/ South Mountain Community College at
METRO TECH HIGH SCHOOL
2017-2018 Plan for Success
Early Childhood Education 1-4
EED 205: The Developing Child: Prenatal to Age Eight
EED 215: Early Learning Health, Safety, Nutrition, and Fitness
Name / Laura Randleman
Title / Early Childhood Education Teacher
Office Location / Room 2009
Office Hours / M-F 7:30 AM – 8:00 AM; Advisory; M & W 3:00 PM – 3:30 PM*;
OTHER TIMES, BY APPOINTMENT
*After school availability may vary.
MTHS Phone / 602-764-8068
MTHS E-mail /

This is a performance based course –

attendance and professionalism are key to success!

COURSE DESCRIPTION:

EARLY CHILDHOOD EDUCATION 1-2/3-4 is a two-semester (1 year), block course for grades 11 & 12;Recommended Prerequisite: Career & Technology Exploration 1. This program is for students who are interested in careers in early childhood education and/or employment in the child care industry. Students develop the academic and job skills necessary for employment by participating in classroom and preschool activities. The work experience in our licensed early learning center laboratory will provide a variety of authentic learning experiences that are required for employment in this field. Responsibility and essential teaching skills are emphasized. This course provides the foundation for the attainment of the nationally recognized CDA industry credential. Students are expected to earn their CPR/First Aid certification, attain a current Maricopa Food Service Worker/Food Handler card, and provide proof of a negative Monteux™ TB test. Students will be required to comply with industry-specific personal presentation and dress code. Students gain valuable leadership and employment skills and receive opportunities for scholarships and community involvement by participating in Educators Rising, a state and national career and technical student organization (CTSO).

DUEL ENROLLMENT OPPORTUNITY: MTHS ECE has partnered with SMCC to grant up to 9 hours of college credit for successful completion of this course and passing the Arizona Technical Skills Assessment at the end of the program: associated tuition fees apply – more information will be provided. (Scholarships may be available through Arizona Workforce Registry.) If you are interested in learning more, please indicate so by checking the appropriate box on the acknowledgement section of this document.

COURSE OBJECTIVES/EXPECTED OUTCOMES:

As it relates to children birth to age eight, students will examine how children learn and the processes of physical, social, emotional, cognitive, and language development of typical and atypical young children; explore the considerations of public health issues and safety procedures within early childhood settings; nutritional needs and issues of physical fitness and well-being. This course also includes practical application and fieldwork experience in our onsite child care center.

Required Materials and Supplies (to be brought to class):

  • A TB test (Monteux™) administered no more than six months before starting the class. Students starting at the beginning of the semester have 6 weeks to get results before losing credit. Students starting later have no more than 2 weeks and will lose credit for lab time lost. Students who fail to meet this requirement will be dropped from the class. Fee varies, may be obtained through primary care physician.
  • An up to date shot record (Check with the office if you are unsure if the student is up to date).
  • First Aid and CPR certification – certification training will be provided in class or can be obtained on your own. Fees vary.
  • Food Handler card – MTHS uses StateFoodSafety.com to complete the online course. Fee: $8-$10
  • 1½” Three ring notebook for your portfolio. (may be provided)
  • Textbooks will be provided in class as needed.

Title/Edition: / Child Development / Working with Young Children
Author/Publisher: / Goodheart-Willcox Company, Inc. / Dr. Judy Herr/Goodheart-Willcox Company, Inc.
ISBN-13 #: / 978-1-63126-0438-4 / 978-1-63126-024-7

ATTENDANCE:

Attendance:

Professionals attend work every day. An important element of this course is practicing professional behavior. We expect you to attend class on time, daily.

  • “Absent” is defined as nonattendance in an assigned class or activity for more than one-half of the period. (PUHSD Governing Board Policy J-1561 JHR) which translates into missing the first half of one 50 minute period.
  • “Tardy” is defined as not being in the assigned class or activity when the tardy bell has finished ringing. (PUHSD Governing Board Policy J-1561 JHR) A pass must be presented for excused tardies.
  • Excessive unexcused tardies (3) will result in detention with me, and 5 or more will result in MART and/or Saturday school and can negatively affect grades.Additionally, during a singlelab rotation, student will miss lab time for the third tardy and every tardy after that. It is up to the student to make up lab time before school, after school, or as arranged with Ms. Jennifer.
  • Students may fail the class for the semester in any course, when reaching a total of 12 excused/unexcused absences and after school-documented interventions have been exhausted. (Student Procedures Handbook page 22)
  • Dual students: To excuse an absence: please call both Metro Tech 602-764-8025 and your home school.

As a licensed preschool facility we ask that you not attend lab when you are truly sick. This also applies if you have pink eye or lice. Students cannot remain in the ECE area with any highly contagious condition. Students who have a condition that does not exclude them from attending school but that falls into this category may be asked to check in with the teacher then work as an aide in preschool related activities.

Metro Tech Expectations: Metro Tech expects all students to be at school every day, on time and ready to learn. We are committed to a safe environment that maximizes student achievement. Parents are expected to be actively involved in their student’s education and our school community.

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  1. Classroom Procedures
  2. Health and Safety certifications
  3. Food Handler Card
  4. CPR/First Aide
  5. Introduction to ECE
  6. Historical Perspectives
  7. Developmentally Appropriate Learning Experiences
  8. Observations
  9. Theory
  10. The Place of Theory in the Field
  11. Classic Theories and Historical Perspectives
  12. Freud and Erikson - Psychoanalytic
  13. Watson and Skinner - Learning Theory
  14. Piaget and Vygotsky - Cognitive
  15. Emerging Theories
  16. Application of Theory to Practice
  17. Toddler Development*
  18. Preschool Development*
  19. School Age Development*
  1. Guidance and Prosocial Behaviors
  2. Developmentally Appropriate Environments and Experiences
  3. Lesson Planning
  4. Health, Safety, and Nutrition
  5. Equipment
  6. Empower Program
  7. Health Assessment Components
  8. Accident/Injury
  9. Abuse/Neglect/Maltreatment
  10. Poisons/Medications
  11. Transportation
  12. Prenatal Development
  13. Genetics
  14. Pregnancy
  15. Birth
  16. Infant Development*
  17. Licensing Regulations
  18. Professionalism, Legal & Ethical Practices
  19. Professional Organizations
  20. Careers in the Early Childhood Field
  21. Ongoing Preschool Lab Participation/Field Experience

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* Each age group will include information on Physical, Language, Cognitive, Social, and Emotional Development as well as Exceptionalities, Brain Development, and Approaches to Learning.

"Course content may vary from the outline/calendar to meet the needs of this learning community."

The following concepts will be explored throughout the school year as required by our dual enrollment agreement with South Mountain Community Collegeand crosswalked with the State of Arizona Technical Skills Standards for Early Childhood Education.

EED205 / The Developing Child: Prenatal to Age Eight
1. / Examine the historical perspective on children and childhood, birth to age eight. (IV)
2. / Compare and contrast research methodology and identify the ethical requirements of research on typical and atypical young children, birth to age eight. (IV)
3. / Demonstrate observation skills and techniques used by researchers and practitioners to study and work with typical and atypical young children, birth to age eight. (III, XVIII)
4. / Compare and contrast historical, contemporary and emerging theories within the study of child development. (IV)
5. / Identify and discuss ethical and moral issues related to genetics, reproductive science and prenatal development. (XII)
6. / Summarize the course and consequences of prenatal development and the birth process. (XII)
7. / Identify the major milestones of physical growth, motor development and contemporary health, safety and nutrition issues for typical and atypical young children, birth to age eight. (V, VI, VII, XIII)
8. / Identify the major milestones of cognitive development for typical and atypical young children, birth to age eight. (V, VI, VII, XIII)
9. / Explain the implications of neuroscience and the development of the brain on all domains of child development. (V, VI, VII, XII, XIII)
10. / Identify the major milestones of language development and theoretical explanations of language acquisition in typical and atypical young children, birth to age eight. (IV, V, VI, VII, XIII)
11. / Describe the major milestones of social, emotional and moral development for typical and atypical young children, birth to age eight. (V, VI, VII, XIII)
12. / Explain the implications of community, culture, school and family influences, as well as economic circumstances on the well-being of typical and atypical young children, birth to age eight. (V, VI, VII, XIII)
13. / Explain the identification and types of exceptionality in children from the prenatal stage through age eight. (V, VI, VII, XII, XIII)
14. / Explain the implications of exceptionality and other risk factors for the young child (birth to age eight), families, communities and the nation. (V, VI, VII, XIII)
15. / Demonstrate observation and practical application skills through field experiences. (XVIII)
EED215 / Early Learning: Health, Safety, Nutrition and Fitness
1. / Describe the routes of disease transmission. (XI)
2. / Describe "communicable disease" as a health concern in the early childhood setting, serving young children birth to age eight. (XI)
3. / Demonstrate basic skills of an arrival health check. (XI)
4. / Describe blood-borne pathogen risks in the group setting, serving young children birth to age eight. (XI)
5. / Describe the four steps of infection control measures. (II&XI)
6. / Identify current immunization requirements for young children (birth to age eight) and adults. (XIV)
7. / Describe effective immunization documentation strategies for the group setting. (XIV)
8. / Describe sanitation techniques for the group setting. (II&XI)
9. / Describe basic criteria for exclusion from the setting based upon symptoms of specific diseases. (XI)
10. / Identify developmental characteristics of young children (birth to age eight) which affect their safety and wellbeing, including child abuse and neglect. (V, VI, VII, XI, XII, XIII)
11. / Describe contributing factors to an injury event. (XI)
12. / Identify criteria necessary for effective transportation policies and practices. (XI)
13. / Identify factors which contribute to safe outdoor activities and equipment selection/maintenance. (XI)
14. / Identify potential poisons and environmental health hazards. (XI)
15. / Describe emergency poisoning control. (IX)
16. / Describe the principles of safe medication documentation and management. (XI)
17. / Describe factors that reduce the risk of emergencies. (XI)
18. / Identify documentation formats appropriate for documenting health criteria, emergencies, daily events, and growth and development in the early childhood setting, serving young children birth to age eight. (XIV)
19. / Describe the basic nutritional needs of young children (birth to age eight) and outline food plans to meet the nutritional needs of young children. (XI)
20. / Describe cultural foods and customs which reflect the social and ethnic backgrounds of a designated child population. (XI&XVIII)
21. / Identify the potential learning aspects of a given food preparation activity and plan appropriate follow-up activities. (XVIII)
22. / Develop age-appropriate routines for serving meals and snacks for a designated child population. (XI&XVIII)
23. / Implement a food experience in the early childhood setting (serving young children birth to age eight) which includes health and safety precautions, equipment selection, children's developmental needs and the use of other adults. (XVIII)
24. / Identify factors in daily life relating to physical fitness, well-being and prevention of childhood obesity. (XI)
25. / Describe application of course principles within a field experience. (XVIII)

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TITLE I PROGRAM:

Academic tutoring and test preparation are available to all students. Additional support for passing classes and graduating on time is the intent of these services. Support through Title I funding is available in the areas of: math, reading and English. If interested, please contact Bryan Reynoso or Shawna Wright for additional information at (602) 764-8004.

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GRADING SCALE:

Skills are attained and perfected throughout the year and assessments are designed to allow students to demonstrate their learning authentically. Therefore, standards based grades (SBG) will reflect this growing ability to perform necessary tasks. Students are expected to take responsibility for their learning but will have ample access to support within my class and throughout MTHS. Please consider the following:

“In the adult world, everything is a performance assessment. If adults on the job make poor decisions or cannot determine the quality of their own work, the results are generally undesirable. Quality matters, and the ability to measure the quality of one's own work is a learned skill.

So how can we teach this essential skill? One way to teach quality is to demand it. We must create an environment where standards can and must be met and where students are not permitted to submit substandard work without being asked to revise.

If we base our grades on standards rather than attendance or behavior, we can actually help students grapple with the idea of quality and walk away with a higher degree of self-sufficiency.” (Seven Reasons for Standards-Based Grading, by Patricia L. Scriffiny)

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Students will be evaluated based uponfour components.

  • Assessments (50%)
  • Content Performance (20%)
  • Workplace Skills (20%)
  • Final Exam (10%)

Translation to Letter Grade:

SBG / Letter Grade
Mastery / A
Proficiency / B
Some Evidence of Proficiency / C
Little Evidence of Proficiency / D
No Evidence of Proficiency / F

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Late/Missing Assignments:

  • Late assignments will be accepted within the guidelines of each given assignment.
  • There is an expectation that all work will be turned in which is supported not only with class time to accomplish assignments but the inclusion of Advisory for every PUHSD student.
COURSE POLICIES AND EXPECTATIONS
STUDENT RESPONSIBILITIES:
Students are responsible for completingtheir own work:ensuringthat all submitted work is their ownand that it represents grade level effort. Students are never to copy directly from any resource, without proper citation, including but not limited to the textbook and online resources. Campus librarians and tutors in the Tech Center can assist with the various accepted citation format.

Since this course may be taken for college credit through the Maricopa County Community College District, students are held to a high standard of work. Plagiarism Warning—every student is expected to produce original independent work.Any student whose work indicates a violation of the MCCCD Academic Misconduct Policy (cheating, plagiarism) can expect penalties as specified in the SMCC Catalog.

The following link describes the type of behaviors/acts that constitute academic misconduct, sanctions for violation of the policy, and the appeal process:

In addition, students:
must be respectful of others in the class and act with such respect in all communications.
are responsible for reading all course information including, but not limited to rubrics, the syllabus, and all course assignment instructions.
are responsible for checking Student Vue/Parent Vue to remain current on posted grades/attendance and bring errors to my attention if there is support for correction.
PROFESSOR RESPONSIBILITIES:
Professor responsibilities include creating a safe learning environment for all types of learners, relating assignments to course competencies, defining clear course expectations, providing a visible grading system that learnerscan understand, and being forthright with course requirements.
Communication responses from the instructor will be returned within a timeframe of no more than24to 48hours, wherever possible.
SEXUAL HARASSMENT:

Sexual harassment is unwelcome, verbal, or physical conduct of a sexual nature that is sufficiently severe, persistent, or pervasive that it alters working conditions and creates a hostile environment for employees, or that it unreasonably interferes with, limits, or deprives a student of the ability to participate in or benefit from any MCCCD educational program or activity. The unwelcome behavior may be based on power differentials, the creation of a hostile environment, or retaliation for sexual harassment complaints. Sexual harassment by and between employees, students, employees and students, and campus visitors and students or employees, is prohibited. Sexual Harassment is illegal. If you feel you are being sexually harassed, or suspect that someone else may be, let the instructor know as soon as possible so the appropriate actions may be taken to stop it.

For further information, follow the link to the MCCCD Website:

RECOMMENDED STUDY METHODS:
  • Be diligent in completing all assigned work
  • Review all course assignments prior to the due date
  • Review all assignment rubrics prior to assignment submission
  • Stay on top of weekly assignments and turn in all requirements on time.
  • Create a positive classroom community with peers through daily participation.
  • Contact the teacher, well in advance, with questions, concerns or comments

GUIDELINES FOR WRITTEN WORK

1.“M” work should be able to stand as a model for others, both in content and presentation.

2.The submission of unfinished or poor quality work will result in the necessity to revise and resubmit, but timely, constructive feedback will be provided to aid in those revisions.

You may certainly make an appointment with me (or other supporting teacher)during Advisory for assistance with any work. It may be possible to work collaboratively through Office 365 as well.

5.Keep a photocopy or flash drive copy of all work. It is also expected that all returned/graded work be kept/organized in your class notebook.

6.Spell check and grammar check all documents … BUT remember to…

Proof read your work– do not rely too heavily on the computer to catch errors.