Course Outcome Summary

Transcription

1 1 of 7 Wisconsin Indianhead Technical College Course Outcome Summary Course Information Description Instructional Level Total Credits 3.00 Total Hours This 3-credit course introduces you to the early childhood profession. Course competencies include: integrate strategies that support diversity and anti-bias perspectives; investigate the history of early childhood education; summarize types of early childhood education settings; identify the components of a quality early childhood education program; summarize responsibilities of early childhood education professionals; explore early childhood curriculum models, and analyze the principles of the WI Model Early Learning Standards. Associate Degree Types of Instruction Instruction Type Credits/Hours Presentation (Lecture/Demonstration/Discussion) 3/48 Course History Revised By Last Approval Date Andrea Schullo (andrea.schullo) 8/13/2013 Collegewide Outcomes 1. Communicate Effectively Status Active Summative 1.1. Oral Presentation 1.2. Written Product 1.1. Read for information gathering, appreciation, and enjoyment 1.2. Write clearly, concisely, and accurately in a variety of contexts and formats 1.3. Speak clearly, concisely, and accurately in a variety of contexts and formats 1.4. Practice active listening 2. Demonstrate Critical Thinking Skills Status Active Summative

2 2.1. Performance Demonstration 2.1. Analyze Situations 2.2. Evaluate Assumptions 2.3. Design Solutions Program Outcomes 1. ECE 1. Apply child development theory to practice Type TSA Status Active Summative 1.1. Practicum evaluations and/or portfolio assessment 1.1. you utilize developmental assessment information to inform practice 1.2. you correlate the relationship between play and learning 1.3. you summarize child development theories and best practices based on research 2. ECE 4. Use best practices in teaching and learning Type TSA Status Active Summative 2.1. Practicum evaluations and/or portfolio assessment 2.1. you plan and implement developmentally appropriate activities across domains 2.2. you provide culturally responsive materials and activities 2.3. you adapt activities to meet children's individual needs 2.4. you apply play-based curriculum 2.5. you use developmentally appropriate care giving routines as curriculum 2.6. you incorporate positive guidance techniques 2.7. you plan developmentally appropriate environments 3. ECE 5. Demonstrate professionalism Type TSA Status Active Summative 3.1. Practicum evaluations and/or portfolio assessment 3.1. you adhere to the NAEYC Code of Ethical Conduct 3.2. you adhere to professional workplace behaviors (i.e. attire, preparedness, confidentiality) 3.3. you advocate for the early childhood profession 3.4. you advocate for all children and families 3.5. you collaborate with others 3.6. you use reflective practices External Standards Title NAEYC - National Association for the Education of Young Children Version/Date 2010 Association Status Active Sponsoring Organization National Association for the Education of Young Children (NAYEC) Origin URL Description

3 The 2010 NAEYC Standards for Initial and Advanced Early Childhood Professional Preparation Programs provide the basis for accreditation from the NAEYC Commission on Early Childhood Associate Degree Accreditation or NAEYC recognition of baccalaureate and graduate programs as part of National Council for Accreditation of Teacher Education (NCATE) accreditation of schools, colleges, and departments of education. These standards are used across both NCATE and NAEYC accreditation systems and across associate, baccalaureate, and graduate degree levels. Target Standards NAEYC Standard 1: Promoting Child Development and Learning. Students prepared in early childhood degree programs use developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for all young children (including curriculum, interactions, teaching practices, and learning materials). NAEYC Standard 5: Using Content Knowledge to Build Meaningful Curriculum. Students prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. NAEYC Standard 6: Becoming a Professional. Students prepared in early childhood degree programs identify and conduct themselves as members of the early childhood profession. Title Version/Date Association Status Sponsoring Organization Origin URL Wisconsin Educator Standards - Teachers 6/19/2014 (website) Active Wisconsin Department of Public Instruction Copyright Information Copyright - DPI Website Use and Disclaimer All web pages and other files on the Wisconsin Department of Public Instruction (DPI) website are copyrighted by the DPI. The material is for the noncommercial use of the education and library communities and the general public. The fair use guidelines of the U.S. copyright statutes apply to all material on the DPI website. Photographs and graphics on the DPI website are either the property of the department or the agency holds a license to use and display the material. For copy or use of information on the DPI website that is outside of the fair use provisions of copyright law, please seek permission from the individual listed as responsible for the page or contact the department via the U.S. toll-free number listed on each page. If permission to reproduce or redistribute is granted, the following statement shall be included, "Reproduced with permission from the Wisconsin Department of Public Instruction, 125 South Webster Street, Madison, WI 53702; 800/ " As part of its mission, the Wisconsin Department of Public Instruction's website has links to many other websites. The department, however, is not responsible for the content of other sites nor should links to other sites be inferred as an endorsement of those sites. Please feel welcome to link to the Wisconsin Department of Public Instruction homepage or any other web pages on the DPI website. Although we cannot require it, as a courtesy please notify the individual listed as being responsible for the web page when creating a link. If you have any questions on using material on the DPI website or cannot identify the web page contact, please direct inquiries to webadmin@dpi.wi.gov. Description Teacher Standards To receive a license to teach in Wisconsin, an applicant shall complete an approved program and demonstrate

4 a proficient performance in the knowledge, skills, and dispositions under all of the teacher standards. Notes State Superintendent of Public Instruction Tony Evers, Department of Public Instruction 125 S. Webster Street P.O. Box 7841 Madison, WI (800) Target Standards WI Teacher Standard 1: Teachers know the subjects they are teaching. The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils. WI Teacher Standard 3: Teachers understand that children learn differently. The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities. WI Teacher Standard 6: Teachers communicate well. The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom. WI Teacher Standard 7: Teachers are able to plan different kinds of lessons. The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals. Course Competencies 1. Integrate strategies that support diversity and anti-bias perspectives 1.1. using written or oral activities as provided by the instructor 1.2. in a classroom or simulated environment 1.3. individually or in small groups Performance will be satisfactory when you: 1.1. follow the guidelines of Anti-Bias Education for Young Children and Ourselves" or a similar anti-bias resource 1.2. define anti-bias education and other relevant terms 1.3. describe the ways that early childhood programs have historically treated issues of human 1.4. identify the Anti-Bias Education approach on this continuum 1.a. Define anti-bias 1.b. Recognize the importance of an individual's cultural context 1.c. Recognize the ethical responsibilities inherent in working with diverse populations 2. Investigate the history of early childhood education 2.1. through oral or in written products 2.2. individually and in small groups 2.3. in the classroom Performance will be satisfactory when your investigation includes:

5 2.1. description of the origins of early childhood education 2.2. description of social trends that impact early childhood education 2.3. description of legislative acts that affect early childhood education 2.a. Trace the origins of early childhood education 2.b. Identify leaders of the early childhood profession, e.g. Froebel, Montessori, Dewey 2.c. Identify social trends that had an impact on early childhood education 2.d. Describe legislation that relates to early childhood education 3. Examine regulatory requirements for early childhood education programs in WI Domain Cognitive Level Evaluating Status Active 3.1. through oral or in written products 3.2. individually and in small groups 3.3. in the classroom Performance will be satisfactory when you identify: 3.1. group childcare regulatory requirements 3.2. family childcare (licensing, certification, provisional) regulatory requirements 4. Summarize types of early childhood education settings 4.1. through oral or in written products 4.2. individually and in small groups 4.3. in the classroom Performance will be satisfactory when your summary differentiates 4.1. between the variety of early childhood education settings 4.a. Describe the variety of early childhood education settings including family child care, in-home care, group child care, school-age child care, Head Start, preschool program, Birth-to-Three, Early Childhood Exceptional Needs (EEN), 3 and 4 year old (pre)kindergarten programs 4.b. Distinguish between group, family, group-family early childhood education settings 4.c. Differentiate between certified and licensed care 4.d. Differentiate between in-home child care providers including baby-sitter, au-pair, mother's helper, and nanny 4.e. Describe the variety of organizational structures of early childhood educational settings 5. Identify the components of a quality early childhood education program 5.1. through oral or in written products 5.2. individually and in small groups 5.3. in the classroom Performance will be satisfactory when you identify: 5.1. the purpose and framework of Developmentally Appropriate Practice (DAP) 5.2. the function of the accreditation bodies (i.e. NAEYC, NAFCC) and their standards 5.3. the purpose and framework of YoungStar quality criteria 5.4. the purpose and framework of Wisconsin Model Early Learning Standards (WMELS)

6 5.a. Identify Wisconsin's DHFS licensing rules for group and family child care centers 5.b. Identify the NAEYC core standards 5.c. Differentiate between state licensing requirements and accreditation standards 5.d. Define Developmentally Appropriate Practices (DAP) 5.e. Define the components of a quality learning environment 5.f. Define the components of a quality working environment 5.g. Describe the relationship between teacher education and quality care 5.h. Describe the relationship between director education and quality care 5.i. Define professional practices, i.e. professional benefits, staff development plans, educational ladder, etc. 6. Summarize responsibilities of early childhood education professionals 6.1. through oral or in written products 6.2. in the classroom 6.3. individually and in small groups Performance will be satisfactory when your summary includes: 6.1. legal responsibilities 6.2. roles of various job positions 6.3. ethical responsibilities as defined by NAEYC code of ethics 6.4. your professional role in the ECE field 6.5. advocacy for the ECE profession 6.a. Describe the personal qualities of an ECE professional, i.e. flexibility, physical/emotional health, critical thinking abilities, interpersonal skills, professional appearance 6.b. Describe the NAEYC Code of Ethics 6.c. Describe the core legal responsibilities of caring for children according to state licensing standards 6.d. Explain SIDS risk reduction strategies 6.e. Recognize various jobs within an early childhood programs 6.f. Differentiate between the job responsibilities of an assistant teacher, lead teacher, director and/or administrator 6.g. Identify other ECE careers opportunities besides teacher/administrator, i.e. state licenser, grant writer, ECE consultant 6.h. Recognize the importance of professional development, i.e. Registry, continuing education, and portfolio 6.i. Recognize the importance of advocacy in the ECE profession 7. Explore early childhood curriculum models 7.1. through oral or in written products 7.2. in the classroom 7.3. individually and in small groups Performance will be satisfactory when your exploration includes: 7.1. common developmentally appropriate practice components within a variety of curriculum models 7.a. Define key components of each ECE curricular model 7.b. Describe differences between the ECE curricular models

7 7.c. Explore the curriculum models of High Scope, Montessori, Reggio-Emilia, The Creative Curriculum, theme-based, eclectic approach, and other models