Early Childhood Education - ERIC

Early Childhood Education

Program CIP: 19.0709

Ordering Information

Research and Curriculum Unit for Workforce Development Vocational and Technical Education Attention: Reference Room and Media Center Coordinator P. O. Drawer DX Mississippi State, MS 39762 rcu.msstate.edu/curriculum/download/ (662) 325-2510

Direct inquiries to

Betsey Smith Curriculum Project Manager P. O. Drawer DX Mississippi State, MS 39762 (662) 325-2510 E-mail: betsey.smith@rcu.msstate.edu

Diane Different Program Coordinator Office of Vocational Education and Workforce Development Mississippi Department of Education P. O. Box 771 Jackson, MS 39205 (601) 359-3479 E-mail: ddifferent@mde.k12.ms.us

Published by

Office of Vocational and Technical Education Mississippi Department of Education Jackson, MS 39205

Research and Curriculum Unit for Workforce Development Vocational and Technical Education Mississippi State University Mississippi State, MS 39762

Robin Parker, Curriculum Coordinator Jolanda Harris, Educational Technologist Johnny Jones, Digital Print Specialist Louis Randle, Binding Specialist Ashleigh Barbee Murdock, Editor Kim Harris, Graphic Artist

The Research and Curriculum Unit, located in Starkville, MS, as part of Mississippi State University, was established to foster educational enhancements and innovations. In keeping with the land grant mission of Mississippi State University, the RCU is dedicated to improving the quality of life for Mississippians. The RCU enhances intellectual and professional development of Mississippi students and educators, while applying knowledge and educational research to the lives of the people of the state. The RCU works within the contexts of curriculum development and revision, research, assessment, professional development, and industrial training.

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Table of Contents

Acknowledgments .........................................................................................................................................................3 Preface ........................................................................................................................................................................... 7 Early Childhood Education Research Synopsis ..............................................................................................................8 Early Childhood Education Executive Summary ..........................................................................................................19 Early Childhood Education...........................................................................................................................................26

Unit 1: Orientation, Personal, and Professional Preparation 20 Hours ...............................................................26 Unit 2: Child Development: Infants - Middle Childhood 80 Hours.......................................................................51 Unit 3: History and Trends of Early Childhood Education 20 Hours ....................................................................94 Unit 4: Health and Safety 80 Hours....................................................................................................................109 Unit 5: Observation, Assessment, and Guidance 40 Hours ...............................................................................135 Unit 6: Career Development and Professionalism 40 Hours..............................................................................157 Unit 7: The Learning Environment 80 Hours......................................................................................................184 Unit 8: Characteristics of Quality Child-Care Programs 40 Hours ......................................................................207 Unit 9: Management and Administration 80 Hours...........................................................................................225 Student Competency Profile .....................................................................................................................................240 Appendix A: 21st Century Skills Standards ................................................................................................................242 Appendix B: MS Academic Standards........................................................................................................................243 Appendix C: ACT College Readiness Standards .........................................................................................................244 Appendix D: National Industry Standards .................................................................................................................255 Appendix E: National Educational Technology Standards for Students ....................................................................256 Appendix F: Glossary .................................................................................................................................................258

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Acknowledgments

The Early Childhood curriculum was presented to the Mississippi Board of Education on March 19, 2010. The following persons were serving on the state board at the time:

Dr. Tom Burnham, State Superintendent Mr. William Harold Jones, Chair Mr. Charles McClelland, Vice Chair Ms. Kami Bumgarner Mr. Howell "Hal" N. Gage Dr. O. Wayne Gann Mr. Claude Hartley Ms. Martha "Jackie" Murphy Ms. Rosetta Richards Dr. Sue Matheson

Jean Massey, Associate Superintendent of Education for the Office of Vocational Education and Workforce Development, at the Mississippi Department of Education assembled an oversight committee to provide input throughout the development of the Early Childhood Curriculum Framework and Supporting Materials. Members of this task force were as follows:

Dr. Kay Berry, Simpson County School District Dr. Sam Bounds, Mississippi Association of School Superintendents Kevin F. Gilbert, Mississippi Association of Educators David Campbell, Mississippi Association of Middle Level Educators Tommye Dale Favre, Mississippi Department of Employment Security Mary Hardy, Mississippi PTA Anna Hurt, Mississippi Association of School Administrators Jay Moon, Mississippi Manufacturers Association Dr. Dean Norman, Center for Advanced Vehicular Systems Extension Michael Ray, Western Line School District George Schloegal, Hancock Bank Charlene Sproles, Mississippi School Counselor Association Mike Thomas, North American Coal Corporation Pete Walley, Institutions of Higher Learning Clarence Ward, Boys and Girls Clubs of the Gulf Coast Debra West, State Board for Community and Junior Colleges

Also, special thanks are extended to the teachers who contributed teaching and assessment materials that are included in the framework and supporting materials. Members who contributed were as follows:

Ms. Patty Newsom, Millsaps Career & Technology Center, Starkville School District, Starkville, MS Ms. Kathy Greene, Clinton High School Career Complex, Clinton, MS Ms. Mary Darby, Biloxi Public Schools, Biloxi, Mississippi Ms. Mary Jane Wood, Hattiesburg High School, Hattiesburg, MS Ms. Stacy Travis, E. H. Keys Technology Center, Ocean Springs, MS Ms. Sondra K. Adams, Hancock County Vocational Center, Kiln, MS Ms. Kimberly Langley, School of Career & Technical Education, New Albany School Dist., New Albany, MS

Appreciation is expressed to the following professionals who provided guidance and insight throughout the development process:

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Ms. Dianne Different, Program Coordinator, Office of Vocational Education and Workforce Development, Mississippi Department of Education, Jackson, MS

Ms. Lucy Bryant, Child Care Resource Referral, Mississippi State University Ms. Karen Graham, Creative Learning Center, Starkville, Mississippi Dr. Ester Howard, Early Childhood Institute, Mississippi State University Ms. Carol Jones, Aiken Village Preschool, Mississippi State University

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Standards

Standards in the Early Childhood Education Curriculum Framework and Supporting Materials are based on the following:

The National Association for the Education of Young Children (NAEYC) is dedicated to improving the well-being of all young children, with particular focus on the quality of educational and developmental services for all children from birth through age 8. NAEYC is committed to becoming an increasingly high performing and inclusive organization. Since 1985, NAEYC has offered a national, voluntary accreditation system to set professional standards for early childhood education programs and to help families identify high-quality programs. Today, NAEYC accreditation represents the mark of quality in early childhood education. Over 7,000 child-care programs, preschools, early learning centers, and other center- or school-based early childhood education programs are currently NAEYC-accredited. These programs provide high-quality care and education to nearly 1 million young children in the United States, its territories, and programs affiliated with the United States Department of Defense. The following NAEYC standards are incorporated throughout the Early Childhood Education curriculum: 1) Promoting Child Development and Learning; 2) Building Family and Community Relationships; 3) Observing, Documenting, and Assessing; 4) Teaching and Learning; and 5) Becoming a Professional.

The Child Development Associate credential (CDA) is a national credential awarded to early childhood professionals who have shown they have met the beginning level competencies needed for working with young children. It is a significant accomplishment and an option for starting a successful career in early childhood education. The CDA credential is administered by the Council for Professional Recognition in Washington, DC. It is the source for information about the credential, the application, and how to earn it. The following CDA credential standards are incorporated throughout the Early Childhood Education curriculum: 1) To establish and maintain a safe, healthy learning environment; 2) To advance physical and intellectual competence; 3) To support social and emotional development and provide positive guidance; 4) To establish positive and productive relationships; 5) To ensure a well-run, purposeful program responsive to participant needs; and 6) To maintain a commitment to professionalism.

Applied Academic Credit Benchmarks Comprehensive Health The Comprehensive Health Framework for grades 9 through 12 is dedicated to student achievement in all dimensions of health, including but not limited to community/environmental health, consumer health, disease prevention and control, human growth and development, nutrition, family life, safety and first aid, personal health, mental health, and drug abuse prevention.

21st Century Skills and Information and Communication Technologies Literacy Standards

In defining 21st century learning, the Partnership for 21st Century Skills has embraced five content and skill areas that represent the essential knowledge for the 21st century: global awareness; civic engagement; financial, economic, and business literacy; learning skills that encompass problem-solving, critical-thinking, and selfdirectional skills; and Information and Communication Technology (ICT) literacy.

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National Educational Technology Standards for Students Reprinted with permission from National Educational Technology Standards for Students: Connecting Curriculum and Technology, Copyright ? 2007, ISTE (International Society for Technology in Education), (800) 336-5191 (U.S. and Canada) or (541) 302-3777 (International), iste@, . All rights reserved. Permission does not constitute an endorsement by ISTE. ACT College Readiness Standards

The College Readiness Standards are sets of statements intended to help students understand what is expected of them in preparation for the ACT. These standards are integrated into teaching and assessment strategies throughout the curriculum framework.

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Preface

Secondary vocational?technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, ?14; Laws, 1991, ch. 423, ?1; Laws, 1992, ch. 519, ?4 eff. from and after July 1, 1992; Carl D. Perkins Vocational Education Act IV, 2007; and No Child Left Behind Act of 2001).

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Early Childhood Education Research Synopsis

Introduction The Early Childhood Education Curriculum prepares students for future success in the field of early childhood education by improving academic and technology skills, improving employability skills, and articulating courses to community colleges. The rigorous and relevant 2-year program is based on state and national standards, CDA (Child Development Associate) competency standards, NAEYC (National Association for the Education of Young Children) standards, and 21st century workforce skills. The course is a 2-year program offering 4 Carnegie units of credit. The industry of early childhood education is preparing for changes due to high rates of teacher retirement, national and state initiatives and requirements, and the new focus on the field of early childhood education. The course allows for core academic subjects to be integrated into the curriculum, which are vital to students' success. Research projects that early childhood teacher qualifications will increase, from the previous 2006 minimum standard of CDA, to an associate degree by 2010, with additional work toward a baccalaureate degree by 2020. This curriculum provides students with the background and experience needed to obtain a CDA credential within the summer after graduation. Needs of the Future Workforce and Benefits to the Economy Quality early childhood education programs benefit our future society and economy. Research shows that preschool education is a sound economic investment, due to the fact that every dollar invested in early education saves taxpayers costs in the future. It is an investment that pays great returns. Employment According to the Occupational Employment and Wage Estimates panel in May 2007, there were over 29,700 workers in the occupations of preschool teachers, child-care workers, and teacher assistants in the state of Mississippi. Job opportunities are expected to increase in each of these areas on average of 26.66% until 2014. This average promises to increase as large portions of the Early Childhood workforce near retirement age and leave the profession. Child-care providers will be needed to provide quality child care in community child-care centers, homes, family settings, religious settings, and private or public center settings. Preschool teachers, as well as teacher assistants, will be needed to provide developmentally appropriate instruction in various school settings, such as Head Start. Individuals will also be needed to develop and analyze ongoing research in the field of Early Childhood. The Early Childhood curriculum is intended to prepare students for future success in the occupational and educational field of Early Childhood. Students gain employability skills, demonstrate occupational skill proficiently, and master competencies set forth by the curriculum. The curriculum also provides for the articulation of specified courses to local community colleges. The curriculum is written in accordance with state standards and national standards (CDA and NAEYC), preparing students for an expansive workforce.

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