Family and Consumer Science Certified Child Care Co-op/ Gateway Practicum I Syllabus School District of Wilmot Union High School

Transcription

1 Family and Consumer Science Certified Child Care Co-op/ Gateway Practicum I Syllabus School District of Wilmot Union High School Instructor: Diane Cooper: cooperd@wilmoths.k12.wi.us Phone: (262) ext. 193 or 196 DRAFT Curriculum Area: Family and Consumer Science Length of Course: 1 Year Course Title: Child Care Co-op (CCT) Status of Course: Ongoing Prerequisite(s): Senior Status Child Development & ACCT Certificate Enrolled in CCT Co-op District Adopted Materials: Working with Young Children by Judy Herr Wisconsin dpi Skill Standards Supplemental Materials: Current Child Development Resource Books Appropriate planning and activity guides preschool curriculum Magazines Videos PPT s Web Research Child Care Centers Field Trips Speakers FCCLA Involvement Course Description and Purpose: Students will learn the skills to earn a child care teacher certificate from the state of Wisconsin. They will plan and conduct educational experiences for preschool children. Throughout the year, students are required to work 80 (6 hours/day) full-time or 120 days half time (4 hours/day) and/or the summer previous to the start of the Senior year and the summer following the Senior year to August 30 th : in a child care center with children. Students will experience the work environment and grow individually through employability and child care career skills learned. Students participating in the course will benefit from: On the job experience and training in the real world. Job pay Feelings of independence and self-reliance, which come with working.

2 Motivation to continue to learn in school. A co-op student has a better connection between in-school and learning and work requirements. Documented employability employer s performance evaluations and letters of recommendation can be placed in the student s portfolio. A Wisconsin state skills certificate (CCT) & Employability Skills certificate may also be achieved. Expected Student Results: At the end of the course the student will be able to: FCS National Standards: FACS.EEC Determine the roles and functions of individuals engaged in early childhood, education, and services. FACS.EEC Explore opportunities for employment and entrepreneurial endeavors. FACS.EEC Examine education and training requirements and opportunities for career paths in early childhood, education, and services. FACS.EEC Examine child development theories and their implications for educational and childcare practices. FACS.EEC Determine a variety of assessment methods to observe and interpret children s growth and development. FACS.EEC Determine special needs of children. FACS.EEC Examine a variety of curriculum and instructional models. FACS.EEC Implement learning activities in all curriculum areas that meet the developmental needs of children. FACS.EEC Arrange learning centers that provide for children s exploration, discovery, and development. FACS.EEC Establish activities, routines, and transitions. FACS.EEC Manage physical space to maintain a safe and healthy learning environment. FACS.EEC Apply safe and healthy practices that comply with state regulations FACS.EEC Provide safe and healthy meals and snacks. FACS.EEC Document symptoms of child abuse and neglect and use appropriate procedures to report suspected abuse or neglect to the designated authorities. FACS.EEC Implement basic health practices and prevention procedures for workers and children regarding childhood illness and communicable diseases. FACS.EEC Demonstrate security and safety procedures. FACS.EEC Establish developmentally appropriate guidelines for behavior. FACS.EEC Demonstrate problem-solving skills with children. FACS.EEC Demonstrate interpersonal skills that promote positive and productive relationships with children. FACS.EEC Implement strategies for constructive and supportive interactions between children and families. FACS.EEC Present information to parents regarding developmental issues and concerns related to children, FACS.EEC Apply professional ethical standards as accepted by the recognized professional organizations. FACS.EEC Implement federal, state, and local standards, policies, regulations and laws which impact children, families, and programs. FACS.EEC Demonstrate enthusiasm, initiative, and commitment to program goals and improvements. FCS Wisconsin CTE Standards: EC1.a: Investigate the necessity for and purpose of quality group care for young children. EC1.b: Apply theories of developmentally appropriate practice to classroom situations. 2

3 EC1.c: Cultivate positive relationships with children in a child care setting. EC1.d: Guide children in appropriate behaviors. EC1.e: Create and facilitate developmentally appropriate activities for a variety of child care curricular areas. EC1.f: Develop a career portfolio. EC1.g: Adhere to current United States Department of Agriculture Dietary Guidelines and Wisconsin state licensing regulations. EC1.h: Create a physically safe and emotionally secure environment for children, both inside and outside of the center according to the licensing regulations. EC1.i: Implement modifications to accommodate special needs. Related English/Language Arts Standards: C.12.1, C.12.2, C.12.3, D.12.1, D.12.2, E.12.2, E.12.3, F Related Social Studies Standards: A.12.8, A,12.9, A.12.10, A.12.11, A.12.12, C.12.1, C.12.2, D.12.1, D.12.4, E.12.1, E.12.2, E.12.3, E.12.4, E.12.5, E.12.6, E.12.12, E Related Technology Standards: A.12.1, A.12.3, A.12.4, B.12.2, B.12.3, C.12.1, C.12.2, D 12.1, D.12.2, D Course Outline: Semester 1 Employability Skills & CCT D.P. I. State Certification Unit Sequence and Performance Indicators (Timeline) I. Core Employability Competencies A. Basic Skills (1-2 weeks) 1. Locate, understand, and interpret written information in documents such as manuals, graphs and schedules 2. Communicates thoughts, ideas, information, and messages in writing; and creates appropriate documents 3. Performs basic computations, chooses appropriate math techniques 4. Receives, attends to, interprets, and responds to verbal messages and cues 5. Communicates orally and organizes ideas 6. Understands application processes, individual potential and develops personal career goals B. Personal/Interpersonal Skills (3 weeks) 1. Demonstrate integrity and honesty and chooses ethical courses of action 2. Serves clients/customers, working to satisfy customer s expectations 3. Participates as a member of a team, contributing to group efforts 4. Demonstrates leadership skills, including teaching skills to others 5. Works well with people from diverse backgrounds 6. Accepts criticism and applies suggestions for improvement 7. Identifies needs and communicates in an appropriate manner C. Thinking/Information Processing Skills (2 weeks) 1. Organizes, maintains, interprets and communicates information using computers and technology to aid the task 2. Recognizes problems and devises and implements a plan of action 3

4 3. Generates new ideas through creative thinking 4. Formulates decisions through specifying goals and constraints, generating alternatives, considering risks and evaluating and selecting the best option 5. Uses efficient learning techniques to acquire and apply new knowledge and skills D. Systems/Technology (2-3 weeks) 1. Knows how social, organizational and technological systems work and operates them effectively 2. Understands relationships among technological systems work and operates them effectively 3. Selects the appropriate tools or equipment for a task, including computers, internet and related technologies 4. Understands the function and the proper procedures for technologies related to a task 5. Prevents or troubleshoots problems with equipment, including computers and other technologies II. Child Care Competencies A. Introduction to Child Care Services (2 weeks) 1. Describes the necessity for and purpose of group care for young children 2. Describes the services that quality child care programs provide 3. Describes types of child care programs 4. Describes the typical staffing positions used in child care centers 5. Explains staff roles, responsibilities and qualifications of personnel within a child care center B. The Child Care Center Environment (3 weeks) 1. Identifies and applies state child care regulations relating to indoor and outdoor environments 2. Selects, organizes and validates space, equipment and materials according to age of children and group size 3. Selects and arranges equipment, materials and space for appropriate children s activities 4. Uses space, materials and routines as resources to construct an inviting, secure and safe environment, which encourages play, exploration and learning 5. Describes how the center s goals and philosophy are reflected in the child care environment 6. Applies safety principles used in supervising the physical space of a child care center 7. Provides a physically safe and emotionally secure environment for children both inside and outside the center Course Outline: Semester 2 C. The Children (3-4 weeks) 1, Arranges and encourages physical activities appropriate for the children 4

5 2. Assesses, through observation, cognitive development and emotional readiness for learning opportunities 3. Relates theories of child development to classroom situations 4. Demonstrates understanding and respect for each child s gender, family, race, language and culture 5. Describes the purposes of observation in early childhood settings 6. Develops skills in observing and recording developmental information about children 7. Modifies the environment to meet the changing abilities, needs and interests of children 8. Plans for and supports children s basic needs 9. Understands the stages of social/emotional development and helps children deal with issues D. Guiding Children (3 weeks) 1. Demonstrates a variety of techniques for positive guidance 2. Demonstrates developmentally appropriate behavior management skills 3. Understands and follows the center s guidelines and policies regarding children s behavior 4. Describes how parenting styles, family structure, cultural and economic background influence children 5. Plans daily schedules which meet developmentally appropriate needs of children and assures that each child receives individual attention 6. Provides consistent and simple routines 7. Plans and implements transitions from one activity to another with needed lead time and clear directions 8. Guides children in assuming responsibility for correct use and care of equipment and materials 9. Provides experiences which foster cooperation and respect for feelings and property of others 10. Provides opportunities and support for children to understand and use appropriate communication skills 11. Builds a trusting relationship with each child E. Classroom Activities/Curriculum (4 weeks) 1. Uses children s developmental stages, needs and interests to plan curriculum 2. Provides a variety of developmentally appropriate activities related to all areas of development 3. Selects and uses multi-cultural and anti-bias materials and experiences in curriculum 4. Plans, implements and evaluates developmentally appropriate activities for each curricular area 5. Writes daily and block plans for individual, small and large group activities 6. Provides a balance of child-selected and teacher-directed activities 5

6 7. Provides a variety of learning activities to accommodate various learning styles F. Occupational Relationships (1-2 weeks) 1. Develops and supports an open, friendly and cooperative relationship with each child s family 2. Encourages family involvement in the program 3. Supports the child s relationship with their family 4. Demonstrates an effective written and interpersonal communication strategies 5. Demonstrates an open, friendly, cooperative and supportive relationship with co-workers 6. Demonstrates a commitment to team functioning and development 7. Demonstrates and evaluates methods of conflict resolution 8. Utilizes available community and referral services G. Professional Development (2 weeks) 1. Models a positive attitude in the workplace 2. Identifies continuing education opportunities in child care 3. Identifies those state licensing rules for which the teacher has responsibility 4. Identifies child care resources; such as publications, organizations and suppliers 5. Explores networking opportunities to improve personal and professional competence 6. Explores child care issues at local, state and national levels 7. Practices standards of confidentiality 8. Seeks out instruction and guidance from supervisors 9. Follows personnel policies 10. Recognizes ways of dealing with stress in the work setting 11. Explains rights and responsibilities of employment under state, federal and labor laws 12. Practices time management techniques H. Food and Nutrition (1-2 weeks) 1. Models appropriate eating practices and manners during snacks and meals 2. Plans required menus using USDA guidelines, licensing requirements and age-appropriate foods 3. Plans and implements activities using food which encourages assistance from children 4. Describes food-borne illnesses and sanitation practices to prevent them 5. Demonstrates appropriate hand-washing 6. Uses sanitation practices to prevent food-borne illnesses I. Health and Safety (2 weeks) 1. Identifies first-aid procedures 6

7 2. Identifies CPR skills for children 3. Describes liability and safety precautions when transporting children 4. Describes status of children observation procedures related to arrival at facility 5. Identifies procedures to follow if a child becomes ill during the hours of operation 6. Demonstrates sanitary procedures with children including universal precautions 7. Recognizes and assists with the provisions of a safe indoor/outdoor child care environment 8. Practices appropriate supervision of children to ensure safety 9. Participates in evacuation and emergency plans 10. Adheres to child care licensing regulations concerning health and safety of children 11. Explains the use for forms required by licensing regulations 12. Identifies communicable diseases frequently seen in children and understands reporting procedures 13. Identifies ways to prevent communicable diseases in the childcare 14. Describes the proper procedure for storing and administering medication according to licensing regulations 15. Identifies appropriate protective behaviors to teach young children 16. Identifies appropriate methods used to teach children personal health and safety 17. Demonstrates safety procedures by staying alert to situations involving child-safety health hazards 18. Demonstrates safety rules within the center with children 19. Knows procedures required to report licensing violations 20. Recognizes child abuse and neglect 21. Understands legal responsibility to report neglect/abuse as a mandate reporter J. Special needs (2 weeks) 1. Knows laws PL94-142, PL and Chapter Identifies special needs laws affecting early childhood centers 3. Identifies misconceptions and attitudes society may have towards children with special needs 4. Identifies common disabilities in children 5. Explains the importance of early identification and intervention for children with special needs 6. Explains the referral process used for a child exhibiting developmental delays 7. Identifies resources and agencies in the community to aide and support teachers and parents of children with special needs Total: 36 weeks 7

8 Gateway Practicum I: Course number: R11 Credits: 3 Course Description: In this 3-credit practicum course you will learn about and apply the course competencies in an actual child care setting. Course Competencies: 1. Document children s behavior. 2. Explore the standards for quality early childhood education. 3. Explore strategies that support diversity and anti-bias perspective. 4. Implement activities developed by the co-op teacher/instructor. 5. Demonstrate professional behaviors. 6. Practice caregiving routines as curriculum. 7. Practice positive interpersonal skills with children and adults. 8. Analyze the guiding principles and the five developmental domains related to the WI Early Learning Standards; integrate the WI Early Learning Standards into the program s teaching cycle (ongoing assessment, planning and curriculum goals, and implementation); evaluate learning and assessment activities using the early standards for each individual child. Core Abilities: Gateway believes students need both technical knowledge and skills, core abilities in order to succeed in a career and in life. The following nine core abilities are the general attitudes and skills promoted and assessed in all Gateway programs; those followed by an asterisk are promoted and assessed in this course. 1. Act responsibly* 2. Communicate clearly & effectively* 4. Demonstrate essential mathematical skills 7. Think critically & creatively* 5. Develop job-seeking skills 3. Demonstrate essential computer skills* 6. Respect self and others as members of a diverse society* 8. Work cooperatively* 9. Value learning* Supplies and Equipment: You will be utilizing Teaching Strategies Gold online assessment system. Therefore, you will need access to a computer with an internet connection. You may use computers in the IT (library), during class sessions in the lab or your own computer. Expect that equipment may fail at times, so always have a backup plan. Gateway Drops, Withdrawals & Incompletes: You may drop or withdraw this Gateway course at any time up until the dates specified in the Semester Course Schedule by contacting Gateway registration. You will be administratively dropped between 2/02 and 2/08 if you do not attend all classes and submit at least 2 of the assignments prior to the last day to drop 2/01. The last day to withdraw from this class is 4/10. 8

9 An incomplete grade in this class is rarely an option. If unforeseen circumstances arise preventing your participation and successful completion of the class, you will need to drop or withdraw, depending upon how much time has elapsed from the beginning of the class. See late work policy under Gateway Attendance for additional information. Gateway Course Requirements: All assignments must be completed in Microsoft Word or through Teaching Strategies Gold. Due date for assignments are found in the calendar (week) section of this syllabus. Gateway Confidentiality: You will be asked to read and sign a Student Teacher Code of Ethics that includes the importance of maintaining confidentiality. You may only discuss children and families privately with your cooperating teacher at your practicum site or with your supervising instructor in the Practicum I class. You may not discuss programs or staff with anyone, except your cooperating or supervising instructor, and this needs to be done privately. Any violation of this confidentiality rule will result in immediate suspension from the practicum site and failure of the entire class. Gateway Attendance adult class component Students are expected to attend every class. Each assignment will be explained in class. If you miss a class, you will miss the instruction for that assignment, but you will still be responsible for the material covered during that class and submission of the assignments. See the instructor during listed office hours if you need help or have missed anything. Gateway Attendance Practicum Site You will be asked to read and sign a Student Teacher Attendance Policy. The Practicum experience is a total of 54 hours. You will be in attendance at your practicum site. You may schedule 1 day/week for 4 hours or 2 days/week for 2 hours each day. You will be expected to work in T.S Gold online 2 hours per week. You must document your time on an attendance log. If you have an unavoidable absence, you must call your placement site to let them know you are not coming and then make arrangements with your cooperating teacher to make up the time. Gateway Grading Procedures: Your Gateway grade will be determined by the points you earn on assignments and an evaluation by your cooperating teacher and your final grade is determined by the percentage of possible points earned. Assignment 1: 12 points Assignment 2: 12 points Assignment 3: 12 points Assignment 4: 12 points Assignment 5: 3 x 15 points Assignment 6: 3 x 15 points Assignment 7: 3 x 15 points Cooperating Teacher Evaluation: 100 points Assignment 8: 3 x 15 points Assignment 9: 12 points Assignment 10: 12 points Assignment 11: 12 points Assignment 12: 12 points Assignment 13: 12 points Assignment 14: 12 points Total: 400 Points Possible 9

10 Gateway Grading Scale: % A 74-77% C 90-94% A % C % B % D % B 64-67% D 80-84% B % D % C+ Disability Support Services Gateway Technical College provides a wide range of services that assist students who have documented disabilities. Racine: Contact Pam Herr , Elizabeth Mulhollon or Lisa Sadowski Gateway Topics and Assignments: Date Topic Assignment Week 1 Getting to know each other and the expectations for this course. The following assignments should be completed prior to the 1 st GTC class meeting: Read chapter 1 in The Power of Observation. Week 2 Week 3 Why observe? Attendance, Ethics & Confidentiality Collect placement information WI Model Early Learning Standards & its relationship to Teaching Strategies Gold. Explore T.S. Gold & review first observations. Assignment #1: Write 2 detailed observations of a person and 2 detailed observations of a place. Read, review and sign attendance policy and student teacher code of ethics. Be sure you understand confidentiality. Ask questions, if you do not understand confidentiality. Complete the placement information on Placement Preferences form. Due Monday - Week 2. Read pages (1-10) in WI Model Early Learning Standards. Take a look through the remainder of the book. Read pages i - xxvii in T. S. Gold. Look through the rest of the book. Assignment #2: Write (4) observations of a child under age 6. Due Monday Week 3. Read chapter 2 - The Power of Observation. Assignment #3: Write (4) observations of a child under 6 years. Due Monday Week 4. 10

11 Week 4 Practice objectivity & using descriptive language. The art of note taking. Assignment #4 Read chapter 3 - The Power of Observation Be sure you can successfully log in to T.S. Gold online. *Note: There is a cost for this online observation site. Due Wednesday Week 4. Week 5 Professionalism writing objective observations. Attendance policy & code of ethics. Assignment #5 Contact center director for orientation and arrange to meet with cooperating teacher. Identify (3) children to observe for the remainder of the placement. Obtain permission forms. Read chapter #4 - The Power of Observation. Due Monday Week 6. Week 6 Week 7 Recording behaviors during routines. The role of licensing rules in child care. Introduction to T.S. Gold: Objectives for Learning & Development Observe gross & fine motor development Extra credit: will be awarded if you complete the chart describing your placement classroom and experience, which includes physical class set-up, teachers, routines, transitions, and a brief description of 3 children present. Assignment #6 (4) Anecdotal records of a child during class routines. Read chapter #5 - The Power of Observation. Read pgs Physical Development in T.S. Gold. Read pgs Health & Physical in WMELS Development. Add your class in T.S. Gold online. Due Monday Week 7. Assignment #7 Read chapter #6 - The Power of Observation. Read pgs in T.S. Gold. Read pgs Social/Emotional Development in WMELS Development. Add (3) children to your class in T.S. Gold online. For each child write 4 anecdotal notes that document objectives 4, 5, or 6 (Gross Motor) and 2 anecdotal notes that document objective 7 Fine Motor. Due Monday Week 8. 11

12 Week 8 Week 9 Week 10 Observe social & emotional development Observe language development Observe cognitive development Assignment #8 Read chapter #7 - The Power of Observation. Read pgs Language Development in - T.S. Gold. Read pgs Literacy in - T.S. Gold. Read pgs Language Development & Communication in WMELS. For each child write (2) anecdotal notes that document objectives/dimensions: 1a, 1b, or 1c. Write (2) anecdotal notes that document objectives/dimensions 2a, 2b, 2c, or 2d and (2) anecdotal notes that document objectives/dimensions 3a or 3b. Due Monday Week 9. Assignment #9 Read pgs Cognitive Development in - T.S. Gold. Read pgs Mathematics in - T.S. Gold. Read pgs Approaches to Learning & Cognition & General Knowledge. For each child write (2) anecdotal notes that document objective 8a or 8b, (2) anecdotal notes that document 9a, 9b, 9c, or 9d and (2) anecdotal notes that document 10a or 10b. Due Monday Week 10. Assignment #10 Read pgs Science & Technology in - T.S. Gold. Read pgs The Arts in - T.S. Gold. Review Strategies section for each developmental area in - T.S. Gold. Week 11 Week 12 Week 13 Week 14 Plan & prepare activities For each child write (6) anecdotal notes that document 11a, 11b, 11c, 11d, 11e, 12a, 12b, 13, 14a, or 14b. Due Monday Week 11. Assignment #11 You will plan, implement and evaluate at least (3) of your activities, preferably (1) for each child. Consult with your cooperating teacher about the days/times you will do the activities with the children. Due Monday Week 12. Activity Planning Assignment #12 Plan, implement and evaluate an additional (3) activities, preferably (1) for each child. Due Monday Week 13. Activities Assignment #13 Presentations Extra credit points will be awarded for presentations. Final Grades Assignment #14 No late work accepted! The instructor may modify schedule and/or assignments based on student needs. 12

13 Major Assignments/Activities: Daily Work Working in Childcare Centers 480 hours Major Assessments: Meeting criteria established by Wisconsin Department of Public Instruction and Department of Health and Family Services, Division of Children and Family Services for Childcare Teacher Meeting criteria established with Gateway for the Transcription course credits Wilmot Grading Scale: see page #22 link below Diane Cooper 12/