TEXT:

SUPPLIES:

2.      Identify the five major theories in early childhood education, including maturation, cognitive / constructivist, psychoanalytic, behaviorist and humanist.

3.      List the philosophers whose theories comprise each of the categories listed in the previous objective (# 2).

2.Identify the organizations involved in the paradigm of early childhood education.

3.Compare the need for advocacy for young children and appropriate channels for affecting policy and/or legislative changes.

4.Discuss current ethical issues regarding early childhood education.

5.Explain the credentialing process for a Child Development Associate CDA), child care director qualifications, group leader certification etc.

2.  Identify the goals of guidance for young children and the techniques for achieving self-control.  Develop skills in communication and problem solving.

3.  Define developmentally appropriate practice and its importance in a quality childcare program.

4.  Recognize the various components of a quality learning environment and how environments affect behavior.

5.  Discuss the role of the early childhood education professional as a facilitator, evaluator, communicator, trainer, record-keeper and advocate.  Develop record keeping skills for personal management.  (Portfolio)

6.  Compare the styles of curriculum plans used in early childhood models and recognize the importance of individual and collaborative planning.

2.  Identify the methods used for communication between staff, support personnel and families enrolled at the childcare facility.

3.  Explain the benefits of observing children and the tools for accomplishing this task.  Develop skills in recording and reporting information in a non-judgmental manner.

4.  Explain how the evaluation process and its subsequent results are a valuable tool for planning curriculum and helping to meet the needs of the children and families.  Develop skills in identifying quality programs, curriculum and facilities.

2.  Review the standards for early childhood programs in Colorado as devised by the Colorado Department of Education.

3.  Compare the regulations and standards from the DHS and the CDE.

4.  Find the regulations and standards that specifically designate guidelines for nutrition for the young children.

5.  Learn how early childhood professionals provide a safe, healthy learning environment and nutritious foods for young children.

2.  Identify the stages of growth and milestones in the prenatal and infancy areas of development.

3.  Identify the stages of growth and milestones in the toddler and preschool areas of development.

4.  Identify the stages of growth and milestones in the elementary age child.

5.  Develop skills in maintaining up-to-date records concerning the growth, health, behavior and progress of young children and how to share that information with families.

2.  Identify how each of the models can be implemented in an early childhood program.

2.  Discuss the need for inclusion and diversity in early childhood programs.

3.  Recognize the need for open, friendly, cooperative relationships with families and discuss ways to encourage their involvement.  Discuss the growing need for parent education.

4.  Identify the various ways of recognizing the signs and symptoms of abuse and neglect in young children and the appropriate ways of reporting and documenting the information.  Learn how to deal with stress and other emotional experiences common to early childhood professionals.

5.  Be aware of the influence of media on the young children and discuss appropriate practices.

6.  Be aware of current professional opportunities, local resources and services and how to contact or network with these sources.  Develop decision-making skills.

7.  Discuss the financial compensation for staff in an early childhood program.

8.  Recognize the need to be informed about childcare practices, research, legislation and other developments in the early childhood profession.

1.

Attendance:  Regular and punctual attendance is expected of all students, with the exception of those students enrolled in a TV8 telecourse or a T39 section of an ITV course.  A complete record of attendance will be kept by each instructor for the entire length of each course.  Students will be counted absent from class sessions missed, beginning with the first official date of class.  A twenty percent absence from each enrolled lecture or laboratory course will be taken as evidence that a student does not intend to complete the course.  College policy states that students may be dropped from enrollment when absent 20% of the scheduled class meetings.  If enrolled from the beginning of the term, 15 hours will usually constitute 20% of a four-credit semester course that meets five hours per week.  Reinstatement procedures are described in the PCC catalog.

2.

Tardy Policy:  A student who is late three times (enters classroom after the instructor has taken roll) will be charged with one full absence unless the student can provide valid reasons for one or more of these tardies.

3.

Assignments/Missed Exams:  It is the student's responsibility, whether present or absent, to obtain all material presented and to complete all course assignments.  If prior arrangements are made or extenuating circumstances exist, makeup of tests may be allowed.  Late homework papers will not be accepted unless those same extenuating circumstances exist.  There will be no make-up exams for unexcused absences.

4.

It is the student’s responsibility, whether present or absent, to obtain all material presented and to complete all course assignments in a timely fashion.  It is the student’s responsibility to inform the instructor and/or department chair of an impending absence.  Absences occurring during exams must be reported in advance.  There will be no make-up exams for un-excused absences.  It is also the student’s responsibility to inform the instructor of a physical, emotional and learning disability that may affect his/her performance in class or lab.