ECE 159 - Early Childhood Curriculum II

1. Demonstrate knowledge of basic environmental requirements in an early childhood classroom.
   1. Identify basic learning materials in each of the following areas: math, manipulatives, blocks, science/sensory/discovery, emergent literacy, social studies and technology.
   2. Describe characteristics of the effective display of materials and the contribution of the visual environmental to children’s learning.
   3. Identify materials to reflect cultural, language and ability diversity.
2. Assess, plan, adapt, implement and evaluate evidence-based and developmentally appropriate learning opportunities in the areas of emergent literacy, math, blocks, science, technology, sensory and social studies for children of varying abilities.
   1. Identify children’s developmental stages in the areas of emergent literacy, math, social studies, science, technology, block play and manipulatives.
   2. Select appropriate, culturally sensitive tools for assessment of children’s learning and development related to emergent literacy, math, social studies, science, technology, block play and manipulatives.
   3. Link learning goals for children to selected activities and materials.
   4. Review a variety of objective observation tools for child assessment (i.e., anecdotal records, frequency counts, checklists, rating scales, participation charts, work samples and curriculum-linked assessments) that help identify children’s strengths, challenges, interests and needs and are appropriate for individual children’s developmental levels and experiences.
3. Demonstrate the ability to develop evidence-based and developmentally appropriate learning opportunities for children of varying abilities.
   1. Identify developmentally appropriate, non-biased materials and experiences that support children’s learning related to emergent literacy, math, science and sensory, technology, social studies, block play and manipulatives.
   2. Plan and demonstrate effective group learning activities across a variety of domains and content areas (language, literacy, math, social studies, and science).
   3. Develop a curriculum web based on children’s interests and meaningful learning activities.
   4. Construct simple learning materials to promote learning related to math, science, social studies, or emergent literacy for use with each child. 
4. Demonstrate the ability to adapt learning opportunities and materials to meet the needs of children of varying abilities.
   1. Identify adaptations that can be made in the physical environment, schedule, and learning opportunities to support each child’s particular strengths, challenges, interests and needs.
   2. Develop curriculum plans that are appropriate for children ages three through eight in a fully inclusive early childhood setting.
5. Use self-reflection as a tool to improve teaching and interactions with children.
   1. Identify personal strengths, skills, interests and challenges in planning integrated curriculum.
   2. Describe how personal beliefs, values and experiences influence each person’s philosophy of early childhood education.
6. Explain the importance of culture and language in a child’s education and the importance of family engagement.
   1. Identify informal and formal opportunities to learn from families.
   2. Explore opportunities to include families in planning for children’s growth and development.
   3. Consider strategies for incorporating family and community backgrounds, cultures, and preferences in the early childhood setting.
7. Apply professional skills.
   1. Demonstrate collaboration, problem-solving, commitment to the NAEYC Code of Ethics.
   2. Demonstrate dispositions of effective teachers including awareness of and sensitivity to differences in culture, language and ability.