Content Knowledge: South Carolina
Early Childhood Preparation Policy
Analysis of South Carolina's policies
South Carolina requires its early childhood education teacher candidates, who are licensed to teach grades PreK-3,
to pass
the Praxis Education of Young Children (5024) test.
Emergent Literacy and Oral Language: The Praxis Education of Young Children (5024) test addresses emergent literacy and oral language. The test requires candidates to know "the progression of oral language development, including but not limited to expectations for listening comprehension and verbal communication, and how to facilitate and expand children's oral language and vocabulary development." Candidates are also required to "know strategies to address language delays." The test addresses emergent literacy by requiring candidates to be able to develop children's phonological awareness, concepts of print, fluency to support reading comprehension, phonics skills, and how to expand children's use of vocabulary.
South Carolina requires all early childhood teacher candidates to complete a 12-credit-hour sequence in literacy that includes "comprehension, oral language, phonological awareness, phonics, fluency, and vocabulary." South Carolina also requires that teacher preparation programs must "ensure that all teacher education candidates possess the knowledge and skills to assist effectively all children in becoming proficient readers" and "prioritize their missions and resources so all early and elementary education teachers have the knowledge and skills to provide effective instruction in reading and numeracy to all students."
South Carolina's literacy competencies address both emergent literacy and oral language by requiring early childhood education teachers to be able to:
- Implement and evaluate instruction in each of the following areas: oral language development, concepts of print, phonemic awareness, phonics, vocabulary, comprehension, fluency, critical thinking, motivation, and writing;
- Create opportunities to utilize books and written language in a variety of ways (centers, small groups, independent reading/writing) so that children hear and use language (oral and written) for a variety of purposes;
- Offer instructional frameworks that build on student interest and choice and encourage exploration, discovery, dramatic/practical life play, gross and fine motor skills, creative expression and create a sense of wonder in young children;
- Know that children learn about language through using language and communicating with others;
- Create a language and print-rich environment that fosters both oral language development and new vocabulary learning that children will use as language learners, readers, and writers;
- Know that oral and written language support children learning how to hear and represent sounds within words (phonemic awareness and phonics), and they support the development of language communication (writing, reading, vocabulary, and oral and written communication abilities); and
- Create a trusting classroom context in which students have the opportunity to use oral language for authentic purposes, read extensively, and talk about what they read and write in response to texts.
- Knowledge of number names and the count sequence;
- Understanding of the relationship between number name and quantities;
- Ability to use counting to determine how many objects are arranged in various configurations; and
- Understanding of the concepts of operations on rational numbers.
Early Childhood Development: The Praxis Education of Young Children (5024) addresses early childhood development from birth-age 8.
Establishing a Positive and Productive Classroom Environment: South Carolina's certificate requirements for early childhood education candidates do not address the knowledge needed to create a positive and productive classroom environment such as: classroom management skills, developing a child's executive functions, and creating activities where children can learn through play
Recommendations for South Carolina
Ensure that all preschool teachers possess sufficient knowledge of emergent mathematics and science.
South Carolina should—either through teacher preparation standards or test frameworks—ensure that all preschool teachers understand how to introduce and develop children's mathematical skills and effectively introduce science concepts. This understanding is crucial because early introduction to complex mathematical concepts can affect later achievement in mathematics.
Ensure that all preschool teachers possess the skills to create a positive and productive classroom environment.
Because well-run classrooms help children develop self-regulation and build academic
skills, it is imperative that candidates are adequately prepared to create a
positive and productive classroom environment. Skills such as: classroom
management, developing a child's executive functions, and creating activities
where children can learn through play are critically important to ensuring that
all preschool teachers are able to establish an environment that actively
supports learning. South Carolina should ensure that all preschool teachers possess
adequate understanding of these skills.
State response to our analysis
South Carolina noted that proposed amendments to will require candidates completing educator preparation programs in early childhood, elementary, and special education to pass a stand-alone test in the area of reading instruction in order to become certified in South Carolina. The state added that the suggestion is NCTQ believes that candidates should be required to complete a subject area assessment (Praxis 5025), a pedagogy assessment related to early childhood (Praxis 5204), and a reading assessment. Any recommendations related to the cost of these assessments for candidates would not only be appreciated by states—but also critical as we navigate the reality of declining enrollment in teacher preparation programs.
Updated: February 2020
-
South Carolina
Select another topic
Teacher Preparation
- Program Entry
- Teacher Shortages and Surpluses
- Program Performance Measures
- Program Reporting Requirements
- Student Teaching/Clinical Practice
Elementary Teacher Preparation
Secondary Teacher Preparation
- Middle School Content Knowledge
- Middle School Licensure Requirements
- Secondary Content Knowledge
- Secondary Licensure Requirements
Special Education Teacher Preparation
Alternate Routes
Teacher Diversity
Hiring
Teacher and Principal Evaluation
Teacher Compensation
Early Childhood Preparation
Retaining Effective Teachers
How we graded
- The state should ensure that all new teacher candidates possess sufficient knowledge of emergent literacy and oral language.
- The state should ensure that all new teacher candidates possess sufficient knowledge of emergent mathematics and science concepts.
- The state should ensure that all new teacher candidates possess content knowledge of early childhood development in the birth to age eight range.
- The state should ensure that all new teacher candidates possess content knowledge of strategies and concepts that create a positive and productive classroom environment. Such as: classroom management techniques, building social and emotional skills, developing a child's executive functions, and learning through play.
Content Knowledge: The state should require all early childhood teacher candidates to possess sufficient knowledge of: emergent literacy, oral language, emergent mathematics and science; childhood development from birth through age eight. The state should also require all early childhood teacher candidates to possess sufficient knowledge of strategies and concepts that create a positive and productive classroom environment, such as: classroom management techniques, building social and emotional skills, developing a child's executive functions, and learning through play.
Content Knowledge: Emergent Literacy and oral language
One-quarter of the total goal score is earned based on the following:
- One-quarter Credit:
The state will earn one-quarter of a point if it requires that all new teacher candidates possess sufficient knowledge of emergent literacy and oral language
One-quarter of the total goal score is earned based on the following:
- One-quarter Credit:
The state will earn one-quarter of a point if it requires that all new teacher candidates possess sufficient knowledge of emergent mathematics and science concepts.
One-quarter of the total goal score is earned based on the following:
- One-quarter Credit:
The state will earn one-quarter of a point if it requires that all new teacher candidates possess content knowledge of early childhood development in the birth to age eight range.
One-quarter of the total goal score is earned based on the following:
- One-quarter Credit: The state will earn one-quarter of a point if it requires that all new teacher candidates possess content knowledge of strategies and concepts that create a positive and productive classroom environment. Such as: classroom management techniques, building social and emotional skills, developing a child's executive functions, and learning through play. State can get credit for addressing any one of the concepts listed.
Research rationale
A strong preschool experience can set children up for achievement gains in elementary school,[1] and even more critically, for improved long-term outcomes including college attendance and degree completion.[2] However, not all preschool programs have achieved these positive results.[3] To increase the likelihood that children will reap benefits from attending preschool, states should ensure that the preschool teachers have certain essential skills and knowledge.
To lay children's foundation for learning to read—and to open the door to other areas of learning—teachers must understand how to develop children's oral language skills and build children's emergent literacy. Especially for young children who are already behind, preschool teachers can play a critical role in language development.[4] Emergent literacy encompasses a range of skills that are essential to reading, but may not come naturally to all children. These skills include phonological awareness, phonemic awareness, learning the alphabet, and concepts of print.[5] Teacher training in these areas can translate into substantial gains for children in alphabet knowledge, vocabulary, and language skills.[6] The early introduction of language and literacy can make a lasting difference for children. Unsurprisingly, children with low language and literacy skills in preschool demonstrate lower reading skills in kindergarten.[7] However, not all approaches to teaching emergent literacy are equally effective, and the quality of preschool curricula varies, making it that much more important that preschool teachers have ample training in how to develop their preschoolers' emergent literacy skills.[8]
Preschool teachers need similar grounding in teaching emergent math and science concepts. Research finds that introducing children to more complex mathematical concepts from an early age may increase their math ability in later years.[9] In fact, some research suggests that the relationship between children's early math skills and future math achievement is twice as strong as the relationship between emergent literacy and future reading achievement.[10] Little research exists on what teachers need to know about preschool science instruction, but experts agree that this area is important.[11]
Beyond knowing what to teach, preschool teachers need to understand the children they are teaching. As such, knowledge of child development from birth to age eight is important.[12] Similarly, preschool teachers need to know effective classroom management strategies that can build social-emotional skills and prevent or resolve many behavioral problems.[13] Of course, classroom management is about more than discipline: it is about establishing an environment that actively supports learning, including understanding how to develop children's executive functioning skills and manage children's play for learning purposes.[14] Teachers' emotional support for their students is associated with better social competence and lower rates of behavior problems.[15]
[1] For example, see: Andrews, R. J., Jargowsky, P., & Kuhne, K. (2012). The effects of Texas's targeted pre-kindergarten program on academic performance (Working paper no. 84). CALDER. Retrieved from http://www.nber.org/papers/w18598; Campbell, F. A., Pungello, E. P., Miller-Johnson, S., Burchinal, M., & Ramey, C. T. (2001). The development of cognitive and academic abilities: Growth curves from an early childhood educational experiment. Developmental Psychology, 37, 231-242; Ramey, C. T., Campbell, F. A., Burchinal, M., Skinner, M. L., Gardner, D. M., & Ramey, S. L. (2000). Persistent effects of early intervention on high-risk children and their mothers. Applied Developmental Science, 4, 2-14; Ramey, C. T. & Campbell, F. A. (1991). Poverty, early childhood education, and academic competence: The Abecedarian experiment. In A. Huston (Ed.), Children reared in poverty (pp. 190-221). New York: Cambridge University Press; Ramey, C. T., & Campbell, F. A. (1984). Preventive education for high-risk children: Cognitive consequences of the Carolina Abecedarian Project. American Journal of Mental Deficiency, 88, 515-523.
[2] Schweinhart, L. J., Montie, J., Xiang, Z., Barnett, W. S., Belfield, C. R., & Nores, M. (2005). Lifetime effects: The HighScope Perry Preschool study through age 40. Ypsilanti, MI: HighScope Press; Campbell, F., Conti, G., Heckman, J.J., Moon, S.H., Pinto, R., Pungello, E., Pan, Y. (2014, March 28) Early childhood investments substantially boost adult health. Science, 343(6178):1478-85. DOI: 10.1126/1248429. PMID: 24675955; Campbell, F. A., Pungello, E. P., Burchinal, M., Kainz, K., Pan, Y., Wasik, B. H., Sparling, J. & Ramey, C. T. (2012). Adult outcomes as a function of an early childhood educational program: An Abecedarian Project follow-up. Developmental Psychology, 48, 1033. Campbell, F. A., Wasik, B. H., Pungello, E. P., Burchinal, M. R., Kainz, K., Barbarin, O., ... & Ramey, C. T. (2008). Young adult outcomes from the Abecedarian and CARE early childhood educational interventions. Early Childhood Research Quarterly, 23, 452-466. Campbell, F. A., Ramey, C. T., Pungello, E. P., Sparling, J., & Miller-Johnson, S. (2002). Early childhood education: Young adult outcomes from the Abecedarian Project. Applied Developmental Science, 6, 42-57. Dynarski, S., Hyman, J., & Schanzenbach, D. W. (2013). Experimental evidence on the effect of childhood investments on postsecondary attainment and degree completion. Journal of Policy Analysis and Management, 32, 692-717. Chetty, R., Friedman, J. N., Hilger, N., Saez, E., Schanzenbach, D. W., & Yagan, D. (2010). How does your kindergarten classroom affect your earnings? Evidence from Project STAR. Cambridge, MA: National Bureau of Economic Research. Retrieved from http://www.nber.org/papers/w16381
[3] Lipsey, M. W., Farran, D. C., & Hofer, K. G., (2015). A randomized control trial of the effects of a statewide voluntary prekindergarten program on children's skills and behaviors through third grade. Nashville, TN: Vanderbilt University, Peabody Research Institute. Retrieved from http://peabody.vanderbilt.edu/research/pri/VPKthrough3rd_final_withcover.pdf
[4] Diamond, K. E., Justice, L. M., Siegler, R. S., & Snyder, P. A. (2013). Synthesis of IES research on early intervention and early childhood education (NCSER 2013-3001). National Center for Special Education Research; Beck, I. L., & McKeown, M. G. (2007). Increasing young low‐income children's oral vocabulary repertoires through rich and focused instruction. The Elementary School Journal, 107(3), 251-271; Institute of Medicine & National Research Council. (2015). Transforming the workforce for children birth through age 8: A unifying foundation. Washington, DC: The National Academies Press; M. Adams, personal communication, January 2016; Dickinson, D. K., & Porche, M. V. (2011). Relation between language experiences in preschool classrooms and children's kindergarten and fourth‐grade language and reading abilities. Child Development, 82(3), 870-88.
[5] U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2012). Early childhood education interventions for children with disabilities intervention report: Phonological awareness training. Retrieved from https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_pat_060512.pdf; Diamond, K. E., Justice, L. M., Siegler, R. S., & Snyder, P. A. (2013). Synthesis of IES research on early intervention and early childhood education (NCSER 2013-3001). National Center for Special Education Research.
[6] Landry, S. H., Swank, P. R., Smith, K. E., Assel, M. A., & Gunnewig, S. B. (2006). Enhancing early literacy skills for preschool children bringing a professional development model to scale. Journal of Learning Disabilities, 39(4), 306-324.; U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2012). Early childhood education interventions for children with disabilities intervention report: Phonological awareness training. Retrieved from https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_pat_060512.pdf
[7] Diamond, K. E., Justice, L. M., Siegler, R. S., & Snyder, P. A. (2013). Synthesis of IES research on early intervention and early childhood education (NCSER 2013-3001). National Center for Special Education Research.
[8] Diamond, K. E., Justice, L. M., Siegler, R. S., & Snyder, P. A. (2013). Synthesis of IES research on early intervention and early childhood education (NCSER 2013-3001). National Center for Special Education Research.
[9] Watts, T. W., Duncan, G. J., Siegler, R. S., & Davis-Kean, P. E. (2014). What's past is prologue: Relations between early mathematics knowledge and high school achievement. Educational Researcher, 43(7), 352-360.
[10] Diamond, K. E., Justice, L. M., Siegler, R. S., & Snyder, P. A. (2013). Synthesis of IES research on early intervention and early childhood education (NCSER 2013-3001). National Center for Special Education Research.; Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., ... & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428-1446; Other research found that children's math ability in preschool predicted their math ability at age 15, even after controlling for early reading ability and family characteristics. See: Watts, T. W., Duncan, G. J., Siegler, R. S., & Davis-Kean, P. E. (2014). What's past is prologue: Relations between early mathematics knowledge and high school achievement. Educational Researcher, 43(7), 352-360.
[11] Putman, H., Moorer, A., & Walsh, K. (2016). Some assembly required: Piecing together the preparation preschool teachers need. Washington, DC: National Council on Teacher Quality. Retrieved from: http://www.nctq.org/dmsStage/Preschool
[12] Putman, H., Moorer, A., & Walsh, K. (2016). Some assembly required: Piecing together the preparation preschool teachers need. Washington, DC: National Council on Teacher Quality. Retrieved from: http://www.nctq.org/dmsStage/Preschool
[13] Diamond, K. E., Justice, L. M., Siegler, R. S., & Snyder, P. A. (2013). Synthesis of IES research on early intervention and early childhood education (NCSER 2013-3001). National Center for Special Education Research.; Epstein, M., Atkins, M., Cullinan, D., Kutash, K., and Weaver, R. (2008). Reducing behavior problems in the elementary school classroom: A practice guide (NCEE 2008-012). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/behavior_pg_092308.pdf; National Association for the Education of Young Children. (2010). 2010 NAEYC standards for initial and advanced early childhood professional preparation programs. Retrieved from http://www.naeyc.org/files/ecada/file/2010%20NAEYC%20Initial%20&%20Advanced%20Standards.pdf
[14] Raver, C. C., Jones, S. M., Li‐Grining, C., Zhai, F., Bub, K., & Pressler, E. (2011). CSRP's impact on low‐income preschoolers' pre-academic skills: Self‐regulation as a mediating mechanism. Child Development, 82(1), 362-378.; Blair, C., & Raver, C. C. (2014). Closing the achievement gap through modification of neurocognitive and neuroendocrine function: Results from a cluster randomized controlled trial of an innovative approach to the education of children in kindergarten. PloS One, 9(11), e112393.
[15] Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., ... & Howes, C. (2008). Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills. Child Development, 79(3), 732-749.