Early Childhood Education

Upon completion of this course, the student will be able to:

• relate current perspectives on childhood, the care of children, and early childhood education to historical and cultural contexts.
• identify career paths, certification options, professional associations, and dispositions for working within the early childhood field.
• discriminate among philosophies of early childhood education in regards to assumptions about how young children learn and how early childhood teachers should teach.
• describe principles and practices that guide teaching when working with young children, to include the development of play-based learning environments, routines that involve children in applying emerging skills, and strategies that support young children’s social competence.
• identify the role of observation, documentation, and interpretation of children’s play as a tool for planning curriculum for young children and assessing their learning.

Upon completion of this course, the student will be able to:

• analyze the developmental stages and growth processes across the domains of development, from the prenatal period through adolescence.
• evaluate individual growth processes and the influence of genes and the environment on the growth and development of children.
• compare and contrast different theoretical perspectives used in the study of child development.
• integrate developmental theories to real life situations with children.
• compare and contrast individual differences among children.
• differentiate typical and atypical behavior of children.
• analyze the influence of the cultural and familial contexts on the developing child.
• identify and demonstrate an understanding of the scientific method in the study of child development.

Upon completion of this course, the student will be able to:

• differentiate theories and methods of socializing the child within the family, school and community.
• examine the influences of changing family structures and roles of family members on the development of the child.
• identify the relationship of family goals and values on child rearing practices.
• investigate and synthesize the influences of diverse socio-cultural factors on children's development: including race, ethnicity, culture, gender, language, developmental differences and socioeconomic status utilizing current research.
• recognize the basic intent of the laws and regulations pertaining to promoting the health, welfare and well-being of children and families.
• apply methods to advocate for children and families in the community.
• critically review public policy related to the well being of children and families.
• research and describe the roles and functions of community resource organizations available to children and families, which address contemporary issues.
• analyze one’s own values, goals and sense of self as related to family history and life experiences, and assess how this impacts relationships with children and families.

Upon completion of this course, the student will be able to:

• apply developmentally appropriate principles and practices to support young children's optimal development and learning within healthy, safe, respectful, supportive, and challenging learning environments.
• assess one’s own teaching with respect to the teacher’s role in providing best and promising practices in early childhood education.
• design, develop, and evaluate play-based learning environments for young children, routines that involve young children in applying emerging ideas and skills, and developmentally appropriate and inclusive learning activities for young children.
• plan, implement, and evaluate experiences that support young children in building a foundation for language and literacy, math and science, social sciences, and the arts.
• plan for children's learning using observation, documentation, and interpretation of their actions, ideas, and feelings.
• develop respectful and reciprocal relationships with families, with particular attention to supporting families whose home language is other than English and whose children have diverse abilities.
• demonstrate communication and guidance strategies that support the development of young children's social competence.
• analyze possibilities for children’s learning within play-based curriculum that support children’s cognitive, language, creative, physical, and social/emotional development.

Upon completion of this course, the student will be able to:

• create a statement of philosophy and a list of guiding principles and practices for early childhood teaching, using current research and theory in child development.
• design, arrange, observe, and evaluate a complete classroom environment wherein children construct knowledge within a context of play.
• plan, implement, observe, and evaluate the overall and ongoing curriculum and learning encounters, verifying opportunities to apply emerging skills in the areas of language and literacy; math and science; the arts; physical development; and social sciences.
• demonstrate the use of observation, documentation, and interpretation for curriculum planning, assessment of children’s learning, and advocacy in regards to making visible children’s learning.
• organize communication systems within a classroom that involve families in the process of curriculum and program design.
• support the development of a climate of care and respect among children, teachers, and families by applying strategies for negotiating disputes, fostering caring relations, and sharing responsibility.
• assess one's own teaching experiences to guide and inform practice.

Upon completion of this course, the student will be able to:

• compare the purpose, value, and use of formal and informal assessments, including ethical and legal concerns.
• evaluate the strengths and limitations of common assessment tools with respect to children’s diverse cultures, home languages, and developmental capabilities.
• recommend changes to play environments, guidance strategies, curriculum activities, and care routines based on systematically recorded observational data that documents children's actions, ideas, and feelings.
• demonstrate children's developmental progress using observational documentation of children's ideas and behavior.
• analyze the effectiveness of photo documentation in conveying how young children learn within quality early childhood settings.
• integrate observed documentation of children's ideas, feelings, and actions to engage children's families and others as active partners in developing early childhood curriculum and progress.

Upon completion of this course, the student will be able to:

• explain how both culture and biology influence behavior, feelings, and cognition from conception to 36 months.
• summarize the key features of a systems model of infant development and discuss how this model may be used to support healthy relationships among infants and their caregivers.
• describe early growth and development from conception through 36 months of age, with attention to each developmental domain.
• relate current research to principles and practices for respectful infant care and education.
• summarize the impact of toxic exposure or harmful events on infant development, describe and evaluate interventions intended to counteract the effects of such harm.
• observe newborn and infant behaviors, emotions and communications in order to accurately describe them.

Upon completion of this course, the student will be able to:

• explain how the quality of care infants receive impacts the way in which they grow, develop,and learn to make sense of the world.
• analyze infant center staffing and enrollment policies for implementation of primary care, continuity of care, and small group size.
• explain how diverse values, beliefs, and attitudes result in conflicting views about how to care for infants, with attention to strategies for culturally-respectful conflict resolution.
• apply behavioral observation and documentation to assess infant development, plan and assess curriculum, and implement appropriate intervention for infants with special needs.
• generate curriculum that supports infants’ emotional, social, language, cognitive, and physical development, using a reflective approach to teaching.
• organize and furnish group care play spaces so that infants – both typical and atypical – have access to toys and furnishings matched to their emerging development.
• design procedures and work spaces and select furnishings and equipment for the care routines -- feeding, diapering, and napping -- with the intent of supporting reciprocal interactions between caregiver and infant.
• evaluate health, sanitation, and safety procedures in infant care settings.

Upon completion of this course, the student will be able to:

• examine how young children learn science and math concepts based on the knowledge of relevant science, technology, engineering, math (STEM) and child development research.
• identify key science and math skills and concepts children are building in early childhood and provide meaningful opportunities for children to apply and master these skills and concepts.
• design and evaluate science-rich and math-rich learning environments and explorations.
• integrate knowledge of the constructivist/inquiry approach to design curriculum that is culturally respectful and inclusive of diverse learning modalities as well as considerate of children's prior experiences gaining knowledge about the world.
• demonstrate effective, appropriate, and intentional teaching techniques for supporting, scaffolding, documenting, and assessing young children’s scientific and mathematical learning.

Upon completion of this course, the student will be able to:

• describe developmental patterns in early literacy learning and research-based teaching practices that help children build a foundation for reading and writing.
• design and define developmentally appropriate goals and expectations for young children’s achievement in reading and writing.
• incorporate developmentally appropriate teaching practices that support children’s language and literacy knowledge from birth through age five.
• define and evaluate program policies (pedagogical perspective, intentional curriculum design, and appropriate assessment strategies) that support early childhood language and literacy learning.
• analyze practices and assess issues that support young English language learners while simultaneously maintaining competence in the home language of the child.
• evaluate and demonstrate strategies of collaboration with children’s families to implement projects that support children’s literacy experiences both at school and at home.

Upon completion of this course, the student will be able to:

• evaluate and observe the developmental progression of children's exploration and use of the tools and media of drawing, painting, sculpting, and construction.
• demonstrate attributes, selection, and use of expressive media and tools commonly used with young children.
• create interest areas within an early childhood classroom that provide developmentally appropriate media, tools, and settings for young children's independent exploration and use of a variety of expressive media.
• design encounters with expressive arts media and tools that present challenges and problems appropriate to children's developmental interests and abilities for each phase of development from infancy through eight years of age.
• evaluate early childhood classroom environments for their capacity to promote young children's comfort and competence in using expressive media to represent impressions, feelings, and experiences.
• summarize anecdotal observations of children's encounters with the tools and media of expressive art and make visible children's learning through developmental portfolios and displays.
• design documentation that supports reflective examination among teachers, families, and children of the aesthetic and cognitive dimensions of children's work.

Upon completion of this course, the student will be able to:

• describe how music and movement supports a young child's growth in all developmental domains.
• plan, implement, and evaluate music and movement experiences and environments for young children.
• use music and movement as a strategy for managing behaviors, routines, and transitions.
• create a repertoire of songs, finger plays, rhymes, chants, and movement activities to support children's development.
• identify strategies for using culturally diverse music and movement experiences to promote understanding and support appreciation of differences.

Upon completion of this course, the student will be able to:

• examine the legislation and due process rights of children with special needs and their families.
• compare and contrast the unique needs of atypical and typically developing children in areas of physical, cognitive, social-emotional, and communication skills.
• evaluate the various techniques and instruments used to assess the physical, cognitive, social-emotional, and communication abilities of young children with special needs.
• analyze the multi-disciplinary team process utilized in the development of an IFSP Individualized Family Service Plan), (birth - 3 years) and an IEP (Individualized Education Plan, (ages 3-21 years) and demonstrate the value of community partnerships for children with special needs and their families.
• research public and private program options and community resources available for children with special needs and families.
• evaluate the current technology available for children with special needs and their families.
• plan and implement activities, supportive natural environments, behavior management techniques, and instructional strategies to meet the goals and objectives of the IFSP and IEP in an inclusive early childhood setting.
• identify and develop respect for and sensitivity to the diversity in human characteristics and the impact of a child with special needs on different families.

Upon completion of this course, the student will be able to:

• assess strategies to maximize the mental and physical health of children and adults in programs for all young children in accordance with culturally, linguistic and developmentally sound practice.
• identify health, safety and environmental risks in children’s programs.
• analyze the nutritional needs of children at various ages and evaluate the relationship between healthy development and healthy nutrition.
• evaluate laws, regulations, standards, policies and procedures related to health and safety and nutrition in support of young children, teachers and families.
• distinguish aspects of quality in programs for young children as related to health and safety, acknowledging the value of collaboration with families and the community.
• investigate current health, safety, and nutrition issues and demonstrate how the issues relate to policy development.
• research, identify and locate community resources which promote the health, safety, and nutrition of children and families.
• evaluate the nutritional status and feeding practices during fetal development, infancy and childhood and plan and analyze menus for children which meet current state and federal guidelines.
• examine variations of nutritional and health and safety practices and perspectives in culturally diverse communities.
• develop activities that teach children positive health, safety and nutrition habits.
• evaluate mechanisms for protecting children’s well-being and keeping children safe including, but not limited to: emergency preparedness and disaster plans, child abuse prevention and reporting policies, illness and injury prevention and reporting policies, the identification of safe feeding practices to prevent food-borne illness, the identification and reporting polices of common childhood illnesses/infectious or communicable diseases and potential hazards in children's environments.

Upon completion of this course, the student will be able to:

• apply administration skills in various types of early care and education programs.
• compare and contrast various program structures, philosophies, and curriculum models.
• identify strategies to ensure equity and respect for children, families, staff, and colleagues.
• demonstrate knowledge of strategic and fiscal planning.
• summarize systems and methods to support sound fiscal operations in a variety of early care and education settings.
• demonstrate knowledge of compliance with regulatory systems.
• evaluate components of quality programs, facilities, and operations.
• assess various methods and tools of evaluation.
• examine effective policies and procedures for staffing and scheduling.

Upon completion of this course, the student will be able to:

• demonstrate effective practices for managing and leading staff and administering early care and education programs.
• implement ongoing professional development plans based on evaluation of staff and administrator needs.
• establish professional relationships and facilitate collaboration and communication between colleagues, families, and stakeholders.
• identify and evaluate the factors needed to create and support a diverse and inclusive environment.
• identify and evaluate components of equitable hiring practices, observation, and evaluation practices of staff.
• describe the legal requirements and responsibilities of administering an early care and education program.
• formulate strategies for compensation and professional growth opportunities in programs.
• summarize essential practices for collaboration with staff, families, and community.
• articulate the importance of professional integrity and confidentiality.

Upon completion of this course, the student will be able to:

• individualize mentoring and supervision strategies based on the roles and developmental stages of adult learners, including student teachers.
• demonstrate competency in communication and reflective practices when working with diverse adult populations.
• evaluate and use a variety of personnel, program, and environmental assessment tools to inform leadership decisions.
• identify characteristics of effective leaders and mentors.
• critique and practice strategies to support adult learners.
• demonstrate reflective practice, cultural competency, and ethical conduct.

Upon completion of this course, the student will be able to:

• critique theories and examine the multiple impacts on young children's social identity.
• analyze various aspects of children's experience as members of families impacted by social bias and consider the significant role of education in reinforcing or contradicting such experience.
• critically assess the components of linguistically and culturally relevant, inclusive, age appropriate, anti-bias approaches in promoting optimum learning and development.
• evaluate the impact of personal experiences and social identity on teaching effectiveness.
• research and develop rationale and goals for the provision of multicultural and anti-bias early childhood programs.
• identify, analyze and critique stereotypic and biased classroom materials and plan classroom environments that reflect and affirm the diversity represented by families in early childhood settings and in the larger community.
• formulate an understanding of children's awareness of differences, and of how prejudice is formed in the early years and construct techniques to help children to develop an anti-bias approach.
• examine ways in which cultural, linguistic and family socialization practices affect children's behavior and learning.
• differentiate problem-resolution practices that respond to the diversity of cultures represented in early childhood programs, including differences in race, gender roles, socioeconomic status, differing abilities, and family structure.

Upon completion of this course, the student will be able to:

• identify and formulate theoretical constructs within the context of practical problem solving activities.
• observe and analyze the impact of the physical, cognitive and psychosocial domains of development on the process and product of making.
• differentiate cultural contexts and analyze best practices for the inclusion of all children and families in constructionist learning environments.
• employ design thinking to research, develop and prototype inquiry-based instructional activities; using a variety of technologies, tools, techniques and materials, and aligned with educational standards.

Upon completion of this course, the student will be able to:

• appreciation for childhood as a unique and valuable stage of the human life cycle.
• information to base work with children on knowledge of child development.
• appreciation and support for the close ties between the child and the family.
• recognition that children are best understood in the context of family, culture and society.
• respect for the dignity, worth and uniqueness of each individual (child, family member and colleague).
• information to help children and adults achieve their full potential in the context of relationships that are based on trust, respect and positive regard.

Upon completion of this course, the student will be able to:

• apply industry knowledge and theoretical concepts in a field of study or career as written in the minimum 3 learning objectives created by the student and his/her employer or work site supervisor at the start of the course.
• manage personal career plans and decision making using industry & workforce information and online resources.
• behave professionally and ethically, exhibit adaptability, initiative, self-awareness and self-management as needed.
• exhibit effective communication, collaboration, and leadership skills at work with consideration to workplace dynamics and social and diversity awareness.
• demonstrate critical and creative thinking skills as they apply to the workplace.