Central Arizona College Back
ECE 229 Early Childhood Practicum
Credit Hours:  4
Effective Term: Fall 2017
SUN#:  None
AGEC: None  
Credit Breakdown: 2 Lectures, 2 Practicum
Times for Credit: 1
Grading Option: A, B, C, D, F

Description: Practicum requiring 100 hours of field work in an early childhood program where the concepts learned in the Early Childhood Education (ECE) core coursework are applied. The application process requires documentation of a negative TB test, AZ Fingerprint Identity Verified Print (IVP) card, and director approval. This is intended to be the last course taken in the program of study.

Prerequisites: Director consent

Corequisites: None

Recommendations: It is recommended this be the last course taken toward a certificate or degree completion.

Measurable Student Learning Outcomes
Students will provide competency examples demonstrating:
1. (Application Level) Establish relationships with children, families, colleagues and community members in an early childhood program. (CSLO 1)
2. (Synthesis Level) Model acquired knowledge, skills, attitudes, and dispositions of an Early Childhood professional. (CSLO 3)
3. (Synthesis Level) Develop, document, and implement lesson plans and curriculum activities that are developmentally and culturally appropriate, and include strategies for young children with diverse abilities. (CSLO 2)
4. (Synthesis Level) Integrate reflective capacity into practice by working with children and families in a practicum setting. (CSLO 4)
5. (Analysis Level) Examine and explain the essential concepts of play based, developmentally appropriate approaches to content areas that include language and literacy, the arts, mathematics, science and social studies, social emotional development, and physical activity. (CSLO 4)
6. (Synthesis Level) Support the use of play in creating environments that enrich and extend young children's development and learning and that are informed by appropriate early childhood philosophies and theories. (CSLO 2)
7. (Evaluation Level) Appraise one's own professional and educational practices, philosophy, and professional development goals from a personal, community, state, national, and global perspective. (CSLO 3)
8. (Evaluation Level) Interpret, critique, and apply assessment methods that are developmentally, culturally, and linguistically appropriate and contain documentation from multiple sources, including families and other professionals, to make informed decisions about children and programs. (CSLO 2)
Internal/External Standards Accreditation
NAEYC Standards for Professional Preparation
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