Early Childhood Center
Curriculum and Instruction

Category: Developmentally Appropriate Practice, Standards, and Guidelines

ECCCI 1.1 

A. Identifies sections of Colorado Rules and Regulations related to curriculum and instruction such as, but not limited to, Activities and Child Care Equipment and Materials, noting special requirements for infant and toddler programs. 

B. Defines and describes the elements of developmentally appropriate practice and its application by early childhood professionals with emphasis on understanding each child has a unique development with various learning needs. Includes describing the purpose of the Expanding Quality in Infant Toddler Care Initiative and resources to support responsive care for  infants and toddlers. 

C. Locates state and national early learning and development guidelines and early learning standards describing their connection to developmentally appropriate practice, and how they may be used to support curriculum choices, quality indoor and outdoor learning environments, and activities that support program goals and children’s growth, development, and learning. 

D. Locates developmentally appropriate curricula that are research- and evidence-based. (CDEC and CDE does not endorse any specific curriculum, but do encourage centers to implement research-based, developmentally appropriate curriculum. Centers participating in Colorado Shines QRIS need to select a curriculum that aligns with Colorado’s Early Learning and Development Guidelines.)  

ECCCI 2.1 

A. Identifies and defines components of developmentally appropriate teaching practice cycle (observing, assessing, documenting, reflecting, planning, teaching) that is anti-racist/anti-bias, and culturally and linguistically responsive. Includes describing the importance of staff planning time in this process. 

Category: Developmental Screening and Universal Design for Learning

ECCCI 3.1

A. Names and describes common early childhood developmental delays, disabilities, and disorders. 

B. Defines developmental monitoring, screening, and evaluation and identifies developmental screening resources and tools. 

C. Identifies contact information, describes the purpose of Early Intervention Colorado, Child Find, Preschool Special Education Services, and Colorado Community Centered Boards, and describes referral process.

D. Describes components of Individualized Family Service Plan (IFSP) and Individualized Education Program (IEP).

ECCCI 4.1 

A. Defines inclusion and universal design for learning describing the benefits for all children and why programs should strive to provide these practices.

B. Identifies core principles of universal design for learning. 

C. Identifies resources to support inclusion (infants and toddlers and preschoolers) and universal design for learning throughout the program.

Category: Behavioral Guidance and Social Emotional Learning

ECCCI 5.1 

A. Identifies section(s) of Colorado Rules and Regulations related to behavioral guidance.

B. Describes the importance of social emotional learning on a child’s development and components of a social emotional learning program that is developmentally appropriate emphasizing positive behavior support, relationship-based care, trauma-informed care, and is anti-racist/anti-bias, culturally and linguistically responsive, and equitable.

C.  Identifies curricula and resources, such as working with an infant and early childhood mental health specialist or Pyramid Facilitator, that support social emotional learning and development.

Category: Developmentally Appropriate Practice, Standards, and Guidelines

ECCCI 1.2

A. Applies Colorado Rules and Regulations related to curriculum and instruction and uses state/national standards and guidelines to support overall program and curriculum choices, ideal indoor and outdoor learning environments, and activities that are developmentally appropriate, inclusive, equitable, anti-racist/anti-bias, and culturally and linguistically responsive for children enrolled in program.

B. Applies knowledge of developmentally appropriate practice to lead a system of  implementation and reflective supervision to include feedback and training for staff.

ECCCI 2.2

A. Provides guidance, resources, and support, including scheduled planning time, to program early childhood professionals in their knowledge and implementation of a developmentally appropriate curriculum cycle that is anti-racist/anti-bias, and culturally and  linguistically responsive. 

Category: Developmental Screening and Universal Design for Learning

ECCCI 3.2

A. Develops a program specific system for screening, documentation, and referral. Provides resources, to include training, for all program early childhood professionals to implement culturally responsive support for all children and those working with IFSP and IEP teams. 

ECCCI 4.2

A. Applies knowledge to develop strategies and policies of inclusion and universal design for learning to guide and strategically support program’s early childhood professionals in integrating and embedding these concepts when implementing program curriculum, ideal learning environments, and activities. 

Category: Behavioral Guidance and Social Emotional Learning

ECCCI 5.2

A. Develops and implements program policies and procedures that reflect rules on guidance practices and best practices to support developmentally appropriate social emotional learning and development. 

B. Applies knowledge to lead a program of social emotional learning that emphasizes positive supportive relationship-based care, trauma-informed care, is anti-racist/anti-bias, culturally responsive, and equitable, and engages family support.

C.  Advises and provides social emotional training for staff that emphasizes positive supportive relationship-based care, trauma-informed care, is anti-racist/anti-bias, culturally responsive, equitable, and engages family support.

Category: Developmentally Appropriate Practice, Standards, and Guidelines

ECCCI 1.3

A. Designs a system to frequently assess program indoor and outdoor environments, materials, equipment, daily schedules, and activities to ensure developmentally appropriate practice occurs consistently throughout program, is supportive of program goals, and is anti-racist/anti-bias, equitable, inclusive, and culturally and linguistically responsive for children and families.

B. Evaluates the system used to provide implementation and reflective supervision of developmentally appropriate practice adjusting as necessary.

ECCCI 2.3

A. Evaluates program curriculum cycle to include feedback from staff, on an annual or more frequent basis and adjusts as necessary and/or provides further training 

Category: Developmental Screening and Universal Design for Learning

ECCCI 3.3

A. Reviews system for screening, documentation, and referral on a regular basis and adjusts as necessary. Analyzes the program's current support for children with delays, disabilities, or disorders.

B. Investigates funding resources and organizations that may enhance program support.

ECCCI 4.3

A. Designs a system to assess for the embedding and effectiveness of inclusive and universal design for learning practices throughout the program adjusting as necessary.

Category: Behavioral Guidance and Social Emotional Learning

ECCCI 5.3 

A. Annually assesses program policies and procedures on guidance and program of social emotional learning utilizing staff and family feedback, observation, and any relevant data  adjusting as necessary.