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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. (Knowledge Level) Identify strategies, policies, and procedures related to sharing assessment information with families and professional colleagues and the importance of maintaining confidentiality. (CSLO 3; NAEYC 3c; ZTT 7)
2. (Comprehension Level) Describe strategies for promoting emotional development and facilitating social skills for children with emotional and behavioral challenges. (CSLO 2; NAEYC 1c; ZTT 1) 3. (Comprehension Level) Describe characteristics of children who have significant motor impairment, communication delays, and cognitive disabilities, and summarize strategies, including the use of assistive technology, for supporting learning and development.(CSLO 2; NAEYC 3c; ZTT 1) 4. (Synthesis Level) Utilize a strength and relationship-based approach to working in partnership with families and professional colleagues to support children in inclusive settings. (CSLO 3; NAEYC 2c, 3d; ZTT 2) 5. (Evaluation Level) Evaluate the process of identification, screening, and assessment of infants and toddlers and interpret the required elements and processes for developing referrals and contributing to IFSPs/ IEPs. (CSLO 2; NAEYC 2c; ZTT 8) 6. (Evaluation Level) Critique ethical practices, legal considerations, and best practices for culturally and linguistically responsive service delivery across early childhood settings. (CSLO 2; NAEYC 6b; ZTT 5) 7. (Synthesis Level) Synthesize ways early childhood professionals use reliable and valid observation tools and procedures, and engage in reflective practices, to understand and support children's development. (CSLO 3; NAEYC 4d; ZTT 7) 8. (Synthesis Level) Develop strategies for creating successful learning experiences and adapting curricula to support the individual needs and diverse abilities of infants and toddlers. (CSLO 4, NAEYC 5; ZTT 1) 9. (Synthesis Level) Design methods of organizing and collecting data, including the use of technology, for synthesizing and presenting assessment information. (CSLO 3; NAEYC 6c; ZTT 6) 10. (Evaluation Level) Apply the observation and assessment cycle to make education decisions, inform curriculum planning, and develop goals for children. (CSLO 4; NAEYC 3a; ZTT 4) 11. (Evaluation Level) Describe and defend the importance of observation-based assessment and the necessary components of effective observation and documentation practices. (CSLO 4; NAEYC 3; ZTT 6) |
| Internal/External Standards Accreditation |
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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 |