CHD 224 - School-Age Childcare

May 16, 2012

COURSE DESCRIPTION

This course is designed for caregivers/teachers providing programs for children age 5-12 in their before and after school care needs. The course provides information on developmental profiles, discusses family concerns, and includes a variety of activities that caregivers can adopt to provide an educational and stimulating program.

CREDIT HOURS

Theory 3 credit hours

Lab 0 credit hour

Total 3 credit hours

NOTE: Theory credit hours are a 1:1 contact to credit ratio. Colleges may schedule practical lab hours as 3:1 or 2:1 contact to credit ratio. Clinical hours are 3:1 contact to credit ratio. (Ref Board Policy 705.01)

The Alabama Community College System

School-age Childcare CHD/CGM 224

PREREQUISITE COURSES

As required by college

CO-REQUISITE COURSES

As required by college

INSTRUCTIONAL NOTE: The performance objectives for this course are conducted through a combination of classroom activities, outside assignments and observations in a child care environment

PROFESSIONAL COMPETENCIES

· Explain what is meant by school-age programs.

· Value the quality in programs of this nature.

· Describe behavioral characteristics of the staff who work with children in before and after school programs

· Value the practice of ethics and other professional behaviors related to the childcare profession.

· Describe middle childhood development in all domains.

· Describe the services of various development community resources for school-age childcare.

· Develop an awareness of community resources supporting for school-age childcare program.

INSTRUCTIONAL GOALS

Cognitive: comprehend foundational knowledge of basic methods and materials used in teach children ages 5 to 12 years in a school-age setting.

Performance: of this course is for each student to apply foundational knowledge of basic methods and materials used in teaching children ages 5 to 12 years in a school-age setting.

Affective: is for students to value methods and materials for teaching children ages 5 to 12 years in a school-age setting.

STUDENT OBJECTIVES

Condition Statement: Unless otherwise indicated, evaluation of student’s attainment of objectives is based on knowledge gained from this course. Specifications may be in the form of, but not limited to, cognitive skills diagnostic instruments, manufacturer’s specifications, technical orders, regulations, national and state codes, certification agencies, locally developed lab/clinical assignments, or any combination of specifications. This course is based on National Association for the Education of Young Children (NAEYC) standards.

STUDENT LEARNING OUTCOMES

MODULE A – QUALITY SCHOOL-AGE PROGRAMS
PROFESSIONAL COMPETENCIES / PERFORMANCE OBJECTIVES /

KSA

Indicator
A1.0 Explain what is meant by school-age programs. / A1.1 This competency is measured cognitively. / 2
A2.0 Value the quality in programs of this nature. / A2.1 This competency is measured affectively. / A

LEARNING OBJECTIVES

A1.1.1 Define different types of school-age programs.
A1.1.2 Explain the need of before and after school programs.
A1.1.3 Describe various curriculums for school-age programs.
A1.1.4 Describe the changing family in today’s society.
A1.1.5 Explain the need for good role modeling for children in school-age programs. / 1
2
2
2
2
MODULE A OUTLINE:
· Definition of “school-age programs”
· Developmentally appropriate curriculum
· NAEYC standards for developmentally appropriate curricula
· Staffing
· Role models
· Components of the curriculum
- Games (indoor/outdoor)
- Computers
- Fun activities
- Activities to support various thematic units
· Influences on curriculum
· Daily schedules
· Families
· Methods of including children with special needs
· Meeting children’s learning styles
· Ethical considerations
MODULE B – STAFFING OF SCHOOL-AGE PROGRAMS
PROFESSIONAL COMPETENCIES / PERFORMANCE OBJECTIVES /

KSA

Indicator
B1.0 Describe behavioral characteristics of the staff who work with children in before and after school programs. / B1.1 This competency is measured cognitively. / 2
B2.0 Value the practice of ethics and other professional behaviors related to the childcare profession. / B2.1 This competency is measured affectively. / A
LEARNING OBJECTIVES
B1.1.1 Define qualifications for effectively staffing a before or after school program.
B1.1.2 Explain how nature of environment (s) for school-age programs is dependent on staff.
B1.1.3 Explain the need of enforcement for some rules and regulations in this type of program by staff. / 2
2
3
MODULE B OUTLINE:
· Caregivers profile
· Qualifications
· Responsibilities
· Philosophy/rules/regulations
· Professional development
MODULE C – CHILD DEVELOPMENT IN MIDDLE CHILDHOOD
PROFESSIONAL COMPETENICES /

PERFORMANCE OBJECTIVES

KSA

Indicator

C1.0 Describe middle childhood development in all domains. / C1.1 This competency is measured cognitively. / 3
LEARNING OBJECTIVES
C1.1.1 Describe ways personnel can enhance children’s physical development.
C1.1.2 Describe major changes and variations in growth patterns among school-age children.
C1.1.3 Explain the growing problem of obesity among children.
C1.1.4 Differentiate between child development and learning.
C1.1.5 Explain major principles of several theories of psychosocial development.
C1.1.6 Describe steps used to help children with conflict resolutions.
C1.1.7 Explain strategies for helping children make and keep friends. / 2
2
2
3
2
3
3
MODULE C OUTLINE:
· Physical development
- Height/weight
- Obesity
- Health conditions
- Gross motor skills
- Fine motor skills
· Cognitive development
- Learning theories/theorists
- Jean Piaget
- J.B. Watson
- B.F. Skinner
- Albert Bandura
- L.S. Vygotsky
· Psychosocial development
- Theories/theorists
- Sigmund Freud
- Eric Erikson
- Jean Piaget
- Lawrence Kohlberg
· Social competence
- Conflict resolution
- Self-discipline
- Self-image
- Communications skills
- Cooperation with others
- Problem behaviors
o Aggression
o Shyness
o ADD
o ADHD
o Autism
MODULE D – COMMUNITY RESOURCES
PROFESSIONAL COMPETENICES /

PERFORMANCE OBJECTIVES

KSA

Indicator

D1.0 Describe the services of various development community resources for school-age childcare. / D1.1 This competency is measured cognitively. / 3
D2.0 Develop an awareness of community resources supporting for school-age childcare program. / D2.1 This competency is measured affectively. / A
LEARNING OBJECTIVES
D1.1.1 Explain advantages and disadvantages of using community resources for school-age children’s programs.
D1.1.2 Describe activities appropriate for seniors and children.
D1.1.3 Describe activities for which teen volunteers are suited.
D1.1.4 State ways to make a volunteer program effective. / 3
3
3
1
MODULE D OUTLINE:
· Advantages and disadvantages of using community resources
- Benefits
- Hassles
· Means of program support through community involvement
- Volunteer senior citizens
- Volunteer teens
· Effective volunteer programs
· Networking
· Removing barriers for community participation
· Communication

Learning Objectives Table of specifications

The table below identifies the percentage of cognitive objectives for each module. Instructors should develop sufficient numbers of test items at the appropriate level of evaluation.

Limited Knowledge and Proficiency / Moderate Knowledge and Proficiency / Advanced Knowledge and Proficiency / Superior Knowledge and Proficiency
1 / 2 / 3 / 4
Module A / 20% / 80% / 0 / 0
Module B / 0 / 66% / 33% / 0
Module C / 0 / 60% / 40% / 0
Module D / 25% / 0 / 75% / 0
Learner’s Knowledge, Skills and Abilities
Indicator / Key Terms / Description
1 / Limited Knowledge and Proficiency / · Recognize basic information about the subject including terms and nomenclature.
· Students must demonstrate ability to recall information such as facts, terminology or rules related to information previously taught.
· Performs simple parts of the competency. Student requires close supervision when performing the competency.
2 / Moderate Knowledge and Proficiency / · Distinguish relationships between general principles and facts. Adopts prescribed methodologies and concepts.
· Students must demonstrate understanding of multiple facts and principles and their relationships, and differentiate between elements of information. Students state ideal sequence for performing task.
· Performs most parts of the competency with instructor assistance as appropriate.
3 / Advanced Knowledge and Proficiency / · Examines conditions, findings, or other relevant data to select an appropriate response.
· The ability to determine why and when a particular response is appropriate and predict anticipated outcomes.
· Students demonstrate their ability to seek additional information and incorporate new findings into the conclusion and justify their answers.
· Performs all parts of the competency without instructor assistance.
4 / Superior Knowledge and Proficiency / · Assessing conditions, findings, data, and relevant theory to formulate appropriate responses and develop procedures for situation resolution. Involves higher levels of cognitive reasoning.
· Requires students to formulate connections between relevant ideas and observations.
· Students apply judgments to the value of alternatives and select the most appropriate response.
· Can instruct others how to do the competency.
· Performs competency quickly and accurately.
A / Affective Objective / · Describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection.
· Objectives vary from simple attention to selected phenomena to complex but internally consistent qualities of character and conscience.
· Expressed as interests, attitudes, appreciations, values, and emotional sets or biases.