Professional studies requirements for early/primary education, elementary education, and middle education: 21 semester hours. These requirements may be taught in integrated coursework or modules.

• 1. Human development and learning (birth through adolescence): 3 semester hours.

• a. Skills in this area shall contribute to an understanding of the physical, social, emotional, speech and language, and intellectual development of children and the ability to use this understanding in guiding learning experiences and relating meaningfully to students.

• b. The interaction of children with individual differences - economic, social, racial, ethnic, religious, physical, and cognitive- should be incorporated to include skills contributing to an understanding of developmental disabilities and developmental issues related to, but not limited to, low socioeconomic status; attention deficit disorders; developmental disorders; gifted education, including the use of multiple criteria to identify gifted students; substance abuse; trauma, including child abuse and neglect and other adverse childhood experiences; and family disruptions.

• 2. Curriculum and instruction: 3 semester hours.

• a. Early/primary education preK-3 or elementary education preK-6 curriculum and instruction: 3 semester hours.

• (1) Skills in this area shall contribute to an understanding of the principles of learning; the application of skills in discipline-specific methodology; varied and effective methods of communication with and among students; selection and use of materials, including media and contemporary technologies; and selection, development, and use of appropriate curricula, methodologies, and materials that support and enhance student learning and reflect the research on unique, age-appropriate, and culturally relevant curriculum and pedagogy.

• (2) Understanding of the principles of online learning and online instructional strategies and the application of skills to deliver online instruction shall be included.

• (3) Instructional practices that are sensitive to culturally and linguistically diverse learners, including English learners, gifted and talented students, and students with disabilities, and appropriate for the preK-3 or preK-6 endorsement shall be included.

• (4) Teaching methods shall be tailored to promote student engagement and student academic progress and effective preparation for the Virginia Standard of Learning assessments.

• (5) Study in (i) methods of improving communication between schools and families; (ii) communicating with families regarding social and instructional needs of children; (iii) ways of increasing family engagement in student learning at home and in school; (iv) the Virginia Standard of Learning; and (v) Virginia Foundation Blocks for Early Learning: Comprehensive Standard for Four-Year-Olds prepared by the Virginia Department of Education's Office of Humanities and Early Childhood shall be included.

• (6) Early childhood educators shall understand the role of families in child development and in relation to teaching educational skills.

2. Curriculum and instruction. a. Early/primary education preK-3 or elementary education preK-6 curriculum and instruction.

   • (5) Study in (i) methods of improving communication between schools and families, (ii) communicating with families regarding social and instructional needs of children, (iii) ways of increasing family engagement in student learning at home and in school, (iv) the Virginia Standard of Learning, and (v) Virginia Foundation Blocks for Early Learning: Comprehensive Standard for Four-Year-Olds prepared by the department's Office of Humanities and Early Childhood shall be included.

   • (6) Early childhood educators must understand the role of families in child development and in relation to teaching educational skills.