DRAFT: This module has unpublished changes.
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DRAFT: This module has unpublished changes.

 

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.

 


 

DRAFT: This module has unpublished changes.

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.

 

 

 Observation of a classroom

DRAFT: This module has unpublished changes.

 

 

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.

LOG #1

LOG # 2

LOG #3

LOG #4

LOG #5

LOG #6

The child observations that I have completed in my EDC 91 class pertain to this standard because I realized how important observations and documenting behavior of children are important to their development. In the logs that I have written I have observed my study child in relation to her environment as she completed different activities. I observed her develop her social skills and fine motor skills through her daily activities.

 

 

EDC 93

Log #1

Log #2

Log #3

Log #4

The observations that I  observe in my edc 93 class. These logs relate to this stanards because The Children can develops different development approaches Social development, Cognitive Development, and also language development in yheir activities. 

 

DRAFT: This module has unpublished changes.

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.

 

 

 

Edc 91 Playdough activity:This play dough activity pertains to this standard because of the developmentally appropriate lesson plan I wrote that is based on the Science and Mathematics subject matter.

 

 

 

Edc 91 Torn Paper Collage Art activity: This art activity pertains to this standard because of the developmentally appropriate lesson plan I wrote that is based on the art subject matter. It allows children to develop their fine motor skills as well as express themselves through open-ended art.

 

DRAFT: This module has unpublished changes.

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 93

edc 93 Science lesson

edc 93 Read aloud 

edc 93 Math lesson

edc 93 Music lesson

 

 In doing these different lesson based on a theme. Using the planning curriculum helps me as a teacher to be organized in a classroom and learn the children strengths and their weakness in the different lessons. These lesson also help the children understand more about the topic when experimenting and learning new things.

DRAFT: This module has unpublished changes.

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.

 

Recollection/Reflection of an Early Childhood Experience

 This lesson belongs in Standard because when you read to children your teaching them new vocabulary words and expanding their knowledge and it also gives you an  to to understand children and how they think when you ask them questions.

 

 

 Edc 93

edc 93 science reflection

edc 93 Music Reflection

edc 93 Math Reflection

edc 93 Read aloud Reflection

Philosophy of education

DRAFT: This module has unpublished changes.