2022-2023 Catalog [ARCHIVED CATALOG]
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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
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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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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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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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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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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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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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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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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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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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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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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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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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