AUGUST 1999
COURSE STATEMENT
Childhood is a precious
time. This year long course focuses on
preparing students for a career working with children as well as for the job of
being a parent. Students will learn about practical ways to guide children
through a variety of daily experiences in safe, educational ways. In addition
to their high school child development class, students will study, observe and
participate in activities for preschool and early school-age children, on-site,
at Samuel Smith and Capt. James Lawrence Elementary Schools. Through both class
experiences, students will gain an understanding of the complex world of
children, their needs, wants and responsibilities that go with parenting.
Success in working with
children begins by understanding children. This course begins with an overview
of the physical, intellectual, social and emotional characteristics of young
children. Using this information helps high school students plan for and react
to young children with confidence that their actions are developmentally
appropriate. Students will learn practical techniques for guiding children in
daily routines and suggestions for dealing with guidance problems.
An important part of child
development involves creating a safe, healthy learning environment. Through
experiences at Samuel Smith and Capt. James Lawrence Elementary Schools, high
school students will have the opportunity to work in a rich, child centered,
environment with dedicated professionals who have a sincere interest in young
children. High school students will plan developmentally appropriate curriculum
that builds children's enthusiasm for learning. Finally, this class prepares
students to seek a career in childcare, explore different types of programs and
refine job-hunting skills.
This course demonstrates the
commitment by the City of
COURSE PROFICIENCIES - SKILLS -
Ø
To recognize the
social and economic changes that will increase the need for child care
services.
Ø
To develop
knowledge of the responsibilities of parenthood with emphasis on the factors
which contribute to the physical, emotional and social well being of children.
Ø
To explain how
certain personal characteristics can help early childhood teachers care for and
educate young children.
Ø
To describe
career opportunities, and types of programs in the early childhood field.
Ø
To describe the
normal development of children from birth to middle childhood and identify
hazards that can interfere with normal development.
Ø
To identify the
factors in creating a safe and healthy environment for children.
Ø
To develop
various techniques for effectively guiding young children in appropriate
behavior patterns.
Ø
To define and
develop program goals to plan and carryout learning experiences for young
children.
Ø
To link
assessment strategies in observing, recording and documenting children's growth
and behavior to decisions about program goals and learning experiences.
Ø
To create units
of study using a theme appropriate for the young children's age, abilities and
interests.
Ø
To provide
learning experiences for young children in the areas of art, storytelling, food
and nutrition and music.
Ø
To use technology
to produce a written communication piece to promote and extend learning from
the center into the home.
Ø
To demonstrate
employability skills and work habits useful in to seeking employment in the child
care career fields.
COURSE PROFICIENCIES ATTITUDES
Ø
Students should
recognize the social and economic changes that will increase the need for child
care services.
Ø
Students should recognize
the responsibilities of parenthood and understand the factors that contribute
to the physical, emotional and social well being of children.
Ø
Students should
recognize personal characteristics that help early childhood teachers care for
and educate young children.
Ø
Students should
recognize the career opportunities in the early childhood field.
Ø
Students should
recognize the stages of normal development of children from birth to middle
childhood and identify hazards that can interfere with normal development.
Ø
Students should
recognize the importance of creating a safe and healthy environment for
children.
Ø
Students should
recognize and practice various techniques to effectively guide young children
in appropriate behavior patterns.
Ø
Students should
recognize the importance of program goals to plan and carryout learning
experiences for young children.
Ø
Students should
recognize the importance of assessment strategies in observing, recording and
documenting children's growth and behavior and how that affects decisions about
program goals and learning experiences.
Ø
Students should
recognize the value of developing units of study using a theme appropriate for
the young children's age, abilities and interests.
Ø
Students should
recognize the value of providing learning experiences for young children in the
areas of art, storytelling, food and nutrition and music.
Ø
Students should
experience success in using technology to produce a written communication to
promote and extend learning from the center into the home.
Ø
Students should
recognize the importance of employability skills and work habits in the child
care career fields.
Ø
Students should
recognize the carryover value of the organizational skills needed to keep
equipment and materials in both the elementary and high school child
development classrooms in good order.
STANDARDS
( ) = Cross-Content Workplace Readiness Core
Curriculum Content Standard
All students should be able
to demonstrate employability skills and work habits, such as honesty, work
ethic, dependability, promptness and getting along with others, acquired in
their Child Development 1 class. (1.1)
All students should be able
to describe the importance of personal skills and attitudes to job success in
the child development career field. (1.2)
All students should be able
to identify personal interests, abilities and skills that are useful in
obtaining a job in the child development career field. (1.3)
All students should identify
skills that are transferable from the child development career field to another
occupation. (1.5)
All students will demonstrate
occupational skills developed through the learning experiences provided in
their Child Development 1 class. (1.8)
All students will use
technology to produce products for use in both the high school child
development classroom and the on-site elementary classrooms. (2.8)
All students will select and
apply appropriate solutions to problem solving and decision-making situations
that arise during the course their Child Development 1 class. (3.13)
All students will evaluate
the effectiveness of various solutions used in resolving situations in both the
high school child development classroom and the on-site elementary classrooms.
(3.14)
All students should be able
to demonstrate self-management skills in setting both short and long-term goals
for successful completion of projects assigned their Child Development 1 class.
(4.1)
All students should be able
to demonstrate self-management skills evaluating their own actions and
accomplishments in their Child Development 1 class. (4.3)
All students should be able
to describe how one's behavior in the child development class influences the
feelings and actions of other classmates. (4.7)
All students should be able
to develop and practice organizational skills to keep equipment and supplies in
order for effective and efficient use of class time in both the high school
child development classroom and the on-site elementary classrooms. (4.9)
All students should be able
to explain how common injuries can be prevented when working with and guiding
young children. (5.1)
All students should be able
to demonstrate the safe use of teaching supplies and equipment in both the high
school child development classroom and the on-site elementary classrooms. (5.4)
All students should have
knowledge of and apply safety procedures for hands-on experiences both the high
school child development classroom and the on-site elementary classrooms. (5.7)
( ) = Visual and Performing Arts Core Curriculum
Content Standard
1. Through experiences in both the high school
child development classroom and the on-site elementary classrooms, all students
will utilize arts elements and arts media to produce artistic products and
performances. (1.3)
() = Comprehensive Health and
Physical Education Core Curriculum Content Standard
1All students should describe
potentially dangerous situations related to childhood activities, develop
strategies for keeping children safe and cite resources for help. (2.1-5)
2All students will describe
how chemical substances used during pregnancy can affect prenatal and early
childhood growth and development. (2.3-18)
( ) = Language Arts Literacy Core Curriculum Content
Standard
Through experiences in both
the high school child development classroom and the on-site elementary
classrooms, all students will speak for a variety of real purposes and
audiences in a variety of contexts. (3.1)
Through experiences in both
the high school child development classroom and the on-site elementary
classrooms, all students will actively listen in a variety of situations in
order to receive, interpret, evaluate, and respond to information obtained from
a variety of sources. (3.2)
COURSE CONTENT
Ø
The Children and
You
v
Working with
young children: job opportunities in early childhood Education and training
needed to work with young children
v
The teacher's
responsibilities
v
Characteristics
of successful teachers
v
Types of early
childhood programs
v
Observing
children - guidelines for assessment
Ø
Understanding
Children
v
From Birth to Age
Two - developmental stages
v
Two and Three
year olds - developmental stages and teaching strategies
v
Four and Five
year olds - developmental stages and teaching strategies
v
Middle Childhood
- developmental stages and teaching strategies
Ø
Creating a Safe
and Healthy Environment
v
Preparing the
environment
v
Promoting child
safety
v
Planning
nutritious meals and snacks
v
Health policies
Ø
Guiding Children
v
Developing
guidance skills
v
Techniques for
effective guidance
v
Promoting a
positive self concept
v
Guidance problems
v
Establishing and
communicating rules
Ø
Providing
Learning Experiences for Children
v
Developing
curriculum goals: planning, content, themes, assessment
v
Guiding art,
blockbuilding, and sensory experiences
v
Art experiences
for children
v
Blockbuilding
v
Sensory experiences:
water and sand play
v
Wood working
Guiding storytelling experiences
v
The importance of
storytelling
v
Books as a source
for children
v
Selecting and
reading stories to children
v
Guiding Food and
Nutrition Experiences
v
Working with
parents
v
Nutrition Concepts
v
Cooking
experiences Guiding music and movement experiences
v
Benefits of music
experiences
v
The music center
v
The teacher's
role in guiding music and movement
Ø
Parent
Involvement
v
Purpose of parent
involvement
v
Written
communication
v
Class videos
v
Parent/Teacher
conferences
v
Volunteers in the classroom
Ø
A career for you
in child care
v
Developing job
preferences
v
Resumes
v
Avenues for
seeking employment
v
The interview
v
On the job
EVALUATION TECHNIQUES
Students will be evaluated using
a variety of techniques to determine knowledge of content, skill development
and changes in attitude. The student progress and curriculum effectiveness will
be evaluated on criteria listed below:
Ø
Tests and quizzes
Ø
Notebook &
Homework
Ø
Individual project
presentation grades
Ø
Evaluation of
on-site, early childhood practicum experiences
Ø
Class
participation
Ø
Attendance/lateness
as indicators of student attitude
Ø
Ability to follow
written and oral directions
BIBLIOGRAPHY
BASIC TEXT
Working with Young
Goodheart Wilcox Publishers
1998
SUPPLEMENTAL RESOURCES
Working with Young Children,
Observation Guide
Planning Activities for Child
Care Caroline Sponge Rosser
Goodheart Wilcox Publishers
1998
Magazine and newspaper
articles Teacher prepared materials