EARLY CHILDHOOD EDUCATION PROGRAM MISSION STATEMENT
The mission of the EARLY CHILDHOOD EDUCATION/EARLY CHILD DEVELOPMENT (ECHS/ECD) BACHELOR OF SCIENCE (B.S.) program is to prepare reflective, competent, and caring early childhood education professionals to impact a diverse population of young children and families using research-based, developmentally appropriate practices. The mission includes the philosophy that early childhood professionals are to create safe, nurturing learning environments that use a constructivist approach to learning through collaboration with family and community.
Early Childhood Education Program Outcome Data
The University of Alabama’s B.S. Early Childhood Education program prepares degree candidates to be proficient in the Professional Standards and Competencies for Early Childhood Educators.
For the 2021 – 2022 academic year, data collected from assessments of candidate competency in Standard 3 (Observing, Documenting, and Assessing to Support Young Children and Families) indicate that at least 82% of candidates are meeting expectations in the key elements of the standard.
Candidates prepared in early childhood degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child (NAEYC, 2010).
For the 2021 – 2022 academic year, data collected from assessments of candidate competency in Standard 3 (Observing, Documenting, and Assessing to Support Young Children and Families) indicate that at least 82% of candidates are meeting expectations in the key elements of the standard.
Candidates prepared in early childhood degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child (NAEYC, 2010).