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CLUSTER Human Services

CONCENTRATION Early Childhood Education (ECE)

WVEIS CODE HU1000

ONET Codes & Occupations 25-9041.00 - Teacher Assistants39-9011.00 - Childcare Workers39-9011.01 - Nannies

Sample of job titles upon completion of the concentration: 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: Infant and Toddler Teacher, Infant Teacher, Toddler Teacher, Child Care Teacher, Preschool Teacher, Teacher

This concentration aligns with the following: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): http://wvde.state.wv.us/policies/p2520.15.pdf and 2530.02 Parenting Education Curriculum: http://wvde.state.wv.us/policies/p2530.02.pdf .

WV State Training and Registry System (STARS) Core Knowledge and Core Competencies for Early Care and Education Professionals: http://www.wvearlychildhood.org/resources/Core_Competencies.pdf

WV Infant and Toddler Professional Development Program for Caregivers: http://www.wvdhhr.org/bcf/ece/earlycare/itdp.asp

American Association of Family and Consumer Sciences (AAFCS) Pre-Professional Assessments and Certifications (Pre-PAC) Early Childhood Education Standards (ECE Pre-PAC): http://www.aafcs.org/res/Credentialing/prepac/Competency_Lists/Early%20Childhood%20Education%20Competencies.pdf

INDUSTRY CREDENTIALS: Apprenticeship for Child Development Specialist (ACDS) http://www.wvacds.org/;

Child Development Associate (CDA) http://www.cdacouncil.org/announcements-and-events/156-hs-programs-now-eligible; and/or

American Association of Family and Consumer Sciences (AAFCS) Pre-Professional Assessments and Certifications (Pre-PAC) Early Childhood Education Certificate (ECE Pre-PAC)http://www.aafcs.org/res/Credentialing/prepac/Competency_Lists/Early%20Childhood%20Education%20Competencies.pdf; and

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

1

http://www.aafcs.org/res/Credentialing/prepac/Competency_Lists/Early%20Childhood%20Education%20Competencies.pdf


http://www.cdacouncil.org/announcements-and-events/156-hs-programs-now-eligible

http://www.cdacouncil.org/announcements-and-events/156-hs-programs-now-eligible

http://www.wvacds.org/



http://www.wvdhhr.org/bcf/ece/earlycare/itdp.asp

http://www.wvearlychildhood.org/resources/Core_Competencies.pdf

http://wvde.state.wv.us/policies/p2530.02.pdf

http://wvde.state.wv.us/policies/p2520.15.pdf

REQUIRED COURSES (Sequence Preferred) WVEIS Code Course1003 Early Childhood Education I1004 Early Childhood Education II1008 Early Childhood Education III1009 Early Childhood Education IV

ELECTIVE COURSES 0903 Parenting and Strong Families0927 Family and Community Services1060 Essentials of Addiction and Prevention7321 Psychology7341 Sociology

Skill Sets:

Career Preparation SkillsSafety and SanitationLeadership DevelopmentCustomer and Personal ServiceLiteracy and NumeracyECE Professional Practices and StandardsDevelopmentally Appropriate PracticesPositive Growth and Learning EnvironmentsECE-Related Theoretical PerspectivesWV ELSF Domains (Physical health and Development, Social and Emotional Development, Language and

Literacy, Science and The Arts)Work-Based Integration and Transition

2

Career Preparation, Safety, Leadership Development, Customer Service and Literacy and Numeracy skill sets should be integrated throughout the concentration as remaining skill sets are delivered.

Skill Set Career Preparation SkillsKnowledge Objectives

HU.1

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

HU.2HU.3HU.4HU.5HU.6

HU.7HU.8HU.9

HU.10

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 a personal portfolio for use when applying for employment. practice simulated job interviews.

Skill Set Safety Knowledge Objectives

HU.11


safety practices, policies, procedures and strategies related to both personal and environmental safety.


HU.12HU.13HU.14HU.15HU.16HU.17HU.18HU.19HU.20

Students will

define personal and environmental safety on the job. analyze the legal responsibility to provide a safe environment. anticipate and avoid or mitigate potential safety risks for self and client. list health and safety tools of the trade and assemble a safety kit. plan safe and appropriate responses to a variety of dangers and emergencies. identify options for further preparedness training and research. identify causes, prevention and treatments for injuries. list responsible actions to create a safe and healthy environment. demonstrate proficiency in first aid, CPR and AED.

Skill Set Leadership DevelopmentKnowledge Objectives

HU.21


public speaking. parliamentary law. leadership concepts.

3

characteristics of effective teams and organizations.Performance Objectives

HU.22HU.23HU.24HU.25HU.26

Students will

develop and deliver speeches. participate in business meetings. attend leadership conferences and training (local, state and/or national). volunteer in community service opportunities. participate in career development events.

Skill Set Customer and Personal ServiceKnowledge Objectives

HU.27


skills and procedures in customer and guest services. interpersonal skills to build effective working relationships. social perceptiveness by being aware of others' reactions and understanding

why they react as they do.Performance Objectives

HU.28HU.29HU.30HU.31HU.32HU.33HU.34HU.35HU.36HU.37HU.38HU.39

Students will

assess customer needs. meet quality standards for service. evaluate customer satisfaction. demonstrate concern for others. use good manners and show cooperation. work with diverse people by being flexible and open-minded. negotiate with others to resolve conflicts and settle disputes. maintain open communication with others. accurately interpret the verbal and non-verbal behaviors of others; base actions appropriately. respect diversity by demonstrating respect for, listening to, and considering the opinions, perspectives, customs, and individual differences of others.

Skill Set Literacy and NumeracyKnowledge objectives

HU.40


literacy and numeracy skills required to solve complex real-world problems associated with their career/technical content area improve their thinking and reasoning skills.


HU.41

HU.42

HU.43

HU.44

Students will

utilize a variety of technical sources (e.g., Internet, manuals, journals, directions, reports, etc.) to complete career/technical assignments and projects

demonstrate writing skills required to complete career/technical assignments and projects

demonstrate accuracy in calculating and measuring graphical work required to complete career/technical assignments and projects

analyze tables, charts, graphs and multiple data sources to complete career/technical assignments and projects

4

Early Childhood Education I WVEIS 1003

Skill Set ECE Professional Practices and Standards Knowledge Objectives

1003.1


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 NAEYC. early learning imperatives. the potential benefits of universal preschool. resources available for childhood care and learning.


1003.2

1003.3

1003.4

1003.5

1003.61003.71003.8

1003.91003.10

1003.111003.121003.131003.14

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.

5

Skill Set Developmentally Appropriate Practices (DAP)Knowledge Objectives

1003.15


the definition and application of developmentally appropriate practices (DAP). basic theoretical principles of child growth and development. assessment methods for the observation and interpretation of child growth and

development. positive nurturing relationships and communication. cultural and environmental influences on child development. safety rules and responses. application of DAP in various work settings.


1003.16

1003.17

1003.18

1003.191003.201003.211003.221003.231003.24

1003.251003.261003.271003.281003.291003.301003.31

1003.32

1003.33

1003.341003.35

Students will

describe the fundamental principles of DAP as catalogued by the National Association for the Education of Young Children (NAEYC).

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. encourage DAP 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. investigate work settings within ECE and the application of DAP.

Skill Set Positive Growth and Learning EnvironmentsKnowledge Objectives

1003.36


standard elements in early childhood program design. fundamentals of environmental planning for both indoor and outdoor activities.

6

equipping early childhood classrooms. signs that a physical environment is not working for both children and adults.


1003.37

1003.38

1003.391003.40

1003.411003.421003.43

1003.44

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 Physical Health and DevelopmentKnowledge Objectives

1003.45


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.


1003.46

1003.47

1003.481003.491003.501003.511003.52

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 Work-Based Integration and TransitionKnowledge Objectives

1003.53


industry, organization and company profiles/resources.

7

networking. supervision models. requirements and competencies within child care and learning settings. the use of developmentally appropriate practices within ECE settings. career transitioning.


1003.54

1003.55

1003.561003.571003.58

1003.59

1003.601003.611003.621003.63

Students will

discuss methods of socialization to various employment settings within the chosen specialization area.

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 a portfolio for credentialing and employment opportunities.

8

Early Childhood Education II WVEIS 1004

Skill Set Social and Emotional DevelopmentKnowledge Objectives

1004.1


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.


1004.2

1004.3

1004.4

1004.5

1004.61004.7

1004.8

1004.91004.101004.11

1004.121004.13

1004.141004.15

1004.16

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:

o developing and sustaining friendships with peers;o managing transitions and adapting to change in routines;o initiating or joining classroom activities;o experiencing cooperative group play;o sharing materials and experiences and for taking turns;o negotiating, compromising and discussion skills required for conflict

resolution.o 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.

9

1004.17 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 Work-Based Integration and TransitionKnowledge Objectives

1004.18


industry, organization and company profiles/resources. networking. supervision models. requirements and competencies within child care and learning settings. the use of developmentally appropriate practices within ECE settings. career transitioning.


1004.19

1004.20

1004.211004.221004.23

1004.24

1004.251004.261004.271004.28

Students will






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 a portfolio for credentialing and employment opportunities.

10

Early Childhood Education III WVEIS 1008

Skill Set ECE-Related Theoretical PerspectivesKnowledge Objectives

1008.1


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.


1008.2

1008.31008.4

1008.51008.6

1008.7

1008.8

Students will

explain the concept of theory and describe how child care practices develop from theory.

outline the major concepts of various theories listed above. analyze the values and limits of various theories in relationship to outcomes of

child development. develop personal philosophies relating to educational theory. explain strategies for implementing practical use of various theories in child

care settings. explain multiple intelligences and construct DAP’s that address the needs of

different multiple intelligence. demonstrate metacommunication behavior and construct metacommunication

activities.Skill Set Work-Based Integration and TransitionKnowledge Objectives

1008.9


industry, organization and company profiles/resources. networking. supervision models. requirements and competencies within child care and learning settings. the use of developmentally appropriate practices within ECE settings. career transitioning.


1008.10

Students will


11

1008.11

1008.121008.131008.14

1008.15

1008.161008.171008.181008.19





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 IV WVEIS 1009

12

Skill Set Language, Literacy and GraphicacyKnowledge Objectives

1009.1


listening and speaking including receptive and expressive language. comprehension and collaboration. print concepts. phonological awareness. word recognition. literature and writing. using and generating graphic images.


1009.21009.31009.41009.51009.6

1009.71009.8

Students will

demonstrate the handling and viewing of a book. describe environmental print. explain visual units such as letters, words and spaces. describes how to develop awareness of letters and words. explain how to develop an understanding of the use and generation of graphic

images. outline the preschool learning to read and write processes. design reading and writing strategies.

Skill Set MathematicsKnowledge Objectives

1009.9


the WV ELSF mathematics domain and rationale. mathematics domains identified for a school readiness report. basic principles of numeracy.


1009.10

1009.111009.121009.131009.14

Students will

describe the mathematics objectives related to the WV ELSF mathematics domain.

associate block and messy table play with numeracy relationship. construct quantity and physical relationship activities. contrast rote and rational counting. develop DAP’s for teaching numeracy.

Skill Set ScienceKnowledge Objectives

1009.15


the WV ELSF science domain and rationale. science domains identified for a school readiness report. development and utilization of scientific inquiry.


1009.161009.17

Students will

describe how inquiry supports cognitive development. demonstrate strategies for guiding children’s inquiry process.

Skill Set The Arts

13

Knowledge Objectives

1009.18


the importance of creative expression and aesthetic appreciation to human growth and development in every domain.

music and movement. visual art. dramatic play.


1009.19

1009.201009.21

Students will

analyze the contribution of imagination and creativity to the development of new ideas and skills needed for problem solving, conflict resolution and lifelong learning.

describe creative thinking as an approach to learning. develop strategies for self expression through a variety of activities in

techniques in the domain areas of music and movement, visual art and dramatic play.

Skill Set Work-Based Integration and TransitionKnowledge Objectives

1009.22


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.


1009.23

1009.24

1009.251009.261009.27

1009.28

1009.291009.301009.311009.32

Students will






apply research-based knowledge to practice situations. examine methods of giving and receiving supervision. explain requirements and competencies for various positions within the field. Complete a portfolio for credentialing and employment opportunities.

14

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