Resources Allocated to the Program
The institution annually allocates sufficient resources to enable each program to fulfill the needs of the program in terms of Coordination, Admissions, Field Experiences, and the Development of Candidate Competence.
The CSU system and the university also provide extensive support for sabbaticals, scholarly activities, program innovation, travel, and research through various campus and KSOEHD funds. Faculty must apply for these funds on a competitive basis.
ECE faculty are supported in their professional, scholarly and service endeavors by the university and the school. Currently ECE faculty have been awarded Sabbatical Leave, development funding and assigned time for research. Assigned time is awarded to the ECE Program Coordinator. Sufficient instructional faculty and field supervisors are provided to maintain an effective program. In addition to excellent access to classrooms, library services and technology, the ECE program benefits from two closely aligned programs, the Huggins Early Education Center and D. Paul Fansler Institute for Leadership in Early Childhood Education. The Fansler Leadership Institute is dedicated to preparing ECE leaders and improving the equality of ECE in our region. Seminars, tours, workshops, and conferences are offered to enhance professional growth of ECE teachers and administrators. Technical assistance for program development is also provided. Because of the Fansler grant we are able to celebrate our graduates each semester with a festivity in which an Early Childhood Role Model is honored. This individual is selected from the community and is given a monetary award and a citation. The honoree then addresses the ECE gathering with inspirational comments about the profession. Fansler Leadership expands the Kremen School's resources with direct application to Early Childhood Education pre and inservice professional development--bringing together Early Childhood Educators in all stages of their careers--from a variety of settings. The development topics are selected to address classical and current themes and issues in Early Childhood Education.
Huggins Early Education Center. Throughout their training, ECE candidates have ample opportunities to observe young children and have field experiences that include designing and teaching projects, and documenting and assessing learning at the Joyce M. Huggins Early Education Center (Huggins Center), a developmentally appropriate setting as delineated by NAEYC (Bredekamp, 1997).
The Huggins Center aims to be an exemplary model for teacher preparation and quality programs in ECE. The center's infant-toddler, preschool, and school-age programs are accredited by NAEYC. In collaboration with the Fresno Unified School District, a full-inclusion program for children with special needs is provided and a preschool-special education teacher is onsite. The Huggins Center is dedicated to the study of the "Reggio Approach" (Edwards, Gandini, & Forman, 1998; Hendricks, 1997; Gandini, 1993; Project Zero/Reggio Children, 2001). This inspiring curriculum is based on social constructivist theory and the notion that children have the capacity for representing ideas in a wide variety of symbolic and graphic modes, the "hundred languages of children" (Mallaguzzi, 1998). The belief that early artistic and creative education are critical to intellectual development is also consistent with Howard Gardner's theory (1985) of "multiple intelligences" that recognizes the differing abilities of learners. Given the great diversity of cultures and language backgrounds in our community, the emphasis on multiple abilities as well as collaboration and group learning experiences support second language acquisition and constructive problem-solving and community building.
Curriculum and assessment practices at the Huggins Center are also guided by State
Department of Education guidelines including: Early Steps to Reading Success, Pre-Kindergarten Guidelines, and Desired Results. NAEYC Position Statements, Guidelines for Program Accreditation and NAEYC Early Learning Standards are reflected in the Huggins Center program and used as sources throughout the ECE
Initial and Advanced programs.
The Huggins Center is the preferred venue through which several work products are completed in both the Multiple Subject/ECE program and the ECE Specialist Credential Program. For example, students in the Multiple Subject/ECE program must observe infants in action, document their activities, discuss those actions with the classroom infant teacher, and interview parents of infants about their children’s activities. Students in the ECE Specialist Credential Program are required to assess the development of object permanence and compare Piagetian development during infancy with more modern research.
For several years, the Huggins Center has been the location at which demonstrations
for assessment have been modeled. In addition, both groups of students must complete
other assessments related to cognitive development (e.g., conservation, conception
of the world, etc.) and the Huggins Center remains an accessible location for that
In the ECE Specialist and MA Programs, emphasis is given to preparing ECE Teacher and
Program leaders who are knowledgeable, capable advocates for best practices. Using
their current ECE work settings as a resource and with opportunities to observe and
learn in other ECE settings, ECE graduate students deepen their content knowledge,
acquire professional skills and dispositions, understand how to enhance effects on
student learning, practice ethical decision-making and provide leadership in their
areas of expertise.
D. Paul Fansler Institute for Leadership in Early Childhood Education. The Fansler Leadership Institute sponsors professional development initiatives for early ECE professionals. The Fansler Leadership Institute is dedicated to growing capable and active ECE leaders able to apply ECE theory, research and innovative approaches to development of ECE programs for our region. A wide range of experiences is offered: seminars, tours, workshops, institutes and conferences. These programs are intended for early childhood educators at all levels of the career ladder— students, assistants, providers, teachers, specialists and administrators—who teach or work in a variety of settings that include: preschools, kindergartens, family child care homes, infant toddler programs, primary grades, organizations and agencies in the public and private sectors. Our graduate students attend many of these programs and these programs lead to successful recruitment of more students for the graduate program.
The specialized ECE resources for ECE leader development have directly contributed the ECE Programs national recognition and stature as an accredited, exemplary initial and advance program in ECE.