Required Reading: NAEYC Code of Ethical Conduct (1988). Washington, DC: National Association for the Education of Young Children. http://www.naeyc.org/about/positions/PSSETH05.asp NAEYC Standards 1. PROMOTING CHILD DEVELOPMENT AND LEARNING 1a: Knowing and understanding young children’s characteristics and needs, from birth through age 8. 1b: Knowing and understanding the multiple influences on early development and learning 1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children 2. BUILDING FAMILY AND COMMUNITY RELATIONSHIPS 2a: Knowing and understanding diverse family and community characteristics 2b: Supporting and engaging families and communities through respectful, reciprocal relationships 2c: Involving families and communities in young children’s development and learning 3. OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT CHILDREN AND FAMILIES 3a: Understanding the benefits, and uses of assessment including its use in development – curriculum, and teaching strategies for young children of appropriate goals, 3b: Knowing about assessment partnerships with families and with professional colleagues to build effective learning environments 3c: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection. 3d: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities. 4. USING DEVELOPMENTALLY EFFECTIVE APPROACHES 4a: Understanding positive relationships and supportive interactions as the foundation of their work with young children 4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology 4c: Using a broad repertoire of developmentally appropriate teaching /learning approaches 4d: Reflecting on own practice to promote positive outcomes for each child 5. USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM 5a: Understanding content knowledge and resources in academic disciplines: language and literacy; the arts music, creative movement, dance, drama, visual arts; mathematics; science, – physical activity, physical education, health and safety; and social studies. 5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines 5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child. 6. BECOMING A PROFESSIONAL 6a: Identifying and involving oneself with the early childhood field
Required Reading: NAEYC Code of Ethical Conduct (1988). Washington, DC: National Association for the Education of Young Children. http://www.naeyc.org/about/positions/PSSETH05.asp NAEYC Standards 1. PROMOTING CHILD DEVELOPMENT AND LEARNING 1a: Knowing and understanding young children’s characteristics and needs, from birth through age 8. 1b: Knowing and understanding the multiple influences on early development and learning 1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children 2. BUILDING FAMILY AND COMMUNITY RELATIONSHIPS 2a: Knowing and understanding diverse family and community characteristics 2b: Supporting and engaging families and communities through respectful, reciprocal relationships 2c: Involving families and communities in young children’s development and learning 3. OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT CHILDREN AND FAMILIES 3a: Understanding the benefits, and uses of assessment – including its use in development of appropriate goals, curriculum, and teaching strategies for young children 3b: Knowing about assessment partnerships with families and with professional colleagues to build effective learning environments 3c: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection. 3d: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities. 4. USING DEVELOPMENTALLY EFFECTIVE APPROACHES 4a: Understanding positive relationships and supportive interactions as the foundation of their work with young children 4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology 4c: Using a broad repertoire of developmentally appropriate teaching /learning approaches 4d: Reflecting on own practice to promote positive outcomes for each child 5. USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM 5a: Understanding content knowledge and resources in academic disciplines: language and literacy; the arts – music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies. 5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines 5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child. 6. BECOMING A PROFESSIONAL 6a: Identifying and involving oneself with the early childhood field
ec320_practicum_experience_syllabi-online_2.docx