Western Wayne School District Planned Course. Days-Number 180 Grade(s) Or Check One ( ) Quarter Semester XXX Full Year

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1 Western Wayne School District Planned Course Course Name: Early Childhood Education I Days-Number 180 Grade(s) Or Check One ( ) Quarter Semester XXX Full Year Course Description: This course provides an in-depth study of early childhood education including related managerial skills, developmental theory and application. Students will observe, participate in and develop a variety of activities with infants, pre-school students and young children to enhance their development in all areas. Career preparation and job skills will be stressed, practiced and evaluated in laboratory situations. These situations will be based on use of Pre-K and Kindergarten classrooms. Students will also be learning through an on-site day care program. The course is designed for students planning a career in early childhood development and education. Meetings per Week: This class meets every day 180 classes. Occasional visits to Pre- K and Kindergarten classrooms will be required. Length of Each Session: 42 minutes per class plus additional lab time. Materials: Portfolio that the students will create. Text: Working With Young Children, Goodheart-Wilcox, 2008

2 Course Name: Early Childhood Education I Grade: Check one ( ) Quarter Semester _XXX_Full Year Time (Days) Western Wayne School District Planned Course Overview Standards Categories Evaluation(s) 1-6 Explain the roles and functions of individuals engaged in early childhood, education and services Analyze opportunities for employment and entrepreneurial endeavors Summarize education and training requirements and opportunities for career paths in early childhood, education & services Analyze the impact of early childhood, education and services occupations on local, state national & global economies Analyze the role of professional organizations in early childhood Analyze child development theories and their implications for educational and childcare practices Analyze cultural and environmental influences when assessing children s development Implement learning activities in all curriculum areas that meet the needs of children Arrange learning centers that provide for children s exploration, discovery and development Manage physical space to maintain a learning environment that is safe, healthy and encourages physical activity Demonstrate interpersonal skills that promote positive relationships with children Utilize opportunities for continuing training and education Implement federal, state and local standards, policies, regulations and Chapter 1 Working With Young Children

3 laws which impact children, families and programs Demonstrate enthusiasm, initiative and commitment to program goals and improvements Implement strategies for constructive and supportive interactions between children and families Apply professional ethical standards as accepted by the recognized professional organizations Apply business management skills to planning businesses in early childhood, education and services Create an employment portfolio for use with applying for internships and work-based learning opportunities in early childhood Apply a variety of assessment methods to observe and interpret children s growth and development Analyze children s developmental progress and summarize developmental issues and concerns Analyze strategies that promote children s growth and development. Chapter 2 Types of Early Childhood Programs Chapter 3 Observing Young Children: A Tool for Assessment Chapter 4 Child Development Principles & Theories

4 Apply safe and healthy practices that comply with state regulations Chapter Understanding and Teaching Children from Birth to Age Five Chapter 9 - Preparing the Classroom Environment Chapter 10 Selecting Toys, Equipment and Educational Materials Document symptoms of child abuse and neglect and use appropriate procedures to report suspected abuse or neglect to the designated authorities Demonstrate problem-solving skills with children Plan healthy meals and snacks Chapter 11 Promoting Children s Safety Chapter 12 Planning Nutritious Meals and Snacks Chapter 13 Guiding Children s Health

5 Implement basic health practices and prevention procedures regarding childhood illness and communicable disease Establish developmentally appropriate guidelines for behavior Chapter 15 Guidance Challenges Chapter 16 Establishing Classroom Limits Establish activities, routines and transitions Implement strategies to teach children health, safety and sanitation habits Demonstrate a variety of teaching methods to meet individual needs Chapter 17 Handling Daily Routines Chapters Guiding Content Area Instruction

6 of children Analyze a variety of curriculum and instructional models Analyze abilities and needs of children and their impact on children s growth and development Chapter 32 Involving Parents & Families Chapter 31 Guiding Children With Special Needs Chapter 33 Careers in Early Childhood Education

7 Western Wayne School District Unit Overview Course Name: Early Childhood Education I Grades: Focus Question: (This refers to the big question(s) or themes/units. Phrase as a question. What is the problem to be solved?) Time (Days) Essential Question What are the social and economic changes that have occurred in modern society that have precipitated an increase in the need for day care, preschool and other early education programs? What career opportunities exist in early childhood education and what education and training are needed to work with young children? What are some of the characteristics that make successful teachers? What are the various types of early childhood education facilities? How are they different in their philosophy and method of educational instruction and services that they provide? How should families go about choosing the right program for them? What characteristics should they look for? What are the indications of a successful program? How are various programs accredited? Who are the agencies and organizations that accredit pearly childhood programs? What criteria do they use? What are the purposes of assessment? How should a teacher choose among the types of assessments? What is the difference between initial and ongoing assessments? What guidelines should be followed when observing children? Evaluations(s) Chapter 1 Working With Young Children Chapter 2 Types of Early Childhood Programs Chapter 3 Observing Young Children: A Tool for Assessment

8 What are the areas and guiding principles of development? What are the development theories that can be used as a practical guide to early care and education? What is the physical, emotional, social and cognitive development that occurs from birth to age two, from two to three years old and from four to five years old? What practical teaching skills can be gained from understanding the development at each of these age groups? Chapter 4 Child Development Principles & Theories Chapter Understanding and Teaching Children from Birth to Age Five What are the basic activity areas and their functions in a classroom? What criteria should be considered when choosing play equipment, classroom furniture, color schemes toys and educational equipment? How should playground equipment, classroom furnishings and activity areas be organized? How do you report unsafe materials to the appropriate agencies? Why should toys and materials illustrate an appreciation for people of different cultures? What guidelines should be followed to promote children s safety? What procedures should exist in cases of fire, poisoning, child neglect and child abuse? What liability exists for the care center or school in various situations? Chapter 9 - Preparing the Classroom Environment Chapter 10 Selecting Toys, Equipment and Educational Materials Chapter 11 Promoting Children s Safety What are the goals of a good nutrition program? Why is a healthy diet important, especially at a younger age? Chapter 12 Planning Nutritious Meals

9 What are the food groups in MyPyramid and the main nutrients they supply? What are various ways the teacher or care provider can plan nutritious and appealing meals and snacks for children? What are the positive environmental factors that influence good health in children? How do you develop a workable health policy for a center or classroom? Explain the importance for controlling spread of food-borne illness, for maintaining sanitary conditions, for knowing first aide, and caring for children who are injured or become ill. What are the situations and feelings that cause tension in children? What are the resulting behavior problems that result from tension. How can care staff and teachers guide children to learn appropriate socialemotional skills? What family situations can cause behavior issues and tension in children and what is the teacher s role and responsibilities? What are classroom limits and what are the reasons for having them in place? How does the teacher or care provider set and administer classroom limits? What are helpful limits for specific classroom areas and activities? What is the importance of setting a daily routine for young children and what are useful guidelines for the teacher or care provider to follow when creating them? What procedures are useful for guiding children through dressing/undressing, eating, napping, toileting and clean-up? What is the purpose of a transition technique and how can they be utilized and Snacks Chapter 13 Guiding Children s Health Chapter 15 Guidance Challenges Chapter 16 Establishing Classroom Limits Chapter 17 Handling Daily Routines

10 by the teacher or care provider when moving between activities? What are various techniques for creating interesting lessons in various content areas? How should a teacher or care provider tie-in levels of development to their lesson plans? What is the usefulness of incorporating technology into the lessons and when and how should a teacher or care provider do so? What are the advantages and disadvantages of involving parents in various ways in the care center or classroom? What are the best methods to involve parents? How does a care provider or teacher write a letter to parents, design a newsletter, conduct a parent-teacher conference and recruit parents to become involved? In what ways can the care provider or teacher contribute to an IEP. What teaching strategies and learning objectives should a teacher employ for children with special needs, including gifted students? What are methods for identifying special needs in a classroom and what routes exist for reporting them? What steps should people interested in working with young children pursue to obtain a career in that field, including education and job-seeking skills. What are the components of a teaching portfolio and how should it be compiled? What are the steps to a successful interview in the education field? Chapters Guiding Content Area Instruction Chapter 32 Involving Parents & Families Chapter 31 Guiding Children With Special Needs Chapter 33 Careers in Early Childhood Education

11 Western Wayne School District Curriculum Map Grade Level: Marking Period: 1-4 Instructional Time: 42 minutes/day Days of Instruction Instructional Programming (content/method) Evaluation 1-6 Students will read chapter 1 aloud and discuss key components. Students will conduct computer research on one of the early childhood careers. Students will create a group bulletin board (by cafeteria) on early childhood careers. Students will interview high school teachers on use of time in and out of school for school-related work. activities and homework assignments. Students will take the Chapter 1 quiz Students will read Chapter 2 aloud and discuss key components. Students will conduct research on teaching codes of ethical conduct and report to the class. Students will research the Pennsylvania licensing standards for child care centers and write a summary. Students will write an introductory letter to parents of prospective students. Students will research the NAYEC for child center accreditation requirements and make a poster of their findings. Students will take the Chapter 2 exam Students will read Chapter 3 aloud and discuss key components. Students will create a sample observation/data form. Students will conduct first observation (and use their observation/data form) to track students.

12 Students will complete various chapter reinforcement worksheets as drill, classwork Students will take the Chapter 3 Exam Students will read Chapter 4 aloud and discuss key components. Students will complete questionaires on the various theorists reviewed in class. Students will take a field trip to a day care center and early childhood education program at university. Students will research and create an individual bulletin board on a selected child development theorist. Students will take the Chapter 4 Exam. Students will read Chapter 5 aloud and discuss key components. Students will research parenting magazines for article on cognitive development and complete current event worksheet questions on article. Students will watch Steps and Stages video and answer video worksheet. Students will read Chapter 6 aloud and discuss key components. Students will create a math and a language arts activity for pre-school children Students will conduct an observation and use their prepared activities. Students will conduct computer research on current issues in emotional development of 2-3 year olds and complete an Article Summary handout. Students will report their work to the class. Students will read Chapter 7 aloud and discuss key components. Students will complete various reinforcement worksheets from three chapters as drills, classwork Students will take the Chapter 567 Exam Students will read Chapter 9-10 aloud and discuss key components. Students will conduct a lab experiment throughout the high school to measure hot water temps. Students will create a multi-part project on classroom design: Search and laminate pictures of classroom supplies, toys and furnishings. Research and choose a color scheme for their classroom design. Create a classroom layout, laminate and attach laminated furnishings//toys/supplies. Create an explanation of the activity areas in the classroom and give examples of

13 activities that occur there. Create an educational bulletin board for their classroom design. Students will take the Chapter 9 & 10 Exam Students will read Chapter 11 aloud and discuss key components. Students will be assigned an aspect of classroom safety to create an educational bulletin board. (topics fire safety, sun safety, weather emergencies, poisoning, etc.) Students will watch video on child abuse and complete video worksheet. Students will conduct research on child abuse laws in regard to schools and conduct a roundtable discussion in class. Students will research liability issues and privacy laws. Students will take the Chapter 11 Exam. Students will read Chapter 12 aloud and discuss key components. Students will research and make a poster chart on various vitamins and minerals and their purposes along with the food groups in MyPyramid. Students will practice planning sample menus for meals and snacks for children. Students as a class will choose one menu and prepare it in the kitchen. Students will practice serving their meal to another class the way they would to a preschool class. Students will take the Chapter 12 Exam. Students will read Chapter 13 aloud and discuss key components. Students will create a multi-dimensional project on health and safety issues in the classroom: Students will create an in-depth chart of communicable diseases and how to handle in the classroom. Students will create a parent emergency information card/form. An illustrated personal hygiene chart. First aide/injury/wound care/exposure to blood/illness chart Explanation of each student s response to issue plan

14 Students will take the Chapter 13 Exam Students will read Chapter 15 aloud and discuss key components. Students will conduct research on causes of tension/stress in students, signs of stress, effects of stress (behavior problems), and communication with families. Students will use information to type up a mid-size research paper and create an oral presentation with poster to make to the class. Students will shadow with guidance for a day and make an oral report to the class on their observation. Students will take the Chapter 15 exam. Students will read Chapter 16 aloud and discuss key components. Students will create a list of procedures to follow for various content activities and practice them with their classmates. Students will conduct an observation to learn about classroom procedures and limits in a pre-school setting. Students will take the Chapter 16 exam Students will read Chapter 17 aloud and discuss key components. Students will create a detailed schedule of a typical day in their classroom including all their procedures, routines and transitions between activities. Students will take the Chapter 17 Quiz Students will read the key points of chapters Each student will be assigned two content areas to research in depth. Each student will create a poster detailing the various tips and strategies for planning activities in their content areas. Students will create a lesson plan to teach each of their content area chapters to the rest of the class.

15 Students will teach their two lessons to the class. Each student will plan an activity for their two content areas, bring in the needed supplies and instruct their fellow students who will evaluate them Students will read Chapter 32 aloud and discuss key components. Students will prepare a multi-media project that creates examples of the various ways to engage parents including letters, parent conferences, newsletters, home visits, discussion groups, etc. Students will also include ways to involve parents as volunteers. Students will take the Chapter 32 quiz Students will read Chapter 31 aloud and discuss key points. Students will view IEP template samples. Students will watch video on special need students and complete video worksheet. Students will create modified lessons for students with specific special needs. Students will conduct an observation where they will focus on students with specific special needs where they will present their modified lessons. Students will take the Chapter 31 Exam Students will read Chapter 33 aloud and discuss key components. Students will complete sample interest, ability, values and work preference quizzes to measure their ability to enter into an early childhood career. Students will write sample cover letters and resumes geared toward a position in early childhood education. Students will prepare for job interviews and conduct mock interviews with each other. Students will create a sample teaching portfolio with the materials they have accumulated throughout the year. Students will take the chapter 33 exam.