21st Century Instructional Guide for Career Technical Education
Apprenticeship for Child Development Specialist I
Human Services
Apprenticeship for Child Development Specialist
Title: / Apprenticeship for Child Development Specialist I (WVEIS 1003)Standard Number:
HS.S.CDSI.1 / Career Paths
Students will:
· analyze career paths within early childhood education and services.
· examine the roles of early childhood educators.
Essential
Questions: / Examples: How is a child’s safety and learning impacted by care from a professional?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSI.1.1 / document the roles of early childhood education and service workers. / Research and Describe:
Career Characteristics and Job Duties (Think, Pair, Share)
HS.O.CDSI.1.2 / outline employment and entrepreneurship opportunities. / Describe: ACDS, articulation,
Define: Levels of Post-secondary education Degrees
Contrast:
· Certification
· Registration, STARS
Define: worker, entrepreneur, director, teacher
HS.O.CDSI.1.3 / examine education/training requirements and professional development opportunities. / Careers within child care:
· Path
· Credentialing Requirement
· Employment Opportunities
· Workplace Environments
Career Growth Potential
HS.O.CDSI.1.4 / prepare a personal career plan including a portfolio. / Research a career of choice by observing, interviewing, or using resources
Identify: Student Organizations, Professional Organizations. Develop components of a portfolio.
Standard Number:
HS.S.CDSI. 2 / Overview of Early Childhood Programs
Students will:
· examine the mission of early childhood programs.
· discuss the elements that are common among early childhood programs.
Essential
Questions: / Example:
What is the value of an excellent early childhood program?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSI.2.1 / summarize early childhood programs. / Categorize and identify the various types of programs.
HS.O.CDSI.2.2 / outline missions of early childhood programs. / Analyze options for needed child care situations
HS.O.CDSI.2.3 / outline the common elements among early childhood programs. / Research the types of programs and detail the common elements.
Standard Number:
HS.S.CDSI.3 / Regulatory Requirements
Students will:
· utilize knowledge of regulatory agencies that impact child development caregivers.
· analyze regulatory requirements.
Essential
Questions: / Examples:
How do we protect our children from harm?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSI.3.1 / analyze the purposes of regulatory requirements. / Review the scope and purpose of regulatory agencies.
HS.O.CDSI.3.2 / examine the functions of regulatory agencies. / Discuss the levels of agency functions.
HS.O.CDSI.3.3 / summarize strategies for working with regulatory personnel. / Describe the appropriate interaction with regulatory personnel.
HS.O.CDSI.3.4 / examine regulatory contacts. / Describe regulations that are applicable.
HS.O.CDSI.3.5 / practice security and emergency evacuation procedures. / Practice skills and procedures employed to provide a safe environment for young children.
Standard Number:
HS.S.CDSI.4 / Universal Precautions
Students will:
· demonstrate the universal precautions used in early childhood programs.
· interpret the value of universal procedures.
Essential
Questions: / Examples:
How is health related to child development?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSI.4.1 / practice proper universal precautions. / Discuss and describe universal precautions.
HS.O.CDSI.4.2 / practice the proper procedures for hand washing, diaper changing, and food handling. / Develop and practice standard acceptable health care practices.
HS.O.CDSI.4.3 / explain how harmful microorganisms are spread. / Examine the ways harmful microorganisms spread and how to properly control their growth.
Standard Number:
HS.S.CDSI.5 / Reporting Child Abuse and Neglect
Students will develop necessary skills for recognizing and reporting abuse and neglect cases.
Essential
Questions: / Examples:
Is there a definite point in which inappropriate actions become abusive or neglectful?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSI.5.1 / summarize abuse and neglect symptoms. / Describe symptoms of abuse and neglect. Identify who should report and to whom concerns should be reported.
HS.O.CDSI.5.2 / outline reasons for reporting abuse and neglect. / Identify the circumstances for reporting suspicions.
HS.O.CDSI.5.3 / distinguish the mandated reporters of abuse and neglect. / Determine who reports abuse and neglect.
HS.O.CDSI.5.4 / summarize procedures for reporting abuse and neglect. / Examine the procedures for reports.
Standard Number:
HS.S.CDSI.6 / Code of Ethical Conduct
Students will:
· analyze the code of ethical conduct in the early childhood profession.
· review ethical dilemmas that may arise in the child care center.
Essential
Questions: / Examples:
How does a code of ethics inform one’s philosophy of teaching?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSI.6.1 / discuss ethical dilemmas in the work place. / Utilize the Code of Ethics to resolve a ethical dilemma.
HS.O.CDSI.6.2 / practice Code of Ethical Conduct awareness. / Discuss and describe ethical awareness. Summarize the Code of Ethics.
HS.O.CDSI.6.3 / support the NAEYC Code of Ethical Conduct. / Utilize the code to address real life dilemmas.
Standard Number:
HS.S.CDSI.7 / Gaining Mobility
Students will:
· examine different movements and patterns that allow babies to gain mobility.
· discuss the developmental growth that the influences mobility.
Essential
Questions: / Examples:
How does a child’s mobility development impact other domains of development?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSI.7.1 / demonstrate observation techniques. / Practice standard observations of young children.
HS.O.CDSI.7.2 / examine developmental movement from simple to complex. / Examine conditions necessary for growth.
· Cultural influences
· Environment
· Equipment
· Diversity
HS.O.CDSI.7.3 / illustrate the sequence of developing mobility. / Describe sequence of development.
HS.O.CDSI.7.4 / examine the relationship between increasing mobility and development in other domains. / Describe: physical development and stages
HS.O.CDSI.7.5 / practice methods for assisting young children with mobility development. / Develop safety procedures and safe environments for children.
HS.O.CDSI.7.6 / determine children’s special needs. / Describe how special needs can be addressed.
HS.O.CDSI.7.7 / implement student designed activities for special needs children. / Plan and implement activities for special needs children.
Standard Number:
HS.S.CDSI.8 / Refining Motor Skills
Students will:
· summarize the need for active play activities for children.
· design developmentally appropriate motor activities for young children.
Essential
Questions: / Examples:
Why are some adults opposed to rough and tumble play?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSI.8.1 / summarize stage appropriate active play activities / Discuss active play in the development of a young child. Have student develop an illustration (children’s book, PowerPoint /moviemaker/ or video) depicting the active play needs for a young child.
HS.O.CDSI.8.2 / prepare environments that support active play. / Describe the stages of development in active play for children.
HS.O.CDSI.8.3 / design age appropriate motor activities. / Design appropriate environment for active play.
HS.O.CDSI.8.4 / document motor activity results. / Design appropriate activities for a group of young children. Evaluate the activity.
Standard Number:
HS.S.CDSI.9 / Rough and Tumble Play
Students will:
· investigate the need for and results of rough and tumble play.
· manage appropriate rough and tumble play activities.
Essential
Questions: / Examples:
How does healthy rough and tumble play contribute to the young child’s overall development?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSI.9.1 / examine healthy rough and tumble play. / Discuss the impact of removing undesirable play themes. Identify risk taking activities and potential areas for hurt. Discuss “scaffolding” as a safety net. Summarize how rough and tumble play is found in diverse cultures.
HS.O.CDSI.9.2 / summarize the importance of overall development and rough and tumble play relationships. / Develop appropriate lesson plans for outdoor play. Apply to situations for special needs children. Discuss how gender differences should be addressed.
HS.O.CDSI.9.3 / implement rough and tumble play management. / Write a policy for a parent handbook about the value of rough and tumble play. Also, write a policy for staff about managing rough and tumble play.
Standard Number:
HS.S.CDSI. 10 / Fine Motor Skills
Students will:
· explore fine motor development.
· execute age appropriate fine motor activities.
Essential
Questions: / Examples:
What is the value of fine motor skills in the young child’s development?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSI.10.1 / compare the relationship of fine motor to gross motor development. / Have students take a position in debating the need for routine in the infant room (Albrecht and Miller_ 2001, pp 76-77.View the West ED video on “Routines”.) Compare the relationship of fine motor to gross motor development. Use the Intel Thinking Tools: Seeing Reason to see the relationship between fine motor and gross motor development.
HS.O.CDSI.10.2 / outline fine motor development sequence. / Summarize the sequence of fine motor development.
HS.O.CDSI.10.3 / implement student designed age appropriate fine motor activities. / Discuss activities for infants that develop find motor skills: painting, self feeding, tactile experiences, Have students participate in an experiment of closed eyes identification of items. Review concerns of safety and health. Write a note to a parent explaining a concern about a child t hat does not alarm the parent.
Standard Number:
HS.S.CDSI.11 / Gaining Competence
Students will:
· analyze developmentally appropriate practices in planning for early childhood development.
· implement developmentally appropriate lesson plans.
Essential
Questions: / Examples:
What is the value of fine motor skills in the young child’s development?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSI.11.1 / discuss the importance of improving coordination skills. / Discuss children’s love of process and growing independence.
HS.O.CDSI.11.2 / summarize strategies for increasing body competence. / Identify common conflicts that arise as children develop body competence. Discuss child centered classrooms. Identify problem solving skills. Identify appropriate responses to attempts in developing body competence.
HS.O.CDSI.11.3 / perform activity, routine, and transition strategies. / Divide the class into groups and have the groups address different tasks to break down into steps. Use the Intel Thinking Tools: Visual Ranking to identify reasons for children to learn body competence.
HS.O.CDSI.11.4 / implement student designed developmentally appropriate lesson plans. / Design and implement student designed activities with children that are developmentally appropriate. Discuss how motor development and self help skills are affected by disabilities. Develop activities that accommodate differences. Review the ADA to discuss skills competency and a child’s admission into a classroom.
Standard Number:
HS.S.CDSI.S.12 / Perceptual Motor Integration
Students will develop an understanding of perceptual motor integration.
Essential
Questions: / Examples:
How can the early childhood teacher provide activities that promote the integration of perceptual coordination activities?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSI.12.1 / summarize perceptual motor coordination. / Describe Perceptual Motor Integration and how it impacts response to the world around the young child.
HS.O.CDSI.12.2 / role-play perceptual motor coordination. / Identify imitation games and role plays. Discuss how mixed age groups can be useful and how to use mixed age ideas in a class of all similar ages. Observe the impact of television on young children in this regard; discuss how video can be more appropriately used. Have student use non dominant hand for specific activities.
HS.O.CDSI.12.3 / practice perceptual motor coordination strategies. / Identify simplified movements for children with disabilities or special needs. Compare perpetuated stereotypes. Add games and activities to resource files with approximate ages ranges and skills developed. Reflect in the journal how special needs children learn differently. Use a walkabout assignment to prompt discussion about one’s response to disabilities.
Standard Number:
HS.S.CDSI.13 / Representation
Students will:
· explore how a child’s past exploration of their environment influences their future explorations.
· examine the value of open ended art activities for the young child.
Essential
Questions: / Examples:
What is the value of art in the development of the young child?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSI.13.1 / explain representation progression. / Make a connection between representational art and emerging literacy. Use the Intel Thinking Tools: Visual Ranking to reflect on how individuals perceive their environment.
HS.O.CDSI.13.2 / practice representation activities. / Identify strategies to organize materials and the classroom environment. Have students try to recreate a painting; discuss their level of frustration. Develop a comparison of values in various art activities for young children. Develop list of media appropriate for child use.
HS.O.CDSI.13.3 / examine open-ended art benefits. / Identify protective covering for clothing for art. Summarize the differences in open ended and closed materials and experiences. Develop art plans for the resource notebook. Collect examples of children’s art and identify the examples according to the stages of representation. Use a copy machine or a digital camera to do this.
Standard Number:
HS.S.CDSI. 14 / Nutrition and Growth
Students will:
· examine the importance of healthy nutrition on optimal development in young children.
· develop sound nutrition strategies for young children.
Essential
Questions: / Examples:
How does food contribute to a child’s response to the world?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSI.14.1 / explain the relationship between nutrition and development. / Discuss family meal styles of dining. Use Inking Tools: Seeing Reason to explore the relationship between development and nutrition/food. Write about how food informs one’s understanding of the world and their own culture.
HS.O.CDSI.14.2 / practice good nutrition strategies. / Use the food guidelines of the Child and Adult Care Food Program to plan a week of menus for a young child. Have students bring in strongly flavored foods to try and observe responses to the trials. Discuss food aversions and allergies. Develop plans for cooking recipes in the classroom including safety and sanitation procedures/.
Standard Number:
HS.S.CDSI.15 / Brain Development
Students will:
· examine the importance of healthy brain development.
· implement student designed environments that provide optimal healthy brain development.
Essential
Questions: / Examples:
How does a healthy brain develop?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSI.15.1 / explain the importance of brain development in the early years. / Discuss the necessity for good nutrition, adequate sleep, and good health for optimal brain development. Have students illustrate the development of the brain.