п»їPrinciples and Practices training - ECE 001
Section # 2210EVC вЂ“ six
Class Meets Mondays from 12: 30-3: 40 pm
Instructor: Donna GreeneE-mail: [email protected] edu Office Hours: Wednesdays from 12: 00 вЂ“ 5: 00 pm
Cellphone: 760-776-7398 Office Location: BNC 17
Feeney, S i9000., Christensen, M., & Morvick, E. (2010) Who Am i not in the Lives of Children? An intro to Early on Childhood Education. California Edition, 8th education. Columbus, Kentkucky: Charles Elizabeth. Merrill
This course is a great examination of the underlying assumptive principles of developmentally suitable practices applied to programs, surroundings, emphasizing the main element role of relationships, constructive adult-child communications, and instructing strategies in supporting physical, social, innovative and intellectual development for all those children. This course includes a overview of the historical roots of early years as a child programs and the evolution of the professional methods promoting advocation, ethics and professional personality. Course Objectives: upon successful completion of this system students will- a. Discover the famous roots of early years as a child education. w. List different program types, delivery systems and licensing and legislation structures at the begining of childhood adjustments. c. Display awareness of developing ages and stages.
m. Define developmentally, culturally and linguistically appropriate practice. elizabeth. Describe why access to play is important for all those children and ways of using a play-based subjects as a car for growing skills, agencement, and understanding. f. Explain appropriate different types (programmatic, curricular and environmental strategies) required to support children with various abilities and characteristics. g. Identify and compare effective policies, methods and environments in early years as a child settings. they would. Describe the characteristics of powerful relationships and interactions between early child years professionals, kids, families and colleagues and examine the importance of cooperation. i. Identify the relationship of observation, preparing, implementation, and assessment in effective coding. j. Compare principles of positive assistance and recognize strategies for several ages. k. Identify methods promoting positive classroom managing, guidance, conversation and problem-solving skills. l. Develop ways to maintain interaction and access with Language learning families and children. meters. Demonstrate expertise to maintain positive team relationships.
n. Explain child development as a job, including integrity and specialist organizations. um. Compare and contrast theoretical perspectives.
p. Develop and articulate a specialist philosophy.
Student Learning Effects:
1 ) Examine the value of play being a vehicle intended for developing abilities, knowledge, composition and fortifying relationships between young children. installment payments on your Analyze the relationship between statement, planning, rendering and analysis in producing effective teaching strategies and positive learning and expansion. 3. Examine early years as a child settings, subjects and teaching strategies utilizing indicators of quality early on childhood practice that support all children including those with diverse qualities and their families. 4. Understand best and promising educating and care practices because defined inside the field of early care and education including a great historic summary, range of delivery systems, program philosophies and ethical criteria. 5. Discover the fundamental theoretical perspective in building a professional viewpoint. 6. Take a look at a variety of direction and discussion strategies to increase children's social competence and promote a caring class community.
This program Meets NAEYC Early Child years Associate Level Accreditation Common 5: Being a Professional- Learners prepared in associate degree programs recognize and perform themselves...