TRINIDAD STATE JUNIOR COLLEGE
EARLY CHILDHOOD PROFESSIONAL PROGRAM COMPETENCIES
SPECIFIC OCCUPATIONAL SKILLS
STANDARD AND MEASURE #3
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Competency
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Courses to Meet Competency |
Assessment |
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I. CHILD GROWTH AND DEVELOPMENT Define and utilize the basic professional vocabulary found in the field or early childhood education, such as growth, development, sensory perception, reflexes, cognitive development and attachment Examine and describe selected theories of development and use these theories to help establish curriculum and methods of interaction.
Study and use various methods and techniques of observation used with young children
Demonstrate knowledge of optimal prenatal development and factors that negatively affect prenatal development. Demonstrate knowledge of hereditary predispositions and environmental factors that influence prenatal development Demonstrate how to assist and provide developmentally appropriate supportive interactions to parents of newborns, including issues of bonding, responsive caregiving and appropriate stimulation Demonstrate knowledge of physical/motor development, |
All courses in the ECE curriculum are designed to meet this goal
ECE 101 Intro ECE 111 Infant/Toddler,Theory and Pract. ECE 102 Guidance ECE 220 Curriculum
ECE 101 Intro ECE 102 Intro to ECE Lab ECE 112 Infant Toddler Lab ECE 111 Infant/Toddler, Theory & Pract. ECE 238 Growth and Development ECE 111 Infant/Toddler, Theory & Pract. ECE 238 Growth and Development ECE 111 Infant/Toddler, Theory & Pract. ECE 112 Infant/Toddler lab |
Written exams, reports and projects Written exams, Develop appropriate activity plans and curriculum Student observations, Case studies, Portfolios Written Exams Written Exams
Written exams Reports and demonstrations |
70% or better |
Early Childhood Professional Program Grading Standards are established as: A=100%-90%; B=89%-80%; C=79%-70%; D=69%-60%; F=59%-0. 75% of Early Childhood Professional Program students will attain 90% of the competencies listed with a grade of 70%.
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Competency
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Courses to Meet Competency |
Assessment |
Standard |
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I. CHILD GROWTH AND DEVELOPMENT (cont.) cognitive/language development, and social/emotional development of infants by explaining role of parents and caregivers in creating developmentally appropriate learning environment Demonstrate knowledge of how heredity, environment, and sensorimotor progression affect the development of infants
Demonstrate Knowledge of physical/motor , cognitive/language and social/emotional development of toddlers by preparing developmentally appropriate activities and environment. Use knowledge of developmentally appropriate guidance techniques for infants and toddlers to help deal with issues of security, autonomy and need for independence
Use knowledge of physical/motor, cognitive/language, and social/emotional development of preschoolers to create developmentally appropriate activities, curriculum and learning environment. . Use knowledge of importance of play and development of creativity in preschool children to plan appropriate activities and learning environment and experiences. |
ECE 111 Infant/Toddler, Theory & Pract. ECE 112 Infant/Toddler lab ECE 238 Growth and Develop.
ECE 111 Infant/Toddler, Theory&Practice ECE 112 Infant/Toddler Lab ECE 238 Growth and Development ECE 111 Infant/Toddler, Theory&Practice ECE 112 Infant/Toddler Lab ECE 238 Growth and Development ECE 111 Infant/Toddler, Theory&Practice ECE 112 Infant/Toddler Lab ECE 238 Growth and Development ECE 102 Guidance ECE 101 Intro to ECE ECE 125 Science and Math ECE 225 Cognitive/Language ECE 240 Creativity ECE 220 Curriculum ECE 101 Intro to ECE ECE 240 Creativity ECE 238 Growth and Development |
Written exams, creation of develop, appropriate activities Written exams, reports Written exams papers.&. Activity plans Writtten exams, reports and role-playing Written exams Devlop. approp.activities and curriculum
Written exams and reports, dev. Approp. activities |
70% or better |
Early Childhood Professional Program Grading Standards are established as: A=100%-90%; B=89%-80%; C=79%-70%; D=69%-60%; F=59%-0. 75% of Early Childhood Professional Program students will attain 90% of the competencies listed with a grade of 70%.
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Competency
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Courses to Meet Competency |
Assessment |
Standard |
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I. CHILD GROWTH AND DEVELOPMENT (cont.) Use knowledge of social/ emotional development of preschoolers to implement appropriate techniques of guidance to help children develop friendships, achieve self-control , become socially competent, and encourage prosocial behavior. Use knowledge of physical/motor, cognitive/language, and social/emotional development of primary age children to develop appropriate activities and learning environment .
Use knowledge of social/emotional development of primary age children to plan appropriate guidance techniques to help children achieve self- control, self- direction, ability to work in groups and follow rules, and demonstrate prosocial behavior. Use knowledge of importance of creative self-expression and problem-solving to primary age children in order to create developmentally appropriate activities and learning environment which will encourage divergent thinking skills. Use knowledge of developmentally appropriate practice to aid in inclusion of exceptional children in preschool program
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ECE 101 Intro to ECE ECE 102 Guidance ECE 238
ECE 101 Intro to ECE ECE 125 Science and Math ECE 225 Cognitive/Language ECE 240 Creativity ECE 238 Growth and Development ECE 101 Intro to ECE ECE 102 Guidance ECE 238 Growth and Development
ECE 101 Intro to ECE ECE 102 Guidance ECE 238 Growth and Development
ECE 101 Intro ECE 265 First Start or ECE 260 Exceptional Child |
Written exams, reports, & develop of approp activities Written exams, reports and creation of develop. approp. activities
Written exams, reports and creation of develop. approp. activities
Written exams, reports and creation of develop. approp. activities
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70% or better |
Early Childhood Professional Program Grading Standards are established as: A=100%-90%; B=89%-80%; C=79%-70%; D=69%-60%; F=59%-0. 75% of Early Childhood Professional Program students will attain 90% of the competencies listed with a grade of 70%.
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Competency
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Courses to Meet Competency |
Assessment |
Standard |
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2. HEALTH, NUTRITION AND SAFETY Demonstrate knowledge of universal health precautions by preparing and posting required universal precaution methods for dealing with diapering, body fluids and accidents. Utilize knowledge of environment and procedures to prevent illnesses and promote children's health and optimal development by creating health plan for young children in a group setting, including policy for exclusion of ill children. Demonstrate knowledge of nutritional needs of young children for optimal physical, social, emotional, and cognitive development by providing menus and activities to encourage healthy eating habits
Demonstrate knowledge of safe and healthy environment by establishing lists of developmentally appropriate toys and equipment and establishing procedures for cleaning and maintenance of equipment.
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ECE 101 Intro ECE 111 Infant/Toddler, Theory & Pract ECE 240 Administration ECE 101 Intro ECE 111 Infant/Toddler, Theory & Pract ECE 240 Administration ECE 205 Nutrition ECE 101 Intro ECE 111 Infants/Toddlers, Theory & Pract. ECE 205 Nutrition
ECE 101 Intro ECE 111 Infants/Toddlers, Theory & Pract. ECE 205 Nutrition
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Written exams Preparation of list of rules Create plan and policies.
Creation of menus, and Developmentally appropriate activities around meals and cooking Create lists and policies
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70% or better |
Early Childhood Professional Program Grading Standards are established as: A=100%-90%; B=89%-80%; C=79%-70%; D=69%-60%; F=59%-0. 75% of Early Childhood Professional Program students will attain 90% of the competencies listed with a grade of 70%.
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Competency
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Courses to Meet Competency |
Assessment |
Standard |
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2. HEALTH, NUTRITION AND SAFETY (cont.) Design an environment that optimizes children's development by correct utilization of space, lighting, arrangement, textures and safety procedures Establish routines that limit injuries and stress and increase opportunities to explore and experience environment in a safe manner
Utilize knowledge of relationship between lack of proper nutrition to behavioral and emotional difficulties to assist in dealing with young children who may exhibit these problems |
ECE 101 Intro ECE 111 Infant/Toddlers, Theory & Pract. ECE 240 Administration ECE 220 Curriculum ECE 101 Intro ECE 111 Infant/Toddlers, Theory & Pract. ECE 240 Administration ECE 220 Curriculum ECE 101 Intro ECE 205 Nutrition |
Written exam, Plan room arrangements Prepare approp. curriculums and lesson plans including routines. Written exams |
70% or better |
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3. DEVELOPMENTAALY APPROPRIATE PRACTICES Demonstrate knowledge of DAP by identifying these practices in a lab and testing situation
Discuss and be able to utilize the concept of developmental appropriateness in two dimensions: age and individual
Demonstrate knowledge of ways to modify curriculum to meet child's needs in developmentally appropriate manner. |
ECE 101 Intro ECE 102 ECE Lab ECE 111 Infants/Toddlers, Theory & Pract. ECE 112 Infant/Toddler Lab ECE 101 Intro ECE 102 ECE Lab ECE 111 Infants/Toddlers, Theory & Pract. ECE 112 Infant/Toddler Lab ECE 101 and 102--Intro and Lab ECE 125 Science and Math ECE 225 Cognitive and Language ECE 240 Creative Development ECE 220 Curriculum |
Written exams Observations in Lab Setting
Written exams
Written exams Preparation of developmentally appropriate activities |
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Early Childhood Professional Program Grading Standards are established as: A=100%-90%; B=89%-80%; C=79%-70%; D=69%-60%; F=59%-0. 75% of Early Childhood Professional Program students will attain 90% of the competencies listed with a grade of 70%.
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Competency
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Courses to Meet Competency |
Assessment |
Standard |
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3. DEVELOPMENTAALY APPROPRIATE PRACTICES (cont) Make a list of materials and activities that are developmentally appropriate for children birth to age three Observe how concept of DAP determines child-adult interactions, ratios and qualifications of staff. Utilize knowledge of importance of developmentally appropriate activities and experiences in all domains of a child's development to help insure developmentally appropriate activities and expectations by the family as well as the early childhood program Identify developmental characteristics of six to eight year old children and relate these to possible developmentally appropriate activities for primary grade child.
Develop an integrated curriculum focusing on physical, social, emotional and cognitive development with activities and materials that are relevant, engaging and meaningful to children Define and evaluate child-initiated and teacher-directed activities
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ECE 101 and 102--Intro and Lab ECE 125 Science and Math ECE 225 Cognitive and Language ECE 240 Creative Development ECE 220 Curriculum ECE 111 Infant/Toddler Theory & Practice ECE 112 Infant/toddler lab
ECE 101 Intro ECE 238 Growth and Development ECE 220 Curriculum
ECE 220 Curriculum
ECE 101 and 102 Intro and Intro to Lab |
Written exam and creation of list Written exam
Reports, Paper, Newsletter to parents
Written exams Creation of developmentally appropriate activities for primary age child Development of curriculum
Reports Observations
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70% or better |
Early Childhood Professional Program Grading Standards are established as: A=100%-90%; B=89%-80%; C=79%-70%; D=69%-60%; F=59%-0. 75% of Early Childhood Professional Program students will attain 90% of the competencies listed with a grade of 70%.
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Competency
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Courses to Meet Competency |
Assessment |
Standard |
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3. DEVELOPMENTAALY APPROPRIATE PRACTICES (cont) Demonstrate knowledge of assessment terms and instruments including formal and informal techniques.
Utilize IFSP and IEP in order to insure DAP in dealing with exceptional children |
ECE 101/102 Intro and Intro to Lab ECE 111 Infant/Toddler Theory & Pract. ECE 112 Infant/Toddler Lab ECE 101 Intro ECE 265 First Start/or ECE 260 Exceptional Child |
Written exams and observations |
70% or better |
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4. GUIDANCE List positive techniques of guidance including redirection, positive reinforcement, encouragement, logical consequences and modeling, and demonstrate ability to use them in lab situation
Use knowledge of indirect guidance to assess arrangement of the environment and its effect of the behavior of young children
Demonstrate knowledge of variety of guidance systems and techniques for appropriate guidance of young children by being able to demonstrate or explain how these techniques could be used in various scenarios Demonstrate knowledge of relationship of guidance and discipline to young children
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ECE 101 Intro ECE 102, Intro to ECE Lab ECE 111 Infant/Toddler Theory & Pract. ECE 112 Infant/Toddler Lab ECE 102 Guidance ECE 101 Intro ECE 111 Infant/Toddler, Theory & Pract/ ECE 102 Guidance ECE 101 Intro ECE 111 Infant/Toddler, Theory & Pract/ ECE 102 Guidance ECE 102 Intro to ECE Lab ECE 112 Infant/Toddler Lab ECE 280 Student Teaching I ECE 288 Student Teaching II
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Written exam and instructor evaluation of student in lab setting Written exams Observations in lab setting Written exams Assessment of instructor of student in lab setting
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Early Childhood Professional Program Grading Standards are established as: A=100%-90%; B=89%-80%; C=79%-70%; D=69%-60%; F=59%-0. 75% of Early Childhood Professional Program students will attain 90% of the competencies listed with a grade of 70%.
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Competency
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Courses to Meet Competency |
Assessment |
Standard |
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4. GUIDANCE (cont.) Utilize various communication techniques available for guiding young children Prepare personal statement on appropriate approaches to guiding young children, include statements on self-direction and self-control in young children.
Demonstrate knowledge of positive responses, modeling and prompting techniques by caregivers to facilitate positive interactions within the preschool environment
Examine role of culture and society in diverse attitudes toward guidance and discipline.
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ECE 101 Intro ECE 111 Infant/Toddler, Theory & Pract/ ECE 102 Guidance ECE 102 Intro to ECE Lab ECE 112 Infant/Toddler Lab ECE 280 Student Teaching I ECE 288 Student Teaching II ECE 101 Intro ECE 102 Guidance ECE 280 Student Teaching I ECE 102 Intro to ECE Lab ECE 112 Infant/Toddler Lab
ECE 256 ECE Partnerships with Parents |
Same plus role playing Prepare statement on philosophy of guidance and discipline. Written exam, role playing and assessment of student by instructor in lab situation Written exams, papers |
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5. FAMILY AND COMMUNITY RELATIONSHIPS Analyze the impact of various parenting theorists and literature on the family system in the US
Investigate sources and types of stress on families and the influence this has on young children
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ECE 101 Intro ECE 111 Infants/Toddlers, Theory & Pract. ECE 102 Guidance ECE 256 ECE Partnerships with Parents ECE 101 Intro ECE 111 Infants/Toddlers, Theory & Pract. ECE 102 Guidance ECE 256 ECE Partnerships with Parents |
Written exams, reports and papers
Written exams, reports and papers
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Early Childhood Professional Program Grading Standards are established as: A=100%-90%; B=89%-80%; C=79%-70%; D=69%-60%; F=59%-0. 75% of Early Childhood Professional Program students will attain 90% of the competencies listed with a grade of 70%.
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Competency
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Courses to Meet Competency |
Assessment |
Standard |
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5. FAMILY AND COMMUNITY RELATIONSHIPS (cont.) Appreciate and support role of families as first teachers of their children and devise methods to utilize this resource Develop plan for on-going involvement of family in early childhood programs
Examine how early childhood care and education programs meet the needs of parents with children with special needs.
Research and use knowledge of legal responsibilities of early childhood professionals and early childhood programs in order to minimize legal risks Identify and be able to use specific communication models, such as win-win, when dealing with staff, parents and community
Establish methods of communicating with parents, such as conferences and news letters that are bias free and sensitive to cultural differences Compile list of resources that will assist families in meeting the needs of the adults as well as the children.
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ECE 101 Intro ECE 111 Infants/Toddlers, Theory & Pract. ECE 102 Guidance ECE 256 ECE Partnerships with Parents ECE 241--Admin: and Human relations in ECE Program ECE 256 ECE Partnerships with Parents ECE 241 Admins. and Human Relations in ECE Program ECE 256 ECE Partnerships with Parents ECE 265 First Start ECE 260 Exceptional Child ECE 101 Intro ECE 256 ECE Partnerships with Parents ECE 240 Administration ECE 101 Intro ECE 256 ECE Partnerships with Parents ECE 240 Administration ECE 241 Admin and Human Relations in ECE Program
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Written exams, reports and papers
Create contracts, waiver and documents
Written exams, role playing
Written exams, role playing
compile family resource list |
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Early Childhood Professional Program Grading Standards are established as: A=100%-90%; B=89%-80%; C=79%-70%; D=69%-60%; F=59%-0. 75% of Early Childhood Professional Program students will attain 90% of the competencies listed with a grade of 70%.
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Competency
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Courses to Meet Competency |
Assessment |
Standard |
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6. CULTURAL AND INDIVIDUAL DIVERSITY Analyze and summarize the different values, beliefs and forms of bias that caregivers bring to the early childhood setting and how these beliefs affect young children.
Define various types of family units and discuss how these units fill the role of passing on cultural heritage as well as the implications this has on early childhood programs Examine and identify developmentally appropriate teaching tolls that will shape and modify the attitudes and behaviors of young children toward diversity. Plan orientation meeting for parents where importance of multicultural curriculum and activities is explained. Be aware of reactions of parents to this information. Meet with families and community members and discuss cultural resources available to the ECE program Discuss and develop plan to include family members and community members in sharing their areas of expertise with the early childhood program.
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ECE 101 Intro ECE 256 ECE Partnerships with Parents ECE 241 Admin and Human Relations in ECE Programs ECE 101 Intro ECE 256 ECE Partnerships with Parents ECE 241 Admin and Human Relations in ECE Programs ECE 101 Intro ECE 256 ECE Partnerships with Parents ECE 241 Admin and Human Relations in ECE Programs ECE 240 Administration
ECE 101 Intro ECE 256 ECE Partnerships with Parents ECE 241 Admin and Human Relations in ECE Programs ECE 240 Administration
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Reports, Written Exams, Discussions Reports, Written Exams, Discussions
Reports, Papers, Development of list of bias free materials Develop plans for parent meetings Reports , Prepare list of community resources Same
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Early Childhood Professional Program Grading Standards are established as: A=100%-90%; B=89%-80%; C=79%-70%; D=69%-60%; F=59%-0. 75% of Early Childhood Professional Program students will attain 90% of the competencies listed with a grade of 70%.
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Competency
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Courses to Meet Competency |
Assessment |
Standard |
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6. CULTURAL AND INDIVIDUAL DIVERSITY (cont.) Develop criteria for assessing and judging anti-bias content in curriculum and materials
Study rational for inclusive settings and legislation and be aware of how they impact early childhood programs.
Research impact a special needs child has on the family and develop a list of appropriate interventions and services for such families |
ECE 101 Intro ECE 256 ECE Partnerships with Parents ECE 220 Curriculum ECE 265 First Start ECE 260 The Exceptional Child
ECE 265 First Start ECE 260 The Exceptional Child ECE 256 ECE Partnerships with Parents |
Written exams, development of criteria Written exams, reports and papers Create resource list for special needs families. |
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7. PROFESSIONALISM Recognize and be able to use key vocabulary terms and concepts of the early childhood profession, such as growth, development, developmentally appropriate practices
Study the professional standards established for early childhood programs from the State of Colorado and from the NAEYC and be able to apply these standards to an early childhood program. Demonstrate knowledge of NAEYC "Code of Ethical Conduct and Statement of Commitment" and how to apply the principles to situations in the delivery of care to young children and their families. |
All ECE courses attempt to fulfill this competency
ECE 101 Intro ECE 240 Administration
ECE 101 Intro ECE 1O2 Intro to ECE Lab ECE 280 Student Teaching I ECE 240 Administration |
Demonstrate ability to utilize professional vocab. In speaking, writing and exams. Written exams and assessments of programs Written exams and development of professional code. |
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Early Childhood Professional Program Grading Standards are established as: A=100%-90%; B=89%-80%; C=79%-70%; D=69%-60%; F=59%-0. 75% of Early Childhood Professional Program students will attain 90% of the competencies listed with a grade of 70%.
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Competency
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Courses to Meet Competency |
Assessment |
Standard |
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7. PROFESSIONALISM (cont.) Demonstrate ability to conduct oneself as professional in the workplace with complete understanding of issues of confidentiality and professional behavior
Develop and if appropriate, implement a professional growth plan
Develop guidelines for working effectively in groups in role of Early Childhood Professional.
Demonstrate ability to create documents, forms and policies and procedures that would be needed by an early childhood professional.
Develop plan to be an advocate for early childhood care and education in the community
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ECE 102 Intro to ECE Lab ECE 112 Infant/toddler Lab ECE 280 Student Teaching I ECE 240 Administration
ECE 241 Admin and Human Relations in ECE Program ECE 240 Administration ECE 241 Admin and Human Relations in ECE Program ECE 240 Administration
ECE 241 Admin and Human Relations in ECE Program ECE 240 Administration
ECE 241 Admin and Human Relations in ECE Program ECE 240 Administration |
Written exams and assessment of students in lab situation by instructor and master teachers. Development of professional growth plan.. Demonstrate ability to work in group situation
Create professional handbook of rules and regulations Develop plan |
70% or better |
Early Childhood Professional Program Grading Standards are established as: A=100%-90%; B=89%-80%; C=79%-70%; D=69%-60%; F=59%-0. 75% of Early Childhood Professional Program students will attain 90% of the competencies listed with a grade of 70% o
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Competency
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Courses to Meet Competency |
Assessment |
Standard |
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8. ADMINISTRATION AND SUPERVISION Identify legal and other regulatory systems that govern Colorado's early childhood programs. Research and develop a ;marketing plan for a early childhood facility that includes a needs assessment and a target population Create equipment and supply order for one classroom in a start-up program Describe all aspects of classroom management that an early childhood professional would deal with in establishing a program, e.g. learning environment, scheduling curriculum design, group size, and staffing Investigate and discuss behavioral issues that impact an early childhood center and create role-playing techniques for dealing with these issues. Establish strategies for establishing and implementing goals and objectives
Compare and contrast "non-profit" amd "for-profit" status in ECE program
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ECE 101 Intro ECE 240 Administration ECE 240 Administration
ECE 101 Intro ECE 240 Administration ECE 101 Intro ECE 240 Administration
ECE 101 Intro ECE 102 Guidance ECE 240 Administration ECE 241 Admin. and Human Relations in ECE Program ECE 240 Administration
ECE 240 Administration |
Written exams
Develop marketing plan. Create list of supplies and equipment Written exam paper
Written exams Creation of role-playing scenarios Papers Establishment mission statement Written exam |
70% or better |
Early Childhood Professional Program Grading Standards are established as: A=100%-90%; B=89%-80%; C=79%-70%; D=69%-60%; F=59%-0. 75% of Early Childhood Professional Program students will attain 90% of the competencies listed with a grade of 70% .
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Competency
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Courses to Meet Competency |
Assessment |
Standard |
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8. ADMINISTRATION AND SUPERVISION (cont.) Discuss financial issues which may affect an early childhood program Study various budget formats and create a 'budget which reflects realistic costs and revenue. Develop a working budget which allows for compensations system that rewards the staff as they increase knowledge and skills. Create a fee schedule which will support the budget. List and discuss detailed procedures for administering, billing, reimbursement, receipts, fiscal reports, and petty cash Evaluate criteria used by family, staff and director for evaluation of program Obtain and review several different child assessment instruments and discuss their strengths and weakness in terms of evaluating students in an early childhood setting Develop a plan for in-service training and staff development as well as methods of enhancing self-image and public perception of early childhood professionals
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ECE 240 Administration ECE 240 Administration
ECE 240 Administration
ECE 240 Administration
ECE 240 Administration
ECE 101 Intro ECE 102 Intro to ECE Lab ECE 238 Growth and Development ECE 101 Intro ECE 102 Intro to ECE Lab ECE 238 Growth and Development |
Written exam Creation of budget Creation of budget
Develop procedures Reports, Written exams Reports, Written exams
Reports |
70% or better |
Early Childhood Professional Program Grading Standards are established as: A=100%-90%; B=89%-80%; C=79%-70%; D=69%-60%; F=59%-0. 75% of Early Childhood Professional Program students will attain 90% of the competencies listed with a grade of 70% .
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Competency
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Courses to Meet Competency |
Assessment |
Standard |
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8. ADMINISTRATION AND SUPERVISION (cont.) Identify and practice methods of communication and interpersonal dynamics which foster positive and respectful relationships with consumers, staff, administration, other professionals and the community Determine the role an early childhood professional should play in the advocacy movement
Create job descriptions for early childhood professional including Group Leader, Toddler Supervisor, and Director
Develop methods to identify team members’ strengths and weaknesses
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ECE 256 ECE Partnerships with Parents ECE 241 Admin and Human Relations in ECE Program
ECE 256 ECE Partnerships with Parents ECE 241 Admin and Human Relations in ECE Program ECE 101 Intro ECE 101 Intro ECE 111 Infant/Toddler, Theory & Practice ECE 240 Administration ECE 241 Admins and Human Relations in ECE Program ECE 240 |
Exams Reports Role Playing
Exams, Papers
Exams, Create job descriptions
Written exams, reports
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70% or better |
Early Childhood Professional Program Grading Standards are established as: A=100%-90%; B=89%-80%; C=79%-70%; D=69%-60%; F=59%-0.
75% of Early Childhood Professional Program students will attain 90% of the competencies listed with a grade of 70%.