ECE 288 COURSE SYLLABUS
1. TITLE OF COURSE: PRACTICUM: EARLY CHILDHOOD EDUCATION
PREFIX/NUMBER: ECE 288 CREDIT HOURS: 3
2. PREREQUISITE: ENG 060, ECE 101, ECE 102, ECE 103, ECE 220
3. RESOURCES NEEDED:
TEXT: ECE 288 Lab Manual
FEES: Background check.
4. COURSE DESCRIPTION
Provides students with advanced field experience opportunities in early childhood education programs.
5. COURSE GOAL: Students will develop skills for observing and recording children’s behavior. Appropriate methods for guiding and interacting with young children will be examined and practiced.
6. COURSE OBJECTIVES:
I. The student recognizes that early childhood centers have different functions, philosophies and goals and that different schedules and teaching methods will be needed to meet the needs of the children at the child care center.
A. The student will identify and describe the program at the child care center (lab site).
B. The student will be aware of the goals, objectives and schedule of that child care center.
C. The student will prepare a letter of introduction to the parents/ guardians of the children at the center.
D. The student will continue to observe the children in the program at the child-care center and assess their developmental and involvement levels.
E. The students will prepare philosophy statements regarding early childhood education.
II. The student will recognize the importance of providing a safe, healthy learning environment, and appropriate developmental activities that allow for individual differences in the learning styles and personalities of the children. The student will develop communication skills with respect to children, team members, parents, teachers and staff.
A. The student will maintain an environment that promotes safety and the prevention of injuries to the children.
B. The student will identify and promote good health and nutrition in order to contribute to the prevention of illness in a day care/ preschool setting.
C. The students will select appropriate developmental activities in the areas of language development, storytelling, music, arts and crafts, science and/or math, large motor development and transition times.
D. The student will define and organize day care/preschool space, materials, and routines in order to construct an interesting, secure and enjoyable learning environment for children.
E. The student will demonstrate knowledge of activities and guidance that encourage self-esteem, creative and critical thinking skills appropriate to the developmental level and learning styles of children.
F. The student will be evaluated by the mentor teacher at the child care center.
G. The student will be observed by the instructor at a child care center in order to assess the student’s level of preparedness for entering the child care profession
H. The student will demonstrate an awareness of professional standards and attitudes of an early childhood educator.
7. COURSE OUTLINE:
I. Orientation to the lab
II. Center Observations and participation
III. Support meetings and discussions in class
IV. Final Evaluation (on-site) and Examination
SUGGESTED SCHEDULE OF TOPICS FOR DISCUSSION
1. Child care centers and their philosophies
2. Child care centers and their goals, objectives and schedules
3. Parent communication
4. Developmental assessment of young children
5. Involvement assessment of young children
6. Student philosophy statements
7. Safe, healthy learning environments
8. Developmental activities for language arts and storytelling
9. Developmental activities for music, arts and crafts and large motor skills
10. Developmental activities for science / math and transition times
11. Developmental activities for children with special needs
12. Student presentations
13. Student observations
14. Parent/student evaluations
15. Final examination
8. EVALUATION PROCEDURES:
The instructor will provide a list of reading assignments, guidelines for developing a personal guidance plan, criteria for observations and case studies, and examinations to measure the students’ mastery of the course objectives. Assignments will not be accepted past the due date given by instructor.
Grading Scale
Raw Score Range Letter Grade
90 to 100 A
80 to 89 B
70 to 79 C
60 to 69 D
0 to 59 F
9. METHODS OF INSTRUCTION:
To be successful in this course, students are expected to participate in discussions, readings, in-class writing, and peer review activities. The instructor may assign point values to such activities.
10. ACADEMIC INTEGRITY:
The very nature of higher education requires that students adhere to accepted standards of academic integrity. Therefore, Pueblo Community College has adopted a policy of academic conduct as described in the Student Handbook. Violation of academic integrity may be defined to include the following: cheating, plagiarism, falsification and fabrication, abuse of academic materials, complicity in academic dishonesty, and personal misrepresentation. It is the student’s responsibility to be aware of the behaviors that constitute academic dishonesty.
Sanctions for violating the standards of academic integrity may include warning, probation, suspension, and/or failure of the course or assignment at the discretion of the instructor.
11.
SPECIAL REMARKS
1. Attendance: Regular and punctual attendance is expected of all students. 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.
11. ADA NOTICE:
Students who have a documented disability may be eligible to receive accommodations for this class. Please contact the Disability Resources Center at 549-3446 for further information.
NAEYC Core Values:
* Appreciate childhood as a unique and valuable stage of the human life cycle
* Base our work on knowledge of how children develop and learn
* Appreciate and support the bond between the child and family
* Recognize that children are best understood and supported in the context of
family, culture, 1 community, and society
* Respect the dignity, worth, and uniqueness of each individual (child, family
member and colleague)
* Respect diversity in children, families, and colleagues
* Recognize that children and adults achieve their full potential in the context of
relationships that are based on trust and respect
(NAEYC Code of Ethics from www.naeyc.org)
NAEYC Standards
Standard 1: Promoting Child Development and Learning
Indicators of Strength:
1. Students know and understand young children’s characteristics and needs.
2. Students know and understand the multiple influences on development and learning.
3. Students use developmental knowledge to create healthy, respectful, supportive, and challenging learning environments.
Standard 2: Building Family and Community Relationships
Indicators of Strength:
1. Students know about and understand family and community characteristics.
2. Students can support and empower families and communities through respectful, reciprocal relationships.
3. Students involve families and communities in children’s development and learning.
Standard 3: Observing, Documenting, and Assessing to Support Young Children and Families
Indicators of Strength:
1. Students understand the goals, benefits, and uses of assessment.
2. Students knowing about and use observation documentation, and other appropriate assessment tools and approaches.
3. Students understand and practice responsible assessment.
4. Students know about assessment partnerships with families and other professionals.
Standard 4: Teaching and Learning
Indicators of Strength:
1. Students know, understand, and use positive relationships and supportive interactions as the foundation for their work with young children.
2. Students know, understand, and use a wide array of effective approaches, strategies, and tools to positively influence children’s development and learning.
3. Students understand the importance of each content area in young children’s learning. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and they can identify resources to deepen their understanding.
4. Students use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive development and learning outcomes for all young children.
Standard 5: Becoming a Professional
Indicators of Strength:
1. Students identify and involve themselves with the early childhood field.
2. Students know about and uphold ethical standards and other professional guidelines.
3. Students engage in continuous, collaborative learning to inform practice.
4. Students integrate knowledgeable, reflective, and critical perspectives on early education.
5. Students engage in informed advocacy for children and the profession.
NAEYC SUPPORTIVE SKILLS
Rationale: NAEYC has identified five skills that support associate degree students’ ability to gain competence in relation to the core standards. With these skills, students are better able to make use of learning opportunities provided by the program and progress in a career as an early childhood professional.
Skill 1: Self-Assessment and Self-Advocacy
Indicators of Strength:
1. Students assess their own goals, strengths, and needs.
2. Students know how to advocate for their own professional needs.
Skill 2: Mastering and Applying Foundational Concepts from General Education
Indicator of strength:
1. Students understand foundational concepts from areas such as science, mathematics, literature, and the behavioral and social sciences.
2. Students can apply these concepts in their work as early childhood professionals.
Skill 3: Written and Verbal Communications Skills
Indicators of Strength:
1. Students have effective skills in written and verbal communication.
2. Students are technologically literate.
Skill 4: Making Connections Between Prior Knowledge/Experience and New Learning
Indicators of Strength:
1. Students respect and draw upon their past or current work experience.
2. Students are able to reflect critically upon their experience.
Skill 5: Identifying and Using Professional Resources
Indicators of Strength:
1. Students know how to identify and use credible professional resources from multiple sources.
2. Students use these resources to better serve children and families with a wide range of cultures, languages, needs, and abilities.
Early Childhood Requirements for Field/Lab Experiences
STUDENT STANDARDS OF CONDUCT
All students enrolled in PCC Early Childhood Program will comply with all policies and procedures of the Early Childhood Student Handbook, the College Catalog and the PCC Student Handbook. The Student Standards of Conduct are in force at any location, college/club activity and includes all PCC campuses and lab site locations.
PROFESSIONAL APPEARANCE POLICY
Early Childhood students are in pre-professional training and appearance is governed by standards, which may be different from the rest of the campus. At all times, students will be expected to be well groomed, clean, and neat. There may be specific dress codes for lab sites (child care center, preschools, family child care). Please discuss dress policies with the center director or owner of the facility. Personal hygiene must be excellent and personal habits concerning nutrition, rest, exercise, and overall health should reflect genuine belief in preventive maintenance for health.
BACKGROUND CHECKS
Background checks will be conducted through American DataBank at the student’s expense. Lab students currently employed in a child care center will not be requested to comply with this requirement; however they must provide a copy of the clearance letter to the instructor.
Background checks are valid and accepted for 3 years from the date of clearance if the student is continuously enrolled at PCC in a CCCS approved program. The Department Chair or Dean has the discretion to request additional background checks at anytime and the student will be responsible for the associated costs. The requested background check must be completed on line within 24 hours. Additional background checks may be required by clinical sites. Students must adhere to all additional requests and are responsible for any and all additional expenses. Refusal to adhere to the additional background request(s) will result in dismissal from the Early Childhood program.
In the event that a student’s background check is returned with issues that prevent a person from working with children or be hired at an educational facility including centers, preschool, family child care programs; the department chair will work with the student to find another course to take that semester, or research a different career path.