Tech Prep Articulation North Central Missouri College Child Development Tech Prep Education:

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1 Child Development Tech Prep Education: Tech Prep education in Missouri is an articulated two-year secondary and two or more year post-secondary education program which: Criteria for Articulation integrates academic and vocational technical instruction which utilizes work based and work site learning where appropriate builds student competence in mathematics, science, reading, writing, communications, economics and workplace skills through contextual academics and integrated instruction in a coherent nonduplicative sequential course of study provides technical preparation in at least one of the following: Arts & Communications Business, Management & Technology Health Services Leads to completion of an associate or a baccalaureate degree, post secondary certificate, or two or more year apprenticeship program in a specific career field. Leads to placement in a related employment or to further education. Student must enroll at NCMC within 15 months of high school graduation. Industrial & Engineering Technology Natural Resources & Agriculture Human Services Student must complete 12 credit hours at NCMC and six of these hours must be in any NCMC vocational program of study. Student must have earned a 2.0 ("C") grade point average in these 12 hours. Tech Prep articulated credit is designed to assist students in obtaining an Associate of Applied Science degree at NCMC. It will transfer toward Bachelors of Technology degree. It may transfer toward other baccalaureate degrees if it is part of an Associate of Arts degree. Articulation Guidelines Specific to Health Services/Human Services/Education & Training: Revisions to the Child Development programs at NCMC will take effect the Fall 2009 semester. All Child Development articulation agreements completed prior to August 2008 need to be updated in order to sequence the articulated credit with the newly revised programs. Articulation of credit is determined by comparing competencies with Junior and Senior level high school Child Development courses with competencies from NCMC Child Development courses. --In most cases - 1 high school course will articulate as 1 NCMC course. example high school course NCMC course Child Growth and Development articulates as CD112 Child Growth & Devel --However multiple high school classes can be used to articulate credit to one NCMC course. --A total of three, six or nine credit hours may be articulated with most high school programs. A new articulation agreement should be developed every two years or when a major change happens in either the high school or NCMC program.

2 Health, Human and Education/Training Career Pathway High School NCMC College or University plus plus CAREER advanced course AAS Child Development Child Development Bachelor of Applied Science Early Childhood advanced course or CAREER Child Development AA Transfer Degree Bachelor of Science advanced course Child Development Teacher Education advanced course Child Development High School Courses NCMC Degree Programs Baccalaureate Degrees Programs Transferability of Tech Prep articulated credit toward Bachelor of Science degrees varies by institution and degree program.

3 NCMC Child Development Course(s) CD Early Childhood Growth & Development Date High School Instructor High School - Junior & Senior Level Human Services Course(s) course 1 (if needed) course 2 High School Evaluation 1 - Highly Comprehensive 2 - Moderately Comprehensive 3 - Introductory Coverage High School Degree of High School Competency Hours Spent Comprehension Identify Stages of Growth Observe age appropriateness Outline the development of childhood stages of growth Discuss differences - infant & toddler Discuss & identify - preschoolers Discuss & identify - school age children Identify Physical Development of Children Identify gross motor activities Identify fine motor activities Identify eye-hand activities Identify sensory development activities Identify the Cognitive-Intellectual Development of Children Examine the role of IQ Testing Identify age appropriate language development Observe a& explain reasoning patterns Identify & discuss the role of a child's imagination Identify Social Development of Children Observe the stages of play Identify factors affecting play Identify Emotional Development of children Observe & discuss trust Observe & discuss fear Observe & discuss confidence Observe & discuss pride Observe & discuss friendship Observe & discuss humor Identify the Effects of Social Values & Family Values on Child Growth Observe & identify effects of Social Values Observe & identify effects of Family Values Evaluation of Child Growth & Development at Age of Child Define the stages of physical growth for early childhood Define the intellectual cognitive growth patterns for early childhood Discuss the impact of social & emotional growth for early childhood Demonstrate an understanding of the growth & development of early childhood updated January,

4 NCMC Child Development Course(s) CD Professionalism in Early Childhood Date High School Instructor High School - Junior & Senior Level Human Services Course(s) course 1 (if needed) course 2 High School Evaluation 1 - Highly Comprehensive 2 - Moderately Comprehensive 3 - Introductory Coverage High School Degree of High School Competency Hours Spent Comprehension Understand how a home-provider partnership can promote the children's development & progress Occupation of parenting Role of the provider Acquire information about types of families today Traditional Nontraditional Single Extended Develope an understanding of Helping parents gain confidence in their parenting roles today Learn parent conference procedures & parent involvement ideas Advantages of parent involvement Tools of communication: face-to-face newsletters phone calls bulletin boards parent meetings social functions lending libraries Parent conference procedures Parent involvement Help parents become informed about community resources to assist families Community Resources: Family Special Needs Inclusion/public schools/first steps WIC Department of Health State programs resources Identify the purpose & types of observation assessments Observation: Purpose Types Procedures Guidelines 4

5 Recognize the advantages & disadvantages of various assessment tools Professional resource file/portfolio Complete a Professional Resource File or Portfolio in accordance with CDA requirements Competency Goal Statements Requirements Completion Autobiography Requirements Completion First Aid Certification Completion updated January,

6 NCMC Child Development Course(s) CD Early Childhood Administration & Management Date High School Instructor High School - Junior & Senior Level Human Services Course(s) course 1 (if needed) course 2 High School Evaluation 1 - Highly Comprehensive 2 - Moderately Comprehensive 3 - Introductory Coverage High School Degree of High School Competency Hours Spent Comprehension Recognize Quality issues in early childhood programs Become aware of Hiring issues and staff training issues Acquire program operation information Budget Food services Facility Contract Labor Insurance Volunteers Support Services Recruitment Make informed curriculum selection Creative center based-family day care at home-infant toddler-school age Montessori-High Scope-Project Construct Help children transition from program to program in an effective manner Family to provider Classroom to classroom Center to kindergarten Understand laws & liability issues concerning early childhood programs Maintain a commitment to professionalism Organizations Publications Handling stress Legislative issues In service opportunities Evaluations of program Self Peer Director Staff Explain "Core Competencies for Early Care and Education Professionals" document updated January

7 NCMC Child Development Course(s) CD Intro to Early Childhood Education Date High School Instructor High School - Junior & Senior Level Education & Training Course(s) course 1 (if needed) course 2 High School Evaluation 1 - Highly Comprehensive 2 - Moderately Comprehensive 3 - Introductory Coverage High School Degree of High School Competency Hours Spent Comprehension The Field of Early Childhood Education Identify major historical figures in ECE Outline the development of ECE as it is today Describe the different types of early childhood programs Explain current trends in ECE Observation Defend the need for observation of young children Contrast the process of "seeing" & "observing" Describe the 3 parts of the observation process Explain the 3 "don'ts" of observing Demonstrate the use of observation & recording methods The Teacher of Young Children Explain the role of the teacher in ECE Assess the effect of a teacher's preference/bias/prejudice on children Examine yourself in regard to bias/prejudice Compare the teacher as a professional and as a private person The Child Explain developmental ranges Identify the dangers of classifying children's development Analyze the effect of diversity on children Demonstrate an understanding of different types of diversity in children & what causes them Identify strategies for helping children with special needs Defend the necessity for Anti Bias Curriculum Demonstrate an understanding of Anti Bias Curriculum Developmental & Learning Theories Explain the Psychodynamic Theory of development Explain the Behaviorist Theory of development Explain the Constructivist Theory of development Evaluate the importance of Piaget's theories to ECE Apply the major developmental theories to teaching young children Behavior Justify the goal of guiding children's behavior Analyze the balance needed between teacher controlled & child controlled behavior Formulate methods to help children develop autonomy 7

8 Demonstrate the ability to appropriately use I messages Defend using positive language with children Explain Dreikurs' model of guiding children's behavior Discuss current brain development studies Describe 3 techniques for successfully guiding behavior Parent/Community Involvement Explain the movement in the US from an Agrarian based economy to an information/services based economy and the effects of this change on ECE Describe the current family structure in the US and how this effects the teacher of young children Demonstrate an understanding of techniques to involve parents in their child(ren)'s education Explain strategies for improving communication with parents Define advocacy & demonstrate an understanding of how it relates to ECE The Learning Environment Explain the components of the Physical Environment Assess the indoor & outdoor physical environments for young children Explain the components of the Temporal Environment Assess the temporal environment for young children Explain the components of the Interpersonal Environment Assess the interpersonal environment for young children Curriculum Justify the importance of play in an early childhood curriculum Explain developmentally appropriate practices Describe a Montessori based school for young children Describe the Constructivist classroom Describe Congitively Oriented Curriculum Describe the curriculum used in Reggio Emilia, Italy Describe the Project Construct curriculum Formulate a developmentally appropriate curriculum to address a child's physical motor development Formulate a developmentally appropriate curriculum to address a child's cognitive & language development Formulate a developmentally appropriate curriculum to address a child's emotional, social, & creative growth Evaluate a curriculum in regard to meeting the needs of the whole child Evaluation Explain six successful tools for evaluating children Assess the appropriateness of standardized testing of young children Explain techniques to evaluate the teacher of young children Define formative & summative evaluation Describe techniques to evaluate the quality of an ECE program From Knowledge to Practice Explain child centered teaching Demonstrate & understanding of reflecting in action updated January,

9 NCMC Child Development Course(s) CD Health, Safety & Nutrition for the Young Child Date High School Instructor High School - Junior & Senior Level Health Services Course(s) course 1 (if needed) course 2 High School Evaluation 1 - Highly Comprehensive 2 - Moderately Comprehensive 3 - Introductory Coverage High School Degree of High School Competency Hours Spent Comprehension Course Overview Describe the interrelationship of health, safety and nutrition Describe health promotion Describe three ways caregivers can protect the health, safety, & nutrition of young children Health Appraisals Assess child's health status Meet health requirements (child care workers) Explain the relationship between health and learning List four courses for gathering information about a child's health Compose five health policies appropriate for children & adults in a child care setting Conditions Affecting Children's Health Describe seven chronic conditions that affect children's health Identify the caregiver's role in dealing with chronic health problems Infectious Process Identify symptoms of common communicable childhood diseases List childhood immunizations & their appropriate schedules List three factors essential for an infection to be communicable List four control measures to reduce the spread of communicable illness Take oral & axillary temperatures successfully Creating a Safe Environment Demonstrate procedures for first aid Demonstrate infant and child CPR Demonstrate infant and child Heimlich Maneuvers Describe ways of making a child's environment safe Provide & maintain safety indoors & outdoors Arrange physical space & equipment to ensure safety Describe procedures for reporting child abuse & neglect Describe signs & symptoms of child abuse & neglect Plan hands on experiences for young children which focus on health, safety & nutrition Nutrition for the Young Child State nutrient strengths & weaknesses for each of the Basic Four Food Groups Plan & prepare nutritious meals & snacks 9

10 Identify appropriate ages at which to introduce semi-solid & solid foods to infants & toddlers List the major responsibilities of the caregiver in feeding toddlers Describe serving sizes for toddlers & preschoolers State aspects of personal hygiene that relate to food safety Describe proper ways to store and prepare foods Describe ways to lower food costs updated January

11 NCMC Child Development Course(s) CD Child Care Observation Date High School Instructor High School - Junior & Senior Level Education & Training Course(s) course 1 (if needed) course 2 High School Evaluation 1 - Highly Comprehensive 2 - Moderately Comprehensive 3 - Introductory Coverage High School Degree of High School Competency Hours Spent Comprehension Describe The Learning Environment And General Curriculum Observe students in the childcare environment Identify aspects of the childcare location Draw & focus on child activity areas Draw & explain teaching areas Describe The Physical Development Of The Children Being Observed Observe & record the physical development Observe & record ages of children being observed Describe The Cognitive Development Of The Children Being Observed Observe & record the cognitive development of children Describe The Communication Development Of The Children Being Observed Observe & record how children communicate with others & with teachers in the childcare setting Observe & record play activities using communication Observe & record learning activities using communication Describe The Social Development Of The Children Being Observed Observe & record social interactions of children Describe The Creative Development Of The Children Being Observed Observe & record the creative development of children being observed Identify the methods of classroom management Observe & record classroom management of the teacher Observe & record apparent teacher preparation Evaluation Based on recorded observations in the early childhood settings apply the data through a research paper or project Compare observations with Missouri Preschool Standards to evaluate what goals are being met updated January

12 NCMC Health Services Course(s) AH First Aid & Emergency Procedures Date High School Instructor High School - Junior & Senior Level Health Services Course(s) course 1 (if needed) course 2 High School Evaluation 1 - Highly Comprehensive 2 - Moderately Comprehensive 3 - Introductory Coverage High School Degree of High School Competency Hours Spent Comprehension Temperature Ask the patient if he/she had anything to smoke or drink in the last 15 minutes. Ask the patient not to bite down on the thermometer and try to breathe through the nose. Insert the thermometer in the sheath covering. Insert the thermometer under the tongue or in the appropriate site. Wait the allotted time according to the equipment. After 3 minutes or allotted time, remove the thermometer and note the result. Document the temperature. Wash hands. Blood Pressure, Pulse and Respiration Perform hand washing Vitals will be more accurate if the patient is sitting with legs uncrossed Instruct the patient about the procedure Take the patient's pulse Gently compress the radial artery against the radius with tips of the first 2 or 3 fingers. Be sure to feel the pulse. Count for 1 full minute While counting, remember to assess the rhythm and strength of the pulse for documentation Obtain a respiratory rate Count each rise and fall of the chest for 1 minute Document the pulse and respiratory rate Check your stethoscope to make sure you hear audible sounds Place the diaphragm of the stethoscope on the artery firmly enough to seal but lightly enough to avoid obliterating the artery Close the valve with your thumb using a right turn motion Squeeze bulb and inflate cuff in a rapid smooth motion Open the valve just slightly to deflate the cuff at about 2 mm per second watching the gauge and listening for the distinct sound. Remember this number. This is the systolic reading Continue listening until the last distinct sound appears. Remember this number. This is the diastolic reading Open the valve and deflate the cuff all the way. Remove the cuff Document Findings Wash your hands Patient Transfer 12

13 Use proper body mechanics when lifting using knees When transferring a patient from a bed to a chair make sure and keep your legs at least shoulder length apart for a wide base. Try and have a gait belt around patient. Using your hands hold onto the gait belt and let the patient know what you are doing Count to a number together with the patient Stand the patient up at the side of the bed standing in that position for several seconds. Then instruct the patient to rotate to their right or left After your patient has gotten into position then have them reach back for the chair and sit. Transfer patient from chair to bed in reverse of listed above Position a patient in the recovery position, placing them on their side Move a patient up in bed with a draw sheet Unit 1 Explain what first Aid is Describe your responsibility and possible risk when giving First Aid Explain what universal precautions are and how they will be used on the scene Describe 2 diseases that universal precautions may prevent Show the correct way to remove protective gloves Tell what you should do if you are exposed to blood or body fluids Describe how an unresponsive victim behaves Show how to check if a victim is breathing Tell how to look for bleeding Discuss the importance of confidentiality Unit 2 Tell how to recognize when someone is having a breathing problem Describe the signs of choking Show how you would perform the Heimlich with CPR Tell the signs of a bad allergic reaction Show how you would use and epi pen Describe the possible signs/symptoms of a heart attack Describe first aid for a victim having hear attack Describe the first actions for fainting Describe the signs of low blood sugar Describe the first aid action for low blood sugar in a diabetic Describe the signs of stroke Describe the first aid actions for stroke Tell the 4 causes of seizures Describe how someone may act when having a seizure Describe first aid actions for someone having a seizure Unit 3 Describe why it is important to stop bleeding quickly List the first aid actions for bleeding you can see Tell how to stop bleeding from the nose and mouth Describe the first aid for an amputated part of the body Tell what shock is Describe the signs of shock Explain the first aid actions for shock Describe the action for suspected internal bleeding Tell 6 signs of a head injury Show how to open the airway of an unresponsive victim with a head or neck injury Describe the first aid actions for injuries to the joints and muscles Show how to apply ice to an injured joint List the first aid actions for burns caused by heat List the first aid actions for a victim of electrocution 13

14 Unit 4 Name the 2 links in the American Heart Association adult Chain of Survival Tell how to check whether a victim is breathing Tell what to look for when you check for signs of circulation Have completed the AHA section on CPR Describe the first aid actions for: -a human bite -snake bite - insect sting -spider bite -scorpion sting Describe how to remove a tick Describe the difference in hypothermia and frostbite Explain the first aid actions for frostbite Explain the first aid actions for hypothermia Describe the signs of heat stroke List the first aid actions for a heat-related emergency Recognize the signs of poisoning Describe the first aid actions for poisoning Childbirth Get equipment ready for delivery Describe the first aid role during delivery Know first aid actions after delivery Know the normal vital signs for newborn Poisoning, Substance Abuse & Misuse Overview of poisoning Preventing of poisoning Swallowed poisons Inhaled poisons Poison ivy, oak, and sumac Substance abuse prevention Misuse and overdose Intoxication Medication overdose Drug abuse Remote Location First Aid Situations that delay help Special care to provide when help is delayed Sheltering victim Rescuing and moving victims Behavioral Emergencies Depression Abuse Suicide updated January