ECTC 2503 - Child Guidance

• State typical behaviors for young children according to their ages and development. (NAEYC 1a, 1b, 1c)
• Categorize temperament traits and other rationales for various behaviors of Birth through Prekindergarten, including children with special needs. (NAEYC 1a, 1b, 1c)
• Plan appropriate child-centered classroom environments to support children Birth through Prekindergarten including children with special needs. (NAEYC 3b, 4a, 4b, 4c, 4d)
• Provide examples of family involvement opportunities that build relationships between program and families. (NAEYC 2a, 2b, 2c)
• Analyze purposes and types of objective observation used in the early childhood setting, Birth through Pre-kindergarten, including children with special needs. (NAEYC 3a, 3b, 3c, 3d)
• Practice & demonstrate responsible assessment through the use of a variety of observation and appropriate assessment tools for Birth through Pre-kindergarten, including children with special needs (NAEYC 3a, 3b, 3c, 3d)
• Evaluate different behaviors of children Birth through Pre-kindergarten, including children with special needs (NAEYC 3a, 3b, 3c, 3d)
• Develop an understanding of the importance of interacting positively with children, Birth through Pre-kindergarten including those with special needs.(NAEYC 1a, 1b, 1c, 4a, 4b, 4c, 4d)
• Apply guidance principles and the use of developmental check lists to monitor child readiness and engagement in all content areas for children Birth through pre-kindergarten, including children with special needs. (NAEYC 3a, 3b, 3c, 4a, 4b, 4c, 4d)
• Design, implement, and evaluate meaningful, challenging curriculum to promote positive outcomes for children Birth through pre-kindergarten including children with special needs.(NAEYC 3a, 3b, 3c, 4a, 4b, 4c, 4d)

NAEYC Associate Degree Standards

• Standard 1 - Promoting Child Development and Learning
  • 1.a.Knowing and understanding young children’s characteristics and needs.
  • 1.b. Knowing and understanding the multiple influences on development and learning
  • 1.c. Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments
• Standard 2 - Building Family and Community Relationships
  • 2.a. Knowing about and understanding family and community characteristics
  • 2.b. Supporting and empowering families and communities through respectful, reciprocal relationships
  • 2c: Involving families and communities in their children’s development and learning
• Standard 3 - Observing, Documenting, and Assessing to support young children and families
  • 3.a. Understanding the goals, benefits, and uses of assessment
  • 3.b. Knowing about and using observation, documentation, and other appropriate assessment tools and approaches
  • 3.c. Understanding and practicing responsible assessment
  • 3.d. Knowing about assessment partnerships with families and other professionals
• Standard 4 - Teaching and Learning
  • 4.a. Knowing, understanding, and using positive relationships and supportive interactions
  • 4.b.Knowing, understanding, and using effective approaches, strategies, and tools for early education
  • 4.c.Knowing and understanding the importance, central concepts, inquiry tools, and structures of content areas or academic disciplines
  • 4.d.Using own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum to promote positive outcomes
• Standard 5 - Becoming a Professional
  • 5.a. Identifying and involving oneself with the early childhood field
  • 5.b. Knowing about and upholding ethical standards and other professional guidelines
  • 5.c. Engaging in continuous, collaborative learning to inform practice
  • 5.d. Integrate knowledgeable, reflective, and critical perspectives on early education
  • 5.e.Engaging in informed advocacy for children and the profession

NAEYC Supportive Skills

• Skills in self-assessment and self-advocacy
• Skills in mastering and applying foundational concepts from general education
• Written and verbal communication skills
• Skills in making connections between prior knowledge/experience and new learning
• Skills in identifying and using professional resources