This course focuses on preparing students to work with young children from infancy to age twelve in early education and child care settings. Major areas of study include personal and professional growth, the early childhood education profession; child development from birth to age twelve; health, safety and guidance; and opportunities in early childhood education. This is a two-credit course with an internship that comprises 50% of the work. Because they intern in child care centers that are required to meet NC Child Care statutes, students must be sixteen years of age prior to October 1. In addition to the internship, work-based learning strategies appropriate for this course include service learning, field trips, and job shadowing. FCCLA leadership activities provide additional opportunities to apply instructional competencies to authentic field experiences. Parenting and Child Development is recommended as preparation for this course. This guide contains instructional activities that enhance the core academic areas of reading, writing, and mathematics. It includes instructional support materials and performance assessments that are aligned to the course content. Formative assessments provide continuous feedback to measure student learning throughout the course. A companion classroom assessment bank — aligned, valid, and reliable — is available for your use after the first year of implementation and provides summative assessments for each objective.
The North Carolina Department of Public Instruction’s Career and Technical Education division developed this guide using two dimensions of Revised Bloom’s Taxonomy present in A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives (Addison Wesley Longman, Inc., 2001). We are grateful to the course developers for their work.
We trust these significant efforts will guide North Carolina’s teachers in their mission to prepare globally competitive students for a successful, 21st-century life. Course Syllabus 7111 Early Childhood Education I COURSE DESCRIPTION This course is two credits with work-based learning comprising over 50% of the required coursework. Students who will be participating in work-based learning experiences in child care centers should be 16 years of age prior to the beginning of the work-based placement (NC Child Care General Statute 100.91, Section 8). All learning is in relation to working with children from birth to twelve years of age in a child care, preschool, and/or school-age setting. Students receive instruction in teaching methods, career development, program planning and management, health and safety issues, entrepreneurship, and technology. The work-based learning strategies appropriate for this course are school-based enterprises, internships, cooperative education, service learning, field trips, job shadowing, and apprenticeships. SCAN skill development (industry) and FCCLA leadership activities provide the opportunity to apply instruction competencies and workplace readiness skills to authentic experiences. The honors version of this course extends the Standard Course of Study to a higher, more challenging level by covering the material in greater complexity and acceleration. Student learning is more independent and goes beyond the skills of recognition, fact gathering and recall with an emphasis on problem solving and critical analysis. Students will be required to demonstrate their learning through extensive written assignments including research with presentations, culminating portfolio demonstrating problem solving and critical analysis of their work to their classmates, classroom teacher, and supervising intern teacher. Students must complete Early Childhood Education I to enroll in Early Childhood Education II.
I. TEXTBOOKS : Herr, J. Working with Young Children Herr, J. Working with Young Children Student Workbook Stevens, K. The Child Care Professional Stevens, K. The Child Care Professional Student Workbook Nelson, Linda & Alan Child Care Administration Nelson, Linda & Alan Child Care Administration Instructor’s Manual
II. COURSE GOALS & OBJECTIVES See 7111 Early Childhood Education I Enhanced Course Blueprint
III. METHODS OF INSTRUCTION A. Direct Instruction (Lecture) B. Student Projects (Individual and team) C. Service learning activities D. Field trips E. Internships F. Power point presentations H. Role playing I. Reflective practice/journaling J. Cooperative learning K. Graphic Organizers IV. PERFORMANCE ACTIVITIES A. Observe nationally certified/accredited early childhood educators & programs B. Perform a mock job interview C. Develop and complete a 5-10 hour service-learning project. D. Advocate for children E. Create effective parent-teacher communication materials. F. Evaluate a child care facility for emergency procedures. G. Research food allergies in children H. Design & create developmentally appropriate activity for a specific age group I. Develop a transition file and plan J. Research special needs K. Develop a portfolio.
V. STUDENT LEARNING OUTCOMES A. Student learning is more independent and goes beyond the skills of recognition, fact gathering, and recall. B. Students demonstrate problem solving and critical analysis skills through written assignments and regular presentations of their work to classmates, classroom teacher, and supervising intern teachers.
VI. SUGGESTED GRADING SCALE: Classroom Assessments – 50% Daily Assignments 25% Projects and Presentations 25%
Work-Based Learning Assessments – 50% Performance Assessments 25% Lesson Plans & Presentations 25%
** State VOCATS exam is counted as 25% of the final course grade.
VII. SPECIAL POLICIES
A. Students must maintain teacher/child (parent) confidentiality and adhere to privacy guidelines at all times. B. Students must have a negative TB skin test or chest x-ray on file. C. Students must adhere to CDC’s "standard precautions" in all child care settings. D. Students may be required to submit to criminal background records check, finger prints, and drug test. E. Students must adhere to the dress code policy of the child care center/classroom teacher, demonstrating a professional appearance and professional behavior at all times |
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