Early Childhood Education II Bundle 1
Essential Outcome:
Students demonstrate proficiency in CPR and First Aid and earn certification.
Standards & Indicators: 5.2
Declarative Knowledge (What they will know)
Learning
Goals
(What the students should be learning)
1. Students will be able to perform CPR on
mannequins for infant, child, and adult.
2. Students will pass the test for certification.
Organizing
Ideas
Details
(The Concepts taught)
Vocabulary
CPR and First Aid
(Activities or actions -write, use, identify)
 Identify emergency situations
 Use proper techniques to assist in an emergency
Procedural Knowledge (What they will do)
Processes
(The actions the students will perform)
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Skills
(Applied knowledge the student will execute)
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(Words essential to this bundle)
View Red Cross video
Practice on actars
Complete tests/quizzes

Identify emergency situations
Know how to respond appropriately to
emergencies
Use proper techniques
Infant, child, adult, actars, emergency, abrasion, wound,
choking, 1st, 2nd, and 3rd degree burns
Quarter 1: 2 Weeks
Resources
(What Materials do you use?)
Red Cross video; infant, child, and adult actars; clock; Red
Cross books; face shields, antibacterial wipes
Activities
(The actual assignments, projects, and learning
activities you use to teach the bundle. Also, list the
assessments for the Bundle here by Title)
 View video by section
 Watch teacher demonstration
 Practice on actars with partners
 Red Cross tests
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Early Childhood Education II Bundle 2
Essential Outcome: Students identify proper sanitary conditions and apply procedures.
Standards & Indicators:
5.3
Declarative Knowledge (What they will know)
Learning
Goals
(What the students should be learning)
1. Students will be able to demonstrate sanitary procedures at
their work site.
Procedural Knowledge (What they will do)
Processes
(The actions the students will perform)


Organizing
Ideas
(The Concepts taught)
Details
(Activities or actions -write, use, identify)

Sanitation
Skills
(Applied knowledge the student will execute)
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Identify the need for sanitation at work site
Vocabulary
Research a health policy for a childcare setting
including nutrition
Identify steps for controlling the spread of
disease
Explain how to care for children who become ill
(Words essential to this bundle)
Communicable diseases, food-borne illness, head lice
Identify illness in children
List steps to control disease
Know program policy for sanitation
Develop a health policy
Identify healthy and safe snacks for children
Quarter 1: 2.5 Weeks
Resources
(What Materials do you use?)
Text, video, first aid materials
Activities
(The actual assignments, projects, and learning
activities you use to teach the bundle. Also, list the
assessments for the Bundle here by Title)
 Read text
 Complete “Study Guide”
 Complete “Health Match”
 Complete “Communicable Disease Chart”
 Assemble a first aid kit
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Early Childhood Education II Bundle 3
Essential Outcome:
Students classify signs of child abuse and neglect.
Standards & Indicators:
5.5
Declarative Knowledge (What they will know)
Learning
Goals
(What the students should be learning)
1. Students will be able to identify signs of child abuse
and neglect.
2. Students will role play ways to report abuse.
Organizing
Ideas
(The Concepts taught)
Details
(Activities or actions -write, use, identify)
Processes
(The actions the students will perform)
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

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Read text
Computer research
Class discussion with guest speaker
Role-play
Identifying abuse


Vocabulary
Procedural Knowledge (What they will do)
Skills
(Applied knowledge the student will execute)
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

Identify signs of abuse
Write ways to report abuse
(Words essential to this bundle)
Identify abuse
Write ways to report abuse
Identify procedures for reporting abuse
Physical abuse, neglect, sexual abuse, emotional abuse, police
report, case worker, social worker
Quarter 1: One Week
Resources
(What Materials do you use?)
Text, video, county statistics, guest speakers, internet,
computers
Activities
(The actual assignments, projects, and learning
activities you use to teach the bundle. Also, list the
assessments for the Bundle here by Title)
 Read text
 Role-play reporting
 Listen to guest speakers
 View video
 Research types of abuse
 Quiz
3
Early Childhood Education II Bundle 4
Essential Outcome:
Students generalize the principles of how children learn.
Standards & Indicators: 4.2
Declarative Knowledge (What they will know)
Learning
Goals
(What the students should be learning)
1. Students will identify different learning styles.
Organizing
Ideas
(The Concepts taught)
Details
(Activities or actions -write, use, identify)
Procedural Knowledge (What they will do)
Processes
(The actions the students will perform)


Learning Styles
Skills
(Applied knowledge the student will execute)

Identify the four learning styles
Vocabulary
Research learning styles
Diagnostic tests
Know ways people learn
(Words essential to this bundle)
Visual, auditory, kinesthetic, diagnostic
Quarter 1: (2 Days) / Quarter 4: (1 ½ Weeks)
Resources
(What Materials do you use?)
Computer, learning styles hand-outs, markers, paper
Activities
(The actual assignments, projects, and learning
activities you use to teach the bundle. Also, list the
assessments for the Bundle here by Title)
 Read hand-out materials
 Take survey (diagnostic test) to determine
learning styles
 Group by styles and complete activities
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Early Childhood Education II Bundle 5
Essential Outcome:
Students differentiate play as a means to support cognitive development.
Standards & Indicators: 4.2
Declarative Knowledge (What they will know)
Learning
Goals
(What the students should be learning)
1. Students will develop play activities related to cognitive
development.
Organizing
Ideas
Details
(The Concepts taught)
Cognitive Development
(Activities or actions -write, use, identify)
Procedural Knowledge (What they will do)
Processes



Skills
(Words essential to this bundle)
Cognitive development; brain research; language
comprehension; maturity; object permanence; articulation;
rote counting; fine motor; gross motor
Resources
(What Materials do you use?)
Research cognitive development
Research activities for various age groups
Determine activities for promoting cognitive
development
(Applied knowledge the student will execute)

Identify activities to promote cognitive development
Vocabulary
(The actions the students will perform)
Identify cognitive development through play
Quarter 1: 3 Weeks
Text, computer, resource books, curriculum books
Activities
(The actual assignments, projects, and learning
activities you use to teach the bundle. Also, list the
assessments for the Bundle here by Title)
 Read text
 Complete vocabulary activity
 Plan an activity supporting cognitive
development
 Collect activities for resource file
5
Early Childhood Education II Bundle 6
Essential Outcome:
Students use effective written and oral communication.
Standards & Indicators: 1.2
Declarative Knowledge (What they will know)
Learning
Goals
(What the students should be learning)
1. Students will write in weekly journals.
2. Create a parent letter.
3. Create forms necessary for communication with staff
and parents.
Organizing
Ideas
Details
(The Concepts taught)
Communication
Vocabulary
(Activities or actions -write, use, identify)
 Write journal entries
 Develop a parent letter
 Write daily reports
Procedural Knowledge (What they will do)
Processes
(The actions the students will perform)
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Skills
(Applied knowledge the student will execute)
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
(Words essential to this bundle)
Respond to journal weekly
Given a topic write a parent letter
Collect or create forms used for daily reports
Respond to journal entries weekly
Write a parent letter
Develop daily report forms
Verbal communication; non-verbal communication; parent
letter; sunshine calls; daily news flash
Quarter 2: 2 Weeks
Resources
(What Materials do you use?)
Text, workbook, computer, resource materials
Activities
(The actual assignments, projects, and learning
activities you use to teach the bundle. Also, list the
assessments for the Bundle here by Title)
 Develop a parent letter
 Collect forms for communicating with parents
 Assessment items in student resource file
6
Early Childhood Education II Bundle 7
Essential Outcome:
Students develop activities that promote social interaction.
Standards & Indicators: 4.2
Declarative Knowledge (What they will know)
Learning
Goals
(What the students should be learning)
1. Students will be able to develop a lesson plan incorporating
social interaction among children.
Organizing
Ideas
Details
(The Concepts taught)
Social interaction among children
(Activities or actions -write, use, identify)
Procedural Knowledge (What they will do)
Processes
(The actions the students will perform)
 Identify importance of room arrangement
 Identify learning centers
 Create a lesson plan encouraging social
development
Skills
(Applied knowledge the student will execute)


Identify stages of emotional/social development
Vocabulary
(Words essential to this bundle)
Social-emotional development; motivation; language;
feelings; attachment; empathy; compassion; dramatic play;
self-concept; self-esteem
Develop learning centers in a classroom
Develop activities within the centers to
encourage social development
Quarter 2: 2 ½ Weeks
Resources
(What Materials do you use?)
Text, workbook, computer, graph paper, resource materials,
video on room arrangement
Activities
(The actual assignments, projects, and learning
activities you use to teach the bundle. Also, list the
assessments for the Bundle here by Title)
 Draw floor plan including learning centers
 Write a lesson plan for social development
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Early Childhood Education II Bundle 8
Essential Outcome:
Students recognize and respect individual differences of child and family.
Standards & Indicators: 4.3
Declarative Knowledge (What they will know)
Learning
Goals
(What the students should be learning)
1. Students will be able to create culturally diverse lessons for
children.
Organizing
Ideas
(The Concepts taught)
Details
(Activities or actions -write, use, identify)
Procedural Knowledge (What they will do)
Processes
(The actions the students will perform)
 View cultural video
 Identify culture within a community
 Design lesson and classroom to incorporate
various cultures
Skills
(Applied knowledge the student will execute)
 Awareness of various cultures
 Identify cultural holidays
 Plan activities for children including various
cultures
Cultural diversity
Identify ways to include cultural diversity in the classroom
Vocabulary
(Words essential to this bundle)
Respect; cultural diversity; comparison; pride; differences;
similarities; celebration
Quarter 2: 2 Weeks
Resources
(What Materials do you use?)
Text, computer, puzzles, story books, art materials, poster
board, and video “Everybody’s Ethnic”
Activities
(The actual assignments, projects, and learning
activities you use to teach the bundle. Also, list the
assessments for the Bundle here by Title)
 View video
 Research cultures in our community
 Create a lesson including various cultures
 Design props to use in classroom including
various cultures (i.e. posters)
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Early Childhood Education II Bundle 9
Essential Outcome: Students develop strategies to strengthen school and family partnerships.
Standards & Indicators: 7.6
Declarative Knowledge (What they will know)
Learning
Goals
(What the students should be learning)
1. Students will be able to communicate with parents and
coworkers.
Organizing
Ideas
Details
(The Concepts taught)
Parent Involvement
(Activities or actions -write, use, identify)
Procedural Knowledge (What they will do)
Processes
(The actions the students will perform)
 List objectives for parent involvement
 Cite advantages and disadvantages of parent
involvement
Skills
(Applied knowledge the student will execute)
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
Describe the process of recruiting parent volunteers and the
parent volunteer orientation process
Vocabulary
(Words essential to this bundle)
Troubleshooting techniques
Lead a discussion group
Use community resources
Parent involvement; newsletters; daily new flash; traveling
backpack; theme bags
Quarter 3: 2 Weeks
Resources
(What Materials do you use?)
Text, resource materials, phone book, student resource files,
computer
Activities
(The actual assignments, projects, and learning
activities you use to teach the bundle. Also, list the
assessments for the Bundle here by Title)
 Role play discussion groups
 Hold items to resource files
 Chapter 31 test on Parent Involvement
9
Early Childhood Education II Bundle 10
Essential Outcome:
Students support ongoing program needs.
Standards & Indicators: 7.2
Declarative Knowledge (What they will know)
Learning
Goals
(What the students should be learning)
1. Students will be able to identify necessary program
needs.
2. Students will participate in program development
and implementation.
Organizing
Ideas
Details
(The Concepts taught)
Program development
Vocabulary
(Words essential to this bundle)
Childcare centers, Montessori approach, head start, Goddard
schools, check-in-in-services, laboratory schools, accredited,
sponsorship
Resources
(What Materials do you use?)
(Activities or actions -write, use, identify)
 Identify programs and their needs
 Practice interviewing staff
Procedural Knowledge (What they will do)
Processes
(The actions the students will perform)
 Read text
 Complete research on professional
organizations
 Listen to guest speakers
 Debate concepts of childcare centers
 Interview childcare personnel
Skills
(Applied knowledge the student will execute)
 Research programs
 Interviewing practice
 Discussion
 Decision making
Quarter 3: 3 ½ Weeks
Text, Internet, supplementary materials, periodicals,
professional organizations, guest speakers
Activities
(The actual assignments, projects, and learning
activities you use to teach the bundle. Also, list the
assessments for the Bundle here by Title)
 Read test
 Class discussion
 Guest speakers
 Debate
 Interviewing
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Early Childhood Education II Bundle 11
Essential Outcome:
Students conduct program evaluations.
Standards & Indicators: 7.2
Declarative Knowledge (What they will know)
Learning
Goals
(What the students should be learning)
1. Students will conduct evaluations of various programs in
the community.
Organizing
Ideas
Details
(The Concepts taught)
Evaluation of Programs
Vocabulary
(Activities or actions -write, use, identify)
Identify program types
Procedural Knowledge (What they will do)
Processes
(The actions the students will perform)
 Explain advantages and disadvantages of the
various program types
 Describe various types of early childhood
programs
 List the components of center accreditation
Skills
(Applied knowledge the student will execute)


Learn evaluation techniques
Know types of childcare available
(Words essential to this bundle)
Evaluation; childcare centers; accredited; NAYCE; family
childcare; custodial care; Montessori, Goddard; Head Start
Quarter 3: 1 ½ Weeks
Resources
(What Materials do you use?)
NAYCE standards, textbook, computer, resource library
Activities
(The actual assignments, projects, and learning
activities you use to teach the bundle. Also, list the
assessments for the Bundle here by Title)
 Research assigned program
 Oral report on research
11
Early Childhood Education II Bundle 12
Essential Outcome:
Students demonstrate professional behavior.
Standards & Indicators: 8.7
Declarative Knowledge (What they will know)
Learning
Goals
(What the students should be learning)
1. Students will be able to identify professional
organizations and what is needed to be members.
2. Students will demonstrate professional behavior at
the work site and in class.
Organizing
Ideas
Details
(The Concepts taught)
Professional behavior
Vocabulary
Procedural Knowledge (What they will do)
Processes
(The actions the students will perform)

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(Activities or actions -write, use, identify)
 Research professional organizations
 Practice professional behavior
Skills
(Applied knowledge the student will execute)
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
(Words essential to this bundle)
Terminating employment; self-assessment; personal
priorities; networking; attitude; confidentiality; cover letter;
résumé; professional appearance
Create a résumé
Write a cover letter
Collect information from professional
organizations
Identify professional behavior
Résumé writing
Professional organization requirements
Interviewing process
Proper way to leave a job position
Letter of resignation
Quarter 4: 3 Weeks
Resources
(What Materials do you use?)
Textbook, computer, resource materials, guest speakers,
video
Activities
(The actual assignments, projects, and learning
activities you use to teach the bundle. Also, list the
assessments for the Bundle here by Title)
 Add information from professional
organizations to resource file
 Add résumé to resource file
 Write a cover letter
 Practice interviews
12
Early Childhood Education II Bundle 13
Essential Outcome:
Students develop behaviors that maintain confidentiality about the child and family.
Standards & Indicators: 7.6
Declarative Knowledge (What they will know)
Learning
Goals
(What the students should be learning)
1. Students will identify need for confidentiality.
2. Students will read and sign the “Code of Ethical
Behavior” from NAYCE.
Organizing
Ideas
Details
(The Concepts taught)
Confidentiality
(Activities or actions -write, use, identify)
Procedural Knowledge (What they will do)
Processes


Skills

(Words essential to this bundle)
Attitude; confidentiality; professionalism
Identify the need for confidentiality
Read the “Code of Ethical Behavior” orally
(Applied knowledge the student will execute)

Identify the need for confidentiality
Vocabulary
(The actions the students will perform)
Students will be able to explain the need for
confidentiality
Students will be able to summarize information
contained within the” Code of Ethical
Behavior” from the NAYCE
Quarter 4: 3 Days
Resources
(What Materials do you use?)
Text, workbook, computer, NAYCE guidelines, “Code of
Ethical Conduct” video
Activities
(The actual assignments, projects, and learning
activities you use to teach the bundle. Also, list the
assessments for the Bundle here by Title)
 Read and discuss the “Code of Ethical
Behavior” from the NAYCE.
 Read about and discuss the need for
confidentiality
 View video
13
Early Childhood Education II Bundle 14
Essential Outcome:
Students utilize professional organizations to advocate for early childhood issues.
Standards & Indicators: 7.1
Declarative Knowledge (What they will know)
Learning
Goals
(What the students should be learning)
1. Students will research professional organizations on
the internet.
2. Students will choose one organization and obtain
membership information.
Organizing
Ideas
Details
(The Concepts taught)
Professional organizations
(Activities or actions -write, use, identify)
Procedural Knowledge (What they will do)
Processes
(The actions the students will perform)



Skills
(Applied knowledge the student will execute)

Research professional organizations
Vocabulary
(Words essential to this bundle)
NAYCE; ethics; colleagues; membership; legislation; trends;
continuing education
Resources
(What Materials do you use?)
Textbook, phone book, computer, resource materials
Identify various professional organizations
Research membership requirements
Choose on the research more thoroughly
Understand the importance of membership in a
professional organization
Quarter 4: 3 Weeks
Activities
(The actual assignments, projects, and learning
activities you use to teach the bundle. Also, list the
assessments for the Bundle here by Title)
 Read text
 Vocabulary activity
 Computer research
 Collect items for resource file
2/16/12
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