Communications for the Early Childhood Program Director

I.     Course Prefix/Number: ECE 285

       Course Name: Communications for the Early Childhood Program Director

       Credits: 1 (1 lecture; 0 lab)

II.    Prerequisite

ECE 273 or consent of department chair.

III.   Course (Catalog) Description

Course provides information on communications to be carried out by the early childhood director.  Focus on mechanics of written materials, oral communications, various styles of modern business documents.

IV.   Learning Objectives

Upon completion of this course, students will be able to:

  1. Understand the various channels of communications
  2. Deliver effective oral and written presentations
  3. Write informal and formal business correspondence including email
  4. Establish rapport; prepare the environment, use active listening and voice control
  5. Make formal presentations at a board meeting or community forum
  6. Present a workshop at a professional conference
  7. Demonstrate interpersonal skills, one on one and in a small group
  8. Use PowerPoint software in a presentation
  9. Assess their own communication style and those of others

In addition to the objectives listed above, this course also meets the following Illinois Professional Teaching Standards and National Association of the Education of Young Children Teaching Standards.

IPTS Standards

STANDARD 6 – Reading, Writing, and Oral Communication – The competent teacher has foundational knowledge of reading, writing, and oral communication within the content area and recognizes and addresses student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge.

Knowledge indicators – the competent teacher:
6E) knows and models standard conventions of written and oral communications

STANDARD 8 – Collaborative Relationships – The competent teacher builds and maintains collaborative relationships to foster cognitive, linguistic, physical, and social and emotional development. This teacher works as a team member with professional colleagues, students, parents or guardians, and community members.

Knowledge Indicators – The competent teacher:
8A) understands schools as organizations within the larger community context;
8B) understands the collaborative process and the skills necessary to initiate and carry out that process;

STANDARD 9 – Professionalism, Leadership, and Advocacy – The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.

Knowledge Indicators – The competent teacher:
9E) is cognizant of his or her emerging and developed leadership skills and the applicability of those skills within a variety of learning communities;
9F) understands the roles of an advocate, the process of advocacy, and its place in combating or promoting certain school district practices affecting students;
9G) understands local and global societal issues and responsibilities in an evolving digital culture; and
9H) understands the importance of modeling appropriate dispositions in the classroom.

NAEYC Standards

STANDARD 2 – Building Family and Community Relationships
Candidates prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children’s families and communities. They know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning.

Key elements of STANDARD 2
2A) Knowing about and understanding diverse family and community characteristics
2B) Supporting and engaging families and communities through respectful, reciprocal relationships.
2C) Involving families and communities in young children’s development and learning.

STANDARD 6. Becoming a Professional
Candidates prepared in early childhood degree programs identify and conduct themselves as members or the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.

Key elements of STANDARD 6
6A) Identifying and involving oneself with the early childhood field
6B) Knowing about and upholding ethical standards and other early childhood professional guidelines
6C) Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource
6D) Integrating knowledgeable, reflective, and critical perspectives on early education.
6E) Engaging in informed advocacy for young children and the early childhood profession.

V.    Academic Integrity and Student Conduct

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.

Please review the Code of Academic Conduct and the Code of Student Conduct, both located online at
www.oakton.edu/studentlife/student-handbook.pdf

VI.   Sequence of Topics

Communicating at Work
Communicating in Teams
Listening
Nonverbal Cues
Collaboration
Meeting Skills
Writing a Business Message
Memos and Emails
Persuasive Sales Letters
Business Reports
Oral Presentation

VII.  Methods of Instruction

Lecture, class discussion, readings, small group projects, role-play, written assignments, oral presentations.
Course may be taught as face-to-face, hybrid or online course.

VIII. Course Practices Required

Course may be taught as face-to-face, hybrid, or on line course.

  1. Reading of the texts and supplemented readings will be required.
  2. Student will be required to demonstrate competency by successfully completing small group projects and written assignments.
  3. Student will be required to make one oral presentation.

IX.   Instructional Materials

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

Business Communications, Mary Ellen Guffey, Southwestern, 2000

X.    Methods of Evaluating Student Progress

Small group projects, oral report, written assignments.

XI.   Other Course Information



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.

Oakton Community College is committed to maintaining a campus environment emphasizing the dignity and worth of all members of the community, and complies with all federal and state Title IX requirements.

Resources and support for
  • pregnancy-related and parenting accommodations; and
  • victims of sexual misconduct
can be found at www.oakton.edu/title9/.

Resources and support for LGBTQ+ students can be found at www.oakton.edu/lgbtq.