Child Services II
Introductory Manual
HILHI
2012-2013
Focused Program of Study…………………………………………………………………………………………………3-5
Course Plan Statement/Syllabus ……………….………………………………………...... ……………..6-13
LSP Statement of Purpose…………………………………………………………………………………………………14
Job Description / Aide I Requirements 15-16
Schedules/Routines & Calendar 17
Duties & Responsibilities………………………… 18-20
Health & Safety 21-23
Incident, Buddy Reports & Milestone Cheat Sheet…..………………………………………………………………...24-27
Buddy Profile……………………………………………………………………………………………………………….28
STUDENT CONTRACT…………………………………………………………………………………………………29
Snack & Snack Activity 30-32
Field Trip Guidelines 33-34
Communication & Guidance/Discipline Philosophy 35-37
Songs & Finger Plays 38-48
Observations 49-51
Lead and Lab Day Requirements 52-57
Lesson Plans 58-59
Conferences 61-61
Extended Application 62-96
Porfolio……………………………………………………………………………..……………63-66
Career Related Learning Standards 67-68
Education Profile……………………………………………………………….………………..69-71
Project Letter of Intent ……………………………………………………………….………….72-75
Mentors……………………………………………………………………………….…………..74-75
Source Evaluations………………………………………………………………..………………….76
Journals…………………………………………………………………………….…………………77
Community Project……………………………………………………………….………………78-89
Special Needs Project…………………………………………………………….………………90-93
Self-Selected Project and Newsletter Sign up……………………………………….……………….94
Career Related Learning Experiences…………………………………………….………………95-97
Bibliography Information 81
Hilhi Early Childhood Education Focused Program of Study
Do you ever wonder why people do what they do or say what they say? Answers to these and other questions can be found by studying how people develop. Having an understanding of the developmental domains, the theories about development and methods of guidance assist many professionals in their careers; such as, Health & Human Protective Services, Care & Education, Entertainment, Design, Advertising, Marketing, & Management, and Research & Consulting.
The Early Childhood Education Focused Program of Study is a course of study to explore the world of early childhood education and development. In the introductory Child’s World course students learn how children develop and why they do what they do. This is a theory based class that is articulated with Portland Community College (PCC). That means if a student shows a high level of understanding of the content he/she can earn 3 PCC Early Education and Family credits. You can also earn PCC credits through the advanced courses, Child Services I and II. In these courses students learn to create developmentally appropriate curriculum/activities, take and interpret accurate developmental observations, and assist in the running of the onsite Little Spartan Preschool by putting into action the concepts learned in the introductory course.
During the capstone year students have the opportunity to research an area of personal relevance that involve youth and development. Some of the topics being researched this year are; “How have fashion trends for young children changed over the past two and a half decades?” “What are the differences in prenatal care for a high risk pregnancy versus a typical pregnancy?” “How can pet therapy be affectively incorporated in the home of children with disabilities?” “How do different cultures celebrate youth’s coming of age?”
To complete this focused program of study students must complete the required course work with a C average, complete 30 hours of Extended Application of the focused area academic knowledge, do a senior project of personal relevance within the subject matter, document and present their portfolio work, and fulfill two full school years working in the on-site Little Spartan Preschool.
Early Childhood Education Focus Program of Study
There are six main career paths that require background knowledge of Early Childhood Development. These career paths are:
1.Health & Human Protective Services
2. Care & Education
3. Entertainment
4. Design
5. Advertising, Marketing, & Management
6. Research & Consulting
Some of the careers under these pathways are Pediatrician, Nurse, Speech Pathologists, Social Worker, Child Development Specialist, Physical Therapist, Teacher, Preschool Teacher, Child Psychologist, Juvenile Probation Officer, Nanny, Teacher’s Aide, Consultant, Furniture/Play Center Designer.
How to Complete this Focus Program of Study
· Complete course work with a C average
· Complete 30 hours of Extended Application (Part of Child Services 2)
· Score a 3 in all of the Essential Skills/Career Related Learning Standards
· Score a 4 or 5 in all the course objectives for both Child Services 1 & 2
· Work for two school years in the Little Spartan Preschool (Child Services 1 & 2)
ENDORSEMENT AREA / EXPLORATORY (9-12)Select 2 or more
of the following / FOUNDATION (11)
Complete all classes
listed / CAPSTONE (12)
Complete all classes
listed
EARLY
CHILDHOOD
EDUCATION / Required
Child’s World (.5)
Optional
Psychology (.5)
You & the Law (.5)
Keyboarding (.5) / Child’s Services 1 (1.0)
Health Foundations (1.0)
Word Processing (.5) / Child’s Services 2 (1.0)
Student’s Name ______
Focused Program of Study Applying for: ______
Required Classes for the Focused Program of Study (Minimum ‘C’ Grade or Better)
Freshman or
Sophomore Year: Course______Grade______
Course______Grade______
Junior Year: Course______Grade______
Course______Grade______
Senior Year: Course______Grade______
Course______Grade______
Career Related Learning Experiences
Junior Year: Job Shadow Placement ______Completed______
Senior Year: (Complete One of the following Four)
Internship Placement ______Completed______
Mentorship Placement ______Completed ______
Site Based Enterprise ______Completed ______
Extended Service Learning______Completed ______
Essential Skills/CRLS Requirements Met:
Through documentation of evidence & reflection as well as test scores
Personal Management Score: ______
Problem Solving Score: ______
Teamwork Score: ______
Communication Score:______
Employment Foundations Score: ______
Career Development Score: ______
Reading Score: ______
Writing Score: ______
Extended Application Requirement Met ______
Student’s Signature ______Date ______
Jr. Instructor ______Sr. Instructor ______
Parent Signature ______Date ______
Hillsboro High School
Child Services II– planned course statement
Course Number TBA
Articulated with PCC as part of ECE 132 – Field Work
High School Credit: 1.5 PCC Credit: 2
COURSE DESCRIPTION:
Child Services II is the advanced level course in Hillsboro High School’s Early Childhood Education focused program of study. Under the supervision of the teacher, students assume management responsibilities in the Little Spartan Preschool, assist in the planning and organization of the preschool operations, participate in the marketing and business aspects of the program and complete a senior project with an internship/mentorship directly related to a post high school interest.
PRERQUISITES: Child Services I with a C or better & Application with Teacher Approval
INSTRUCTOR INFORMATION:
Instructor: Kelly Purdy
Office Location: CA 5
Office Phone: 503-844-1980 x.3888
Email:
Office Hours: Semester 1: Day 1 – 12:40-1:45pm Day 2 2:10-3:30pm
Semester 2 : Day 1 - 2:10-3:30pm Day 2- 12:40-1:45pm
During Access Time, Before school every day except Wednesday or after school
on Tuesday/Thursdays
COURSE INFORMATION:
When: First or Second Semester, 2012-2013;
Either First or Second Periods
Where: CA 5 & 6
COURSE TEXTS: Decker, C.A. (2004). Children The Early Years (fifth edition). Tinley Park: The Goodheart-Wilcox Company, Inc.
Herr, J. (2004). Working with Young Children (fifth edition). Tinley Park: The Goodheart-Wilcox Company, Inc.
ADDITIONAL REFERENCES:
Mrs. Purdy’s Website http://mrspurdyhilhi.weebly.com
Videotape/DVD
Magazine and journal articles
Internet resources
REQUIRED SUPPLIES: Basic Supplies (pens, pencils, & paper, etc.) Internet access,
3" Three ring binder, flash drive, senior presentation materials (display board, glue sticks, paper, scissors, etc.)
INTENDED LEARNING OBJECTIVES/TARGETS FOR THE COURSE:
1. Be knowledgeable of the emotional, social, physical, and intellectual stages of growth and development of three, four, and five year olds.
2. Plan and implement developmentally appropriate activities in the preschool to accommodate the needs of the children.
3. Articulate the difference and the rational for emphasizing process over product in art, music, movement and physical skills and dramatics.
4. Follow health and safety guidelines to provide a safe and healthy environment for children.
5. Demonstrate skills for positively guiding and disciplining children.
6. Demonstrate the ability to observe, record, and assess children’s behavior.
7. Practice leadership, teamwork, and professional employment skills.
8. Examine learning, physical, and medical disabilities and how they affect children.
9. Explore possible career opportunities dealing with children (Internship/Mentorship).
10. Prepare menus according to nutritional guidelines and individual and cultural diversities.
11. Relate human development theories to education in the classroom.
12. Learn and demonstrate customer service skills.
13. Demonstrate general operational procedures required for preschool profitability and success.
CHILD DEVELOPMENT ASSOCIATE (CDA) Competency Areas and Functional Skills
Goal 1: To establish and maintain a safe, healthy learning environment.
Goal 2: To advance physical and intellectual competence; physical, cognitive, communicative, and creative
Goal 3: To support social and emotional development and to provide positive guidance; self, social, guidance
Goal 4: To establish positive and productive relationships with families
Goal 5: To ensure a well-run, purposeful program responsive to participant needs
Goal 6: To maintain a commitment to professionalism
NATIONAL ASSOCIATION FOR THE EDUCATION OF YOUNG CHILDREN (NAEYC) Standards
Standard 1: Promoting child development and learning
Standard 2: Building family and community relationships
Standard 3: Observing, documenting and assessing to support young children and families
Standard 4: Teaching and learning
Standard 5: Becoming a professional
OREGON SKILL SETS - Human Resources – Early Childhood Education Focus Area
ERZ01.01 / Demonstrate consideration of ethical and legal accountability in providing support and services for others.ERZ02.01 / Understand human development and interpret behavior to assist in determining appropriate support and services for others.
ERZ04.01 / Display dignity and respect for others, especially when working with people from a variety of backgrounds, cultures, and experiences.
ERZ05.01 / Use responsive interpersonal and communication skills for determining and providing support and services for others.
ERPD02.02 / Listen respectfully and attentively to children, parents, and staff members to collect input.
ERPD03.01 / Apply problem solving and critical thinking skills to provide solutions.
ERPD05.02 / Create working relationships with parents and family members to maintain involvement.
ERPD06.01 / Follow through with safety and sanitation procedures to assure compliance and readiness.
ERPD07.01 / Create an inviting and encouraging atmosphere to encourage parent and family participation.
ERPD08.01 / Adhere to ethical and legal responsibilities to protect children and families.
ERPD10.01 / Apply principles of child growth and development, including social, emotional, physical and cognitive milestones to provide comprehensive program offerings.
ERPD10.02 / Incorporate play and other activities to develop children’s social, emotional, physical and cognitive skills.
ERPD10.03 / Evaluate activities and curriculum for inclusiveness of cultural diversity.
OREGON ESSENTIAL SKILLS/CAREER RELATED LEARNING STANDARDS
ES1: Read and comprehend a variety of text/demonstrate effective communication skills to give and receive information in school, and/or workplace.
ES 2: Demonstrate personal management and teamwork skills
ES 3: Think critically and analytically
CRLS: Career Development: Demonstrate career development skills and plan for post high school experiences
CRLS: Employment Foundation: Demonstrate academic, technical, and organization knowledge and skills required for successful employment.
OREGON COMMON CORE STANDARDS – College & Career Readiness Standards - Literacy
11-12.RST.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
11-12.RST.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
11-12.RST.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
11-12.RST.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
11-12.RST.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
11-12.RST.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
11-12.WST.1 Write arguments focused on discipline-specific content.
11-12.WST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
11-12.WST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
11-12.WST.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
11-12.WST.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
11-12.WST.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
11-12.WST.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
11-12.WST.9 Draw evidence from informational texts to support analysis, reflection, and research.
11-12.WST.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
COURSE CONTENT:
1. Personal and Professional Practice
2. Parent, Family, and Community Involvement
3. Relationships with Children
4. Environment and Curriculum/Pedagogy
5. Management and Supervision.
6. Community
COURSE OUTLINE
- Systems/Professionalism (Focus questions: “What role does a system have in society?”)
IB learner profile, Design Cycle, Food and program safety, State regulations, Business Etiquette, PCC articulation, Schedule, Roles and responsibilities, (Guest Speakers from PCC and Community Action Child Care Resource and Referral)
- Pedagogy (Focus questions: “What is the role of the teacher? How can I be an efficient teacher?)
Review of last year’s theories/theorists, especially the Reggio Emelia and Lev Vygotsky theories. Students will delve deeper into teaching styles, observations, lesson planning, and leading preschool.
- Environments (Focus questions: “What role does environment have in development? “How might an educator or parent develop an environment that assists both typically developing children and children with special needs?”)
Environments, theories, public policy/law, public agency provided services, school provided services, array of special needs researched by the students, identification of special needs, differentiation (Guest Speakers: Early Intervention teachers and occupational therapists, PCC - Disabilities Services Staff, Hillsboro School District 1j - LaDonna Hughs, community member parents), observations, lesson planning, leading preschool, self evaluation