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2022-2023 Catalog [ARCHIVED CATALOG]
Course Descriptions
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Design Technology (DESN) |
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Dental Hygiene (DHYG) |
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Diagnostic Med Sonog (DMSI) |
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DMSI 117 - Cardiac Sonography Clinical I
PREREQUISITES: Admission into the Cardiac Sonography Program
PROGRAM: Diagnostic Medical Sonography
CREDIT HOURS MIN: 4
CLINICAL APPLICATION HOURS MIN: 60
DATE OF LAST REVISION: Spring, 2022
This is the first of four rotations through various clinical sites to allow the student to acquire competency in the field of cardiac sonography. During the first clinical rotation the student is required to use the knowledge acquired in the cognitive domain to display appropriate behavior in the affective domain. Knowledge from the cognitive domain during the semester is also used as a foundation on which to build skills in the psychomotor domain. This is accomplished by scanning in the laboratory setting initially and then actual patients under controlled conditions. The skills of basic image acquisition, ergonomics and patient care are practiced in the controlled conditions of a healthcare facility.
MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:
- Demonstrate principles of professional ethics.
- Demonstrate successful relationships with staff technologists by asking appropriate questions, assisting the sonographer during procedures, and by directly dealing with patients.
- React to criticism constructively and demonstrate the desire to improve.
- Demonstrate competency in various cardiac windows and views
- Perform required sonography exams after clinical competency is achieved.
*Clinical evaluations must be filled out by a registered sonographer for each required exam after the student has demonstrated competency by passing a clinical competency evaluation in each of the listed categories administered by the clinical instructor or a program instructor. Until a student passes the clinical competency exam in a specific category they may not do an exam in that category under indirect supervision.
- Perform sonographic examinations using proper ergonomic techniques..
- Maintain a procedure log that identifies each patient or exam that they were involved in and indicate their level of involvement, i.e., observation or supervision level. This list must be kept current in the student Trajecsys account (online clinical records).
- Demonstrate knowledge of the clinical affiliate site rules, layout, office procedure, patient transportation rules and equipment by the appropriate responses to oral questioning by the clinical instructor, program director, clinical coordinator or other technologist or appropriate hospital personnel. This will be verified by Room Check lists also.
- Demonstrate compliance with the rules of the program by not violating the concept of “indirect supervision.”
- Display knowledge of all handbook rules pertaining to clinical, and abide by them.
- Demonstrate competency in the affective domain by Scoring 80% or better on the clinical performance evaluations
- Apply patient care skills and regulations such as HIPAA and ALARA.
COURSE CONTENT: Topical areas of study include -
- Ultrasound terminology
- Ultrasound knobology
- Basic echocardiographic windows and views
- Basic cardiac anatomy
- ASE cardiac segments
Course Addendum - Syllabus (Click to expand)
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DMSI 119 - Cardiac Sonography Clinical II
PREREQUISITES: DMSI 117 - Cardiac Sonography Clinical I
PROGRAM: Diagnostic Medical Sonography
CREDIT HOURS MIN: 3
CLINICAL APPLICATION HOURS MIN: 15
DATE OF LAST REVISION: Fall 2020
This is the second of four rotations through various clinical sites to allow the student to acquire competency in the field of cardiac sonography. The student is required to use the knowledge acquired in the cognitive domain to display appropriate behavior in the affective domain. Knowledge from the cognitive domain gained last semester is also used as a foundation on which to build skills in the psychomotor domain. This is accomplished by scanning actual patients under controlled conditions. The skills of exam acquisition, ergonomics and patient care are practiced in the controlled conditions of a healthcare facility.
MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:
- Demonstrate principles of professional ethics.
- Demonstrate successful relationships with staff technologists by asking appropriate questions, assisting the sonographer during procedures, and by directly dealing with patients.
- React to criticism constructively and demonstrate the desire to improve.
- Demonstrate competency in cardiac views and exams including those not done routinely.
- Perform required sonography exams after clinical competency is achieved.
*Clinical evaluations must be filled out by a registered sonographer for each required exam after the student has demonstrated competency by passing a clinical competency evaluation in each of the listed categories administered by the clinical instructor or a program instructor. Until a student passes the clinical competency exam in a specific category they may not do an exam in that category under indirect supervision.
- Perform sonographic examinations using proper ergonomic techniques.
- Maintain a procedure log sheet that identifies each patient or exam that they were involved in and indicate their level of involvement, i.e., Observation or supervision level. observed only, performed the exam with direct supervision, performed the exam with indirect supervision. This list must be kept current in the student Trajecsys account (online clinical records). portfolio. (procedure sheet)
- Demonstrate knowledge of the clinical affiliate site rules, layout, office procedure, patient transportation rules and equipment by the appropriate responses to oral questioning by the clinical instructor, program director, clinical coordinator or other technologist or appropriate hospital personnel. This will be verified by Room Check lists also.
- Demonstrate compliance with the rules of the program by not violating the concept of “indirect supervision.”
- Display knowledge of all handbook rules pertaining to clinical, and abide by them.
- Demonstrate competency in the affective domain by Scoring 80% or better on the clinical performance evaluations.
- Apply patient care skills and regulations such as HIPAA and ALARA.
COURSE CONTENT: Topical areas of study include -
- EKG Tracings
- Left Ventricular Function
- Stress Echocardiography
- Cardiac hemodynamics
- Cardiac catheterization
Course Addendum - Syllabus (Click to expand)
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DMSI 217 - Cardiac Sonography Clinical III
PREREQUISITES: DMSI 119 - Cardiac Sonography Clinical II
PROGRAM: Diagnostic Medical Sonography
CREDIT HOURS MIN: 3
CLINICAL APPLICATION HOURS MIN: 15
DATE OF LAST REVISION: Fall 2020
This is the third of four rotations through various clinical sites to allow the student to acquire competency in the field of cardiac sonography. The student is required to use the knowledge acquired in the cognitive domain to display appropriate behavior in the affective domain. Knowledge from the cognitive domain gained last semester is also used as a foundation on which to build skills in the psychomotor domain. This is accomplished by scanning actual patients under controlled conditions. The skills of exam acquisition, ergonomics and patient care are practiced in the controlled conditions of a healthcare facility.
MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:
- Demonstrate principles of professional ethics.
- Demonstrate successful relationships with staff technologists by asking appropriate questions, assisting the sonographer during procedures, and by directly dealing with patients.
- React to criticism constructively and demonstrate the desire to improve.
- Demonstrate competency in cardiac views and exams including those not done routinely.
- Perform required sonography exams after clinical competency is achieved.
*Clinical evaluations must be filled out by a registered sonographer for each required exam after the student has demonstrated competency by passing a clinical competency evaluation in each of the listed categories administered by the clinical instructor or a program instructor. Until a student passes the clinical competency exam in a specific category they may not do an exam in that category under indirect supervision.
- Perform sonographic examinations using proper ergonomic techniques.
- Maintain a procedure log that identifies each patient or exam that they were involved in and indicate their level of involvement, i.e.,observation or supervision level. This list must be kept current in the student Trajecsys account (online clinical records).
- Demonstrate knowledge of the clinical affiliate site rules, layout, office procedure, patient transportation rules and equipment by the appropriate responses to oral questioning by the clinical instructor, program director, clinical coordinator or other technologist or appropriate hospital personnel. This will be verified by Room Check lists also.
- Demonstrate compliance with the rules of the program by not violating the concept of “indirect supervision.”
- Display knowledge of all handbook rules pertaining to clinical, and abide by them.
- Demonstrate competency in the affective domain by Scoring 80% or better on the clinical performance evaluations.
- Apply patient care skills and regulations such as HIPAA and ALARA.
COURSE CONTENT: Topical areas of study include -
- Valvular dysfunction
- Contrast usage
- Congenital anomalies
- Cardiomyopathy
Course Addendum - Syllabus (Click to expand)
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DMSI 219 - Cardiac Sonography Clinical IV
PREREQUISITES: DMSI 217 - Cardiac Sonography Clinical III
PROGRAM: Diagnostic Medical Sonography
CREDIT HOURS MIN: 3
CLINICAL APPLICATION HOURS MIN: 15
DATE OF LAST REVISION: Fall 2020
This is the last of four rotations through various clinical sites to allow the student to acquire competency in the field of cardiac sonography. The student is required to use the knowledge acquired in the cognitive domain to display appropriate behavior in the affective domain. Knowledge from the cognitive domain gained last semester is also used as a foundation on which to build skills in the psychomotor domain. This is accomplished by scanning actual patients under controlled conditions.
MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:
- Demonstrate principles of professional ethics.
- Demonstrate successful relationships with staff technologists by asking appropriate questions, assisting the sonographer during procedures, and by directly dealing with patients.
- React to criticism constructively and demonstrate the desire to improve.
- Demonstrate competency in a VARIETY of exams including those not done routinely.
- Perform required sonography exams after clinical competency is achieved.
*Clinical evaluations must be filled out by a registered sonographer for each required exam after the student has demonstrated competency by passing a clinical competency evaluation in each of the listed categories administered by the clinical instructor or a program instructor. Until a student passes the clinical competency exam in a specific category they may not do an exam in that category under indirect supervision.
- Perform sonographic examinations using proper ergonomic techniques. S
- Maintain a procedure log that identifies each patient or exam that they were involved in and indicate their level of involvement, i.e., Observation or supervision level. This list must be kept current in the student Trajecsys account (online clinical records).
- Demonstrate knowledge of the clinical affiliate site rules, layout, office procedures, patient transportation rules and equipment by the appropriate responses to oral questioning by the clinical instructor, program director, clinical coordinator or other technologist or appropriate hospital personnel. This will be verified by Room Check lists also.
- Demonstrate compliance with the rules of the program by not violating the concept of “indirect supervision.”
- Display knowledge of all handbook rules pertaining to clinical, and abide by them.
- Demonstrate competency in the affective domain by Scoring 80% or better on the clinical performance evaluations.
- Apply patient care skills and regulations such as HIPAA and ALARA.
COURSE CONTENT: Topical areas of study include -
- Demonstrate competency in basic areas of echocardiography
Course Addendum - Syllabus (Click to expand)
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Early Childhood Educ (ECED) |
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ECED 100 - Introduction to Early Childhood Education
PREREQUISITES: Demonstrated readiness for developmental English.
PROGRAM: Early Childhood Education
CREDIT HOURS MIN: 3
LECTURE HOURS MIN: 3
DATE OF LAST REVISION: Fall 2021
Entry level course for Early Childhood Educators. It provides an overview of the history, theory, and foundations of early childhood education as well as exposure to types of programs, curricula and services available to young children. Opportunities to explore a variety of opportunities in the field through lecture, activities, and classroom observations. Students may be required to complete observations and field experiences with children as related to this course. Students are required to meet personnel requirements for child care licensing which may include, but are not limited to: FBI fingerprints, 5 panel drug screen, TB test, physical/vaccination history, criminal history checks, CPS registry checks, reference checks, Covid-19 protocols, and completion of the ILEAD mandatory training modules- Health and Safety Modules 1-4, Intro to the Indiana Early Learning Foundations, and Child Abuse Prevention and Detection.
MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:
- Recognize the value of developing positive communication strategies and establishing beneficial relationships within an early childhood facility. (2b, 4a, 6a)
- Describe skills to build positive relationships with families. (2b, 4a)
- Study the history, theories, and foundations of early childhood education (1a, 1b, 1c, 1d)
- Explore and recognize various curricula and settings for early childhood education programs. (5a, 5c)
- Identify effective, quality programs for young children in various settings. (1c, 1d, 6b)
- Identify resources within the community to enhance family wellbeing. (2c)
- Reflect on and determine future professional goals while exploring opportunities in the field of early childhood, advocacy, organizations, and resources. (6a, 6d, 6e)
- Demonstrate respect for diversity, equity, and inclusion. (2a)
- Identify and practice various observation/recording methods. (3a, 3b)
- Explore the role of technology in programs for young children. (6c)
- Examine guidelines and the importance of the NAEYC Code of Ethics, The Council for Professional Recogition’s CDA Credential, NAEYC Accreditation standards, state licensing regulations, and membership in professional organizations. (6a, 6b, 6d)
- Complete Indiana ILEAD webinar trainings for Child Abuse Prevention and Detection, and Health and Safety Modules 1-3. (6b, 6d)
- Begin own Professional Program Portfolio based on local campus guidelines. (contact local program chair for instructions) (6e)
COURSE CONTENT: Topical areas of study include -
- Developmentally appropriate practice and play based learning
- Developmental Domains
- Theories of development
- Positive communication and interactions in the early learning environment
- Diversity, equity, and inclusion
- Observation and assessment
- Child abuse prevention and detection
- Early care and education in the community
- Use of appropriate technology with children
- Curriculum and settings
- Professionalism
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2021 NAEYC Professional Standards and Competencies for Early Childhood Educators
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STANDARD 1
Child Development and Learning in Context
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NAEYC Standards covered in this course
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INTASC Standards Alignment
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1a: Understand the developmental period of early childhood from birth through age 8 across physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development.
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2.a-b; 5.b
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1b: Understand and value each child as an individual with unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and with the capacity to make choices.
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2.a; 3.a-b; 5.b
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1c: Understand the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities.
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1d: Use this multidimensional knowledge-that is, knowledge about the developmental period of early childhood, about individual children, and about development and learning in cultural contexts-to make evidence-based decisions that support each child
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4.a-b; 8.a-d
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STANDARD 2
Family-Teacher Partnerships and Community Connections
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2a: Know about, understand, and value the diversity of families.
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5.a-b
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2b: Collaborate as partners with families in young children’s development and learning through respectful, reciprocal relationships and engagement.
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5.a-b; 7.b
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2c: Use community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies.
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2.a-b; 3.a-b; 5.a-b; 8.c-d
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STANDARD 3
Child Observation, Documentation, and Assessment
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3a: Understand that assessments (formal and informal, formative and summative) are conducted to make informed choices about instruction and for planning in early learning settings.
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3b: Know a wide range of types of assessments, their purposes, and their associated methods and tools.
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6.a-b
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3c: Use screening and assessment tools in ways that are ethically grounded and developmentally, ability, culturally, and linguistically appropriate in order to document developmental progress and promote positive outcomes for each child.
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3.b; 6.a-b; 7.a-b
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3d: Build assessment partnerships with families and professional colleagues.
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3.b; 5.a-b; 7.b
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STANDARD 4
Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
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4a: Understand and demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children.
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5.a; 7.b
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4b: Understand and use teaching skills that are responsive to the learning trajectories of young children and to the needs of each child, recognizing that differentiating instruction, incorporating play as a core teaching practice, and supporting the development of executive function skills are critical for young children.
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2.a-b; 4.a-b; 8.a-b
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4c: Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning.
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2.a-b; 3.a-b; 6.a-b; 8.a
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STANDARD 5
Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
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5a: Understand content knowledge- the central concepts, methods and tools of inquiry, and structure-and resources for the academic disciplines in an early childhood curriculum.
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7.a-b; 3.a-b
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5b: Understand pedagogical content knowledge-how young children learn in each discipline-and how to use the teacher knowledge and practices described in Standards 1 through 4 to support young children’s learning in each content area.
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3.a; 5.a; 7.a-b
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5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge.
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7.a-b; 3.b; 8.b
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STANDARD 6
Professionalism as an Early Childhood Educator
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6a: Identify and involve themselves with the early childhood field and serve as informed advocates for young children, families, and the profession.
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9.a, b, c, d
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6b: Know about and uphold ethical and other early childhood professional guidelines.
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9.f, j, o
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6c: Use professional communication skills, including technology-mediated strategies, to effectively support young children’s learning and development and to work with families and colleagues.
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9.c, d, f
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6d: Engage in continuous, collaborative learning to inform practice.
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9.a, b, c, d,
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6e: Develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession.
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9.f, o
2.a-b; 3.a-b; 4.a-b; 5.a-b; 6.a-b; 8.a-d
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STANDARD 7
Field Experiences
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7a: Opportunities to observe and practice in at least two of the three early childhood age groups (birth - age 3, 3-5, 5-8)
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1.a, b, c; 3.b, c, d
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7b: Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs)
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1.a, b, c; 3.b, c, d
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GRADING POLICY
00 - 93% A
92 - 85% B
84 - 75% C
74 - 71% D
70 - 0% F
PORTFOLIO DEVELOPMENT:
All degree-seeking students will be expected to present examples of coursework that they deem suitable for a cumulative portfolio that will be reviewed prior to graduation. The portfolio will contain several artifacts and reflection pieces as evidence of the students’ demonstrated understanding of early childhood principles as outlined by NAEYC standards. The cumulative portfolio should document each student’s dispositions and competencies reflected in assignments throughout their coursework. Students may begin collecting artifacts when they begin their coursework. Creating a portfolio has value to students, the Ivy Tech Community College early childhood education program and potential employers. Students should select from a variety of assignments and are free to confer with their instructor about alternate choices of material.
Course Addendum - Syllabus (Click to expand)
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ECED 101 - Health Safety and Nutrition
PREREQUISITES: Demonstrated readiness for developmental English.
PROGRAM: Early Childhood Education
CREDIT HOURS MIN: 3
LECTURE HOURS MIN: 3
DATE OF LAST REVISION: Fall, 2021
Examines basic principles of child development, Developmentally Appropriate Practices (DAP), importance of family, licensing, and elements of quality care of young children with an emphasis on the learning environment related to health, safety, and nutrition. Entry-level course for Early Childhood Educators. Students may be required to complete observations in approved locations as related to this course. Students are required to meet personnel requirements for child care licensing which may include, but are not limited to: FBI fingerprints, 5 panel drug screen, TB test, physical/vaccination history, criminal history checks, CPS registry checks, reference checks, Covid-19 protocols, and completion of the ILEAD mandatory training modules- Health and Safety Modules 1-4, Intro to the Indiana Early Learning Foundations, and Child Abuse Prevention and Detection.
MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:
- Describe and discuss the physical, cognitive, social, emotional, creative, and linguistic development of the young child from infancy through 8 years of age. (1a)
- Discuss Developmentally Appropriate Practice in terms of chronological age and developmental levels in terms of appropriateness of activities and environments for the young child from infancy through 8 years of age.(1d)
- Describe, discuss, and practice observation skills, and assess safe and healthy practices. (1d)
- Describe and discuss developmentally appropriate and culturally respectful guidance practices.(1a)
- Describe and recognize the importance of the child’s family and its role as the child’s first teacher in enhancing safe and healthy learning. (2c)
- Identify primary elements of Indiana’s licensing requirements for early care and education. (6b)
- Demonstrate cooperation through group creation and presentation of a health and safety educational experience. (6d)
- Identify, discuss, and evaluate quality care issues relating to health, safety, and nutritional components essential for providing quality care including routines, daily schedule, and the physical arrangement of the indoor and outdoor play areas. ( 1c,6a, 6e)
- Identify, describe, and discuss stressors and potential stressors that may affect children, families and early care and education teachers. (6a)
COURSE CONTENT: Topical areas of study include -
- Developmental domains of young children
- Developmentally appropriate practice
- Observation skills
- Developmentally appropriate and culturally respectful guidance practices
- Family as the child’s first teacher
- Indiana licensing requirements
- Child and Adult Care Food Program (CACFP)
- Resources for health, safety, and nutrition of young children
- Quality care issues
- Mental health issues of children, families
- Early care and education teachers
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2021 NAEYC Professional Standards and Competencies for Early Childhood Educators
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STANDARD 1
Child Development and Learning in Context
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NAEYC Standards covered in this course
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INTASC Standards Alignment
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1a: Understand the developmental period of early childhood from birth through age 8 across physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development.
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x
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2.a-b; 5.b
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1b: Understand and value each child as an individual with unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and with the capacity to make choices.
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2.a; 3.a-b; 5.b
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1c: Understand the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities.
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x
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1d: Use this multidimensional knowledge-that is, knowledge about the developmental period of early childhood, about individual children, and about development and learning in cultural contexts-to make evidence-based decisions that support each child
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x
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4.a-b; 8.a-d
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STANDARD 2
Family-Teacher Partnerships and Community Connections
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2a: Know about, understand, and value the diversity of families.
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5.a-b
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2b: Collaborate as partners with families in young children’s development and learning through respectful, reciprocal relationships and engagement.
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5.a-b; 7.b
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2c: Use community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies.
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x
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2.a-b; 3.a-b; 5.a-b; 8.c-d
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STANDARD 3
Child Observation, Documentation, and Assessment
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3a: Understand that assessments (formal and informal, formative and summative) are conducted to make informed choices about instruction and for planning in early learning settings.
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3b: Know a wide range of types of assessments, their purposes, and their associated methods and tools.
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6.a-b
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3c: Use screening and assessment tools in ways that are ethically grounded and developmentally, ability, culturally, and linguistically appropriate in order to document developmental progress and promote positive outcomes for each child.
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3.b; 6.a-b; 7.a-b
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3d: Build assessment partnerships with families and professional colleagues.
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3.b; 5.a-b; 7.b
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STANDARD 4
Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
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4a: Understand and demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children.
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5.a; 7.b
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4b: Understand and use teaching skills that are responsive to the learning trajectories of young children and to the needs of each child, recognizing that differentiating instruction, incorporating play as a core teaching practice, and supporting the development of executive function skills are critical for young children.
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2.a-b; 4.a-b; 8.a-b
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4c: Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning.
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2.a-b; 3.a-b; 6.a-b; 8.a
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STANDARD 5
Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
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5a: Understand content knowledge- the central concepts, methods and tools of inquiry, and structure-and resources for the academic disciplines in an early childhood curriculum.
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7.a-b; 3.a-b
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5b: Understand pedagogical content knowledge-how young children learn in each discipline-and how to use the teacher knowledge and practices described in Standards 1 through 4 to support young children’s learning in each content area.
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3.a; 5.a; 7.a-b
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5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge.
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7.a-b; 3.b; 8.b
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STANDARD 6
Professionalism as an Early Childhood Educator
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6a: Identify and involve themselves with the early childhood field and serve as informed advocates for young children, families, and the profession.
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x
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9.a, b, c, d
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6b: Know about and uphold ethical and other early childhood professional guidelines.
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x
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9.f, j, o
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6c: Use professional communication skills, including technology-mediated strategies, to effectively support young children’s learning and development and to work with families and colleagues.
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9.c, d, f
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6d: Engage in continuous, collaborative learning to inform practice.
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x
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9.a, b, c, d,
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6e: Develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession.
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x
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9.f, o
2.a-b; 3.a-b; 4.a-b; 5.a-b; 6.a-b; 8.a-d
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STANDARD 7
Field Experiences
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7a: Opportunities to observe and practice in at least two of the three early childhood age groups (birth - age 3, 3-5, 5-8)
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1.a, b, c; 3.b, c, d
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7b: Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs)
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1.a, b, c; 3.b, c, d
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GRADING POLICY
Grading Scale
100 - 93% A
92 - 85% B
84 - 75% C
74 - 71% D
70 - 0% F
PORTFOLIO DEVELOPMENT:
All degree seeking students will be expected to present examples of coursework that they deem suitable for a cumulative portfolio that will be reviewed prior to graduation. The portfolio will contain several artifacts and reflection pieces as evidence of the students’ demonstrated understanding of early childhood principles as outlined by INTASC and NAEYC standards. The cumulative portfolio should document each student’s dispositions and competencies reflected in assignments throughout their coursework. Creating a portfolio has value to students, the Ivy Tech Community College early childhood education program and potential employers. Students should select from a variety of assignments and are free to confer with their instructor about alternate choices of material.
Course Addendum - Syllabus (Click to expand)
|
| |
-
ECED 103 - Curriculum in the Early Childhood Classroom
PREREQUISITES: Demonstrated readiness for developmental English.
PROGRAM: Early Childhood Education
CREDIT HOURS MIN: 3
LECTURE HOURS MIN: 2
LAB HOURS MIN: 2
DATE OF LAST REVISION: Fall, 2021
Entry level course for Early Childhood Educators. Examines Developmentally Appropriate environments and activities in various early learning settings. Explores the varying developmental levels and cultural backgrounds of children. Students are required to complete observations and field experience in an early learning setting to successfully complete this course. Students are required to meet personnel requirements for childcare licensing which may include, but are not limited to: FBI fingerprints, 5 panel drug screen, TB test, physical/vaccination history, criminal history checks, CPS registry checks, reference checks, Covid-19 protocols, and completion of the ILEAD mandatory training modules- Health and Safety Modules 1-4, Intro to the Indiana Early Learning Foundations, and Child Abuse Prevention and Detection.
MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:
- Describe and discuss Developmentally Appropriate Practice as it pertains to the young child from infancy through 8 years of age with an emphasis on the importance of healthy and respectful relationships between adults, children, and families in the early learning setting. (1c, 1d, 2b, 4a)
- Recognize and describe the ways young children develop in the physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development.. (1a).
- Recognize and discuss appropriate teaching methods for young children. (1d, 4b, 4c, 5b, 6e))
- Research current curriculum models in use in early childhood education. (1d, 3a, 4b, 4c)
- Describe, discuss, and evaluate Developmentally Appropriate environments that promote the young child’s healthy development. (1b, 1c, 1d, 4a, 4b, 4c, 5b, 5c)
- Demonstrate observation skills in accordance with ethical guidelines to evaluate an early learning setting and develop a plan to enhance the environment for all children, including those with special needs. (3a, 3b, 3c, 6a, 6b, 6e)
- Demonstrate the ability to access and utilize the Indiana Early Learning Foundations to plan, implement, and evaluate meaningful curriculum for young children.(5a, 5b, 5c, 6b, 6d)
- Describe and discuss Bloom’s Taxonomy and its relationship to planning developmentally appropriate activities for young children. (5b)
- Create Developmentally Appropriate Lesson Plans that promote the young child’s development in the physical, communication, arts, inquiry, social, and self-awareness domains. (1d, 4b, 4c, 5a, 5b, 5c)
- Incorporate Developmentally Appropriate Lesson Plans into an Integrated Curriculum Study appropriate for use in the infant/toddler, preschool, or school-age classroom. (1d, 4b, 4c, 5a, 5b, 5c)
- Complete Indiana ILEAD webinar training for Introduction to the Indiana Early Learning Foundations. (5a, 5b, 5c, 6b, 6d)
- Complete a minimum of 32 hours of field experience which includes 16 hours for preparation/planning (including creation of materials)/observation, 8 hours for implementation/assessment/working directly with children, and 8 hours for reflection, evaluation and professional communication with the site mentor/cooperating teacher. (7)
COURSE CONTENT: Topical areas of study include -
- Developmentally appropriate practice
- Children’s developmental domains
- Developmentally Appropriate learning environments
- DAP lesson plans
- Integrated curriculum study
- Healthy relationships in the early learning environment
- Professionalism and confidentiality when assessing learning environments
- Cultural diversity, equity, and inclusion
- NAEYC Code of Ethics
- Indiana Early Learning Foundations
- Field Experience
|
2021 NAEYC Professional Standards and Competencies for Early Childhood Educators
|
|
STANDARD 1
Child Development and Learning in Context
|
NAEYC Standards covered in this course
|
INTASC Standards Alignment
|
|
1a: Understand the developmental period of early childhood from birth through age 8 across physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development.
|
x
|
2.a-b; 5.b
|
|
1b: Understand and value each child as an individual with unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and with the capacity to make choices.
|
x
|
2.a; 3.a-b; 5.b
|
|
1c: Understand the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities.
|
x
|
|
|
1d: Use this multidimensional knowledge-that is, knowledge about the developmental period of early childhood, about individual children, and about development and learning in cultural contexts-to make evidence-based decisions that support each child
|
x
|
4.a-b; 8.a-d
|
|
STANDARD 2
Family-Teacher Partnerships and Community Connections
|
|
|
2a: Know about, understand, and value the diversity of families.
|
|
5.a-b
|
|
2b: Collaborate as partners with families in young children’s development and learning through respectful, reciprocal relationships and engagement.
|
x
|
5.a-b; 7.b
|
|
2c: Use community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies.
|
|
2.a-b; 3.a-b; 5.a-b; 8.c-d
|
|
STANDARD 3
Child Observation, Documentation, and Assessment
|
|
|
3a: Understand that assessments (formal and informal, formative and summative) are conducted to make informed choices about instruction and for planning in early learning settings.
|
x
|
|
|
3b: Know a wide range of types of assessments, their purposes, and their associated methods and tools.
|
x
|
6.a-b
|
|
3c: Use screening and assessment tools in ways that are ethically grounded and developmentally, ability, culturally, and linguistically appropriate in order to document developmental progress and promote positive outcomes for each child.
|
x
|
3.b; 6.a-b; 7.a-b
|
|
3d: Build assessment partnerships with families and professional colleagues.
|
|
3.b; 5.a-b; 7.b
|
|
STANDARD 4
Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
|
|
|
4a: Understand and demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children.
|
x
|
5.a; 7.b
|
|
4b: Understand and use teaching skills that are responsive to the learning trajectories of young children and to the needs of each child, recognizing that differentiating instruction, incorporating play as a core teaching practice, and supporting the development of executive function skills are critical for young children.
|
x
|
2.a-b; 4.a-b; 8.a-b
|
|
4c: Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning.
|
x
|
2.a-b; 3.a-b; 6.a-b; 8.a
|
|
STANDARD 5
Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
|
|
|
5a: Understand content knowledge- the central concepts, methods and tools of inquiry, and structure-and resources for the academic disciplines in an early childhood curriculum.
|
x
|
7.a-b; 3.a-b
|
|
5b: Understand pedagogical content knowledge-how young children learn in each discipline-and how to use the teacher knowledge and practices described in Standards 1 through 4 to support young children’s learning in each content area.
|
x
|
3.a; 5.a; 7.a-b
|
|
5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge.
|
x
|
7.a-b; 3.b; 8.b
|
|
STANDARD 6
Professionalism as an Early Childhood Educator
|
|
|
6a: Identify and involve themselves with the early childhood field and serve as informed advocates for young children, families, and the profession.
|
x
|
9.a, b, c, d
|
|
6b: Know about and uphold ethical and other early childhood professional guidelines.
|
x
|
9.f, j, o
|
|
6c: Use professional communication skills, including technology-mediated strategies, to effectively support young children’s learning and development and to work with families and colleagues.
|
|
9.c, d, f
|
|
6d: Engage in continuous, collaborative learning to inform practice.
|
x
|
9.a, b, c, d,
|
|
6e: Develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession.
|
x
|
9.f, o
2.a-b; 3.a-b; 4.a-b; 5.a-b; 6.a-b; 8.a-d
|
|
STANDARD 7
Field Experiences
|
|
|
7a: Opportunities to observe and practice in at least two of the three early childhood age groups (birth - age 3, 3-5, 5-8)
|
x
|
1.a, b, c; 3.b, c, d
|
|
7b: Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs)
|
|
1.a, b, c; 3.b, c, d
|
GRADING POLICY
Grading Scale
100 - 93% A
92 - 85% B
84 - 75% C
74 - 71% D
70 - 0% F
PORTFOLIO DEVELOPMENT:
All degree-seeking students will be expected to present examples of coursework that they deem suitable for a cumulative portfolio that will be reviewed prior to graduation. The portfolio will contain several artifacts and reflection pieces as evidence of the students’ demonstrated understanding of early childhood principles as outlined by INTASC and NAEYC standards. The cumulative portfolio should document each student’s dispositions and competencies reflected in assignments throughout their coursework. Students may begin collecting artifacts when they begin their coursework. Creating a portfolio has value to students, the Ivy Tech Community College early childhood education program and potential employers. Students should select from a variety of assignments and are free to confer with their instructor about alternate choices of material.
Course Addendum - Syllabus (Click to expand)
|
| |
|
| |
-
ECED 110 - Infant/Toddler Growth and Development
PREREQUISITES: Demonstrated readiness for developmental English.
PROGRAM: Early Childhood Education
CREDIT HOURS MIN: 3
LECTURE HOURS MIN: 3
DATE OF LAST REVISION: Fall, 2021
Studies the physical, social, emotional, cognitive, and linguistic development of infants and toddlers from conception through age three. Examines the crucial role of brain development and ecological systems during the first three years. Responsive care by adults is recognized as crucial to the development of infants and toddlers. Quality child care is defined. Students are required to complete several developmental milestones observations and field experiences with children aged 2 months-36 months as related to this course (12 hours). Students are required to meet personnel requirements for child care licensing which may include, but are not limited to: FBI fingerprints, 5 panel drug screen, TB test, physical/vaccination history, criminal history checks, CPS registry checks, reference checks, Covid-19 protocols, and completion of the ILEAD mandatory training modules- Health and Safety Modules 1-4, Intro to the Indiana Early Learning Foundations, and Child Abuse Prevention and Detection.
MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:
- Identify and define the crucial role of brain development during the first three years. (1a)
- Identify and define the effects of the ecological systems on the growth and development of infants and toddlers.(1b,1c,2a)
- Recognize and examine the prenatal through the first three years environmental issues.(1c)
- Observe, plan, implement, and evaluate developmentally appropriate activities for physical development using the Indiana Early Learning Foundations for infants and toddlers. (1a, 5b, 6e)
- Observe, plan, implement, and evaluate developmentally appropriate activities for cognitive and language development using the Indiana Early Learning Foundations for infants and toddlers. (1a, 5b, 6c)
- Oserve, plan, implement, and evaluate developmentally appropriate activities for social development using the Indiana Early Learning Foundations for infants and toddlers. 1a, 5b, 6c)
- Observe, plan, implement, and evaluate developmentally appropriate activities emotional development which fosters positive self-regard using the Indiana Early Learning Foundations for infants and toddlers. (1a, 5b, 6c)
- Define and analyze theories of early childhood growth and development. (1a,1b,1c)
- Observe and assess quality care for all infants and toddlers.(3a, 5a, 5b)
- Define the sensitive caregiver role that fosters development in infants and toddlers. (4a)
- Observe and record infant and toddler behavior to assess development.(3a, 3c)
- Complete Indiana state licensing required ILEAD Safe Sleep training. (6b)
- Complete a minimum of 12 hours of field experience which may include preparation/planning (including creation of materials)/observation, implementation/assessment/working directly with children, reflection, evaluation and professional communication with the site mentor/cooperating teacher. (6e, 7)
COURSE CONTENT: Topical areas of study include -
- Prenatal development
- The birthing process
- The importance of brain development prenatally and during the early years
- Physical, cognitive, creative, linguistic, and social-emotional development
- Safe sleeping practices
- The active infant
- High quality caregiver interactions with infant/toddler
- High quality early care and education settings
- Responsiveness of early care and education teacher
- Behavior and role of positive guidance
- Advocacy issues surrounding quality infant and toddler care and education
|
2021 NAEYC Professional Standards and Competencies for Early Childhood Educators
|
|
STANDARD 1
Child Development and Learning in Context
|
NAEYC Standards covered in this course
|
INTASC Standards Alignment
|
|
1a: Understand the developmental period of early childhood from birth through age 8 across physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development.
|
x
|
2.a-b; 5.b
|
|
1b: Understand and value each child as an individual with unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and with the capacity to make choices.
|
x
|
2.a; 3.a-b; 5.b
|
|
1c: Understand the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities.
|
x
|
|
|
1d: Use this multidimensional knowledge-that is, knowledge about the developmental period of early childhood, about individual children, and about development and learning in cultural contexts-to make evidence-based decisions that support each child
|
|
4.a-b; 8.a-d
|
|
STANDARD 2
Family-Teacher Partnerships and Community Connections
|
|
|
2a: Know about, understand, and value the diversity of families.
|
x
|
5.a-b
|
|
2b: Collaborate as partners with families in young children’s development and learning through respectful, reciprocal relationships and engagement.
|
|
5.a-b; 7.b
|
|
2c: Use community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies.
|
|
2.a-b; 3.a-b; 5.a-b; 8.c-d
|
|
STANDARD 3
Child Observation, Documentation, and Assessment
|
|
|
3a: Understand that assessments (formal and informal, formative and summative) are conducted to make informed choices about instruction and for planning in early learning settings.
|
x
|
|
|
3b: Know a wide range of types of assessments, their purposes, and their associated methods and tools.
|
|
6.a-b
|
|
3c: Use screening and assessment tools in ways that are ethically grounded and developmentally, ability, culturally, and linguistically appropriate in order to document developmental progress and promote positive outcomes for each child.
|
x
|
3.b; 6.a-b; 7.a-b
|
|
3d: Build assessment partnerships with families and professional colleagues.
|
|
3.b; 5.a-b; 7.b
|
|
STANDARD 4
Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
|
|
|
4a: Understand and demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children.
|
x
|
5.a; 7.b
|
|
4b: Understand and use teaching skills that are responsive to the learning trajectories of young children and to the needs of each child, recognizing that differentiating instruction, incorporating play as a core teaching practice, and supporting the development of executive function skills are critical for young children.
|
|
2.a-b; 4.a-b; 8.a-b
|
|
4c: Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning.
|
|
2.a-b; 3.a-b; 6.a-b; 8.a
|
|
STANDARD 5
Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
|
|
|
5a: Understand content knowledge- the central concepts, methods and tools of inquiry, and structure-and resources for the academic disciplines in an early childhood curriculum.
|
x
|
7.a-b; 3.a-b
|
|
5b: Understand pedagogical content knowledge-how young children learn in each discipline-and how to use the teacher knowledge and practices described in Standards 1 through 4 to support young children’s learning in each content area.
|
x
|
3.a; 5.a; 7.a-b
|
|
5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge.
|
|
7.a-b; 3.b; 8.b
|
|
STANDARD 6
Professionalism as an Early Childhood Educator
|
|
|
6a: Identify and involve themselves with the early childhood field and serve as informed advocates for young children, families, and the profession.
|
|
9.a, b, c, d
|
|
6b: Know about and uphold ethical and other early childhood professional guidelines.
|
x
|
9.f, j, o
|
|
6c: Use professional communication skills, including technology-mediated strategies, to effectively support young children’s learning and development and to work with families and colleagues.
|
x
|
9.c, d, f
|
|
6d: Engage in continuous, collaborative learning to inform practice.
|
|
9.a, b, c, d,
|
|
6e: Develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession.
|
x
|
9.f, o
2.a-b; 3.a-b; 4.a-b; 5.a-b; 6.a-b; 8.a-d
|
|
STANDARD 7
Field Experiences
|
|
|
7a: Opportunities to observe and practice in at least two of the three early childhood age groups (birth - age 3, 3-5, 5-8)
|
|
1.a, b, c; 3.b, c, d
|
|
7b: Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs)
|
|
1.a, b, c; 3.b, c, d
|
GRADING POLICY
Grading Scale
| 100 - 93% |
A |
| 92 - 85% |
B |
| 84 - 75% |
C |
| 74 - 71% |
D |
| 70 - 0% |
F |
PORTFOLIO DEVELOPMENT:
All degree seeking students will be expected to present examples of coursework that they deem suitable for a cumulative portfolio that will be reviewed prior to graduation. The portfolio will contain several artifacts and reflection pieces as evidence of the students’ demonstrated understanding of early childhood principles as outlined by INTASC and NAEYC standards. The cumulative portfolio should document each student’s dispositions and competencies reflected in assignments throughout their coursework. Creating a portfolio has value to students, the Ivy Tech Community College early childhood education program and potential employers. Students should select from a variety of assignments and are free to confer with their instructor about alternate choices of material.
Course Addendum - Syllabus (Click to expand)
|
| |
-
ECED 111 - Environments for Infants and Toddlers
PREREQUISITES: Demonstrated readiness for developmental English.
PROGRAM: Early Childhood Education
CREDIT HOURS MIN: 3
LECTURE HOURS MIN: 2
LAB HOURS MIN: 2
TOTAL CONTACT HOURS MIN: 4
DATE OF LAST REVISION: Fall, 2021
Examines environmental factors essential for providing quality infant toddler care and education. Discovers and assesses the various settings for infants and toddlers from the perspectives of quality and family issues. Community resources, and child advocacy efforts, and the importance of healthy human relationships are examined in relation to young children. Students may be required to complete observations and field experiences with children as related to this course. Students are required to complete observations and field experiences with children aged 2 months-36 months as related to this course (32 hours). Students are required to meet personnel requirements for child care licensing which may include, but are not limited to: FBI fingerprints, 5 panel drug screen, TB test, physical/vaccination history, criminal history checks, CPS registry checks, reference checks, Covid-19 protocols, and completion of the ILEAD mandatory training modules- Health and Safety Modules 1-4, Intro to the Indiana Early Learning Foundations, and Child Abuse Prevention and Detection.
MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:
- Identify, define and plan classroom spaces that foster healthy infant and toddler development.
- Develop routines that promote high quality infant/toddler care and education.
- Identify and analyze indicators of quality early care and education for all infants and toddlers.
- Identify, define and plan a safe, healthy learning environment for infants and toddlers.
- Recognize and define natural environments for all infants and toddlers.
- Observe infant-toddler programs in various settings to assess the physical, human and time environments.
- Describe quality work environments for adults in the early care and education profession.
- Create program evaluation and quality control measures for early care and education settings.
- Create a plan that fosters healthy development of all infants and toddlers through family-teacher partnerships.
- Investigate community resources that support quality early care and education for all infants and toddlers.
- Identify and plan a community child advocacy campaign that promotes quality early care and education of infants and toddlers.
COURSE CONTENT: Topical areas of study include -
- Developmentally appropriate practices for infants and toddlers
- Preparation and implementation of activities for infants and toddlers
- Observation and assessment of infants and toddlers
- Theories of infant and toddler development
- Family as a child’s first teacher
- Licensing guidelines and accreditation criteria for infant and toddler programs
- Community resources for infants and toddlers
- Advocacy for quality programs for infant and toddlers
|
2021 NAEYC Professional Standards and Competencies for Early Childhood Educators
|
|
STANDARD 1
Child Development and Learning in Context
|
NAEYC Standards covered in this course
|
INTASC Standards Alignment
|
|
1a: Understand the developmental period of early childhood from birth through age 8 across physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development.
|
x
|
2.a-b; 5.b
|
|
1b: Understand and value each child as an individual with unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and with the capacity to make choices.
|
x
|
2.a; 3.a-b; 5.b
|
|
1c: Understand the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities.
|
x
|
|
|
1d: Use this multidimensional knowledge-that is, knowledge about the developmental period of early childhood, about individual children, and about development and learning in cultural contexts-to make evidence-based decisions that support each child
|
x
|
4.a-b; 8.a-d
|
|
STANDARD 2
Family-Teacher Partnerships and Community Connections
|
|
|
2a: Know about, understand, and value the diversity of families.
|
|
5.a-b
|
|
2b: Collaborate as partners with families in young children’s development and learning through respectful, reciprocal relationships and engagement.
|
|
5.a-b; 7.b
|
|
2c: Use community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies.
|
x
|
2.a-b; 3.a-b; 5.a-b; 8.c-d
|
|
STANDARD 3
Child Observation, Documentation, and Assessment
|
|
|
3a: Understand that assessments (formal and informal, formative and summative) are conducted to make informed choices about instruction and for planning in early learning settings.
|
x
|
|
|
3b: Know a wide range of types of assessments, their purposes, and their associated methods and tools.
|
x
|
6.a-b
|
|
3c: Use screening and assessment tools in ways that are ethically grounded and developmentally, ability, culturally, and linguistically appropriate in order to document developmental progress and promote positive outcomes for each child.
|
x
|
3.b; 6.a-b; 7.a-b
|
|
3d: Build assessment partnerships with families and professional colleagues.
|
|
3.b; 5.a-b; 7.b
|
|
STANDARD 4
Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
|
|
|
4a: Understand and demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children.
|
x
|
5.a; 7.b
|
|
4b: Understand and use teaching skills that are responsive to the learning trajectories of young children and to the needs of each child, recognizing that differentiating instruction, incorporating play as a core teaching practice, and supporting the development of executive function skills are critical for young children.
|
x
|
2.a-b; 4.a-b; 8.a-b
|
|
4c: Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning.
|
x
|
2.a-b; 3.a-b; 6.a-b; 8.a
|
|
STANDARD 5
Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
|
|
|
5a: Understand content knowledge- the central concepts, methods and tools of inquiry, and structure-and resources for the academic disciplines in an early childhood curriculum.
|
x
|
7.a-b; 3.a-b
|
|
5b: Understand pedagogical content knowledge-how young children learn in each discipline-and how to use the teacher knowledge and practices described in Standards 1 through 4 to support young children’s learning in each content area.
|
x
|
3.a; 5.a; 7.a-b
|
|
5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge.
|
x
|
7.a-b; 3.b; 8.b
|
|
STANDARD 6
Professionalism as an Early Childhood Educator
|
|
|
6a: Identify and involve themselves with the early childhood field and serve as informed advocates for young children, families, and the profession.
|
x
|
9.a, b, c, d
|
|
6b: Know about and uphold ethical and other early childhood professional guidelines.
|
x
|
9.f, j, o
|
|
6c: Use professional communication skills, including technology-mediated strategies, to effectively support young children’s learning and development and to work with families and colleagues.
|
|
9.c, d, f
|
|
6d: Engage in continuous, collaborative learning to inform practice.
|
x
|
9.a, b, c, d,
|
|
6e: Develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession.
|
x
|
9.f, o
2.a-b; 3.a-b; 4.a-b; 5.a-b; 6.a-b; 8.a-d
|
|
STANDARD 7
Field Experiences
|
|
|
7a: Opportunities to observe and practice in at least two of the three early childhood age groups (birth - age 3, 3-5, 5-8)
|
x
|
1.a, b, c; 3.b, c, d
|
|
7b: Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs)
|
x
|
1.a, b, c; 3.b, c, d
|
GRADING POLICY
Grading Scale
| 100 - 93% |
A |
| 92 - 85% |
B |
| 84 - 75% |
C |
| 74 - 71% |
D |
| 70 - 0% |
F |
PORTFOLIO DEVELOPMENT:
All degree seeking students will be expected to present examples coursework that they deem suitable for a cumulative portfolio that will be reviewed prior to graduation. The portfolio will contain several artifacts and reflection pieces as evidence of the students’ demonstrated understanding of early childhood principles as outlined by INTASC and NAEYC standards. The cumulative portfolio should document each student’s dispositions and competencies reflected in assignments throughout their coursework. Creating a portfolio has value to students, the Ivy Tech Community College early childhood education program and potential employers. Students should select from a variety of assignments and are free to confer with their instructor about alternate choices of material.
Course Addendum - Syllabus (Click to expand)
|
| |
-
ECED 120 - Child Growth and Development
PREREQUISITES: ENGL 111 - English Composition
PROGRAM: Early Childhood Education
CREDIT HOURS MIN: 3
LECTURE HOURS MIN: 3
DATE OF LAST REVISION: Fall, 2021
Studies the physical, social, emotional, cognitive, and moral development of children from conception to age twelve. Theories of child development, biological and environmental foundations, prenatal development, the birth process, and the newborn baby are discussed. Influences of family, community, media, and culture in various countries are considered. Students are required to observe children in an affiliated site (child care center, licensed family child care home, or preschool classroom in a public school). Students are required to observe and work one on one with a child multiple times in a public setting to complete the Child Case Study Project (12 hours). Students are required to meet personnel requirements for child care licensing which may include, but are not limited to: FBI fingerprints, 5 panel drug screen, TB test, physical/vaccination history, criminal history checks, CPS registry checks, reference checks, Covid-19 protocols, and completion of the ILEAD mandatory training modules- Health and Safety Modules 1-4, Intro to the Indiana Early Learning Foundations, and Child Abuse Prevention and Detection.
MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:
- Identify and define the developmental period of early childhood from birth through age 8 across physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development. (1a)
- Recognize the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities. (1c)
- Identify, explore, and implement ways to support children in their growth and development process related to early brain development, learning, self-awareness , and their relationships with others.(1d, 4a)
- Define the major theories of early child growth and development. ( 5a)
- Identify and discuss appropriate environments that promote healthy development of children using culturally and linguistically relevant, anti-bias, evidence based teaching skills and strategies that reflect the principles of universal design for learning. (4c)
- Research professional resources in early childhood education, to integrate knowledgeable, critical and reflective perspectives.(5c)
- Observe children and assess development based on developmental milestones checklists (3a, 3b, 3c, 7).
- Partner with families to identify and plan goals, and implement and evaluate activities to promote positive development for young children. (2a, 2b, 3d, 4a, 4b, 4c, 5b, 7)
- Identify and demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children. (4a)
- Recognize and develop appropriate personal and professional strengths and behaviors, when working with children birth through age eight., (6a, 6c)
- Complete the NAEYC Key Assessment # 1 Child Case Study
- Complete a minimum of 12 hours of field experience which may include preparation/planning (including creation of materials)/observation, implementation/assessment/working directly with children, reflection, evaluation and professional communication with the site mentor/cooperating teacher. (6e, 7)
COURSE CONTENT: Topical areas of study include -
- Physical, social and emotional, cognitive, and linguistic, development of young children
- Major theories of child development
- Impact of family, community, culture, society, and media on development
- Methods to support children and their growth and development
- Appropriate environments for young children
- Positive guidance techniques; research methods
- Ages and developmental stages from conception to age eight
- Equitable and ethical use of assessment tools
- Personal and professional strengths and behaviors
|
2021 NAEYC Professional Standards and Competencies for Early Childhood Educators
|
|
STANDARD 1
Child Development and Learning in Context
|
NAEYC Standards covered in this course
|
INTASC Standards Alignment
|
|
1a: Understand the developmental period of early childhood from birth through age 8 across physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development.
|
X
|
2.a-b; 5.b
|
|
1b: Understand and value each child as an individual with unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and with the capacity to make choices.
|
|
2.a; 3.a-b; 5.b
|
|
1c: Understand the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities.
|
X
|
|
|
1d: Use this multidimensional knowledge-that is, knowledge about the developmental period of early childhood, about individual children, and about development and learning in cultural contexts-to make evidence-based decisions that support each child
|
X
|
4.a-b; 8.a-d
|
|
STANDARD 2
Family-Teacher Partnerships and Community Connections
|
|
|
2a: Know about, understand, and value the diversity of families.
|
X
|
5.a-b
|
|
2b: Collaborate as partners with families in young children’s development and learning through respectful, reciprocal relationships and engagement.
|
X
|
5.a-b; 7.b
|
|
2c: Use community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies.
|
|
2.a-b; 3.a-b; 5.a-b; 8.c-d
|
|
STANDARD 3
Child Observation, Documentation, and Assessment
|
|
|
3a: Understand that assessments (formal and informal, formative and summative) are conducted to make informed choices about instruction and for planning in early learning settings.
|
X
|
|
|
3b: Know a wide range of types of assessments, their purposes, and their associated methods and tools.
|
X
|
6.a-b
|
|
3c: Use screening and assessment tools in ways that are ethically grounded and developmentally, ability, culturally, and linguistically appropriate in order to document developmental progress and promote positive outcomes for each child.
|
X
|
3.b; 6.a-b; 7.a-b
|
|
3d: Build assessment partnerships with families and professional colleagues.
|
X
|
3.b; 5.a-b; 7.b
|
|
STANDARD 4
Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
|
|
|
4a: Understand and demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children.
|
X
|
5.a; 7.b
|
|
4b: Understand and use teaching skills that are responsive to the learning trajectories of young children and to the needs of each child, recognizing that differentiating instruction, incorporating play as a core teaching practice, and supporting the development of executive function skills are critical for young children.
|
X
|
2.a-b; 4.a-b; 8.a-b
|
|
4c: Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning.
|
X
|
2.a-b; 3.a-b; 6.a-b; 8.a
|
|
STANDARD 5
Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
|
|
|
5a: Understand content knowledge- the central concepts, methods and tools of inquiry, and structure-and resources for the academic disciplines in an early childhood curriculum.
|
X
|
7.a-b; 3.a-b
|
|
5b: Understand pedagogical content knowledge-how young children learn in each discipline-and how to use the teacher knowledge and practices described in Standards 1 through 4 to support young children’s learning in each content area.
|
X
|
3.a; 5.a; 7.a-b
|
|
5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge.
|
X
|
7.a-b; 3.b; 8.b
|
|
STANDARD 6
Professionalism as an Early Childhood Educator
|
|
|
6a: Identify and involve themselves with the early childhood field and serve as informed advocates for young children, families, and the profession.
|
X
|
9.a, b, c, d
|
|
6b: Know about and uphold ethical and other early childhood professional guidelines.
|
|
9.f, j, o
|
|
6c: Use professional communication skills, including technology-mediated strategies, to effectively support young children’s learning and development and to work with families and colleagues.
|
X
|
9.c, d, f
|
|
6d: Engage in continuous, collaborative learning to inform practice.
|
|
9.a, b, c, d,
|
|
6e: Develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession.
|
|
9.f, o
2.a-b; 3.a-b; 4.a-b; 5.a-b; 6.a-b; 8.a-d
|
|
STANDARD 7
Field Experiences
|
|
|
7a: Opportunities to observe and practice in at least two of the three early childhood age groups (birth - age 3, 3-5, 5-8)
|
X
|
1.a, b, c; 3.b, c, d
|
|
7b: Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs)
|
X
|
1.a, b, c; 3.b, c, d
|
GRADING POLICY
Grading Scale
| 100 - 93% |
A |
| 92 - 85% |
B |
| 84 - 75% |
C |
| 74 - 71% |
D |
| 70 - 0% |
F |
PORTFOLIO DEVELOPMENT:
All degree seeking students will be expected to present examples of coursework that they deem suitable for a cumulative portfolio that will be reviewed prior to graduation. The portfolio will contain several artifacts and reflection pieces as evidence of the students’ demonstrated understanding of early childhood principles as outlined by INTASC and NAEYC standards. The cumulative portfolio should document each student’s dispositions and competencies reflected in assignments throughout their coursework. Creating a portfolio has value to students, the Ivy Tech Community College early childhood education program and potential employers. Students should select from a variety of assignments and are free to confer with their instructor about alternate choices of material.
Course Addendum - Syllabus (Click to expand)
|
| |
-
ECED 130 - Developmentally Appropriate Guidance in a Cultural Context
PREREQUISITES: Demonstrated readiness for developmental English.
PROGRAM: Early Childhood Education
CREDIT HOURS MIN: 3
LECTURE HOURS MIN: 3
DATE OF LAST REVISION: Fall, 2021
Analyzes developmentally appropriate guidance, theory and implementation for various early care and education settings. Provides a basic understanding of the anti-bias/multicultural emphasis in the field of early childhood. Students are required to complete observations and field experiences with children as related to this course (10+ hours). Students are required to meet personnel requirements for child care licensing which may include, but are not limited to: FBI fingerprints, 5 panel drug screen, TB test, physical/vaccination history, criminal history checks, CPS registry checks, reference checks, Covid-19 protocols, and completion of the ILEAD mandatory training modules- Health and Safety Modules 1-4, Intro to the Indiana Early Learning Foundations, and Child Abuse Prevention and Detection.
MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:
- Identify and evaluate how personal biases impact effective interactions with colleagues, between children, and their families, classroom design, curriculum development, and assessments of young children (2a, 6c)
- Identify, define and evaluate developmentally appropriate practices in terms of family, culture, language, community, and early learning settings, as well as in a larger societal context that includes structural inequities (1a,1c, 1d)
- Explore the history of multicultural education and the importance of anti-bias practices in early childhood education. (1c)
- Examine and exhibit reciprocal respect for multicultural issues and family preferences in early childhood practice including guidance, basic routines, meals, holidays/celebrations, communication, play and socialization. (2a, 4c)
- Obtain and use resources for an anti-bias curriculum to design, implement, and evaluate anti-bias activities for young children in an approved early learning setting. (4b, 4c)
- Identify the causes and impact of trauma and adverse childhood experiences. (1b)
- Identify, observe, and demonstrate respect for trauma informed care practices in an approved early learning setting. (1d)
- Observe, critique, and demonstrate positive child guidance strategies and respect for family preferences, culture, and environmental influences on behavior. (2a, 4c, 6e)
- Identify the elements of pro-social behavior and positive, supportive, and respectful learning environments, and implement culturally sensitive, individualized guidance strategies for children in the early childhood setting. (2c,4a, 6b)
- Complete a minimum of 10 of field experience which may include preparation/planning (including creation of materials)/observation, implementation/assessment/working directly with children, reflection, evaluation and professional communication with the site mentor/cooperating teacher. (6e, 7)
COURSE CONTENT: Topical areas of study include -
- Observation skills
- Social/Emotional development
- Positive guidance techniques
- Communication skills
- Typical behavior problems
- Family diversity
- The anti-bias classroom
- Anti-bias resources
- Trauma informed care
- Adverse Childhood Experiences (ACEs)
- Developmentally appropriate practice
- Understanding children’s behavior
- Misbehavior or misunderstood behavior
- The proactive environment
- Persistent negative behavior
- Culturally sensitive guidance
- Anti-bias activities and strategies
|
2021 NAEYC Professional Standards and Competencies for Early Childhood Educators
|
|
STANDARD 1
Child Development and Learning in Context
|
NAEYC Standards covered in this course
|
INTASC Standards Alignment
|
|
1a: Understand the developmental period of early childhood from birth through age 8 across physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development.
|
X
|
2.a-b; 5.b
|
|
1b: Understand and value each child as an individual with unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and with the capacity to make choices.
|
X
|
2.a; 3.a-b; 5.b
|
|
1c: Understand the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities.
|
X
|
|
|
1d: Use this multidimensional knowledge-that is, knowledge about the developmental period of early childhood, about individual children, and about development and learning in cultural contexts-to make evidence-based decisions that support each child
|
X
|
4.a-b; 8.a-d
|
|
STANDARD 2
Family-Teacher Partnerships and Community Connections
|
|
|
2a: Know about, understand, and value the diversity of families.
|
X
|
5.a-b
|
|
2b: Collaborate as partners with families in young children’s development and learning through respectful, reciprocal relationships and engagement.
|
|
5.a-b; 7.b
|
|
2c: Use community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies.
|
X
|
2.a-b; 3.a-b; 5.a-b; 8.c-d
|
|
STANDARD 3
Child Observation, Documentation, and Assessment
|
|
|
3a: Understand that assessments (formal and informal, formative and summative) are conducted to make informed choices about instruction and for planning in early learning settings.
|
|
|
|
3b: Know a wide range of types of assessments, their purposes, and their associated methods and tools.
|
|
6.a-b
|
|
3c: Use screening and assessment tools in ways that are ethically grounded and developmentally, ability, culturally, and linguistically appropriate in order to document developmental progress and promote positive outcomes for each child.
|
|
3.b; 6.a-b; 7.a-b
|
|
3d: Build assessment partnerships with families and professional colleagues.
|
|
3.b; 5.a-b; 7.b
|
|
STANDARD 4
Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
|
|
|
4a: Understand and demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children.
|
X
|
5.a; 7.b
|
|
4b: Understand and use teaching skills that are responsive to the learning trajectories of young children and to the needs of each child, recognizing that differentiating instruction, incorporating play as a core teaching practice, and supporting the development of executive function skills are critical for young children.
|
X
|
2.a-b; 4.a-b; 8.a-b
|
|
4c: Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning.
|
X
|
2.a-b; 3.a-b; 6.a-b; 8.a
|
|
STANDARD 5
Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
|
|
|
5a: Understand content knowledge- the central concepts, methods and tools of inquiry, and structure-and resources for the academic disciplines in an early childhood curriculum.
|
|
7.a-b; 3.a-b
|
|
5b: Understand pedagogical content knowledge-how young children learn in each discipline-and how to use the teacher knowledge and practices described in Standards 1 through 4 to support young children’s learning in each content area.
|
|
3.a; 5.a; 7.a-b
|
|
5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge.
|
|
7.a-b; 3.b; 8.b
|
|
STANDARD 6
Professionalism as an Early Childhood Educator
|
|
|
6a: Identify and involve themselves with the early childhood field and serve as informed advocates for young children, families, and the profession.
|
|
9.a, b, c, d
|
|
6b: Know about and uphold ethical and other early childhood professional guidelines.
|
X
|
9.f, j, o
|
|
6c: Use professional communication skills, including technology-mediated strategies, to effectively support young children’s learning and development and to work with families and colleagues.
|
X
|
9.c, d, f
|
|
6d: Engage in continuous, collaborative learning to inform practice.
|
|
9.a, b, c, d,
|
|
6e: Develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession.
|
X
|
9.f, o
2.a-b; 3.a-b; 4.a-b; 5.a-b; 6.a-b; 8.a-d
|
|
STANDARD 7
Field Experiences
|
|
|
7a: Opportunities to observe and practice in at least two of the three early childhood age groups (birth - age 3, 3-5, 5-8)
|
|
1.a, b, c; 3.b, c, d
|
|
7b: Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs)
|
|
1.a, b, c; 3.b, c, d
|
GRADING POLICY
Grading Scale
| 100 - 93% |
A |
| 92 - 85% |
B |
| 85 - 75% |
C |
| 74 - 71% |
D |
| 70 - 0% |
F |
PORTFOLIO DEVELOPMENT:
All degree seeking students will be expected to present examples of coursework that they deem suitable for a cumulative portfolio that will be reviewed prior to graduation. The portfolio will contain several artifacts and reflection pieces as evidence of the students’ demonstrated understanding of early childhood principles as outlined by INTASC and NAEYC standards. The cumulative portfolio should document each student’s dispositions and competencies reflected in assignments throughout their coursework. Creating a portfolio has value to students, the Ivy Tech Community College early childhood education program and potential employers. Students should select from a variety of assignments and are free to confer with their instructor about alternate choices of material.
Course Addendum - Syllabus (Click to expand)
|
| |
-
ECED 200 - Family-Teacher Partnerships
PREREQUISITES: Demonstrated readiness for developmental English.
PROGRAM: Early Childhood Education
CREDIT HOURS MIN: 3
LECTURE HOURS MIN: 3
DATE OF LAST REVISION: Fall, 2021
Examines the family/teacher partnership, recognizing the need to work as a team to enhance the child’s development. Promotes awareness of the family as the child’s first teacher, foundation, and framework for culture, language, attitudes, and values. Provides the structure for creating practices that establish active family participation. Explores issues and resources for families. Students may be required to complete observations and field experiences with children and families as related to this course.
MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:
- Identify community agencies and the resources available to support families. (2a, 2b, 2c)
- Identify strategies for family empowerment, including advocacy for their children. (6a, 6b)
- Recognize and support the family’s role as the child’s primary teacher. (2a, 2b)
- Define and support the family/teacher partnership in the child’s development. (2a, 2b)
- Examine family involvement models (PTO/PTA, Head Start, etc.) for successful relationships. (2a, 2b, 2c, 6a)
- Develop strategies to assist families in understanding and following regulations for licensing, abuse/neglect prevention. (2a, 2b, 2c, 6a, 6b,6d)
- Review and analyze liability and confidentiality in family/teacher relationships. (2a, 6a, 6b)
- Create materials and activities to promote family involvement in the classroom and in the home. (2a, 2b, 2c, 4a)
COURSE CONTENT: Topical areas of study include -
- Family relationships
- Parenting skills
- Creating partnerships
- Home visiting
- Families in classroom
- Community support
- Challenging attitudes
- The challenges and benefits of family/teacher relationships
- Communication with families
- Family conferences and meetings
- Family/teacher relationships
- Families of diverse backgrounds
- Families in special circumstances
- Parenting programs
|
2021 NAEYC Professional Standards and Competencies for Early Childhood Educators
|
|
STANDARD 1
Child Development and Learning in Context
|
NAEYC Standards covered in this course
|
INTASC Standards Alignment
|
|
1a: Understand the developmental period of early childhood from birth through age 8 across physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development.
|
|
2.a-b; 5.b
|
|
1b: Understand and value each child as an individual with unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and with the capacity to make choices.
|
|
2.a; 3.a-b; 5.b
|
|
1c: Understand the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities.
|
|
|
|
1d: Use this multidimensional knowledge-that is, knowledge about the developmental period of early childhood, about individual children, and about development and learning in cultural contexts-to make evidence-based decisions that support each child
|
|
4.a-b; 8.a-d
|
|
STANDARD 2
Family-Teacher Partnerships and Community Connections
|
|
|
2a: Know about, understand, and value the diversity of families.
|
x
|
5.a-b
|
|
2b: Collaborate as partners with families in young children’s development and learning through respectful, reciprocal relationships and engagement.
|
x
|
5.a-b; 7.b
|
|
2c: Use community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies.
|
x
|
2.a-b; 3.a-b; 5.a-b; 8.c-d
|
|
STANDARD 3
Child Observation, Documentation, and Assessment
|
|
|
3a: Understand that assessments (formal and informal, formative and summative) are conducted to make informed choices about instruction and for planning in early learning settings.
|
|
|
|
3b: Know a wide range of types of assessments, their purposes, and their associated methods and tools.
|
|
6.a-b
|
|
3c: Use screening and assessment tools in ways that are ethically grounded and developmentally, ability, culturally, and linguistically appropriate in order to document developmental progress and promote positive outcomes for each child.
|
|
3.b; 6.a-b; 7.a-b
|
|
3d: Build assessment partnerships with families and professional colleagues.
|
|
3.b; 5.a-b; 7.b
|
|
STANDARD 4
Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
|
|
|
4a: Understand and demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children.
|
x
|
5.a; 7.b
|
|
4b: Understand and use teaching skills that are responsive to the learning trajectories of young children and to the needs of each child, recognizing that differentiating instruction, incorporating play as a core teaching practice, and supporting the development of executive function skills are critical for young children.
|
|
2.a-b; 4.a-b; 8.a-b
|
|
4c: Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning.
|
|
2.a-b; 3.a-b; 6.a-b; 8.a
|
|
STANDARD 5
Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
|
|
|
5a: Understand content knowledge- the central concepts, methods and tools of inquiry, and structure-and resources for the academic disciplines in an early childhood curriculum.
|
|
7.a-b; 3.a-b
|
|
5b: Understand pedagogical content knowledge-how young children learn in each discipline-and how to use the teacher knowledge and practices described in Standards 1 through 4 to support young children’s learning in each content area.
|
|
3.a; 5.a; 7.a-b
|
|
5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge.
|
|
7.a-b; 3.b; 8.b
|
|
STANDARD 6
Professionalism as an Early Childhood Educator
|
|
|
6a: Identify and involve themselves with the early childhood field and serve as informed advocates for young children, families, and the profession.
|
x
|
9.a, b, c, d
|
|
6b: Know about and uphold ethical and other early childhood professional guidelines.
|
x
|
9.f, j, o
|
|
6c: Use professional communication skills, including technology-mediated strategies, to effectively support young children’s learning and development and to work with families and colleagues.
|
|
9.c, d, f
|
|
6d: Engage in continuous, collaborative learning to inform practice.
|
x
|
9.a, b, c, d,
|
|
6e: Develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession.
|
|
9.f, o
2.a-b; 3.a-b; 4.a-b; 5.a-b; 6.a-b; 8.a-d
|
|
STANDARD 7
Field Experiences
|
|
|
7a: Opportunities to observe and practice in at least two of the three early childhood age groups (birth - age 3, 3-5, 5-8)
|
|
1.a, b, c; 3.b, c, d
|
|
7b: Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs)
|
|
1.a, b, c; 3.b, c, d
|
GRADING POLICY
Grading Scale
| 100 - 93% |
A |
| 92 - 85% |
B |
| 84 - 75% |
C |
| 74 - 71% |
D |
| 70 - 0% |
F |
PORTFOLIO DEVELOPMENT:
All degree seeking students will be expected to present examples of coursework that they deem suitable for a cumulative portfolio that will be reviewed prior to graduation. The portfolio will contain several artifacts and reflection pieces as evidence of the students’ demonstrated understanding of early childhood principles as outlined by INTASC and NAEYC standards. The cumulative portfolio should document each student’s dispositions and competencies reflected in assignments throughout their coursework. Creating a portfolio has value to students, the Ivy Tech Community College early childhood education program and potential employers. Students should select from a variety of assignments and are free to confer with their instructor about alternate choices of material.
Course Addendum - Syllabus (Click to expand)
|
| |
-
ECED 201 - Skills for Parenting
PREREQUISITES: Demonstrated readiness for developmental English.
PROGRAM: Early Childhood Education
CREDIT HOURS MIN: 3
LECTURE HOURS MIN: 3
DATE OF LAST REVISION: Fall, 2021
Focuses on skill development in parents that provides knowledge regarding healthy development in young children, building self-esteem, communicating with young children, setting appropriate boundaries and nurturing emotional and social development in children. Examines models of parent education, parenting styles, and the need for parent empowerment. Analyzes the effects of parent involvement in children’s educational experiences.
Students may be required to complete observations and field experiences with children as related to this course.
MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:
- Define and develop effective non-verbal and verbal communication skills for parenting education. (2b, 6c)
- Demonstrate effective ways to give and receive feedback. (2b, 6b, 6c)
- Recognize stages of physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development of young children. (1a, 1c)
- Provide families with information and activities to support healthy growth and development in young children. (1a, 1c, 1d, 2c)
- Identify strategies for empowering families in child rearing. (1c, 1d, 2a, 2b, 2c, 4c)
- Provide families a variety of positive and developmentally appropriate guidance techniques. (2a, 2b)
- Demonstrate professionalism and respect for a variety of parenting styles. (2b, 4a, 6b)
- Explore and evaluate parenting education programs. (2c, 4c)
- Develop a parenting education program for an early care and education setting. (2a, 2b, 2c, 4c)
COURSE CONTENT: Topical areas of study include -
- Dimensions of parenthood
- Diversity of contemporary families
- Parenting strategies
- Theoretical perspectives of parenting
- The transition to parenthood
- Childbirth and the newborn
- Parenting infants and toddlers
- Parenting young children
- Parenting school-age children
- Parenting adolescents, young adults, early adulthood
- Parenting programs
- Parenting in single-parenting family systems
- Parenting in stepfamilies
- Parenting in high-risk families
- Special challenges of parenting
|
2021 NAEYC Professional Standards and Competencies for Early Childhood Educators
|
|
STANDARD 1
Child Development and Learning in Context
|
NAEYC Standards covered in this course
|
INTASC Standards Alignment
|
|
1a: Understand the developmental period of early childhood from birth through age 8 across physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development.
|
x
|
2.a-b; 5.b
|
|
1b: Understand and value each child as an individual with unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and with the capacity to make choices.
|
|
2.a; 3.a-b; 5.b
|
|
1c: Understand the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities.
|
x
|
|
|
1d: Use this multidimensional knowledge-that is, knowledge about the developmental period of early childhood, about individual children, and about development and learning in cultural contexts-to make evidence-based decisions that support each child
|
x
|
4.a-b; 8.a-d
|
|
STANDARD 2
Family-Teacher Partnerships and Community Connections
|
|
|
2a: Know about, understand, and value the diversity of families.
|
x
|
5.a-b
|
|
2b: Collaborate as partners with families in young children’s development and learning through respectful, reciprocal relationships and engagement.
|
x
|
5.a-b; 7.b
|
|
2c: Use community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies.
|
x
|
2.a-b; 3.a-b; 5.a-b; 8.c-d
|
|
STANDARD 3
Child Observation, Documentation, and Assessment
|
|
|
3a: Understand that assessments (formal and informal, formative and summative) are conducted to make informed choices about instruction and for planning in early learning settings.
|
|
|
|
3b: Know a wide range of types of assessments, their purposes, and their associated methods and tools.
|
|
6.a-b
|
|
3c: Use screening and assessment tools in ways that are ethically grounded and developmentally, ability, culturally, and linguistically appropriate in order to document developmental progress and promote positive outcomes for each child.
|
|
3.b; 6.a-b; 7.a-b
|
|
3d: Build assessment partnerships with families and professional colleagues.
|
|
3.b; 5.a-b; 7.b
|
|
STANDARD 4
Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
|
|
|
4a: Understand and demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children.
|
x
|
5.a; 7.b
|
|
4b: Understand and use teaching skills that are responsive to the learning trajectories of young children and to the needs of each child, recognizing that differentiating instruction, incorporating play as a core teaching practice, and supporting the development of executive function skills are critical for young children.
|
|
2.a-b; 4.a-b; 8.a-b
|
|
4c: Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning.
|
x
|
2.a-b; 3.a-b; 6.a-b; 8.a
|
|
STANDARD 5
Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
|
|
|
5a: Understand content knowledge- the central concepts, methods and tools of inquiry, and structure-and resources for the academic disciplines in an early childhood curriculum.
|
|
7.a-b; 3.a-b
|
|
5b: Understand pedagogical content knowledge-how young children learn in each discipline-and how to use the teacher knowledge and practices described in Standards 1 through 4 to support young children’s learning in each content area.
|
|
3.a; 5.a; 7.a-b
|
|
5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge.
|
|
7.a-b; 3.b; 8.b
|
|
STANDARD 6
Professionalism as an Early Childhood Educator
|
|
|
6a: Identify and involve themselves with the early childhood field and serve as informed advocates for young children, families, and the profession.
|
|
9.a, b, c, d
|
|
6b: Know about and uphold ethical and other early childhood professional guidelines.
|
x
|
9.f, j, o
|
|
6c: Use professional communication skills, including technology-mediated strategies, to effectively support young children’s learning and development and to work with families and colleagues.
|
x
|
9.c, d, f
|
|
6d: Engage in continuous, collaborative learning to inform practice.
|
|
9.a, b, c, d,
|
|
6e: Develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession.
|
|
9.f, o
2.a-b; 3.a-b; 4.a-b; 5.a-b; 6.a-b; 8.a-d
|
|
STANDARD 7
Field Experiences
|
|
|
7a: Opportunities to observe and practice in at least two of the three early childhood age groups (birth - age 3, 3-5, 5-8)
|
|
1.a, b, c; 3.b, c, d
|
|
7b: Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs)
|
|
1.a, b, c; 3.b, c, d
|
GRADING POLICY
Grading Scale
| 100 - 93% |
A |
| 92 - 85% |
B |
| 85 - 75% |
C |
| 74 - 71% |
D |
| 70 - 0% |
F |
PORTFOLIO DEVELOPMENT:
All degree seeking students will be expected to present examples of coursework that they deem suitable for a cumulative portfolio that will be reviewed prior to graduation. The portfolio will contain several artifacts and reflection pieces as evidence of the students’ demonstrated understanding of early childhood principles as outlined by INTASC and NAEYC standards. The cumulative portfolio should document each student’s dispositions and competencies reflected in assignments throughout their coursework. Creating a portfolio has value to students, the Ivy Tech Community College early childhood education program and potential employers. Students should select from a variety of assignments and are free to confer with their instructor about alternate choices of material.
Course Addendum - Syllabus (Click to expand)
|
| |
-
ECED 204 - Families in Transition
PREREQUISITES: ENGL 111 - English Composition and SOCI 111 - Introduction to Sociology or PSYC 101 - Introduction to Psychology and ECED 120 - Child Growth and Development
PROGRAM: Early Childhood Education
CREDIT HOURS MIN: 3
LECTURE HOURS MIN: 2
LAB HOURS MIN: 2
DATE OF LAST REVISION: Fall, 2021
Examines the stages of the family life cycle and interpersonal relationships among family members. Recognizes the impact of context and culture on the family’s ability to function. Students are required to have direct contact with a family/families including interviews and observations to successfully complete this course. Students are required to collaborate with peers and/or community stakeholders to develop a Service Learning project.
MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:
- Identify and demonstrate respect for diverse family systems. (1c, 1d, 2a)
- Examine the child in the family from the family systems approach through interviews and observations. (4a, 2a)
- Identify the stages of the family life cycle. (1c)
- Identify and explain the ecological systems affecting the family. (4a, 2a, 1c)
- Research, analyze, and implement techniques for collaboration and partnership with families and community in young children’s development and learning through respectful, reciprocal relationships and engagement (1d, 2b, 4a)
- Identify, develop, and use community resources and activities to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies. (1d, 2b, 2c, 2a)
- Analyze and assess family strengths, challenges, and preferences. (1c, 2a)
- Explore and use the NAEYC Code of Ethics as a basis for all work with children, families, and communities. (6b)
- Identify the causes and impact of trauma and adverse childhood experiences. (1b)
- Identify, and demonstrate respect for trauma informed care practices. (1d)
- Complete a collaborative Service Learning Project which impacts children and families in the community. (2a, 2b, 2c, 6a, 6b, 6c, 6d, 6e)
- Complete the NAEYC Key Assessment #2-Family Case Study and Resource Kit.
COURSE CONTENT: Topical areas of study include -
- NAEYC Code of Ethics
- Maslow’s Hierarchy of Needs
- Brofenbrenner’s Ecological systems
- Early Childhood Theories
- Socialization
- Community Resources
- Systems approach to child and family
- Diverse family systems, cultures parenting styles, guidance techniques, influences, strengths, and challenges
|
2021 NAEYC Professional Standards and Competencies for Early Childhood Educators
|
|
STANDARD 1
Child Development and Learning in Context
|
NAEYC Standards covered in this course
|
INTASC Standards Alignment
|
|
1a: Understand the developmental period of early childhood from birth through age 8 across physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development.
|
|
2.a-b; 5.b
|
|
1b: Understand and value each child as an individual with unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and with the capacity to make choices.
|
x
|
2.a; 3.a-b; 5.b
|
|
1c: Understand the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities.
|
x
|
|
|
1d: Use this multidimensional knowledge-that is, knowledge about the developmental period of early childhood, about individual children, and about development and learning in cultural contexts-to make evidence-based decisions that support each child
|
x
|
4.a-b; 8.a-d
|
|
STANDARD 2
Family-Teacher Partnerships and Community Connections
|
|
|
2a: Know about, understand, and value the diversity of families.
|
x
|
5.a-b
|
|
2b: Collaborate as partners with families in young children’s development and learning through respectful, reciprocal relationships and engagement.
|
x
|
5.a-b; 7.b
|
|
2c: Use community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies.
|
x
|
2.a-b; 3.a-b; 5.a-b; 8.c-d
|
|
STANDARD 3
Child Observation, Documentation, and Assessment
|
|
|
3a: Understand that assessments (formal and informal, formative and summative) are conducted to make informed choices about instruction and for planning in early learning settings.
|
|
|
|
3b: Know a wide range of types of assessments, their purposes, and their associated methods and tools.
|
|
6.a-b
|
|
3c: Use screening and assessment tools in ways that are ethically grounded and developmentally, ability, culturally, and linguistically appropriate in order to document developmental progress and promote positive outcomes for each child.
|
|
3.b; 6.a-b; 7.a-b
|
|
3d: Build assessment partnerships with families and professional colleagues.
|
|
3.b; 5.a-b; 7.b
|
|
STANDARD 4
Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
|
|
|
4a: Understand and demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children.
|
x
|
5.a; 7.b
|
|
4b: Understand and use teaching skills that are responsive to the learning trajectories of young children and to the needs of each child, recognizing that differentiating instruction, incorporating play as a core teaching practice, and supporting the development of executive function skills are critical for young children.
|
|
2.a-b; 4.a-b; 8.a-b
|
|
4c: Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning.
|
|
2.a-b; 3.a-b; 6.a-b; 8.a
|
|
STANDARD 5
Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
|
|
|
5a: Understand content knowledge- the central concepts, methods and tools of inquiry, and structure-and resources for the academic disciplines in an early childhood curriculum.
|
|
7.a-b; 3.a-b
|
|
5b: Understand pedagogical content knowledge-how young children learn in each discipline-and how to use the teacher knowledge and practices described in Standards 1 through 4 to support young children’s learning in each content area.
|
|
3.a; 5.a; 7.a-b
|
|
5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge.
|
|
7.a-b; 3.b; 8.b
|
|
STANDARD 6
Professionalism as an Early Childhood Educator
|
|
|
6a: Identify and involve themselves with the early childhood field and serve as informed advocates for young children, families, and the profession.
|
|
9.a, b, c, d
|
|
6b: Know about and uphold ethical and other early childhood professional guidelines.
|
x
|
9.f, j, o
|
|
6c: Use professional communication skills, including technology-mediated strategies, to effectively support young children’s learning and development and to work with families and colleagues.
|
|
9.c, d, f
|
|
6d: Engage in continuous, collaborative learning to inform practice.
|
|
9.a, b, c, d,
|
|
6e: Develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession.
|
|
9.f, o
2.a-b; 3.a-b; 4.a-b; 5.a-b; 6.a-b; 8.a-d
|
|
STANDARD 7
Field Experiences
|
|
|
7a: Opportunities to observe and practice in at least two of the three early childhood age groups (birth - age 3, 3-5, 5-8)
|
|
1.a, b, c; 3.b, c, d
|
|
7b: Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs)
|
|
1.a, b, c; 3.b, c, d
|
GRADING POLICY
Grading Scale
| 100 - 93% |
A |
| 92 - 85% |
B |
| 84 - 75% |
C |
| 74 - 71% |
D |
| 70 - 0% |
F |
PORTFOLIO DEVELOPMENT:
All degree-seeking students will be expected to present examples of coursework that they deem suitable for a cumulative portfolio that will be reviewed prior to graduation. The portfolio will contain several artifacts and reflection pieces as evidence of the students’ demonstrated understanding of early childhood principles as outlined by INTASC and NAEYC standards. The cumulative portfolio should document each student’s dispositions and competencies reflected in assignments throughout their coursework. Students may begin collecting artifacts when they begin their coursework. Creating a portfolio has value to students, the Ivy Tech Community College early childhood education program and potential employers. Students should select from a variety of assignments and are free to confer with their instructor about alternate choices of material.
Course Addendum - Syllabus (Click to expand)
|
| |
-
ECED 205 - Early Care Practicum
PREREQUISITES: Program Chair Approval, must be taken at the home campus
PROGRAM: Early Childhood Education
CREDIT HOURS MIN: 3
PRACTICUM HOURS MIN: 9
DATE OF LAST REVISION: Fall, 2021
Provides opportunity for practical experience through observation and supervised participation in childcare settings. This practicum offers experiences with age’s infant through school age and requires 144 hours of field experience in an approved early care setting. Students are required to complete observations and field experiences with children as related to this course. Students must seek placement for practicum directly with the Program Chair during the semester before the practicum begins. This course must be taken at the home campus. Students are required to meet personnel requirements for child care licensing which may include, but are not limited to: FBI fingerprints, 5 panel drug screen, TB test, physical/vaccination history, criminal history checks, CPS registry checks, reference checks, Covid-19 protocols, and completion of the ILEAD mandatory training modules- Health and Safety Modules 1-4, Intro to the Indiana Early Learning Foundations, and Child Abuse Prevention and Detection.
MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:
- Prepare and implement activities and experiences for physical, cognitive, creative, linguistic and affective development. (1a)
- Demonstrate and practice knowledge, skills, dispositions and standards of settings in relation to professionalism and developmentally appropriate practice. (6a)
- Practice observation and recording skills. (3a, 3b)
- Observe and assist with activities and experiences in the early childhood setting using various assessment and observation tools. (3a, 3b)
- Support positive self-concept in self, children, families, and staff. (4a)
- Demonstrate pro-social and professional behavior. (6a)
- Select activities and techniques that promote individual skills and learning styles in children. (1a, 1b, 1c)
- Demonstrate communication competence in accordance with professional early childhood practices. (6a, 6c)
- Practice appropriate behavior and guidance strategies. (4a)
- Observe environments that promote social, emotional, physical, cognitive, linguistic, and creative development of children. (1a, 3a)
- Demonstrate the ability to create individualized instruction for children. (4b, 4c)
COURSE CONTENT: Topical areas of study include -
- Familiarity with the placement site and children/families/staff
- Assist with planning and implementation of developmentally appropriate activities
- Conduct developmental and program observations
- Create and implement transition activities
- Conduct development screening and evaluation through a case study project;
- Identify and address behavior concerns
- Practice the policies and procedures of the practicum site
|
2021 NAEYC Professional Standards and Competencies for Early Childhood Educators
|
|
STANDARD 1
Child Development and Learning in Context
|
NAEYC Standards covered in this course
|
INTASC Standards Alignment
|
|
1a: Understand the developmental period of early childhood from birth through age 8 across physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development.
|
x
|
2.a-b; 5.b
|
|
1b: Understand and value each child as an individual with unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and with the capacity to make choices.
|
x
|
2.a; 3.a-b; 5.b
|
|
1c: Understand the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities.
|
x
|
|
|
1d: Use this multidimensional knowledge-that is, knowledge about the developmental period of early childhood, about individual children, and about development and learning in cultural contexts-to make evidence-based decisions that support each child
|
|
4.a-b; 8.a-d
|
|
STANDARD 2
Family-Teacher Partnerships and Community Connections
|
|
|
2a: Know about, understand, and value the diversity of families.
|
|
5.a-b
|
|
2b: Collaborate as partners with families in young children’s development and learning through respectful, reciprocal relationships and engagement.
|
|
5.a-b; 7.b
|
|
2c: Use community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies.
|
|
2.a-b; 3.a-b; 5.a-b; 8.c-d
|
|
STANDARD 3
Child Observation, Documentation, and Assessment
|
|
|
3a: Understand that assessments (formal and informal, formative and summative) are conducted to make informed choices about instruction and for planning in early learning settings.
|
x
|
|
|
3b: Know a wide range of types of assessments, their purposes, and their associated methods and tools.
|
x
|
6.a-b
|
|
3c: Use screening and assessment tools in ways that are ethically grounded and developmentally, ability, culturally, and linguistically appropriate in order to document developmental progress and promote positive outcomes for each child.
|
|
3.b; 6.a-b; 7.a-b
|
|
3d: Build assessment partnerships with families and professional colleagues.
|
|
3.b; 5.a-b; 7.b
|
|
STANDARD 4
Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
|
|
|
4a: Understand and demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children.
|
x
|
5.a; 7.b
|
|
4b: Understand and use teaching skills that are responsive to the learning trajectories of young children and to the needs of each child, recognizing that differentiating instruction, incorporating play as a core teaching practice, and supporting the development of executive function skills are critical for young children.
|
x
|
2.a-b; 4.a-b; 8.a-b
|
|
4c: Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning.
|
x
|
2.a-b; 3.a-b; 6.a-b; 8.a
|
|
STANDARD 5
Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
|
|
|
5a: Understand content knowledge- the central concepts, methods and tools of inquiry, and structure-and resources for the academic disciplines in an early childhood curriculum.
|
|
7.a-b; 3.a-b
|
|
5b: Understand pedagogical content knowledge-how young children learn in each discipline-and how to use the teacher knowledge and practices described in Standards 1 through 4 to support young children’s learning in each content area.
|
|
3.a; 5.a; 7.a-b
|
|
5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge.
|
|
7.a-b; 3.b; 8.b
|
|
STANDARD 6
Professionalism as an Early Childhood Educator
|
|
|
6a: Identify and involve themselves with the early childhood field and serve as informed advocates for young children, families, and the profession.
|
x
|
9.a, b, c, d
|
|
6b: Know about and uphold ethical and other early childhood professional guidelines.
|
|
9.f, j, o
|
|
6c: Use professional communication skills, including technology-mediated strategies, to effectively support young children’s learning and development and to work with families and colleagues.
|
x
|
9.c, d, f
|
|
6d: Engage in continuous, collaborative learning to inform practice.
|
|
9.a, b, c, d,
|
|
6e: Develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession.
|
|
9.f, o
2.a-b; 3.a-b; 4.a-b; 5.a-b; 6.a-b; 8.a-d
|
|
STANDARD 7
Field Experiences
|
|
|
7a: Opportunities to observe and practice in at least two of the three early childhood age groups (birth - age 3, 3-5, 5-8)
|
|
1.a, b, c; 3.b, c, d
|
|
7b: Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs)
|
|
1.a, b, c; 3.b, c, d
|
GRADING POLICY
Grading Scale
| 100 - 93% |
A |
| 92 - 85% |
B |
| 84 - 75% |
C |
| 74 - 71% |
D |
| 0 - 70% |
F |
PORTFOLIO DEVELOPMENT:
All degree seeking students will be expected to present examples coursework that they deem suitable for a cumulative portfolio that will be reviewed prior to graduation. The portfolio will contain several artifacts and reflection pieces as evidence of the students’ demonstrated understanding of early childhood principles as outlined by INTASC and NAEYC standards. The cumulative portfolio should document each student’s dispositions and competencies reflected in assignments throughout their coursework. Creating a portfolio has value to students, the Ivy Tech Community College early childhood education program and potential employers. Students should select from a variety of assignments and are free to confer with their instructor about alternate choices of material.
Course Addendum - Syllabus (Click to expand)
|
| |
-
ECED 210 - Early Childhood Administration
PREREQUISITES: ENGL 111 - English Composition and ECED 120 - Child Growth and Development
PROGRAM: Early Childhood Education
CREDIT HOURS MIN: 3
LECTURE HOURS MIN: 3
DATE OF LAST REVISION: Fall 2021
Introduces principles of managing a licensed early care and education program; emphasizes the role of the administrator to include personnel, program administration, and fiscal management. Explores client-community relations. Students may be required to complete observations and field experiences related to this course.
MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be able to:
- Investigate state licensing, quality rating system (QRIS), food program (CACFP), and accreditation. (6a, 6b, 6c)
- Complete a community needs assessment and design a comprehensive program plan appropriate for populations served including children with exceptionalities. (6a, 6e)
- Develop and analyze personnel policies, including the need for diversity, and procedures for early childhood programs. (6c, 6d)
- Examine federal guidelines for equal opportunities for employment as regulated by the Equal Employment Opportunity Commission. (6a, 6b)
- Develop and analyze a budget to meet a comprehensive program plan. (6a, 6b, 6e)
- Demonstrate interpersonal skills that encourage communication of program goals with families, community, and resource agencies including the use of technology. (2b, 2c, 4a, 6c)
- Demonstrate knowledge of skills and resources needed for effective management. (4b, 6c)
- Formulate a mission statement and philosophy appropriate for the population served. (4a, 6b)
- Identify evaluation tools and techniques to evaluate children, personnel, curriculum and the program. (4b, 5b, 6e)
- Demonstrate knowledge of procedures for emergency preparedness and universal precautions in early care and education programs. (6a, 6b)
COURSE CONTENT: Topical areas of study include -
- Evaluation tools to monitor program including staff, facility, children and families
- Develop an early care and education facility from conception to opening including: policies procedures for staff, families, and operational to meet guidelines of state, budgeting process, resources for the facility.
- Indiana state licensing regulations and Indiana Paths to Quality Standards for child care,
- NAEYC Accreditation Standards for Early Education Programs
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2021 NAEYC Professional Standards and Competencies for Early Childhood Educators
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|
STANDARD 1
Child Development and Learning in Context
|
NAEYC Standards covered in this course
|
INTASC Standards Alignment
|
|
1a: Understand the developmental period of early childhood from birth through age 8 across physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development.
|
|
2.a-b; 5.b
|
|
1b: Understand and value each child as an individual with unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and with the capacity to make choices.
|
|
2.a; 3.a-b; 5.b
|
|
1c: Understand the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities.
|
|
|
|
1d: Use this multidimensional knowledge-that is, knowledge about the developmental period of early childhood, about individual children, and about development and learning in cultural contexts-to make evidence-based decisions that support each child
|
|
4.a-b; 8.a-d
|
|
STANDARD 2
Family-Teacher Partnerships and Community Connections
|
|
|
2a: Know about, understand, and value the diversity of families.
|
|
5.a-b
|
|
2b: Collaborate as partners with families in young children’s development and learning through respectful, reciprocal relationships and engagement.
|
x
|
5.a-b; 7.b
|
|
2c: Use community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies.
|
x
|
2.a-b; 3.a-b; 5.a-b; 8.c-d
|
|
STANDARD 3
Child Observation, Documentation, and Assessment
|
|
|
3a: Understand that assessments (formal and informal, formative and summative) are conducted to make informed choices about instruction and for planning in early learning settings.
|
|
|
|
3b: Know a wide range of types of assessments, their purposes, and their associated methods and tools.
|
|
6.a-b
|
|
3c: Use screening and assessment tools in ways that are ethically grounded and developmentally, ability, culturally, and linguistically appropriate in order to document developmental progress and promote positive outcomes for each child.
|
|
3.b; 6.a-b; 7.a-b
|
|
3d: Build assessment partnerships with families and professional colleagues.
|
|
3.b; 5.a-b; 7.b
|
|
STANDARD 4
Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
|
|
|
4a: Understand and demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children.
|
x
|
5.a; 7.b
|
|
4b: Understand and use teaching skills that are responsive to the learning trajectories of young children and to the needs of each child, recognizing that differentiating instruction, incorporating play as a core teaching practice, and supporting the development of executive function skills are critical for young children.
|
x
|
2.a-b; 4.a-b; 8.a-b
|
|
4c: Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning.
|
|
2.a-b; 3.a-b; 6.a-b; 8.a
|
|
STANDARD 5
Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
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|
|
5a: Understand content knowledge- the central concepts, methods and tools of inquiry, and structure-and resources for the academic disciplines in an early childhood curriculum.
|
|
7.a-b; 3.a-b
|
|
5b: Understand pedagogical content knowledge-how young children learn in each discipline-and how to use the teacher knowledge and practices described in Standards 1 through 4 to support young children’s learning in each content area.
|
|
3.a; 5.a; 7.a-b
|
|
5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge.
|
|
7.a-b; 3.b; 8.b
|
|
STANDARD 6
Professionalism as an Early Childhood Educator
|
|
|
6a: Identify and involve themselves with the early childhood field and serve as informed advocates for young children, families, and the profession.
|
x
|
9.a, b, c, d
|
|
6b: Know about and uphold ethical and other early childhood professional guidelines.
|
x
|
9.f, j, o
|
|
6c: Use professional communication skills, including technology-mediated strategies, to effectively support young children’s learning and development and to work with families and colleagues.
|
x
|
9.c, d, f
|
|
6d: Engage in continuous, collaborative learning to inform practice.
|
x
|
9.a, b, c, d,
|
|
6e: Develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession.
|
x
|
9.f, o
2.a-b; 3.a-b; 4.a-b; 5.a-b; 6.a-b; 8.a-d
|
|
STANDARD 7
Field Experiences
|
|
|
7a: Opportunities to observe and practice in at least two of the three early childhood age groups (birth - age 3, 3-5, 5-8)
|
|
1.a, b, c; 3.b, c, d
|
|
7b: Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs)
|
|
1.a, b, c; 3.b, c, d
|
GRADING POLICY
100 - 93% A
92 - 85% B
84 - 75% C
74 - 71% D
70 - 0% F
PORTFOLIO DEVELOPMENT:
All degree-seeking students will be expected to present examples of coursework that they deem suitable for a cumulative portfolio that will be reviewed prior to graduation. The portfolio will contain several artifacts and reflection pieces as evidence of the students’ demonstrated understanding of early childhood principles as outlined by INTASC and NAEYC standards. The cumulative portfolio should document each student’s dispositions and competencies reflected in assignments throughout their coursework. Students may begin collecting artifacts when they begin their coursework. Creating a portfolio has value to students, the Ivy Tech Community College early childhood education program and potential employers. Students should select from a variety of assignments and are free to confer with their instructor about alternate choices of material.
Course Addendum - Syllabus (Click to expand)
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| |
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ECED 213 - Infant and Toddler Programming
PREREQUISITES: ECED 110 - Infant/Toddler Growth and Development or ECED 120 - Child Growth and Development
PROGRAM: Early Childhood Education
CREDIT HOURS MIN: 3
LECTURE HOURS MIN: 3
DATE OF LAST REVISION: Fall 2021
Studies the program planning and operation for quality infant and toddler care and education. The students examine the teacher’s role in establishing positive and productive relationships with families. Exploration of essential skills and dispositions in managing an effective program are considered. The students will investigate appropriate instructional strategies to enhance infant/toddler development. Students will develop activities to promote physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development of the young child, 0-36 months. Students are required to complete observations and field experiences with infants and toddlers related to this course (12 hours). Students are required to meet personnel requirements for child care licensing which may include, but are not limited to: FBI fingerprints, 5 panel drug screen, TB test, physical/vaccination history, criminal history checks, CPS registry checks, reference checks, Covid-19 protocols, and completion of the ILEAD mandatory training modules- Health and Safety Modules 1-4, Intro to the Indiana Early Learning Foundations, and Child Abuse Prevention and Detection.
MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:
- Observe and assess needs of individual children to plan appropriate environments and curriculum to enhance his or her development. (3a, 3b, 3c)
- Plan, implement, and evaluate activities, which meet individual and group needs of infants and toddlers including the needs of the family. (1a,1b,1c,1d, 2a, 2b, 6e)
- Identify and organize activities, which promote physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development of infants and toddlers. (1a,1b,1c,1d)
- Observe and evaluate strategies and environments, for infants and toddlers.( 3a, 6e)
- Define characteristics of positive and productive teacher/family partnerships. (2a)
- Demonstrate knowledge of skills and dispositions needed for effective management of an infant and toddler program. (2c, 6a, 6c)
-
Identify community resources available for all infants/toddlers and their families. (2c)
-
Read and critique current research related to infant /toddler care and education. (6d)
-
Recognize and use Indiana’s Foundations for Infants and Toddlers.(5a)
COURSE CONTENT: Topical areas of study include -
- Review of theory and practice of infant/toddler care
- Philosophy of infant/toddler care
- Cultural and gender sensitivity for infant/toddler care
- Early care and education program regulations
- Review of infant and toddler developmental milestones
- Role of the teacher in infant/toddler care
- Review appropriate care plans for infants and toddlers
- Environments for infants and toddlers
- Curriculum for infants and toddlers
- Observing infants and toddlers
- Relationship building with families
- Community resources for infants,toddlers, and families
|
2021 NAEYC Professional Standards and Competencies for Early Childhood Educators
|
|
STANDARD 1
Child Development and Learning in Context
|
NAEYC Standards covered in this course
|
INTASC Standards Alignment
|
|
1a: Understand the developmental period of early childhood from birth through age 8 across physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development.
|
x
|
2.a-b; 5.b
|
|
1b: Understand and value each child as an individual with unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and with the capacity to make choices.
|
x
|
2.a; 3.a-b; 5.b
|
|
1c: Understand the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities.
|
x
|
|
|
1d: Use this multidimensional knowledge-that is, knowledge about the developmental period of early childhood, about individual children, and about development and learning in cultural contexts-to make evidence-based decisions that support each child
|
x
|
4.a-b; 8.a-d
|
|
STANDARD 2
Family-Teacher Partnerships and Community Connections
|
|
|
2a: Know about, understand, and value the diversity of families.
|
x
|
5.a-b
|
|
2b: Collaborate as partners with families in young children’s development and learning through respectful, reciprocal relationships and engagement.
|
x
|
5.a-b; 7.b
|
|
2c: Use community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies.
|
x
|
2.a-b; 3.a-b; 5.a-b; 8.c-d
|
|
STANDARD 3
Child Observation, Documentation, and Assessment
|
|
|
3a: Understand that assessments (formal and informal, formative and summative) are conducted to make informed choices about instruction and for planning in early learning settings.
|
x
|
|
|
3b: Know a wide range of types of assessments, their purposes, and their associated methods and tools.
|
x
|
6.a-b
|
|
3c: Use screening and assessment tools in ways that are ethically grounded and developmentally, ability, culturally, and linguistically appropriate in order to document developmental progress and promote positive outcomes for each child.
|
x
|
3.b; 6.a-b; 7.a-b
|
|
3d: Build assessment partnerships with families and professional colleagues.
|
|
3.b; 5.a-b; 7.b
|
|
STANDARD 4
Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
|
|
|
4a: Understand and demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children.
|
|
5.a; 7.b
|
|
4b: Understand and use teaching skills that are responsive to the learning trajectories of young children and to the needs of each child, recognizing that differentiating instruction, incorporating play as a core teaching practice, and supporting the development of executive function skills are critical for young children.
|
|
2.a-b; 4.a-b; 8.a-b
|
|
4c: Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning.
|
|
2.a-b; 3.a-b; 6.a-b; 8.a
|
|
STANDARD 5
Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
|
|
|
5a: Understand content knowledge- the central concepts, methods and tools of inquiry, and structure-and resources for the academic disciplines in an early childhood curriculum.
|
x
|
7.a-b; 3.a-b
|
|
5b: Understand pedagogical content knowledge-how young children learn in each discipline-and how to use the teacher knowledge and practices described in Standards 1 through 4 to support young children’s learning in each content area.
|
|
3.a; 5.a; 7.a-b
|
|
5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge.
|
|
7.a-b; 3.b; 8.b
|
|
STANDARD 6
Professionalism as an Early Childhood Educator
|
|
|
6a: Identify and involve themselves with the early childhood field and serve as informed advocates for young children, families, and the profession.
|
x
|
9.a, b, c, d
|
|
6b: Know about and uphold ethical and other early childhood professional guidelines.
|
|
9.f, j, o
|
|
6c: Use professional communication skills, including technology-mediated strategies, to effectively support young children’s learning and development and to work with families and colleagues.
|
x
|
9.c, d, f
|
|
6d: Engage in continuous, collaborative learning to inform practice.
|
x
|
9.a, b, c, d,
|
|
6e: Develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession.
|
x
|
9.f, o
2.a-b; 3.a-b; 4.a-b; 5.a-b; 6.a-b; 8.a-d
|
|
STANDARD 7
Field Experiences
|
|
|
7a: Opportunities to observe and practice in at least two of the three early childhood age groups (birth - age 3, 3-5, 5-8)
|
x
|
1.a, b, c; 3.b, c, d
|
|
7b: Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs)
|
x
|
1.a, b, c; 3.b, c, d
|
GRADING POLICY
100 - 93% A
92 - 85% B
84 - 75% C
74 - 71% D
70 - 0% F
PORTFOLIO DEVELOPMENT:
All degree seeking students will be expected to present examples of coursework that they deem suitable for a cumulative portfolio that will be reviewed prior to graduation. The portfolio will contain several artifacts and reflection pieces as evidence of the students’ demonstrated understanding of early childhood principles as outlined by INTASC and NAEYC standards. The cumulative portfolio should document each student’s dispositions and competencies reflected in assignments throughout their coursework. Creating a portfolio has value to students, the Ivy Tech Community College early childhood education program and potential employers. Students should select from a variety of assignments and are free to confer with their instructor about alternate choices of material.
Course Addendum - Syllabus (Click to expand)
|
| |
-
ECED 216 - Curriculum Planning for Early Childhood Administrators
PREREQUISITES: Demonstrated competency in college-level English and 9 credit hours of ECED coursework OR program chair approval
PROGRAM: Early Childhood Education
CREDIT HOURS MIN: 3
LECTURE HOURS MIN: 3
DATE OF LAST REVISION: Fall 2021
Overview of early childhood curriculum models from a developmentally appropriate perspective. Evaluates early childhood curriculum models with an emphasis on demonstrated outcomes and ability to meet the comprehensive needs of the young child in his/her cultural context. Emphasizes the active involvement of early childhood educators and families in curriculum planning, implementation, and assessment. Develops advocacy skills for early childhood program administrators.
MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be able to:
- Review child growth and development as it relates to curriculum development and Developmentally Appropriate Practice. (1a, 1b, 1c, 1d)
- Review and analyze past and current learning theories as they apply to curriculum development and implementation. (4b, 4c, 5a, 5b, 5c)
- Recognize play as the basis for developmentally appropriate curriculum in the early childhood classroom. (4b)
- Evaluate early childhood environments to determine if they demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children. . (3c, 4a)
- Review and evaluate various curriculum models currently in use in early childhood settings. (3a, 3b, 5a, 5b, 6d)
- Define the teacher’s and the learner’s roles in various early childhood curriculum models. (1b, 1c, 1d, 4a, 4b, 4c)
- Demonstrate proficiency using authentic early childhood assessment methods. (3a, 3b, 3c)
- Demonstrate the use of assessment data to inform the development of early childhood curriculum. (3a, 3c, 6d, 6e)
- Select and develop a plan to implement a curriculum model that meets the developmental and cultural needs of a specific population of children to be served. (1d, 2a, 2b, 2c, 3a, 3c, 6e)
- Collaborate as partners with families in young children’s development and learning through respectful, reciprocal relationships and engagement. (2b, 3d)
- Recognize and incorporate the Indiana Early Learning Foundations in developing curriculum. (5a, 5b, 5c)
- Discuss the implications of national and Indiana state policies in reforming, funding, and providing minimum standards for early childhood curriculum. (6a, 6b, 6c, 6d, 6e)
COURSE CONTENT: Topical areas of study include -
- Child growth and development as it relates to play and curriculum
- Learning theories
- Developmentally appropriate learning environments
- Developmentally appropriate curriculum
- Early childhood curriculum models
- Assessment data as a tool for curriculum development
- Role of the family in the development and implementation of curriculum
- Authentic assessment tools for use with young children and early learning programs
|
2021 NAEYC Professional Standards and Competencies for Early Childhood Educators
|
|
STANDARD 1
Child Development and Learning in Context
|
NAEYC Standards covered in this course
|
INTASC Standards Alignment
|
|
1a: Understand the developmental period of early childhood from birth through age 8 across physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development.
|
x
|
2.a-b; 5.b
|
|
1b: Understand and value each child as an individual with unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and with the capacity to make choices.
|
x
|
2.a; 3.a-b; 5.b
|
|
1c: Understand the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities.
|
x
|
|
|
1d: Use this multidimensional knowledge-that is, knowledge about the developmental period of early childhood, about individual children, and about development and learning in cultural contexts-to make evidence-based decisions that support each child
|
x
|
4.a-b; 8.a-d
|
|
STANDARD 2
Family-Teacher Partnerships and Community Connections
|
|
|
2a: Know about, understand, and value the diversity of families.
|
x
|
5.a-b
|
|
2b: Collaborate as partners with families in young children’s development and learning through respectful, reciprocal relationships and engagement.
|
x
|
5.a-b; 7.b
|
|
2c: Use community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies.
|
x
|
2.a-b; 3.a-b; 5.a-b; 8.c-d
|
|
STANDARD 3
Child Observation, Documentation, and Assessment
|
|
|
3a: Understand that assessments (formal and informal, formative and summative) are conducted to make informed choices about instruction and for planning in early learning settings.
|
x
|
|
|
3b: Know a wide range of types of assessments, their purposes, and their associated methods and tools.
|
x
|
6.a-b
|
|
3c: Use screening and assessment tools in ways that are ethically grounded and developmentally, ability, culturally, and linguistically appropriate in order to document developmental progress and promote positive outcomes for each child.
|
x
|
3.b; 6.a-b; 7.a-b
|
|
3d: Build assessment partnerships with families and professional colleagues.
|
x
|
3.b; 5.a-b; 7.b
|
|
STANDARD 4
Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
|
|
|
4a: Understand and demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children.
|
x
|
5.a; 7.b
|
|
4b: Understand and use teaching skills that are responsive to the learning trajectories of young children and to the needs of each child, recognizing that differentiating instruction, incorporating play as a core teaching practice, and supporting the development of executive function skills are critical for young children.
|
x
|
2.a-b; 4.a-b; 8.a-b
|
|
4c: Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning.
|
x
|
2.a-b; 3.a-b; 6.a-b; 8.a
|
|
STANDARD 5
Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
|
|
|
5a: Understand content knowledge- the central concepts, methods and tools of inquiry, and structure-and resources for the academic disciplines in an early childhood curriculum.
|
x
|
7.a-b; 3.a-b
|
|
5b: Understand pedagogical content knowledge-how young children learn in each discipline-and how to use the teacher knowledge and practices described in Standards 1 through 4 to support young children’s learning in each content area.
|
x
|
3.a; 5.a; 7.a-b
|
|
5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge.
|
x
|
7.a-b; 3.b; 8.b
|
|
STANDARD 6
Professionalism as an Early Childhood Educator
|
|
|
6a: Identify and involve themselves with the early childhood field and serve as informed advocates for young children, families, and the profession.
|
x
|
9.a, b, c, d
|
|
6b: Know about and uphold ethical and other early childhood professional guidelines.
|
x
|
9.f, j, o
|
|
6c: Use professional communication skills, including technology-mediated strategies, to effectively support young children’s learning and development and to work with families and colleagues.
|
x
|
9.c, d, f
|
|
6d: Engage in continuous, collaborative learning to inform practice.
|
x
|
9.a, b, c, d,
|
|
6e: Develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession.
|
x
|
9.f, o
2.a-b; 3.a-b; 4.a-b; 5.a-b; 6.a-b; 8.a-d
|
|
STANDARD 7
Field Experiences
|
|
|
7a: Opportunities to observe and practice in at least two of the three early childhood age groups (birth - age 3, 3-5, 5-8)
|
|
1.a, b, c; 3.b, c, d
|
|
7b: Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs)
|
|
1.a, b, c; 3.b, c, d
|
GRADING POLICY
100 - 93% A
92 - 85% B
84 - 75% C
74 - 71% D
70 - 0% F
PORTFOLIO DEVELOPMENT:
All degree seeking students will be expected to present examples of coursework that they deem suitable for a cumulative portfolio that will be reviewed prior to graduation. The portfolio will contain several artifacts and reflection pieces as evidence of the students’ demonstrated understanding of early childhood principles as outlined by INTASC and NAEYC standards. The cumulative portfolio should document each student’s dispositions and competencies reflected in assignments throughout their coursework. Creating a portfolio has value to students, the Ivy Tech Community College early childhood education program and potential employers. Students should select from a variety of assignments and are free to confer with their instructor about alternate choices of material.
Course Addendum - Syllabus (Click to expand)
|
| |
-
ECED 218 - Leadership and Mentoring in Early Childhood
PREREQUISITES: ENGL 111 - English Composition and 9 credit hours of Early Childhood Education coursework and Program Chair approval
PROGRAM: Early Childhood Education
CREDIT HOURS MIN: 3
LECTURE HOURS MIN: 3
DATE OF LAST REVISION: Fall 2021
A basic introduction to the concept of leadership. Includes theories of leadership and teamwork and provides an opportunity for students to present a workshop to Early Childhood professionals and to establish a mentoring relationship with a mentee/candidate.. Students may be required to complete observations and field experiences with children as related to this course.
MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be able to:
- Identify and define a variety of leadership styles. (2a, 4a, 6a, 6b)
- List strategies that can be used to construct knowledge and encourage peer support of learning. (6c)
- Review and use the NAEYC Code of Ethics. (6a, 6b)
- Design experiences that promote teamwork and collaboration among staff members. (6a, 6c)
- Study strategies and design opportunities for modeling effective, pro-social behaviors and assist in the professional growth of a mentee/candidate .(6a, 6b, 6c, 6d, 6e)
- Design and implement staff development and mentoring programs. (6a, 6b, 6c, 6d, 6e)
- Affirm self as an early childhood professional and join a professional organization. (6a)
- Study techniques and avenues to advocate for early childhood issues in the local community. (6b)
- Practice skills and dispositions needed to guide mentees/candidates . (6a, 6b, 6c, 6d, 6e)
COURSE CONTENT: Topical areas of study include -
- Examine leadership in early childhood settings
- Identify student’s own style of leadership
- Establish an early childhood mentoring relationship
- Become familiar with professional organizations
- Examine adult learning styles and methods.
- NAEYC Code of Ethics
|
2021 NAEYC Professional Standards and Competencies for Early Childhood Educators
|
|
STANDARD 1
Child Development and Learning in Context
|
NAEYC Standards covered in this course
|
INTASC Standards Alignment
|
|
1a: Understand the developmental period of early childhood from birth through age 8 across physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development.
|
|
2.a-b; 5.b
|
|
1b: Understand and value each child as an individual with unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and with the capacity to make choices.
|
|
2.a; 3.a-b; 5.b
|
|
1c: Understand the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities.
|
|
|
|
1d: Use this multidimensional knowledge-that is, knowledge about the developmental period of early childhood, about individual children, and about development and learning in cultural contexts-to make evidence-based decisions that support each child
|
|
4.a-b; 8.a-d
|
|
STANDARD 2
Family-Teacher Partnerships and Community Connections
|
|
|
2a: Know about, understand, and value the diversity of families.
|
x
|
5.a-b
|
|
2b: Collaborate as partners with families in young children’s development and learning through respectful, reciprocal relationships and engagement.
|
|
5.a-b; 7.b
|
|
2c: Use community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies.
|
|
2.a-b; 3.a-b; 5.a-b; 8.c-d
|
|
STANDARD 3
Child Observation, Documentation, and Assessment
|
|
|
3a: Understand that assessments (formal and informal, formative and summative) are conducted to make informed choices about instruction and for planning in early learning settings.
|
|
|
|
3b: Know a wide range of types of assessments, their purposes, and their associated methods and tools.
|
|
6.a-b
|
|
3c: Use screening and assessment tools in ways that are ethically grounded and developmentally, ability, culturally, and linguistically appropriate in order to document developmental progress and promote positive outcomes for each child.
|
|
3.b; 6.a-b; 7.a-b
|
|
3d: Build assessment partnerships with families and professional colleagues.
|
|
3.b; 5.a-b; 7.b
|
|
STANDARD 4
Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
|
|
|
4a: Understand and demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children.
|
x
|
5.a; 7.b
|
|
4b: Understand and use teaching skills that are responsive to the learning trajectories of young children and to the needs of each child, recognizing that differentiating instruction, incorporating play as a core teaching practice, and supporting the development of executive function skills are critical for young children.
|
|
2.a-b; 4.a-b; 8.a-b
|
|
4c: Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning.
|
|
2.a-b; 3.a-b; 6.a-b; 8.a
|
|
STANDARD 5
Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
|
|
|
5a: Understand content knowledge- the central concepts, methods and tools of inquiry, and structure-and resources for the academic disciplines in an early childhood curriculum.
|
|
7.a-b; 3.a-b
|
|
5b: Understand pedagogical content knowledge-how young children learn in each discipline-and how to use the teacher knowledge and practices described in Standards 1 through 4 to support young children’s learning in each content area.
|
|
3.a; 5.a; 7.a-b
|
|
5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge.
|
|
7.a-b; 3.b; 8.b
|
|
STANDARD 6
Professionalism as an Early Childhood Educator
|
|
|
6a: Identify and involve themselves with the early childhood field and serve as informed advocates for young children, families, and the profession.
|
x
|
9.a, b, c, d
|
|
6b: Know about and uphold ethical and other early childhood professional guidelines.
|
x
|
9.f, j, o
|
|
6c: Use professional communication skills, including technology-mediated strategies, to effectively support young children’s learning and development and to work with families and colleagues.
|
x
|
9.c, d, f
|
|
6d: Engage in continuous, collaborative learning to inform practice.
|
x
|
9.a, b, c, d,
|
|
6e: Develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession.
|
x
|
9.f, o
2.a-b; 3.a-b; 4.a-b; 5.a-b; 6.a-b; 8.a-d
|
|
STANDARD 7
Field Experiences
|
|
|
7a: Opportunities to observe and practice in at least two of the three early childhood age groups (birth - age 3, 3-5, 5-8)
|
|
1.a, b, c; 3.b, c, d
|
|
7b: Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs)
|
|
1.a, b, c; 3.b, c, d
|
GRADING POLICY
100 - 93% A
92 - 85% B
84 - 75% C
74 - 71% D
70 - 0% F
PORTFOLIO DEVELOPMENT:
All degree seeking students will be expected to present examples of coursework that they deem suitable for a cumulative portfolio that will be reviewed prior to graduation. The portfolio will contain several artifacts and reflection pieces as evidence of the students’ demonstrated understanding of early childhood principles as outlined by INTASC and NAEYC standards. The cumulative portfolio should document each student’s dispositions and competencies reflected in assignments throughout their coursework. Creating a portfolio has value to students, the Ivy Tech Community College early childhood education program and potential employers. Students should select from a variety of assignments and are free to confer with their instructor about alternate choices of material.
Course Addendum - Syllabus (Click to expand)
|
| |
-
ECED 223 - School Age Programming
PREREQUISITES: Demonstrated competency in college-level English
PROGRAM: Early Childhood Education
CREDIT HOURS MIN: 3
LECTURE HOURS MIN: 3
DATE OF LAST REVISION: Fall 2021
Examines environments, materials, methods, and teaching strategies for providing enriching experiences for the school age child. Explores developmentally appropriate experiences in the arts, science, math, technology, literacy, health and fitness, and social and emotional development in a school age child care setting. Reviews theories of school-age growth and development, the importance of partnerships with families, and positive guidance techniques for school age children. Students are required to complete observations and field experiences with children in this course (12 field hours). Students may be required to meet personnel requirements for child care licensing which may include, but are not limited to: FBI fingerprints, 5 panel drug screen, TB test, physical/vaccination history, criminal history checks, CPS registry checks, reference checks, Covid-19 protocols, and completion of the ILEAD mandatory training modules- Health and Safety Modules 1-4, Intro to the Indiana Early Learning Foundations, and Child Abuse Prevention and Detection.
MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:
- Observe, participate in, and evaluate an environment which promotes the social, emotional, physical,cognitive, linguistic, and creative development of school age children.. (1a, 1b, 1c, 1d, 4a, 6a, 7)
- Plan and implement developmentally appropriate activities to promote the social, emotional, physical, cognitive, linguistic, health and wellness, and creative development of school age children. (4b, 4c, 5a, 5b, 5c, 6e)
- Recognize environments and utilize strategies that enhance children’s prosocial behaviors in collaboration with their families. (1d, 2a, 2b, 4a, 4b, 4c, 6b, 6c)
- Use professional communication skills, including technology mediated strategies, to effectively support school-age children’s learning and development and to work with families and colleagues. (6c)
- Research and discuss licensing and accreditation criteria for school age programs and evaluate quality indicators in a school-age program. (3a, 3b, 3c, 3d, 6b)
- Describe the state, local, and agency standards for reporting suspected child abuse and neglect. (6a, 6b)
- Survey, describe and use the 40 Developmental Assets as a basis for curriculum planning. (4c)
- Identify potential child abuse and neglect indicators, including other forms of trauma, and list community resources that promote trauma awareness and treatment. (2c, 3c, 6b)
- Research national, state and local school age advocacy organizations. (2c)
- Describe theories of school-age child growth and development. (1a)
- Complete Indiana ILEAD training for Health and Safety Module 4- School Age.(6d)
COURSE CONTENT: Topical areas of study include -
- School-age social, emotional, physical, cognitive, linguistic,and creative development
- Creating developmentally appropriate activities for school-age children
- Environments and strategies to enhance prosocial behaviors
- Engaging and collaborating with families
- Observation and Evaluation Skills
- Licensing and accreditation criteria for school-age programs
- Procedures for reporting suspected child abuse
- Child abuse and neglect indicators
- National, state, and local school age organizations
- 40 Developmental Assets
- Indiana I-LEAD Health and Safety Training
- Indiana After School Network
|
2021 NAEYC Professional Standards and Competencies for Early Childhood Educators
|
|
STANDARD 1
Child Development and Learning in Context
|
NAEYC Standards covered in this course
|
INTASC Standards Alignment
|
|
1a: Understand the developmental period of early childhood from birth through age 8 across physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development.
|
x
|
2.a-b; 5.b
|
|
1b: Understand and value each child as an individual with unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and with the capacity to make choices.
|
x
|
2.a; 3.a-b; 5.b
|
|
1c: Understand the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities.
|
x
|
|
|
1d: Use this multidimensional knowledge-that is, knowledge about the developmental period of early childhood, about individual children, and about development and learning in cultural contexts-to make evidence-based decisions that support each child
|
x
|
4.a-b; 8.a-d
|
|
STANDARD 2
Family-Teacher Partnerships and Community Connections
|
|
|
2a: Know about, understand, and value the diversity of families.
|
x
|
5.a-b
|
|
2b: Collaborate as partners with families in young children’s development and learning through respectful, reciprocal relationships and engagement.
|
x
|
5.a-b; 7.b
|
|
2c: Use community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies.
|
x
|
2.a-b; 3.a-b; 5.a-b; 8.c-d
|
|
STANDARD 3
Child Observation, Documentation, and Assessment
|
|
|
3a: Understand that assessments (formal and informal, formative and summative) are conducted to make informed choices about instruction and for planning in early learning settings.
|
x
|
|
|
3b: Know a wide range of types of assessments, their purposes, and their associated methods and tools.
|
x
|
6.a-b
|
|
3c: Use screening and assessment tools in ways that are ethically grounded and developmentally, ability, culturally, and linguistically appropriate in order to document developmental progress and promote positive outcomes for each child.
|
x
|
3.b; 6.a-b; 7.a-b
|
|
3d: Build assessment partnerships with families and professional colleagues.
|
x
|
3.b; 5.a-b; 7.b
|
|
STANDARD 4
Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
|
|
|
4a: Understand and demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children.
|
x
|
5.a; 7.b
|
|
4b: Understand and use teaching skills that are responsive to the learning trajectories of young children and to the needs of each child, recognizing that differentiating instruction, incorporating play as a core teaching practice, and supporting the development of executive function skills are critical for young children.
|
x
|
2.a-b; 4.a-b; 8.a-b
|
|
4c: Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning.
|
x
|
2.a-b; 3.a-b; 6.a-b; 8.a
|
|
STANDARD 5
Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
|
|
|
5a: Understand content knowledge- the central concepts, methods and tools of inquiry, and structure-and resources for the academic disciplines in an early childhood curriculum.
|
x
|
7.a-b; 3.a-b
|
|
5b: Understand pedagogical content knowledge-how young children learn in each discipline-and how to use the teacher knowledge and practices described in Standards 1 through 4 to support young children’s learning in each content area.
|
x
|
3.a; 5.a; 7.a-b
|
|
5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge.
|
x
|
7.a-b; 3.b; 8.b
|
|
STANDARD 6
Professionalism as an Early Childhood Educator
|
|
|
6a: Identify and involve themselves with the early childhood field and serve as informed advocates for young children, families, and the profession.
|
x
|
9.a, b, c, d
|
|
6b: Know about and uphold ethical and other early childhood professional guidelines.
|
x
|
9.f, j, o
|
|
6c: Use professional communication skills, including technology-mediated strategies, to effectively support young children’s learning and development and to work with families and colleagues.
|
x
|
9.c, d, f
|
|
6d: Engage in continuous, collaborative learning to inform practice.
|
|
9.a, b, c, d,
|
|
6e: Develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession.
|
x
|
9.f, o
2.a-b; 3.a-b; 4.a-b; 5.a-b; 6.a-b; 8.a-d
|
|
STANDARD 7
Field Experiences
|
|
|
7a: Opportunities to observe and practice in at least two of the three early childhood age groups (birth - age 3, 3-5, 5-8)
|
x
|
1.a, b, c; 3.b, c, d
|
|
7b: Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs)
|
x
|
1.a, b, c; 3.b, c, d
|
GRADING POLICY
100 - 93% A
92 - 85% B
84 - 75% C
74 - 71% D
70 - 0% F
PORTFOLIO DEVELOPMENT:
All degree seeking students will be expected to present examples of coursework that they deem suitable for a cumulative portfolio that will be reviewed prior to graduation. The portfolio will contain several artifacts and reflection pieces as evidence of the students’ demonstrated understanding of early childhood principles as outlined by INTASC and NAEYC standards. The cumulative portfolio should document each student’s dispositions and competencies reflected in assignments throughout their coursework. Creating a portfolio has value to students, the Ivy Tech Community College early childhood education program and potential employers. Students should select from a variety of assignments and are free to confer with their instructor about alternate choices of material.
Course Addendum - Syllabus (Click to expand)
|
| |
-
ECED 225 - Infant Toddler Practicum
PREREQUISITES: Program Chair Approval, must be taken at the home campus
PROGRAM: Early Childhood Education
CREDIT HOURS MIN: 3
PRACTICUM HOURS MIN: 9
DATE OF LAST REVISION: Fall 2021
Provides opportunity for practical experiences through observation, assessment and supervised participation in an infant/toddler setting. Students develop, implement and assess appropriate environments and activities for children 6 - 36 weeks. Requires 144 hours of practicum field experience. Students will also engage in small/large group peer seminar/lecture, asynchronous coursework, and instructor check-ins via zoom or on site as well as mentor feedback and evaluation of skills and dispositions. Students are required to complete observations and field experiences with children as related to this course. Students must seek placement for practicum directly with the Program Chair during the semester before the practicum begins. This course must be taken at the home campus. Students are required to meet personnel requirements for child care licensing which may include, but are not limited to: FBI fingerprints, 5 panel drug screen, TB test, physical/vaccination history, criminal history checks, CPS registry checks, reference checks, Covid-19 protocols, and completion of the ILEAD mandatory training modules: Health and Safety Modules 1-4, Intro to the Indiana Early Learning Foundations, and Child Abuse Prevention and Detection.
MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:
- Apply knowledge of young children’s characteristics and needs and use a broad repertoire of intentional developmentally appropriate teaching/learning approaches while incorporating early learning standards and other resources to plan, implement, and evaluate meaningful activities and experiences in all domains of development for infants and toddlers. (1a, 1b, 1c, 1d, 4b, 4c, 5a, 5b, 5c)
- Demonstrate and practice professional knowledge, skills,dispositions, and reflective practices while upholding ethical standards and guidelines when involving oneself with the early childhood field. (6a, 6b, 6c, 6e)
- Engage in the assessment process and implement ethically appropriate assessment methods including observation, data collection, and developmental screening tools/checklists, and demonstrate the ability to raise concerns with appropriate professional colleagues and families as necessary. (2b, 3a, 3b, 3c, 3d, 4a)
- Plan, implement, and evaluate individualized instruction that recognizes the individual child’s unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and capacity to make choices.. (1b, 1d, 4a, 4b, 4c, 5a, 5b, 5c)
- Create and evaluate environments that promote all domains of development and ensure compliance with state licensing regulations and developmentally appropriate practices for infants and toddlers. (1a, 1b, 1c, 1d, 4a, 4b, 4c)
- Demonstrate positive relationships, supportive interactions, and developmentally appropriate and culturally respectful guidance techniques for infants and toddlers. (2a, 4a, 4b, 4c)
- Engage in communication with families and model respect for diversity, inclusion,and family preferences and differences. (2a, 2b)
- Recognize and use Indiana’s Early Learning Foundations as a basis for planning developmentally appropriate and challenging activities for children. (1d, 4b, 4c, 5b, 5c, 6b)
- Engage in collaborative and reflective evaluation of skills and dispositions with the site mentor/cooperating teacher and the course instructor. (6c, 6d)
- Complete the NAEYC Key Assessment #3-Child Assessment Portfolio
COURSE CONTENT: Topical areas of study include -
- Using early learning standards to plan and implement meaningful activities and experiences
- Assessment tools and the assessment process
- Create and evaluate environments for appropriateness
- Family communication
- Respect for family preferences and differences
- Professional skills and dispositions
- Collaboration with other professionals
- Ethical guidelines
- Individualized instruction
- Positive interaction with children, families, and colleagues
- Developmentally appropriate and culturally respectful guidance techniques
- State licensing regulations and standards of the setting
|
2021 NAEYC Professional Standards and Competencies for Early Childhood Educators
|
|
STANDARD 1
Child Development and Learning in Context
|
NAEYC Standards covered in this course
|
INTASC Standards Alignment
|
|
1a: Understand the developmental period of early childhood from birth through age 8 across physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development.
|
x
|
1 a,b,
|
|
1b: Understand and value each child as an individual with unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and with the capacity to make choices.
|
x
|
|
|
1c: Understand the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities.
|
x
|
|
|
1d: Use this multidimensional knowledge-that is, knowledge about the developmental period of early childhood, about individual children, and about development and learning in cultural contexts-to make evidence-based decisions that support each child
|
x
|
|
|
STANDARD 2
Family-Teacher Partnerships and Community Connections
|
|
|
2a: Know about, understand, and value the diversity of families.
|
x
|
3 a,c,f
|
|
2b: Collaborate as partners with families in young children’s development and learning through respectful, reciprocal relationships and engagement.
|
x
|
|
|
2c: Use community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies.
|
|
|
|
STANDARD 3
Child Observation, Documentation, and Assessment
|
|
|
3a: Understand that assessments (formal and informal, formative and summative) are conducted to make informed choices about instruction and for planning in early learning settings.
|
x
|
6a,d,j,k,r,,v
|
|
3b: Know a wide range of types of assessments, their purposes, and their associated methods and tools.
|
x
|
6.a,b,c,d,e,k,t,v 7a, b
|
|
3c: Use screening and assessment tools in ways that are ethically grounded and developmentally, ability, culturally, and linguistically appropriate in order to document developmental progress and promote positive outcomes for each child.
|
x
|
6.a,b,c,d,e, 7a, b
|
|
3d: Build assessment partnerships with families and professional colleagues.
|
x
|
|
|
STANDARD 4
Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
|
|
|
4a: Understand and demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children.
|
x
|
3 a,i,o, 4d
|
|
4b: Understand and use teaching skills that are responsive to the learning trajectories of young children and to the needs of each child, recognizing that differentiating instruction, incorporating play as a core teaching practice, and supporting the development of executive function skills are critical for young children.
|
x
|
|
|
4c: Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning.
|
x
|
3m, 4d,f,g,i
|
|
STANDARD 5
Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
|
|
|
5a: Understand content knowledge- the central concepts, methods and tools of inquiry, and structure-and resources for the academic disciplines in an early childhood curriculum.
|
x
|
4 j,l,n
|
|
5b: Understand pedagogical content knowledge-how young children learn in each discipline-and how to use the teacher knowledge and practices described in Standards 1 through 4 to support young children’s learning in each content area.
|
x
|
|
|
5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge.
|
x
|
5 i,j,m,o,s, 6u
|
|
STANDARD 6
Professionalism as an Early Childhood Educator
|
|
|
6a: Identify and involve themselves with the early childhood field and serve as informed advocates for young children, families, and the profession.
|
x
|
10 p,r,s,t
|
|
6b: Know about and uphold ethical and other early childhood professional guidelines.
|
x
|
3 p,q,r, 9 d,e,f,g,i,j
|
|
6c: Use professional communication skills, including technology-mediated strategies, to effectively support young children’s learning and development and to work with families and colleagues.
|
x
|
10 f, r,s,t
|
|
6d: Engage in continuous, collaborative learning to inform practice.
|
x
|
|
|
6e: Develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession.
|
x
|
|
|
STANDARD 7
Field Experiences
|
|
|
7a: Opportunities to observe and practice in at least two of the three early childhood age groups (birth - age 3, 3-5, 5-8)
|
x
|
|
|
7b: Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs)
|
x
|
|
GRADING POLICY
100 - 93% A
92 - 85% B
84 - 75% C
74 - 71% D
70 - 0% F
PORTFOLIO DEVELOPMENT:
All degree seeking students will be expected to present examples of coursework that they deem suitable for a cumulative portfolio that will be reviewed prior to graduation. The portfolio will contain several artifacts and reflection pieces as evidence of the students’ demonstrated understanding of early childhood principles as outlined by INTASC and NAEYC standards. The cumulative portfolio should document each student’s dispositions and competencies reflected in assignments throughout their coursework. Creating a portfolio has value to students, the Ivy Tech Community College early childhood education program and potential employers. Students should select from a variety of assignments and are free to confer with their instructor about alternate choices of material.
Course Addendum - Syllabus (Click to expand)
|
| |
-
ECED 230 - The Exceptional Child
PREREQUISITES: ENGL 111 - English Composition and ECED 120 - Child Growth and Development
PROGRAM: Early Childhood Education
CREDIT HOURS MIN: 3
LECTURE HOURS MIN: 3
DATE OF LAST REVISION: Fall 2021
Provides an introduction to caring for and educating each exceptional child. Includes theories and practices for producing optimal developmental growth. Develops teaching techniques and explores public policy including legislative mandates. Explores the categories of special needs and provides methods for assistance. Students are required to complete observations and field experiences with children in this course (10 field hours). Students are required to meet personnel requirements for child care licensing which may include, but are not limited to: FBI fingerprints, 5 panel drug screen, TB test, physical/vaccination history, criminal history checks, CPS registry checks, reference checks, Covid-19 protocols, and completion of the ILEAD mandatory training modules- Health and Safety Modules 1-4, Intro to the Indiana Early Learning Foundations, and Child Abuse Prevention and Detection.
MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:
- Identify,describe, and discuss society’s changing attitudes including cultural differences towards children with special needs. (1b, 1c, 1d)
- Investigate various types of disabilities and developmental delays. (1b, 1d)
- Understand risk factors and teratogens that can be related to specific disabilities. (1a)
- Observe and design indoor and outdoor environments to evaluate compliance to meet the ability to meet the needs of children with exceptionalities. (4 field hours) (1a, 1b, 1c, 3b, 3c)
- Interview a teacher or early intervention service provider about working with children with exceptionalities. (2 field hours) (2c, 6a, 6c, 6d)
- Interview a family of a child with exceptional needs (2 field hours). (2c, 6a, 6c, 6d)
- Observe a child with exceptional needs in a classroom setting (2 field hours) (1a, 1b, 1c, 3b, 3c)
- Describe the main goals of early intervention. (1b, 1c, 1d)
- Explore federal legislation impacting children with disabilities and their families. (6b)
- Explain the term LRE (Least Restrictive Environment) and how this influences the services provided to infants, toddlers, preschoolers, and primary school age children with disabilities. (1d, 4b, 5c)
- Define family/professional collaboration in regards to assessment, modifications of curriculum, and services provided to form respectful, reciprocal relationships. (2b, 3d)
- Explain the IFSP/IEP process and the requirements of each. (3a, 3b, 3c, 3d)
- Develop strategies to work with children with exceptionalities including those impacted by trauma and support inclusion in the classroom setting. (1a, 1b, 4a, 4b, 4c, 5b, 5c, 6b)
- Determine and write instructional goals and create a differentiated learning plan for a child with exceptional needs. (1a, 1b, 1c, 1d, 3b, 3c, 4b, 4c, 5c, 6b, 6c, 6e)
- Create adaptive materials to use with children with exceptionalities.special needs. (1a, 1b, 1c, 4a, 4b, 4c, 5b, 5c, 6c, 6e)
- Complete NAEYC Key Assessment #6- Differentiated Instruction Project.
- Complete a minimum of 12 hours of field experience which includes preparation/planning (including creation of materials)/observation, interviews, implementation/assessment/working directly with children with exceptional needs, and reflection, evaluation and professional communication with the site mentor/cooperating teacher. (6e, 7)
COURSE CONTENT: Topical areas of study include -
- Typical and atypical development
- Research based practices related to inclusion
- Accommodations and adaptations
- Adapting the environment for exceptional children
- IEP/IFSP
- Special education terminology, labels and statistics
- History of special education and the different special education roles
- Addressing the cultural and linguistic diversity of special education students
- The parent/guardian-professional relationship
- Family dynamics
- Characteristics of different exceptionalities
|
2021 NAEYC Professional Standards and Competencies for Early Childhood Educators
|
|
STANDARD 1
Child Development and Learning in Context
|
NAEYC Standards covered in this course
|
INTASC Standards Alignment
|
|
1a: Understand the developmental period of early childhood from birth through age 8 across physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development.
|
x
|
|
|
1b: Understand and value each child as an individual with unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and with the capacity to make choices.
|
x
|
|
|
1c: Understand the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities.
|
x
|
|
|
1d: Use this multidimensional knowledge-that is, knowledge about the developmental period of early childhood, about individual children, and about development and learning in cultural contexts-to make evidence-based decisions that support each child
|
x
|
|
|
STANDARD 2
Family-Teacher Partnerships and Community Connections
|
|
|
2a: Know about, understand, and value the diversity of families.
|
|
|
|
2b: Collaborate as partners with families in young children’s development and learning through respectful, reciprocal relationships and engagement.
|
x
|
|
|
2c: Use community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies.
|
x
|
|
|
STANDARD 3
Child Observation, Documentation, and Assessment
|
|
|
3a: Understand that assessments (formal and informal, formative and summative) are conducted to make informed choices about instruction and for planning in early learning settings.
|
x
|
|
|
3b: Know a wide range of types of assessments, their purposes, and their associated methods and tools.
|
x
|
|
|
3c: Use screening and assessment tools in ways that are ethically grounded and developmentally, ability, culturally, and linguistically appropriate in order to document developmental progress and promote positive outcomes for each child.
|
x
|
|
|
3d: Build assessment partnerships with families and professional colleagues.
|
x
|
|
|
STANDARD 4
Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
|
|
|
4a: Understand and demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children.
|
x
|
|
|
4b: Understand and use teaching skills that are responsive to the learning trajectories of young children and to the needs of each child, recognizing that differentiating instruction, incorporating play as a core teaching practice, and supporting the development of executive function skills are critical for young children.
|
x
|
|
|
4c: Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning.
|
x
|
|
|
STANDARD 5
Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
|
|
|
5a: Understand content knowledge- the central concepts, methods and tools of inquiry, and structure-and resources for the academic disciplines in an early childhood curriculum.
|
|
|
|
5b: Understand pedagogical content knowledge-how young children learn in each discipline-and how to use the teacher knowledge and practices described in Standards 1 through 4 to support young children’s learning in each content area.
|
x
|
|
|
5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge.
|
x
|
|
|
STANDARD 6
Professionalism as an Early Childhood Educator
|
|
|
6a: Identify and involve themselves with the early childhood field and serve as informed advocates for young children, families, and the profession.
|
|
|
|
6b: Know about and uphold ethical and other early childhood professional guidelines.
|
x
|
|
|
6c: Use professional communication skills, including technology-mediated strategies, to effectively support young children’s learning and development and to work with families and colleagues.
|
x
|
|
|
6d: Engage in continuous, collaborative learning to inform practice.
|
x
|
|
|
6e: Develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession.
|
x
|
|
|
STANDARD 7
Field Experiences
|
|
|
7a: Opportunities to observe and practice in at least two of the three early childhood age groups (birth - age 3, 3-5, 5-8)
|
|
|
|
7b: Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs)
|
|
|
GRADING POLICY
100 - 93% A
92 - 85% B
84 - 75% C
74 - 71% D
70 - 0% F
PORTFOLIO DEVELOPMENT:
All degree seeking students will be expected to present examples coursework that they deem suitable for a cumulative portfolio that will be reviewed prior to graduation. The portfolio will contain several artifacts and reflection pieces as evidence of the students’ demonstrated understanding of early childhood principles as outlined by INTASC and NAEYC standards. The cumulative portfolio should document each student’s dispositions and competencies reflected in assignments throughout their coursework. Creating a portfolio has value to students, the Ivy Tech Community College early childhood education program and potential employers. Students should select from a variety of assignments and are free to confer with their instructor about alternate choices of material.
Course Addendum - Syllabus (Click to expand)
|
| |
-
ECED 233 - Emerging Literacy
PREREQUISITES: ENGL 111 - English Composition and ECED 103 - Curriculum in the Early Childhood Classroom
PROGRAM: Early Childhood Education
CREDIT HOURS MIN: 2
LECTURE HOURS MIN: 1
LAB HOURS MIN: 2
DATE OF LAST REVISION: Fall 2021
Explores the aspects of early literacy and language skill development in young children from birth through third grade. Analyzes the vital role adults play in supporting children’s language arts development. The course identifies age-appropriate practices and materials provided in the learning environment that support meaningful speech, listening skills and fundamental concept development about print. Students will explore techniques, technological tools and other learning opportunities that encourage positive attitudes in children regarding listening, speaking, reading and writing activities. In the course, students will research, examine and explore the use of observation in screening and assessment to promote healthy literacy development in early childhood education. Lab and field experiences are included. Students are required to complete observations and field experiences with children as related to this course (32 hours). Students are required to meet personnel requirements for child care licensing which may include, but are not limited to: FBI fingerprints, 5 panel drug screen, TB test, physical/vaccination history, criminal history checks, CPS registry checks, reference checks, Covid-19 protocols, and completion of the ILEAD mandatory training modules- Health and Safety Modules 1-4, Intro to the Indiana Early Learning Foundations, and Child Abuse Prevention and Detection.
MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:
- Identify and define the emergence of speech and auditory skills in children, birth through third grade. (1a, 1b, 1c)
- Recognize and evaluate the aspects of the learning environment that support the emergence of literacy skill development in children. (1a, 1d, 4c)
- Identify, observe, and evaluate the developmental stages of writing in young children (1a, 1d, 3a, 3b)
- Identify, observe, and evaluate the developmental stages of the Concepts of Print with young children (1a, 1d, 3a, 3b)
- Identify the importance of the adult role in providing an appropriate communication model that supports active listening, meaningful vocabulary development, and supports an appreciation of print/media, language and literacy. (1a, 1b, 4a)
- Explore cultural influences in language and literacy development in children. (1a, 1b, 1c)
- Select and evaluate developmentally appropriate literature for young children. (1a, 1b, 4c)
- Develop activities that support families in providing emerging literacy activities for the home (2a, 2b, 4a)
- Define and discuss the use of technology in relation to language and literacy development in early childhood. (1a, 1b, 1c, 1d)
- Identify the use of observations, assessments, and screenings when planning language arts activities for young children. (3a, 3b, 3c)
- Plan, implement, and evaluate activities and experiences to promote emergent literacy, and be evaluated by the instructor in an early learning classroom.; (1a, 1b, 1c, 4a, 4b, 4c, 5a, 5b, 5c)
- Recognize and use the Indiana Early Learning Foundations for Infants, Toddlers, and Preschoolers and Indiana Academic Standards for Language Arts for K-3. (5a, 5b, 5c, 6b)
- Complete a minimum of 32 hours of field experience which includes 16 hours for preparation/planning (including creation of materials)/observation, 8 hours for implementation/assessment/working directly with children, and 8 hours for reflection, evaluation and professional communication with the site mentor/cooperating teacher. (6e, 7)
COURSE CONTENT: Topical areas of study include -
- Linguistic development birth- grade 3
- Children’s literature
- Technology
- Screening and assessment tools
- Emergent literacy
- Family involvement
- Language Arts activities
- Receptive language skills
- Expressive language skills
|
2021 NAEYC Professional Standards and Competencies for Early Childhood Educators
|
|
STANDARD 1
Child Development and Learning in Context
|
NAEYC Standards covered in this course
|
INTASC Standards Alignment
|
|
1a: Understand the developmental period of early childhood from birth through age 8 across physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development.
|
x
|
1. a, b
|
|
1b: Understand and value each child as an individual with unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and with the capacity to make choices.
|
x
|
1. b, e, f
|
|
1c: Understand the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities.
|
x
|
1. b, g, h
|
|
1d: Use this multidimensional knowledge-that is, knowledge about the developmental period of early childhood, about individual children, and about development and learning in cultural contexts-to make evidence-based decisions that support each child
|
x
|
|
|
STANDARD 2
Family-Teacher Partnerships and Community Connections
|
|
|
2a: Know about, understand, and value the diversity of families.
|
x
|
|
|
2b: Collaborate as partners with families in young children’s development and learning through respectful, reciprocal relationships and engagement.
|
x
|
3. a, b, c
7. m, o
|
|
2c: Use community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies.
|
|
1. k
2. k
3. f
10. d, q
|
|
STANDARD 3
Child Observation, Documentation, and Assessment
|
|
|
3a: Understand that assessments (formal and informal, formative and summative) are conducted to make informed choices about instruction and for planning in early learning settings.
|
x
|
6. a, c, g, k, l
|
|
3b: Know a wide range of types of assessments, their purposes, and their associated methods and tools.
|
x
|
6.a,b,c,d,e,k,t,v
7. a, b
|
|
3c: Use screening and assessment tools in ways that are ethically grounded and developmentally, ability, culturally, and linguistically appropriate in order to document developmental progress and promote positive outcomes for each child.
|
x
|
6.a, b, c, d, e
7.a,b
|
|
3d: Build assessment partnerships with families and professional colleagues.
|
|
|
|
STANDARD 4
Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
|
|
|
4a: Understand and demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children.
|
x
|
3. a, i, o
4. d
|
|
4b: Understand and use teaching skills that are responsive to the learning trajectories of young children and to the needs of each child, recognizing that differentiating instruction, incorporating play as a core teaching practice, and supporting the development of executive function skills are critical for young children.
|
x
|
3. d, I, j, l, o, p
4. e, f
|
|
4c: Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning.
|
x
|
3. m
4. d, f, g, (?)
|
|
STANDARD 5
Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
|
|
|
5a: Understand content knowledge- the central concepts, methods and tools of inquiry, and structure-and resources for the academic disciplines in an early childhood curriculum.
|
x
|
4. j, l, n
|
|
5b: Understand pedagogical content knowledge-how young children learn in each discipline-and how to use the teacher knowledge and practices described in Standards 1 through 4 to support young children’s learning in each content area.
|
x
|
|
|
5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge.
|
x
|
5. i, j, m, o, s
6. u
|
|
STANDARD 6
Professionalism as an Early Childhood Educator
|
|
|
6a: Identify and involve themselves with the early childhood field and serve as informed advocates for young children, families, and the profession.
|
|
|
|
6b: Know about and uphold ethical and other early childhood professional guidelines.
|
x
|
3. p, q, r
9.d,e,f,g,i, j, l, n, o
|
|
6c: Use professional communication skills, including technology-mediated strategies, to effectively support young children’s learning and development and to work with families and colleagues.
|
|
|
|
6d: Engage in continuous, collaborative learning to inform practice.
|
|
9. b, e, i
|
|
6e: Develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession.
|
x
|
7. q
9. e, h, l, m
|
|
STANDARD 7
Field Experiences
|
|
|
7a: Opportunities to observe and practice in at least two of the three early childhood age groups (birth - age 3, 3-5, 5-8)
|
x
|
|
|
7b: Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs)
|
x
|
|
GRADING POLICY
100 - 93% A
92 - 85% B
84 - 75% C
74 - 71% D
70 - 0% F
PORTFOLIO DEVELOPMENT:
All degree seeking students will be expected to present examples of coursework that they deem suitable for a cumulative portfolio that will be reviewed prior to graduation. The portfolio will contain several artifacts and reflection pieces as evidence of the students’ demonstrated understanding of early childhood principles as outlined by INTASC and NAEYC standards. The cumulative portfolio should document each student’s dispositions and competencies reflected in assignments throughout their coursework. Creating a portfolio has value to students, the Ivy Tech Community College early childhood education program and potential employers. Students should select from a variety of assignments and are free to confer with their instructor about alternate choices of material.
Course Addendum - Syllabus (Click to expand)
|
| |
-
ECED 235 - Preschool Practicum
PREREQUISITES: Program Chair Approval, must be taken at the home campus
PROGRAM: Early Childhood Education
CREDIT HOURS MIN: 3
PRACTICUM HOURS MIN: 9
DATE OF LAST REVISION: Fall 2021
Provides opportunity for practical experiences through observation, assessment and supervised participation in a preschool setting. Students develop, implement and assess appropriate environments and activities for children ages 3-5. Requires 144 hours of practicum field experience. Students will also engage in small/large group peer seminar/lecture, asynchronous coursework, and instructor check-ins via zoom or on site as well as mentor feedback and evaluation of skills and dispositions. Students are required to complete observations and field experiences with children as related to this course. Students must seek placement for practicum directly with the Program Chair during the semester before the practicum begins. This course must be taken at the home campus. Students are required to meet personnel requirements for child care licensing which may include, but are not limited to: FBI fingerprints, 5 panel drug screen, TB test, physical/vaccination history, criminal history checks, CPS registry checks, reference checks, Covid-19 protocols, and completion of the ILEAD mandatory training modules: Health and Safety Modules 1-4, Intro to the Indiana Early Learning Foundations, and Child Abuse Prevention and Detection.
MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:
- Apply knowledge of young children’s characteristics and needs and use a broad repertoire of intentional developmentally appropriate teaching/learning approaches while incorporating early learning standards and other resources to plan, implement, and evaluate meaningful activities and experiences in all domains of development for preschoolers. (1a, 1b, 1c, 1d, 4b, 4c, 5a, 5b, 5c)
- Demonstrate and practice professional knowledge, skills,dispositions, and reflective practices while upholding ethical standards and guidelines when involving oneself with the early childhood field. (6a, 6b, 6c, 6e)
- Engage in the assessment process and implement ethically appropriate assessment methods including observation, data collection, and developmental screening tools/checklists, and demonstrate the ability to raise concerns with appropriate professional colleagues and families as necessary. (2b, 3a, 3b, 3c, 3d, 4a)
- Plan, implement, and evaluate individualized instruction that recognizes the individual child’s unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and capacity to make choices.. (1b, 1d, 4a, 4b, 4c, 5a, 5b, 5c)
- Create and evaluate environments that promote all domains of development and ensure compliance with state licensing regulations and developmentally appropriate practices for preschool. (1a, 1b, 1c, 1d, 4a, 4b, 4c)
- Demonstrate positive relationships, supportive interactions, and developmentally appropriate and culturally respectful guidance techniques for preschool. (2a, 4a, 4b, 4c)
- Engage in communication with families and model respect for diversity, inclusion,and family preferences and differences. (2a, 2b)
- Recognize and use Indiana’s Early Learning Foundations as a basis for planning developmentally appropriate and challenging activities for children. (1d, 4b, 4c, 5b, 5c, 6b)
- Engage in collaborative and reflective evaluation of skills and dispositions with the site mentor/cooperating teacher and the course instructor. (6c, 6d)
- Complete the NAEYC Key Assessment #3-Child Assessment Portfolio.
COURSE CONTENT: Topical areas of study include -
- Using early learning standards to plan and implement meaningful activities and experiences
- Assessment tools and the assessment process
- Create and evaluate environments for appropriateness
- Family communication
- Respect for family preferences and differences
- Professional skills and dispositions
- Collaboration with other professionals
- Ethical guidelines
- Individualized instruction
- Positive interaction with children, families, and colleagues
- Developmentally appropriate and culturally respectful guidance techniques
- State licensing regulations and standards of the setting
|
2021 NAEYC Professional Standards and Competencies for Early Childhood Educators
|
|
STANDARD 1
Child Development and Learning in Context
|
NAEYC Standards covered in this course
|
INTASC Standards Alignment
|
|
1a: Understand the developmental period of early childhood from birth through age 8 across physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development.
|
x
|
1 a,b,
|
|
1b: Understand and value each child as an individual with unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and with the capacity to make choices.
|
x
|
|
|
1c: Understand the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities.
|
x
|
|
|
1d: Use this multidimensional knowledge-that is, knowledge about the developmental period of early childhood, about individual children, and about development and learning in cultural contexts-to make evidence-based decisions that support each child
|
x
|
|
|
STANDARD 2
Family-Teacher Partnerships and Community Connections
|
|
|
2a: Know about, understand, and value the diversity of families.
|
x
|
3 a,c,f
|
|
2b: Collaborate as partners with families in young children’s development and learning through respectful, reciprocal relationships and engagement.
|
x
|
|
|
2c: Use community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies.
|
|
|
|
STANDARD 3
Child Observation, Documentation, and Assessment
|
|
|
3a: Understand that assessments (formal and informal, formative and summative) are conducted to make informed choices about instruction and for planning in early learning settings.
|
x
|
6a,d,j,k,r,,v
|
|
3b: Know a wide range of types of assessments, their purposes, and their associated methods and tools.
|
x
|
6.a,b,c,d,e,k,t,v 7a, b
|
|
3c: Use screening and assessment tools in ways that are ethically grounded and developmentally, ability, culturally, and linguistically appropriate in order to document developmental progress and promote positive outcomes for each child.
|
x
|
6.a,b,c,d,e, 7a, b
|
|
3d: Build assessment partnerships with families and professional colleagues.
|
x
|
|
|
STANDARD 4
Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
|
|
|
4a: Understand and demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children.
|
x
|
3 a,i,o, 4d
|
|
4b: Understand and use teaching skills that are responsive to the learning trajectories of young children and to the needs of each child, recognizing that differentiating instruction, incorporating play as a core teaching practice, and supporting the development of executive function skills are critical for young children.
|
x
|
|
|
4c: Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning.
|
x
|
3m, 4d,f,g,i
|
|
STANDARD 5
Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
|
|
|
5a: Understand content knowledge- the central concepts, methods and tools of inquiry, and structure-and resources for the academic disciplines in an early childhood curriculum.
|
x
|
4 j,l,n
|
|
5b: Understand pedagogical content knowledge-how young children learn in each discipline-and how to use the teacher knowledge and practices described in Standards 1 through 4 to support young children’s learning in each content area.
|
x
|
|
|
5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge.
|
x
|
5 i,j,m,o,s, 6u
|
|
STANDARD 6
Professionalism as an Early Childhood Educator
|
|
|
6a: Identify and involve themselves with the early childhood field and serve as informed advocates for young children, families, and the profession.
|
x
|
10 p,r,s,t
|
|
6b: Know about and uphold ethical and other early childhood professional guidelines.
|
x
|
3 p,q,r, 9 d,e,f,g,i,j
|
|
6c: Use professional communication skills, including technology-mediated strategies, to effectively support young children’s learning and development and to work with families and colleagues.
|
x
|
10 f, r,s,t
|
|
6d: Engage in continuous, collaborative learning to inform practice.
|
x
|
|
|
6e: Develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession.
|
x
|
|
|
STANDARD 7
Field Experiences
|
|
|
7a: Opportunities to observe and practice in at least two of the three early childhood age groups (birth - age 3, 3-5, 5-8)
|
x
|
|
|
7b: Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs)
|
x
|
|
GRADING POLICY
100 - 93% A
92 - 85% B
84 - 75% C
74 - 71% D
70 - 0% F
PORTFOLIO DEVELOPMENT:
All degree seeking students will be expected to present examples of coursework that they deem suitable for a cumulative portfolio that will be reviewed prior to graduation. The portfolio will contain several artifacts and reflection pieces as evidence of the students’ demonstrated understanding of early childhood principles as outlined by INTASC and NAEYC standards. The cumulative portfolio should document each student’s dispositions and competencies reflected in assignments throughout their coursework. Creating a portfolio has value to students, the Ivy Tech Community College early childhood education program and potential employers. Students should select from a variety of assignments and are free to confer with their instructor about alternate choices of material.
Course Addendum - Syllabus (Click to expand)
|
| |
-
ECED 243 - Cognitive Curriculum
PREREQUISITES: ECED 103 - Curriculum in the Early Childhood Classroom , ECED 120 - Child Growth and Development
PROGRAM: Early Childhood Education
CREDIT HOURS MIN: 3
LECTURE HOURS MIN: 2
LAB HOURS MIN: 2
DATE OF LAST REVISION: Fall 2021
Review cognitive theories of development in relation to the domains of early learning. Analyze appropriate problem solving, math, science, and social studies curriculum in early childhood settings. Create and implement curriculum in the domains of early learning utilizing appropriate child outcomes assessment. Reflect upon implementation of activities and assessment with children. Students are required to complete observations and field experiences with children (32 hours) as related to this course and be evaluated by the course instructor. Students are required to meet personnel requirements for child care licensing which may include, but are not limited to: FBI fingerprints, 5 panel drug screen, TB test, physical/vaccination history, criminal history checks, CPS registry checks, reference checks, Covid-19 protocols, and completion of the ILEAD mandatory training modules- Health and Safety Modules 1-4, Intro to the Indiana Early Learning Foundations, and Child Abuse Prevention and Detection.
MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:
- Review and identify theories, principles and research that serve as a guide to implementation of best practices in support of cognitive development in young children. (1a, 4b)
- Describe brain development in young children including executive function, learning motivation, and approaches to play and learning. (1a, 4b)
- Observe a selected age group of children and plan developmentally appropriate learning activities/lessons.(3a, 3b, 3c)
- Observe and analyze environments and activities in relation to children’s learning. (1b, 3c, 3d)
- Plan, implement and evaluate learning experiences for young children which promote math, science and social studies skills. (1d, 4a, 4b, 4c, 5a)
- Explore the use of technology in the classroom as a teacher resource, and learning opportunity for children. (6c)
- Examine and self-reflect on teaching practices, ways to support young learners, sources of professional knowledge, and assumptions about the early childhood field with a spirit of inquiry. (6e)
- Select,use, and reflect on assessments that are appropriate for the developmental stage, culture, language, and abilities of children being assessed. (3a, 3b, 3c)
- Recognize and use Indiana’s Early Learning Foundations as a basis for planning developmentally appropriate and challenging learning experiences with experiences for infants, and toddlers and preschoolers utilizing the Indiana Early Learning Foundations. (5c)
- Review and critique credible professional literature/resources to support student’s understanding of effective planning of content areas, domains of learning and assessment techniques. (5b, 6c)
- Plan and engage children in hands-on learning activities and document the learning process through photographs, anecdotal notes, and child dictations in order to complete the NAEYC Key Assessment #4-Documentation Board. (1a, 1b, 1d, 3a, 3b, 3c,4a,4b,4c,5a,5b, 5c, 6e)
- Complete a minimum of 32 hours of field experience which includes 16 hours for preparation/planning (including creation of materials)/observation, 8 hours for implementation/assessment/working directly with children, and 8 hours for reflection, evaluation and professional communication with the site mentor/cooperating teacher. (6e, 7)
COURSE CONTENT: Topical areas of study include -
- Promoting young children’s concept development through problem solving
- Developmentally appropriate assessment processes
- Assess development of selected age group of children
- Use of appropriate assessment tools
- Fundamental concepts in inquiry, math, science and social studies
- Plan, implement, and evaluate activities/lessons in math, science and social studies
- Environmental materials and teacher resources for math, science and social studies
- Indiana Early Childhood Foundations and/or Indiana Academic Foundations
- Appropriate use of open ended questions as a means of guiding children’s problem solving skills
- Documentation of children’s work
- Self reflection
|
2021 NAEYC Professional Standards and Competencies for Early Childhood Educators
|
|
STANDARD 1
Child Development and Learning in Context
|
NAEYC Standards covered in this course
|
INTASC Standards Alignment
|
|
1a: Understand the developmental period of early childhood from birth through age 8 across physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development.
|
x
|
2.a-b; 5.b
|
|
1b: Understand and value each child as an individual with unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and with the capacity to make choices.
|
x
|
2.a; 3.a-b; 5.b
|
|
1c: Understand the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities.
|
|
|
|
1d: Use this multidimensional knowledge-that is, knowledge about the developmental period of early childhood, about individual children, and about development and learning in cultural contexts-to make evidence-based decisions that support each child
|
x
|
4.a-b; 8.a-d
|
|
STANDARD 2
Family-Teacher Partnerships and Community Connections
|
|
|
2a: Know about, understand, and value the diversity of families.
|
|
5.a-b
|
|
2b: Collaborate as partners with families in young children’s development and learning through respectful, reciprocal relationships and engagement.
|
|
5.a-b; 7.b
|
|
2c: Use community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies.
|
|
2.a-b; 3.a-b; 5.a-b; 8.c-d
|
|
STANDARD 3
Child Observation, Documentation, and Assessment
|
|
|
3a: Understand that assessments (formal and informal, formative and summative) are conducted to make informed choices about instruction and for planning in early learning settings.
|
x
|
|
|
3b: Know a wide range of types of assessments, their purposes, and their associated methods and tools.
|
x
|
6.a-b
|
|
3c: Use screening and assessment tools in ways that are ethically grounded and developmentally, ability, culturally, and linguistically appropriate in order to document developmental progress and promote positive outcomes for each child.
|
x
|
3.b; 6.a-b; 7.a-b
|
|
3d: Build assessment partnerships with families and professional colleagues.
|
x
|
3.b; 5.a-b; 7.b
|
|
STANDARD 4
Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
|
|
|
4a: Understand and demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children.
|
x
|
5.a; 7.b
|
|
4b: Understand and use teaching skills that are responsive to the learning trajectories of young children and to the needs of each child, recognizing that differentiating instruction, incorporating play as a core teaching practice, and supporting the development of executive function skills are critical for young children.
|
x
|
2.a-b; 4.a-b; 8.a-b
|
|
4c: Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning.
|
x
|
2.a-b; 3.a-b; 6.a-b; 8.a
|
|
STANDARD 5
Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
|
|
|
5a: Understand content knowledge- the central concepts, methods and tools of inquiry, and structure-and resources for the academic disciplines in an early childhood curriculum.
|
x
|
7.a-b; 3.a-b
|
|
5b: Understand pedagogical content knowledge-how young children learn in each discipline-and how to use the teacher knowledge and practices described in Standards 1 through 4 to support young children’s learning in each content area.
|
x
|
3.a; 5.a; 7.a-b
|
|
5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge.
|
x
|
7.a-b; 3.b; 8.b
|
|
STANDARD 6
Professionalism as an Early Childhood Educator
|
|
|
6a: Identify and involve themselves with the early childhood field and serve as informed advocates for young children, families, and the profession.
|
|
9.a, b, c, d
|
|
6b: Know about and uphold ethical and other early childhood professional guidelines.
|
|
9.f, j, o
|
|
6c: Use professional communication skills, including technology-mediated strategies, to effectively support young children’s learning and development and to work with families and colleagues.
|
x
|
9.c, d, f
|
|
6d: Engage in continuous, collaborative learning to inform practice.
|
|
9.a, b, c, d,
|
|
6e: Develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession.
|
x
|
9.f, o
2.a-b; 3.a-b; 4.a-b; 5.a-b; 6.a-b; 8.a-d
|
|
STANDARD 7
Field Experiences
|
|
|
7a: Opportunities to observe and practice in at least two of the three early childhood age groups (birth - age 3, 3-5, 5-8)
|
x
|
1.a, b, c; 3.b, c, d
|
|
7b: Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs)
|
x
|
1.a, b, c; 3.b, c, d
|
GRADING POLICY
100 - 93% A
92 - 85% B
84 - 75% C
74 - 71% D
70 - 0% F
PORTFOLIO DEVELOPMENT:
All degree seeking students will be expected to present examples of coursework that they deem suitable for a cumulative portfolio that will be reviewed prior to graduation. The portfolio will contain several artifacts and reflection pieces as evidence of the students’ demonstrated understanding of early childhood principles as outlined by INTASC and NAEYC standards. The cumulative portfolio should document each student’s dispositions and competencies reflected in assignments throughout their coursework. Creating a portfolio has value to students, the Ivy Tech Community College early childhood education program and potential employers. Students should select from a variety of assignments and are free to confer with their instructor about alternate choices of material.
Course Addendum - Syllabus (Click to expand)
|
| |
-
ECED 245 - School Age Practicum
PREREQUISITES: Program Chair Approval, must be taken at the home campus
PROGRAM: Early Childhood Education
CREDIT HOURS MIN: 3
PRACTICUM HOURS MIN: 9
DATE OF LAST REVISION: Fall 2021
Provides opportunity for practical experiences through observation, assessment and supervised participation in a school age setting. Students develop, implement and assess appropriate environments and activities for children in grades K-3. Requires 144 hours of practicum field experience. Students will also engage in small/large group peer seminar/lecture, asynchronous coursework, and instructor check-ins via zoom or on site as well as mentor feedback and evaluation of skills and dispositions. Students are required to complete observations and field experiences with children as related to this course. Students must seek placement for practicum directly with the Program Chair during the semester before the practicum begins. This course must be taken at the home campus. Students are required to meet personnel requirements for child care licensing which may include, but are not limited to: FBI fingerprints, 5 panel drug screen, TB test, physical/vaccination history, criminal history checks, CPS registry checks, reference checks, Covid-19 protocols, and completion of the ILEAD mandatory training modules: Health and Safety Modules 1-4, Intro to the Indiana Early Learning Foundations, and Child Abuse Prevention and Detection.
MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:
- Apply knowledge of young children’s characteristics and needs and use a broad repertoire of intentional developmentally appropriate teaching/learning approaches while incorporating early learning standards and other resources to plan, implement, and evaluate meaningful activities and experiences in all domains of development for school age children. (1a, 1b, 1c, 1d, 4b, 4c, 5a, 5b, 5c)
- Demonstrate and practice professional knowledge, skills,dispositions, and reflective practices while upholding ethical standards and guidelines when involving oneself with the early childhood field. (6a, 6b, 6c, 6e)
- Engage in the assessment process and implement ethically appropriate assessment methods including observation, data collection, and developmental screening tools/checklists, and demonstrate the ability to raise concerns with appropriate professional colleagues and families as necessary. (2b, 3a, 3b, 3c, 3d, 4a)
- Plan, implement, and evaluate individualized instruction that recognizes the individual child’s unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and capacity to make choices.. (1b, 1d, 4a, 4b, 4c, 5a, 5b, 5c)
- Create and evaluate environments that promote all domains of development and ensure compliance with state licensing regulations and developmentally appropriate practices for school age. (1a, 1b, 1c, 1d, 4a, 4b, 4c)
- Demonstrate positive relationships, supportive interactions, and developmentally appropriate and culturally respectful guidance techniques for school age. (2a, 4a, 4b, 4c)
- Engage in communication with families and model respect for diversity, inclusion,and family preferences and differences. (2a, 2b)
- Recognize and use Indiana’s Early Learning Foundations and/or Indiana Academic Standards, as appropriate to the setting and age group, as a basis for planning developmentally appropriate and challenging activities for children. (1d, 4b, 4c, 5b, 5c, 6b)
- Engage in collaborative and reflective evaluation of skills and dispositions with the site mentor/cooperating teacher and the course instructor. (6c, 6d)
- Complete the NAEYC Key Assessment #3-Child Assessment Portfolio.
COURSE CONTENT: Topical areas of study include -
- Using early learning standards/state academic standards to plan and implement meaningful activities and experiences
- Assessment tools and the assessment process
- Create and evaluate environments for appropriateness
- Family communication
- Respect for family preferences and differences
- Professional skills and dispositions
- Collaboration with other professionals
- Ethical guidelines
- Individualized instruction
- Positive interaction with children, families, and colleagues
- Developmentally appropriate and culturally respectful guidance techniques
- State licensing regulations and standards of the setting
|
2021 NAEYC Professional Standards and Competencies for Early Childhood Educators
|
|
STANDARD 1
Child Development and Learning in Context
|
NAEYC Standards covered in this course
|
INTASC Standards Alignment
|
|
1a: Understand the developmental period of early childhood from birth through age 8 across physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development.
|
x
|
1 a,b,
|
|
1b: Understand and value each child as an individual with unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and with the capacity to make choices.
|
x
|
|
|
1c: Understand the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities.
|
x
|
|
|
1d: Use this multidimensional knowledge-that is, knowledge about the developmental period of early childhood, about individual children, and about development and learning in cultural contexts-to make evidence-based decisions that support each child
|
x
|
|
|
STANDARD 2
Family-Teacher Partnerships and Community Connections
|
|
|
2a: Know about, understand, and value the diversity of families.
|
x
|
3 a,c,f
|
|
2b: Collaborate as partners with families in young children’s development and learning through respectful, reciprocal relationships and engagement.
|
x
|
|
|
2c: Use community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies.
|
|
|
|
STANDARD 3
Child Observation, Documentation, and Assessment
|
|
|
3a: Understand that assessments (formal and informal, formative and summative) are conducted to make informed choices about instruction and for planning in early learning settings.
|
x
|
6a,d,j,k,r,,v
|
|
3b: Know a wide range of types of assessments, their purposes, and their associated methods and tools.
|
x
|
6.a,b,c,d,e,k,t,v 7a, b
|
|
3c: Use screening and assessment tools in ways that are ethically grounded and developmentally, ability, culturally, and linguistically appropriate in order to document developmental progress and promote positive outcomes for each child.
|
x
|
6.a,b,c,d,e, 7a, b
|
|
3d: Build assessment partnerships with families and professional colleagues.
|
x
|
|
|
STANDARD 4
Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
|
|
|
4a: Understand and demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children.
|
x
|
3 a,i,o, 4d
|
|
4b: Understand and use teaching skills that are responsive to the learning trajectories of young children and to the needs of each child, recognizing that differentiating instruction, incorporating play as a core teaching practice, and supporting the development of executive function skills are critical for young children.
|
x
|
|
|
4c: Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning.
|
x
|
3m, 4d,f,g,i
|
|
STANDARD 5
Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
|
|
|
5a: Understand content knowledge- the central concepts, methods and tools of inquiry, and structure-and resources for the academic disciplines in an early childhood curriculum.
|
x
|
4 j,l,n
|
|
5b: Understand pedagogical content knowledge-how young children learn in each discipline-and how to use the teacher knowledge and practices described in Standards 1 through 4 to support young children’s learning in each content area.
|
x
|
|
|
5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge.
|
x
|
5 i,j,m,o,s, 6u
|
|
STANDARD 6
Professionalism as an Early Childhood Educator
|
|
|
6a: Identify and involve themselves with the early childhood field and serve as informed advocates for young children, families, and the profession.
|
x
|
10 p,r,s,t
|
|
6b: Know about and uphold ethical and other early childhood professional guidelines.
|
x
|
3 p,q,r, 9 d,e,f,g,i,j
|
|
6c: Use professional communication skills, including technology-mediated strategies, to effectively support young children’s learning and development and to work with families and colleagues.
|
x
|
10 f, r,s,t
|
|
6d: Engage in continuous, collaborative learning to inform practice.
|
x
|
|
|
6e: Develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession.
|
x
|
|
|
STANDARD 7
Field Experiences
|
|
|
7a: Opportunities to observe and practice in at least two of the three early childhood age groups (birth - age 3, 3-5, 5-8)
|
x
|
|
|
7b: Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs)
|
x
|
|
GRADING POLICY
100 - 93% A
92 - 85% B
84 - 75% C
74 - 71% D
70 - 0% F
PORTFOLIO DEVELOPMENT:
All degree seeking students will be expected to present examples of coursework that they deem suitable for a cumulative portfolio that will be reviewed prior to graduation. The portfolio will contain several artifacts and reflection pieces as evidence of the students’ demonstrated understanding of early childhood principles as outlined by INTASC and NAEYC standards. The cumulative portfolio should document each student’s dispositions and competencies reflected in assignments throughout their coursework. Creating a portfolio has value to students, the Ivy Tech Community College early childhood education program and potential employers. Students should select from a variety of assignments and are free to confer with their instructor about alternate choices of material.
Course Addendum - Syllabus (Click to expand)
|
| |
-
ECED 255 - Generalist Practicum
PREREQUISITES: Program Chair Approval, must be taken at the home campus
PROGRAM: Early Childhood Education
CREDIT HOURS MIN: 3
PRACTICUM HOURS MIN: 9
DATE OF LAST REVISION: Fall 2021
Provides opportunity for practical experience through observation and supervised participation and assessments in an early childhood setting. Students will develop and implement appropriate program plans and activities. Requires 144 hours of field experience. Students are required to complete observations and field experiences with children as related to this course. Students must seek placement for practicum directly with the Program Chair during the semester before the practicum begins. This course must be taken at the home campus. Students are required to meet personnel requirements for child care licensing which may include, but are not limited to: FBI fingerprints, 5 panel drug screen, TB test, physical/vaccination history, criminal history checks, CPS registry checks, reference checks, Covid-19 protocols, and completion of the ILEAD mandatory training modules- Health and Safety Modules 1-4, Intro to the Indiana Early Learning Foundations, and Child Abuse Prevention and Detection.
MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:
- Engage in and reflect upon experiences, activities, and projects that promote the mission of the agency. (6a, 6e)
- Demonstrate and practice professional knowledge, skills, and dispositions while upholding ethical standards and guidelines when involving oneself with the early childhood field. (6a, 6b)
- Engage in communication with families or clients and model respect for diversity and family/client differences. (2a, 2b, 4a)
- Establish professional relationships with administrators and become familiar with their roles, responsibilities , and leadership styles. (4a, 6a, 6c)
- Read and review topical literature as related to professionalism and/or the mission of the agency. (6a, 6c, 6e)
- Reflect on experiences from the setting in terms of one’s own professional development. (6e)
- Develop and implement various techniques, tools, survey instruments, interview processes, or other appropriate assessment methods. (3a, 3b, 3c)
- Recognize and use Indiana’s Early Learning Foundations and Indiana Academic Standards as a basis for planning developmentally appropriate and challenging activities for children. (4b, 4c, 5a, 5b, 5c)
- Complete the NAEYC Key Assessment #3-Child Assessment Portfolio.
COURSE CONTENT: Topical areas of study include -
- Field experience in an administrative capacity
- Administration roles and responsibilities
- Leadership styles
- Professionalism
- Diversity
- Activities and projects that promote the mission of the agency
- Extensive self-reflection
|
2021 NAEYC Professional Standards and Competencies for Early Childhood Educators
|
|
STANDARD 1
Child Development and Learning in Context
|
NAEYC Standards covered in this course
|
INTASC Standards Alignment
|
|
1a: Understand the developmental period of early childhood from birth through age 8 across physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development.
|
|
|
|
1b: Understand and value each child as an individual with unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and with the capacity to make choices.
|
|
|
|
1c: Understand the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities.
|
|
|
|
1d: Use this multidimensional knowledge-that is, knowledge about the developmental period of early childhood, about individual children, and about development and learning in cultural contexts-to make evidence-based decisions that support each child
|
|
|
|
STANDARD 2
Family-Teacher Partnerships and Community Connections
|
|
|
2a: Know about, understand, and value the diversity of families.
|
x
|
3 a,c,f
|
|
2b: Collaborate as partners with families in young children’s development and learning through respectful, reciprocal relationships and engagement.
|
x
|
|
|
2c: Use community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies.
|
|
|
|
STANDARD 3
Child Observation, Documentation, and Assessment
|
|
|
3a: Understand that assessments (formal and informal, formative and summative) are conducted to make informed choices about instruction and for planning in early learning settings.
|
x
|
|
|
3b: Know a wide range of types of assessments, their purposes, and their associated methods and tools.
|
x
|
|
|
3c: Use screening and assessment tools in ways that are ethically grounded and developmentally, ability, culturally, and linguistically appropriate in order to document developmental progress and promote positive outcomes for each child.
|
x
|
6.a,b,c,d,e, 7a, b
|
|
3d: Build assessment partnerships with families and professional colleagues.
|
|
|
|
STANDARD 4
Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
|
|
|
4a: Understand and demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children.
|
x
|
3 a,i,o, 4d
|
|
4b: Understand and use teaching skills that are responsive to the learning trajectories of young children and to the needs of each child, recognizing that differentiating instruction, incorporating play as a core teaching practice, and supporting the development of executive function skills are critical for young children.
|
x
|
|
|
4c: Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning.
|
x
|
3m, 4d,f,g,i
|
|
STANDARD 5
Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
|
|
|
5a: Understand content knowledge- the central concepts, methods and tools of inquiry, and structure-and resources for the academic disciplines in an early childhood curriculum.
|
x
|
|
|
5b: Understand pedagogical content knowledge-how young children learn in each discipline-and how to use the teacher knowledge and practices described in Standards 1 through 4 to support young children’s learning in each content area.
|
x
|
|
|
5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge.
|
x
|
|
|
STANDARD 6
Professionalism as an Early Childhood Educator
|
|
|
6a: Identify and involve themselves with the early childhood field and serve as informed advocates for young children, families, and the profession.
|
x
|
10 p,r,s,t
|
|
6b: Know about and uphold ethical and other early childhood professional guidelines.
|
x
|
3 p,q,r, 9 d,e,f,g,i,j
|
|
6c: Use professional communication skills, including technology-mediated strategies, to effectively support young children’s learning and development and to work with families and colleagues.
|
x
|
|
|
6d: Engage in continuous, collaborative learning to inform practice.
|
|
|
|
6e: Develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession.
|
x
|
|
|
STANDARD 7
Field Experiences
|
|
|
7a: Opportunities to observe and practice in at least two of the three early childhood age groups (birth - age 3, 3-5, 5-8)
|
x
|
|
|
7b: Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs)
|
x
|
|
GRADING POLICY
100 - 93% A
92 - 85% B
84 - 75% C
74 - 71% D
70 - 0% F
PORTFOLIO DEVELOPMENT:
All degree-seeking students will be expected to present examples coursework that they deem suitable for a cumulative portfolio that will be reviewed prior to graduation. The portfolio will contain several artifacts and reflection pieces as evidence of the students’ demonstrated understanding of early childhood principles as outlined by INTASC and NAEYC standards. The cumulative portfolio should document each student’s dispositions and competencies reflected in assignments throughout their coursework. Creating a portfolio has value to students, the Ivy Tech Community College early childhood education program and potential employers. Students should select from a variety of assignments and are free to confer with their instructor about alternate choices of material.
Course Addendum - Syllabus (Click to expand)
|
| |
-
ECED 260 - Early Childhood Professional
PREREQUISITES: Program Chair Approval, must be taken at the home campus, should be taken during the last two semesters of the program with minimal ECED courses remaining
PROGRAM: Early Childhood Education
CREDIT HOURS MIN: 3
LECTURE HOURS MIN: 3
DATE OF LAST REVISION: Fall 2021
Examines and consolidates knowledge of early childhood philosophies, theories, and advocacy. Students will reflect on their professional knowledge, skills, and dispositions related to early education. Students will prepare a professional portfolio to showcase development and integration of knowledge, self-reflection, and application of course work using the NAEYC Standards for Early Childhood Professionals.
Students may be required to complete observations and field experiences with children as related to this course.
MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:
- Examine and reflect upon theories and philosophies in early childhood education. (5a, 6b)
- Analyze, reflect on, and revise a previous philosophy statement written in an earlier course. (6e)
- Describe professional short-term and long-term educational and career goals. (6a, 6e)
- Identify and apply NAEYC Code of Ethical Conduct to an ethical dilemma or issue.(6b)
- Identify, research, and develop a plan for an advocacy issue to be presented-NAEYC Key Assessment Advocacy Project. (2a, 6a, 6b, 6c, 6d, 6e)
- Utilize digital technologies to store, retrieve, manipulate and transmit information. (6c)
- Identify and apply NAEYC Standards and Key Competencies to design and defend a professional portfolio. (all)
- Complete NAEYC Key Assessment- Advocacy Project
- All NAEYC Key Assessments must be completed/provided to the home campus. (ECED 120 - KA 1; ECED 204 - KA 2; ECED 225 , ECED 235 , ECED 245 , ECED 255 - KA 3; ECED 230 - KA 4, ECED 243 -KA 5; ECED 260-KA 6)
- Provide documentation to meet NAEYC Standard 7-Field Experiences. (If a student does not meet NAEYC Standard 7 prior to this course, those field experiences must be completed.)
COURSE CONTENT: Topical areas of study include -
- NAEYC Standards
- Personal Early Childhood Education Philosophy
- NAEYC Code of Ethics
- Advocacy
- Career Pathways
- Theories of Education
- Philosophies of Education
GENERAL EDUCATION OUTCOMES MEASURE:
All associate degree graduates must complete the Ivy Tech General Education assessment in their capstone course. This is a capstone course requirement. The instructor will advise when and how the assessment will be administered. Performance on the assessment will be part of the course grade. Please consult your instructor with questions.
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2021 NAEYC Professional Standards and Competencies for Early Childhood Educators
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STANDARD 1
Child Development and Learning in Context
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NAEYC Standards covered in this course
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INTASC Standards Alignment
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1a: Understand the developmental period of early childhood from birth through age 8 across physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development.
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x
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1 a,b
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1b: Understand and value each child as an individual with unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and with the capacity to make choices.
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x
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1 b,e,f
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1c: Understand the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities.
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x
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1d: Use this multidimensional knowledge-that is, knowledge about the developmental period of early childhood, about individual children, and about development and learning in cultural contexts-to make evidence-based decisions that support each child
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x
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1 b,g,h
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STANDARD 2
Family-Teacher Partnerships and Community Connections
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2a: Know about, understand, and value the diversity of families.
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x
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3 a,c,f
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2b: Collaborate as partners with families in young children’s development and learning through respectful, reciprocal relationships and engagement.
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x
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3a,b,c, 7m,o
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2c: Use community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies.
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x
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1 k, 2 k, 3f, 10 d, q
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STANDARD 3
Child Observation, Documentation, and Assessment
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3a: Understand that assessments (formal and informal, formative and summative) are conducted to make informed choices about instruction and for planning in early learning settings.
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x
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6a,d,j,k,r,,v
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3b: Know a wide range of types of assessments, their purposes, and their associated methods and tools.
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x
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6.a,b,c,d,e,k,t,v 7a, b
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3c: Use screening and assessment tools in ways that are ethically grounded and developmentally, ability, culturally, and linguistically appropriate in order to document developmental progress and promote positive outcomes for each child.
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x
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6.a,b,c,d,e, 7a, b
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3d: Build assessment partnerships with families and professional colleagues.
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x
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3a,b,c, 7m,o
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STANDARD 4
Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
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4a: Understand and demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children.
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x
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3 a,i,o, 4d
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4b: Understand and use teaching skills that are responsive to the learning trajectories of young children and to the needs of each child, recognizing that differentiating instruction, incorporating play as a core teaching practice, and supporting the development of executive function skills are critical for young children.
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x
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5 b,cd,f,i,m,s,8k
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4c: Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning.
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x
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3m, 4d,f,g,i
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STANDARD 5
Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
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5a: Understand content knowledge- the central concepts, methods and tools of inquiry, and structure-and resources for the academic disciplines in an early childhood curriculum.
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x
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4 j,l,n
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5b: Understand pedagogical content knowledge-how young children learn in each discipline-and how to use the teacher knowledge and practices described in Standards 1 through 4 to support young children’s learning in each content area.
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x
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4j, 5 b,cd,f,i,m,s
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5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge.
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x
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5 i,j,m,o,s, 6u
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STANDARD 6
Professionalism as an Early Childhood Educator
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6a: Identify and involve themselves with the early childhood field and serve as informed advocates for young children, families, and the profession.
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x
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10 p,r,s,t
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6b: Know about and uphold ethical and other early childhood professional guidelines.
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x
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3 p,q,r, 9 d,e,f,g,i,j
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6c: Use professional communication skills, including technology-mediated strategies, to effectively support young children’s learning and development and to work with families and colleagues.
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x
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10 f, r,s,t
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6d: Engage in continuous, collaborative learning to inform practice.
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x
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6 r,s,t
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6e: Develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession.
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x
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10 a,b,c,p,q
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STANDARD 7
Field Experiences
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7a: Opportunities to observe and practice in at least two of the three early childhood age groups (birth - age 3, 3-5, 5-8)
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x
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7 a,b,e,n,o,q,10a, b,l,m,n,r,s,t
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7b: Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs)
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x
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7 a,b,e,n,o,q,10a, b,l,m,n,r,s,t
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GRADING POLICY
100 - 93% A
92 - 85% B
84 - 75% C
74 - 71% D
70 - 0% F
PORTFOLIO DEVELOPMENT:
All degree seeking students will be expected to present examples of coursework that they deem suitable for a cumulative portfolio that will be reviewed prior to graduation. The portfolio will contain several artifacts and reflection pieces as evidence of the students’ demonstrated understanding of early childhood principles as outlined by INTASC and NAEYC standards. The cumulative portfolio should document each student’s dispositions and competencies reflected in assignments throughout their coursework. Creating a portfolio has value to students, the Ivy Tech Community College early childhood education program and potential employers. Students should select from a variety of assignments and are free to confer with their instructor about alternate choices of material.
Course Addendum - Syllabus (Click to expand)
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Economics (ECON) |
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ECON 201H - Principles of Macroeconomics (Honors)
PREREQUISITES: Admission into the Honors College
PROGRAM: Social Sciences
CREDIT HOURS MIN: 3
LECTURE HOURS MIN: 3
DATE OF LAST REVISION: Fall 2018
A descriptive and analytical study of fundamental concepts of national economics. It includes an analysis of the determination and fluctuations in national income and employment, monetary and fiscal policy, and international trade and finance. Economic analysis of monetary and fiscal policies is stressed.
MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:
- Describe and discuss alternative measures of macroeconomics performance and their limitations.
- Demonstrate how supply and demand interact to determine market prices.
- Demonstrate how the tools of aggregate demand and aggregate supply are used to determine macroeconomics equilibrium.
- Describe the nature, creation, and valuation of money within the macroeconomy.
- Describe and evaluate the dynamics and effectiveness of fiscal and monetary policy.
- Describe the basis of, and gains from, international trade.
- Analyze the consequences of trade for international financial flows.
- Compare and contrast various schools of thought with regard to monetary and fiscal policy.
- Contrast various ways in which different economic systems allocate scarce resources within society.
- Differentiate between the main macroeconomic theories of the business cycle.
- Examine the historical development of macroeconomics.
- Demonstrate advanced skills in analysis, synthesis, and evaluation (at a higher level than the general student population) as demonstrated through assessment.
- Conduct comprehensive research that demonstrates an advanced understanding of research methodologies and their implications for positive as well as normative economic analysis.
- Demonstrate preparation for future undergraduate and graduate studies through examples of leadership, high levels of scholarship and dedication to learning.
- Develop collaboration and camaraderie with student and faculty scholars, creating a strong network for mutual, intellectual, and social support.
COURSE CONTENT: Topical areas of study include -
- Aggregate Demand
- Gross domestic product
- Aggregate Supply
- Growth and productivity
- Austrian School
- International Trade
- Balance of payment analysis
- Interest rates
- Business cycles
- Keynesian School
- Capital accumulation
- Macroeconomic equilibrium
- Chicago School
- Monetary policy
- Components of a market economy
- Money
- Deflation
- Multiplier effects
- Economic Interdependence
- Nominal and real value
- Exchange rate
- Production
- Federal Reserve Banking System
- Unemployment
- Fiscal policy
- Advanced research methods
- Full Employment
- Income analysis
Course Addendum - Syllabus (Click to expand)
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ECON 202H - Principles of Microeconomics (Honors)
PREREQUISITES: Admission into the Honors College
PROGRAM: Social Sciences
CREDIT HOURS MIN: 3
LECTURE HOURS MIN: 3
DATE OF LAST REVISION: Fall 2018
A descriptive and analytical study of the market economy and how it allocates resources. Emphasis is placed on consumer behavior, market structure, pricing, and distribution and determination of wealth and income.
MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:
- Apply economic models to illustrate the concepts of scarcity and marginal analysis in consumer decision-making and firm production decisions.
- Explain precisely how economists use the terms supply and demand and demonstrate how they interact to determine market equilibrium.
- Differentiate between main elasticity measures and identify what each measure attempts to evaluate.
- Discuss the origin of supply in resource productivity and cost.
- Apply supply and demand to analyze the efficiency of markets.
- Analyze how market forces influence the firm’s output and price decisions under pure and imperfect competition.
- Analyze the impact that an excise tax has on the market and identify the difference between the legal and economic incidence of a tax.
- Relate the potential outcomes for firms in both the short and long run under models of perfect and imperfect competition.
- Demonstrate how market forces influence resource market equilibrium.
- Identify the source and nature of market and government failures.
- Apply economic models to illustrate the benefits of specialization and trade.
- Compare neoclassical microeconomic theory with alternative schools of thought.
- Demonstrate advanced skills in analysis, synthesis, and evaluation (at a higher level than the general student population) as demonstrated through assessment.
- Conduct comprehensive research that demonstrates an advanced understanding of research methodologies.
- Engage with complex issues that expose them to diverse ideas, peoples, and to interdisciplinary ways of thinking that develop/enhance their critical thinking skills and promote continuous learning outside the classroom.
- Exhibit dedication and preparation for future undergraduate and graduate studies through high levels of academic performance and scholarship.
- Develop collaboration and camaraderie with student and faculty scholars, creating a strong network for mutual, intellectual and social support.
- Honor’s student writing demonstrates: focus, organization, support that is documented according to expectations, evidence of above-average critical thinking, and attention to rhetorical situations.
COURSE CONTENT: Topical areas of study include -
- Market structures
- Elements of the market economy
- Scarcity
- Supply and demand
- Elasticity
- Productivity concepts
- Private sector
- Public sectors
- Global economy
- Advanced research methods
Course Addendum - Syllabus (Click to expand)
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Environ(Interior) Design (EDSN) |
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EDSN 102 - Drafting and Construction
PREREQUISITES: Demonstrated competency through appropriate assessment or earning a grade of “C” or better in MATH 0XX
PROGRAM: Environmental Design
CREDIT HOURS MIN: 3
LECTURE HOURS MIN: 1
LAB HOURS MIN: 2
STUDIO HOURS MIN: 3
DATE OF LAST REVISION: Fall 2011
Provides an understanding of building structures, residential construction techniques, building materials and blueprint reading. Includes building codes and the preparation of plans, elevations, sections, and details as they relate to construction drawings.
MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to
- Demonstrate and evaluate accurate blueprint reading.
- Identify basic architectural styles.
- Apply technical drafting skills through the use of exercises to include:
- Floor plans, dimensioning, line weights and lettering.
- Foundation and framing plans.
- Interior and exterior elevations.
- Working section detail drawings
- Cross sections
- Floor and window schedule
- Area specification
- Cost analysis and estimation
4. Demonstrate building construction techniques throughout the development of construction drawings for a given space.
5. Prepare technical drawings to include:
- Drafting of plans with appropriate architectural symbols, scaled elements, legends, and labeling.
- Appropriate layout of all drawings.
- Relationship of drawings and appropriate sequencing of plans.
6. Organize an oral presentation for project critique to include appropriate use of structural/architectural nomenclature.
7. Formulate structural solutions on considerations such as orientation and climate, economics and building codes
COURSE CONTENT: Topical areas of study include -
- Lettering Styles
- Elevations- Interior and Exterior
- Housing Styles
- Residential Construction Techniques
- Wall Sections
- Residential Building Materials
- Basic Drafting Techniques
- Residential Construction Plans
- Architectural Structural Details
Course Addendum - Syllabus
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