SCHOOL OF EDUCATION/HUMAN SERVICES

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1 SCHOOL OF EDUCATION/HUMAN SERVICES CHILD DEVELOPMENT IV I. DESCRIPTION The study of child development prepares a student to acquire a working knowledge of the principles of a child s growth and development. Skills and strategies will be developed for planning a safe and healthy learning environment and managing an effective program operation. Student s will be prepared to work in various child care positions such as: pre-school teacher, teacher s assistant, home day care provider or choose to further their education in teaching (early childhood education and/or special education), program directors, child psychologist, social worker, child life specialist or pediatric care. Using Bloom s Taxonomy to implement the Universal Designs for Learners (UDL), Problembased learning (PBL) and Differentiated practices, the students will explore in-depth the theories and techniques needed to be expert student learners. The concept of Universal Design for Learning (UDL) is the intersection where cross content curriculum, integrated units, multisensory teaching, multiple intelligences, use of computers (technology) in schools, performance based assessment, differentiated instruction and other methods come together. The goal of Problem-Based Learning (PBL) is to expose students to real life situations, engage them in selfdirected learning and encourage collaborative efforts as a group. Student-centered collaborative activities will enhance the student s ability to develop and illustrate the fundamental skills practiced by an early childhood worker, social work professionals and/or psychologist. Community service and internship/externship experiences allows the students to gain first hand experiences while integrating the knowledge, skills and techniques addressed in this curriculum. These community service and potential employment activities provide the students with valuable immediate feedback from practicing early child care professions. Additionally, these experiences will provide volunteer hours to contribute towards the Child Development Associate (CDA) 480 hour requirement.

2 Content Area: Child Development IV Grade 12 Unit Plan Title: Experiencing the Learner/ Awareness and Reflection CCS Standard(s) Addressed 11-RST.1 11-RST.2 11-RST.4 11-RST.7 11-RST.9 SL.11.1 SL.11.2 L11.4 SL.11.6 WHST.1 WHST.4 WHST.5 WHST.6 WHST.7 WHST.8 WHST.9 WHST.10 Career & Technical Education J.(1) J(1) J.(1).3 ( J.(1) J.(1) J.(1) J.(1) J.(1) J.(1) J.(1) J.(1).14 Essential Questions Who are we as a classroom community, as individuals, and group members? What are my values and the values of my classmates? What are some elements of self-esteem? How might we teach children about the importance of self-esteem? What does children s literature teach us about self-concepts? What is the connection between self-esteem and academic achievement?

3 What is a safe and healthy learning environment? (CDA 1) How is learning promoted in areas of language/literacy, physical, creative expression, and cognitively? (CDA 1) How is children s behavior and development observed and assessed? (CDA1) Anchor Text The Child Development Associate National Credentialing Program and CDA Competency Standards. Preschool Edition. The Council for Professional Recognition, Informational Texts (3-5) How to Build Healthy Self Esteem, Developing Your Child s Self-Esteem, Self-Esteem and Learning Disabilities, Career and Life Skills Students will be given a pre and post safety test that is shop related. Students will observe skills and techniques gleaned and how they are implemented in a preschool environment. ( La Vida) Creating scripts and Puppet Theaters: Develop scripts for writing big books or presenting scripts on the importance of self esteem. Suggested Writing Assessments Students will add to their on-going career portfolio Resources (websites, Blackboard, documents, etc.) The Pot Nobody Watches, Virginia Satir - self worth short summary. Read a variety of children s literature to identify how self-concept is portrayed. Ancillary textbook materials. Suggested Time Frame: 10 Weeks

4 Content Area: Child Development IV Grade 12 Unit Plan Title: Styles and Needs CCS Standard(s) Addressed 11-RST.1 11-RST.2 11-RST.4 11-RST.7 11-RST.9 SL.11.1 SL.11.2 L11.4 SL.11.2 SL.11.6 WHST.1 WHST.4 WHST.5 WHST.6 WHST.7 WHST.8 WHST.9 WHST.10 Career & Technical Education J.(1) J(1) J.(1).3 ( J.(1) J.(1) J.(1) J.(1) J.(1) J.(1) J.(1) J.(1).14 Essential Questions How might knowledge of preferred processing styles affect lesson design? What are some key elements of each multiple intelligences? How much does hemispheric preferences affect learning styles? How do human needs influence learners and learning? How might students overcome barriers to learning? How might special needs and exceptionalities affect a person?

5 How are terms helpful in dealing with special needs students? What are some factors in teaching English Language Learners? How is social and emotional development of a child encouraged? (CDA 1) What strategies effectively assist children with learning and practicing acceptable behaviors? ( CDA 1) What are the observation tools and protocols? (CDA 1) Anchor Text The Child Development Associate National Credentialing Program and CDA Competency Standards. Preschool Edition. The Council for Professional Recognition, Informational Texts (3-5) Gardner s Multiple Intelligences. Different Learning Styles in Education. Helping Children with Learning Disabilities. Career and Life Skills Student will participate in the field experience, observing, assisting, and teaching in an assigned classroom with a teacher. (La Vida) Compile samples, pictures, and materials to add to their portfolio. Suggested Writing Assessments Students will add to their on-going career portfolio Resources (websites, Blackboard, documents, etc.) Ancillary textbook materials. Suggested Time Frame: 10 Weeks

6 Content Area: Child Development IV Grade 12 Unit Plan Title: Application and Instruction/Field Experience CCS Standard(s) Addressed 11-RST.1 11-RST.2 11-RST.4 11-RST.7 11-RST.9 SL.11.1 SL.11.2 L11.4 SL.11.6 WHST.1 WHST.4 WHST.5 WHST.6 WHST.7 WHST.8 WHST.9 WHST.10 Career & Technical Education J.(1) J(1) J.(1).3 ( J.(1) J.(1) J.(1) J.(1) J.(1) J.(1) J.(1) J.(1).14 Essential Questions How can students combine all that they learned about the learner, school, teacher, and the art of teaching to assist a model teacher in the classroom? How are positive and productive relationships fostered with families of students? ( CDA ll) How is quality childcare services promoted? ( CDA ll) What are observation tools and protocols? ( CDA ll) Anchor Text The Child Development Associate National Credentialing Program and CDA Competency Standards. Preschool Edition. The Council for Professional Recognition, 2013.

7 Informational Texts (3-5) Advice for a New Preschool Teacher. Observation- Child Care Exchange. What to expect in Preschool: The Classroom. Teaching Our Youngest- United States Department of education. Career and Life Skills Student will participate in the field experience, observing, assisting, and teaching in an assigned classroom with a teacher. (La Vida) Compile samples, pictures, and materials to add to their portfolio. Suggested Writing Assessments Students will complete daily journals of experiences and activities in the classroom. Students will complete lesson plans format for lessons to be used in the classroom. Write an essay about the best and worst experience during field work. Present a lesson. Students will add to their on-going career portfolio Resources (websites, Blackboard, documents, etc.) Ancillary textbook materials. Suggested Time Frame: 10 Weeks

8 Content Area: Child Development IV Grade 12 Unit Plan Title: Structure and Governance CCS Standard(s) Addressed 11-RST.1 11-RST.2 11-RST.4 11-RST.7 11-RST.9 SL.11.1 SL.11.2 L11.4 SL.11.2 SL.11.6 WHST.1 WHST.4 WHST.5 WHST.6 WHST.7 WHST.8 WHST.9 WHST.10 Career & Technical Education J.(1) J(1) J.(1).3 ( J.(1) J.(1) J.(1) J.(1) J.(1) J.(1) J.(1) J.(1).14 Essential Questions What are the New Jersey Department of Education Preschool Teaching and Learning Standards? What are the New Jersey Department of Education Preschool Program Implementation Guidelines? What are observation tools and protocols? ( CDA ll)

9 Anchor Text The Child Development Associate National Credentialing Program and CDA Competency Standards. Preschool Edition. The Council for Professional Recognition, Informational Texts (3-5) State Departments of Education-Role and Function, Vocational education. Role of the Federal Government In Public Education: Where Are We Now And the Impact Upon Early Childhood Education. Career and Life Skills Student will participate in the field experience, observing, assisting, and teaching in an assigned classroom with a teacher. (La Vida) Compile samples, pictures, and materials to add to their portfolio. Suggested Writing Assessments Students will be assigned a learning standard, from the NJDOE Preschool Teaching and Learning Standard, and conduct an independent research project and write a lesson plan. Students will be assigned an element, from the New Jersey Preschool Program Implementation Guidelines, write a research paper and create an oral presentation. Resources (websites, Blackboard, documents, etc.) N.J.A.C. 6A:13A Elements of High Quality Preschool Programs Ancillary textbook materials. Suggested Time Frame: 10 Weeks

10 VI. Scope and Sequence I=Introduction Direction=Direct instruction R=Reinforcement * Flexible scheduling based classroom needs and availability Grade 12 Objectives Health and Safety Explain the importance of sanitary control in early childhood I R R DR programs List steps for controlling the spread of foodborne and blood borne I R R DR illnesses Explain the importance of first aid and CPR training I R R DR Explain how to care for children who become ill I R R DR Identify common illnesses and diseases of early childhood I R R DR List objectives for maintaining a safe environment for children I R R DR Understand the importance of having evacuation drills I R R DR Experience the Learner/Awareness and Reflection Explain how interests, abilities, and values affect career choices I R R DR Summarize ways to promote a positive self-concept I R R DR Explain some elements of self-esteem I R R DR Identify the connection between self-esteem and academic achievement Summarize the importance of finding balance amongst family, work and community roles Create a bibliography of children s books reflective of addressing self-concept and self-esteem concerns Learning Styles and Needs I R R DR I R R DR Explore the cause and effect brain specialization and learning ID DR Explain memory retention and learning I DR Explained learned helpless and how it is developed I DR Apply tools for observation and proper protocol. IR DR DR DR Explore how hemispheric preferences are a matter of learning styles IR DR Create rehearsal techniques to reinforce cognitive concept retention I IR DR DR Describe terms associated with the classification for special needs IR IR DR ID R

11 Structure and Governance Research State of New Jersey standards for Preschool Teaching Create a pamphlet reflective New Jersey Preschool Learning Standards Describe the role of NJ government in monitoring preschools Research implementations procedures and guidelines for NJ preschools Create an original reference guide for a preschool/daycare program Explain the role of local and state governance in the policy making of education DR DR DR DR DR I Field and Practical Experiences Develop a career focused professional portfolio IR DR Apply skills needed to develop and implementing lesson plans with ID DR DR DR group of preschool age children Assist lead teachers is the preparation of creating lesson plan ID DR DR DR Support lead teacher while working with group of preschool age ID DR DR DR children Facilitate meaningful discussion while working with children ID DR DR DR Supervise children while completing projects and playtime ID DR DR DR Interact with children ages infant-preschool in daycare setting ID DR DR DR Take initiative at daycare center while working with young children ID DR DR DR Assist daycare teachers in whatever tasks are asked of them ID DR DR DR Record anecdotal records of preschool age child ID DR DR DR Collaborate in small groups to create appropriate classroom decor ID DR DR DR Learn how to communicate and implement ideas with all peers ID DR DR DR Work cohesively to complete tasks in timely fashion ID DR DR DR Develop a Child Development Association (CDA) professional portfolio IR DR

12 VII. Methods of Student Evaluation (Including assessment and evaluation) Assessment- Assessment can be divided into two general categories formal (graded) and informal/classroom-based (ungraded). The key to effectively assessing your students mastery of skills is to match the assessment method to the learning objectives. Some of the more common types of formal assessments include: Multiple-choice exam Essays Short-answer or problem solving exam Research paper Performance based (lesson planning and delivery) Oral Presentations Comprehensive Portfolios Some of the more common types of informal assessments include, but are not limited to: Minute Essays at the end of a class, students take five minutes to write about what they have learned, and how it relates to a learning objective. Peer Teaching after a short lecture about a new concept, students work in pairs and explain the concept to one another. Questioning Time students are given an index card and asked to record two questions they have about the material covered in lecture that day/week. Allow time in the next class period to respond to some of the more common questions. Five Minute Quiz at the beginning of class, students will be given one or two questions of materials previously taught. Discuss answers and do a show of hands to see how many understand the concepts. BlackBoard Power Point, Prezi, Glogsters, Blogs, Wikis and any additional multi-media presentation options available. Evaluation During each marking period, a combination of the following methods will be used to evaluate each student s performance. Class Participation Cooperative Learning activities Creative Assignments Informal Writing Homework and class assignments Portfolio Quizzes Reports and Presentations Research Papers

13 Unit Tests Various speaking and listening assessments. VIII. Instructional Strategies Based on Instructional Goals (Applying Universal Design for Learning) Instructional strategies commonly utilized: Engaging in discussion Listening and speaking activities Role playing Watching and responding to Media Brainstorming Participating in small and large groups Research and reporting Learning centers Answering questions (oral/written) Summarizing Debating Conferring Interviewing Reading aloud to young children Creating lesson plans using New Jersey Common Core Standards Note taking Writing Portfolio Learning Styles - There are three main types of learning styles: auditory (hearing), visual (seeing), and kinesthetic (touching). Most people learn best through a combination of the three types of learning styles, but every student is different. In Order to accommodate different learning styles among students, various types of classroom activities will be utilized. Optimal teaching approaches will include a variety of methods; the methods will vary from day to day and may be individual or collaborative efforts.

14 Child Development IV IX. PROFICIENCIES Students will: 1. Be prepared to work in various child care positions such as: pre-school teacher, teacher s assistant, home day care provider or choose to further their education in teaching (early childhood education and/or special education), program directors, child psychologist, social worker, child life specialist or pediatric care. 2. Illustrate the fundamental skills practiced by an early childhood worker, social work professionals and/or psychologist. 3. Conduct independent research and prepare a report on the New Jersey Department of Education Guidelines for Preschool. 4. Clearly explain and identify the similarities and differences between the major education theorists. 5. Be able to apply theory to practice. 6. Explain the curriculum development process, cite the importance of assessment in curriculum planning, understand and explain the various types of curriculum in use today, and illustrate the use of themes as a basis for planning curriculum 7. Explain how art experiences promote physical, social, emotional and cognitive growth 8. Describe methods for identifying and working with special needs that may be encountered in the early childhood program 9. Complete developmentally and age appropriate lesson plan following set guidelines 10. Learn how to communicate ideas with all peers 11. Learn how to interact with peers in varied groupings 12. Work cohesively to complete tasks in timely fashion 13. Utilize appropriate multi-media technology in order to give oral presentations of various lengths and types. 14. Demonstrate his/her listening abilities in various speaking situations. 15. Make proper use of print and non-print sources, including on-line. 16. Employ an organized, systematic method for taking notes. 17. Demonstrate his/her listening abilities in various speaking situations. 18. Collaborate by sharing ideas, examples, and insights, productively and respectfully in informal conversation/discussion 19. Develop a writings with a clear sense of cohesion.

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