21St Century Instructional Guide for Career Technical Education s3

21st Century Instructional Guide for Career Technical Education

Apprenticeship for Child Development Specialist II

Human Services

Apprenticeship for Child Development Specialist

Title: / Apprenticeship for Child Development Specialist II (WVEIS 1004)
Standard Number:
HS.S.CDSII.1 / First Semester Review
Students will:
·  synthesize previously studied concepts.
·  analyze career paths within early childhood education and services.
Essential
Questions: / Examples:
What should be considered in deciding a career path? How does one’s philosophy impact that decision? Why do you want to work with young children? What would it be like to be a parent who doesn’t trust the caregivers responsible for the child’s safety and learning?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSII.1.1 / prepare a personal career plan. / Research a career of choice by observing, interviewing, or using resources.
Participate in student organizations and professional organizations.
HS.O.CDSII.1.2 / assemble a professional portfolio. / Revise components of a portfolio.
Standard Number:
HS.S.CDSII.2 / Revisiting Ethics
Students will:
·  examine the NAEYC ethical code.
·  develop two or more solutions to a conflict.
Essential
Questions: / Examples:
How does adherence to the Code of Conduct impact one’s job performance? What types of conflicts are not addressed in the Code? How do you reconcile the difference between what is right and what is the law?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSII.2.1 / examine ethical dilemmas. / Analyze options for several ethical dilemmas concerning children.
HS.O.CDSII.2.2 / examine NAEYC ethical code. / Utilize NAEYC code to resolve dilemmas.
Standard Number:
HS.S.CDSII.3 / Attachments
Students will:
·  explore the importance of children’s developing attachments to people as well as objects in their lives.
·  examine strategies that contribute to the development of attachment between child and caregiver.
Essential
Questions: / Examples:
How do relationships evolve? How does stability factor in a child’s ability to form attachments? How can caregivers help children with disabilities form attachments?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSII.3.1 / summarize the importance of “attachment” and the “dance”. / Observe attachment in infants and how attachments are formed by infants with sensory impairments.
HS.O.CDSII.3.2 / explain the importance of attachments. / Describe the development of attachment and the later influence on social and cognitive development.
HS.O.CDSII.3.3 / assess infant, parent, and caregiver attachment strategies. / Collect songs and games that strengthen attachment and use them with children.
Standard Number:
HS.S.CDSII.4 / Developing Trust
Students will:
·  research how infants develop trust.
·  evaluate responses to the needs of infants.
Essential
Questions: / Examples:
In what ways can concerns about “spoiling” a child prohibit the caregiver from helping a child develop trust? How do cultural values regarding physical care of young children impact development of trust? How do unspoken social rules about child care affect changes in caring for young children?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSII.4.1 / interpret trust formation. / Conduct research to identify how trust is developed in infants.
HS.O.CDSII.4.2 / evaluate appropriate responses to address an infant’s needs. / Design a room layout that allows for interaction/proper supervision of both sleeping and wakeful infants.
View and discuss Magda Gerber’s video on observation of young infants.
Standard Number:
HS.S.CDSII.5 / Temperament Types
Students will:
·  develop necessary skills for recognizing temperament types.
·  assess ways infants respond emotionally to situations.
Essential
Questions: / How does a person’s inborn temperament affect the individual’s perception of the world? How does temperament affect the world’s perception of the individual? Does a caregiver have a responsibility to match their response to balance a child’s temperament?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSII.5.1 / differentiate general temperament types. / Distinguish the variety of temperament types.
HS.O.CDSII.5.2 / compare the types of temperaments. / Outline different temperament characteristics.
Plan activities that appeal to each type.
Write an assessment of a child’s temperament for a parent.
HS.O.CDSII.5.3 / document children’s temperament in an objective manner. / Observe and record observation of each temperament type.
Discuss the need for respect for the diversity in children.
HS.O.CDSII.5.4 / examine temperament types and human relationships correlation. / Identify strategies that avoid difficulties with children of the various types without inhibiting the child’s style of interaction.
Standard Number:
HS.S.CDSII.6 / The Secure Base
Students will:
·  examine the different factors involved in babies’ developing a secure base.
·  adapt strategies that enhance the secure base.
Essential
Questions: / Examples:
How does a program’s policies support or discourage the secure base? What is the significance of transitional objects in the development of the secure base?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSII.6.1 / illustrate the emergence of the secure base. / Write an observation of a child’s use of transitional objects.
HS.O.CDSII.6.2 / assess strategies that support secure base. / Identify the ways in which parents and children display affection.
Outline strategies that support the secure base for children.
HS.O.CDSII.6.3 / design strategies that support transitional objects. / Research policies that help the establishment of the secure base in the orientation period.
Standard Number:
HS.S.CDSII.7 / Separation
Students will:
·  examine the different stages of separation.
·  document a report to parents on their child’s adaptation to separation.
Essential
Questions: / Examples:
When is an adjustment unsuccessful?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSII.7.1 / compare infancy and preschool separation issues. / Identify environmental characteristics that support adjustment.
HS.O.CDSII.7.2 / demonstrate developmentally appropriate separation and transition strategies. / Journal policies that would assist in orientation, separation, reunion, and problem solving.
HS.O.CDSII.7.3 / generate a presentation of developmental information about their child for parents. / Provide documentation for parents regarding the child’s adaptation to separation.
Standard Number:
HS.S.CDSII.8 / Autonomy
Students will:
·  assess appropriate autonomous behavior.
·  demonstrate appropriate strategies to support a child’s emerging autonomy.
Essential
Questions: / Examples:
What differences can be seen among children as they develop autonomy in their culture? How can children be encouraged to make choices? Is autonomy a cultural or individual difference? What is the correlation between obstinacy and autonomy?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSII.8.1 / assess autonomy stages. / Describe the stages of developing autonomy.
HS.O.CDSII.8.2 / design successful autonomy strategies. / List activities that help a child develop a sense of autonomy.
HS.O.CDSII.8.3 / illustrate developmentally appropriate guidelines for behavior. / Role play scenarios that demonstrate successful strategies for caregivers and parents to interact with a child’s emerging autonomy.
Standard Number:
HS.S.CDSII.9 / Initiative
Students will:
·  compare the different stages of behavior as a child moves from exploring their world to altering their world.
·  assess positive interpersonal skills in the developing child.
Essential
Questions: / Examples:
What strategies can a caregiver employ that engage a reluctant child in imaginative play and creativity? What strategies can be used to avoid becoming invasive or intimidating? What level of initiative may be seen in a child who is shy or from a culture that does not highly esteem risk taking or initiative?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSII.9.1 / assess initiative behavior changes. / Document the behavioral changes in a preschool child as s/he initiates activities and interaction.
HS.O.CDSII.9.2 / implement successful initiative strategies. / Select strategies that reduce risk and support the child’s opportunities to explore initiative.
Use handouts and resources to identify appropriate challenges for children.
HS.O.CDSII.9.3 / assess positive productive interpersonal skills. / Discuss the importance of interpersonal skills on the relationships the child builds.
HS.O.CDSII.9.4 / role-play positive productive interpersonal skills. / Assemble an inventory of dramatic props for imaginative play.
HS.O.CDSII.9.5 / implement strategies for constructive and supportive family interactions. / Consider how creativity might be supported for children and implement the changes. Document the process, the children’s responses and the changes in interactions and behavior.
Standard Number:
HS.S.CDSII. 10 / Social Competence
Students will:
·  examine socially competent behavior.
·  explain how the development of socially competent behavior contributes to positive relationships.
Essential
Questions: / Examples:
What is the impact of social isolation on the development of social competence? What kinds of risks are possible in a socially open child? How should the schedule be balanced to provide both interactive and solitary activities?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSII.10.1 / examine the importance of social competence in forming positive relationships. / Develop a poster on social competence using the web poster designer at http://poster.4teachers.org/
Use the Katz and McClellan competency checklist to identify the area(s) that a child’s social competency could be supported. Design a plan for the child that will provide opportunities for developing social competency.
Write a report for the child’s parents that would provide helpful information about the child’s social competence without causing needless offense to the parent.
HS.O.CDSII.10.2 / summarize the components of socially competent behavior. / Discuss the impact of environment, equipment and resources, space, interaction with children and adults, social skills and safety in a child’s social competence.
Discuss the necessity of leading the child to using discernment when interacting with others..
Standard Number:
HS.S.CDSII.11 / Building Community
Students will:
·  design an environment that supports social development with a strong sense of community.
·  examine the conditions that impact a child’s sense of community.
Essential
Questions: / Examples:
How can a child’s sense of community be enhanced in the program? At home? How can a troubled parent be included in the program’s community? How might this early learning environment impact the child’s later learning? The family as a whole?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSII.11.1 / describe young children’s community. / Compile a list of activities that contribute to a child’s sense of community. Organize the list to add to the resource notebook.
HS.O.CDSII.11.2 / implement environmental conditions that promote a sense of community. / Reflect on environmental conditions that contribute to a sense of community.
Discuss the opportunity for developing a sense of community as children make decisions about the classroom management.
Standard Number:
HS.S.CDSII.S.12 / Relationships with Adults
Students will:
·  examine the importance of children forming positive relationships with adults.
·  design techniques for helping children develop positive relationships
Essential
Questions: / Examples:
How does one’s own self image impact relationships with children? How can a reciprocal relationship with a child provide a safe environment? How can an adult establish a reciprocal relationship with a child with special needs?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSII.12.1 / assess the importance of the adult role in forming relationships with children. / Develop a plan for sharing play with a child as the caregiver.
HS.O.CDSII.12.2 / illustrate positive relationships and cooperative behavior correlation. / Evaluate different strategies as they impact relationships with children and the child’s behavior.
HS.O.CDSII.12.3 / integrate positive relationship formation techniques. / Develop a list of techniques of best practices when playing with children.
Standard Number:
HS.S.CDSII.13 / Social Development
Students will:
·  clarify different strategies that support/undermine social development.
·  compare strategies that are effective with those that are less effective.
·  implement communication methods with parents that encourage mutual respect between parent and child.
Essential
Questions: / Examples:
How can an impatient adult teach a child impulse control? How do the indirect statements of adults confuse children?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSII.13.1 / compare positive and negative social development strategies. / Discuss ways in which the caregiver models competent behavior for children.
HS.O.CDSII.13.2 / designs strategies that support positive communication of respect between parent and child. / Journal the progression of a difficult relationship with a child from a negative one to a positive one.
Standard Number:
HS.S.CDSII. 14 / Scaffolding Prosocial Behavior
Students will:
·  distinguish between specific knowledge that children need in order to develop social competence and practices that help children to develop social competence.
·  practice scaffolding of social skills with children.
Essential
Questions: / Examples:
How does social competence contribute to overall well being? Is social competence a safety/health issue? When is it important to use direct instruction in these skills?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSII.14.1 / create socially acceptable environmental strategies. / Develop a plan for an isolated child to develop social acceptance.
HS.O.CDSII.14.2 / design strategies that maximize scaffolding. / Outline the progression of prosocial behavior.
HS.O.CDSII.14.3 / practice scaffolding of social skills. / Describe how to help children develop play entry skills.
Standard Number:
HS.S.CDSII.15 / Social Challenges
Students will:
·  describe social challenges.
·  summarize effective ways to address social challenges.
Essential
Questions: / Examples:
How do aggression and assertion differ? How can socially difficult children be discussed respectfully? How do children learn aggressive behavior? What is the effect of aggressive behavior on children? How are the aggressors viewed?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSII.15.1 / address difficult social experience strategies. / Create a set of strategies in small groups that will address helping children with difficult social challenges.
HS.O.CDSII.15.2 / analyze appropriate intervention of social difficulties at an early age. / Discuss proactive and reactive aggression.
HS.O.CDSII.15.3 / practice problem-solving skills. / Design a plan that will help a child surmount a social challenge.
Standard Number:
HS.S.CDSII.16 / Participating in the Student Organization
Students will participate in a student organization.
Essential
Questions: / Examples:
How can leadership skills strengthen performance as a CDS professional?
Objectives: / Students will / Learning Plan & Notes to Instructor: