Course Standards

2026-2027 Academic Year

DRAFT CMS until August 14, 2026.

← Back to Future CMS (2026-2027)

FE11 Early Childhood Education I

Course Type: Adapted

Standard/Objective Number	Standard/Objective	Course Weight	RBT Designation
1.00	Understand historical, theoretical, and philosophical foundations of the early childhood profession.	8%	B2 Understand Conceptual
1.01	Explain the history of early childhood education.	3%	B2 Understand Conceptual
1.02	Understand child development theories.	5%	B2 Understand Conceptual
2.00	Apply appropriate learning activities and teaching strategies to developmental domains in building curriculum.	38%	B3 Apply Conceptual
2.01	Utilize observation methods.	10%	B3 Apply Conceptual
2.02	Examine how children learn.	10%	B3 Apply Conceptual
2.03	Implement developmentally appropriate practice.	8%	B3 Apply Conceptual
2.04	Construct curriculum activities that are developmentally appropriate.	10%	B3 Apply Conceptual
3.00	Apply techniques for communicating expectations, setting limits, and guiding behavior.	18%	B3 Apply Conceptual
3.01	Implement techniques for communicating expectations and setting limits.	10%	B3 Apply Conceptual
3.02	Utilize techniques for guiding behavior.	8%	B3 Apply Conceptual
4.00	Apply concepts to create inclusive classroom environments.	20%	B3 Apply Conceptual
4.01	Categorize the types of educational disabilities.	4%	B2 Understand Conceptual
4.02	Apply strategies to provide quality inclusive environments.	8%	B3 Apply Conceptual
4.03	Apply strategies for working with exceptional children with diverse needs.	8%	B3 Apply Conceptual
5.00	Understand early childhood education foundational components.	9%	B2 Understand Conceptual
5.01	Compare types of early childhood education programs.	3%	B2 Understand Conceptual
5.02	Outline licensing requirements for early childhood education programs.	6%	B2 Understand Conceptual
6.00	Understand factors related to personal growth and the field of child development.	7%	B2 Understand Conceptual
6.01	Classify character traits, skills, and interests and their influences on personal growth.	4%	B2 Understand Conceptual
6.02	Summarize careers and opportunities in early childhood education.	3%	B2 Understand Conceptual

Essential standards (highlighted in gray below) are big, powerful ideas that are necessary and essential for students to know to be successful in a course. Essential standards identify the appropriate verb and cognitive process intended for the student to accomplish. Essential standards provide value throughout a student's career, in other courses, and translate to the next level of education or world of work.

Objectives/Indicators (rows not highlighted in gray below) provide another level of detail for each Essential Standard.

Adapted or Adopted Course includes essential standards and, in many cases, specific objectives/indicators aligned with business and industry standards and/or criteria for credentials or certifications. The course standards are designed using the Revised Bloom's Taxonomy (RBT). If the POL is a CTE State Assessment, the course is written at the level of the ESSENTIAL STANDARD and assesses the intended outcome of the sum of its objectives/indicators.

Career and Technical Education conducts all activities and procedures without regard to race, color, creed, national origin, gender, or disability. The responsibility to adhere to safety standards and best professional practices is the duty of the practitioners, teachers, students, and/or others who apply the contents of this document.

This blueprint has been reviewed by business and industry representatives for technical content and appropriateness for the industry.

Column information

Standard/Objective Number: The essential standard is denoted by the digits before the dot; objectives/indicators are indicated by the final 2 digits.
Standard/Objective: Essential standard and specific objective/indicator statements per essential standard. Each essential standard statement or specific objective/indicator begins with an action verb and makes a complete sentence when combined with The learner will be able to... Outcome behavior in each essential standard or objective/indicator statement is denoted by the verb plus its object.
Course Weight: Shows the relative importance of each essential standard or objective/indicator. Course weight is used to help determine the percentage of total class time that is spent on each objective/indicator.
RBT Designation: Classification of outcome behavior in essential standards and indicator statements in Dimensions according to the Revised Bloom's Taxonomy:
Cognitive Process Dimension: 1 Remember, 2 Understand, 3 Apply, 4 Analyze, 5 Evaluate, 6 Create.
Knowledge Dimension: A Factual Knowledge, B Conceptual Knowledge, C Procedural Knowledge.