STANDARD 1: Promoting Child Development and Learning
Students prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children's characteristics and needs and of the multiple interacting influences on children's development and learning to create environments that are healthy, respectful, supportive, and challenging for each child.
1a. Knowing and understanding young children's characteristics and needs
1b. Knowing and understanding the multiple influences on development and learning
1c. Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments
Links to Activity and Rationale: Below are the titles and links to the assignment(s) that relate to this standard. A rationale explaining how the assignment relates to the standard is also included.
Rationale:
Recollection of an Early Childhood Experience: based on the NAEYC STANDARDS FOR PROMOTING CHILD DEVELOPMENT AND LEARNING, my recollection is a childhood memory that demonstrates the importance of identifying ones self.
Comparison Essay: based on the NAEYC STANDARDS FOR PROMOTING CHILD DEVELOPMENT AND LEARNING, being able to communicate with children about their work is important not to give praise in the classroom but to motivate them.
Art Workshop Photos: based on the NAEYC STANDARDS FOR PROMOTING CHILD DEVELOPMENT AND LEARNING, we as teachers should understand the experience the children will get through doing different activities while development of fine and gross motor skills.
STANDARD 2: Building Family and Community Relationships
Students prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children's families and communities. They know about, understand, and value the importance and complex characteristics of children's families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families and to involve all families in their children's development and learning.
2a.Knowing about and understanding diverse family and community characteristics
2b.Supporting and engaging families and communities through respectful, reciprocal relationships
2c.Involving families and communities in their children's development and learning
Links to Activity and Rationale: Below are the titles and links to the assignment(s) that relate to this standard. A rationale explaining how the assignment relates to the standard is also included.
STANDARD 3: Observing, Documenting, and Assessing to Support Young Children and Families
Students prepared in early childhood degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child.
3a. Understanding the goals, benefits, and uses of assessment
3b. Knowing about and using observation, documentation, and other appropriate assessment tools and approaches
3c. Understanding and practicing responsible assessment to promote positive outcomes for each child
3d. Knowing about assessment partnerships with families and with professional colleagues
Links to Activity and Rationale: Below are the titles and links to the assignment(s) that relate to this standard. A rationale explaining how the assignment relates to the standard is also included.
Rationale:
Observation of a child: based on the NAEYC STANDARDS FOR OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES, gives us the knowledge of being able to collect data.
Observation of a Pre-K School: based on the NAEYC STANDARDS FOR OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES, gives us the knowledge of being able to collect data.
Logs #1-6: based on the NAEYC STANDARDS FOR OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES, observing a classroom and working side by side with cooperating teacher to become a professional.
Logs #1 & 3: based on the NAEYC STANDARDS FOR OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES, observing a classroom and positively influence the development of the children by creating age appropriate lesson plans.
STANDARD 4: Using Developmentally Effective Approaches to Connect with Children and Families
Students prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children's ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Students know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child's development and learning.
4a. Understanding positive relationships and supportive interactions as the foundation of their work with children
4b. Knowing and understanding effective strategies and tools for early education
4c. Using a broad repertoire of developmentally appropriate teaching/learning approaches
4d. Reflecting on their own practice to promote positive outcomes for each child
Links to Activity and Rationale: Below are the titles and links to the assignment(s) that relate to this standard. A rationale explaining how the assignment relates to the standard is also included.
- Read Aloud: Curious George’s Dream
- PSY 24 - Bipolar Disorder
- EDC 93- Literarcy Lesson
- EDC 93 - Science Lesson
- EDC 93 - Math Lesson
- EDC 21 - Social Studies Lesson
Rationale:
Read Aloud: based on the NAEYC STANDARDS FOR USING DEVOLPMENTALLY EFFECTIVE APPROACHES TO CONNECT WITH CHILDREN AND FAMILIES, read alouds can encourge children to make connections with their lives.
Bipolar Disorder: based on the NAEYC STANDARDS FOR USING DEVOLPMENTALLY EFFECTIVE APPROACHES TO CONNECT WITH CHILDREN AND FAMILIES, Learning about childhood disorders makes awareness and non discrimination.
Literarcy Lesson: based on the NAEYC STANDARDS FOR USING DEVOLPMENTALLY EFFECTIVE APPROACHES TO CONNECT WITH CHILDREN AND FAMILIES, creating child appropriate lesson plans is a repritore of developmentally appropriate teaching and learning.
Science Lesson: based on the NAEYC STANDARDS FOR USING DEVOLPMENTALLY EFFECTIVE APPROACHES TO CONNECT WITH CHILDREN AND FAMILIES, creating child appropriate lesson plans is a repertoire of developmentally appropriate teaching and learning.
Math Lesson: based on the NAEYC STANDARDS FOR USING DEVOLPMENTALLY EFFECTIVE APPROACHES TO CONNECT WITH CHILDREN AND FAMILIES, creating child appropriate lesson plans is a repritore of developmentally appropriate teaching and learning.
Social studies Lesson: based on the NAEYC STANDARDS FOR USING DEVOLPMENTALLY EFFECTIVE APPROACHES TO CONNECT WITH CHILDREN AND FAMILIES, creating child appropriate lesson plans is a repritoire of develpomentally appropriate teaching and learning.
STANDARD 5: Using Content Knowledge to Build Meaningful Curriculum
Students prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Students understand the importance of developmental domains and academic (or content) disciplines in an early childhood curriculum. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. Students use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curricula that promote comprehensive developmental and learning outcomes for every young child.
5a. Understanding content knowledge and resources in academic disciplines
5b. Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines
5c. Using their own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful, challenging curricula for each child
Links to Activity and Rationale: Below are the titles and links to the assignment(s) that relate to this standard. A rationale explaining how the assignment relates to the standard is also included.
- EDC 22 - Ceramic Presentation
- EDC 22 - Printing
- EDC 91 - Read Aloud
- EDC 91 - Open Ended Art Activity
- EDC 91 - Play Dough
- EDC 23 - Songs
- EDC 28 - Egg Hunt
- EDC 30 - Sink or Float
- EDC 30 - Read Aloud and Recording
- EDC 30 - Puppet Show
- HUM 02 - Book Review: Corduroy
- EDC 93 - Thematic Unit Web
Rationale:
Ceramic Presentation: based on the NAEYC STANDARDS FOR USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM, my ceramics presentation influences the ways in which ceramics helps with childrens development and learning.
Printing: based on the NAEYC STANDARDS FOR USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM, children can identify resources that deepen their understanding in art by painting.
Read Aloud: based on the NAEYC STANDARDS FOR USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM, reading with undertanding implements a meaningful curricula.
Open Ended Art Activity: based on the NAEYC STANDARDS FOR USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM, children can identify resourcs and how to compromise within certain situations while using paints.
Play Dough: based on the NAEYC STANDARDS FOR USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM, making playdough promotes comprehensive developmental and learning outcomes for children.
Songs: based on the NAEYC STANDARDS FOR USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM, music and finger plays promotes a positive energy and developmet within young children.
Egg Hunt: based on the NAEYC STANDARDS FOR USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM, using resources and knowledge children are abled to use skills to solve problems.
Sink or Float: based on the NAEYC STANDARDS FOR USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM, children can use their knowledge to make predictions to solve problems.
Read Aloud and Recording: based on the NAEYC STANDARDS FOR USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM, children can identify resources to deepen thier understanding of stories.
Puppet Show: based on the NAEYC STANDARDS FOR USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM, living in a diversed place promotes being mindful of eachothers feelings and obtaining a positive attitude towards diversity.
Book Review: based on the NAEYC STANDARDS FOR USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM, promotes positive learning outcomes.
Thematic Unit Web: based on the NAEYC STANDARDS FOR USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM, promotes positive learning outcomes.
STANDARD 6: Becoming a Professional
Students prepared in early childhood degree programs identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.
6a. Identifying and involving oneself with the early childhood field
6b. Knowing about and upholding ethical standards an other professional guidelines
6c. Engaging in continuous, collaborative learning to inform practice
6d. Integrating knowledgeable, reflective, and critical perspectives on early education
6e. Engaging in informed advocacy for children and the profession
Links to Activity and Rationale: Below are the titles and links to the assignment(s) that relate to this standard. A rationale explaining how the assignment relates to the standard is also included.
Rationale:
My Educational Philosophy: Based on the NAEYC STANDARDS FOR PROFESSIONAL PREPARATION, the standard that my mini paper met is standard 6: Becoming a Professional. I feel that standard 6 matches my mini paper because the philosophy is what we believe in. Student teachers believe in social justice, ethical behavior and honesty which demonstrates opened to learning and growing as a teacher.
Recollection of an Early Childhood Experience: based on the NAEYC STANDARDS FOR PROFESSIONAL PREPARATION, that standard that my paper met is standard 6: Becoming a Professional. My recollection is a childhood memory which demonstrates the importance of identifying ones self.