ECE 158 - Early Childhood Curriculum I

1. Demonstrate knowledge of basic environmental requirements in an early childhood setting.
   1. Develop a daily schedule appropriate for an early childhood program.
   2. Identify developmentally appropriate transitions to use when moving children from one activity to another.
   3. Describe the characteristics of a room arrangement that supports young children’s need for security, belonging, acceptance, exploration, learning, independence, and the development of relationships.
   4. Identify characteristics of an appropriate outdoor learning environment.
2. Assess, plan, adapt, implement and evaluate evidence-based and developmentally appropriate learning opportunities in the areas of dramatic play, art, music and movement, and physical play for children of varying abilities.
   1. Identify stages in children’s development related to the creative arts, dramatic play, and large and fine motor skills.
   2. Describe how dramatic play, creative arts, and fine and large motor play support social, emotional, physical, cognitive and language development.
   3. Explore objective observation as a tool for child assessment that helps identify children’s strengths, challenges, interests and needs.
3. Describe the importance of play for every young child.
   1. Discuss opportunities for learning through play and the provision of meaningful choices to children.
   2. Identify the values of creative art, dramatic play, music and movement, and physical play in the early childhood curriculum.
4. Demonstrate the ability to effectively develop evidence-based and developmentally appropriate learning opportunities for children of varying abilities.
   1. Explore a variety of approaches to curriculum planning.
   2. Begin the development of a concept web and curriculum plan focusing on creative art, music and movement, dramatic play, and fine and gross motor play.
   3. Collect a variety of age appropriate, non-biased learning activities for creative art, music and movement, dramatic play, and fine and gross motor play.
   4. Construct simple learning materials in the area of creative arts, music and movement, or physical play for use with young children.
   5. Describe the influence of early childhood theories on current practice.
5. Evaluate evidence-based and developmentally appropriate learning opportunities and materials for children of varying abilities.
   1. Identify safety concerns when selecting activities and materials for young children.
   2. Describe activities for use with individual children, in small or large groups, and indoors or outdoors. 
   3. Select activities for effective promotion of anti-bias attitudes and behaviors.
6. Demonstrate the ability to adapt learning opportunities and materials to meet the needs of children of varying abilities.
   1. Explain adaptations that can be made in the physical environment and daily schedule to support the inclusion of each child.
   2. Review adaptations that can be made in creative art, music and movement, dramatic play, fine and gross motor, and outdoor activities to support the inclusion of each child.
7. Use self-reflection as a tool to improve teaching and interactions with each child.
   1. Examine characteristics of effective teachers and how they affect each child.
   2. Explore the components of an early childhood teacher’s role in support of children’s family, culture, language and ability diversity.
   3. Begin to develop a philosophy of supporting children in an early childhood environment.
8. Explain the importance of family engagement in the child’s education.
   1. Identify benefits of partnering with families to support children.
   2. Describe behaviors that demonstrate a respectful, welcoming, collaborative approach with families.
   3. Explore strategies for getting to know families and appreciating family differences.
9. Demonstrate professionalism.
   1. Function collaboratively with peers and instructors.
   2. Maintain a professional attitude and behavior as reflected in the NAEYC Code of Ethical Conduct.
   3. Respect the needs, personalities, culture, language and ability of peers in the classroom.