Childhood Development CD130
In order to determine the equivalency of programs and content, we ask that the instructor please complete this document. Listed below are examples of assignments or projects that are required of college students taking the course on campus. We ask that you please briefly explain or provide examples of your assignments or projects that students in your secondary (or adult) level course will have that address each topic and student learning outcome.
Students should keep all work electronically to use in their final Exit Portfolio documentation from NCMC.
Identify various philosophies, theories and ethical standards which form the basis of current early care and education practice. (MOSPE 1; CCTC-HU-EC 7; CDA 8; NAEYC 1b,c 4c, 5c and 6b)
Identify the importance of diversity in the early childhood environments. (MOSPE 1 & 5; CCTC-HU-EC 7; CDA 4; NAEYC 1ab & 2a)
Professional Philosophy Statement
The Professional Philosophy Statement is the final reflective task in the creation of your professional portfolio. Here you will summarize your professional beliefs and values about early childhood education after you have completed the professional development experience of designing your Portfolio by collecting resources and writing all six Reflective Statements of Competence. The Professional Philosophy Statement should be no more than two pages in length. Identify your personal values and beliefs around teaching and learning: How do you believe young children learn? Based on this, what do you believe your role is? Beyond teaching and learning, reflect and write about what you believe are the other important aspects of your role in the lives of children and families.
- Refer to 1 – 2 theories you use in your teaching and give brief examples of each.
- Briefly identify how you create a positive learning environment for children in the classroom
Identify historical, social and political forces impacting early care and education. (MOSPE 1; CCTC-HU-EC 7; CDA 6: NAEYC 6ac)
An alternative to traditional testing is an authentic assessment. This Foundations of Early Childhood assessment is designed to allow students to research a variety of topics related to the field of early care and education. This particular assessment is based on the NAEYC standards for Associate Degree, Initial Licensure and Advanced Professional Preparation Programs.
Student will demonstrate knowledge of historical, social and political forces through a written research paper discussion a topic related to the field of early childhood education.
You will research and discuss a topic related to the field of early childhood education.
Research one of the topics listed below and prepare a written report.
The topic should be researched using the most current information available from a minimum of three sources. The Internet, books, journals, popular press, news media, and information distributed by agencies and organizations could be used as sources.
At least one of the sources must be a referenced/researched journal article.
The information should include:
- Descriptions, definitions, and background necessary for the topic
- Historical information if pertinent
- How research and theory support or do not support the current thinking on the topic
After you complete your report, fill out the attached grading rubric on your performance and submit it with your report materials.
- Accreditation system
- Charter schools
- Child Care and Development Block Grants
- Child Development Associate (CDA) credential
- Early Head Start
- Early intervention
- Head Start
- Individuals with Disabilities Education Act (IDEA)
- Laboratory schools
- National Association for the Education of Young Children (NAEYC)
- No Child Left Behind Act (NCLB)
- Race to the Top
- Quality rating systems (QRS)
- Temporary Assistance for Needy Families (TANF)
- Universal prekindergarten
- School Readiness
Use the following guidelines:
- 12 Font
- Double Spaced
- Minimum 3 pages
Scoring Rubric Written History Report
|value: 4.00||value: 3.00||value: 2.00||value: 1.00||Score/Level|
|BECOMING A PROFESSIONAL 6a. Identifying and involving oneself with the early childhood field||Provided an in-depth description of the topic and its relationship to research and theory||Provided an adequate description of the topic and its relationship to research and theory||Provided minimal description of the topic and its relationship to research and theory.||Provided no description of the topic and its relationship to research and theory|
|Identifying and using professional resources||Excellent resources selected to describe, provide historical information, and link to current thinking on the topic||Acceptable resources selected to describe, provide historical information, and link to current thinking on the topic||Inappropriate resources selected to describe, provide historical information and link to current thinking on the topic.||No resources selected to describe, provide historical information, and link to current thinking on the topic|
|Written & verbal communication skills||Followed instructions and had few or no English mechanics errors||Adequate adherence to instructions and had no more than 6 English mechanics errors||Had 7 – 10 English mechanics errors.||Instructions not followed and had 10 or more English mechanics errors|
Observe and reflect on characteristics of effective early childhood education teachers, learning environments and general curriculum. (MOSPE 1 & 5; CDA 1 & 7; NAEYC 5c)
Identify the basic components of planning, management and evaluation of an early care and education program. (MOSPE 5; CCTC-HU-EC 3; CDA 5; NAEYC 5c & 6b)
Classroom observation and reflection
Choose an early childhood classroom that is related to your area of CDA Credentialing (preschool, home visitor, infant/toddler)
Set up a period of time when you can observe the classroom (minimum of 2 hours would be best)
Gather information on the following areas:
- Teacher / Child interactions
- Learning environment (both physical and emotional)
- Developmentally Appropriate activities
Once you have completed your observation and gathered your information, you will complete a written report reflecting your thoughts over the given areas and how they do or do not reflect an effective learning environment for the appropriate age group.
Use the following guideline
- 12 Font
- Double spaced
- Typed Schedule (1 page)
- Typed Routine (1 page)
- Description of curriculum (separate page with information needed to give a quality explanation)
- Typed Observation
- Typed Reflection (minimum 300 words)
Demonstrate strategies to promote physical and intellectual development in the early childhood environment. (MOSPE 1 & 5; CCTC-HU-EC 7; CDA 2; NAEYC 1)
Demonstrate strategies to promote social development and creative expression in the early childhood environment. (MOSPE 1 & 5; CCTC-HU-EC 1 & 7; CDA 3; NAEYC 1)
Utilize early care and education observation methods and assessment. (MOSPE 7; CCTC-HU-EC 7; CDA 7; NAEYC 1ab)
Using the given template, identify how growth in each developmental domain can be supported. Give a brief example for each development in each activity area. The template has given an example for each in the block area to give you an idea of how to complete the assignment.
|Theme||Area||In the square below, include one way children can use this area to develop in each domain listed. See Examples in the Block Area. You will still complete the domains in the Block area also.|
|BLOCK AREA: Blocks are a “staple” in the early childhood classroom. You will need a good supply of blocks including unit blocks and hollow blocks. Props and accessories may include: People figurines, animal, and transportation to use in creating.||Physical (Fine: Picking up blocks; Large Motor: Moving large blocks while building):
Social (when building with a friend, the child learns to communicate):
Creativity (using the ability to “create” a new object/ play area, etc.) :
Cognitive (putting blocks together, pretending with animals and people) :
Language ( Learning new vocabulary words when playing with friends) :
Emotional (This may show in excitement when completing a project ) :
|DRAMATIC PLAY: While too many props can be overwhelming to children, the guiding principle is that the richer the house corner environment, the more expressive and creative children will be in their play.||Physical:
|TABLE TOYS/MANIPULATIVES: These toys can be grouped into four categories: self-correcting/structured toys, open-ended toys, collectibles, and cooperative games. Display and play area should be designed to fit the needs of children in your classroom.||Physical:
|ART AREA: Working with art materials offers children opportunities to experiment with color, shape, design, and texture. As children engage in art, they develop an appreciation for pleasant sensory experiences and aesthetic development.||Physical:
|SENSORY/SAND & WATER: Children’s exploration with sensory materials naturally help build various skills. Children will develop social skills by interacting during play as well as cognitive skills. This area promotes a desire for exploration and experimenting.||Physical:
|LIBRARY AREA: This area should be in a quiet area that is inviting to children. Books and comfortable seating or rugs should be available for children to spend time investigating, reading, and enjoying literature.||Physical:
|COOKING: This area provides opportunities to teach children about how food is essential to a person’s well-being and nutrition. By offering cooking skills, one could say children can learn “survival skills” that will last them a lifetime.||Physical:
|MUSIC AREA: Children think with their bodies well before they use words, this makes music and movement a natural part of children’s lives. In this area there should be instruments and music readily available throughout the day.||Physical:
|OUTDOOR PLAY: Many different types of outdoor areas can provide rich settings for learning just as those provided inside. Bring your indoor areas outside and add large motor activities to enrich children’s learning experiences.||Physical:
Demonstrate appropriate strategies to establish positive and productive relationships with children and families. (MOSPE 9; CCTC-HU-EC 1 & 4; CDA 4; NAEYC 4ab)
CDA Competency Statement IV (To establish positive and productive relationships with families):
Begin your Reflective Statement about this Competency Standard with a paragraph describing how your teaching practices meet this Standard.
Then prepare at least one paragraph on each of the following:
CS IV a
How do you ensure that families are kept aware of what’s happening in their child’s daily/weekly
CS IV b
How do you ensure that you are aware of what’s happening in each child’s home life? How does that awareness direct your teaching practices?
CD IV c
Reflect on the feedback you received in the Family Questionnaires you collected (please see pp. 10 -11 in your CDA book). Explain how the responses surprised you, confirmed your own reflections about yourself and/or gave you a new goal for professional growth.
Resource Collection IV 1-4
A Family Resources Guide that you might choose to share with the families you serve. The Guide should include all of the helpful information you think they might need.
At a minimum, you must include the following required items:
RC IV -1
The name and contact information (phone number, website, etc) of a local agency tht provides family counseling.
RC IV -2
The name and contact information (phone number, web site, etc.) of a translation service for families whose home language is other than English as well as a service that provides American Sign Language translation.
RC IV -3
The name, contact information and brief descriptions of at least two agencies in the community that provide resources and services for children with disabilities (in most communities, the local school district provides these services).
RC IV -4
A list of three or more websites, and brief descriptions of each, that provide current information to help families understand how young children develop and learn. Include one current article for each websites. Web sites must contain articles that help families understand the development and learning of 3 – to 5- year-olds (or Infant/Toddlers depending on your CDA area of credentialing). At least one article must relate to child guidance.
Identify the importance of licensing and accreditation (CCTC-HU-EC 3; CDA 5; NAEYC 6b)
Identify the importance and components of professionalism, ongoing professional growth, and leadership and advocacy. (MOSPE 8 & 9; CCTC-HU-EC 6; CDA 6; NAEYC 6)
Competency Statement VI (To maintain a commitment to professionalism):
Begin your Reflective Statement about this Competency Standard with a paragraph describing how your professional practices meet this Standard. Then:
CD VI a
Reflect on why you chose to become an early childhood professional.
CD VI b
Reflect on what you believe are the most important indicators of professionalism that you possess.
Resource Collection VI-2 & VI-3
A list of two or three early childhood associations (national, regional, state or local), including website addresses, describing the professional resources and membership opportunities they each offer.
Summaries of the legal requirements in your state regarding child abuse and neglect (including contact information for the appropriate agency in your state) and Mandatory Reporting Guidelines.
Identify the importance of state and national standards related directly to early childhood education. (MOSPE 3; CCTC-HU-EC 3; CDA 6; NAEYC 6)
Resource Collection VI-1
RC VI -1
The name and contact information of your state’s agency that is responsible for the regulation of child care centers and family child care homes. (Note: These regulations are available ta the website of the National Resource Center for Health and Safety in Child Care: http://nrckids.org/STATES/states.htm. Make a copy of the sections that describe the qualification requirements for personnel (teachers, directors and assistants) and group size, adult-child ratio requirements.