EO Center Resource Alert

Division for Early Childhood (DEC)

The first page provides an overview of Standard 1: Child Development and Early Learning and highlights how understanding child development theories, individual differences, and family and cultural contexts informs effective early intervention and instruction. The second page include practical vignettes across birth-to-three, preschool, and early elementary settings that demonstrate how professionals apply developmental knowledge to support children’s learning, participation, and individualized outcomes across everyday routines and environments.

Early Intervention Training Program at the University of Illinois

These online learning modules are designed to support early intervention preservice students, professionals, and families. The modules provide practical information on child development and observation skills that support high-quality early intervention and early childhood practices for infants and young children while focusing on the three key child outcomes: positive social-emotional skills, acquisition and use of knowledge and skills, and children’s ability to take appropriate action to meet their needs.

Early Childhood Personnel Center (ECPC)

These resources are aligned with DEC's EI/ECSE Professional Preparations Standard 1: Child Development and Early Learning. It offers examples of readings, assignments, and authentic learning experiences that help learners apply evidence-based practices through reflection, guided practice, feedback, and real-world application in early childhood and early intervention settings.

Early Childhood Personnel Center (ECPC)

This case study includes discussion questions, reflective activities, and supporting resources that encourage learners to connect developmental concepts, family and cultural considerations, and evidence-based practices to authentic early childhood situations.

Early Childhood Personnel Center (ECPC)

This resource features a collection of videos and video vignettes that support learning related to child development and early learning. Topics include developmental theories, developmental milestones, brain development, social-emotional development, inclusion, and the impact of disabilities on development.

The field of early intervention offers a broad array of career opportunities including developmental specialists, service coordinators, physical therapists, occupational therapists, speech-language pathologists, infant mental health specialists, and more. Part C of the Individuals with Disabilities Education Act (IDEA) federal regulations requires states to have policies and procedures to ensure that qualified personnel are available to support the early intervention system for infants and toddlers with disabilities.

This resource includes a competencies framework and an assessment tool to measure a set of priority competencies in pre-service students who are preparing to work with infants and toddlers with special needs. These tools are designed for instructors and trainers teaching the pre-service infant/toddler workforce and could be used for practitioners to engage in self-reflection.

A unified vision outlining essential content knowledge and practical skills for entry-level early childhood educators in Michigan, detailing what they should know, understand, and demonstrate in their teaching practices. These standards capture the profile of a well-prepared beginning teacher, equipped to support and respond to the holistic needs of young children.

The first stand-alone standards to focus specifically on the preparation of EI/ECSE professionals who work with young children ages birth through eight years who have or are at-risk for developmental delays and disabilities and their families in homes, classrooms, and other community settings.

These standards support the growth and development of all children throughout the state, birth to kindergarten; to support early childhood professionals in recognizing individual developmental trajectories and expressions of learning, and to guide programs toward the highest quality in their operations.

This set of standards and competencies describe what early childhood educators should know and be able to do. As such, there is a core body of knowledge, skills, values, and dispositions that early childhood educators must demonstrate to effectively promote the development, learning, and well-being of all young children.

Encourage your students and recent graduates to explore job opportunities from employers across Michigan. Our job board features current openings in Special Education, Early Intervention, and Early Childhood fields—perfect for those seeking their first position or next career step.

(Note: If you’re an employer looking to post a job, please email the link to eotweb@edzone.net.)

The Central Directory includes a category specifically for Early Intervention Research in Michigan. Click the category to discover current projects, reports, and research focused on Michigan’s youngest learners.