Primary Navigation
  • About
  • Academics
  • Continuing Education
  • Admission
  • Student Life
  • Student Services
  • Library
  • News and Events
  • Giving
Practicum I

I.     Course Prefix/Number: ECE 257

       Course Name: Practicum I

       Credits: 5 (2 lecture; 15 lab)

II.    Prerequisite

ECE 102, ECE 104, ECE 106, ECE 107, ECE 125, and ECE 226 or ECE 227, all with minimum grades of C, or consent of department chair. Satisfactory health as certified by a physical examination.

III.   Course (Catalog) Description

Course is first-semester capstone experience for students pursuing the Associate in Applied Science Degree in Early Childhood Education. Emphasis on practical application of early childhood principles and theories in a supervised early childhood setting. Students supervised by qualified professionals and college instructor, and required to work in approved center for a minimum of 4 days/15-18 hours per week, in addition to 2-hour weekly seminar.

IV.   Learning Objectives

At the conclusion of this class, students who satisfactorily complete all work will be able to:

A.    Observe and assess developmental needs of children.

B.    Apply principles of child development and curriculum by planning and implementing developmentally appropriate activities according to the physical, emotional, intellectual, creative and social needs of children.

C.    Develop and utilize appropriate guidance techniques.

D.    Demonstrate the ability to create special learning activities and materials to meet the individual and group needs of children.

E.    Participate in the preparation of a safe and healthy learning environment for young children.

F.    Practice professional relationships with children, staff and parents.

G.    Function as part of the setting’s professional team, following routines, rules and policies.

H.    Begin to develop individual teaching style and philosophical approach to Early Childhood Education.

In addition to the objectives listed above, this course also meets the following Illinois Professional Teaching Standards and the Early Childhood Content Standards as put forth by the Illinois State Board of Education.

IPTS
STANDARD 1 – Content Knowledge
The competent teacher understands the central concepts, methods of inquiry, and structures of the disciplines and creates learning experiences t hat make the content meaningful to all students.

Knowledge indicators – The competent teacher:
1A.  understands major concepts, assumptions, debates, principles, and theories that are central to the discipline(s) in which certification is sought.
1B.  understands the process of inquiry central to the discipline.
1C.  understands how students’ conceptual frameworks and their misconceptions for an area of knowledge can influence their learning.
1D.  understands the relationship of knowledge within the discipline to other content areas and to life and career applications.

Performance indicators – The competent teacher
1G.  uses differing viewpoints, theories, “ways of knowing” and methods of inquiry in teaching subject matter concepts.
1J.  anticipates and adjusts for common misunderstandings of the discipline(s) that impede learning.
1K.  uses a variety of explanations and multiple representations of concepts that capture key ideas to help students develop conceptual understanding.
1L.  facilitates learning experiences that make connections to other content areas and to life and career experiences.

STANDARD 2 – Human Development and Learning
The competent teacher understands how individuals grow, develop, and learn and provides learning opportunities that support the intellectual, social, and personal developments of all students.

Knowledge indicators – The competent teacher:
2A.  understands how students construct knowledge, acquire skills, and develop habits of mind.
2B.  understands that students’ physical, social, emotional, ethical, and cognitive development influences learning.
2C.  understands human development, learning theory, neural science, and the ranges of individual variation within each domain.
2D.  understands that differences in approaches to learning and performance interact with development.
2E.  understands how to include student development factors when making instructional decisions.

Performance indicators – The competent teacher
2G.  analyzes individual and group performance in order to design instruction that meets learners’ current needs in the cognitive, social, emotional, ethical, and physical domains at the appropriate level of development.
2H.  stimulates student reflection on prior knowledge and links new ideas to already familiar ideas and experiences.
 
STANDARD 3 – Diversity
The competent teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Knowledge indicators – The competent teacher
3C.  understands how students’ learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values.
3D.  understands and identifies differences in approaches to learning and performance, including different learning styles, multiple intelligences, and performance modes.
3E.  understands cultural and community diversity through a well-grounded framework and understands how to learn about and incorporate students’ experiences, cultures, and community resources into instruction.
3F.  understands personal cultural perspectives and biases and their effects on one’s teaching.

Performance indicators – The competent teacher
3G.  facilitates a learning community in which individual differences are respected.
3I.  uses information about students’ families, cultures, and communities as a basis for connecting in
3J.  uses cultural diversity and individual student experiences to enrich instruction.
3K.  uses a wide range of instructional strategies and technologies to meet and enhance diverse student needs.
3L.  identifies and designs instruction appropriate to students’ stages of development, learning styles, strengths and needs.
3M.  identifies when and how to develop and implement strategies and interventions within the classroom and how to access appropriate services or resources to assist students with exceptional learning needs.

STANDARD 4 – Planning for instruction
The competent teacher understands instructional planning and designs instruction based upon knowledge of the discipline, students, the community, and curriculum goals.

Knowledge indicators – The competent teacher
4A.  understands the Illinois Learning Standards, curriculum development, content, learning theory, and student development and knows how to incorporate this knowledge in planning instruction.
4B.  understands how to develop short-and long-range plans consistent with curriculum goals, learner diversity, and learning theory.
4C.  understands how to take the contextual considerations of instructional materials, individual student interests, and career needs into account in planning instruction that creates an effective  bridge between students’ experiences and career and educational goals.
4D.  understands when and how to adjust plans based on students’ responses and other contingencies.

Performance indicators – The competent teacher
4I.  establishes expectations for students’ learning.
4J.  applies principles of scope and sequence when planning curriculum and instruction.
4K.  creates short-range and long-term plans to achieve t he expectations for students’ learning.
4L.  creates and selects learning materials and learning experiences appropriate for the discipline and curriculum goals, relevant to the students, and based on students’ prior knowledge and principles of effective instruction.
4M.  creates multiple learning activities that allow for variation in students’ learning styles and performance modes.
4N.  incorporates experiences into instructional practices that relate to the students’ current life experiences and to future career and work experiences.
4O.  creates approaches to learning that are interdisciplinary and that integrate multiple content areas.
4P.  develops plans based on students’ responses and provides for different pathways based on students’ needs.
4Q.  uses teaching resources and materials which have been evaluated for accuracy and usefulness.

STANDARD 5 – Learning Environment
The competent teacher uses a understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Knowledge indicators – The competent teacher:
5A.  understands principles and strategies for effective classroom management.
5B.  understands how individuals influence groups and how groups function in society.
5C.  understands how to help students work cooperatively and productively in groups.
5D.  understands factors that influence motivation and engagement and how to help students become self-motivated.
5E.  knows procedures for inventorying the instructional environment to determine when and how best to meet a student’s individual needs.
5G.  knows strategies for intervening in situations to prevent crises from developing or escalating.
5H.  knows environmental arrangements that promote positive behavior and learning for students with diverse learning characteristics.

Performance indicators – The competent teacher
5I.  maintains proper classroom decorum.
5J.  maximizes the amount of class time spent in learning by creating expectations and processes for communication and behavior along with a physical setting conducive to achieving classroom goals.
5K.  uses strategies to create a smoothly functioning learning community in which students assume responsibility for themselves and one another, participate in decision-making, work collaboratively and independently, uses appropriate technology, and engage in purposeful learning activities.
5L.  analyze the classroom environment and makes decisions to enhance social relationships, students’ motivation and engagement in productive work through mutual respect, cooperation, and support for one another.
5M.  organizes, allocates, and manages time, materials, and physical space to provide active and equitable engagement of students in productive tasks.
5N.  engages students in and monitors individual and group learning activities that help them develop the motivation to achieve.
5O.  demonstrates a variety of effective behavior management techniques appropriate to the needs of all students, including implementing the least intrusive intervention consistent with the needs of these students.
5R. uses effective methods for teaching social skill development in all students.

STANDARD 6 – Instructional Delivery
The competent teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem-solving, and performance skills.

Knowledge indicators – The competent teacher:
6A.  understands the cognitive processes associated with various kinds of learning and how these processes can be stimulated.
6B.  understands principles and techniques, along with advantages and limitations, associated with various instructional strategies.
6C.  knows how to enhance learning through the use of a wide variety of materials as well as human and technological resources.
6D.  understands the disciplinary and interdisciplinary approaches to learning and how they relate to life and career experiences.

Performance indicators – The competent teacher:
6F.  evaluates how to achieve learning goals, choosing alternative teaching strategies and materials to achieve different instructional purposes and to meet students’ needs.
6G.  uses multiple teaching and learning strategies to engage students in active learning opportunities that promote the development of critical thinking, problem-solving, and performance capabilities and that help students assume responsibility for identifying and using learning resources.
6H.  monitors and adjusts strategies in response to learners’ feedback.
6I.  varies his or her role in the instructional process as instructor, facilitator, coach, or audience in relation to the content and purposes of instruction and the needs of students.
6J.  develops a variety of clear, accurate presentations and representations of concepts, using alternative explanations to assist students’ understanding and presenting diverse perspectives to encourage critical thinking.
6K.  uses a wide range of instructional technologies to enhance students’ learning.
6L.  develops curriculum that demonstrates an interconnection between subject areas that will reflect life and career experiences.
6O.  adapts the general curriculum and uses instructional strategies and materials according to characteristics of the learner.

STANDARD 7 – Communication
The competent teacher uses knowledge of effective written, verbal, non-verbal, and visual communication techniques to foster activity inquiry, collaboration, and supportive interaction in the classroom.

Knowledge indicators – The competent teacher:
7A.  understands communication theory, language development, and the role of language in learning.
7B.  understands how cultural and gender differences can affect communication in the classroom
7C.  understands the social, intellectual, and political implications of language use and how they influence meaning.
7D.  understands the importance of audience and purpose when selecting ways to communicate ideas.

Performance indicators – The competent teacher:
7E.  models accurate, effective communication when conveying ideas and information and when asking questions and responding to students.
7F.  uses effective questioning techniques and stimulates discussion in different ways for specific instructional purposes.
7G.  creates varied opportunities for all students to use effective written, verbal, non-verbal, and visual communication.
7H.  communicates with and challenges students in a supportive manner and provides students with constructive feedback.
7I.   uses a variety of communication modes to effectively communicate with a diverse student population.
7K.  communicates using a variety of communication tools to enrich learning opportunities.

STANDARD 8 – Assessment
The competent teacher understands various formal and informal assessment strategies and uses them to support the continuous development of all students.

Knowledge indicators – The competent teacher:
8A.  understands assessment as a means of evaluating how students learn, what they know and are able to do in meeting t he Illinois Learning Standards, and what kinds of experiences will support their further growth and development.
8B.  understands the purposes, characteristics, and limitations of different kinds of assessment.
8D.  understands how to use the results of assessment to reflect on and modify teaching.

Performance indicators – The competent teacher:
8J.  appropriately uses a variety of formal and informal assessments to evaluate the understanding, progress, and performance of the individual student and the class as a whole.

STANDARD 9 – Collaborative relationship
The competent teacher understands the role of the community in education and develops and maintains collaborative relationships with colleagues, parents/guardians, and the community to support students’ learning and well-being.

Knowledge indicators – The competent teacher:
9A.  understands schools as organizations within the larger community context.
9B.  understands the benefits, barriers, and techniques involved in parent/family relationships.
9C.  understands school and work-based learning environments and the need for collaboration with business organizations in the community.
9D.  understands the collaborative process.
9E.  understands collaborative skills which are necessary to carry out the collaborative process.

Performance indicators – The competent teacher:
9I.  works with colleagues to develop an effective learning climate within the school.
9J.  participates in collaborative decision-making and problem-solving with other professionals to achieve success for students.
9K.  develops relationships with parents and guardians to acquire an understanding of the students’ lives outside of the school in a professional manner that is fair and equitable.
9S.  demonstrates the ability to co-teach and co-plan.

STANDARD 10 – Reflection and Professional Growth
The competent teacher is a reflective practitioner who continually evaluates how choices and actions affect students, parents, and other professionals in the learning community and actively seeking opportunities to grow professionally.

Knowledge indicators – The competent teacher:
10A.  understands that reflection is an integral part of professional growth and improvement of instruction.
10B.  understands methods of inquiry that provide for a variety of self-assessment and problem-solving strategies for reflecting on practice.

Performance indicators – The competent teacher
10E.  uses classroom, observation, information about students pedagogical knowledge, and research as sources for active reflection, evaluation, and revision of practice.
10F.  collaborates with other professionals as resources for problem-solving, generating new ideas, sharing experiences, and seeking and giving feedback.
10G.  participates in professional dialogue and continuous learning to support his/her own development as a learner and a teacher.
10H.  actively seeks and collaboratively shares a variety of instructional resources with colleagues.
10I.  assesses his or her own needs for knowledge and skills related to teaching students with disabilities and seeks assistance and resources.

STANDARD 11 – Professional Conduce and Leadership
The competent teacher understands education as a profession, maintains standards of professional conduct and provides leadership to improve students’ learning and well-being.

Knowledge indicators – The competent teacher:
11A.  understands the unique characteristics of education as a profession.
11B.  understands how school systems are organized and operate.
11C.  understands school policies and procedures.
11D.  understands legal issues in education.
11E.  understands the importance of active participation and leadership in professional organizations.
11F.  is familiar with the rights of students with disabilities.

Performance indicators – The competent teacher:
11I.  contributes knowledge and expertise about teaching and learning to the profession.
11J.  follows codes of professional conduct and exhibits knowledge and expectations of current legal directives.
11K.  follows school policy and procedures respecting the boundaries of professional responsibilities, when working with students, colleagues, and families.
11L.  initiates and develops educational projects and programs.
11P.  demonstrates positive regard for individual students and their families regardless of culture, religion, gender
11Q.  promotes and maintains a high level of integrity in the practice of the profession.

ECCS

STANDARD 1 – Curriculum
The competent early childhood teacher understands and demonstrates the central concepts, tools of inquiry, and structures of the content areas and creates and integrates meaningful learning experiences that develop children’s competence across all developmental areas and content areas.

Knowledge indicators – The competent early childhood teacher
1A.  demonstrates current knowledge of integrated learning experiences for children from birth through grade three and understands the central concepts and tools of inquiry in each of the following content areas:  Language and Literacy (English Language Arts); Mathematics; Science; Health, Safety, Nutrition, and Movement (Physical Development and Health); Art, Music, Drama (Fine Arts); and Social Science.
1B.  understands conceptually sound and meaningful curriculum for children from birth through grade three.
1C.  demonstrates an understanding of current research, best practice and professional standards.

Performance indicators – The competent early childhood teacher
1D.  plans, implements and evaluates integrated, conceptually sound, meaningful learning experiences for children from birth through grade three.
1E.  participates in a variety of experiences, which support the professional standards.

STANDARD 2 – Curriculum:  English Language Arts
The competent early childhood teacher demonstrates proficiency in the use of oral and written English; understands and communicates ideas, information, and perspective in reading, writing, speaking, and listening; and promotes the abilities of children from birth through grade three as they apply language and thinking skills to many different genres, concepts, and situations

Knowledge indicators – The  competent early childhood teacher
2A.  understands vocabulary and word analysis skills, which promote comprehension of meaning in a variety of contexts.
2B.  understands various language components in literacy development, which include the phonemic (sounds of the language), morphemic (words and meaningful parts of words), semantic (meaning), syntactic (sentence structure, parts of speech), and pragmatic (how language works in social context) components of language.
2C.  demonstrates knowledge of a variety of materials for promoting literacy, which include various genres and authors of children’s literature, trade books (fiction and nonfiction), books designed for beginning readers, big books, anthologies, newspapers, and magazines.
2D.  understands a variety of age appropriate strategies that promote reading and listening comprehension and foster development within and among the four language arts (listening, speaking, reading, and writing), including shared, guided, and interactive reading and writing.
2E.  understands the relationships among oral language, written language, and the basic concepts of print.

STANDARD 3 – Curriculum:  Mathematics
The competent early childhood teacher demonstrates proficiency in the use of mathematics; understands and communicates the major concepts, procedures, and reasoning processes of mathematics, which include number systems, number sense, geometry, measurement, statistic, probability, and algebra; and promotes the abilities of children from birth to grade three as they apply, interpret, and construct mathematical thinking skills in a variety of situations.

Knowledge indicators – The competent early childhood teacher
3A.  understands problem-solving approaches to investigate and understand mathematical content.
3B.  understands various approaches (estimation, mental math, manipulative modeling, pattern recognition, and technology) to explore and communicate mathematical ideas, solve problems, and investigate everyday situations.
3C.  understands concepts, skills, and procedures related to number, number sense, computation and numeration.
3D.  understands concepts, skills, and procedures related to geometry and spatial relationships.
3E.  understands concepts, skills, and procedures related to measurement attributes such as length, weight, volume, and temperature.
3F.  understands concepts, skills, and procedures needed to collect and analyze data.
3G.  understands concepts, skills and procedures related to exploring concepts of chance.

Performance indicators – The competent early childhood teacher
3I.  provides opportunities for students to apply problem-solving strategies to investigate and understand mathematical content.
3J.  uses various approaches (estimation, mental math, manipulative modeling, pattern recognition, and technology) to assist students as they explore and communicate mathematical ideas, solve problems, and investigate everyday situations.
3K.  provides opportunities for children to learn and apply number, number sense, computation and numeration in everyday situations.
3L.  provides opportunities for children to learn and apply geometry and spatial relationships in everyday situations.
3M.  provides opportunities for children to learn and apply measurement attributes such as length, weight, volume, and temperature in everyday situations.
3N.  provides opportunities for children to learn and apply procedures needed to collect and analyze date in everyday situations as they use graphing and estimation.
3O.  provides opportunities for children to learn and apply concepts of chance in everyday situations.
3P.  provides opportunities for children to learn and apply patterns and relations hips to analyze everyday situations.

STANDARD 4 – Curriculum:  Science
The competent early childhood teacher understands the interrelationships among science, technology, and society; understands and applies fundamental concepts related to earth science (including space), life science (including the environment), and physical science: and promotes the scientific abilities of children from birth through grade three as they discover new knowledge through the use of scientific thinking, reasoning, and inquiry.

Knowledge indicators - The competent early childhood teacher
4A.  understands the process of scientific inquiry and the interrelationships among science, technology, and society.
4B.  understands the principles of earth/space, life, and the physical sciences and their interconnectedness in everyday environments.

Performance indicators – The competent early childhood teacher
4C.  promotes and encourages children’s innate curiosity about objects and events, respect for living organisms, and appreciation of the environment.
4D.  provides opportunities for children to conduct experiments, solve problems, apply the scientific process, and incorporate safety practices during all investigations.
4E.  Implements activities that foster children’s application of the principles of earth/space, life, and physical sciences and exploration of their interconnectedness in everyday environments.

STANDARD 5 – Curriculum:  Social Science
The competent early childhood teacher understands the interrelationships among the social sciences; uses historical, geographical, economic, and political concepts and modes of inquiry; and promotes the abilities of children from birth through grade three as they begin to experience, think about, and make informed decisions as members  of a culturally diverse, democratic society and interdependent world.

Knowledge indicators:  The competent early childhood teacher
5F.  understands concepts related to the structure and organization of human societies and relationships among social, economic, cultural, and political activities and institutions.

Performance indicators:  The competent early childhood teacher
5H.  provides opportunities for children to use maps and symbols, observe and describe physical  characteristics of local communities and explain the interdependence of people, places, and regions.
5I.  creates opportunities for children to develop beginning historical concepts involving people, cultures, families, folklore, and related events.
5J.  provides opportunities  for children to explore the interrelationship among people and the roles of individuals and groups in the world in which we live.
5L.  creates opportunities for children to understand the relationship of self to others and to social, economic, cultural, and political activities and institutions.

STANDARD 6 – Curriculum: Physical Development and Health
The competent early childhood teacher understands the comprehensive nature of the physical, emotional, and social well-being of children from birth through grade three; understands t he role of  human movement and physical activity as elements central to active, healthy life styles; and promotes the abilities of children and birth through grade there as they develop and practice skills that contribute to good health and enhance quality of life.

6A.  understands ways in which physical, social, and emotional well-being of children enhances enjoyment, challenge, self-expression, and social interaction.
6B.  understands basic principles and practices of personal, interpersonal, and community health and safety, including the prevention and treatment of illness and injury.
6C.  understands human body systems and interrelationships between fitness and body systems.
6D.  understands the phases, stages, and continuity of motor development.
6E.  understands the relationship between resolution of conflicts and health and well-being.
6F.  understands and respects differences among children in physical activity settings.

Performance indicators – The competent early childhood teacher
6G.  applies basic principles and practices of personal, interpersonal, and community health and safety, including the prevention and treatment of illness and injury.
6H.  provides opportunities for children to explore concepts and make decisions, which positively impact their health and safety.
6I.  applies health related physical fitness concepts and practices.
6J.  provides opportunities for children to explore movement activities in a variety of contexts.
6K.  provides opportunities for children to resolve conflicts, communicate positively, and cooperate in a variety of contexts.

STANDARD 7 – Curriculum
The competent early childhood teacher understands the content, function, and achievements of dance, music, drama, and visual arts as primary media for communication, inquiry, and insight and promotes the abilities of children from birth through grade three as they express themselves through the arts.

Knowledge indicators – The competent early childhood teacher
7A.  understands the concepts, techniques, and materials of the visual arts, the cultural dimensions of the visual arts and the interrelationships between the visual arts and other art forms.
7B.  understands the concepts, techniques, and materials for producing, listening to, and responding to music, the cultural dimensions of music, and the interrelationships between music and other art forms.
7C.  understands concepts, techniques, and materials related to drama and dance, the cultural dimension of drama and dance, and interrelationships between drama and dance and other art forms.
7F.  understands the elements of visual art, music, dance, and drama.

Performance indicators – The competent early childhood teacher
7G.  provides opportunities for children to explore media, techniques, and processes to communicate ideas, experiences, and stories.
7H.  provides opportunities for children to explore music in a variety of contexts and communicate ideas, experiences, and stories through music.
7I.  provides opportunities for children to explore drama and dance in a variety of contexts and to communicate ideas.
7K.  provides opportunities for children to examine relationships among the arts.

STANDARD 8 – Human Development
The competent early childhood teacher understands how individuals grow, develop, and learn and provides learning opportunities that support the intellectual, social, emotional, and physical development of all children from birth through grade three.

Knowledge indicator:  The competent early childhood teacher
8A.  understands how children from birth through grade three develop physically, socially, emotionally, cognitively, linguistically, and aesthetically.
8B.  understands how to provide learning opportunities, which support and enhance each area of development-physical, social, emotional, cognitive, linguistic, and aesthetic.
8C.  understands how brain development from birth through grade three is promoted through developmentally and culturally appropriate learning experiences.
8D.  understands how children from birth through grade three differ in their development and in their approaches to learning.
8E.  understands how to support the development and learning of individual children from birth through grade three.
8F.  understands the developmental consequences of stress and trauma on children and their families, including attention to protective factors and resilience.
8G.  understands the development of mental health and the importance of supportive relationships.
8H.  understands basic health, nutrition, and safety needs of children from birth through grade three including specific procedures related to health, safety, and nutrition for infants and toddlers.
8I.  understands appropriate procedures for responding to childhood illnesses and communicable diseases.

Performance indicators – The competent early childhood teacher
8J.  applies knowledge of development and individual differences w hen designing developmentally and culturally appropriate learning experiences for children from birth through grade three.
8K.  analyzes and evaluates learners’ performance in order to design and facilitate learning experiences, which are responsive to children’s interests, developmental levels, and learning styles.
8L.  examines the developmental consequences of stress and trauma on children and their families and responds by designing learning opportunities that promote resilience and support.
8M.  applies knowledge of mental health and supportive relationships when providing learning opportunities for children from birth through grade three.
8N.  follows appropriate procedures and designs learning opportunities, which are responsive to the health, safety, and nutritional needs of children from birth through grade t here, including specific procedures and learning opportunities related to the health, safety, and nutrition of infants and toddlers.
8O.  follows appropriate procedures when responding to childhood illnesses and communicable diseases.

STANDARD 9 – Diversity
The competent early childhood teacher understands how children and families differ in their perspectives and approaches to learn and creates opportunities for growth and learning that are developmentally and culturally appropriate and are adapted for children from birth through grade three.

Knowledge indicators:  The competent early childhood teacher
9A.  understands conditions that affect children’s development and learning, including risk factors, developmental variations, and developmental patterns of specific disabilities.
9B.  understands cultural and linguistic diversity and the significance of familial, sociocultural, and political contexts for development and learning,
9C.  recognizes that children are best understood within the contexts of family, culture, and society.
9D.  understands the function of the home language in the development of young children and the interrelationships among culture, language, and thought.

Performance Indicators:  The competent early childhood teacher
9F.  respects and affirms culturally and linguistically diverse children from birth through grade three and their families.
9G.  supports home language preservation and promotes anti-bias approaches through the creation of learning environments and experiences.
9H.  demonstrates sensitivity to differences in family structures and social and cultural backgrounds.
9I.  works effectively over time with children of diverse ages (infants, toddlers, preprimary and primary students), with children of differing abilities, and with children reflecting culturally and linguistically diverse family systems.

STANDARD 10 – Planning for Instruction
The competent early childhood teacher understands instructional planning and designs learning opportunities based on knowledge of the children, their families, and their communities, and of content areas and curriculum goals.

Knowledge indicators:  The competent early childhood teacher
10A.  understands how to plan developmentally and culturally appropriate curriculum.
10B.  understands the rationale for developmentally and culturally appropriate practice.
10C.  understands how to develop short and long-range instructional plans, which are based on play, open-ended inquiry, and long-term investigation.

Performance indicators – The competent early childhood teacher
10E.  plans, implements, and evaluates developmentally and culturally appropriate curriculum and instructional practices, which are based on knowledge of individual children, their families, and their communities, and of content areas and curriculum goals.
10F.  incorporates a variety of instructional strategies when designing learning experiences that promote children’s physical, social, emotional, aesthetic, linguistic, and cognitive development.
10G.  develops, implements, and evaluates an integrated curriculum that focuses on children’s needs and interests and takes into account culturally valued content and children’s home experiences.
10H.  creates, selects, evaluates, and incorporates developmentally and culturally appropriate materials and equipment into the instructional plans.
10I.  uses and integrates appropriate technology resources (e.g., puzzles, logical thinking programs, writing tools, digital cameras, drawing tools) in instructional planning for problem solving, communication, and the illustration of thoughts, ideas, and stories.

STANDARD 11 – Learning Environment
The competent early childhood teacher uses an understanding of individual and group motivation and behavior as well as of children’s developmental levels and needs to create a learning environment  that encourages positive social interaction, active engagement in learning, intrinsic motivation, and self-esteem.

Knowledge indicators:  The competent early childhood teacher
11A.  understands how to create, select, and evaluate developmentally appropriate materials, equipment and technology for inclusion in the learning environment.
11B.  understands how to adapt strategies to meet the specific needs of all children from birth to grade three, including those with disabilities, developmental delays, or special abilities.
11C.  understands how to design learning environments that support the educational needs and interests of all children from birth through grade three.
11D.  understands how to design and maintain physically and psychologically safe, healthy, and productive learning environments.
11E.  understands the influence of the physical setting, schedule, routines, and transitions on children from birth through grade three.

Performance indicators – The competent early childhood teacher
11H.  designs learning environments for children from birth through grade three, which include and integrate developmentally and culturally appropriate materials, equipment and technology resources.
11I.  integrates and applies individual and group guidance and problem-solving  strategies, which develop positive and supportive relationships, encourage positive social interaction, promote conflict resolution, and develop personal self-control, self-motivation, and self-esteem for children from birth through grade three.
11J.  designs and maintains physically and psychologically safe, healthy, and productive learning environments for children from birth through grade three.
11K.  applies an understanding of developmentally appropriate physical settings, schedules, routines, and transitions when promoting the development and learning of children from birth through grade three.

STANDARD 12 – Instructional Delivery
The competent early childhood teacher uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills

Knowledge indicators – The competent early childhood teacher
12A.  understands the rationale for a variety of instructional strategies, including play, small group projects, open-ended questioning, group discussion, problem solving, cooperative learning and inquiry experiences for children from birth through grade three.
12B.  understands how to enhance the intellectual curiosity, problem solving, and decision making children from birth through grade three.
12C.  understands how to select, integrate, and implement technology and multimedia resources with children from birth through grade three, including assistive technologies for children with special needs.

Performance indicators – The competent early childhood teacher
12E.  implements and evaluates a variety of instructional strategies, which include play, small group projects, open-ended questioning, group discussion, problem-solving, cooperative learning, and inquiry experiences for children from birth through grade three.
12F.  implements and evaluates instructional strategies, which promote the development of intellectual curiosity, problem solving, and decision making for children from birth through grade three.
12G.  selects, evaluates, and implements technology and multimedia resources and activities for children from birth through grade three and is able to include and adapt assistive technologies for children with special needs.

STANDARD 13 – Communication
The competent early childhood teacher uses knowledge of effective, written, verbal, nonverbal, and visual communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Knowledge indicators:  The competent early childhood teacher
13A.  understands communication theory, language development and the role of language in learning.
13B.  understands how cultural, gender, and socioeconomic differences can affect communication in the classroom.
13C.  understands the interrelationships among language and thought and the function of the home language in the development of young children.
13D.  understands the interrelationships among culture, language and thought and the function of t he home language in the development of young children.
13E.  understands the importance of audience and purpose when selecting ways to communicate ideas.

Performance indicators – The competent early childhood teacher
13F.  models accurate, effective communication when conveying ideas and information and when asking questions and responding to students.
13G.  uses effective questioning techniques and stimulates discussion in different ways for specific instructional purposes.
13H.  creates varied opportunities for all students to use effective written, verbal, nonverbal and visual communication.
13I.  communicates with and challenges students in a supportive manner and provides students with constructive feedback.
13J.  use a variety of communication modes to effectively communicate with a diverse student population.
13K.  practices effective listening, conflict resolution, and group-facilitation skills as a team member.
13L.  communicates using a variety of communication tools to enrich learning opportunities.

STANDARD 14 – Assessment
The competent early childhood teacher understands various formal and informal assessment strategies and uses t hem to support the continuous development of all children.

Knowledge indicators – The competent early childhood teacher
14A.  understands assessment as a means of evaluating how children learn, what they know and are able to do in meeting national, state, and local standards, and what kinds of experiences will support their further growth and development.
14B.  understands the purposes, characteristics and limitation of different kinds of assessments.
14D.  understands how to use the results of assessment to reflect on and modify teaching.

Performance indicators – The competent early childhood teacher
14G.  maintains useful, accurate and ethical records of student work and performance, and communicates student progress knowledgeably and responsibly to students, parents, school and community.
14H.  uses assessment results for the purpose of planning appropriate programs, environments, and community.

STANDARD 15 – Collaborative Relationships
The competent early childhood teacher understands the role of the community in education and develops and maintains collaborative relationships with colleagues, parents/guardians, and community service agencies, to support children’s learning and well-being.

Knowledge indicators – The competent early childhood teacher
15A.  understands schools as organizations within the larger community context.
15B.  understands the benefits, barriers and techniques involved in parent/family relationships.
15C.  understands the collaborative process and skills, which are necessary to carry out the process.

Performance indicators – The competent early childhood teacher
15E.  establishes and maintains positive collaborative relations with families, colleagues, and other professionals working effectively to support child development, learning and well-being.
15F.  develops relationships with parents/family to acquire an understanding of the students’ lives outside of the school and to support parents/family in making decisions related to their child’s development and learning.
15G.  supports parents in making decisions related to their child’s development and parenting.
15H.  applies family systems theory, knowledge of the dynamics, roles, and relationships within families and communities.
15J.  establishes and maintains positive, collaborative relationships with colleagues, other professionals and families, and works effectively as a member of a professional team.
15K.  identifies and uses community resources to enhance children’s development, learning, and well-being and to explore career opportunities.

STANDARD 16 – Reflection and Professional Growth
The competent early childhood teacher is a reflective practitioner who continually evaluates how choices and actions affect students, parents, and other professionals in the learning community, and actively seeks opportunities to grow professionally.

Knowledge indicators:  The competent early childhood teacher
16A.  understands that reflection is an integral part of professional growth and improvement of instruction.

Performance indicators – The competent early childhood teacher
16D.  reflects on practices, articulates a philosophy and rationale for decisions, and continually self-assesses and evaluates the effects of choices and actions on other
16E.  actively seeks out opportunities to grow professionally by locating and using appropriate professional literature, organizations, resources and experiences to inform and improve practice.
16F.  participates in a variety of settings in which young children, from birth through age eight, are served (such as public and private centers, schools, and community agencies).
16G.  demonstrates ability to work effectively serving children of two different age groups (infant/toddler, preprimary, or primary age) and with varying abilities.
16H.  analyzes and evaluates experiences in working with parents and with interdisciplinary teams of professionals.
16I.  uses classroom observation, information about students, pedagogical knowledge, and research as sources for active reflection, evaluation, and revision of practice.

STANDARD 17 – Professional Conduct and Leadership
The competent early childhood teacher understands education as a profession, maintains standards of professional conduct, and provides leadership to improve children’s learning and well-being.

Knowledge indicator – The competent early childhood teacher
17A.  understands the unique characteristics of education as a profession and a professional code of conduct [as defined by the Illinois School Code.]
17B.  understands how school systems are organized and operated
17C.  understands school policies and procedures.
17D.  understands legal issues in education.
17E.  understands the importance of active participation and leadership in professional education organizations.

Performance indicators – The competent early childhood teacher
17F.  demonstrates an understanding of conditions of children, families, and professionals; current issues and trends; legal issues; and legislation and other public policies affecting children, families; and programs for young children and the early childhood professional.
17G.  demonstrates an understanding of the early childhood profession, its multiple historical, philosophical, and social foundations, and how these foundations influence current thought and practice.
17H.  follows codes of professional conduct and exhibits knowledge of expectations of current legal directives.
17I.  serves as an advocate on behalf of young children and their families, improved quality of programs and services for young children, and enhanced professional status and working conditions for early childhood educators.
17J.  demonstrates an understanding of basic principles of administration, organization, and operation of early childhood programs, including supervision of staff and volunteers and program evaluation.
17K.  recognizes signs of emotional distress, child abuse, and neglect in young children and understands the responsibility and procedures for reporting known or suspected abuse or neglect to appropriate authorities.
17L.  communicates effectively with other professionals concerned with children and with agencies in the larger community to support children’s development, learning, and well-being.
17M.  follows school policy and procedures, respecting the boundaries of professional responsibilities, when working with students, colleagues, and families.

V.    Academic Integrity

Students and employees at Oakton Community College are required to demonstrate academic integrity and follow Oakton's Code of Academic Conduct. This code prohibits:

• cheating,
• plagiarism (turning in work not written by you, or lacking proper citation),
• falsification and fabrication (lying or distorting the truth),
• helping others to cheat,
• unauthorized changes on official documents,
• pretending to be someone else or having someone else pretend to be you,
• making or accepting bribes, special favors, or threats, and
• any other behavior that violates academic integrity.

There are serious consequences to violations of the academic integrity policy. Oakton's policies and procedures provide students a fair hearing if a complaint is made against you. If you are found to have violated the policy, the minimum penalty is failure on the assignment and, a disciplinary record will be established and kept on file in the office of the Vice President for Student Affairs for a period of 3 years.
Details of the Code of Academic Conduct can be found in the Student Handbook.

VI.   Sequence of Topics

1.    Separation
2.    Curriculum Planning:  Long-term Goals; Short-term Objectives
3.    Units and Lesson Plans
4.    Children’s interactions with Materials
5.    Transitions
6.    Promoting Socialization
7.    You as a Teacher:  Style and Philosophy
8.    Children’s relationships and Adults
9.    Classroom Management and Discipline
10.    Staff Communication/Team Teaching

VII.  Methods of Instruction

A weekly seminar will be held to discuss scheduled topics and issues related to student teaching.  Individual conferences will be held.
Course may be taught as face-to-face, media-based, hybrid or online course.

VIII. Course Practices Required

Students are required to attend weekly seminar and put in regular practicum hours (minimum 12) at field placement.  Students are expected to actively participate in seminar discussions and activities and complete all assigned work.

IX.   Instructional Materials

Note: Current textbook information for each course and section is available on Oakton's Schedule of Classes.

Varies by instructor.

X.    Methods of Evaluating Student Progress

Grades will be based on Practicum and Seminar competence, quality of assigned work and evaluation of field and college supervisor.

XI.   Other Course Information

The instructor will provide each class with further information as to attendance, policies, and support systems.

Plagiarism/Cheating policies are covered under the Academic Dishonesty section of the current catalog.

If you have a documented learning, psychological, or physical disability you may be entitled to reasonable academic accommodations or services. To request accommodations or services, contact the Access and Disability Resource Center at the Des Plaines or Skokie campus. All students are expected to fulfill essential course requirements. The College will not waive any essential skill or requirement of a course or degree program.