Content Outline and Competencies:

I. Beginning Steps to Teaching

A. Teaching, a "thought-through" choice

1. Discuss motives for and against teaching.

2. Examine realistic expectations of teaching and those of the public for teachers.

B. Procedures for observations

1. Determine guidelines and expectations for observation experiences.

II. Purpose and Characteristics of Schools

A. Differentiate between education and schooling.

B. Explain the purposes for schools.

C. Identify and list the characteristics of effective schools.

III. Students, the Focus of Schools

A. Needs of students

1. Recognize the needs of all students and those affected by a variety of social problems.

2. Identify the historical and present-day programs developed for special needs students: those with cultural/bilingual needs, academic/emotional needs, or physically disabled/gifted needs.

B. Teacher responses to needs

1. Describe teacher behaviors that respond to all students' needs.

2. Explain how the use of multiple intelligences and the use of a variety of learning styles expands student learning.

3. Develop possible teacher options for responding to a classroom of students with differing experiences and needs.

IV. The Teacher, the Means to Student Success

A. Qualities of effective teachers

1. Define the areas of teacher competence.

2. Analyze attitudes needed for teaching and ascertain how well there is a fit.

3. Become aware that attitudes affect teacher decisions and that reflective teaching is essential.

4. Recognize that teacher expectations influence student learning and behavior.

B. Skills and behaviors needed to achieve learning

1. List and describe effective teaching skills and behaviors.

2. Analyze the relationship between effective skills and effective behaviors.

3. Explore several successful teaching strategies.

4. Recognize the importance of utilizing questioning skills.

5. Describe and write different levels of questions.

6. Identify the major elements of a well-planned lesson.

7. Design and present a lesson utilizing knowledge and skills learned.

C. Behavior management, a skill all its own

1. Define behavior management and recognize discipline approaches as a part of this management.

2. List and explain specific teacher behaviors that increase chances for an organized and safe learning environment.

3. Identify individuals who created major behavior management approaches.

4. Distinguish between and evaluate present-day classroom management approaches.

5. Formulate a beginning plan for classroom management.

V. Technology as a Tool

A. Recognize the historical contributions of technology to education.

B. List and explain uses of computers in teaching and learning.

C. Discuss the responsibilities of the teacher in the use of technology.

D. Identify ways to prepare for the effective use of computers in teaching.

VI. What Is Taught

A. The curriculum

1. Define "curriculum" and trace major impacts upon it during the last 40+ years.

2. Recognize and discuss important present-day influences on what children learn.

B. Instructional approaches

1. Explore the value of several effective instructional approaches such as cooperative learning, etc.

2. Create an integrative lesson plan to be built around a specific subject and objective.

C. Assessments

1. Determine the relationship of effective assessment to learning.

VII. The Governing and Financing of Schools

A. School government

1. Outline the organizations governing public education.

2. Identify and discuss the laws, organizations and learning outcomes that influence the governing of schools.

B. School finance

1. Identify the sources of financial support of schools.

2. Ascertain equity difficulties in determining sources of revenue.

VIII. Philosophy of Education

A. Explore the major educational philosophies.

B. Analyze points within these philosophies that coincide with the potential educator's beliefs.

C. Write a beginning personal educational philosophy.

IX. History of Education

A. Trace the history of American elementary and secondary education from colonial times to the present.

B. Identify world historical figures whose beliefs influenced education.

C. Determine the impact of historical happenings upon African-Americans, Native Americans, Hispanic-Americans and Asian-Americans.

X. Ethical and Legal Issues

A. Ethics in education

1. Differentiate between ethical and legal issues.

2. Identify ethical concepts and everyday ethical behaviors for educators.

B. Legal issues

1. Become aware of a variety of legal issues that directly deal with practical aspects surrounding a career in education.

2. Ascertain major legal issues focusing on students.

XI. Reforms and Controversial Issues

A. Identify and evaluate reform efforts.

B. Debate controversial topics pressuring education.

XII. Career Choices and Future Steps

A. Assess career choices in the education field.

B. Identify major professional educational associations and describe their purpose.

C. List the next steps to be taken to pursue a career as a teacher/educator.

Content Outline and Competencies:

I. Foundations of Early Childhood Education

A. Describe historical roots of early childhood education, including:

1. The move from philosophy to practice

2. European roots (e.g., Rousseau).

3. Early American roots (e.g., Peabody).

4. The Depression.

5. World War II.

6. The War on Poverty.

B. Identify policymakers and policies that affect early childhood education programs including:

1. Head Start and economically deprived children.

2. The women's movement and affordable child care.

3. Public laws and programs for children with special needs.

4. Child care policy in the 1980s and 1990s.

a. State

b. National

C. Current trends in the profession.

1. Describe all of the types of child care.

2. Discuss parent involvement programs.

3. List national and state associations.

4. Identify predictions for the future.

D. Research findings.

1. Discuss outcomes of early childhood education experiences (e.g., Head Start).

E. Training and certification.

1. Explain Kansas regulations.

2. Describe the Child Development Associate Program (1970).

II. The Participants in the Early Childhood School

A. The early childhood education teacher as a professional.

1. Discuss how the teacher's personality, temperament and biases affect teaching style.

2. Identify some ways and means for developing a healthy, positive outlook.

3. Describe teacher burnout.

4. Describe how teacher values and professional decisions affect the classroom environment.

5. Describe professional ethics in early childhood education and standards of behavior.

B. The child in the early childhood school.

1. Discuss the historical view of children from the 17th century to the present.

2. Describe the theoretical approaches to child development (psychodynamic, cognitive, behavioral).

3. Describe infant development and explain the effects of early experiences (critical periods, stimuli preferences, enriched environment, brain development).

4. Outline the development of attachment, independence and the self.

5. Define the socialization process and identify the social agents.

6. Describe the changing structure of the family.

7. Identify the special needs of children with disabilities.

8. Discuss child abuse and neglect (identification, causes, types and the effect on the children).

III. Establishing a Physically and Psychologically Safe Environment.

A. The physical environment.

1. Describe appropriate arrangement of indoor and outdoor spaces.

2. Explain how to develop safety checklists, plans and policies.

3. Identify health problems and epidemics in young children.

4. Explain how to select equipment and materials in the early childhood program.

5. Describe how to aesthetically enhance the environment.

B. Classroom management.

1. Theoretical approaches (humanistic, democratic, behaviorist.

2. Selecting management strategies (supporting developmental goals and your own personal philosophy).

3. Developing rules and routines.

4. Prevention, consequences and positive communication.

IV. Curriculum Development.

A. The developmentally appropriate curriculum.

1. Describe how children learn.

2. Developing activity plans to meet the child's specific developmental needs.

3. Writing behavioral objectives.

4. Evaluating plans.

5. The value of play.

6. The use of computers in early childhood education.

B. Describe the elements of planning the physical development curriculum including:

1. Knowledge of the developmental sequences in fine and gross motor skills.

2. Knowledge of locomotor skills (moving from place to place).

3. Knowledge of non-locomotor skills (moving body parts with the child stationary).

4. Knowledge of projection and reception skills (propelling and catching objects).

5. Knowledge of sensory development.

6. Knowledge of proper equipment, space and support.

C. Describe the elements of planning the creative curriculum including:

1. Defining creativity.

2. Knowledge of developmental stages in children's art, music, movement and drama.

3. Knowledge of developmental tasks fostered through creative activities (perceptual motor, social and emotional).

4. Classroom space, materials and equipment.

D. Describe the elements of planning for language and literacy development including:

1. Knowledge of the sequence and goals for language development.

2. How to foster language development (listening and speaking).

3. Identifying and dealing with language problems.

4. English as a second language.

E. Describe the framework for planning an active and stimulating inquiry curriculum including:

1. The math curriculum.

2. The science curriculum.

3. The social studies curriculum.

4. The nutrition curriculum.

V. Children With Special Needs.

A. The child.

1. Describe how to identify the child with special needs.

2. List the characteristics of the higher instance disabilities (e.g., learning disabilities, hearing impairment).

3. Describe PL94-142 and individual educational plans (includes children 3 years and older).

4. Discuss how to find community resources to provide support .

5. Discuss how to consult with other child professionals.

B. Modifying the child's activities.

1. Describe the benefits of letting the child be the teacher.

2. Explain the time and special equipment needs of children with disabilities.

3. Identify available resources to provide guidance to the early childhood educator.

C. Working with families.

1. Describe methods for maintaining clear and positive two-way communication with families.

2. Understand the parents grieving process.

3. Explain the rules of confidentiality when working with families.

VI. The World's Children.

A. Multicultural understanding.

1. Discuss the UN Declaration of the Rights of the Child (1959).

2. Describe child growth and development across cultures.

3. Describe early childhood education around the world (Asia, Africa, Latin America, Canada, Soviet Union, Israel).

4. Identify the world leaders of tomorrow.

Content Outline and Competencies:

I. Curriculum Development
   A. Ways children learn
      1. Design multi-faceted learning experiences.
      2. Describe how children learn through play.
      3. Describe how children learn through interactions with teachers.
      4. Plan and conduct one-to-one experiences with children.
      5. Plan and conduct small group experiences.
      6. Plan and conduct large group experiences.
   B. Curriculum planning (including references to a variety of
curriculum-models)
      1. Explain the purpose of the program--goals and objectives.
      2. Describe assumptions about the learner.
      3. Discuss the use of themes as framework.
      4. Describe the planning process -- observe interests, abilities and
concerns, formulate learning objectives, plan and implement activities.
      5. Design long range plans.
      6. Design weekly plans.
      7. Design lessons plans -- activity information, rationale,
objectives, space and materials needed, procedure and assessment.
      8. Write behavioral objectives.
      9. Evaluate plans.

II. Overview of Language, Literacy, and Literature
   A. Development
      1. Outline predictable sequences.
      2. Identify critical periods.
      3. Describe the teacher's role
      4. Identify the child's needs.
   B. Language and literacy
      1. Define theories -- Chomsky, Vygotsky.
      2. Describe the stages of development.
      3. Identify games-from peek-a-boo to picture books to literacy.
      4. Explain the early use of symbols.
      5. Discuss the value of pretending, invented spelling.
   C. Literature
      1. Explain the use of books with children.

III. Oral Language
   A.  Describe the following types of language:
      1. Informative - used to share facts and opinions with others.
      2. Descriptive - used to describe experience - running commentary,
expansion and modeling
      3. Reasoning - cause and effect, if...then, problem solving
      4. Language of imagination and recall
      5. Language play--nonsense words, rhymes, chants, jokes, tongue
twisters
   B. Language and culture
      1. Describe dialects.
      2. Describe language as an expression of a particular culture's
unique perceptions of the world.
      3. Define bilingualism.
      4. Describe speech appropriate to the setting.
   C. Building language-rich environments
      1. Design small group activities.
      2. Describe the value of the "buzz" of communication.
      3. Discuss the avoidance of teacher monologues and engaging in
dialogues.
      4. Describe how to follow the child's lead -- support/encourage.
      5. Define and explain the value of open-ended questions.
      6. Explain how dramatic play, books, puppets, games, flannel boards,
and trips support language and literacy development.
      7. Design daily routines and activities.
      8. Explain the use of classroom volunteers, storytellers.

IV. Literacy
   A. Reading readiness
      1. Describe reading as a positive experience -- physical closeness,
individual attention, responsive adults.
      2. Explain how the use of illustrations, repetition, alphabet toys
and books, picture stories and memory games is valuable.
      3. Describe the value of signs and symbols in the classroom.
      4. Describe techniques for reading to children.
      5. Define kindergarten readiness.
   B. Writing
      1. Describe stages from scribbles to letters to words.
      2. Identify graphic forms in and outside the classroom.
      3. Discuss the use of art and writing materials.
      4. Define and explain the value of dictated stories.
      5. Explain social uses of writing -- invitations, thank you notes.
      6. Describe skills needed for kindergarten readiness.
   C. Describe adults as models in the following examples:
      1. Reading instructions
      2. Notes home
      3. Adult reading during quiet time
      4. Sharing time

V. Literature
   A. Qualities of good literature
      1. Explain how to select nonsexist materials.
      2. Identify books that represent diverse ethnicities, lifestyles,
cultures, races, ages and activities.
      3. Content and structure
         a. Explain how to determine age appropriateness.
         b. Describe the relationship to vocabulary development.
         c. Describe the sequencing of words, actions, and story.
         d. Describe the value of illustrations.
         e. Explain the value of role models and resolutions.
   B. Types
      1. Fiction
         a. Describe how fiction illustrates life, enchants children,
instills a love of literature, entertains and evokes feelings.
         b. Explain how fiction can be fanciful or realistic.
      2. Information books
         a. Describe the value of factually accurate and well-illustrated
books.
      3. Mood or concept books
         a. Identify books that sensitize children to ideas and feelings.
         b. Identify wordless books.
         c. Identify books that introduce color, shapes, numbers,
letters.
   C. Poetry
      1. Produce examples of rhyming poetry.
      2. Describe Haiku poetry and write some examples.
   D. Integration into the classroom
      1. Describe the value of recorded stories.
      2. Explain how to include creative drama and movement.
      3. Explain the value of field trips.
      4. Identify individual and group activities.
      5. Describe the value of libraries in the classroom.
      6. Explain where to obtain children's books (resources).

VI. Overview of the Physical Development Curriculum
   A. Development
      1. Explain predictable sequences.
      2. Identify critical periods.
      3. Describe the teacher's role.
      4. Identify the child's needs.
      5. Describe appropriate environments and freedom of choice.
   B. The sensory curriculum
      1. Describe the involvement of the senses in development.
      2. Explain how learning depends on sensory input.
      3. Explain how to support the development of kinesthetic sense.
      4. Explain how to support the development of auditory sense.
      5. Explain how to support the development of tactile sense.
      6. Explain how to support the development of visual sense.
      7. Explain how to support the development of gustatory sense.
      8. Explain how to support the development of olfactory sense.
      9. Describe materials and activities that support sensory
development (walks, cooking).
     10. Describe everyday activities and common objects that support
sensory development.
     11. Explain how to encourage sensory exploration and involvement.
   C. The small muscle curriculum
      1. Explain how to support the development of control.
         a. Visually guided reaching, force, direction and speed of
movement
      2. Explain how to support the development of agility.
         a. Moving in precise and intentional ways at the desired speed
      3. Explain how to support the development of strength.
         a. Stamina and force available to apply to and sustain movement
      4. Explain how to support the development of coordination.
         a. Control the interrelationship of hands, fingers and other body
parts, eye-hand coordination
      5. Identify necessary equipment, materials and activities --
construction and manipulative toys, self-help activities, instruments,
finger plays, art activities.
   D. The large muscle curriculum
      1. Explain the support kinesthetic development -- balance, position
in space, control of physical movements.
      2. Explain how to support the development of flexibility -- ease and
range of movement.
      3. Explain how to support the development of coordination - move
different body parts together in relation to one another.
      4. Explain how to support the development of agility - move with
grace, speed and precision.
      5. Identify directed movement activities.
      6. Discuss the value of unstructured play time (playgrounds and
equipment).
      7. Describe creative movement opportunities.
      8. Explain how to incorporate woodworking tables.
      9. Explain the use of circle games.
     10. Explain the value of group games, trips to parks, pools.
     11. Describe the teacher as participant.

Content Outline and Competencies:

I. The Arts

A. Explain the meaning of art appreciation.

B. Differentiate between process versus product.

C. Describe arts-based learning in early childhood.

1. Art

2. Music

3. Creative movement

4. Creative drama

D. Articulate the creative arts experience.

II. Aesthetics and Creative-Based Learning

A. Describe the characteristics of the creative experience.

B. Define creativity and explain its importance.

C.Explain the importance of aesthetics and aesthetic sensitivity.

D. Determine the relationship between creativity and aesthetics.

E. Utilize strategies for aesthetic enhancement.

III. Environmental Design

A. Recognize ways to enhance the environment to promote aesthetic experience.

B. Characterize conditions in the environment that stimulate creative behavior.

C. Illustrate an appropriate physical environment for creative experiences.

D. Describe the use of indoor/outdoor space to support the creative curriculum.

E. Review classroom layout and appropriate arrangement of space and equipment.

F. Explain how aesthetics affects quality of learning.

G. Examine materials with good aesthetic and creative potential.

IV. Teacher as Facilitator

A. Present methods adults can utilize to encourage creative thinking.

B. Describe ways to help children express creativity.

C. Review activity and curricular planning process.

D. Prepare, present and evaluate creative experiences.

E. Develop activities to help children cultivate their aesthetic sensitivity.

F. Examine the role of creative drama in guidance and discipline.

V. Developmental Milestones

A. List the developmental stages in the creative domains.

B. Explain the role of creative arts in enhancing children’s development.

C. Recognize child’s developmental, individual and social/emotional needs when designing creative experiences.

D. Translate the role of Multiple Intelligences in the arts-based learning.

VI. Family Interactions

A. Explain strategies for involving families in creative experiences.

B. Describe strategies for informing families about available community-based creative experiences.

C.Show how to provide an aesthetically pleasing school environment for children and families.

VII. Research and Practice

A. List resources for creative experiences.

B. Identify research to support arts-based learning.

C. Use technology to promote creativity.

1. Explain the purpose of utilizing technology.

2. List essential criteria for selection of hardware and software.

3. Discuss selection of appropriate children’s programming.

Content Outline and Competencies:

I. Introduction to Special Education

A. Outline historical milestones of special education and perspectives on treatment.

B. Define exceptionality and the child/student with special needs.

II.Interindividual and Intraindividual Differences

A. Identify and define the individual categories of students with special needs.

B. Discuss the incidence and prevalence of children with special needs in the schools.

C. Analyze similarities and differences in children with exceptionalities and typically developing children throughout the school years.

III. Federal and State Laws

A. List and discuss the requirements and components of special education law.

1. ADA

2. IDEA

3. Section 504

4. PL-99-457

B. Explain the similarities and differences of the IEP and the IFSP.

C. Discuss the provisions within the public school setting, community agencies and institutional settings.

1. Related services

2. Identification and eligibility

3. Continuum of services

IV. Categories of Exceptionality

A. Identify the 13 areas of categorical disabilities defined by IDEA and discuss the inclusionary and exclusionary criteria for each.

B. Discuss various techniques and teaching strategies for students with specific disabilities.

C. Report on the recent trends in the prevalence of exceptionalities in the school-age population.

V. Educational Adaptations and Approaches

A. List and explain special skills necessary for students with exceptionalities.

B. Describe educational adaptations used for students with exceptionalities.

C. Describe the varying academic environments for students with impairments.

D. Identify various types of technological adaptations available for students with impairments.

VI. Lifespan Issues and Self-Care

A. Summarize the lifespan issues for people with disabilities.

B. Discuss the transition between levels of service provided to individuals as they develop.

1. Community living

2. Vocational placement

3. Accessibility of higher education

4. Discrimination

5. Public information and advocacy

VII. Families of Children with Disabilities

A. Identify the unique issues, problems and concerns of families of children with disabilities.

B. Describe coping strategies used by parents and siblings of children with disabilities.

C. Discuss components of a plan of collaboration and cooperation among parents of students with disabilities and school personnel.

D. List community and government agencies that offer support to families of students with special needs.

VIII. Exceptionality and Society

A. Identify the "conflict" issues among professionals and parents in special education.

B. Discuss the past and current trends in working with students with special needs both academically and behaviorally.

C. Examine the reactions of society to providing for the needs of students with disabilities.

D. Identify and discuss the major research issues in the area of education and treatment of students with special needs.

E. Explain the benefits of early identification and treatment for students with exceptionalities.

F. Describe the continuing benefit of meaningful transition programs as students enter the adult environment.

IX. Research and Practice

A. List resources for working with individuals with exceptionalities.

B. Identify and use research on exceptionality and academic practice.

Content Outline and Competencies:

I. Multicultural Education and Anti-racist Education 

A. State the myths of multicultural education. 

B. Define multicultural education.

C. Define anti-racist education.

D. State how to address "White guilt” when teaching anti-racist education.

II. The Concept of Identity, Social and Educational Experiences

A. Explain how dominant and subordinate group membership is structured by identity (race, gender, social class, language, abilities, sexual orientation, and religion).

B. Describe how being in the dominant vs. subordinate group impacts experiences.

C. Describe how you were socialized as a child to understand cultural diversity, and how you plan to challenge assumptions and/or biases that you may have.

D. Explain how identity is shaped by sexuality and gender dynamics in the classroom. 

E. Explain how identity shapes dominant and subordinate group relationships across identity markers (race, gender, class, etc.).

F. Discuss the meaning of the social construction of gender and how it relates to schools.

G. Explain the difference between biological sex and gender.

H. Analyze how an individual’s social location (race, gender, class, etc.) will influence how systematic privileges and disadvantages are enacted on them.

I. Define stereotype threat, stereotypes of people of color, and how privilege impacts it.

J. Discuss how family and school relationships can be shaped by social class and other identity markers.

K. Describe social class in schools in terms of privilege and difference.

III. Marginalized Groups and Educational Experiences

A. Examine ableism and dis/ability in schools.

B. Outline federal policies impacting the educational experiences of marginalized groups of students. 

C. Discuss historical implications of gender equity and discrimination in schools.

D. Define sexuality, queer, LGBT, homophobia, and heterosexism.

E. Explain how race and gender intersect to influence the educational experiences of Black males in school.

F. Critique how racial and gender privilege of whites impacts the educational experiences of Latinx students.

G. Explain issues in Latinx, American Indian, and Asian educational attainment in the United States.

H. Explain racial stereotypes of people of color, how it relates to White privilege and being in the dominant group.

I. Explain how racial stereotypes negatively impact the educational experiences of students of color in ways that reinforce discrimination and oppression of marginalized groups.

J. Define model minority stereotype and how it relates to power and privilege in school.

K. Discuss how race, gender, and social class intersect in structuring students’ schooling experiences.

L. Define the terms Islamophobia and xenophobia.

M. Examine how race intersects with abilities in special education identification.

N. Examine how race, gender, and social class impacts special education and gifted education identification.

IV. Culturally/Linguistically Diverse Students and Academic Success

A. Examine language as an identity marker in school.

B. Discuss ways that teachers can see and integrate linguistic diversity as an asset rather than a deficit in the classroom.

C. Identify how culturally and linguistically diverse students can be academically successful in today’s classrooms.

V. Institutional Obstacles and Diverse Students

A. Define racism and prejudice.

B. Define individual racism.

C. Explain the term racial microaggressions.

D. Explain the forms and examples of microaggressions.

E. Discuss federal policies including IDEA.

F. Examine the cycle of liberation and how it differs from the cycle of socialization.

G. Discuss social justice education in schools.

VI. Educators and the Learning Environment

A. Describe how to integrate gender and sexuality conscious curricula that are inclusive and address equity. 

B. Define white privilege and how it is manifested in society and schools.

C. Discuss how teachers can address stereotypes, privilege, power, and difference in their classroom.

D. Examine the school-to-prison pipeline at the intersections of race and gender and how teachers can address inequity in their classroom.

E. Discuss how teachers can address social class in school without marginalizing students of color.

F. Examine how teachers can embrace the cultural capital of students of color in the classroom in ways that promote inclusiveness.

VII. The Personal Perceptions of Educators and Culturally Relevant Pedagogy 

A. Define and discuss the implications of colorblindness in teaching and learning in school.

B. Examine how stories and fairy tales help to maintain educational inequality and oppression of people of color.

C. Examine your viewpoints on white privilege (as the privileged or the unprivileged) and how it has shaped your childhood and K-12 experiences.

Content Outline and Competencies:

I. Types of Technology and Purpose of Educational Technology in the Classroom

A. State the differences in elementary and secondary technology.

B. Explain the uses of technology in K-12 settings.

C. Demonstrate the proper application of emerging technologies.

II. Policies, Laws, and Safety for Educational Technology in the Classroom

A. Define and apply COPPA, FIRPA, CIPA to situational prompts.

B. Explain copyright laws.

C. Evaluate classroom management with devices.

D. Understand device security.

E. Analyze screen time research.

F. Suggest implications of technology on early childhood students.

III. Developing a Professional Learning Network

A. Compare the benefits to using each social media platform.

B. Design and maintain a professional social media presence.

IV. Supporting Students with Exceptionalities Through Technology

A. Demonstrate modification for students with reading disabilities.

B. Demonstrate modification for students with other disabilities.

C. Demonstrate modification for Gifted students.

V. Digital Citizenship & Digital Literacy Skills

A. Define digital citizenship.

B. Analyze digital citizenship curriculums.

C. Evaluate what digital safety skills students need to know.

D. Assess methods for incorporating needed skills into daily lessons.

VI. Instructional Formats with Technology

A. Integrate technology into lesson planning.

B. Differentiate between flipped learning, blended learning, backchannel, and digital textbooks.

VII. Communication with Educational Technology

A. Evaluate management systems.

B. Create templates for communicating with parents.

VIII. Application and Practice of Educational Technology (K-12 applications)

A. Apply technology tools that create and curate.

B. Create examples of using technology to deliver content.

C. Demonstrate digital citizenship, classroom management, and tools for digital collaboration.

D. Demonstrate digital reading skills, writing, blogging, and feedback with technology.

E. Apply apps and extensions, including emerging technologies.

IX. Collecting Data with Instructional Technology

A. Organize formative assessment and technology.

B. Generate exit tickets and bell work.

C. Construct feedback to students.

Content Outline and Competencies:

I. Overview of the Inquiry Curriculum

A. Describe inquiry curriculum components.

1. Explain how to enhance awareness of the inquiry curriculum.

2. Discuss the role of discovery in learning.

3. Explain the process of developing problem-solving skills and their importance.

B. Describe each of the inquiry components, their significance and sequencing in the curriculum:

1. Awareness of a problem

2. Observing

3. Hypothesizing

4. Exploring

5. Experimenting

6. Identifying

7. Classifying

8. Comparing and contrasting

9. Inferring

10. Generalizing

11. Communicating

C. Describe the developmental perspective.

1. Describe the child's cognitive development, its elements and stages.

2. Define constructivist theory and its role in development.

3. Explain how assessment and evaluation are essential.

4. Define readiness, describing its characteristics.

5. Explain the importance of choosing developmentally appropriate activities.

II. Mathematics

A. Describe the development of mathematics curriculum. 

1. Analyze the role of mathematics in our daily life.

2. Explain why teaching mathematics is important.

3. Explain how concepts develop and are acquired.

4. Explain how to assess a young child's developmental level.

5. Define objectives and evaluation, providing examples of each.

B. Explain Jean Piaget's work and logico-mathematical knowledge, including:

1. Classification

2. Seriation

3. Ordering

4. Quantifying

5. Space and time

C. Explain the fundamentals of mathematics, including:

1. One-to-one correspondence

2. Concept of number

3. Rote and rational counting

4. Sets and classifying

5. Comparing

6. Ordering

7. Measurement and quantity

8. Shapes

9. Space

10. Parts and wholes

11. Language and concept formation

D. Build math-rich environments.

1. Describe the typical basic math materials.

2. Discuss the role of math centers and their operation.

3. Identify small and large group activities involving mathematics.

4. Explain the value of teacher-made games, listing several.

5. Explain the importance of utilizing routines and activities of the school day (e.g., calendars, measurement, store).

6. Explain how mathematics can be integrated into the curriculum: music, art, dance, dramatic play, work benches, computers.

7. Explain why parent involvement is essential.

III. Science

A. Describe the development of science curriculum. 

1. Explain the relative importance of science content, processes and attitude in teaching young children.

2. Explain why science should be taught to young children.

3. Correlate objectives and evaluation.

4. Discuss how concepts develop and are acquired.

5. Explain how to assess a young child's developmental level and its importance.

6. Describe discovery learning: the educator's role in questioning, listening and facilitating.

7. Describe how discovery learning can be applied to science.

8. Discuss adapting materials for young children with special needs.

B. Describe the development of life science curriculum. 

1. Describe the elements of biology, including study of plants and animals, their structure, origin, growth and reproduction.

2. Describe the elements of physiology, including study of the processes and functions of living organisms, e.g., breathing, movement, sensation, digestion.

3. Describe the elements of ecology, including study of the interaction between organisms and their environment, e.g., pollution/recycling.

C. Describe the development of life science curriculum. 

1. Describe the elements of physics, including study of matter, energy, motion and force; use of exploratory play.

2. Describe the elements of chemistry, including composition, properties and transformations of substances; use of cooking to observe chemical transformations.

3. Describe the elements of geology, including the formation of the earth, its layers, forms and substances; common features of the earth such as lakes, rocks, fossils, mountains.

4. Describe the elements of astronomy, including the universe beyond the earth's atmosphere, the sun, moon, planets and stars, cycle ofday and night, waxing and waning of the moon, heat of the sun, stars in the sky, exploration of space.

D. Acquire materials and resources for science.

1. Explain how outdoor play area and garden can be used for science education.

2. Describe examples of well-planned science learning trips--nature walks, zoo, farm, forest, planetarium.

3. Design an indoor science area to accommodate active learning, including observation, exploration, manipulation, questioning, discussion.

4. Describe the typical science materials available from suppliers and homemade ones.

5. List the process and elements of a well-planned experiment.

6. Describe the use of age-appropriate classroom animals, aquariums, terrariums.

7. List reference books designed for young children.

8. List examples of media resources and a few of their features for active learning.

9. List science tools (magnets, microscope, etc.).

10. Explain subject area integration: music, art, dramatic play, creative movement, imagining, language and literacy.

11. Explain how parents can be involved in exploring the home as a science setting.

IV. Social Studies

A. Describe the development of social studies curriculum. 

1. Explain why we teach social studies.

2. Explain how the teacher is a major role model.

3. Correlate objectives and evaluation.

4. Illustrate how social studies connects directly to the lives of young children.

5. Assess the young child's developmental level.

6. Explain how to integrate the curriculum.

7. Describe the anti-bias curriculum.

B. Describe the development of psychology curriculum. 

1. Describe the key concepts.

2. Explain the importance of expressing and recognizing feelings.

3. List common pleasant and unpleasant feelings and describe positive and negative responses.

4. Describe alternatives to acting out.

5. Explain the importance of accepting own and others' feelings.

6. Describe strategies for developing school-appropriate behavior including self-control.

7. Explain how play can be a medium for expressing feelings.

8. Explain the processes and instruments for testing and evaluating the self-including acceptance, power and control, efficacy and competence, and virtue.

9. Discuss the implications for educators: goodness of fit, authentic feedback.

C. Describe the development of anthropology and sociology curriculum. 

1. Describe the key concepts.

2. Describe similarities and differences in families.

3. List and describe the roles in the family and community.

4. Assess the values of sociodramatic play.

D. Describe the development of economics and political science curriculum. 

1. Describe key concepts.

2. Describe the different kinds of work.

3. Explain how money affects the development of a young child.

4. Explain how the availability of goods and services affects the development of a young child.

5. Explain the issues involved with rules and the young child.

6. Describe behavior consistent with a democracy: cooperation and conflict resolution.

E. Describe the development of geography and ecology curriculum. 

1. Describe how our geophysical location affects the quality of our life.

2. Describe transportation modes and how these affect us.

3. Describe the value of making and using maps in the curriculum.

4. Explain how lives are connected to the natural features of the environment.

5. Describe the Earth's principal resources and individual responsibility.

F. Describe the development of history/herstory curriculum. 

1. Explain how the duration and sequence of events in daily life is real history.

2. Explain how to give a child a sense of past, present, future.

3. Explain the use of timelines.

4. Discuss the dynamics of change over time.

G. Describe social studies materials and meaningful experiences.

1. Explain cooperative planning and its value.

2. Describe different types of dramatic play, songs, dances, games, art, languages and their value.

3. Explain how to use visits from resource people.

4. Incorporate celebrations and traditions into the curriculum.

5. Plan trips in the neighborhood.

6. Describe family collages and their value.

7. Discuss books, artifacts, models, films and their correlation to social studies.

8. Assess the value of dress-up.

9. Assess the value of cooking.

10. Explain how mapping (classroom, house, neighborhood) supports social studies.

11. Define high priority concepts (help, share).

12. Explain the role of the educator/caregiver as strong, competent, compassionate and active.

V. Goals of a Nutrition Program

A. Describe the goals of a nutrition program.

1. Explain nutrition concepts for young children.

2. Describe children's nutrient needs.

3. Describe common expectations and biases.

4. Explain the significance of the teacher as model.

5. Describe the social dynamics of mealtime.

B. Discuss appropriate foods and nutrition. 

1. Explain how to select nutritious food.

2. Describe the physical and sensory properties of food (shape, color, texture, taste, smell).

3. Explain how to involve young children in shopping, gardening, cooking.

4. Describe cultural differences in food choices and preparation.

5. Explain how food is categorized and compare the principal food categories.

6. Explain how hygiene, clean-up and food storage can be incorporated into the curriculum.

C. Explain nutrition activities.

1. Illustrate identification of food via different senses.

2. Explain the skills involved in following a recipe.

3. Explain the skills involved in using kitchen tools.

4. Explain the skills involved in planning, preparing, serving and clean-up of snacks: child as participant.

5. List and describe food-tasting activities (sour, sweet).

6. Explain the skills involved in making a cookbook.

7. Assess the value of visits to the store, restaurant, farm.

8. Describe resources including books and pictures.

9. List community resource people and their contribution to the child's learning.

10. Integrate other curriculum areas into the food experience, e.g., measurement, factors such as climate that shape food habits.

Content Outline and Competencies:

I. Varying and Diverse Family Structures

A. Interpret the history of childhood.

1. Summarize the views of childhood, past to present

2. Compare and contrast family interactions in different historical periods

B. Explain the dynamics of families.

1. Identify and describe the characteristics of family systems

2. List and explain the varieties of family structures and lifestyles

3. Discuss the influence of culture within the family unit

II. Growth and Development of Children through Adolescents

A. Identify the developmental milestones of young children in all major developmental areas.

B. Identify the major developmental milestones of middle childhood in all major developmental areas.

C. Identify the major developmental milestones of adolescents in all major developmental areas.

III. Family and Child Relationships

A. Determine the components of parenting and/or guardianship.

1. Investigate families and varying life circumstances

2. Analyze ways to nurture family relationships

3. Relate the major fears and concerns of parents/guardians

4. Explain family values and needs

5. Interpret family roles within ecological systems

6. Illustrate the role of parents/guardians as teachers

B. Investigate collaborative family atmospheres.

1. Identify child behavior and the development of self

2. Discuss child behavior and the effect on family interactions

3. Describe parenting styles appropriate to each developmental age

4. Identify the impact of parent/guardian behaviors on optimal development

5. Compare and contrast extended family and community-based support

C. Identify family stressors.

1. Characterize environmental triggers of stress

2. Investigate signs and symptoms of maltreatments

3. List community resources to support positive family outcomes

IV. Effective Communication and Guidance Strategies

A. Implement the language of acceptance.

1. Define and illustrate positive interactions

2. Define and demonstrate use of communication techniques

B. Recommend theoretical frameworks related to guidance.

1. Compare and contrast positive and negative guidance strategies

2. Discuss ways to overcome children's fears and anxieties

3. Identify and describe how to develop positive self-esteem, self-concept and self-efficacy

4. Plan ways to enhance resilience in children and adolescents

C. Apply supportive theories to develop positive behaviors.

1. Demonstrate effective strategies to develop and maintain positive behaviors in children and adolescents

2. Demonstrate effective strategies to guide adult behavior

3. Present supportive strategies for guiding children with special needs

4. Identify resources available to families at risk

5. Discuss and explain the causes, preventions and supports for minimizing child maltreatment

V. The Ecological System

A. Describe and construct enhanced environments.

1. Demonstrate respect and support for cultural factors that affect family and community relationships

2. Acknowledge the impact of home, school and community on the optimal development of children and adolescents

3. Develop and apply strategies to enhance the relationships between home, school and the larger community

B. Identify sources of support and guidance in the community.

1. Understand changes in laws and regulations impacting families, schools and the community

2. Address connections between theoretical frameworks and real world experiences

3. Examine research to support advocacy and positive family relationships

VI. Research and Practice

A. Identify and use resources to support families in the community.

B. Compile and evaluate research to support family engagement.

Content Outline and Competencies:

I. Healthy Practices for Children and Families

A. The interrelationship of health, safety and nutrition

1. Describe the environmental factors that have a positive effect on development.

2. Describe the environmental factors that have a negative effect on development.

3. Discuss preventive health care.

4. Explain the formation of lifelong health, dental, and nutrition habits.

5. Present the role of optimum health status in children as a component in facilitating cognitive development.

6. Discuss how teachers and parents/guardians can serve as good models of healthy behavior.

7. Discuss the importance of working with and supporting families.

II. Early Childhood Growth and Development

A. Factors that affect growth and development

1. Describe the role of genetics in growth and development.

2. Explain how cultural influences affect growth and development.

3. Discuss the role of nutrition.

4. Discuss how health status affects growth and development.

5. Describe the role of cognitive and emotional stimulation.

6. Explain how socioeconomic status can affect growth and development.

7. Discuss the role of parent/guardian responsiveness.

B. Physical development and characteristics

1. List and describe the physical development and characteristics of infants.

2. List and describe the physical development and characteristics of toddlers.

3. List and describe the physical development and characteristics of preschoolers.

4. List and describe the physical development and characteristics of early school-age children.

C. Emotional development and characteristics

1. List and describe the emotional development and characteristics of infants.

2. List and describe the emotional development and characteristics of toddlers.

3. List and describe the emotional development and characteristics of preschoolers.

4. List and describe the emotional development and characteristics of early school-age children.

III. Health Appraisals

A. Describe various sources of health information, including:

1. Health histories.

2. Teacher inspections.

3. Parent/guardian interviews.

4. Vision and hearing screening.

5. Medical and dental evaluations.

6. Psychological testing.

7. Developmental evaluations.

8. Dietary assessment.

B. Methods for obtaining information

1. Discuss the legal aspects of reviewing children's records.

2. Describe the use observations.

3. Explain the use of developmental checklists.

4. Describe the use of inspection checklists.

5. Discuss the use of parent/guardian interview.

C. Interpretation and feedback.

1. Discuss the use of norms.

2. Explain the parameters of confidentiality.

3. Describe the function of parent/guardian conferences.

4. Explain the use of written reports.

D. Parent/guardian education

1. Discuss the role of informal discussions in parent education.

2. Describe the function of support groups.

3. Discuss the sources of health and safety pamphlets.

4. Describe professional resources and education programs.

IV. Characteristics, Assessment, and Management of Common Conditions

A. Vision; describe the characteristics, assessment, and management of:

1. Amblyopia

2. Strabismus

3. Myopia

B. Hearing; describe the characteristics, assessment, and management of:

1. Allergies

2. Colds

3. Ear infections

4. Birth defects

5. Head injuries or trauma

C. Speech and language; describe the characteristics, assessment, and management of:

1. Stuttering

2. Delayed or unintelligent speech

3. Word substitution

4. Monotone voice

5. Speed

D. Nutrition; describe the characteristics, assessment, and management of:

1. Malnourishment

2. Obesity

E. Other chronic conditions; describe the characteristics, assessment, and management of:

1. Fatigue

2. Posture

3. Diabetes

4. Seizures

5. Allergies

6. Asthma

7. Eczema

8. Attention Deficit Disorder

9. Sickle Cell Anemia

F. Dental health

1. List and describe healthy foods for teeth.

2. Explain the importance of fluoride.

3. Describe the importance of brushing teeth.

4. Discuss dental care.

5. Describe special dental problems.

6. Discuss dental health education.

V. Symptoms of and Protection from Common Communicable Illnesses

A. Transmission

1. Discuss the nature of pathogens.

2. Describe the role of the host.

3. Describe the method of spread.

4. Explain the stages of illness.

B. Illnesses; describe the symptoms of and protection from:

1. Colds

2. Fever

3. Diarrhea

4. Headaches

5. Strep throat

6. Stomach flu

7. Hepatitis A

8. Chickenpox

9. Measles

10. Mumps

11. Mononucleosis

12. Roseola

13. Conjunctivitis

14. Impetigo

15. Salmonellosis

16. AIDS

C. Parasites; describe the symptoms of and protection from:

1. Scabies

2. Pinworms

3. Lice

4. Giardiasis

D. Vaccine-preventable diseases

1. List and describe the various vaccine-preventable diseases

2. Discuss child vaccinations

3. Discuss adult vaccinations

E. Prevention and protection

1. Discuss the importance of rest and exercise.

2. Describe the role of nutrition in health.

3. Explain exclusion guidelines.

4. Describe guidelines for sick teachers.

5. Discuss the importance of immunizations.

6. Explain the purpose of environmental control.

7. Describe appropriate hand washing procedures.

8. Discuss procedures for informing parents/guardians.

F. Medication

1. Describe policies and procedures for prescription and nonprescription drugs.

G. Medical neglect

1. Explain parent/guardian responsibility.

2. Discuss teacher responsibility.

3. Describe universal precautions.

VI. Stress and Young Children

A. Discuss possible sources of stress in young children, including:

1. Family

2. School

3. Community

4. Physical health

5. Disability

B. Describe the symptoms and identification of stress in the following areas:

1. Physical

2. Social

3. Emotional

C. Strategies to reduce stress

1. Describe positive guidance techniques.

2. Discuss parent/guardian education.

3. Explain bibliotherapy.

D. Abuse and neglect

1. Describe the incidence, types and possible causes of abuse and neglect.

2. Explain procedures for identifying and documenting child abuse or neglect.

3. Describe the characteristics of abused or neglected children.

4. Describe the characteristics of abusive or neglectful adults.

5. Discuss sources of support and assistance for abusive or neglectful adults.

6. Explain reporting laws.

7. Describe strategies to help children learn socially acceptable behavior.

8. Discuss prevention programming.

9. Present referral resources for families.

VII. Creating a Safe Environment

A. Licensing requirements

1. Describe state guidelines.

2. Explain the assessment of indoor and outdoor environments.

3. Describe the use of safety checklists.

4. Discuss ways to make the child's environment safe.

B. Selection and arrangement of furniture and equipment

1. Discuss the importance of developmentally and size appropriate furniture and equipment.

2. Describe the use of assessment of safety - equipment checklists.

3. Discuss the U.S. Consumer Product Safety Commission.

C. Conducting fire and tornado drills

1. Present a plan for fire and weather emergencies.

2. Discuss the practice of an emergency plan.

D. Indoor air quality

1. Discuss air pollutants and their health effects.

2. Describe control measures.

E. Common poisonous vegetation

1. List and describe types of poisonous plants and their poisonous parts.

2. Describe complications resulting from exposure to these plants.

F. Pets

1. Describe children's allergies to pets.

2. Discuss carriers of communicable illness.

3. Discuss diseases and current immunizations.

G. Emergency preparedness

1. Differentiate between emergency care versus first aid.

2. Present the ABC's for assessing emergencies.

3. Explain the importance of emergency contact information.

4. Describe the use of health forms, notarized permission forms, accident report forms.

5. Present provisions for first aid and emergency care.

6. Explain the eight life-threatening conditions and emergency treatment.

7. Describe 10 non life-threatening conditions and recommended first aid treatment.

8. Present plans to protect the children in the event of fire, severe storms or major disasters.

H. Transportation and field trips

1. Describe the laws regarding transportation of children.

2. Discuss the need for written permission.

3. Describe the importance and use of safety seats and restraints.

4. Discuss motor vehicles and their drivers in relation to early childhood centers.

5. Explain liability issues in this regard.

I. Safety management

1. Discuss developmental characteristics of accident prevention.

2. Explain the four basic safety principles - advanced planning, establishing rules, careful supervision, safety education.

3. Describe substitutes for hazardous play materials.

4. Discuss negligence and legal implications.

J. Safety education

1. Describe safety topics appropriate for young children.

2. Present educational experiences for young children.

3. Discuss the role of parent/guardians in safety education.

VIII. Foods and Nutrients

A. Nutritional guidelines

1. Discuss the food groups.

2. Present the Food Pyramid.

3. Describe the Canadian Food Guide.

4. Explain the Recommended Daily Dietary Allowance.

5. Present U. S. Dietary Guidelines.

6. Explain nutrient contributions of foods.

7. Describe nutritional labeling.

8. Discuss cultural and geographic dietary variations.

B. Nutrients that provide energy

1. Explain individual energy requirements.

2. Describe the role of carbohydrates in nutrition.

3. Discuss the role of fats.

4. Explain the role of proteins.

5. Discuss various food sources.

6. Describe menu planning.

C. Nutrients that promote growth of body tissues

1. Describe how growth occurs.

2. Discuss the role of proteins - complete and incomplete in growth.

3. Describe the role of minerals.

4. Present the role of water in healthy growth.

5. Explain the role of vitamins.

6. Discuss various food sources.

7. Describe menu planning.

D. Nutrients that regulate body functions

1. Discuss the types of body functions regulated by nutrients.

2. Describe the function, deficiency symptoms, toxicity symptoms of proteins, minerals, water and vitamins.

3. Discuss various food sources.

4. Discuss vegetarianism.

5. Describe menu planning.

E. Nutritional needs

1. Describe the nutritional needs of the infant.

2. Describe the nutritional needs of the toddler.

3. Describe the nutritional needs of the preschooler.

4. Describe the nutritional needs of school-age children.

F. Infant feeding

1. Discuss bottle feeding infants.

2. Discuss breast feeding of infants.

3. Discuss feeding schedules.

4. Discuss a child's readiness for semi-solid food.

5. Present the recommended types of semi-solid foods.

6. Discuss commercial versus home-prepared semi-solid food.

7. Present common infant feeding concerns and remedies.

G. Feeding the toddler and preschool child

1. Describe which foods and how much is appropriate for this age.

2. Discuss the timing of meals and snacks.

3. Describe various eating behaviors of children.

4. Explain how to make eating time pleasant and safe.

5. Discuss the introduction of new foods.

6. Present common feeding concerns and remedies.

H. After school snacks for the school-aged child

1. Discuss issues of quantity and quality of after school snacks for school-aged children.

I. The dining area

1. Discuss furniture appropriate for dining areas in early childhood centers.

2. Describe appropriate eating utensils.

3. Discuss socialization - making mealtimes happy times.

IX. Planning and Serving Nutritious Meals

A. Licensing requirements

1. Present how to meet nutritional needs of young children.

2. Discuss issues of personal cleanliness.

3. Describe methods of sanitation in food handling.

4. Describe the cleaning and care of equipment.

5. Present methods of insect and rodent control.

6. Describe food-borne illness and its prevention.

7. Discuss record keeping.

B. Meal planning

1. Discuss the introduction of familiar and new foods.

2. Discuss the inclusion of ethnic foods.

3. Present the steps in menu planning.

4. Discuss the buying and storing food.

5. Describe the preparation of budgets.

6. Describe food preparation.

7. Present nutritious snacks.

8. Discuss the serving of meals.

9. Explain sources of funding.

C. Nutrition education

1. Describe nutrition education goals for young children.

2. Present methods and nutrition education activities.

3. Explain safety considerations.

4. Discuss involving parents.

X. Resources for Parents/Guardians About Health, Safety, and Nutrition

A. List and describe books for parents.

B. List and discuss community programs.

Content Outline and Competencies:

I. Observation and Assessment

A. Examine nature of observation in early childhood.

1. Child

2. Teacher

3. Environmental

B. Discuss the purpose of observation.

C.Describe how observation information can be utilized.

D. Review ethical and confidential practices related to observation and assessment.

1. Fidelity

2. Trustworthiness

3. Observer bias

4. Inter-rater reliability

E. Deconstruct standardized measurement tools.

II. Roles and Methods of Observation

A. Illustrate differing methods of observation.

B. Articulate the strengths and weaknesses of a variety of observation and documentation methods.

C. Analyze observation results to determine child’s development.

D. Analyze observation results to determine the learning process.

E. Validate use of observations and assessment to determine exceptionality in young children.

F. Assess documentation for child abuse suspicions.

G. Integrate technology in observation and assessment practices.

III. Written and Oral Documentation

A. Select and use appropriate methods for recording observations.

B. Generate multiple hypotheses regarding observation results.

C. Identify patterns of children’s behavior.

D. Create plan of action for using observation data.

E. Effectively communicate observation information.

IV. Growth and Development of Children

A. Identify competencies and milestones in all major developmental areas.

1. Infants

2. Toddlers

3. Preschoolers

4. School-Agers

B. Evaluate how major developmental milestones impact observation and assessment.

C. Evaluate how major developmental milestones impact child interactions.

V. Positive Interactions with Children

A. Outline strategies for supporting positive behavior in young children.

B. Explain the role of adult as model.

C. Identify personal biases which affect interactions with children.

D. Investigate and demonstrate positive communication skills when interacting with children.

1. Verbal

2. Non-verbal

E. Discuss strategies to modify child’s school and/or home environment.

VI. Theoretical Approaches of Guidance and Discipline

A. Discuss historical changes in child guidance.

B. Articulate the rights of the child.

C. Recognize the cultural differences affecting child guidance.

D. Describe the differences and effects of discipline versus punishment.

E. Identify extreme behavior and why it occurs.

VII. Guidance Strategies

A. Identify the relationship between maturation and guidance strategies.

B. Discuss and implement strategies to foster self-discipline in children.

C. Interpret children’s behavioral limitations.

D. Evaluate developmentally appropriate guidance strategies.

E. Execute developmentally appropriate guidance strategies.

1. Positive individual and group guidance techniques

2. Positive problem-solving techniques

3. Environment as third teacher

VIII. Role of the Family

A. Explain the role of families as the primary decision-makers.

B. Articulate rationale for developing effective family partnerships.

C. Describe the goals of home-school linkages.

D. Demonstrate skills for working with families.

IX. Research and Practice

A. Review theoretical approaches.

1. Child observation

2. Child assessment

3. Child guidance

4. Child and adult interactions

B. Reconstruct theoretical frameworks in practice.

1. Child observation

2. Child assessment

3. Child and adult interactions

C. Discuss professional early childhood organization’s role in observation, assessment and interactions with children.

X. The Instructional Team

A. Discuss the role of members in the instructional team.

B. Demonstrate the ability to function as a member of an instructional team.

Content Outline and Competencies:

I. Preparation for Student Teaching

A. Identify goals of the student teaching experience.

1. Curricular planning

2. Technical teaching skills

3. Professional field activities

4. Family and community relations

B. Describe the relationship and responsibility of the student teacher and lab supervisors.

1. Confidentiality

2. Liability

3. Universal precautions

4. Teaching styles and techniques

5. Portfolio development

6. Professional teaching conduct

II. Ethics, Laws and Regulations

A. Identify Kansas licensing regulations for preschools and child care centers.

B. Discuss and interpret the NAEYC Code of Ethics.

C. Review the NAEYC Accreditation criteria and process.

D. Describe the role of a mandated reporter.

E. Explain IDEA and the role of IEPs and IFSPs in early education.

F. Recognize and employ advocacy techniques on behalf of children and families.

III. Professional Growth

A. Develop professional artifacts.

1. Resume

2. Professional development plan

3. Philosophy of education

4. Teaching assessments

5. Training certifications

B. Describe professional standards of conduct.

C. Display effective verbal and non-verbal communication skills.

D. Investigate personal values and biases in teaching.

E. Identify the range of career opportunities in early childhood education.

F. Design and implement activities to support positive teacher/family relationships.

IV. Observation and Assessment

A. Describe authentic assessment and observational techniques.

B. Select and use appropriate methods for recording observations.

C. Create activity plans incorporating effective assessment components.

D. Interpret observational results.

E. Discuss and use a variety of teaching methods and materials.

V. Curricular Planning

A. Identify factors to consider in planning activities for children.

B. Plan, and implement developmentally appropriate and diverse learning experiences.

C. Provide multicultural learning experiences for children.

D. Identify principal elements of classroom management.

E. Analyze effective guidance strategies.

F. Create and implement a theme-based project.

G. Select appropriate materials and equipment.

VI. Technology in the Classroom

A. Identify technological supports.

B. Synthesize pros and cons of using technology in the classroom.

C. Examine developmentally appropriate classroom resources.

D. Adapt activity plans to support the use of technology when appropriate.

VII. Research in Early Childhood

A. Locate and use professional early childhood literature.

B. Cultivate diverse resources applicable to teachers and families.

C. Formulate professional networks and professional contacts.

D. Investigate relevant legislation, regulations and funding for early childhood education.

VIII. The Instructional Team

A. Discuss the role of members on the instructional team.

B. Demonstrate the ability to function as a member of the instructional team.