Upon successful completion of this course, students will be able to:
1. Use relevant learning theories and child development to select effective materials to plan, implement and evaluate developmentally appropriate, play-based experiences for all young children.
2. Use appropriate observation and assessment tools and strategies required to develop an individual child portfolio.
3. Use naturalistic observation and assessment of children's developing interests, behaviors and abilities to design and implement appropriate curriculum and environments for a variety of curriculum content areas and classroom activities.
4. Create and evaluate appropriate indoor and outdoor spaces to support the curriculum and the interactions of children and teachers.
5. Facilitate appropriate individual and group guidance interactions with children, including problem solving and conflict resolution techniques.
6. Apply effective communication and collaborative skills with teachers, staff and families in the early childhood setting.
7. Demonstrate increasing levels of professional and ethical behaviors, dispositions and skills while assuming teaching and non-teaching responsibilities of a teacher in the field of early childhood education.
8. Use teaching performance standards to critically assess his/her own skills, abilities and dispositions as a developing teacher.
9. Use effective verbal and written communication skills in curriculum and program development.
Topics and Scope
Note: Topics and Scope are shared by CHLD 60 and CHLD 60.2 as co-enrolled courses. The contents and assignments of the course are planned and developed in the seminar portion (CHLD 60) and implemented in the practicum (CHLD 60.2).
I. Practicum requirements, duties and responsibilities
A. Operating policies
B. Children and families served
C. The role of the student teacher including professionalism and ethics
II. Developmentally appropriate curriculum for infants, toddlers and preschoolers
A. Developmental characteristics including considerations for curriculum
B. Activities and experiences to support diverse learners
C. Curriculum integration across developmental domains
D. Activities and experiences for foundational content and interest areas
1. Language and Literacy
3. Science and sensory experiences
4. Social Studies
5. Visual and performing arts
6. Dramatic play
8. Indoor/outdoor large motor activities
III. Appropriate environments for young children
A. The physical setting
1. Equipment and materials
2. Room arrangement
3. Outdoor environment
B. The temporal setting
1. Daily routines and schedules
2. Timing for transitions
C. Grouping for learning
1. Circle and whole group activities
2. Primary and small group activities
IV. Authentic documentation and assessment
A. Observation and recording using the Desired Results System
1. Anecdotal recording for curriculum and individual assessment
2. Organizational strategies for gathering data
B. Documentation of data
1. Record keeping tools for individual children and program
2. Collecting samples and artifacts
3. Developing the individual child portfolio
C. Interpretation of data to design curriculum to meet individual and group needs
V. Interactions with children
A. Effective communication strategies with children
B. Appropriate individual guidance and group management strategies
C. Effective strategies for guiding children with challenging behaviors
VI. Role of the teacher
A. Qualities of effective teachers
1. Communication with colleagues and staff
2. Participation as a member of a collaborative teaching team
3. Organization and management the classroom
4. Self-reflection and personal assessment
5. Ethical conduct and decision making
6. Advocacy for children and families
B. Partnerships with families
1. Family participation in the early childhood program
2. Communication and conferencing with the family
3. Sensitivity to family values and cultural backgrounds
C. Career and professional development
1. Career pathways and education
2. Professional portfolio development
To Teach Well-An Early Childhood Practicum Guide by Gordon and Brown, Pearson Education, Inc., New Jersey, 2009
Creative Curriculum-for Infants, Toddlers, and Twos, 2nd Edition, by Dodge, Rudick and Berke. Teaching Strategies, Washington, D.C. 2006
Creative Curriculum for Preschool, 4th Edition, by Dodge, Colker, Heroman. Teaching Strategies, Washington, D.C. 2002-Classic