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Credit Hours: 3 Effective Term: Fall 2019 SUN#: None AGEC: None |
Credit Breakdown: 3 Lectures Times for Credit: 1 Grading Option: A, B, C, D, F Cross-Listed: |
| Measurable Student Learning Outcomes |
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| 1. (Comprehension Level) Describe features of early learning environments that protect the health, safety, and comfort of infants and toddlers and support the identification of risk and protective factors. (CSLO 2; NAEYC 1c, 5a)
2. (Comprehension Level) Describe the role of the teacher in planning infant and toddler environments and curriculum that nurture relationships and design play spaces that promote social explorations and symbolic play. (CSLO 4; NAEYC 5c) 3. (Comprehension Level) Explain the components of a curricular planning framework and how intentional curricular planning supports the development of infants and toddlers as active, skilled learners. (CSLO 3; NAEYC 5b) 4. (Comprehension Level) Discuss individualized curriculum planning, including the use of appropriate transitions and routines, to promote an environment that is accessible to all children. (CSLO 3; NAEYC 4b) 5. (Comprehension Level) Summarize the essential components of developmentally appropriate practice and the importance of play as the foundation of developmentally appropriate curriculum. (CSLO 2; NAEYC 4c) 6. (Application Level) Apply knowledge of early learning standards and infant and toddler developmental guidelines to the curricular planning cycle with a focus on routine care practices, interactions, and the environment. (CSLO 3; NAEYC 5c) 7. (Synthesis Level) Design environments that are family-centered, culturally and linguistically responsive, and support effective interactions as the foundation of work with infants and toddlers. (CSLO 4; NAEYC 4a) 8. (Synthesis Level) Design outdoor infant and toddler environments that engage children with the world of nature and offer a variety of experiences that support all domains of development. (CSLO 4; NAEYC 1c) 9. (Synthesis Level) Examine play as a medium for learning and select learning materials to support the language, cognitive, and large and fine motor development of infants and toddlers. (CSLO 3; NAEYC 5c) 10. (Synthesis Level) Design methods of organizing and collecting data, including the use of technology, for synthesizing and presenting curriculum and assessment information. (CSLO 3; NAEYC 3b) 11. (Synthesis Level) Describe the impact of cultural beliefs and adult attitudes toward play and advocate for family understanding of how play influences care practices, development, and learning. (CSLO 3; NAEYC 2a) 12. (Evaluation Level) Apply the observation and assessment cycle to make education decisions, plan care routines, inform curriculum planning, and develop goals for children. (CSLO 4; NAEYC 3a; ZTT 4) |
| Internal/External Standards Accreditation |
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Students will be able to demonstrate proficiency at the appropriate pre-established levels for the following standards and competencies:
NAEYC Standards for Early Childhood Professional Preparation (NAEYC) Standard One: Promoting Child Development and Learning Standard Two: Building Family and Community Relationships Standard Three: Observing, Documenting, and Assessing to Support Young Children and Families Standard Four: Using Developmentally Effective Approaches to Connect with Children and Families Standard Five: Using Content Knowledge to Build Meaningful Curriculum Standard Six: Becoming a Professional ZERO TO THREE Competencies for Prenatal to Age 5 (P-5) Professionals (ZTT) P-5 1: Early Childhood Development P-5 2: Family Centered Practice P-5 3: Relationship-Based Practice P-5 4: Health & Developmental Protective & Risk Factors P-5 5: Cultural & Linguistic Responsiveness P-5 6: Leadership to Meet Family Needs & Improve Services & Systems P-5 7: Professional & Ethical Practices P-5 8: Service Planning, Coordination, & Collaboration Arizona Early Childhood Workforce Knowledge and Competencies: (AZWKC) -Child Growth and Development -Curriculum and Learning Environments -Child Observation and Assessment -Effective Interactions -Health, Safety & Nutrition -Family and Community partnerships -Professionalism -Program Management |