CLUSTERHuman Services

CONCENTRATIONEarly Childhood Education (ECE)

WVEIS CODEHU1000

ONET Codes & Occupations

25-9041.00 - Teacher Assistants

39-9011.00 - Childcare Workers

39-9011.01 - Nannies

Sample of job titles upon completion of the concentration: Child Care Worker, Child Care Provider, Child Caregiver, Childcare Worker, Before and After School Daycare Worker, Teacher Assistant, Instructional Assistant, Paraprofessional Educator, Teacher Aid, Nannies

Sample of job titles upon completion of additional education: Infant and Toddler Teacher, Infant Teacher, Toddler Teacher, Child Care Teacher, Preschool Teacher, Teacher

This concentration aligns with the following:

WV Department of Education Policies 2520.15 Early Learning Standards Framework: Content Standards and Learning Criteria for WV Pre-Kindergarten (WV Pre-k) (WV ELSF): and 2530.02 Parenting Education Curriculum: .

WV State Training and Registry System (STARS) Core Knowledge and Core Competencies for Early Care and Education Professionals:

WV Infant and Toddler Professional Development Program for Caregivers:

American Association of Family and Consumer Sciences (AAFCS) Pre-Professional Assessments and Certifications (Pre-PAC) Early Childhood Education Standards (ECE Pre-PAC):

INDUSTRY CREDENTIALS: Apprenticeship for Child Development Specialist (ACDS)

Child Development Associate (CDA) and/or

American Association of Family and Consumer Sciences (AAFCS) Pre-Professional Assessments and Certifications (Pre-PAC) Early Childhood Education Certificate (ECE Pre-PAC)

and

Certifications in Basic First Aid, CPR and AED from American Red Cross and/or American Heart Association

REQUIRED COURSES (Sequence Preferred)

WVEIS CodeCourse

1003Early Childhood Education I

1004Early Childhood Education II

1008Early Childhood Education III

1009Early Childhood Education IV

ELECTIVE COURSES

0903Parenting and Strong Families

0927Family and Community Services

1060Essentials of Addiction and Prevention

7321Psychology

7341Sociology

Skill Sets:

Career Preparation Skills

Safety and Sanitation

Leadership Development

Customer and Personal Service

Literacy and Numeracy

ECE Professional Practices and Standards

Developmentally Appropriate Practices

Positive Growth and Learning Environments

ECE-Related Theoretical Perspectives

WV ELSF Domains (Physical health and Development, Social and Emotional Development, Language and Literacy, Science and The Arts)

Work-Based Integration and Transition

Career Preparation, Safety, Leadership Development, Customer Service and Literacy and Numeracy skill sets should be integrated throughout the concentration as remaining skill sets are delivered.

Skill Set / Career Preparation Skills
Knowledge Objectives
HU.1 / Students will demonstrate knowledge of
  • career paths.
  • goal development and achievement.
  • attitudes and work habits that support career retention and advancement.
  • personal qualities and abilities needed to be effective with children.
  • communication in varied contexts.

Performance Objectives
HU.2
HU.3
HU.4
HU.5
HU.6
HU.7
HU.8
HU.9
HU.10 / Students will
  • relate skills and abilities to possible career pathways.
  • explain methods of goal development.
  • discuss methods of time management and task coordination.
  • practice professionalism in punctuality, appropriate dress, task completion, etc.
  • investigate methods of supervision such as giving and receiving feedback and instruction.
  • develop and present a statement of their personal work ethic beliefs.
  • prepare an application, cover letter, resume and thank you letter.
  • create a personal portfolio for use when applying for employment.
  • practice simulated job interviews.

Skill Set / Safety
Knowledge Objectives
HU.11 / Students will demonstrate knowledge of
  • safety practices, policies, procedures and strategies related to both personal and environmental safety.

Performance Objectives
HU.12
HU.13
HU.14
HU.15
HU.16
HU.17
HU.18
HU.19
HU.20 / Students will
  • define personal and environmental safety on the job.
  • analyze the legal responsibility to provide a safe environment.
  • anticipate and avoid or mitigate potential safety risks for self and client.
  • list health and safety tools of the trade and assemble a safety kit.
  • plan safe and appropriate responses to a variety of dangers and emergencies.
  • identify options for further preparedness training and research.
  • identify causes, prevention and treatments for injuries.
  • list responsible actions to create a safe and healthy environment.
  • demonstrate proficiency in first aid, CPR and AED.

Skill Set / Leadership Development
Knowledge Objectives
HU.21 / Students will demonstrate knowledge of
  • public speaking.
  • parliamentary law.
  • leadership concepts.
  • characteristics of effective teams and organizations.

Performance Objectives
HU.22
HU.23
HU.24
HU.25
HU.26 / Students will
  • develop and deliver speeches.
  • participate in business meetings.
  • attend leadership conferences and training (local, state and/or national).
  • volunteer in community service opportunities.
  • participate in career development events.

Skill Set / Customer and Personal Service
Knowledge Objectives
HU.27 / Students will demonstrate knowledge of
  • skills and procedures in customer and guest services.
  • interpersonal skills to build effective working relationships.
  • social perceptiveness by being aware of others' reactions and understanding why they react as they do.

Performance Objectives
HU.28
HU.29
HU.30
HU.31
HU.32
HU.33
HU.34
HU.35
HU.36
HU.37
HU.38
HU.39 / Students will
  • assess customer needs.
  • meet quality standards for service.
  • evaluate customer satisfaction.
  • demonstrate concern for others.
  • use good manners and show cooperation.
  • work with diverse people by being flexible and open-minded.
  • negotiate with others to resolve conflicts and settle disputes.
  • maintain open communication with others.
  • accurately interpret the verbal and non-verbal behaviors of others;
  • base actions appropriately.
  • respect diversity by demonstrating respect for, listening to, and considering
  • the opinions, perspectives, customs, and individual differences of others.

Skill Set / Literacy and Numeracy
Knowledge objectives
HU.40 / Students will demonstrate knowledge of
  • literacy and numeracy skills required to solve complex
  • real-world problems associated with their career/technical content area
  • improve their thinking and reasoning skills.

Performance Objectives
HU.41
HU.42
HU.43
HU.44 / Students will
  • utilize a variety of technical sources (e.g., Internet, manuals, journals, directions, reports, etc.) to complete career/technical assignments and projects
  • demonstrate writing skills required to complete career/technical assignments and projects
  • demonstrate accuracy in calculating and measuring graphical work required to complete career/technical assignments and projects
  • analyze tables, charts, graphs and multiple data sources to complete career/technical assignments and projects

1

Early Childhood EducationIWVEIS 1003

Skill Set / ECE Professional Practices and Standards
Knowledge Objectives
1003.1 / Students will demonstrate knowledge of
  • curricula and standards from various sources including ethical codes.
  • WV Early Learning Standards Framework (ELSF) and Guiding Principles, WVDE Policy 2520.15.
  • WV ELSF Framework of Effective Practices.
  • WV ELSF Domain Areas.
  • WVDE Parenting Education Curriculum Policy 2530.02.
  • WV STARS Core Knowledge and Competencies.
  • WV Infant and Toddler Professional Development Program.
  • WV facility licensing standards and requirements.
  • WV child abuse and neglect laws.
  • universal precautions.
  • professional organizations related to early childhood such as NAEYC.
  • early learning imperatives.
  • the potential benefits of universal preschool.
  • resources available for childhood care and learning.

Performance Objectives
1003.2
1003.3
1003.4
1003.5
1003.6
1003.7
1003.8
1003.9
1003.10
1003.11
1003.12
1003.13
1003.14 / Students will
  • determine requirements for chosen avenue(s) of certification including ACDS, CDA and/or ECE Pre-Pac.
  • examine WVDE Policies 2520.15 and 2530.02 and discuss curriculum requirements.
  • discuss policies regarding employment in various child development settings including WV public school systems, Head Start and types of child care center/facilities/settings.
  • analyze WV DHHR Legislative Rules regulatory requirements for child day care centers, out-of-school time child care centers, family day care facilities, and informal and relative family child care home registration.
  • describe components of WV ELSF Domain Areas.
  • explain WV STARS.
  • discuss the WV Infant and Toddler Professional Development Program for Caregivers.
  • discuss WV child abuse and neglect laws including WV Code 49-6A-2.
  • investigate professional organizations such National Association for the Education of Young Children.
  • describe the early competencies that undergird future learning.
  • examine the economic and other benefits of universal pre-k.
  • review resources available regarding the care and education of children.
  • initiate development of professional portfolio for certification and employment use.

Skill Set / Developmentally Appropriate Practices (DAP)
Knowledge Objectives
1003.15 / Students will demonstrate knowledge of
  • thedefinition and application of developmentally appropriate practices (DAP).
  • basic theoretical principles of child growth and development.
  • assessment methods for the observation and interpretation of child growth and development.
  • positive nurturing relationships and communication.
  • cultural and environmental influences on child development.
  • safety rules and responses.
  • application of DAP in various work settings.

Performance Objectives
1003.16
1003.17
1003.18
1003.19
1003.20
1003.21
1003.22
1003.23
1003.24
1003.25
1003.26
1003.27
1003.28
1003.29
1003.30
1003.31
1003.32
1003.33
1003.34
1003.35 / Students will
  • describe the fundamental principles of DAP as catalogued by the National Association for the Education of Young Children (NAEYC).
  • articulate the importance of applying developmentally appropriate practices to child care and learning.
  • support children's development in all areas encompassing social, emotional, physical, intellectual, cognitive, and moral development.
  • examine introductory theoretical principles.
  • describe principles of observation and assessment of children.
  • explain assessment documentation methods.
  • discuss the use of observation and assessment findings.
  • explain observation and assessment reporting methods.
  • encourage understanding of others and apply DAP positive communication skills.
  • encourage DAP positive self-concepts.
  • discuss cultural and environmental influences on child development.
  • demonstrate respect for cultural diversity.
  • describe the roles and outcomes of DAP play regarding child development.
  • observe and monitor children's play activities.
  • encourage DAP independence in daily health and personal care routines.
  • describe developmentally appropriate safety practices such as danger symbols, rules for various settings and responses to potentially harmful situations.
  • communicate with children's parents or guardians about daily activities, behaviors, and related issues.
  • identify signs of emotional or developmental problems in children and discuss them within an appropriate forum.
  • assist in the development of action plans for change.
  • investigate work settings within ECE and the application of DAP.

Skill Set / Positive Growth and Learning Environments
Knowledge Objectives
1003.36 / Students will demonstrate knowledge of
  • standard elements in early childhood program design.
  • fundamentals of environmental planning for both indoor and outdoor activities.
  • equipping early childhood classrooms.
  • signs that a physical environment is not working for both children and adults.

Performance Objectives
1003.37
1003.38
1003.39
1003.40
1003.41
1003.42
1003.43
1003.44 / Students will
  • examine elements in program design such as décor, furnishings, visual cues, space, etc.
  • describe the importance of aesthetics, flexibility and organization to effective childhood settings.
  • describe visual cues that promote independence and decision making.
  • examine recommended square footage minimums for classroom and outdoor space.
  • examine recommendations for color, light, sound, ventilation and temperature.
  • analyze needs for safety, health and comfort and convenience.
  • develop activity center plans that address different developmental domains and that accommodate varying numbers of people.
  • identify warning signs for problematic physical environments.

Skill Set / Physical Health and Development
Knowledge Objectives
1003.45 / Students will demonstrate knowledge of
  • WV ELSF Domain Standards for Physical Health and Development relating to Fine Motor Development, Gross Motor Development, and Health and Safety Practices.
  • prenatal development.
  • physical development at differing stages from newborn to adolescence.
  • the significant early physical competencies necessary to be grounded in early childhood to undergird future learning.
  • early brain development.

Performance Objectives
1003.46
1003.47
1003.48
1003.49
1003.50
1003.51
1003.52 / Students will
  • describe concepts relating to health and physical development such as fine motor development, gross motor development, brain development and health and safety development including food choices, exercise, health routines and hygiene and personal care habits, apparel needs and safety.
  • analyze programs to ensure that the significant physical domain competencies to acquire in early childhood (body awareness, attitudes toward food, nutritional habits, body image and physical mastery) are present.
  • analyze basic principles of neuroscience.
  • examine the roles of biology and experience in brain development.
  • describe factors that enhance or inhibit brain growth.
  • describe prenatal development and care and the childbirth process.
  • analyze factors relevant to physical development at various stages from newborn to adolescence.

Skill Set / Work-Based Integration and Transition
Knowledge Objectives
1003.53 / Students will demonstrate knowledge of
  • industry, organization and company profiles/resources.
  • networking.
  • supervision models.
  • requirements and competencies within child care and learning settings.
  • theuse of developmentally appropriate practices within ECE settings.
  • career transitioning.

Performance Objectives
1003.54
1003.55
1003.56
1003.57
1003.58
1003.59
1003.60
1003.61
1003.62
1003.63 / Students will
  • discuss methods of socialization to various employment settings within thechosen specialization area.
  • examine organizational structures including policies and procedures of various industry settings.
  • compare organizational mission statements to organizational performance.
  • identify conceptual frameworks applied in various settings
  • engage with individual, family, group, organization or community clients/representatives to identify concerns and activities to alleviate identified problems specific to that population
  • articulate a personal framework for human services delivery within chosen specialization.
  • apply research-based knowledge to practice situations.
  • examine methods of giving and receiving supervision.
  • explain requirements and competencies for various positions within the field.
  • develop a portfolio for credentialing and employment opportunities.

Early Childhood Education IIWVEIS 1004

Skill Set / Social and Emotional Development
Knowledge Objectives
1004.1 / Students will demonstrate knowledge of
  • development of self-concept.
  • development of self-expression and self-awareness.
  • development of social relationships including pro-social behaviors and cooperation.
  • roles of family and community in social and emotional development.
  • dispositions to and motivations for learning.
  • issues relating to trust, security, autonomy, separation and attachment.

Performance Objectives
1004.2
1004.3
1004.4
1004.5
1004.6
1004.7
1004.8
1004.9
1004.10
1004.11
1004.12
1004.13
1004.14
1004.15
1004.16
1004.17 / Students will
  • describe elements of self-concept and characteristics of a person with high self-esteem.
  • explain methods for fostering independence in a range of activities, routines and tasks.
  • discuss methods to effectively and appropriately communicate needs, wants and feelings.
  • analyze factors that promote positive relationships between adults and children.
  • demonstrate methods for expressing empathy and caring for others.
  • discuss the development of capacities to follow rules and routines and to use materials purposefully, safely and respectfully.
  • explain the acquisition of the following skills related to cooperation:
  • developing and sustaining friendships with peers;
  • managing transitions and adapting to change in routines;
  • initiating or joining classroom activities;
  • experiencing cooperative group play;
  • sharing materials and experiences and for taking turns;
  • negotiating, compromising and discussion skills required for conflictresolution.
  • accepting guidance and directions from familiar adults.
  • describe the interactive roles and relationships among family members.
  • describe roles and relationships of community members.
  • compare and contrast differences among people such as genders, race, special needs, cultures, language and family structures.
  • examine roles for children of different ages within communities.
  • analyze the importance of identifying as a member of a group within a community.
  • explain methods for increasing participation in classroom activities and tasks.
  • develop strategies for increasing independent choice making, flexibility, imagination and inventiveness.
  • examine methods for increasing concentration, developing goal-setting and implementing plans.
  • develop activities and plans for assisting children in developing the characteristics of self-concept, social relationships, family and community and learning from the knowledge objectives.

Skill Set / Work-Based Integration and Transition
Knowledge Objectives
1004.18 / Students will demonstrate knowledge of
  • industry, organization and company profiles/resources.
  • networking.
  • supervision models.
  • requirements and competencies within child care and learning settings.
  • theuse of developmentally appropriate practices within ECE settings.
  • career transitioning.

Performance Objectives
1004.19
1004.20
1004.21
1004.22
1004.23
1004.24
1004.25
1004.26
1004.27
1004.28 / Students will
  • discuss methods of socialization to various employment settings within thechosen specialization area.
  • examine organizational structures including policies and procedures of various industry settings.
  • compare organizational mission statements to organizational performance.
  • identify conceptual frameworks applied in various settings
  • engage with individual, family, group, organization or community clients/representatives to identify concerns and activities to alleviate identified problems specific to that population
  • articulate a personal framework for human services delivery within chosen specialization.
  • apply research-based knowledge to practice situations.
  • examine methods of giving and receiving supervision.
  • explain requirements and competencies for various positions within the field.
  • develop aportfolio for credentialing and employment opportunities.

1

Early Childhood Education IIIWVEIS 1008

Skill Set / ECE-Related Theoretical Perspectives
Knowledge Objectives
1008.1 / Students will demonstrate knowledge of
  • personal educational theory.
  • learning theory.
  • constructivism.
  • social constructivism.
  • Erickson’s Psychosocial Theory of Human Development.
  • Piaget’s Theory of Cognitive Development.
  • Vygotsky’s Learning Theory.
  • Bowlby’s Attachment Theory.
  • Bandura’s Social Learning Theory.
  • Psychoanalytic Theories.
  • Personality Theories such as Temperaments.
  • Gardner’s Theory of Multiple Intelligences.
  • Behavioral Theories such as Skinner’s, Watson’s and Pavlov’s.
  • Theory of Mind and Metacommunication.

Performance Objectives
1008.2
1008.3
1008.4
1008.5
1008.6
1008.7
1008.8 / Students will
  • explain the concept of theory and describe how child care practices develop from theory.
  • outline the major concepts of various theories listed above.
  • analyze the values and limits of various theories in relationship to outcomes of child development.
  • develop personal philosophies relating to educational theory.
  • explain strategies for implementing practical use of various theories in child care settings.
  • explain multiple intelligences and construct DAP’s that address the needs of different multiple intelligence.
  • demonstrate metacommunication behavior and construct metacommunication activities.

Skill Set / Work-Based Integration and Transition
Knowledge Objectives
1008.9 / Students will demonstrate knowledge of
  • industry, organization and company profiles/resources.
  • networking.
  • supervision models.
  • requirements and competencies within child care and learning settings.
  • theuse of developmentally appropriate practices within ECE settings.
  • career transitioning.

Performance Objectives
1008.10
1008.11
1008.12
1008.13
1008.14
1008.15
1008.16
1008.17
1008.18
1008.19 / Students will
  • discuss methods of socialization to various employment settings within thechosen specialization area.
  • examine organizational structures including policies and procedures of various industry settings.
  • compare organizational mission statements to organizational performance.
  • identify conceptual frameworks applied in various settings
  • engage with individual, family, group, organization or community clients/representatives to identify concerns and activities to alleviate identified problems specific to that population
  • articulate a personal framework for human services delivery within chosen specialization.
  • apply research-based knowledge to practice situations.
  • examine methods of giving and receiving supervision.
  • explain requirements and competencies for various positions within the field.
  • develop portfolio for credentialing and employment opportunities.

Early Childhood Education IVWVEIS 1009