The early childhood degree program's conceptual framework is based on "Art as a Way of Learning" which views the arts as a symbol system for children to construct knowledge. The framework guides the program and is reflected in its mission and philosophy. While the framework remains grounded in the arts, it has evolved over time to better align with research and standards on diversity, equity and inclusion. The program aims to further strengthen faculty understanding of integrating the arts and issues of social justice through professional development. Plans include aligning the framework with new national standards and ensuring ongoing relevance through periodic reviews.

1. PROGRAM DESIGN
Criterion 2: Conceptual Framework
The early childhood degree program is based on a conceptual framework that is linked to the
program’s mission and values.
Rationale: Strong early childhood degree programs are more than a collection of courses. Strong
programs gain coherence by developing, sharing, and implementing a clear, overarching mission and
set of values.
Indicators of strength:
• The conceptual framework is linked to the degree program’s unique mission and goals
(Criterion 1) and to the NAEYC standards. [Note: The program’s conceptual framework may be
adapted from the conceptual framework of the larger educator preparation program (if
applicable).
• The conceptual framework is a living document: developed collaboratively; clearly written and
presented; and recognized and used by program faculty, candidates, field placement
supervisors, and other stakeholders.
• The conceptual framework supports the program’s commitment to diversity, equity, and
inclusion and to preparing candidates to work in diverse, inclusive settings.
Sources of
evidence:
1) Report:
• A one- to two-page summary of the program’s conceptual framework, in relation to the
indicators of strength, and how it has been developed and used. Include a description of how
your conceptual framework has changed over the past seven years. Reflect on where you
were and where you are now. What led to these changes? If there have been no changes,
explain how your conceptual framework remains applicable and visible in your program.
• A one-page description of plans to address challenges and build on current strengths in this
area.
2) Site Visit: Interviews with faculty, candidates, and other stakeholders.
NCC’s Conceptual Framework: Strengths and Continued Development
The conceptual framework of the early childhood education program continues to be Art as
a Way of Learning® (AWL) and is evident in the mission, philosophy, and guiding principles.
Since the inception of AWL in 1996, the arts (visual arts, music, movement, drama, and
dance) have been viewed as a symbol system that children use meaningfully and intrinsically
to construct and express their knowledge and understanding of the world. As a result, arts
integration is central to both teaching and learning and is reflected throughout the program
and mission statement.

2. AWL continues to guide the program’s conceptual framework, enhancements emerge as the
program strives to be responsive to current research, standards, emerging/promising
practices, and the changing contexts of the program and early childhood field.
While the mission statements of the college and program lay the foundation for our work, the
philosophy, guiding principles, and our program standards help to fulfill it. The program
philosophy expands on the mission and guides the program design, structure, and content.
Our current philosophy states:
We believe every child uses the arts as symbol systems to construct and express knowledge and
feelings. As a result, arts expression and interpretation are included in the pedagogy of the
early childhood education program as a form of literacy. Engagement in the arts also provides
children, students, and faculty an inclusive, innovative process for developing creative and
critical thinking skills and gaining the ability to use multiple perspectives to appreciate and
value others.
Our program is based on principles of child development and Universal Design for Learning.
Students learn that responsive teaching and caring for each child requires thoughtful and
collaborative planning based on objective observations and assessments of learning in the
context of cultural, Linguistic, and ability diversity. They learn to foster respectful, reciprocal
relationships with families, professional colleagues, and community partners in support of, and
as advocates for, each child’s learning, well-being, and the arts.
The program’s guiding principles highlight the key concepts from the program philosophy
regarding the valued attributes that the program aims to develop in each of its graduates.
During the self-study process, it was recognized that while faculty have primary responsibility
for applying the guiding principles, others in the department, including lab school staff and
teachers, artists in residence, and administrators also play a role in supporting student
development. This realization supported the insertion of “staff” into the guiding principles as
it underscores how the program takes collective responsibility for developing students’
knowledge, dispositions, and skills.
2013 Guiding Principles 2020 Guiding Principles
The ECE faculty guide students in their:
 ability to recognize and use multiple
perspectives
 artistic awareness and creative
abilities
 reflection on teaching and learning
 advocacy skills for each child, family,
and the arts
 development of professionalism and
ethical practice
 use of evidence-based practices
The ECE faculty and staff use the program’s teaching
and learning cycle to guide students in their:
 ability to recognize and use multiple
perspectives
 artistic awareness and creative abilities
 reflections on teaching and learning
 advocacy skills for each child, family, and the
arts
 development of professionalism and
ethical practice
 use of evidence-based practices

3. Conceptual Framework: Strengths, Challenges, and Plans
Placing the arts at the heart of teaching and learning has given our program its unique identity
and approach to the associate degree and the two children’s centers that serve as lab schools.
The integration of content related to diversity and inclusion has supported newfound
appreciation and understandings about how the arts can lead learning for each and every
child. The mission, philosophy, guiding principle, and standards are aligned to support this
framework. It is a framework that is a living document continually evolving to integrate new
evidence-based practices and knowledge.
The Early Childhood program is supported in its commitment to Art as a Way of Learning® by
NCC administration, faculty and staff and educators. We continue to believe that the arts
provide us with a framework that supports the fulfillment of our mission. As we look to align
our program with the new national ECE teaching competencies and standards, we are
confident that the process will provide insights and enhancements to our current conceptual
framework.
While our conceptual framework provides a solid foundation for the program, the complex
and evolving context of faculty training can create challenges. We need faculty who have early
childhood knowledge and experience, and an understanding about arts integration and the
intersection of diversity, equity, and inclusion (DEI) content. Developing an understanding of
the arts as a symbol system and one’s artistic ability takes experience, time, and mentoring
• Identifying lab sites in the community that understand and embrace AWL has also been a
challenge. We view these challenges as opportunities to grow as a program
• Current priorities to critically examine how the program engages students in
understanding issues of race, racism, equity, and social justice in the field will require
dedicated planning, faculty training, and course revisions to integrate relevant content
aligned with the new national ECE standards and competencies
Efforts to advance the knowledge and skills of staff are a consistent priority. Over the years,
the program has sponsored an annual one-day AWL institute to support both full time and
adjunct faculty understanding of arts integration in teaching and learning. Artists in residence
are intentionally partnered with faculty in early childhood courses to help faculty and
students better understand integrating the arts and other symbol systems into their teaching.
We are creating artist in residence videos to insert into online courses to benefit both faculty
and students. Last, an online orientation for prospective ECE adjunct faculty is being
developed to ensure that the new faculty members were familiar with the AWL framework
before teaching at NCC.
Long-term plans and goals for continued growth:
2.1 Align conceptual framework with new national ECE standards and competencies
2.2 Continue annual review of the conceptual framework to ensure ongoing relevance and
evolution based on new standards and competencies

4. 2.3 Provide ongoing professional development to faculty/adjuncts to support and advance their
growth and understanding of arts integration, diversity, equity, and inclusion
2.5 Redesign adjunct faculty orientation to ensure up-to-date information is provided based on
current priorities, as well as feedback from adjuncts regarding the conceptual framework of the
program
2.6 Develop CLAD Inventory to support local programs in advancing their understanding of
diversity, equity, and inclusion in ECE