CLUSTERHuman Services

CONCENTRATIONEarly Childhood Education (ECE)

WVEIS CODEHU1000

ONET Codes & Occupations

25-9041.00 - Teacher Assistants

39-9011.00 - Childcare Workers

39-9011.01 - Nannies

Sample of job titles upon completion of the concentration: Early Childhood Classroom Assistant Teacher (Temporary or Permanent), Child Care Worker, Child Care Provider, Child Caregiver, Childcare Worker, Before and After School Daycare Worker, Teacher Assistant, Instructional Assistant, Paraprofessional Educator, Teacher Aid, Nannies

Sample of job titles upon completion of additional education: Early Childhood Classroom Assistant Teacher (Paraprofessional), Infant and Toddler Teacher, Infant Teacher, Toddler Teacher, Child Care Teacher, Preschool Teacher, Teacher

This concentration aligns with the following:

WV Department of Education Office of Early Learning courses for Early Childhood Classroom Assistant Teacher

WV Department of Education Policies 2520.15 Early Learning Standards Framework: Content Standards and Learning Criteria for WV Pre-Kindergarten (WV Pre-k) (WV ELSF): and 2530.02 Parenting Education Curriculum: .

WV State Training and Registry System (STARS) Core Knowledge and Core Competencies for Early Care and Education Professionals:

WV Infant and Toddler Professional Development Program for Caregivers:

American Association of Family and Consumer Sciences (AAFCS) Pre-Professional Assessments and Certifications (Pre-PAC) Early Childhood Education Standards (ECE Pre-PAC):

INDUSTRY CREDENTIALS:

West Virginia Department of Education authorization for Early Childhood Classroom Assistant Teacher

Apprenticeship for Child Development Specialist (ACDS)

Child Development Associate (CDA) and/or

American Association of Family and Consumer Sciences (AAFCS) Pre-Professional Assessments and Certifications (Pre-PAC) Early Childhood Education Certificate (ECE Pre-PAC)

and

Certifications in Basic First Aid, CPR and AED from American Red Cross and/or American Heart Association

REQUIRED COURSES (Sequence Preferred)

WVEIS CodeCourse

1003Early Childhood Education I

1004Early Childhood Education II

1008Early Childhood Education III

1009Early Childhood Education IV

ELECTIVE COURSES

0903Parenting and Strong Families

Skill Sets:

Career Preparation Skills

Safety and Sanitation

Leadership Development

Customer and Personal Service

ECE Professional Practices and Standards

Introduction to Early Childhood Development

Physical Development in the Early Childhood Years

Social Emotional Development in the Early Childhood Years

Cognitive Skills in Early Childhood Development

Language Development in the Early Childhood Years

Integrated Approaches to Child Development

Language Development

Language and Literacy Integration

Vocabulary Building Strategies

Phonological Awareness Strategies

Functional Print Environment Strategies

Understanding and Implementing Successful Preschool Inclusion

Multidisciplinary Teams and the IEP Process

School Readiness

Family and Community Involvement

Developmentally Appropriate Practices

Positive Growth and Learning Environments

ECE-Related Theoretical Perspectives

WV ELSF Domains (Physical health and Development, Social and Emotional Development, Language and Literacy, Science and The Arts)

Work-Based Integration and Transition

Skill set standards for Career Preparation Skills, Safety, Leadership Development and Customer and Personal Service should be integrated throughout the concentration as remaining skill sets are delivered.

Skill Set Standard / Career Preparation Skills
Knowledge Objectives / Students will demonstrate knowledge of
  • career paths.
  • goal development and achievement.
  • attitudes and work habits that support career retention and advancement.
  • personal qualities and abilities needed to be effective with children.
  • communication in varied contexts.

Performance Objectives / Students will
  • relate skills and abilities to possible career pathways.
  • explain methods of goal development.
  • discuss methods of time management and task coordination.
  • practice professionalism in punctuality, appropriate dress, task completion, etc.
  • investigate methods of supervision such as giving and receiving feedback and instruction.
  • develop and present a statement of their personal work ethic beliefs.
  • prepare an application, cover letter, resume and thank you letter.
  • create an employment portfolio for certification and use when applying for employment.

Skill Set Standard / Safety
Knowledge Objectives / Students will demonstrate knowledge of
  • safe and healthy learning environments.
  • state and federal regulations for childcare environments.
  • safe and healthy food preparation.
  • symptoms of child abuse and neglect and reporting methods.
  • basic health practices for workers and children regarding childhood illnesses and communicable diseases.
  • First Aid, CPR & AED for both children and adults.

Skill Set Standard / Leadership Development
Knowledge Objectives / Students will demonstrate knowledge of
  • public speaking.
  • parliamentary law.
  • leadership concepts.
  • characteristics of effective teams and organizations.

Performance Objectives / Students will
  • develop and deliver speeches.
  • participate in meetings using parliamentary procedure.
  • attend leadership conferences and training (local, state and/or national).
  • volunteer in community service opportunities.
  • participate in career development events.

Skill Set Standard / Customer and Personal Service
Knowledge Objectives / Students will demonstrate knowledge of
  • customer/client/student needs assessment.
  • quality standards of human services provision.
  • evaluation of customer/client/student satisfaction.

Performance Objectives / Students will
  • communicate effectively with customer/clients/students to determine service needs.
  • demonstrate standards for quality humans services provision.
  • analyze methods for evaluating customer/ client/student satisfaction.

Early Childhood EducationIWVEIS 1003

Skill Set Standard / ECE Professional Practices and Standards
Knowledge Objectives / Students will demonstrate knowledge of
  • curricula and standards from various sources including ethical codes.
  • WV Early Learning Standards Framework (ELSF) and Guiding Principles, WVDE Policy 2520.15.
  • WV ELSF Framework of Effective Practices.
  • WV ELSF Domain Areas.
  • WVDE Parenting Education Curriculum Policy 2530.02.
  • WV STARS Core Knowledge and Competencies.
  • WV Infant and Toddler Professional Development Program.
  • WV facility licensing standards and requirements.
  • WV child abuse and neglect laws.
  • universal precautions.
  • professional organizations related to early childhood such as NAYEC.
  • early learning imperatives.
  • the potential benefits of universal preschool.
  • resources available for childhood care and learning.

Performance Objectives / Students will
  • determine requirements for chosen avenue(s) of certification including ACDS, CDA and/or ECE Pre-Pac.
  • examine WVDE Policies 2520.15 and 2530.02 and discuss curriculum requirements.
  • discuss policies regarding employment in various child development settings including WV public school systems, Head Start and types of child care center/facilities/settings.
  • analyze WV DHHR Legislative Rules regulatory requirements for child day care centers, out-of-school time child care centers, family day care facilities, and informal and relative family child care home registration.
  • describe components of WV ELSF Domain Areas.
  • explain WV STARS.
  • discuss the WV Infant and Toddler Professional Development Program for Caregivers.
  • discuss WV child abuse and neglect laws including WV Code 49-6A-2.
  • investigate professional organizations such National Association for the Education of Young Children.
  • describe the early competencies that undergird future learning.
  • examine the economic and other benefits of universal pre-k.
  • review resources available regarding the care and education of children.
  • initiate development of professional portfolio for certification and employment use.

Skill Set Standard / Early Child Development and Developmentally Appropriate Practices (DAP)
Knowledge Objectives / Students will demonstrate knowledge of
  • definition of early child development.
  • basic theoretical principles of child growth and development.
  • definition and application of developmentally appropriate practices (DAP).
  • the impact of DAP on the caring and teaching of young children.
  • cultural and environmental influences on child development.
  • the impact of developmentally appropriate environments on the role of the teacher and on the experiences of students.
  • learning environments that encourage children to move and explore in order to develop fine and gross motor skills.
  • positive nurturing relationships and communication.
  • assessment methods for the observation and interpretation of child growth and development.
  • safety rules and responses.

Performance Objectives / Students will
  • describe the fundamental principles of DAP as catalogued by the National Association for the Education of Young Children (NAYEC).
  • articulate the importance of applying developmentally appropriate practices to child care and learning.
  • support children's development in all areas encompassing social, emotional, physical, intellectual, cognitive, and moral development.
  • examine introductory theoretical principles.
  • describe principles of observation and assessment of children.
  • explain assessment documentation methods.
  • discuss the use of observation and assessment findings.
  • explain observation and assessment reporting methods.
  • encourage understanding of others and apply DAP positive communication skills.
  • encourageDAP positive self-concepts.
  • discuss cultural and environmental influences on child development.
  • demonstrate respect for cultural diversity.
  • describe the roles and outcomes of DAP play regarding child development.
  • observe and monitor children's play activities.
  • encourage DAP independence in daily health and personal care routines.
  • describe developmentally appropriate safety practices such as danger symbols, rules for various settings and responses to potentially harmful situations.
  • communicate with children's parents or guardians about daily activities, behaviors, and related issues.
  • identify signs of emotional or developmental problems in children and discuss them within an appropriate forum.
  • assist in the development of action plans for change.
  • analyze the impact of the use of structured movement experiences as they are intentionally facilitated in the classroom environment.
  • relate the importance of the time spent in moderate to vigorous physical activity during the daily routine.
  • discover ways of building positive relationships with children,
  • explore environments that support social emotional behavior,
  • understand the importance of promoting positive social emotional teaching practices,
  • understand that cognitive development is influenced by other developmental factors,
  • understand that exploration is the key to learning,
  • understand that cognitive skills develop through processes as assimilation and accommodation,
  • consider the benefits of a positive classroom environment to promote language development,
  • gain an awareness of how other developmental domains effect language development,
  • identify strategies to promote children’s communication and oral language development,
  • develop an awareness of how utilizing literature can impact children’s vocabulary,
  • utilize the knowledge gained from each domain of child development to describe a comprehensive approach to an early childhood program, and
  • correlate current West Virginia Content Standards and Objectives for preschool children to child development domains.
  • investigate work settings within ECE and the application of DAP.

Skill Set Standard / Positive Growth and Learning Environments
Knowledge Objectives / Students will demonstrate knowledge of
  • standard elements in early childhood program design.
  • fundamentals of environmental planning for both indoor and outdoor activities.
  • equipping early childhood classrooms.
  • signs that a physical environment is not working for both children and adults.

Performance Objectives / Students will
  • examine elements in program design such as décor, furnishings, visual cues, space, etc.
  • describe the importance of aesthetics, flexibility and organization to effective childhood settings.
  • describe visual cues that promote independence and decision making.
  • examine recommended square footage minimums for classroom and outdoor space.
  • examine recommendations for color, light, sound, ventilation and temperature.
  • analyze needs for safety, health and comfort and convenience.
  • develop activity center plans that address different developmental domains and that accommodate varying numbers of people.
  • identify warning signs for problematic physical environments.

Skill Set Standard / Work-Based Integration and Transition
Knowledge Objectives / Students will demonstrate knowledge of
  • industry, organization and company profiles/resources.
  • networking.
  • supervision models.
  • requirements and competencies within child care and learning settings.
  • use of developmentally appropriate practices within ECE settings.
  • career transitioning.

Performance Objectives / Students will
  • discuss methods of socialization to various employment settings within early childhood education.
  • examine organizational structures including policies and procedures of various industry settings.
  • compare organizational mission statements to organizational performance.
  • identify conceptual frameworks applied in various settings
  • engage with individual, family, group, organization or community clients/representatives to identify concerns and activities to alleviate identified problems specific to that population
  • articulate a personal framework for human services delivery within chosen specialization.
  • apply research-based knowledge to practice situations.
  • examine methods of giving and receiving supervision.
  • explain requirements and competencies for various positions within the field.
  • develop portfolio for credentialing and employment opportunities.

Early Childhood Education IIWVEIS 1004

Skill Set Standard / Physical Health and Development
Knowledge Objectives / Students will demonstrate knowledge of
  • WV ELSF Domain Standards for Physical Health and Development relating to Fine Motor Development, Gross Motor Development, and Health and Safety Practices.
  • prenatal development.
  • physical development at differing stages from newborn to adolescence.
  • the significant early physical competencies necessary to be grounded in early childhood to undergird future learning.
  • early brain development.

Performance Objectives / Students will
  • describe concepts relating to health and physical development such as fine motor development, gross motor development, brain development and health and safety development including food choices, exercise, health routines and hygiene and personal care habits, apparel needs and safety.
  • analyze programs to ensure that the significant physical domain competencies to acquire in early childhood (body awareness, attitudes toward food, nutritional habits, body image and physical mastery) are present.
  • analyze basic principles of neuroscience.
  • examine the roles of biology and experience in brain development.
  • describe factors that enhance or inhibit brain growth.
  • describe prenatal development and care and the childbirth process.
  • analyze factors relevant to physical development at various stages from newborn to adolescence.

Skill Set Standard / Social and Emotional Development
Knowledge Objectives / Students will demonstrate knowledge of
  • development of self-concept.
  • development of self-expression and self-awareness.
  • development of social relationships including pro-social behaviors and cooperation.
  • roles of family and community in social and emotional development.
  • dispositions to and motivations for learning.
  • issues relating to trust, security, autonomy, separation and attachment.

Performance Objectives / Students will
  • describe elements of self-concept and characteristics of a person with high self-esteem.
  • explain methods for fostering independence in a range of activities, routines and tasks.
  • discuss methods to effectively and appropriately communicate needs, wants and feelings.
  • analyze factors that promote positive relationships between adults and children.
  • demonstrate methods for expressing empathy and caring for others.
  • discuss the development of capacities to follow rules and routines and to use materials purposefully, safely and respectfully.
  • explain the acquisition of the following skills related to cooperation:
  • developing and sustaining friendships with peers;
  • managing transitions and adapting to change in routines;
  • initiating or joining classroom activities;
  • experiencing cooperative group play;
  • sharing materials and experiences and for taking turns;
  • negotiating, compromising and discussion skills required for conflictresolution.
  • accepting guidance and directions from familiar adults.
  • describe the interactive roles and relationships among family members.
  • describe roles and relationships of community members.
  • compare and contrast differences among people such as genders, race, special needs, cultures, language and family structures.
  • examine roles for children of different ages within communities.
  • analyze the importance of identifying as a member of a group within a community.
  • explain methods for increasing participation in classroom activities and tasks.
  • develop strategies for increasing independent choice making, flexibility, imagination and inventiveness.
  • examine methods for increasing concentration, developing goal-setting and implementing plans.
  • develop activities and plans for assisting children in developing the characteristics of self-concept, social relationships, family and community and learning from the knowledge objectives.

Skill Set Standard / Work-Based Integration and Transition
Knowledge Objectives / Students will demonstrate knowledge of
  • industry, organization and company profiles/resources.
  • networking.
  • supervision models.
  • requirements and competencies within child care and learning settings.
  • use of developmentally appropriate practices within ECE settings.
  • career transitioning.

Performance Objectives / Students will
  • discuss methods of socialization to various employment settings within early childhood education.
  • examine organizational structures including policies and procedures of various industry settings.
  • compare organizational mission statements to organizational performance.
  • identify conceptual frameworks applied in various settings
  • engage with individual, family, group, organization or community clients/representatives to identify concerns and activities to alleviate identified problems specific to that population
  • articulate a personal framework for human services delivery within chosen specialization.
  • apply research-based knowledge to practice situations.
  • examine methods of giving and receiving supervision.
  • explain requirements and competencies for various positions within the field.
  • supplementportfolio for credentialing and employment opportunities.

Early Childhood Education IIIWVEIS 1008

Skill Set Standard / ECE-Related Theoretical Perspectives
Knowledge Objectives / Students will demonstrate knowledge of
  • personal educational theory.
  • learning theory.
  • constructivism.
  • social constructivism.
  • Erickson’s Psychosocial Theory of Human Development.
  • Piaget’s Theory of Cognitive Development.
  • Vygotsky’s Learning Theory.
  • Bowlby’s Attachment Theory.
  • Bandura’s Social Learning Theory.
  • Psychoanalytic Theories.
  • Personality Theories such as Temperaments.
  • Gardner’s Theory of Multiple Intelligences.
  • Behavioral Theories such as Skinner’s, Watson’s and Pavlov’s.
  • Theory of Mind and Metacommunication.