ECED 270 Planning and Assessment for Student Teaching (3 credits)

2. Develop and evaluate meaningful, integrated, and developmentally appropriate learning experiences in curriculum content areas based upon knowledge of individual children, the community, and curriculum goals and content (including language and literacy, mathematics, science, health, safety, nutrition, social studies, art, music, and movement).

3. Plan and evaluate developmentally appropriate large group experiences in science, literature, and music that meet methods criteria for leadership, content, length, guidance, and transition.

4. Construct and evaluate developmentally appropriate small group experiences that address observed needs of the group in the areas of fine arts, large motor skills, science, or other content areas.

5. Observe, record, assess and interpret young children’s development and learning for the purpose of planning appropriate learning environments, learning experiences, human interactions, and adapting for individual differences.

6. Create developmental portfolios for individual children based on observing, recording, assessing and interpreting young children’s development and learning.

7. Establish and maintain positive, collaborative relationships with families through effective communication, family involvement, responsive interactions, and recognition of diverse family structures and social and cultural backgrounds.

8. Plan and create environments and experiences that affirm and respect culturally and linguistically diverse children, support home-language preservation, and promote nondiscriminatory approaches and the valuing of diversity.

9. Model practices of the NAEYC Code of Ethical Conduct.

Degree Outcomes
Program Outcome:

1. Students implement a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning, which will vary depending on children’s ages, characteristics, and the early childhood setting.

    a: Discuss how supportive relationships and positive interactions are the foundation of their work with young children.

    b: List and implement effective instructional and guidance strategies and tools for early education, including appropriate uses of technology.

    c: Use a broad repertoire of developmentally appropriate teaching/learning and guidance approaches.

    d: Reflect on their own practice to promote positive outcomes for each child.

2. Students engage in field experiences and clinical practice to develop the knowledge, skills and professional dispositions necessary to promote the development and learning of young children in a variety of early childhood settings and with multiple age groups.

    a. Observe and practice in at least two of the three early childhood age groups (birth – age 3, 3-5, 5-8).

    b. Observe and practice in at least two of the three main types of early education settings (primary school grades, child care centers and homes, ECEAP/Head Start programs).

Critical, Creative, and Reflective Thinking: Graduates will evaluate, analyze, synthesize, and generate ideas; construct informed, meaningful, and justifiable conclusions; and process feelings, beliefs, biases, strengths, and weaknesses as they relate to their thinking, decisions, and creations.

Lecture Contact Hours 10
Lab Contact Hours 20
Clinical Contact Hours 30
Total Contact Hours 30