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
Essential
Questions:
Objectives:
HS.O.CDSIII.1.1
Standard Number:
HS.S.CDSIII. 2
Review and Introduction to Theory
Students will participate in the process of review.
Examples:
How does the CDS apprentice continue to refine professional development?
Students will
Learning Plan & Notes to Instructor:
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.
summarize the first year growth as a Child
Discuss with other apprentices. Journal your
Development Specialist.
reflections.
participate in student/professional organization Engage in professional or student organization
activities.
activities.
Defining Child Development Theory
Students will define theory and understand its construction and use.
Essential
Questions:
Objective:
HS.O.CDSIII.2.1
Examples:
How do children learn?
Students will
compare theories of child development.
HS.O.CDSIII.1.2
HS.O.CDSIII.1.3
HS.O.CDSIII.2.2
illustrate theory construction.
Learning Plan & Notes to Instructor:
http://www.pbs.org/wgbh/aso/thenandnow/humbe
h.html
Utilize the Intel Thinking Tools lesson plan on
“Theories of Learning” (available electronically
upon request to OCTI CDS coordinator)
Examine a child’s behaviors and your response to
those behaviors in light of your understanding of
specific theories.
1
HS.O.CDSIII.2.3
Standard Number:
HS.S.CDSIII.3
Essential
Questions:
Objective:
HS.O.CDSIII.3.1
HS.O.CDSIII.3.2
HS.O.CDSIII.3.3
Standard Number:
HS.S.CDSIII.4
Essential
Questions:
Objective:
HS.O.CDSIII.4.1
HS.O.CDSIII.4.2
HS.O.CDSIII.4.3
HS.O.CDSIII.4.4
Standard Number:
implement practical use of theory in the child
Apply a theory of learning in the facility based on
care facility.
the center’s philosophy of care.
Theory and Professional Practices
Students will explore methods of applying theory.
Examples:
How do I make decisions regarding interactions with children?
Students will
Learning Plan & Notes to Instructor:
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.
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.
explain the need for professional updates.
Reflect/journal on the value of lifelong
professional development; plan for upcoming
professional development opportunities.
Learning through Play
Students will explore the relationship of play to learning.
Examples:
Am I effective in supporting children’s optimal development?
Students will
Learning Plan & Notes to Instructor:
classify play.
List various forms of children’s play; categorize
the list. Analyze the list to determine themes.
Consider why those themes emerged.
document learning through play occurrences.
During observation and work with the children,
document any learning that is observed.
predict specific group play direction.
Based on observation and
create anticipatory plans that support
Create strategies and classroom/facility planning
meaningful constructive play.
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.
Erikson’s Theory
2
HS.S.CDSIII.5
Essential
Questions:
Objective:
HS.O.CDSIII.5.1
HS.O.CDSIII.5.2
HS.O.CDSIII.5.3
HS.O.CDSIII.5.4
Standard Number:
HS.S.CDSIII.6
Essential
Questions:
Objective:
HS.O.CDSIII.6.1
Students will research Erikson’s Theory.
Examples:
How does one person’s theory impact the practices of others?
Students will
Learning Plan & Notes to Instructor:
specify the importance of modifying previous
Discuss the impact of increasing knowledge
understandings.
theory on practice.
assess theory value.
Examine the limits of the value of theory.
document theory limits.
Write a summary on the limits of theory.
summarize Erikson’s lifespan stages.
Discuss challenges of each stage. Identify one’s
own stage.
Learning Theory
Students will analyze major theories of learning.
Examples:
Students will
research the major theories of learning.
Learning Plan & Notes to Instructor:
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
Discuss strategists that may belong in this
category of theorists.
Trawick-Smith p37-40
Trawick-Smith p44-48.
Establish three groups. After reading Harrriet,
You’ll Drive Me Wild, have each group respond to
Harriet based on the assigned theory.
HS.O.CDSIII.6.2
compare behaviorist theory strategies.
HS.O.CDSIII.6.3
HS.O.CDSIII.6.4
HS.O.CDSIII.6.5
compare maturationist theory strategies.
compare psychoanalytic theory strategies.
evaluate the outcomes of specific strategies.
Standard Number:
HS.S.CDSIII.7
Essential
Questions:
Objective:
HS.O.CDSIII.7.1
Sensory Learning
Students will examine the various ways children learn through the senses.
Examples:
Students will
examine brain development.
Learning Plan & Notes to Instructor:
Develop a Venn diagram on brain development:
add a fact or concept they have learned about the
brain and its development:
3
http://www.ncrel.org/sdrs/areas/issues/students/le
arning/lr1grorg.htm
Experience the brain mind connections of Ilchi
Lee: http://www.ilchi.com/blogcategory/bestmethod/
Request print materials and PowerPoint from the
WDVE CDS coordinator.
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.
Debate the value of art experiences with infants
and toddlers.
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,
HS.O.CDSIII.7.2
examine the sensory learning process.
HS.O.CDSIII.7.3
observe infants’ sensory discoveries.
HS.O.CDSIII.7.4
implement designed activities for infant
sensory development.
Standard Number:
HS.S.CDSIII.8
Essential
Questions:
Objective:
HS.O.CDSIII.8.1
Stages of Sensory Learning
Students will examine the different stages of sensory learning.
Examples:
How is your world different than a young child’s world?
Students will
Learning Plan & Notes to Instructor:
document sensory behavior changes.
Observe and journal the changes in the behavior
of infants as they learn about their world through
sensory experiences.
construct infant sensory learning
Create or design a safe learning environment that
environments.
is rich in sensory experiences for infants/toddlers.
Pre-Operational Thinking
Students will analyze pre-operational thought.
Examples:
How do children make sense of the world?
Students will
Learning Plan & Notes to Instructor:
outline general pre-operational thought
Develop an outline of preoperational
4
HS.O.CDSIII.8.2
Standard Number:
HS.S.CDSIII.9
Essential
Questions:
Objective:
HS.O.CDSIII.9.1
characteristics.
HS.O.CDSIII.9.2
HS.O.CDSIII.9.3
Standard Number:
HS.S.CDSIII. 10
Essential
Questions:
Objective:
HS.O.CDSIII.10.1
HS.O.CDSIII.10.2
HS.O.CDSIII.10.3
Standard Number:
HS.S.CDSIII.11
Essential
Questions:
Objective:
HS.O.CDSIII.11.1
HS.O.CDSIII.11.2
identify transition to pre-operational thought
behavior changes.
compare assimilation and accommodation
learning.
characteristics. Point out the developmental
changes that have transpired to make this action
possible.
Trawick-Smith p232-233. Discuss these changes.
Predict and observe behavioral changes.
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?
Characteristics of Pre-Operational Thinking
Students will research pre-operational thought and behavior.
Examples:
How do we develop skills in the learning process?
Students will
Learning Plan & Notes to Instructor:
outline limited pre-operational thought
Outline a presentation of 5 preoperational thought
characteristics.
characteristics. Discuss how children connect
unrelated occurrences. Apply the concept to
examples.
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.
document activities to help children overcome
Have groups develop several cause and effect
limits in thinking.
activities to be used in the classroom.
The Dance
Students will illustrate strategies for communicating with infants.
Examples:
How does the “dance” impact later learning and relationships?
Students will
Learning Plan & Notes to Instructor:
explain face-to-face communication
Interview a caregiver of infants about the
interactions.
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.
demonstrate infant face-to-face interaction.
Play the face to face game. Two groups facing
one another and choose a leader. The leader
5
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.
Trawick-Smith p88; compare the various states of
awareness in newborns. Discuss the implications
for caregivers.
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.
HS.O.CDSIII.11.3
compare newborn alertness states.
HS.O.CDSIII.11.4
implement appropriate caregiver responses to
newborn alertness.
Standard Number:
HS.S.CDSIII.S.12
Essential
Questions:
Apprenticeship in Learning
Students will evaluate environments to determine developmental appropriateness.
Examples:
Is environment more powerful than the nature of development? What habits of learning are taught
by the environment?
Students will
Learning Plan & Notes to Instructor:
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.
arrange environments specific for young
In groups, have students identify 3 goals for the
children.
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.
create a culturally and individually sensitive
Inventory the environment that has been created
environment.
for the children considering the physical
Objective:
HS.O.CDSIII.12.1
HS.O.CDSIII.12.2
HS.O.CDSIII.12.3
6
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
Essential
Questions:
Objective:
HS.O.CDSIII.13.1
HS.O.CDSIII.13.2
HS.O.CDSIII.13.3
Scaffolding
Students will examine the zone of proximal development.
Examples:
What is necessary for the caregiver to scaffold the child's proximal development?
Students will
Learning Plan & Notes to Instructor:
define the proximal development zone.
Identify the proximal development zone (PDZ) for
children and the impact on development. After
breaking into 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.
determine children’s proximal development
Identify the risky behaviors exhibited by children,
zone.
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?
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.
Read chapter 3, Supervising Young Children, in
Reynolds (2001). Write an essay on developing
strategies in scaffolding children’s. learning
7
Standard Number:
HS.S.CDSIII.14
Essential
Questions:
Objective:
HS.O.CDSIII.14.1
HS.O.CDSIII.14.2
HS.O.CDSIII.14.3
Standard Number:
HS.S.CDSIII.15
Essential
Questions:
Objective:
HS.O.CDSIII.15.1
HS.O.CDSIII.15.2
HS.O.CDSIII.15.3
Self-Directed Speech
Students will synthesize knowledge of self-directed speech.
Examples:
Why is talking so powerful?
Students will
Learning Plan & Notes to Instructor:
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.
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.
analyze speech and thought connection
Investigate strategies related to speech and
strategies.
thought connection. Ichee Lee's brain-mind
connection activities can be used for
enhancement. (Contact the OCTI/ CDS
coordinator for electronic copy.)
Comparing Piaget and Vygotsky
Students will compare the common perspectives of Piaget’s and Vygotsky’s theories.
Examples:
What are the connections between these theorists?
Students will
Learning Plan & Notes to Instructor:
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.
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.
compare common perspectives of Piaget’s and Study the similarities and differences in the two
Vygotsky’s theories.
theories. Critique the presentations. Develop a
8
plan to merge the two environments.
Standard Number:
HS.S.CDSIII.16
Essential
Questions:
Objective:
HS.O.CDSIII.16.1
Participating in the Student Organization
Students will participate in a student organization.
Examples:
How can leadership skills strengthen performance as a CDS professional?
Students will
Learning Plan & Notes to Instructor:
identify the purposes and goals of the
Review the “Be a Part of It” web quest found at
student/professional organization.
wvfccla.googlepages.com
HS.O.CDSIII.16.2
explain the benefits and responsibilities of
Discuss the value of the leadership and personal
participation in student/professional/civic
development activities of the
organization.
organization/FCCLA.
demonstrate leadership skills through
Complete a project that addresses several
participation in student/professional/civic
standards in the course.
organization activities such as meetings,
programs, and projects.
Leadership, Citizenship and Teamwork Skills
Students will demonstrate leadership, citizenship, and teamwork skills required for success in the
family, workplace, and global community.
Examples:
What do 21st Century skills mean in the context of a career?
Students will
Learning Plan & Notes to Instructor:
assess factors involved in successful
Determine what skills and traits are developed in
leadership skills, citizenship traits, and
the course that impact citizenship and teamwork.
teamwork traits.
apply leadership, citizenship, and teamwork
Develop a project that utilizes the abilities and
skills as an integral part of classroom activities. skills of all class members.
Learning Skills & Technology Tools
Teaching Strategies
Evidence of
Culminating Activity
Success
21C.O.9Student recognizes information Utilize various types of
Students identify
12.1.LS1.
needed for problem solving,
multimedia resources to
current information
can efficiently browse, search
develop a PowerPoint or
on child
and navigate online to access
moviemaker presentation
development issues;
relevant information, evaluates on theories of learning.
analyze, interpret
information based on credibility,
and construct a
social, economic, political
Students will browse,
model design for
9
HS.O.CDSIII.16.3
Standard Number:
HS.S.CDSIII.17
Essential
Questions:
Objective:
HS.O.CDSIII.17.1
HS.O.CDSIII.17.2
21st Century Skills
Information and
Communication
Skills:
21C.O.912.1.LS2
21C.O.912.1.LS3
21C.O.912.1.TT1
and/or ethical issues, and
presents findings clearly and
persuasively using a range of
technology tools and media
Student analyzes and interprets
visuals and recognizes the
impact digital media influences
(e.g. design, technique, and
rate of speed) have on
audiences. The student’s visual
products reflect a sophisticated
understanding of subject, digital
media and design techniques.
Student creates information
using advanced skills of
analysis, synthesis and
evaluation and shares this
information through a variety of
oral, written and multimedia
communications that target
academic, professional and
technical audiences and
purposes.
Student makes informed
choices among available
advanced technology systems,
resources and services (e.g.,
global positioning software,
graphing calculators, personal
digital assistants, web casting,
online collaboration tools) for
completing curriculum
assignments and projects and
for managing and
communicating
personal/professional
search and navigate
online to access, choose
and evaluate information.
Peer review and peer
editing.
caregivers as
demonstrated by
presentation to
peers; develop and
utilize resources and
strategies for use by
teachers and
parents; and
accurately represent
a child development
career through oral
and/or written
application.
Essay
10
21C.O.912.1.TT2
21C.O.912.1.TT3
21C.O.912.1.TT4
21C.O.912.1.TT5
21C.O.912.1.TT6
information.
Student routinely applies
keyboarding skills, keyboard
shortcut techniques, and
mouse skills with facility, speed
and accuracy.
Student uses advanced utilities
(e.g., zipping or compressing
files, file level anti-virus scans),
converts files to different
formats (e.g., .doc, .xls, .mdb,
.htm, .pdf) and saves finished
products to multiple media
sources (e.g., CDRW, DVDR,
USB drives, shared folders,
web-based file storage).
Student uses audio, video,
pictures, clip art, moviemaker
programs, webpage design
software, electronic documents
and other files to collaborate for
the creation of electronic
products that inform multiple
audiences both inside and
outside the school
environment.
Student uses advanced
features of word processing
software (e.g., outline, table of
contents, index feature, draw
tool, headers and footers, track
changes, macros, hyperlinks to
other file formats, etc.).
Student uses advanced
features and utilities of
spreadsheet software, (e.g.,
11
21C.O.912.1.TT7
21C.O.912.1.TT8
21C.O.912.1.TT9
21C.O.912.1.TT10
formulas, filters, pivot tables,
pivot charts, macros,
conditional formatting), to
perform calculations and to
organize, analyze and report
data.
Student uses advanced
features and utilities of
presentation software (e.g.,
slide transitions, master slides,
narrations and timings, creating
web-enabled presentations,
creating a non-linear
presentation) to communicate
ideas to multiple audiences.
Student uses advanced
features and utilities of
database software (e.g., to
create tables, forms, perform
table relationships, advanced
queries, and simple reports) to
test hypotheses or research
questions and to report results.
Student uses advanced
telecommunication tools (e.g.,
email, video conferencing,
interactive websites,
newsgroups, video phones,
chats) to create collaborative
projects that are relevant to real
world situations and contribute
to the communication process
among various groups.
Student implements various
Internet search techniques
(e.g., Boolean searches, meta12
21C.O.912.1.TT11
Thinking and
Reasoning Skills:
21C.O.912.2.LS1
21C.O.912.2.LS2
21C.O.912.2.LS3
21C.O.912.2.LS4
searches, web bots) to gather
information; student evaluates
the information for validity,
appropriateness, content, bias,
currency, and usefulness.
Student imports and exports
multiple data formats and
integrates to multiple
productivity programs (e.g.,
exports comma delimited files,
standard data formats) and
understands transferability of
data among different programs.
Student engages in a critical
thinking process that supports
synthesis and conducts
evaluation using complex
criteria.
Student draws conclusions
from a variety of data sources
to analyze and interpret
systems.
Student engages in a problem
solving process by formulating
questions and applying
complex strategies in order to
independently solve problems.
Student visualizes the
connection between seemingly
unrelated ideas and
independently produces
solutions that are fresh, unique,
original and well developed.
Student shows capacity for
originality, concentration,
commitment to completion, and
13
21C.O.912.2.TT1
21C.O.912.2.TT2
21C.O.912.2.TT3
persistence to develop unique
and cogent products.
Student knows how to find
information necessary to solve
advanced problems related to
hardware, software, networks,
and connections (e.g., by
accessing online help, Internet
searches, technical
documentation, system utilities,
and communication with
technical experts).
Student collaborates with
peers, experts and others to
contribute to a content-related
knowledge base by using
technology to compile,
synthesize, produce, and
disseminate information,
models, and other creative
works.
Student uses multiple
electronic sources of
information and multiple
technology tools and resources
tools (e.g., digital cameras,
graphing calculators, probes,
mp3 players, handheld devices,
other emerging technologies,
simulations, models, browsers,
word processing, authoring
tools, spreadsheets,
databases) to collaborate with
others, to formulate a
hypothesis, to solve problems,
make decisions, and present
14
21C.O.912.2.TT4
Personal, and
Workplace, Skills:
21C.O.912.3.LS1
21C.O.912.3.LS2
21C.O.912.3.LS3
and justify the solutions.
Student uses technology tools
and multiple media sources to
analyze a real-world problem,
design and implement a
process to assess the
information, and chart and
evaluate progress toward the
solution.
Student remains composed
and focused, even under
stress, willingly aligns his/her
personal goals to the goals of
others when appropriate,
approaches conflict from winwin perspective, and derives
personal satisfaction from
achieving group goals.
Student independently
considers multiple perspectives
and can represent a problem in
more than one way, quickly and
calmly changes focus and
goals as the situation requires,
and actively seeks innovations
(e.g. technology) that will
enhance his/her work.
Student demonstrates
ownership of his/her learning
by setting goals, monitoring
and adjusting performance,
extending learning, using what
he/she has learned to adapt to
new situations, and displaying
perseverance and commitment
to continued learning.
Students will maintain a
focus on the larger goal
with the planning of
appropriate steps, as they
prepare their final
product.
Creating a final
project by working
as a group to
organize, finalize
and present product.
Students will incorporate
various elements of
technology into focusing
on long range goals while
working effectively as a
group.
15
21C.O.912.3.LS4
21C.O.912.3.LS5
21C.O.912.3.LS6
Student demonstrates ethical
behavior and works responsibly
and collaboratively with others
in the context of the school and
the larger community, and
he/she demonstrates civic
responsibility through
engagement in public discourse
and participation in service
learning.
Student exhibits positive
leadership through
interpersonal and problemsolving skills that contribute to
achieving the goal. He/she
helps others stay focused,
distributes tasks and
responsibilities effectively, and
monitors group progress
toward the goal without
undermining the efforts of
others.
Student maintains a strong
focus on the larger project goal
and frames appropriate
questions and planning
processes around goal. Prior to
beginning work, student reflects
upon possible courses of action
and their likely consequences;
sets objectives related to the
larger goal; and establishes
benchmarks for monitoring
progress. While working on the
project, student adjusts time
and resources to allow for
16
21C.O.912.3.TT1
21C.O.912.3.TT2
21C.O.912.3.TT3
21C.O.912.3.TT4
completion of a quality product.
Student protects software,
hardware and network
resources from viruses,
vandalism, and unauthorized
use and employs proper
techniques to access, use and
shut down technology
equipment.
Student works collaboratively to
acquire information from
electronic resources, conducts
online research, and evaluates
information as to validity,
appropriateness, usefulness,
comprehensiveness and bias.
Student evaluates current
trends in information
technology, discusses the
potential social, ethical,
political, and economic impact
of these technologies, and
analyzes the advantages and
disadvantages of widespread
use and reliance on technology
in the workplace and society.
Student adheres to acceptable
use policy and displays ethical
behaviors related to acceptable
use of information and
communication technology
(e.g., privacy, security,
copyright, file-sharing,
plagiarism); student predicts
the possible cost and effects of
unethical use of technology
17
21C.O.912.3.TT5
21C.O.912.3.TT6
21C.O.912.3.TT7
(e.g., consumer fraud,
intrusion, spamming, virus
setting, hacking) on culture and
society; student identifies the
methodologies that individuals
and businesses can employ to
protect the integrity of
technology systems.
Student models ethical
behavior relating to security,
privacy, computer etiquette,
passwords and personal
information and demonstrates
an understanding of copyright
by citing sources of copyrighted
materials in papers, projects
and multi-media presentations.
Student advocates for legal and
ethical behaviors among peers,
family, and community
regarding the use of technology
and information.
Student evaluates and applies
technology tools for research,
information analysis, problem
solving, content learning,
decision making, and lifelong
learning.
Student protects his/her identity
online and in email and/or
websites, limits the distribution
of personal
information/pictures, and
evaluates the authenticity of
emails that solicit personal
information. Student identifies
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the methodologies that
individuals and businesses can
employ to protect the integrity
of technology systems.
21C.O.9Student uses technology to
12.3.TT8
seek strategies and information
to address limits in their own
knowledge.
Learning Skills & Technology Tools
Entrepreneurship
Skills:
ES.O.912.A.01
ES.O.912.A.02
ES.O.912.A.03
ES.O.912.A.04
ES.O.912.A.05
ES.O.912.A.06
Entrepreneurial Processes,
Traits and Behaviors
ES.O.912.H.01
ES.O.912.H.02
ES.O.912.H.03
ES.O.912.H.04
ES.O.9-
Business Foundations and
Professional Development
Teaching Strategies
Evidence of
Culminating Activity
Success
Understands concepts,
processes, traits, and
behaviors associated with
successful entrepreneurial
performance.
Using a career search
service such as
www.khake.com or
www.entrepreneur.com
and search child care,
identify up to three
business opportunities in
child development. Write a
description for two of the
three entrepreneurial
opportunities that interest
you.
Understands fundamental
business concepts and
strategies that affect
career exploration,
development, growth,
ethics and decision
making.
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12.H.05
ES.O.912.H.06
ES.O.912.G.01
ES.O.912.G.02
ES.O.912.I.01
ES.O.912.I.01
Financial Literacy and Financial Understands personal and
Management
business moneymanagement concepts,
procedures, and
strategies.
Culminating Assessment:
Culminating
Assessment:
Performance Assessment Portfolio
Child Development Associate
US Department of Labor
Links and Other Resources
Links and Other
Resources
RELATED WEBSITES:
Pathways to Success
http://careertech.k12.wv.us/pathwaystosuccess/
Apprenticeship for Child Development Specialist
http://www.wvacds.org
River Valley Child Development System
www.rvcds.org
National Association for the Education of Young Children
www.naeyc.org
Occupational Information Network
www.doleta.gov/programs/onet
Office of Disability Employment Policy
www.dol.gov/odep
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Career Voyages
http://www.careervoyages.gov/index.cfm
Workforce West Virginia
https://www.workforcewv.org/
West Virginia Earn A Degree Graduate Early (EDGE)
http://www.wvtechprep.wvnet.edu/edge.htm
West Virginia Career and Technical Education
http://careertech.k12.wv.us/
US Department of Labor
www.doleta.gov
STARS Registry
http://www.wvearlychildhood.org/
West Virginia Association for Young Children
www.wvayc.org
THEORIES OF LEARNING:
Visible Embryo
http://www.visembryo.com/baby/index.html
Web quests
http://suedstudent.syr.edu/~ebarrett/ide621/cognitive.htm
http://suedstudent.syr.edu/~ebarrett/ide621/behavior.htm
http://suedstudent.syr.edu/~ebarrett/ide621/social.htm
Funderstanding
http://www.funderstanding.com/about_learning.cfm
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Theory Descriptions
http://www.dean.usma.edu/math/activities/cape/Constructivism/501learn.htm
http://www.learning-theories.com/
http://www.csbsju.edu/education/knowledgebase/knowledgebaseII.htm
http://www.emtech.net/learning_theories.htm
Learning a Maze
http://www.sedl.org/scimath/compass/v03n02/4.html
Building Houses:
http://www.sedl.org/scimath/compass/v01n03/4.html
Your Emerging Theory
http://www.employees.csbsju.edu/esass/learningratingscale.htm
RELATED RUBRIC LINKS:
PowerPoint presentationhttp://www.schools.lth5.k12.il.us/aviston/KBLesson8.html
Collaboration Rubric- http://www.sdcoe.k12.ca.us/score/actbank/collaborub.html
Role play Rubrichttp://www.cedu.niu.edu/scied/courses/common_files/532.rubric.unit.roleplay.pdf
Contacts:
Contacts:
CTE Teachers: See CTE Directory
Human Services Coordinator: Kathy Mace [email protected]
OCTI Assistant Executive Director and EOCTST Coordinator: Donna Burge-Tetrick
OCTI Executive Director: Gene Coulson
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