuplja oko 50 različitih megalita - vrsta domaćeg Stouhengea.

Posljednje zanimljivo mjesto za arheologe je selo Ust-Sakhrai, smješteno na ušću rijeka Dakh i Sakhrai. Ovdje su prikupljene sve glavne atrakcije Adygea: slapovi, dolmeni, špilje i stijene. Datiranje grobnih humaka i dolmena u selu varira od 3 do 4 tisuće godina prije Krista.

Kampovi i turistički sadržaji

Planiranje putovanja u Adygeu treba biti vrlo oprezno. Vrijedno je zapamtiti da je ovo samo domaća regija s mnogo neugodnih čipova, karakterističnih samo za Rusiju. Potrebno je složiti se s mjestom gdje će se potrošiti prevladavajuće vrijeme. Dakle, najpogodnije područje za turiste je sama Maykop i okolno područje. Tahtamukaysky distrikt Republike Adygea je najsiromašniji na znamenitostima, kao i na svim susjednim područjima. Većina područja u Republici se ne razlikuje po nečemu neobičnom. To su jednostavni industrijski gradovi i sela.

Oni koji još nisu razumjeli teritorijalnu strukturu Republike mogu savjetovati Partizan i Yavorovaya Polyana. Nalaze se na ploči Lagonaki. Na oba mjesta sve je opremljeno posebno za kampiranje i turizam.

Guerrilla Glade nalazi se na 900 metara od podnožja kamenog mora. Mjesto je dobilo ime po kozačkoj bazi koja se ovdje nalazila tijekom građanskog rata. Gerilci su ovdje djelovali tijekom Velikog Domovinskog rata. Danas je proplanak strma padina na čijem se vrhu nalazi mala turistička baza.

Nedaleko od Partizanskaya nalazi se Yavorovaya Polyana. To je ogromna zelena padina koja se proteže duž Kamenog mora. Mještani ovdje prodaju med, jer cvjetnice su pravi izvor pčelara.

Otkrivanje svijeta: gradovi Republike Komi

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• The Republic of Adygea

Adygea is a Russian federal subject found in the south-western part of Russia in the northern part of Caucasus region. It is part of the Southern federal District. It stretches from the Kuban River in the south to the Caucasus foothills to cover an area of 2,900 square miles, and it is the 5th smallest republic in the Russian Federation. The official languages in the Republic are the Adyghe and the Russian languages. The largest city in the Republic is Maykop which is also Adygea’s capital, and it is home to about one-third of the total population in the Republic.

Maykop is the largest and the capital of Adygea Republic in the Federation of Russia . It is found on the bank of Baleya River which is a tributary of the Kuban River. The city shares its boundaries with the District of Maykopsky to the south and east, the district of Giagnsky to the north, and the District of Belorechensky in the Krai of Krasnodar to the west. The population of the city has been almost constant, and in 1989 it had a population of 148,608 people, in 2000 it had a population of 156,931 people, while in 2010 population of the city had dropped to 144,249 people.

History of Maykop

Maykop is named after the Maykop culture of the early Bronze Age, and this was after the discovery of a royal burial site in 1897. In 1857, the Russian military Fort was built in the area where the city is located. Oil deposits and natural gas were discovered near the City of Maykop in 1911, and in 1936 Maykop, together with the surrounding area, were merged to create the autonomous oblast of Adyghe and effectively becoming the administrative center for the autonomous region. In 1942, the city of Maykop was occupied by the unified army of Nazi Germany (Wehrmacht) without any resistance because of the operation of Germany ’s Brandenburger commandos. However, in January 1943 the city was liberated by the Red Army. The city has been the capital of Adygea republic in the Russian Federation since 1991.

Economic Activities

The foothills of Caucasus Mountains are covered with deciduous forests while other parts of the Republic is mainly plains which has rich soils and agriculture is the main activity and crops such as wheat, corn, hemp, sunflowers, tobacco, potatoes, vegetables, and melons a widely cultivated. There is a local specialty of a flower which is cultivated for its scent that belongs to the lavender and the Crimean Rose. Floodplains along the Kuban River are marshy, and there are approximately 8,000 hectares which have been claimed for market gardening. The main industry in the Republic is primarily processing of farm products, and there are oil and natural gas which is extracted near the Maykop. Similarly, timber is another major product particularly in the Southern part of the Republic.

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