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Upon successful completion of this course, students will be able to:
1. Demonstrate an understanding of child development theory and research as it relates to
curriculum development, and teaching strategies for all young children.
2. Use naturalistic observation and common assessment tools to develop an individual child
portfolio that includes developmental information.
3. Describe and evaluate the environments and routines that support the curriculum,
developmental skills, and the interactions of children and teachers.
4. Apply appropriate individual and group guidance techniques with children, including problem
solving and conflict resolution.
5. Demonstrate appropriate professional and ethical behaviors, dispositions, and skills, including
effective communication and collaborative skills in the early childhood setting.
6. Use reflective practice to assess personal skills, abilities, and dispositions as a developing
teacher.
7. Use effective verbal and written communication skills in curriculum planning.
8. Conduct small and large group activities while supervising varying group sizes of children in
the classroom.
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I. Roles of the Teacher
A. Role of the student teacher in the classroom
1. Practicum requirements, duties and responsibilities
2. Community Care Licensing requirements
3. Professionalism and ethics
B. Guiding young children's learning and development
1. Creating routines
2. Designing appropriate learning environments
3. Applying instructional support techniques
a. Facilitating play and learning
b. Scaffolding techniques
c. Using questions and prompts
d. Building vocabulary and using academic language
4. Using the California Preschool Learning Foundations and other standards to inform
curriculum and interactions
C. Classroom supervision
1. Creating a safe physical environment
2. Supervising large and small groups
3. Using dual focus techniques
D. Relationships and interactions with young children
1. Effective communication strategies with children
2. Appropriate individual guidance and group management strategies
a. Limit Setting
b. Redirection
c. Conflict resolution
d. Positive phrasing and engaging cooperation
3. Relationship building with young children
a. Primary care and one-on-one interactions
b. Age-appropriate language and communication techniques
c. Individually and culturally appropriate practices
d. Home language in the classroom
4. Effective strategies for guiding children with challenging behaviors
E. Qualities of effective teachers
1. Communication with colleagues and staff
2. Participation as a member of a collaborative teaching tea
3. Organization and management the classroom
4. Self-reflection and personal assessment
5. Ethical conduct and decision making
F. Career and professional development*
1. Career pathways
2. Educational requirements
3. California Child Development Permit system
4. Professional portfolios
II. Implementing Developmentally Appropriate Curriculum for Young Children 0-5
A. Review of developmental characteristics
B. Activities and experiences to support diverse learners
C. Curriculum integration across developmental domains
D. Activity planning and implementation
1. Supporting developmental domains
a. Language development
b. Social-emotional development
c. Cognitive development
d. Physical and motor development
2. Creating activities across interest areas
a. Language and Literacy
b. Math concepts
c. Science and sensory experiences
d. Visual and performing arts
3. Enhancing the environment to support play
a. Dramatic play
b. Blocks
c. Large motor equipment and activities
d. Indoor/outdoor environment set-up
4. Planning group gatherings
a. Large and small groupings
b. Music and movement
5. Implementing multicultural and anti-bias curriculum
III. Utilizing Documentation and Assessment
A. Observing and recording using the Desired Results System (DRDP)
1. Writing anecdotal records
2. Organizing observations using the DRDP
B. Creating authentic assessments
1. Collecting samples and artifacts
2. Developing the individual child portfolio
3. Creating Learning Stories
C. Using observations and child assessments to design
*This topic is covered in lecture only. All other topics are covered in both the lecture and lab parts of the course.
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Assignments may include but are not limited to:
Lecture Related Assignments:
1. Weekly reading assignments (approximately 15-20 pages)
2. Written observations of children, teachers, the program and curriculum
(approximately 5 at 3-5 pages)
3. Complete a partial Desired Results Developmental Profile for one child in the practicum
placement using a minimum of 20 anecdotal observations (included in portfolio)
4. Written developmental profile of one child in the classroom
Lab Related Assignments:
1. Participate actively in weekly practicum meetings and discussions
2. Written plans, implementation and written evaluation of curriculum activities and
environmental enhancements to use with children during the practicum placement
(approximately 7-10 plans; each will include a written plan of 5-7 pages, implementation
and a 2-3 page evaluation).
3. Add a multicultural component to one curriculum plan
4. Participate effectively in the daily program with children and staff
5. Complete midterm and final self-evaluations
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California Infant/Toddler Learning and Development Foundations. California Department of Education. 2009 (classic)
California Preschool Learning Foundations Vol. 1. California Department of Education. 2008 (classic)
California Preschool Learning Foundations Vol. 2. California Department of Education. 2010 (classic)
California Preschool Learning Foundations Vol. 3. California Department of Education. 2012 (classic)
California Preschool Curriculum Framework Vol. 1. California Department of Education. 2010 (classic)
California Preschool Curriculum Framework Vol. 2. California Department of Education. 2011 (classic)
California Preschool Curriculum Framework Vol. 3. California Department of Education. 2013 (classic)
(Note: The above documents are available online in PDF format. The students may choose to access these documents electronically free of charge.)
To Teach Well - An Early Childhood Practicum Guide. Gordon, Ann and Browne, Kathryn. Pearson Education. 2009 (classic)
Instructor prepared materials