Early Childhood Education Technology Mississippi Curriculum Framework

Early Childhood Education Technology Mississippi Curriculum Framework Program CIP: 19.0709 – Child Care Provider/Assistant August 2023 Published by: Mississippi Community College Board Division of Workforce, Career, and Technical Education 3825 Ridgewood Road Jackson, MS 39211 Phone: 601-432-6155 Email: curriculum@mccb.edu Faculty Writing Team Members Amy Landfair, Coahoma Community College Theresa Taylor, Coahoma Community College Felisha Hampton, Copiah Lincoln Community College Debra Payton, East Central Community College Sheri Anders, East Central Community College Shaunta Durr, Hinds Community College Laketha Berry, Hinds Community College Monica Davis, Hinds Community College Ericka Davis, Hinds Community College Holly Weeden, Itawamba Community College Brooke Knight, Jones County Junior College Win Maxey-Shumate, Meridian Community College Lisa Hudgins, Mississippi Gulf Coast Community College Melissa Weaver, Mississippi Gulf Coast Community College Irvette Dove, Mississippi Gulf Coast Community College Jenniffer Newell, Northeast Mississippi Community College Anne Marie Ross, Northwest Mississippi Community College Sonya Jordan, Pearl River Community College Katherine Dedeaux, Pearl River Community College Jamie-Lyn Hones, Southwest Community College Joanna Barr, Southwest Community College Administrator Writing Team Members Dr. Addie Boone, Associate VP of Career and Technical Education, Southwest Community College Lori Smith, Dean of Workforce, Meridian Community College Jason Mattox, Associate VP for Career a Technical Education, Northeast Community College Katie Broadway, Director of Career-Technical Education and Program Advancement, Northwest Mississippi Community College Rod Tolbert, Vice President of Instruction, Jones County Junior College Dylan Baldwin, Director of Career Education, Itawamba Community College Dr. Sharolyn Magee, Assistant Dean of Career and Technical Education, Copiah Lincoln Community College Dr. Terri Sasser, Assistant Dean for Teaching and Learning, MGCCC Dr. Amy Townsend, Dean of CTE, Pearl River Community College Valarie Easterling Dr. Shakira Cain, Dean of Early Childhood/Director of JATC Campus Childhood Center, Hinds Community College Business and Industry Writing Team Members Chad Allgood, Mississippi Department of Health, Jackson, MS Grace Robinson, City of Jackson, Jackson, MS Lesia Daniel, Funtime Preschool, Clinton, MS Stella Gales, Kiddy Karrousel, Inc. Administrator Cantrell Keyes Agape' Christian Academy World, Teachers C.A.R.E 4, Jackson, MS Shirley White, Ingomar Baptist Child Development Center, New Albany, MS Jonise Bell, Heavenly Angels Daycare, Port Gibson, MS Kayla Newsome, ICC Early Learning Centers Idell Crump, ICC Early Learning Centers Diana Hughes, CEF Back to Basics, Port Gibson, MS Office of Curriculum and Instruction Team Members Scott Kolle, Ph.D., Director of Curriculum and Instruction, Office of Curriculum and Instruction, Mississippi Community College Board LaToya Sterling, Ph.D., Assistant Director of Professional Development and Training, Office of Curriculum and Instruction, Mississippi Community College Board Sheriece Robinson, Ed.D. Curriculum Specialist, Office of Curriculum and Instruction, Mississippi Community College Board Eboni Mangum, Curriculum Specialist, Office of Curriculum and Instruction, Mississippi Community College Board The Office of Curriculum and Instruction (OCI) was founded in 2013 under the Division of Workforce, Career, and Technical Education at the Mississippi Community College Board (MCCB). The office is funded through a partnership with The Mississippi Department of Education (MDE), who serves as Mississippi’s fiscal agent for state and federal Career and Technical Education (CTE) Funds. The OCI is tasked with developing statewide CTE curriculum, programming, and professional development designed to meet the local and statewide economic demand. Copyright© 2023 by Mississippi Community College Board For information, please contact curriculum@mccb.edu Contents Adoption of National Certification Standards The Pre-PAC (Pre-Professional Assessment and Certification), sponsored by the American Association of Family and Consumer Sciences, has been adopted. More information related to these standards can be found at the following website: http://www.aafcs.org/CredentialingCenter/ece.asp Additionally, the National Association for the Education of Young Children Associate Degree Standards, Mississippi Early Learning Guidelines and Standards, and the Child Development Associate Standards were adopted. Industry Job Projection Data A summary of occupational data is available from the Mississippi Department of Employment Security. https://mdes.ms.gov/information-center/labor-market-information/ Articulation Check with the local community college CTE administration for articulation agreements. Industry Credentials, Certifications, and Professional Licensure See the “Industry Credentials, Certifications, and Professional Licensure” https://www.mccb.edu/assessment Dual Enrollment See the “Procedures Manual For Dual Enrollment and Accelerated Programs” http://www.mississippi.edu/cjc/dual_enrollment.asp Program Description The Early Childhood Education Technology program provides preparation for a professional career in Early Childhood Education spanning a variety of career options. This discipline includes classroom instruction, supervised laboratory experiences, and work-based learning experiences. Students will develop competencies that enable them to provide services, teach, and guide young children in various early childhood professions. The Early Childhood Education Technology curriculum includes a program of study options for a work ready (15 hours), career certificate (30 semester credit hours), technical certificate (45 semester credit hours), and an Associate of Applied Science Degree (60 semester credit hours). This curriculum meets the National Association for the Education of Young Children Standards for Early Childhood Professional Preparation and the Mississippi Department of Education Standards and Guidelines for infants through four-year-old children. *The content for the Child Development Associate (CDA) Credential is embedded in the Early Childhood Education Technology course work. Jobs are available for students who complete this discipline in public, private, corporate or parochial early childhood education programs, including those in public and private child care centers that serve children of all levels and abilities. The Early Childhood Education Technology program may offer a Child Development Assistant Infant and Toddler Certificate of Proficiency, a Child Development Assistant Pre-school Certificate of Proficiency, a Career certificate, a Technical certificate and/or an Associate of Applied Science Degree. Suggested Course Sequence Accelerated Pathway Credential SCH Breakdown Contact Hour Breakdown Certification Information Course Number Course Name Semester Credit Hours Lecture Lab Total Contact Hours Lecture Lab Certification Name CDT 1113 Early Childhood Profession CDT 1214 or CDT 1224 Infant and Toddler Development or Preschool and Primary Development CDT 1343-4 Child Health, Safety, and Nutrition 3/4 3/3 0/2 45/75 45/45 0/30 Elective TOTAL 15/16 4/6 180/210 60/90 Career Certificate Required Courses SCH Breakdown Contact Hour Breakdown Certification Information Course Number Course Name Semester Credit Hours Lecture Lab Total Contact Hours Lecture Lab Certification Name CDT 1113 Early Childhood Profession CDT 1214 Infant and Toddler Development CDT 1224 Preschool and Primary Development CDT 1313 Creative Arts for Young Children CDT 1343-4 Child Health, Safety, and Nutrition 3/4 3/3 0/2 45/75 45/45 0/30 CDT 2233 Guiding Social and Emotional Behavior CDT 1713 Language and Literacy Development for Young Children CDT 2714 Social Studies, Math, and Science for Young Children CDT 2914 or CDT 2924 Initial Practicum OR Infant and Toddler Practicum TOTAL 31/32 24/24 14/1 570/ 210/ Technical Certificate Required Courses SCH Breakdown Contact Hour Breakdown Certification Information Course Numb er Course Name Semester Credit Hours Lecture Lab Total Contact Hours Lecture Lab Certification Name CDT 2413 Development of the Exceptional Child Pre-PAC Assessment CDT 2613 Methods, Materials, and Measurement CDT 2813 Administration of Programs for Young Children CDT 2513 Family Dynamics and Community Involvement CDT 2944 or CDT 2934 Advanced Practicum OR Preschool Practicum TOTAL Technical Electives SCH Breakdown Contact Hour Breakdown Certification Information Course Number Course Name Semester Credit Hours Lecture Lab Externship Total Contact Hours Lecture Lab Externship Certification Name CDT 1111 Early Childhood Education Seminar I CDT 1121 Early Childhood Education Seminar II CDT 2111 Early Childhood Education Seminar III CDT 2121 Early Childhood Education Seminar IV WBL 191(1-3) WBL 192(1-3) WBL 193(1-3) WBL 291(1-3) WBL 292(1-3) WBL 293(1-3) Work-Based Learning 1-6 3-18 45-270 45-270 Other Approved Electives TOTAL General Education Core Courses To receive the Associate of Applied Science degree, a student must complete all of the required coursework found in the Career Certificate option, Technical certificate option, and a minimum of 15 semester hours of General Education core. The courses in the General Education Core may be spaced out over the entire length of the program so that students complete some academic and Career Technical courses each semester or provided primarily within the last semester. Each community college will specify the actual courses that are required to meet the General Education Core Requirements for the Associate of Applied Science degree at their college. The Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) Section 9 Standard 3 of the Principles of Accreditation: Foundations for Quality Enhancement2 describes the general education core. Section 9 Standard 3: 3. The institution requires the successful completion of a general education component at the undergraduate level that a) is based on a coherent rationale. b) is a substantial component of each undergraduate degree program. For degree completion in associate programs, the component constitutes a minimum of 15 semester hours of the equivalent; for baccalaureate programs, a minimum of 30 semester hours or the equivalent. c) ensures breadth of knowledge. These credit hours include at least one course from each of the following areas: humanities/fine arts, social/behavioral sciences, and natural science/mathematics. These courses do not narrowly focus on those skills, techniques, and procedures specific to a particular occupation or profession. General Education Courses SCH Breakdown Contact Hour Breakdown Certification Information Course Number Course Name Semester Credit Hours Lecture Lab Total Contact Hours Lecture Lab Certification Name Humanities/Fine Arts Social/Behavioral Sciences Math/Science 3/4 Academic electives TOTAL 15/16 2 Southern Association of Colleges and Schools Commission on Colleges. (2018). The Principles of Accreditation: Foundations for Quality Enhancement. Retrieved from https://sacscoc.org/app/uploads/2019/08/2018PrinciplesOfAcreditation.pdf REQUIRED COURSES Course Number and Name: CDT 1113 Early Childhood Profession Description: This course is an introduction to the profession of early childhood, types of early childhood programs, and theories of child development. Students are required to develop observational skills through laboratory experience. Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours Prerequisite: Instructor Approved Student Learning Outcomes: 1. Explain the importance of Early Childhood Education Technology (CDT) program philosophy and policies. 5C, 1C 2. Identify and analyze the personal qualities, roles, and abilities needed to be an effective early childhood educator. 5C, 1C 3. Identify the personal qualities and abilities needed to be an effective early childhood educator. 5C, 1C 4. Summarize the education and training requirements and opportunities for a career path in early childhood education and services. 5C, 1C 5. Analyze the effects of early education of children on local, state, national, and global economies. 5C, 1C 6. Analyze the role of professional development organizations in early childhood education to include NAEYC, ACEI, NAFCC, and NHSA. 5C, 1C 7. Discuss early childhood education to include history, theories, standards, types, and practice. 2A 8. Identify developmentally appropriate practices as described by the National Association for the Education of Young Children. 2A 9. Analyze the NAEYC code of ethical conduct for early childhood educators. 2A 10. Identify current and emerging early childhood standards including, but not limited to: a. Child Development Associate (CDA) b. Mississippi Early Learning Standards for classroom servicing infants through four-year-old children. c. My Mississippi Adventures Pre-K curriculum 11. Explain the importance of lesson plans, behavioral goals, and objectives for young children. 3A 12. Use various methods and record observational techniques such as: 2B a. Checklist b. Anecdotal and/or running records c. Time sampling/event sampling d. Case study e. Portfolio 13. Use data from observational assessment tool(s) to create lesson plans for young children.2B CDA Credential Student Learning Outcomes To establish positive and productive relationships with families. (I/T and Preschool Credential) Families: Candidate establishes a positive, cooperative relationship with each child's family, engages in two-way communication with families, encourages their involvement in the program, and supports the child's relationship with his or her family. To maintain a commitment to professionalism. Professionalism: Candidate makes decisions based on knowledge of researched-based early childhood practices, promotes high-quality child care services, and takes advantage of opportunities to improve knowledge and competence, both for personal and professional growth and for the benefit of children and families. Pre- Professional Assessment and Certification (Pre-Pac) PPA 1A PPA 1B PPA 1C PPA 1D PPA 1E PPA 2A PPA 2B PPA3A PPA 5C Course Number and Name: CDT 1214 Infant and Toddler Development Description: This course provides knowledge concerning the care and development of infants and toddlers in early childhood programs. Practice of infant and toddler care giving skills (birth to 36 months) in group settings is given in laboratory classroom or collaborative centers. Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours Prerequisite: Instructor Approved Student Learning Outcomes: 1. Identify the cognitive, physical, emotional, language, and social developmental characteristics of the child. 2. Explain developmental norms to understand the characteristics of infants and toddlers. PPA1C1, 2D 3. Observe, record, and assess infant/toddler age children using observational tools. PPA2B,3B 4. Use data from assessment tool(s) to plan instruction materials, and environment. PPA3A, 2E, 3B 5. Demonstrate the responsibilities of the early educator role for infants and toddlers to support child development and early literacy. 6. Identify daily routine tasks for infant/toddler educator. PPA3F 7. Practice the daily routine tasks required for infant/toddler children. PPA3F, 5C, 5B 8. Analyze strategies that promote children’s growth and development. PPA 2A, 2C, 2D, 2E 9. Identify materials and equipment in the indoor and outdoor environment according to licensing or other environmental assessment tools. PPA 4A, 3E, 6D 10. Analyze cultural and environmental influences when assessing children’s development. PPA2C, 4A, 7A 11. Identify services, resources, and agencies providing direct services for infant and toddlers with diverse developmental, cultural linguistic, and economic needs. PPA6C, 7A, 7C 12. Utilize appropriate Infant Toddler Standards to develop an infant/toddler lesson plan. PPA3A, 3B, 3C, 3D, 3E, 3F CDA Credential Student Learning Outcomes To establish and maintain a safe, healthy learning environment. (Infant and Toddler Credential Preparation) Learning Environment: Candidate uses space, relationships, materials, and routines as resources for constructing an interesting, secure, and enjoyable environment that encourages and fosters trust, play, exploration, interaction, and learning. To advance physical and intellectual competence. (Infant and Toddler Credential Preparation) Physical: Candidate provides a variety of developmentally appropriate equipment, learning experiences, and teaching strategies to promote the physical development (fine motor and gross motor) of children. Cognitive: Candidate provides activities and opportunities that encourage curiosity, exploration, and problem solving appropriate for the developmental levels of each child. Communication: Candidate actively communicates with children and provides opportunities and support for children to understand, acquire, and use verbal and nonverbal means of communicating thoughts and feelings. To ensure a well-run, purposeful program responsive to participant needs. (Infant/Toddler Credential Preparation) Program Management: Candidate is a manager who uses all available resources to ensure an effective operation. The Candidate is a competent organizer, planner, record keeper, communicator, and a cooperative coworker. To establish positive and productive relationships with families. (Infant/Toddler Credential Preparation) Families: Candidate establishes a positive, cooperative relationship with each child's family, engages in two-way communication with families, encourages their involvement in the program, and supports the child's relationship with his or her family. Student Learning Outcomes from NAEYC Standards 1.A: Building Positive Relationships Between Teachers and Families 1.B: Building Positive Relationships Between Teachers and Children 1.C: Helping Children Make Friends 1.D: Creating a Predictable, Consistent, and Harmonious Classroom 1.E: Addressing Challenging Behaviors 1.F: Promoting Self-Regulation Pre - Professional Assessment and Certification (Pre-Pac) PPA 1C PPA 2A PPA 2B PPA 2C PPA 2D PPA 2E PPA 3A PPA 3B PPA 3C PPA 3D PPA 3E PPA 3F PPA 4A PPA 5B PPA 5C PPA 6C PPA 6D PPA 7A PPA 7C Course Number and Name: CDT 1224 Preschool and Primary Development Description: This course provides knowledge concerning the care, development, and education of the preschool child in group settings and school age children in afterschool and summer programming. Practice is given in preschool children caregiving in group settings through classroom laboratory or collaborative centers. (ages 3–8) Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours Prerequisite: Instructor Approved Student Learning Outcomes: 1. Identify the cognitive, physical, emotional, language, and social developmental characteristics of the child. PPA1C 2. Explain developmental norms as they relate to caregiving of preschool/school age children (ages 3 – 8). PPA1C1, 2D 3. Observe, record, and assess preschool/school age children using observational techniques. PPA2B,3B 4. Use data from assessment tools to plan instruction. PPA2B, 3B, 2E, 3B, 3C, 3D, 3A 5. Demonstrate the responsibilities of the early educators’ role for preschool/school age children to support early literacy. 6. Identify daily routine tasks for preschool/school age children. PPA3F 7. Practice the daily routine tasks required for preschool/school age children. PPA3F, 5B, 5C 8. Analyze strategies that promote children’s growth and development. PPA2A, 2C, 2D, 2E 9. Evaluate materials and equipment in the indoor and outdoor environment using the rating scale. PPA3E, 4A, 6D 10. Analyze cultural and environmental influences when assessing children’s development. PPA2C, 4A, 7A 11. Identify services, resources, and agencies providing direct services for preschool/school age children with diverse developmental, cultural linguistic, and economic needs. PPA6C, 7A, 7C 12. Utilize appropriate Early Learning Standards to develop preschool lesson plan and a school age lesson plan. PPA3A, 3B, 3C, 3D, 3E, 3F CDA Credential Student Learning Outcomes To establish and maintain a safe, healthy learning environment. (Preschool Credential Preparation) Learning Environment: Candidate uses space, relationships, materials, and routines as resources for constructing an interesting, secure, and enjoyable environment that encourages and fosters trust, play, exploration, interaction, and learning. To advance physical and intellectual competence. (Preschool Credential Preparation) Physical: Candidate provides a variety of developmentally appropriate equipment, learning experiences, and teaching strategies to promote the physical development (fine motor and gross motor) of children. Cognitive: Candidate provides activities and opportunities that encourage curiosity, exploration, and problem solving appropriate for the developmental levels of each child. Communication: Candidate actively communicates with children and provides opportunities and support for children to understand, acquire, and use verbal and nonverbal means of communicating thoughts and feelings. To ensure a well-run, purposeful program responsive to participant needs. (Preschool Credential Preparation) Program Management: Candidate is a manager who uses all available resources to ensure an effective operation. The Candidate is a competent organizer, planner, record keeper, communicator, and a cooperative coworker. To establish positive and productive relationships with families. (Preschool Credential Preparation) Families: Candidate establishes a positive, cooperative relationship with each child's family, engages in two-way communication with families, encourages their involvement in the program, and supports the child's relationship with his or her family. Student Learning Outcomes from NAEYC Standards 1.A: Building Positive Relationships Between Teachers and Families 1.B: Building Positive Relationships Between Teachers and Children 1.C: Helping Children Make Friends 1.D: Creating a Predictable, Consistent, and Harmonious Classroom 1.E: Addressing Challenging Behaviors 1.F: Promoting Self-Regulation Pre- Professional Assessment and Certification (Pre-Pac) PPA 1C PPA 2A PPA 2B PPA 2C PPA 2D PPA 2E PPA 3A PPA 3B PPA 3C PPA 3D PPA 3E PPA 3F PPA 4A PPA 5B PPA 5C PPA 6C PPA 6D PPA 7A PPA 7C Course Number and Name: CDT 1313 Creative Arts for Young Children Description: This course provides knowledge of the creative arts and strategies for developing and implementing creative art experiences, both as a means of creative expression and as a part of integrated learning with children birth to age eight. Experiences will be implemented during Practicum. Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours Prerequisite: Instructor Approved Student Learning Outcomes: 1. Develop, implement and analyze age, developmentally, and individually appropriate creative expression experiences in the classroom for young children as defined in the arts content area of the Mississippi Early Learning Standards. PPA 3B, 3E3, 3E4 2. Identify the elements and stages of creative expression for music, movement, dramatic play, and visual arts. 3. Assess children’s fine motor skill, gross motor skill, and emerging literacy development through the process of creative arts. PPA 3C 4. Identify ways teachers promote creativity in young children in the classroom environment and across all curriculum areas in accordance with the Early Learning Standards, PPA 3, 4a.1, 5 5. Develop a portfolio of creative expression experiences for music, movement, dramatic play, and visual arts. PPA 3C 5 CDA Credential Student Learning Outcomes To advance physical and intellectual competence. (Infant/Toddler & Preschool Credential) Creative: Candidate provides opportunities that stimulate children to play with sound, rhythm, language, materials, space and ideas in individual ways to express their creative abilities. Pre- Professional Assessment and Certification (Pre-Pac) PPA 1A PPA 1F PPA 2B PPA 2E PPA 3 PPA 3B PPA 3C PPA 3E PPA 3F PPA 4A PPA 5A Course Number and Name: CDT 1343-4 Child Health, Safety, and Nutrition Description: This course provides knowledge of general health, safety, and nutrition practices in the care and education of young children that includes health and safety issues required by the Mississippi Department of Health (MDH) Regulations Governing Licensure of Childcare Facilities. Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours Prerequisite: Instructor Approved Student Learning Outcomes: 1. Analyze environments for young children and the practices of early educators for application of general safety practices and regulations. PPA4A, 4B a. Identify and evaluate general safety practices and regulations for the indoor and outdoor environments to include the facility, grounds, furniture, learning materials, and equipment. b. Explain the early educator’s role in the management of environmental safety practices and the guidance of young children in safety practices throughout the daily routine. c. Make disaster safety plans for a specific child care setting, e.g. fire, thunderstorm-tornado, flood, hazardous materials, violent intruder. d. Develop a portfolio of safety activities and practices to introduce young children to safety concepts and practices. 2. Analyze environments for young children and the practices of early educators for application of general health practices and regulations. PPA4B a. Identify and evaluate general health practices and regulations for the indoor and outdoor environments to include the facility, grounds, furniture, learning materials, and equipment. b. Discuss procedures and guidelines in preventing the spread of disease including identification, transmission, immunizations, and universal precautions. PPA4F c. Identify and describe types of child abuse and neglect and the documentation and reporting procedures required by Mississippi state law. PPA4E d. Explain the early educator’s role in the management of environmental health practices and the guidance of young children in health practices throughout the daily routine. e. Develop a portfolio of health activities and practices to introduce young children to health concepts and practices. 3. Assess appropriate adult actions in a variety of life threating or emergency situations. a. Adult, Child and Infant CPR and First Aid certification as required for a person or persons who will be present at the facility during all hours of operation as per Regulations Governing Licensure of Child Care Facilities. b. It is recommended to obtain appropriate certification for life saving skills from birth through school aged children. 4. Analyze nutritional concepts and food service practices pertaining to the nutritional needs of young children in early childhood environments. PPA4C, 4D a. Define and explain the relationship between health and nutrition. b. Identify and explain the six nutrients and the relationship of these nutrients to the nutritional needs of young children by introducing the USDA Dietary Guidelines and the Mississippi State Department of Education Child Nutrition program. c. Evaluate and plan weekly menus for young children which are age and developmentally appropriate utilizing the Mississippi Department of Health (MDH) Regulations Governing Licensure of Childcare Facilities, the Mississippi Department of Health’s Nutrition and Menu Planning materials (www.msdh.state.ms.us) and MyPlate (www.choosemyplate.gov). d. Explain and practice food service safety guidelines for planning, purchasing, storing, preparing, and serving food to young children according to the Mississippi Department of Health (MDH) Regulations Governing Licensure of Childcare Facilities, and food service safety certifications TummySafe and ServSafe to include identification and prevention of foodborne illness and allergies. e. Explain the early educator’s role in the management of nutritional and food safety practices and the guidance of young children in nutritional and food safety practices throughout the daily routine. f. Develop a portfolio of nutritional activities and food experiences to introduce young children to nutritional concepts, basic food preparation, and a variety of foods. CDA Credential Student Learning Outcomes To establish and maintain a safe, healthy learning environment. Safe: Candidate provides a safe environment to prevent and reduce injuries. Healthy: Candidate promotes good health and nutrition and provides an environment that contributes to the prevention of illness. Pre- Professional Assessment and Certification (Pre-Pac) PPA 4A PPA 4B PPA 4C PPA 4D PPA 4E PPA 4F Course Number and Name: CDT 1713 Language and Literacy Development for Young Children Description: This course provides knowledge of oral and written language development of young children and the strategies for the development and implementation of developmentally appropriate language and literacy experiences throughout the curriculum. Activities will be implemented during Practicum. Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours Prerequisite: Instructor Approved Student Learning Outcomes: 1. Analyze brain development and language acquisition theories and their implications for early education and childcare practices. PPA 2A 2. Identify the areas of English/language arts as defined by the current state standards 3. Demonstrate developmentally appropriate strategies for engaging young children with stories and active learning experiences. PPA 3D 4. Evaluate and integrate age, developmentally, and individually appropriate children’s literature (books) into all aspects of the curriculum. PPA 3C 5. Develop, implement, and analyze language and literacy experiences that are integrated into all aspects of the curriculum including the environment, daily routine, and teacher conversations and communications.PPA 3B 6. Develop a portfolio of language and literacy experiences to include story and vocabulary comprehension, story extension experiences, print concept, chronological awareness, sight word development, writing for communication purposes, and listening and speaking skills. PPA 3C Course Number and Name: CDT 1911 Early Childhood Education Seminar Description: This course focuses on objectives that would best prepare students for the national exam, collaborate club and on campus activities, and network with state, regional, and national early childhood education activities. Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours Prerequisite: Instructor Approved Student Learning Outcomes: 1. Interaction and cooperation in the modern workplace a. Demonstrate communication skills by actively participating in program and campus activities. b. Evaluate new materials added to the classroom. 2. Community participation a. Actively participate in a class organized community service project. Course Number and Name: CDT 1921 Early Childhood Education Seminar II Description: This course focuses on objectives that would best prepare students for the national exam, collaborate club and on campus activities, and network with state, regional, and national early childhood education activities. Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours Prerequisite: Instructor Approved Student Learning Outcomes: 1. Interaction and cooperation in the modern workplace a. Demonstrate problem-solving skills by actively participating in program and campus activities. b. Locate and utilize local resource sources. 2. Community participation a. Actively participate in a class organized community service project. Course Number and Name: CDT 2111 Early Childhood Education Seminar III Description: This course focuses on objectives that would best prepare students for the national exam, collaborate club and on campus activities, and network with state, regional, and national early childhood education activities. Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours Prerequisite: Instructor Approved Student Learning Outcomes: 1. Interaction and cooperation in the modern workplace a. Demonstrate a leadership role when actively participating in program and campus activities b. Participate in a mock job interview 2. Community participation a. Actively participate in a class organized community service project. Course Number and Name: CDT 2121 Early Childhood Education Seminar IV Description: This course focuses on objectives that would best prepare students for the national exam, collaborate club and on campus activities, and network with state, regional, and national early childhood education activities. Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours Prerequisite: Instructor Approved Student Learning Outcomes: 1. Interaction and cooperation in the modern workplace a. Initiate at least one job interview b. Design a resume for early childhood education employment 2. Community participation a. Actively participate in at least one community service project 3. Prepare for the national exam for early childhood education providers Course Number and Name: CDT 2233 Guiding Social and Emotional Behavior Description: This course provides knowledge of the typical behaviors of young children at each stage of development, environmental influences affecting their behavior, and the practice of positive guidance principles by adult caregivers. Resources include the Mississippi Department of Health Regulations Governing Licensure of Childcare Facilities, Mississippi Early Learning Standards, NAEYC standards and other assessment tools. Lab activities will be implemented during Practicum. Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours Prerequisite: Instructor Approved Student Learning Outcomes: 1. Analyze the behavior of young children birth through age eight. 2. Identify the typical behavior of young children at each stage of development. PPA2A 3. Apply developmentally appropriate guidelines for guiding children’s behavior at each stage of development. PPA2D 2E 4. Identify standards and appropriate early learning literature related to social and emotional development.PPA2A 5. Demonstrate appropriate problem-solving skills with children. 6. Identify and demonstrate positive techniques for guiding behavior for young children. PPA2D, 5B, 5C 7. Discuss inappropriate classroom management techniques and design positive alternatives for dealing with behavior. PPA2E, 5A, 5B 8. Demonstrate interpersonal skills that promote and produce positive relationships with children. PPA2E, 5B Implement instructional strategies that are age developmentally and individually appropriate which influence constructive and supportive interactions between children and families of diverse settings. PPA5A, 5B, 7A2, 3, 4 9. Observe, record, assess and analyze children’s developmental progress and summarize developmental issues and concerns. PPA 2B CDA Credential Student Learning Outcomes To support social and emotional development and to provide positive guidance. (I/T and Preschool Credential) Self: Candidate provides a warm, positive, supportive relationship with each child, and helps each child learn about and take pride in his or her individual and cultural identity. Social: Candidate helps each child feel accepted in the group, helps children learn to communicate and get along with others, and encourages feelings of empathy and mutual respect among children and adults. Guidance: Candidate provides a supportive environment and uses effective strategies to help all children learn and practice appropriate and acceptable behaviors as individuals and as a group, and effectively provides support for children with persistent challenging behaviors. Pre- Professional Assessment and Certification (Pre-Pac) PPA 2A PPA 2B PPA 2E PPA 3-4 PPA 6C PPA 2D PPA 3A PPA 5A PPA 5B PPA 5C PPA 7A Course Number and Name: CDT 2413 Development of the Exceptional Child Description: This course provides knowledge of atypically developing children, family, and classroom intervention strategies and available support services. Legal, ethical, legislative, and family issues will be explored. Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours Prerequisite: Instructor Approved Student Learning Outcomes: 1. Explore the current research pertaining to the causes and classifications of cognitive, physical, emotional, language, and/or social developmental differences. PPA 2A 2. Discuss federal and state legislation concerning atypical development to include prevention, early intervention, classroom integration, and environmental accommodations. PPA 6C 3. Review resources and methods for social integration and adaptation of the physical classroom environment to accommodate the individual needs of atypically developing children. 4. Discuss an Individualized Family Service Plan (IFSP) and an Individual Education Plan (IEP). 5. Demonstrate a variety of teaching methods to meet individual needs of children who are developing atypically. 6. Analyze abilities and needs of children who are developing atypically and the effects on the children’s growth and development. PPA 2D 7. Discuss the challenges associated with implementing inclusion within an early childhood program. 8. Review appropriate methods of instruction and intervention strategies. 9. Discuss partnerships with families as related to early intervention and inclusion. PPA 3A 10. Research available interdisciplinary community resources and professional services such as speech and language pathologists, physical therapists, and others by compiling a resource file. PPA 7C Pre-Professional Assessment and Certification (Pre-Pac) PPA 2A PPA 6C PPA 2D PPA 3A Course Number and Name: CDT 2513 Family Dynamics and Community Involvement Description: This course provides knowledge for establishing successful partnerships with children’s families and communities by creating respectful, reciprocal relationships that support and empower families while involving families in their children’s development and learning. (ages birth to 8 years). Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours Prerequisite: Instructor Approved Student Learning Outcomes: 1. Demonstrate an understanding of the diversity in family units and roles. PPA7 2. Develop and implement communication strategies to strengthen parent/child care provider relationships using methods such as parent information board, monthly newsletter, weekly letters, daily sheets, classroom lesson plans, and child assessments PPA7 3. Determine community resources available to children and their families. PPA7 4. Describe methods for facilitating respectful, reciprocal relationships between child care providers and the community. PPA7 5. Research the ways in which early childhood programs involve young children and their families. Examples include open house, field trips, special occasion days, and parent conferences. PPA1A, 6B, 7 Student Learning Outcomes from NAEYC Standards 1.A: Building Positive Relationships Between Teachers and Families 1.B: Building Positive Relationships Between Teachers and Children 1.C: Helping Children Make Friends 1.D: Creating a Predictable, Consistent, and Harmonious Classroom 1.E: Addressing Challenging Behaviors 1.F: Promoting Self-Regulation 2.A: Essential Characteristics 2.B: Social and Emotional Development 2.C: Physical Development 2.D: Language Development 2.E: Early Literacy 2.F: Early Mathematics 2.G: Science 2.H: Technology 2.J: Creative Expression Appreciation for the Arts 2.K: Health and Safety 2.L: Social Studies 7.A: Knowing and Understanding the Program’s Families 7.B: Sharing Information Between Staff and Families 7.C: Nurturing Families as Advocates for Their Children 8.A: Linking With the Community 8.B: Accessing Community Resources 8.C: Acting as a Citizen in the Neighborhood and the Early Childhood Community Pre- Professional Assessment and Certification (Pre-Pac) PPA 1A PPA 6B PPA 7 Course Number and Name: CDT 2613 Methods, Materials, and Measurements Description: This course provides knowledge of an integrated approach to planning, preparing, implementing, and evaluating early childhood curriculum and environments. As students gain a broader understanding of young children, this knowledge will be reflected in their curriculum planning. Students will gain strategies for organizing, analyzing, and interpreting observation data to improve program quality and meet the needs of individual children. The learning experiences will be implemented during Practicum. Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours Prerequisite: Instructor Approved Student Learning Outcomes: 1. Explore and analyze developmentally appropriate curriculum models and instructional strategies. 3 2. Demonstrate the development of a unit plan, which includes goals, objectives, and integrated learning experiences. 3, 2E, 4A, 6D 3. Identify and describe observation and assessment methods for the developmentally appropriate environment and individual children in the early childhood setting. 3A, 3D,4, 2B, 3E 4. Summarize and interpret observation data to assess children and programs. 2B, 5E, 7D Student Learning Outcomes from NAEYC Standards 1.A: Building Positive Relationships Between Teachers and Families 1.B: Building Positive Relationships Between Teachers and Children 1.C: Helping Children Make Friends 1.D: Creating a Predictable, Consistent, and Harmonious Classroom 1.E: Addressing Challenging Behaviors 1.F: Promoting Self-Regulation 2.A: Essential Characteristics 2.B: Social and Emotional Development 2.C: Physical Development 2.D: Language Development 2.E: Early Literacy 2.F: Early Mathematics 2.G: Science 2.H: Technology 2.J: Creative Expression Appreciation for the Arts 2.K: Health and Safety 2.L: Social Studies 3.A: Designing Enriched Learning Environments 3.B: Creating Caring Communities for Learning 3.C: Supervising Children 3.D: Using Time, Grouping, and Routines to Achieve Learning Goals 3.E: Responding to Children’s Interests and Needs 3.F: Making Learning Meaningful for All Children 3.G: Using Instruction to Deepen Children’s Understanding and Build Their Skills and Knowledge 4.A: Creating an Assessment Plan 4.B: Using Appropriate Assessment Methods 4.C: Identifying Children’s Interests and Needs and Describing Children’s Progress 4.D: Adapting Curriculum, Individualizing Teaching, and Informing Program Development 4.E: Communicating With Families and Involving Families in the Assessment Process 5.A: Promoting and Protecting Children’s Health and Controlling Infectious Disease 5.B: Ensuring Children’s Nutritional Well-Being 5.C: Maintaining a Healthful Environment 9.A: Indoor and Outdoor Equipment, Materials, and Furnishings 9.B: Outdoor Environmental Design 9.C: Building and Physical Design 9.D: Environmental Health Pre- Professional Assessment and Certification (Pre-Pac) PPA 2B PPA 2E PPA 3 PPA 3A PPA 3C PPA 3E PPA 4 PPA 4A PPA 5E PPA 7D Course Number and Name: CDT 2714 Social Studies, Math, and Science for Young Children Description: This course provides knowledge of strategies for developing and implementing developmentally appropriate experiences in social studies, math, and science for young children. Lab activities with the children are implemented during Practicum. Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours Prerequisite: Instructor Approved Student Learning Outcomes: 1. Analyze mathematical, science, and social studies practices and their implications for early education as defined in the Mississippi Early Learning Standards. PPA 3D 2. Discuss the importance of developmentally appropriate social studies experiences in a classroom setting for young children. a. Identify the objectives of social studies for young children to include the areas of self, family, classroom, community, and our world. PPA 3E b. Develop a portfolio of social studies experiences to include activities, materials, tools, and resources. PPA 3D 3. Discuss the importance of developmentally appropriate math experiences in the classroom for young children. PPA 3E5, 3C 4-5, 3D a. Explain the fundamental concepts of math including one-to-one correspondence, number sense, comparing, classification, shapes, spatial sense, measurement, and patterning. b. Identify the process of math development in the sensorimotor, preoperational, and concrete operational stages of development. c. Identify naturalistic, informal, and structured math experiences for the young child. d. Develop a portfolio of math experiences including activities, materials, tools, and resources. 4. Discuss the importance of developmentally appropriate science experiences in a classroom setting for young children. PPA 3E7, 3C 4-5, 3D a. Identify the objectives of science for young children to include the areas of investigation, the five senses, physical science, life science, and earth science. b. Identify naturalistic, informal, and structured science experiences for the young child. c. Develop a portfolio of science experiences including activities, materials, tools, and resources. 5. Develop a social studies, math, or science unit. PPA 3C4 Pre- Professional Assessment and Certification (Pre-Pac) PPA 3A PPA 3D PPA 3C4-5 PPA 3E Course Number and Name: CDT 2813 Administration of Programs for Young Children Description: This course provides knowledge of the development and administration of early childhood education programs. Emphasis is placed on evaluation of policies and procedures, organizational structure, management, and the quality measures through state agencies. Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours Prerequisite: Instructor Approved Student Learning Outcomes: 1. Discuss employability skills including but not limited to effective communication, time management, and other soft skills. 2. Compose a developmentally appropriate philosophy of early childhood education. PPA 1C 3. Create an employment portfolio for use when applying for jobs related to young children and opportunities in early childhood education, as well as the possibility for internship and work-based learning opportunities. PPA 1F 4. Demonstrate interviewing skills. PPA 1F2 5. Discuss the administration of an early childhood program. 6. Discuss management styles to include enthusiasm, initiative, and commitment to program goals and improvements.PPA 6D 7. Explain the employee roles, responsibilities, and ethics as accepted by the recognized professional organization.PPA 1G, 6B 8. Explore the Mississippi Department of Health Regulations Governing Licensure of Child Care Facilities. PPA 6C 9. Implement federal, state, and local standards, policies, regulations, and laws that affect children, families, and programs. PPA 6C 10. Demonstrate the application of evaluation materials.PPA 6 11. Identify funding sources available in the community for the development of a family home child care business or privately owned child care business. PPA 6E 12. Describe the role and value of the licensing and accreditation process. Student Learning Outcomes from NAEYC Standards 5.A: Promoting and Protecting Children’s Health and Controlling Infectious Disease 5.B: Ensuring Children’s Nutritional Well-Being 5.C: Maintaining a Healthful Environment 6.A: Supportive Work Environment 6.B: Professional Identity and Recognition 6.C: Qualifications of Teaching and Administrative Staff 6.D: Ongoing Professional Development 7.A: Knowing and Understanding the Program’s Families 7.B: Sharing Information Between Staff and Families 7.C: Nurturing Families as Advocates for Their Children 8.A: Linking With the Community 8.B: Accessing Community Resources 8.C: Acting as a Citizen in the Neighborhood and the Early Childhood Community 9.A: Indoor and Outdoor Equipment, Materials, and Furnishings 9.B: Outdoor Environmental Design 9.C: Building and Physical Design 9.D: Environmental Health 10.A: Leadership 10.B: Management Policies and Procedures 10.C: Fiscal Accountability Policies and Procedures 10.D: Health, Nutrition, and Safety Policies and Procedures 10.E: Personnel Policies 10.F: Program Evaluation, Accountability, and Continuous Improvement Pre- Professional Assessment and Certification (Pre-Pac) PPA 1C PPA 1F PPA 1F2 PPA 1G PPA 6 PPA 6B PPA 6C PPA 6D PPA 6E Course Number and Name: CDT 2914 Initial Practicum Description: This is a supervised practicum course which includes a minimum of 120 clock hours of observation and supervised teaching in an approved early childhood setting. The course provides the application of evidence based best practices of early childhood education principles and theories. Students work to create an environment that is safe, healthy, and developmentally appropriate to promote an optimum learning environment for young children within various early childhood age groups and educational settings. Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours Prerequisite: Instructor Approved Student Learning Outcomes: 1. Create a safe, healthy, respectful, supportive, and challenging learning environment for young children within various early childhood age groups and educational settings.PPA 5A, 6C, 4A,4B 2. Evaluate and reflect on the effectiveness of learning environments using appropriate guidelines and standards. PPA 2A, 2B, 2C, 2D 3. Demonstrate understanding of positive relationships and appropriate guidance through a supportive environment. PPA 5A, 5B, 5C 4. Engage in the effective use of technology as a professional resource in creating developmentally appropriate environments and curriculum within various early childhood age groups and educational settings. 1A,6D1 5. Observe and practice in at least one of the four types of early education settings (early school grades, child care centers and homes, Head Start Programs, Laboratory centers). PPA 5A, 6C, 4A,4B Student Learning Outcomes from NAEYC Standards 1.A: Building Positive Relationships Between Teachers and Families 1.B: Building Positive Relationships Between Teachers and Children 1.C: Helping Children Make Friends 1.D: Creating a Predictable, Consistent, and Harmonious Classroom 1.E: Addressing Challenging Behaviors 1.F: Promoting Self-Regulation 2.A: Essential Characteristics 2.B: Social and Emotional Development 2.C: Physical Development 2.D: Language Development 2.E: Early Literacy 2.F: Early Mathematics 2.G: Science 2.H: Technology 2.J: Creative Expression Appreciation for the Arts 2.K: Health and Safety 2.L: Social Studies 3.A: Designing Enriched Learning Environments 3.B: Creating Caring Communities for Learning 3.C: Supervising Children 3.D: Using Time, Grouping, and Routines to Achieve Learning Goals 3.E: Responding to Children’s Interests and Needs 3.F: Making Learning Meaningful for All Children 3.G: Using Instruction to Deepen Children’s Understanding and Build Their Skills and Knowledge 4.A: Creating an Assessment Plan 4.B: Using Appropriate Assessment Methods 4.C: Identifying Children’s Interests and Needs and Describing Children’s Progress 4.D: Adapting Curriculum, Individualizing Teaching, and Informing Program Development 4.E: Communicating With Families and Involving Families in the Assessment Process 5.A: Promoting and Protecting Children’s Health and Controlling Infectious Disease 5.B: Ensuring Children’s Nutritional Well-Being 5.C: Maintaining a Healthful Environment 6.A: Supportive Work Environment 6.B: Professional Identity and Recognition 6.C: Qualifications of Teaching and Administrative Staff 6.D: Ongoing Professional Development 7.A: Knowing and Understanding the Program’s Families 7.B: Sharing Information Between Staff and Families 7.C: Nurturing Families as Advocates for Their Children 8.A: Linking With the Community 8.B: Accessing Community Resources 8.C: Acting as a Citizen in the Neighborhood and the Early Childhood Community 9.A: Indoor and Outdoor Equipment, Materials, and Furnishings 9.B: Outdoor Environmental Design 9.C: Building and Physical Design 9.D: Environmental Health Pre- Professional Assessment and Certification (Pre-Pac) PPA 2A PPA 2B PPA 2C PPA 2D PPA 4A PPA 4B PPA 5A PPA 5C PPA 4A PPA 4B PPA 1A PPA 6D1 Course Number and Name: CDT 2924 Infant and Toddler Practicum Experience Description: This is a supervised practicum course which includes a minimum of 120 clock hours of observation and supervised teaching in an approved infant and toddler setting. The course provides the application of evidence based best practices of early education principles and theories. Students work to create an environment that is safe, healthy, and developmentally appropriate to promote an optimum learning environment for young children. Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours Prerequisite: Instructor Approved Student Learning Outcomes: 1. Plan, prepare, implement, and evaluate developmentally appropriate learning experiences that meet the diverse needs of infant and toddlers within the group and program standards. PPA 5A, 6C, 4A,4B 2. Demonstrate a variety of teaching strategies to support student learning outcomes for infant and toddlers through positive interactions and relationships. PPA 2A, 2B, 2C, 2D 3. Understand and use appropriate and supportive guidance strategies which promote social and emotional development for infants and toddlers. PPA 5A, 5B, 5C 4. Demonstrate professionalism related to advocacy, ethical behavior, professional standards, professional development, and reflective practice for infant and toddler classrooms. 1A,6D1 5. Observe and practice in at least one of the four types of early education settings (child care centers and homes, Early Head Start Programs, Laboratory centers). PPA 5A, 6C, 4A,4B Student Learning Outcomes from NAEYC Standards 1.A: Building Positive Relationships Between Teachers and Families 1.B: Building Positive Relationships Between Teachers and Children 1.C: Helping Children Make Friends 1.D: Creating a Predictable, Consistent, and Harmonious Classroom 1.E: Addressing Challenging Behaviors 1.F: Promoting Self-Regulation 2.A: Essential Characteristics 2.B: Social and Emotional Development 2.C: Physical Development 2.D: Language Development 2.E: Early Literacy 2.F: Early Mathematics 2.G: Science 2.H: Technology 2.J: Creative Expression Appreciation for the Arts 2.K: Health and Safety 2.L: Social Studies 3.A: Designing Enriched Learning Environments 3.B: Creating Caring Communities for Learning 3.C: Supervising Children 3.D: Using Time, Grouping, and Routines to Achieve Learning Goals 3.E: Responding to Children’s Interests and Needs 3.F: Making Learning Meaningful for All Children 3.G: Using Instruction to Deepen Children’s Understanding and Build Their Skills and Knowledge 4.A: Creating an Assessment Plan 4.B: Using Appropriate Assessment Methods 4.C: Identifying Children’s Interests and Needs and Describing Children’s Progress 4.D: Adapting Curriculum, Individualizing Teaching, and Informing Program Development 4.E: Communicating With Families and Involving Families in the Assessment Process 5.A: Promoting and Protecting Children’s Health and Controlling Infectious Disease 5.B: Ensuring Children’s Nutritional Well-Being 5.C: Maintaining a Healthful Environment 6.A: Supportive Work Environment 6.B: Professional Identity and Recognition 6.C: Qualifications of Teaching and Administrative Staff 6.D: Ongoing Professional Development 7.A: Knowing and Understanding the Program’s Families 7.B: Sharing Information Between Staff and Families 7.C: Nurturing Families as Advocates for Their Children 8.A: Linking With the Community 8.B: Accessing Community Resources 8.C: Acting as a Citizen in the Neighborhood and the Early Childhood Community 9.A: Indoor and Outdoor Equipment, Materials, and Furnishings 9.B: Outdoor Environmental Design 9.C: Building and Physical Design 9.D: Environmental Health Pre- Professional Assessment and Certification (Pre-Pac) PPA 1A PPA 2A PPA 2B PPA 2C PPA 2D PPA 4A PPA 4B PPA 5A PPA 5C PPA 4A PPA 4B PPA 7C Course Number and Name: CDT 2934 Preschool Practicum Experience Description: This is a supervised practicum course which includes a minimum of 120 clock hours of supervised teaching in an approved preschool setting. The course is a capstone course which focuses on the student’s demonstration of competencies throughout the daily routine using a unit of study for young children. It is usually the last course taken before completion of the program. Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours Prerequisite: Instructor Approved Student Learning Outcomes: 1. Plan, prepare, implement, and evaluate developmentally appropriate learning experiences that meet the diverse needs of preschool children within the group and program standards. PPA 5A, 6C, 4A,4B 2. Demonstrate a variety of teaching strategies to support student learning outcomes for preschool children through positive interactions and relationships. PPA 2A, 2B, 2C, 2D 3. Understand and use appropriate and supportive guidance strategies which promote social and emotional development for preschool children. PPA 5A, 5B, 5C 4. Demonstrate professionalism related to advocacy, ethical behavior, professional standards, professional development, and reflective practice for preschool classrooms. 1A,6D1 5. Observe and practice in at least one of the four types of early education settings (early school grades, child care centers and homes, Head Start Programs, Laboratory centers). PPA 5A, 6C, 4A,4B Student Learning Outcomes from NAEYC Standards 1.A: Building Positive Relationships Between Teachers and Families 1.B: Building Positive Relationships Between Teachers and Children 1.C: Helping Children Make Friends 1.D: Creating a Predictable, Consistent, and Harmonious Classroom 1.E: Addressing Challenging Behaviors 1.F: Promoting Self-Regulation 2.A: Essential Characteristics 2.B: Social and Emotional Development 2.C: Physical Development 2.D: Language Development 2.E: Early Literacy 2.F: Early Mathematics 2.G: Science 2.H: Technology 2.J: Creative Expression Appreciation for the Arts 2.K: Health and Safety 2.L: Social Studies 3.A: Designing Enriched Learning Environments 3.B: Creating Caring Communities for Learning 3.C: Supervising Children 3.D: Using Time, Grouping, and Routines to Achieve Learning Goals 3.E: Responding to Children’s Interests and Needs 3.F: Making Learning Meaningful for All Children 3.G: Using Instruction to Deepen Children’s Understanding and Build Their Skills and Knowledge 4.A: Creating an Assessment Plan 4.B: Using Appropriate Assessment Methods 4.C: Identifying Children’s Interests and Needs and Describing Children’s Progress 4.D: Adapting Curriculum, Individualizing Teaching, and Informing Program Development 4.E: Communicating With Families and Involving Families in the Assessment Process 5.A: Promoting and Protecting Children’s Health and Controlling Infectious Disease 5.B: Ensuring Children’s Nutritional Well-Being 5.C: Maintaining a Healthful Environment 6.A: Supportive Work Environment 6.B: Professional Identity and Recognition 6.C: Qualifications of Teaching and Administrative Staff 6.D: Ongoing Professional Development 7.A: Knowing and Understanding the Program’s Families 7.B: Sharing Information Between Staff and Families 7.C: Nurturing Families as Advocates for Their Children 8.A: Linking With the Community 8.B: Accessing Community Resources 8.C: Acting as a Citizen in the Neighborhood and the Early Childhood Community 9.A: Indoor and Outdoor Equipment, Materials, and Furnishings 9.B: Outdoor Environmental Design 9.C: Building and Physical Design 9.D: Environmental Health Pre- Professional Assessment and Certification (Pre-Pac) PPA 1A PPA 2A PPA 2B PPA 2C PPA 2D PPA 4A PPA 4B PPA 5A PPA 6D1 Course Number and Name: CDT 2944 Advanced Practicum Description: This is a supervised practicum course which includes a minimum of 120 clock hours of supervised teaching in an approved early childhood setting. The course is a capstone course which focuses on the student’s demonstration of competencies throughout the daily routine using a unit of study for young children. It is usually the last course taken before completion of the program. Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours Prerequisite: Instructor Approved Student Learning Outcomes: 1. Plan, prepare, implement, and evaluate developmentally appropriate learning experiences that meet the diverse needs of children within the group and program standards. PPA 5A, 6C, 4A,4B 2. Demonstrate a variety of teaching strategies to support student learning outcomes through positive interactions and relationships. PPA 2A, 2B, 2C, 2D 3. Understand and use appropriate and supportive guidance strategies which promote social and emotional development. PPA 5A, 5B, 5C 4. Demonstrate professionalism related to advocacy, ethical behavior, professional standards, professional development, and reflective practice. 1A,6D1 5. Observe and practice in at least one of the four types of early education settings (early school grades, child care centers and homes, Head Start Programs, Laboratory centers). PPA 5A, 6C, 4A,4B Student Learning Outcomes from NAEYC Standards 1.A: Building Positive Relationships Between Teachers and Families 1.B: Building Positive Relationships Between Teachers and Children 1.C: Helping Children Make Friends 1.D: Creating a Predictable, Consistent, and Harmonious Classroom 1.E: Addressing Challenging Behaviors 1.F: Promoting Self-Regulation 2.A: Essential Characteristics 2.B: Social and Emotional Development 2.C: Physical Development 2.D: Language Development 2.E: Early Literacy 2.F: Early Mathematics 2.G: Science 2.H: Technology 2.J: Creative Expression Appreciation for the Arts 2.K: Health and Safety 2.L: Social Studies 3.A: Designing Enriched Learning Environments 3.B: Creating Caring Communities for Learning 3.C: Supervising Children 3.D: Using Time, Grouping, and Routines to Achieve Learning Goals 3.E: Responding to Children’s Interests and Needs 3.F: Making Learning Meaningful for All Children 3.G: Using Instruction to Deepen Children’s Understanding and Build Their Skills and Knowledge 4.A: Creating an Assessment Plan 4.B: Using Appropriate Assessment Methods 4.C: Identifying Children’s Interests and Needs and Describing Children’s Progress 4.D: Adapting Curriculum, Individualizing Teaching, and Informing Program Development 4.E: Communicating With Families and Involving Families in the Assessment Process 5.A: Promoting and Protecting Children’s Health and Controlling Infectious Disease 5.B: Ensuring Children’s Nutritional Well-Being 5.C: Maintaining a Healthful Environment 6.A: Supportive Work Environment 6.B: Professional Identity and Recognition 6.C: Qualifications of Teaching and Administrative Staff 6.D: Ongoing Professional Development 7.A: Knowing and Understanding the Program’s Families 7.B: Sharing Information Between Staff and Families 7.C: Nurturing Families as Advocates for Their Children 8.A: Linking With the Community 8.B: Accessing Community Resources 8.C: Acting as a Citizen in the Neighborhood and the Early Childhood Community 9.A: Indoor and Outdoor Equipment, Materials, and Furnishings 9.B: Outdoor Environmental Design 9.C: Building and Physical Design 9.D: Environmental Health Pre- Professional Assessment and Certification (Pre-Pac) PPA 1A PPA 2A PPA 2B PPA 2C PPA 2D PPA 4A PPA 4B PPA 5A PPA 5B PPA 6C PPA 6D1 Appendix A: Curriculum Definitions and Terms Course Name – A common name that will be used by all community colleges in reporting students Course Abbreviation – A common abbreviation that will be used by all community and junior colleges in reporting students Classification – Courses may be classified as the following: Career Certificate Required Course – A required course for all students completing a career certificate. Technical Certificate Required Course – A required course for all students completing a technical certificate. Technical Elective – Elective courses that are available for colleges to offer to students. Description – A short narrative that includes the major purpose(s) of the course Prerequisites – A listing of any courses that must be taken prior to or on enrollment in the course Corequisites – A listing of courses that may be taken while enrolled in the course Student Learning Outcomes – A listing of the student outcomes (major concepts and performances) that will enable students to demonstrate mastery of these competencies The following guidelines were used in developing the program(s) in this document and should be considered in compiling and revising course syllabi and daily lesson plans at the local level: The content of the courses in this document reflects approximately 75% of the time allocated to each course. The remaining 25% of each course should be developed at the local district level and may reflect the following: Additional competencies and objectives within the course related to topics not found in the state framework, including activities related to specific needs of industries in the community college district Activities that develop a higher level of mastery on the existing competencies and suggested objectives Activities and instruction related to new technologies and concepts that were not prevalent at the time the current framework was developed or revised Activities that include integration of academic and career–technical skills and course work, school-to-work transition activities, and articulation of secondary and postsecondary career–technical programs Individualized learning activities, including work-site learning activities, to better prepare individuals in the courses for their chosen occupational areas Sequencing of the course within a program is left to the discretion of the local college. Naturally, foundation courses related to topics such as safety, tool and equipment usage, and other fundamental skills should be taught first. Other courses related to specific skill areas and related academics, however, may be sequenced to take advantage of seasonal and climatic conditions, resources located outside of the school, and other factors. Programs that offer an Associate of Applied Science Degree must include all of the required Career Certificate courses, Technical Certificate courses AND a minimum of 15 semester hours of General Education Core Courses. The courses in the General Education Core may be spaced out over the entire length of the program so that students complete some academic and Career Technical courses each semester. Each community college specifies the actual courses that are required to meet the General Education Core Requirements for the Associate of Applied Science Degree at their college. In order to provide flexibility within the districts, individual courses within a framework may be customized by doing the following: Adding new student learning outcomes to complement the existing competencies and suggested objectives in the program framework. Revising or extending the student learning outcomes Adjusting the semester credit hours of a course to be up 1 hour or down 1 hour (after informing the Mississippi Community College Board [MCCB] of the change) Appendix B: Recommended Tools and Equipment CAPITALIZED ITEMS* 1. Laminator–poster size (1 per program) 2. Letter machine–jumbo cutter and dies (1 per program) 3. Washer (1 per program) 4. Dryer (1 per program) 5. Dishwasher, commercial, sanitizing (1 per program) 6. Stovetop (1 per lab) 7. Range (1 per program) 8. Baby buggy, 6 seater (1 per program) 9. Computers (1 per 4 college students) 10. Computers (1 per 10 children in classroom) 11. Printer, laser (2 per networked lab) 12. Air purification system (1 per children’s classroom) 13. SmartBoard 14. Portable electronic devices (e.g. i-pad, kindle, tablets) 15. Specialized and adaptive furniture and equipment for indoor and outdoor activities need to meet the Mississippi Department of Health Regulations Governing Licensure of Child Care Facilities “Other equipment items can be added when deemed appropriate by the community college industry craft committee or by industry/business training requirements.” NON-CAPITALIZED ITEMS** 1. Child and infant mannequins (1 of each per 4 students) 2. Big books kits (1 set preschool and 1 set toddler per program) 3. CD player (1 per child’s classroom) 4. Rolling big book reading stand (1 per child’s classroom) 5. Paint smocks (1 per 4 children in centers) 6. Drying rack (3 per children’s classroom) 7. Paper cutter (Large and small, 1 each per program) 8. Manual 3-hole paper punch (1 per 3 students) 9. Diaper stations (1 per infant and toddler labs) 10. First-aid kit (1 per children’s classroom) 11. Baby beds (5 per lab) 12. Art supply cart (1 per program) 13. Rocking chair, large (1 per infant/toddler lab) 14. Rocking chair, small (2 per children’s classroom) 15. High chair (5 per lab) 16. Infant crawling rug (1 per lab) 17. Mirrors, nonbreakable (2 per lab) 18. Toys, developmentally age appropriate (3 sets per program) 19. Push toys (3 per program) 20. Tricycles (1 per 3 children in centers) 21. Towels (1 per child in center) 22. Bath cloths (2 per child in center) 23. Diapers, cloth (2 dozen per program) 24. Story books (assorted, developmentally age appropriate) (50 per program) 25. Measuring tools: buckets, shovels, cups, spoons, etc. (1 set per lab) 26. Rhythm instrument set (set of 30) (1 set per program) 27. Auto-harp or keyboard (2 per lab) 28. Scissor rack, holds 20 pairs (2 per program) 29. Dual-head cassette or CD player (1 per lab) 30. Screen, projector (1 per program) 31. Cots (1 per student) 32. Sand/H2O table (1 per child’s classroom) 33. Refrigerator (infant lab) (1 per lab) 34. Refrigerator (toddlers) (1 per program) 38. Rolling cart (1 per child’s classroom) 39. Developmentally appropriate toys, equipment, materials for the following learning centers: • Science • Math • Music • Social Studies • Language/library • Computer • Gross motor • Manipulative • Block/construction • Creative art • Dramatic play 40. Humidifier (1 per infant/toddler classroom) 41. Scissors, blunt tip (30 pairs per program) 42. Multicultural kit (1 per lab) 43. Marker board, white with markers and erasers (1 per lab) 44. Flannel board (1 per lab) 45. Story books with audio, assorted set (1 per 10 students) 46. Geometric shapes (2 sets per lab) 47. Model food (4 per program) 48. Bluetooth speakers 49. Apple TV 50. Specialized and adaptive furniture and equipment needs to meet the Mississippi Department of Health Regulations Governing Licensure of Child Care Facilities, Infant Toddler Environmental Rating Scale Revised (ITERS- R), and Early Childhood Environmental Rating Scale Revised (ECERS-R). It is recommended that instructors have access to the following items: 1. TV/DVD combination (1 per program) 2. Direct projector (1 per program) 3. Copier 4. Dual-head cassette or CD player (1 per instructional classroom) 5. Digital camera (1 per program) 6. Scissors, sharp tip (4 pairs per program) 7. Research Based Curriculum Computer Software for Centers Developmentally appropriate software following NAEYC standards for the following learning centers: • Science • Math • Music • Social Studies • Language/library • Computer • Gross motor • Manipulative • Block/construction • Creative art • Dramatic play Instructional Software Developmentally appropriate software following NAEYC standards for the Early Childhood Professional Programs Software for Centers Developmentally appropriate software following NAEYC standards for the following learning centers: • Science • Math • Music • Social Studies • Language/library • Computer • Gross motor • Manipulative • Block/construction • Creative art • Dramatic play Appendix C: Course Crosswalk Course Crosswalk Early Childhood Technology (CIP:19.0709) Note: Courses that have been added or changed in the 2018 curriculum are highlighted. Previous Current 2012 MS Curriculum Framework 2018 MS Curriculum Framework Course Number Course Title Hours Course Number Course Title Hours CDT 1113 Early Childhood Profession CDT 1113 Early Childhood Profession CDT 1214 Infant and Toddler Development CDT 1214 Infant and Toddler Development CDT 1224 Preschool and Primary Development CDT 1224 Preschool and Primary Development CDT 1313 Creative Arts for Young Children CDT 1313 Creative Arts for Young Children CDT 1343- Child Health, Safety, and Nutrition 3/4 CDT 1343- Child Health, Safety, and Nutrition 3/4 CDT 2233 Guiding Social and Emotional Behavior CDT 2233 Guiding Social and Emotional Behavior CDT 1713 Language and Literacy Development for Young Children CDT 1713 Language and Literacy Development for Young Children CDT 2714 Social Studies, Math, and Science for Young Children CDT 2714 Social Studies, Math, and Science for Young Children CDT 2914 or CDT Initial Practicum OR Infant and Toddler Practicum CDT 2914 or CDT Initial Practicum OR Infant and Toddler Practicum CDT 2413 Development of the Exceptional Child CDT 2413 Development of the Exceptional Child CDT 2613 Methods, Materials, and Measurement CDT 2613 Methods, Materials, and Measurement CDT 2813 Administration of Programs for Young Children CDT 2813 Administration of Programs for Young Children CDT 2513 Family Dynamics and Community Involvement CDT 2513 Family Dynamics and Community Involvement CDT 2944 or CDT Advanced Practicum OR Preschool Practicum CDT 2944 or CDT Advanced Practicum OR Preschool Practicum Course Crosswalk Early Childhood Technology (CIP:19.0709) Note: Courses that have been added or changed in the 2023 curriculum are highlighted. Revised 2023 MS Curriculum Framework Course Number Course Title Hours CDT 1113 Early Childhood Profession CDT 1214 Infant and Toddler Development CDT 1224 Preschool and Primary Development CDT 1313 Creative Arts for Young Children CDT 1343-4 Child Health, Safety, and Nutrition 3/4 CDT 1713 Language and Literacy Development for Young Children CDT 2233 Guiding Social and Emotional Behavior CDT 2413 Development of the Exceptional Child CDT 2513 Family Dynamics and Community Involvement CDT 2613 Methods, Materials, and Measurement CDT 2714 Social Studies, Math, and Science for Young Children CDT 2813 Administration of Programs for Young Children CDT 2914 OR CDT2924 Initial Practicum OR Infant and Toddler Practicum CDT 2944 OR CDT 2934 Advanced Practicum OR Preschool Practicum Appendix D: Recommended Textbook List Recommended Early Childhood Technology Text Book List CIP: 19.0709- Early Childhood Technology Book Title Author (s) ISBN Development Profiles: Pre-Birth Through Adolescence 9th Edition Marotz/Allen 978-0-357-62502-6 Creative Activities and Curriculum for Young Children 11th Edition Mayesky 9781337072007 Early Childhood Experiences in Language Arts, Integrated Mind Tap 12th Edition Zimbalist/Machado 9781305721623 Positive Child Guidance, Integrated for Mind Tap 9th Edition Miller 9780357625309 Home, School and Community Relations, Integrated Mind Tap 9th Edition Gestwicki 9781337590617 Early Education Curriculum: A Child’s Connection to the World 8th Edition Beaver/Wyatt/Jackman 9781337590617 Math and Science for Young Children 8th Edition Charlesworth 9781305088962 Social Studies Wallace 9781401881979 Developing and Administering Early Childhood Education Programs 10th Edition Sciarra/Lynch/Adams/Dorsey 9781305697249 Beginning Essentials in Early Childhood Education 3rd Edition Gordon 9781305089037 Understanding Child Development 10th Edition Charlesworth 9781305501034 Art and Creative Development for Young Children 8th Edition Fox 9781285733395 Health, Safety, and Nutrition for the Young Child 11th Edition Marotz 978035776576 The Exceptional Child Inclusion in Early Childhood Education 9th Edition Allen/Cowdery 9780357630693 Child, Family, School, Community- Socialization and Support 11th Edition White/Berns 9780357509593 Developmentally Appropriate Practice: Curriculum & Development in Early Education 6th Edition Gestwicki 9781305501027 Working with Young Children 10th Edition Judy Herr 978-1-6858-4211-6 Child Development: Early Stages Through Age 12- 9th Edition Celia Anita Decker, Ed.D 978-1-6356-3779-3 Beginnings and Beyond: Foundations in early childhood education Gordon and Brown 10:1-305-50096-2 13:978-1-305-50096-9 The Giant Encyclopedia of Learning Center Activities for Children3-6 Charner/Ford/Murphy 9780876590010 Another Encyclopedia of Theme Activities for Young Children Charner/Roberts/Roselli 9780876593943 Creative Literacy in Action Towell 9781285171272 Infant & Toddles: Caregiving and Responsive Curriculum Development 10th Edition Terri Jo Swim 13:978-1305501010 Guiding Children’s Social Development & Learning: Theory and Skills 9th Edition Marjorie J. Kostelnik, Anne K. Soderman, Alice Phipps Whiren, Michelle Rupoper 13:978-1305960756 Children with Special Needs in Early Childhood Settings, 1st Edition Carol L. Paasche, Lola Gorrill, Bev Strom 13: 9781401835705 Creative Resources for the Early Childhood Classroom 6th Edition Judy Herr 13: 978-1111831028 Effective Practices in Early Childhood Education, 3rd Edition Sue Bredekamp 9780133956702 Parents as Partners in Education with Enhanced Pearson eText, Loose-Leaf Version with Video Analysis Tool - Access Card Package, 9th Edition Berger & Riojas-Cortez 9780134566047 101 Principles for Positive Guidance with Young Children Katherine Kersey 13:978-013265821 Appendix E: Pre-Pac Standards Early Childhood Education Assessment and Certification Competencies Career Paths (Weight - 14.3%) 1A. Explain the roles and functions of individuals engaged in early childhood, education, and services. 1 B. Analyze opportunities for employment and entrepreneurial endeavors in early childhood, education, and services .. 1C. Identify the personal qualities and abilities needed to be effective with children. 1 D. Summarize education and training requirements and opportunities for career paths in early childhood, education, and services. 1 E. Analyze the effects of early childhood, education, and services on local, state, national, and global economies. 1 F. Create an employment portfolio for use when applying for internships and work-based learning opportunities in education and early childhood. 1G. Analyze the role of professional organizations in education and early childhood. Developmentally Appropriate Practices (Weight - 14.3%) 2A. Analyze child development theories and their implications for educational and childcare practices. 2B. Apply a variety of assessment methods to observe and interpret children's growth and development. 2C. Analyze cultural and environmental influences when assessing children's development. 2D. Analyze abilities and needs of children and their effects on children's growth and development. 2E. Analyze strategies that promote children's growth and development. Curriculum and Instruction (Weight -14.3%) 3A. Analyze a variety of curriculum and instructional models for appropriateness in meeting children's developmental needs and interests. 3B. Implement learning activities in all curriculum areas that meet the developmental needs of children. 3C. Implement an integrated curriculum that incorporates a child's language, learning styles, early experiences, and cultural values. 3D. Demonstrate a variety of teaching methods to meet individual needs of children. 3E. Arrange learning centers that provide for children's exploration, discovery, and development. 3F. Establish activities, routines, and transitions. Copyright © 2010 by the American Association of Family and Consumer Sciences. All rights reserved. Permission granted to reproduce for non-commercial educational use only. Copyright © 2010 by the American Association of Family and Consumer Sciences. All rights reserved, Permission granted to reproduce for non-commercial educational use only. Learning Environment (Weight - 14.3%) 4A. Manage physical space to maintain a learning environment that is safe and healthy and encourages physical activity. 4B. Apply safe and healthy practices that comply with state regulations. 4C. Implement strategies to teach children health, safety, and sanitation habits. 4D. Plan safe and healthy meals and snacks. 4E. Document symptoms of child abuse and neglect and use appropriate procedures to report suspected abuse or neglect to the designated authorities. 4F. Implement basic health practices and prevention procedures for workers and children regarding childhood illness and communicable diseases. Positive Relationships with Children (Weight - 14.3%) 5A. Apply developmentally appropriate guidelines for guiding children's behavior. 56. Demonstrate problem-solving skills with children. 5C. Demonstrate interpersonal skills that promote positive and productive relationships with children. 5D. Implement strategies for constructive and supportive interactions between children and Families. 5E. Analyze children's developmental progress and summarize developmental issues and concerns. Professional Practices and Standards (Weight - 14.3%) 6A. Utilize opportunities for continuing training and education. 6B. Apply professional ethical standards as accepted by the recognized professional organizations. 6C. Implement federal, state, and local standards, policies, regulations, and laws that affect children, families, and programs. 6D. Demonstrate enthusiasm, initiative, and commitment to programs goals and Improvements. 6E. Apply business management skills to planning businesses in early childhood, education, and services. Family and Community Involvement (Weight - 14.3%) 7A. Demonstrate an understanding of the diversity in family units and roles,. 76. Plan communication strategies to strengthen parent/child care provider relationships. 7C. Determine community resources available to children and their families. 7D. Describe methods for facilitating respectful, reciprocal relationships between child care providers and the community.