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Introduction

  • Page ID
    324264
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    Note

    This book was written for ECPK 420 Mentored Program Observation, Birth-KBirth-PreK, a required course at Bridgewater State University and contains material specific to that course, instructors and department. It has been modified to remove this material. The original remains online. LibreTexts makes this available for others to use and remix into other LibreTexts books.

    This electronic textbook supports a  course for Early Education and Care Birth-K majors.  The course consists of observations in six different Birth-K settings across the mixed delivery system of early childhood education. Students compare their experiences and submit a portfolio analyzing the settings they visit.  They analyze quality using national early childhood accreditation standards. The course is designated as fulfilling the writing intensive course in the major.

    The course is designed so students experience and reflect upon the full range of childcare delivery models, birth through kindergarten.  Some students may have experienced only one type of early childhood setting.  Part of becoming a professional in the field is developing “The Big Picture” and realizing there are many ways to provide quality services for children. We work together, to make sure children and families in our community are served effectively.

    In this course, students will be using the National Association for the Education of Young Children (NAEYC) national standards to evaluate childcare programs as well as comparing what they know about the Department of Early Education and Care (EEC) childcare regulations in the Commonwealth of Massachusetts.

    To complete readings and challenges offered in the course, students need to use the document from the National Association for the Education of Young Children. (2017, April) NAEYC Early Learning Program Standards and Criteria.  Washington, DC:  Author.  You will also want to review the NAEYC Observable Criteria Tools website and to consider using the appropriate checklist during observation visits.

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    Figure \(\PageIndex{1}\): Accessible Content 

    The documents and materials in the Appendices will be helpful as you prepare to do the observations.  Review and become familiar with all the items.

    Learning Objectives
    • Recognize, document, analyze, and evaluate national best practices in early childhood education, in a variety of delivery models, by observing in programs serving diverse children from birth through kindergarten including children with special needs and dual language learners.
    • Describe local systems serving children and local resources available to early educators and families.
    • Explain local transition services and screening procedures in early childhood programs.
    • Observe and critique pedagogical approaches in early childhood settings.
    • Recognize and analyze ethical and unethical professional behaviors in early childhood settings.

    The Learning Outcomes are assessed throughout the semester by:

    • Blackboard Discussions;
    • 6 Narratives (See descriptions below);
    • Participation including 2 Class presentations

    Portfolio Narratives

    Narrative 1: POSITIVE RELATIONSHIPS/INTERACTIONS from 1 observational site

    Describe and analyze the practices, policies, materials and/or activities that support the teachers’ abilities to: build positive relationships with families; build positive relationships with children; build positive child to child relationships; and effectively manage a positive learning environment.

    Narrative 2: THE PHYSICAL ENVIRONMENT/HEALTH AND SAFETY from 1 observational site

    Describe and analyze the practices, policies, materials and/or activities that support: the indoor learning environment; the outdoor learning environment; as well as proper sanitation, nutrition, and safety.

    Narrative 3: OBSERVATION, DOCUMENTATION AND ASSESSMENT from 1 observational site

    Describe and analyze the practices, policies, materials and/or activities that support the teachers’ abilities to: observe; document; and assess child development and growth.

    Narrative 4: CURRICULUM  from 1 observational site

    Describe and analyze the practices, policies, materials and/or activities that support the teachers’ abilities to: use child assessment to inform curriculum development; design quality learning environments that support the content areas.

    Narrative 5: INSTRUCTION from 1 observational site

    Describe and analyze the practices, policies, materials and/or activities that support the teachers’ abilities to: provide active learning experiences; use time appropriately during grouping, transitions, and routines; and provide proper child supervision.

    Narrative 6:  UNIVERSAL DESIGN FOR LEARNING (UDL) AND SOCIAL-EMOTIONAL DEVELOPMENT  from 1 observational site

    Describe and analyze the practices, policies, materials and/or activities that support the teachers’ abilities to: create developmentally appropriate adaptations to the curriculum, materials, program structure and/or policies to support children’s individual strengths, interests and needs; and foster children’s emotional well-being.

    How much time studying?

    Assume about 50 pages of reading a week, 60 pages of writing per semester with editing, and 1 assignment per week.  Plan to spend at least 6 hours a week learning in our course, you may spend much more!

    Original and Contributions 

    Original:  Mentored Program Observation Mentored Program Observation by Dr. Susan Eliason and Gwen Alexander

    Contributions: LibreTexts

     

     

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