Standard

ECE 122 - Early Childhood Care and Education Practicum II

Course Description

This course provides the student with the opportunity to gain a supervised experience in an actual or simulated work setting allowing demonstration of techniques obtained from course work. Practicum training topics include: promoting child development and learning; building family and community relationships; observing, documenting, and assessing to support young children and families; teaching and learning; and becoming a professional.

Competency Areas		Hours
Promoting Child Development and Learning		Class	1
Building Family and Community Relationships		D. Lab	0
Observing, Documenting, and Assessing to Support Young Children and Families.		P. Lab/O.B.I.	6
Teaching and Learning		Credit	3
Becoming a professional
Prerequisite:	ECE 121

Course Guide

Competency	After completing this section, the student will:	Hours
		Class	D.Lab	P.Lab/ O.B.I.
Promoting Child Development and Learning		2	0	10
	Use developmental knowledge to promote healthy, respectful, supportive, and challenging learning environments.
Building Family and Community relationships		2	0	10
	Recognize and understand family and community characteristics.
	Interact with children, parents, and co-workers.
Observing, Documenting, and Assessing to Support Young Children and Families		2	0	15
	Understand the goals, benefits, and uses of assessment.
	Recognize and use observation, documentation, and other appropriate assessment tools and approaches.
Teaching and Learning		2	0	10
	Connect with children and families.
	Use developmentally effective approaches.
	Understand content knowledge in early education. Implement meaningful curriculum.
Becoming a professional		2	0	15
	Identify and involve oneself with the early childhood field.
	Recognize and upholding ethical standards and other professional guidelines.
	Engage in continuous, collaborative learning to inform practice.
	Integrate knowledgeable, reflective, and critical perspectives on early education.
	Engage in informed advocacy for children and the profession.

Suggested Resources

Media text audio visual www other	Author	Year	Title: Subtitle	Edition	Location	Publisher/ Publication	pp.
Text	Bredekamp, S., & Copple, C.	(1997)	Developmentally appropriate practice in early childhood programs		Washington, DC	National Association for the Education of Young Children
Text	Machado, J. M., & Botnarescue, H. M.	(2005)	Student teaching: Early childhood practicum guide		New York	Delmar
Text	Beaty, J. J.	(2004)	Skills for preschool teachers.		Upper Saddle River, NJ	Pearson, Merrill Prentice Hall
Text	Carter, M., & Curtis, D.	(1996)	Spreading the news: Sharing the stories of early childhood education		Beltsville, MD	Gryphon House
Text	Bullock, A. A., & Hawk, P. P.	(2005)	Developing a teaching portfolio: A guide for preservice and practicing teachers		Upper Saddle River, NJ	Pearson, Merrill Prentice Hall
Text	Koralek, D. G., Colker, L. J., & Dodge, D. T.	(1995)	The what, why, and how of high-quality early childhood childhood education: A guide for on-site supervision		Washington, DC	National Association for the Education of Young Children.
Text	Elliott, B.	(2002)	Measuring performance: The early childhood educator in practice		New York	Delmar, Thomson
Text	Helm, J.H., Beneke, S., & Steinheimer, K.	(1998)	Windows on learning: Documenting children's work		New York	Teacher's College Press
Text	Harms, T., Cryer, D., & Clifford, R. M.	(1990)	Infant/ toddler environment rating scale AND Early childhood environment rating scale.		New York	Teacher's College Press
Text	Herr, J., Larson, Y.	(2000)	Creative resources for the early childhood classroom		New York	Delmar
Video	Children at the center: Reflective teachers at work	(1997)	Running Time: 24 minutes.			Harvest Resources
Video	Setting the stage	(2004)	Authentic Assessment Series			Magna Systems
Video	Making the connections	(2004)	Authentic Assessment Series			Magna Systems
Video	Training and support is key	(2004)	Authentic Assessment Series			Magna Systems
Video