21st Century Instructional Guide for Career Technical Education

Apprenticeship for Child Development Specialist III

Human Services

Apprenticeship for Child Development Specialist

Title: / Apprenticeship for Child Development Specialist III (WVEIS 1008)
Standard Number:
HS.S.CDSIII.1 / Review and Introduction to Theory
Students will participate in the process of review.
Essential
Questions: / Examples:
How does the CDS apprentice continue to refine professional development?
Objectives: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSIII.1.1 / participate in the review process. / Look for similarities in theory and your own emerging philosophy. Reflect on past experiences and your perspective on those experiences.
HS.O.CDSIII.1.2 / summarize the first year growth as a Child Development Specialist. / Discuss with other apprentices. Journal your reflections.
HS.O.CDSIII.1.3 / participate in student/professional organization activities. / Engage in professional or student organization activities.
Standard Number:
HS.S.CDSIII. 2 / Defining Child Development Theory
Students will define theory and understand its construction and use.
Essential
Questions: / Examples:
How do children learn?
Objective: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSIII.2.1 / compare theories of child development. / http://www.pbs.org/wgbh/aso/thenandnow/humbeh.html
Utilize the Intel Thinking Tools lesson plan on “Theories of Learning” (available electronically upon request to OCTI CDS coordinator)
HS.O.CDSIII.2.2 / illustrate theory construction. / Examine a child’s behaviors and your response to those behaviors in light of your understanding of specific theories.
HS.O.CDSIII.2.3 / implement practical use of theory in the child care facility. / Apply a theory of learning in the facility based on the center’s philosophy of care.
Standard Number:
HS.S.CDSIII.3 / Theory and Professional Practices
Students will explore methods of applying theory.
Essential
Questions: / Examples:
How do I make decisions regarding interactions with children?
Objective: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSIII.3.1 / examine theory practice development. / Identify a child and develop goals for that child. Determine activities that could help that child meet those goals. Create a classroom plan that meets the needs of that child and all children.
HS.O.CDSIII.3.2 / identify professional characteristics. / In groups, write down all of the characteristics of a specific professional outside the field. Reflect on the common characteristics of highly qualified professionals.
HS.O.CDSIII.3.3 / explain the need for professional updates. / Reflect/journal on the value of lifelong professional development; plan for upcoming professional development opportunities.
Standard Number:
HS.S.CDSIII.4 / Learning through Play
Students will explore the relationship of play to learning.
Essential
Questions: / Examples:
Am I effective in supporting children’s optimal development?
Objective: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSIII.4.1 / classify play. / List various forms of children’s play; categorize the list. Analyze the list to determine themes. Consider why those themes emerged.
HS.O.CDSIII.4.2 / document learning through play occurrences. / During observation and work with the children, document any learning that is observed.
HS.O.CDSIII.4.3 / predict specific group play direction. / Based on observation and
HS.O.CDSIII.4.4 / create anticipatory plans that support meaningful constructive play. / Create strategies and classroom/facility planning that supports meaningful play based on constructive theory. Observe a class that serves children with special needs. Observe how ways in which play is similar/different.
Standard Number:
HS.S.CDSIII.5 / Erikson’s Theory
Students will research Erikson’s Theory.
Essential
Questions: / Examples:
How does one person’s theory impact the practices of others?
Objective: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSIII.5.1 / specify the importance of modifying previous understandings. / Discuss the impact of increasing knowledge theory on practice.
HS.O.CDSIII.5.2 / assess theory value. / Examine the limits of the value of theory.
HS.O.CDSIII.5.3 / document theory limits. / Write a summary on the limits of theory.
HS.O.CDSIII.5.4 / summarize Erikson’s lifespan stages. / Discuss challenges of each stage. Identify one’s own stage.
Standard Number:
HS.S.CDSIII.6 / Learning Theory
Students will analyze major theories of learning.
Essential
Questions: / Examples:
Objective: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSIII.6.1 / research the major theories of learning. / Develop a chart that documents the theories that are being examined. Examine Trawick-Smith p 35-37. Examine strategies that are being used in the classroom and determine to which theory it is
identified. Utilize the list of strategies throughout
HS.O.CDSIII.6.2 / compare behaviorist theory strategies. / Discuss strategists that may belong in this category of theorists.
HS.O.CDSIII.6.3 / compare maturationist theory strategies. / Trawick-Smith p37-40
HS.O.CDSIII.6.4 / compare psychoanalytic theory strategies. / Trawick-Smith p44-48.
HS.O.CDSIII.6.5 / evaluate the outcomes of specific strategies. / Establish three groups. After reading Harrriet, You’ll Drive Me Wild, have each group respond to Harriet based on the assigned theory.
Standard Number:
HS.S.CDSIII.7 / Sensory Learning
Students will examine the various ways children learn through the senses.
Essential
Questions: / Examples:
Objective: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSIII.7.1 / examine brain development. / Develop a Venn diagram on brain development: add a fact or concept they have learned about the brain and its development: http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1grorg.htm
Experience the brain mind connections of Ilchi Lee: http://www.ilchi.com/blogcategory/best-method/
Request print materials and PowerPoint from the WDVE CDS coordinator.
HS.O.CDSIII.7.2 / examine the sensory learning process. / Give an apple to each of two groups. List all of the words that describe the apple. Replace the apple with a photo of an apple. Note the differences in the descriptors. Discuss the difference in the quality and quantity of info; note the value of dealing with the real world.
HS.O.CDSIII.7.3 / observe infants’ sensory discoveries. / Debate the value of art experiences with infants and toddlers.
HS.O.CDSIII.7.4 / implement designed activities for infant sensory development. / Examine ways in which infants gather information about the world as they waken, texture in the environment, variations in lightings, smells and taste and sounds that interest infants,
Standard Number:
HS.S.CDSIII.8 / Stages of Sensory Learning
Students will examine the different stages of sensory learning.
Essential
Questions: / Examples:
How is your world different than a young child’s world?
Objective: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSIII.8.1 / document sensory behavior changes. / Observe and journal the changes in the behavior of infants as they learn about their world through sensory experiences.
HS.O.CDSIII.8.2 / construct infant sensory learning environments. / Create or design a safe learning environment that is rich in sensory experiences for infants/toddlers.
Standard Number:
HS.S.CDSIII.9 / Pre-Operational Thinking
Students will analyze pre-operational thought.
Essential
Questions: / Examples:
How do children make sense of the world?
Objective: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSIII.9.1 / outline general pre-operational thought characteristics. / Develop an outline of preoperational characteristics. Point out the developmental changes that have transpired to make this action possible.
HS.O.CDSIII.9.2 / identify transition to pre-operational thought behavior changes. / Trawick-Smith p232-233. Discuss these changes. Predict and observe behavioral changes.
HS.O.CDSIII.9.3 / compare assimilation and accommodation learning. / Prepare a case study of a child with a disability. Predict challenges in development the child may experience. How might the developmental milestones be impacted for this child?
Standard Number:
HS.S.CDSIII. 10 / Characteristics of Pre-Operational Thinking
Students will research pre-operational thought and behavior.
Essential
Questions: / Examples:
How do we develop skills in the learning process?
Objective: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSIII.10.1 / outline limited pre-operational thought characteristics. / Outline a presentation of 5 preoperational thought characteristics. Discuss how children connect unrelated occurrences. Apply the concept to examples.
HS.O.CDSIII.10.2 / analyze pre-operational thought behavior. / Have students relate the thinking of the child in There's a Monster Under My Bed by James Howe to pre-operational thought.
HS.O.CDSIII.10.3 / document activities to help children overcome limits in thinking. / Have groups develop several cause and effect activities to be used in the classroom.
Standard Number:
HS.S.CDSIII.11 / The Dance
Students will illustrate strategies for communicating with infants.
Essential
Questions: / Examples:
How does the “dance” impact later learning and relationships?
Objective: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSIII.11.1 / explain face-to-face communication interactions. / Interview a caregiver of infants about the relationship with the infant. Write about the interview in an objective style. Discuss interactions with autistic infants. Discuss the consequences for infants of insensitive interactions with consistent adults.
HS.O.CDSIII.11.2 / demonstrate infant face-to-face interaction. / Play the face to face game. Two groups facing one another and choose a leader. The leader stares at the partner for ten seconds without expression. Then, the leader makes faces, talks, laughs while looking into the partner's face. Trade roles and debrief the experience.
HS.O.CDSIII.11.3 / compare newborn alertness states. / Trawick-Smith p88; compare the various states of awareness in newborns. Discuss the implications for caregivers.
HS.O.CDSIII.11.4 / implement appropriate caregiver responses to newborn alertness. / Video: Flexible, Fearful, and Fiesty (CA Dept of Education and West Ed, 1998) Discuss: How might the same activities be adapted to use with both the fiesty and fearful child? How might a flexible child related to one who is fearful or feisty? Discuss continuity of care.
Standard Number:
HS.S.CDSIII.S.12 / Apprenticeship in Learning
Students will evaluate environments to determine developmental appropriateness.
Essential
Questions: / Examples:
Is environment more powerful than the nature of development? What habits of learning are taught by the environment?
Objective: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSIII.12.1 / summarize inherent environmental messages. / Use small groups to identify the messages that children receive from the environment of home / classroom. Table & chairs for eating? Supplies for hand washing? Toys on high shelves? How does the environment speak about the expectations of the caregiver? Expectations of the child? Identify positive and negative messages.
HS.O.CDSIII.12.2 / arrange environments specific for young children. / In groups, have students identify3 goals for the children in their care to learn. Consider how those goals might be achieved through the structure of the physical environment, routines, and the interaction with the adult caregivers. Discuss the advantages of using the environment to teach. Have each group report out.
HS.O.CDSIII.12.3 / create a culturally and individually sensitive environment. / Inventory the environment that has been created for the children considering the physical arrangements, routines, and social interactions. Identify areas that could be strengthening to support even more positive and beneficial setting for learning. Design a room layout for a dream classroom considering children's thinking, explorations and representations, play themes, imaginative play, inquiry, and problem solving, and creative endeavors. Develop an equipment and materials list.
Standard Number:
HS.S.CDSIII.13 / Scaffolding
Students will examine the zone of proximal development.
Essential
Questions: / Examples:
What is necessary for the caregiver to scaffold the child's proximal development?
Objective: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSIII.13.1 / define the proximal development zone. / Identify the proximal development zone (PDZ) for children and the impact on development. After breakinginto groups, have each group break down a common task. The group should identify the cognitive and social understandings required to complete the task, as well as the essential physical skills. Place skills in the typical order of development. Then, discuss the various proximal zones at each step.
HS.O.CDSIII.13.2 / determine children’s proximal development zone. / Identify the risky behaviors exhibited by children, major tasks the children are attempting, and issues related to competency for the child. Show the section on risk in the Bev Bos Starting at Square One. How do we determine which risky behaviors is too risky?
Read chapter 3, Supervising Young Children, in Reynolds (2001). Write an essay on developing strategies in scaffolding children.
HS.O.CDSIII.13.3 / construct strategies for working with children in their individual zone. / Read chapter 3, Supervising Young Children, in Reynolds (2001). Write an essay on developing strategies in scaffolding children’s. learning
Standard Number:
HS.S.CDSIII.14 / Self-Directed Speech
Students will synthesize knowledge of self-directed speech.
Essential
Questions: / Examples:
Why is talking so powerful?
Objective: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSIII.14.1 / explain the role of self-directed speech. / Discuss the nature of private (silent) language. Role play a variety of situations in which the child is using self-directed speech.
HS.O.CDSIII.14.2 / assess self-directed speech changes. / Play "What's My Line?". Each group selects a mystery guest telling the person who they are and what they did. The other group guesses by asking questions to which the answer is "yes" or "no". Theorists and other figures from class discussions are suitable choices for the guest.
HS.O.CDSIII.14.3 / analyze speech and thought connection strategies. / Investigate strategies related to speech and thought connection. Ichee Lee's brain-mind connection activities can be used for enhancement. (Contact the OCTI/ CDS coordinator for electronic copy.)
Standard Number:
HS.S.CDSIII.15 / Comparing Piaget and Vygotsky
Students will compare the common perspectives of Piaget’s and Vygotsky’s theories.
Essential
Questions: / Examples:
What are the connections between these theorists?
Objective: / Students will / Learning Plan & Notes to Instructor:
HS.O.CDSIII.15.1 / arrange theoretically sound environments. / Review and edit the initial philosophy about appropriate practices that promote learning at the beginning of the semester. Create social and physical environments that support each theory.
HS.O.CDSIII.15.2 / compare differing theory environments. / Develop presentation on a created environment supporting Piagetian methods and Vygotskian methods. Have many types of resources and materials available. Divide the work into method/interactions and one into equipment/layout of the space.
HS.O.CDSIII.15.3 / compare common perspectives of Piaget’s and Vygotsky’s theories. / Study the similarities and differences in the two theories. Critique the presentations. Develop a plan to merge the two environments.
Standard Number:
HS.S.CDSIII.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?