Early Childhood Education/Senior Services
Course of Study
(Early Childhood Education/Senior Services)
SUBJECT CODE 09.0201
CTPD 023
WEST SHORE CAREER AND TECHNICAL DISTRICT
LAKEWOOD HIGH SCHOOL
1400 FRANKLIN BOULEVARD
216-529-4151
June, 2008
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Course of Study
Table of Contents
Acknowledgements ……………………………………………………………………….3
Resolution/Approval of Board ……………………………………………………………4
Recommendation of Advisory Committee………………………………………………..5
District Mission …………………………………………………………………………..7
District Vision ……………………………………………………………………………8
Career and Technical Education Goals …………………………………………………..9
Program Design …………………………………………………………………………10
Junior Scope & Sequence ……………………………………………………………….15
Curriculum Mapping Junior Year ……………………………………………………… 27
Senior Scope & Sequence ……………………………………………………………….31
Curriculum Mapping Senior Year ………………………………………………………42
Student Assessment Policy ……………………………………………………………...48
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Acknowledgements
Early Childhood Education and Care
(Early Childhood Education/Senior Services)
West Shore Career Technical District/Lakewood
Sincere appreciation goes to the following individuals for their assistance and cooperation in preparing
this Career & Technical program’s course of study.
Dr. David Estrop, Superintendent, Lakewood City Schools
Mrs. Linda Thayer, West Shore Career Technical District Director, Lakewood High School
Dr. William Wagner, Principal, Lakewood High School
Mrs. Jean Tobia, Program Instructor, West Shore Career Technical District
And the Early Childhood Education/Senior Services Advisory Committee:
Nicole Anthony, Student, Early Childhood Education/Senior Services
Toni Gelsomino, City of Lakewood Department of Human Services
Beth Scina, Instructor, Career Paths to Teaching, LHS
Stephanie McMahan, Director of Lakewood Community Care Center
Dr. Barbara Bowley, Guidance Counselor, Career Technical District
De De MacNamee-Gold, Site Coordinator Center West, Office on Aging
Sue Michels, Administrator, Lakewood Schools Prekindergarten Facilitator
Sue Eller, Director, Haynes Nursery School
Linda Thayer, Director, Career Technical District
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Approval of Board
Early Childhood Education and Care
(Early Childhood Education /Senior Services)
West Shore Career Technical District/Lakewood
WHEREAS, Early Childhood Education/Senior Services Advisory Committee of the
West Shore Career Technical District has reviewed the Early Childhood
Education/Senior Services Course of Study, and WHEREAS, the course of study is based
upon the Ohio Department of Education’s Ohio Competency Analysis Profile and the
Integrated Technical and Academic Competencies for Early Childhood Education and
Care, and
WHEREAS, the Early Childhood Education/Senior Services Advisory Committee has
reviewed these competencies and has edited competencies to address labor market need,
and to acknowledge the school district’s ability to offer academic and specialized
programs.
NOW, THEREFORE, BE IT RESOLVED, in accordance with the superintendent’s
recommendation, that the West Shore Career Technical District adopt the Early
Childhood Education/Senior Services Course of Study.
Approval date: _______________________
___________________________________
_________________________________
Superintendent
Board President
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Recommendation by Early Childhood Education/Senior Services Advisory Committee
Early Childhood Education and Care
(Early Childhood Education/Senior Services)
West Shore Career Technical District/Lakewood
The Early Childhood Education/Senior Services Advisory Committee of the Early
Childhood Education and Care, West Shore Career Technical District, has reviewed this
course of study and recommends it for use as the foundation for instruction in classroom,
laboratory and cooperative occupational experiences.
The developers of the course of study have considered the competencies found on the
Integrated Technical and Academic Competencies for this program have been reviewed,
modified and accepted as being congruent with our school district’s philosophy and
student outcome measures.
We believe that this course of study adequately and correctly focuses upon the
development of technical competencies, attitudes, values, and appreciation’s critical to
successful employment in the career of teaching.
The Early Childhood Education/Senior Service Advisory Committee recommended this
course of study on ____________________________.
(date)
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Mission of Lakewood City Schools
Early Childhood Education and Care
(Early Childhood Education/Senior Services)
West Shore Career Technical District/Lakewood
In partnership with our families and community, Lakewood City Schools will develop
responsible citizens, who are critical and creative thinkers, committed to life-long
learning, invested in a diverse society, and prepared for technological and global
opportunities.
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Lakewood City Schools Vision Statement
Early Childhood Education and Care
(Early Childhood Education/Senior Services)
West Shore Career Technical District/Lakewood
In recognition of the need of the community for Life Long Learning, the Lakewood City
School District will become the primary provider of academic services for all learners
ranging in age from Pre-Kindergarten Children through Adults. In addition, the school
district will enhance academic services through improved coordination of social and
medical services in partnership with our community and other educational institutions.
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CAREER AND TECHNICAL EDUCATION GOALS
Early Childhood Education and Care
Early Childhood Education/Senior Services
_____________________________
WEST SHORE CAREER AND TECHNICAL EDUCATION DISTRICT
 To continue to infuse technology into the curriculum and meet industry standards
 Continue to upgrade and modernize career and technical labs and offer a variety
of career training opportunities
 To continue to partner with post-secondary education institutions to create
pathways to foster life-long learning
 To develop and maintain active advisory committee membership which offer
overall direction and specific occupational knowledge of competencies required
in business and industry
 To continue to develop ties with parents and community to meet community
education needs.
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Early Childhood Education and Care
(Early Childhood Education/Senior Services)
West Shore Career Technical District/Lakewood
PROGRAM DESIGN
Program Philosophy
We believe the Early Childhood Education/Senior Service Program should give students
the specialized knowledge and skills needed to enter the job market, participate in further
educational programs, and recognize their rights and responsibilities as productive
citizens of this society.
We believe technical knowledge, basic performance, health and safety practices,
understanding of the world of work, and the skills necessary for securing and maintaining
employment should be the core of this instructional program.
We believe that since the student is preparing to work with children, infants through
elementary school, including children with special needs, and senior citizens, emphasis
should be placed upon working cooperatively in all types of childcare services,
educational institutions, as well as senior centers. These would include duties of
childcare workers; understanding the needs, growth, development, behavior, and
guidance of children, and senior citizens, developing interpersonal skills as a coworker,
as well as recognizing the abused child or child with special needs.
Program Goals
Early Childhood Education/Senior Services is a program designed to prepare students for
gainful employment in entry-level jobs in the field of early childhood education, and
services for senior citizens, and/or preparation for post secondary training. This
program’s goals are to build on;
1. The following are basic units of learning in Early Childhood Education/Senior
Services.
- Professional skills and knowledge needed in order to care for, supervise, and
educate children as students organize, plan, and operate within an early childhood
environment.
- Proper safety and supervision procedures and attitude in order to practice a safe
and diligent work ethic on the job.
- Employability and leadership skills needed to gain employment, maintain
employment, and advance in the workplace and in the community.
2. The following occupational, academic, and employability competencies are goals for
the Early Childhood Education/Senior Service students to attain in order for participants
to become productive employees.
- Practice, understand, respond to and apply the issues of health, safety and
nutrition
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-
-
Establish an environment for infants, preschoolers, school-age children and
senior citizens that encourages developmentally appropriate holistic development
(social, emotional, intellectual, aesthetic and creative, language and physical)
Demonstrate professionalism and leadership qualities
Solve problems and think skillfully in work related situations
Work cooperatively with diverse groups of people
Apply self-management processes
Acquire certification in Communicable Disease, First Aid, and Child Abuse
Recognition and Prevention
Demonstrate strong communication skills, both verbal and written, with an
emphasis on parent-teacher communication
Overview of Program
The Early Childhood Education/Senior Service program prepares students to work with
infants, toddlers, and young children in childcare centers and as teacher assistants in
preschools, and elementary schools. Students will also receive training to work with the
physically and/or developmentally delayed. Experiences are provided in working in the
geriatric field also in senior centers. This program also prepares students for college work
in elementary education, special education, child development, as well as gerontology.
As the program operates, a constant theme is the behavior needed to be useful and
productive, with a focus on the ability to work and communicate with others as a team,
using problem solving and divergent thinking, engaging in cooperative learning,
demonstrating a respect for diversity, applying effective communication skills, and
demonstrating a respect for authority.
The incoming students must have filled out a program application during the scheduling
period of their sophomore year. The application process includes two recommendations
from present/past teachers, good attendance and an interview with the Early Childhood
Education/Senior Services instructor before acceptance into the program is given.
Population Served
All students who are at the junior level, are on track to graduate, and are interested in
pursuing employment in Early Childhood Education/Senior Service may enroll. Students
must be able to receive required verification from the Ohio Bureau of Criminal
Investigation through fingerprint screening. All students are encouraged to apply unless
established behaviors prevent the student from benefiting from the program or create a
significant safety hazard to self or others.
Housing of the Program
The program is comprised of classroom and laboratory experiences in the school facilities
that meet minimum state standards and licensing regulation. The job sites include several
day care agencies, nursery schools, Lakewood public school preschool programs as well
as senior citizen centers. The first two and a half weeks of the school year, the students
will meet at Lakewood High School for an intense preparation time before going to their
cooperating work sites. This time will also provide group visits to job sites to acclimate
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them before they begin the first of their six week rotations. Level I students will
experience six unique settings over the course of their junior year. Level II students will
partcipate in three- six week rotations in the first semester. They have the option to do
extended placement or early placement the second semester.
Supervisor of the Program
The teacher of the Early Childhood Education/Senior Services program reports directly to
the West Shore Career Technical Director.
Occupations Addressed by the Program
The program consists of the basic core competencies required of those students preparing
for employment within the field of childcare and education of children. Many
opportunities for employment in the field of gerontology are also available. Possible
career opportunities include infant, toddler, preschool and school age teacher or assistant,
special needs aide, family child care provider, and group home aide, geriatric aide,
recreational and/or activity director.
Basic Program Operation
The Early Childhood Education/Senior Services program is a two year course. Students
will spend over 1,100 hours (450 hours laboratory, 120 hours related, per year) learning
the skills of this trade. The students will be taught child development, child guidance
methods, curriculum development, lesson planning, health and nutrition, safety and first
aid, working with children with special needs, working with parents, communication
skills, laws representing administrating children’s centers, the aging process, changes in
the various aspects of aging, developmental tasks of aging and sensory changes of
seniors. Academic skills are integrated within the program’s instruction.
Field Experience and/or Early Placement
During the second semester of the second year, qualified students may choose to further
training by securing part time employment in a suitable job station, per board policy.
Early placement is an integral part of each student’s program. The student, parent,
instructor and employer cooperatively plan job-training agreements. The instructor
works closely with the field station supervisor and/or employer and expects students to
keep appropriate records of experiences and competencies gained.
Articulation Agreements
An articulation agreement with Cuyahoga Community College will earn undergraduate
credit hours towards a Early Childhood Education program by meeting the necessary
competencies and completing the two-year high school program.
Academics
Academic concepts are considered an essential and integral part of the occupational
competencies and are presented in an integrated mode through problem solving
techniques of instruction by certified instructors in math, science, and communications
classes.
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Technology
Students become technically certified to meet Red Cross standards. In addition, they
learn to operate a variety of audiovisual equipment. Efforts are made to keep the
program and students current with technology.
Student Leadership
Participation in the Family Career and Community Leaders of America (FCCLA) student
organization is an integral part of the in-school instructional program and is included in
the curriculum. Students are encouraged to participate in FCCLA activities to increase
their competence in leadership, citizenship, and communication. FCCLA provides
opportunities for students to participate in meetings and leadership activities at the local,
state, and national levels.
Critical Thinking and Decision Making
Developing critical thinking and decision-making skills is an integral part of classroom
instruction. The instructional laboratory and field station sites are designed to allow the
students to solve, for themselves, a host of practical challenges to develop critical
thinking and problem solving.
Statement of Modification
With the recommendation of the Early Childhood Education/Senior Services Advisory
Committee, the program has been reviewed, modified and accepted as being congruent
with our school district’s philosophy and student outcome measures.
Disclaimer Statement
This Course of Study conforms to all federal, state and local laws and regulations
including Title IX and non discrimination against any student because of race, color,
creed, sex, religion, citizenship, economic status, married status, pregnancy, handicap,
other physical characteristics, age or national origin. This policy of nondiscrimination
shall also apply to otherwise qualified handicapped individuals.
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SCOPE AND SEQUENCE
Level I: Junior Year
EARLY CHILDHOOD EDUCATION/SENIOR SERVICES
WEST SHORE CAREER TECHNICAL DISTRICT
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ITAC 2.11 Build interpersonal relationships
TPO: Given a team building activity, build interpersonal relationships by
working cooperatively to achieve the specified goal.
Clear Learning Target: I can . . .
2.11.1
2.11.2
2.11.3
2.11.4
2.11.5
2.11.6
Demonstrate knowledge of the components of effective communication
Relate to people of different ages, abilities, genders, cultures, and behavior
Demonstrate caring, empathy, and appreciation for others
Communicate personal feelings, needs, and ideas constructively
Demonstrate effective listening skills
Manage conflict and stress
ITAC 2.5 Apply listening skills
TPO: When given a lecture and/or cooperative group activity, apply listening
skills so that all expectations are met.
Clear Learning Target: I can . . .
2.5.1 Identify major points of the message (including key information, directions,
specific details)
2.5.2 Determine real needs or goals by attending to both verbal and nonverbal messages
2.5.3 Differentiate between facts, opinions, and feelings
2.5.4 Document message using standard note-taking techniques
2.5.5 Overcome communication barriers
2.5.6 Clarify communication by rephrasing statements, asking questions, showing
empathy, and interpreting both verbal and nonverbal information
OCAP 1.1 Maintain a safe environment
TPO: Given safety scenarios and/or role play situations, maintain a safe
environment by responding with 100% accuracy.
Clear Learning Target : I can . . .
1.1.1
1.1.2
1.1.3
1.1.4
1.1.5
1.1.6
1.1.9
Maintain child-accessible areas free of hazards
Maintain safe areas for children at different developmental levels
Follow established procedures for operating safety equipment
Locate information covering emergency and medical procedures
Identify, health and building regulations
Check play equipment and toys for safety and repair
Identify established procedures for controlling refuse
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OCAP 1.2 Supervise the environment to prevent or reduce injuries
TPO: Given the early childhood setting, supervise the environment to prevent or
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reduce injuries at all times while children are in the environment.
Clear Learning Target: I can . . .
1.2.5 Develop strategies for managing children’s tendencies to bite, climb, and escape
1.2.6 Develop strategies for involving children in setting safety rules and making safe
choices
1.2.7 Provide supervision appropriate to the nature of each activity (e.g., large-muscle,
small-muscle, dramatic play, cooking, and water activities)
ITAC 6.5 Implement safety procedures and programs
TPO: Given safety scenarios and/or role-play situations, implement safety
procedures and programs with 100% accuracy.
Clear Learning Target: I can . . .
6.5.1
6.5.2
6.5.3
6.5.4
6.5.5
6.5.6
Identify safety requirements
Demonstrate knowledge of safety rules and guidelines
Interpret safety signs and symbols
Demonstrate desirable safety attitudes and habits
Use safety equipment in accordance with established procedures
Document results of safety procedures and programs
ITAC 1.2 Read information and understanding
TPO: Given the textbook and job station packet, read for information and
understanding by completing all components of the packet with at least
85% accuracy.
Clear Learning Target: I can . . .
1.2.1 Locate needed information in written materials using formatting cues, skimming,
and scanning
1.2.2 Interpret written information, including manuals, graphs, and schedules
1.2.3 Unlock the meaning of unknown or technical vocabulary using standard strategies
(e.g., context clues, prefixes, suffixes)
1.2.4 Locate key points, main ideas, relevant details, facts, and specifications in written
materials
1.2.5 Judge the accuracy, appropriateness, style, and plausibility of information,
proposals, or theories in materials read
ITAC 2.1 Apply basic communication skills
TPO: While in an assigned group and/or using the detailed assignment sheet,
apply basic communication skills to accomplish specified job tasks.
Clear Learning Target: I can . . .
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2.1.1 Guide communication activities using established rules for grammar, word usage,
spelling, and sentence construction
2.1.2 Select communication style appropriate to audience and situation
2.1.3 Present messages in a form that assists recipient’s understanding (e.g., speak and
write clearly and concisely, write legibly)
2.1.4 Locate needed information using communications reference tools (e.g.,
dictionary, thesaurus, style manual, word division guide)
2.1.5 Interpret oral, written, and nonverbal messages
2.1.6 Follow written and oral instructions
2.1.7 Clarify messages received (e.g., through paraphrasing, questioning)
ITAC 4.5 Comply with confidentiality requirements of workplace policies and
procedures
TPO: Given the early childhood setting, comply with confidentiality
requirements of workplace policies and procedures according to job sites.
Clear Learning Target: I can. . .
4.5.1 Identify types of confidential information (including mail and information about
personnel, customers, company)
4.5.2 Maintain records on the distribution of information using established format and
procedures
4.5.3 Provide information only to authorized personnel, whether transmitted physically
or via technology
4.5.5 Identify the consequences of a breach of confidentiality
ITAC 4.6 Apply appropriate strategies for dealing with differences associated with
diversity (e.g., racial, ethnic, gender, educational, social and age)
TPO: Given materials from the lecture on cultural diversity, apply appropriate
strategies for dealing with the differences associated with diversity (e.g.,
racial, ethnic, gender, educational, social and age) by designing a
developmentally appropriate activity to be placed in the early childhood
classroom setting.
Clear Learning Target: I can . . .
4.6.1 Recognize the differences associated with diversity and the implications of those
differences
4.6.2 Demonstrate effective interpersonal skills in working with others of different
backgrounds
4.6.3 Express feelings, actions, and ideas respectfully
4.6.4 Identify appropriate strategies and solutions for dealing with cultural conflicts and
differences
4.6.5 Demonstrate respect for diverse international business practices and etiquette
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ITAC 2.2 Apply oral communication skills
TPO: Given a detailed assignment sheet, apply oral communication skills
according to the rubric provided.
Clear Learning Target: I can . . .
2.2.1 Apply basic communication skills in communicating orally
2.2.2 Use nonverbal techniques to reinforce the intended verbal message
2.2.3 Support oral communication with creative attention-getters, analogies, examples,
verbal illustration, etc.
2.2.4 Supplement oral communication with other forms of communication (including
graphic, written, artistic)
2.2.5 Demonstrate sensitivity to cultural diversity (e.g., accepted variations in distances
between speakers, use of eye contact, meaning of gestures; bias-free language)
2.2.6 Adjust delivery according to perceived reception
ITAC 2.3 Apply written communication skills
TPO: Given a detailed assignment sheet, apply written communication skills
according to the rubric provided.
Clear Learning Target: I can . . .
2.3.1 Apply basic communication skills in communicating in written form
2.3.2 Organize information into the appropriate format in accordance with standard
practices (including prewriting, drafting, proofreading, editing/revising,
preparing final copy/publishing)
2.3.3 Incorporate creative and original elements (e.g., unique writing style, content,
layout) in the written product
2.3.4 Supplement written communication with other forms of communication
(including graphic, oral, artistic)
2.3.5 Demonstrate sensitivity to cultural diversity
2.3.6 Use technology (e.g., spelling checkers) to enhance accuracy
OCAP 2.3 Promote good nutrition
TPO: While in an assigned group and given a word processor and the food guide
pyramid, promote good nutrition by developing a one-month snack menu.
each snack developed should represent two of the four groups.
Clear Learning Target: I can . . .
2.3.1 Identify the nutritional needs of children
2.3.4 Interact with other staff, primary caregivers, and agencies concerning the
children’s health and nutrition
2.3.5 Plan age-appropriate meals, snacks, and cooking activities
2.3.6 Involve children in food preparation activities that include nutrition education
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2.3.7 Plan meals and snacks appropriate to children’s cultural and dietary needs
2.3.10 Assist children in developing self-help eating skills
OCAP 3.2 Establish an environment for preschoolers that encourages
developmentally appropriate play, exploration, and learning
TPO: Given the early childhood setting and resource materials, establish an
environment for preschoolers that encourages developmentally
appropriate play, exploration, and learning by planning and teaching
developmentally appropriate lessons according to the criteria on the daily
lab evaluation.
Clear Learning Target: I can . . .
3.2.1
3.2.2
3.2.3
3.2.4
3.2.5
3.2.6
3.2.7
3.2.8
Create a changing and sensorial environment
Identify spontaneous opportunities for promoting learning
Provide a variety of developmentally appropriate materials, books, and equipment
Provide materials that demonstrate acceptance of diversity (e.g., gender, family,
race, language, disability and culture)
Read to preschoolers and school-age children
Provide variety and balance in planning and conducting learning activities (e.g.,
active and quiet; free and structured; individual, small-group, and large-group)
Create toys and equipment from available materials
Plan activities that expand the learning environment to include community
OCAP 4.1 Promote developmentally appropriate physical development
TPO: Given the early childhood setting and resource materials, promote
developmentally appropriate physical development by planning and
teaching developmentally appropriate lessons according to the criteria
on the daily lab evaluation.
Clear Learning Target: I can . . .
4.1.1 Plan for the physical developmental needs of each child (infant, toddler,
preschooler, school-aged)
4.1.2 Provide opportunities for children to develop physical self-help skills appropriate
to developmental stage and motor skills
4.1.3 Provide exercises that develop eye-hand coordination
4.1.4 Provide activities and materials for developing small muscles
4.1.5 Provide activities and materials for developing large muscles
4.1.6 Interact with children during physical development activities
4.1.7 Assist children in manipulating and exploring a variety of objects
4.1.8 Provide experiences with moving, hiding and changing objects
4.1.9 Provide freedom to develop motor skills
4.1.10 Play active games
4.1.11 Join in play as a partner and facilitator
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OCAP 5.1 Promote developmentally appropriate intellectual development
TPO: Given the early childhood setting and resource materials, promote
developmentally appropriate intellectual development by planning and
teaching developmentally appropriate lessons according to the criteria on
the daily lab evaluation.
Clear Learning Target: I can . . .
5.1.1 Plan for the intellectual developmental needs of each child (infant, toddler,
preschooler, school-aged)
5.1.2 Support children in learning intellectual self-help skills
5.1.3 Assess cognitive development through the observation of each child’s play
5.1.4 Develop methods for helping each child to think, reason, question, and
experiment
5.1.5 Select techniques, materials, and activities that stimulate each child’s curiosity
5.1.6 Recognize differences in individual learning styles
5.1.7 Develop strategies for encouraging the naming of objects and discussion of
experiences and observations
5.1.8 Expand children’s knowledge and understanding of their world through the use of
field trips
5.1.9 Identify the importance of creative expression in children’s development
5.1.10 Provide verbal and nonverbal encouragement for each child’s creativity
5.1.11 Motivate each child to try new and different activities
5.1.12 Support each child’s explorations and discoveries
5.1.13 Develop ways to affirm each child’s use of the imagination
OCAP 6.1 Promote developmentally appropriate social and emotional development
TPO: While in an assigned group and given early childhood scenarios, promote
developmentally appropriate social and emotional development in
accordance with NAEYC standards at all times in all settings.
Clear Learning Target: I can . . .
6.1.1 Demonstrate respect for each child as an individual
6.1.2 Identify common fears at different developmental stages
6.1.3 Develop strategies for ensuring children’s sensitivity to differing cultural values
and expectations
6.1.4 Provide security and bonding by responding to each child at his or her level
6.1.5 Communicate with eyes, voice, attention, and interest
6.1.6 Discuss good touching and bad touching in order to help prevent sexual abuse
6.1.7 Comfort distressed children
6.1.9 Encourage each child to call other children and adults by name
6.1.10 Assist children through periods of stress, separation, transition, and other crises
6.1.11 Foster independence through the development of social and emotional self-help
skills
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6.1.12 Develop activities that increase each child’s awareness of him/herself as a
member of a family and ethnic or social group
6.1.13 Develop strategies to encourage cooperation among children
6.1.14 Develop activities that allow each child to experience success
OCAP 6.4 Provide a supportive environment for children to learn and practice
appropriate and acceptable behaviors as individuals or in groups
TPO: Given the early childhood setting, provide a supportive environment for
children to learn and practice appropriate and acceptable behaviors as
individuals or in groups at all times in all situations following the guidelines
provided.
Clear Learning Target: I can . . .
6.4.1 Identify realistic expectations concerning children’s attention spans, interests,
social abilities, and physical needs
6.4.2 Develop a trusting relationship with children as a foundation for positive guidance
and self-discipline
6.4.3 Use positive guidance methods
6.4.4 Adapt guidance practices based on knowledge of each child’s personality and
stage of development
6.4.5 Establish simple, reasonable, and consistent guidelines that encourage self-control
6.4.6 Explain established guidelines and limits in accordance with children’s level of
understanding
6.4.7 Provide smooth unregimented transitions from one activity to another
6.4.8 Modify play when it becomes unsafe or stressful
6.4.9 Address problem behaviors or situations at the time when they occur
6.4.10 Demonstrate acceptance of children’s feelings
6.4.11 Provide appropriate outlets for the expression of feelings
6.4.12 Provide children with realistic choices
6.4.13 Develop strategies that both limit inappropriate behavior and demonstrate respect
and support for children’s dignity
6.4.14 Develop methods for avoiding power struggles with children
6.4.15 Develop strategies for reestablishing positive relationships after enforcing limits
ITAC 1.1 Solve problems and make decisions in work-related situations
TPO: While in an assigned group and given lecture material and a career
problem to solve, solve problems and make decisions in work-related
situations by following the worksheet steps on problem solving.
Clear Learning Target: I can . . .
1.1.1 Identify factors that influence problem solving and decision making
1.1.2 Analyze the source of the problem or the situation requiring a decision
1.1.3 Generate possible alternatives
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1.1.4
1.1.5
1.1.6
1.1.7
1.1.8
1.1.9
1.1.10
1.1.11
1.1.12
Analyze possible alternatives
Match problem-solving and decision-making processes to the situation
Use creative thinking processes to support solving problems and making decisions
Justify solution or decision with evidence to support or refute alternatives
Formulate action plans
Implement action plans
Evaluate action taken
Monitor action plans
Adjust action plans as needed
ITAC 6.8 Determine resources needed to produce a given product or provide a
Service
TPO: While in assigned groups and using a detailed program plan checklist,
determine resources needed to produce a given product or provide a
service. Group project must have each item completed from the program
plan checklist.
Clear Learning Target: I can . . .
6.8.1 Identify the different types of resources involved in the production of a product or
provision of a service (e.g., financial, human, material, equipment)
6.8.2 Create a management plan for the allocation of financial resources to meet
financial goals
6.8.3 Plan for the appropriate allocation and use of materials and equipment
6.8.4 Plan for the allocation and use of human resources
6.8.5 Plan for the allocation and use of information and technology needed to make and
support decisions
6.8.6 Plan for the allocation and use of natural resources
6.8.7 Plan for the allocation and use of space so as to make the best use of facilities for
goal achievement
ITAC 2.7 Apply graphic communication skills
TPO: Given the detailed assignment sheet, apply graphic communication skills
according to the rubric provided.
Clear Learning Target: I can . . .
2.7.1
2.7.2
2.7.3
2.7.4
2.7.6
2.7.7
Apply basic communication skills in communicating through graphics
Ensure that all information is accurate and complete
Specify graphics needed to support presentations
Communicate information using graphics in, print, poster, or transparency form
Incorporate creative and original elements into graphics
Employ effective design techniques in development of graphics (including space,
lines, shading, shaping, symbols)
2.7.8 Demonstrate sensitivity to cultural diversity
23
ITAC 2.6 Apply demonstration/presentation skills
TPO: Given the detailed assignment sheet, apply demonstration/presentation
skills according to the rubric provided.
Clear Learning Target: I can . . .
2.6.1
2.6.2
2.6.3
2.6.4
2.6.5
2.6.6
2.6.7
2.6.8
2.6.9
2.6.10
2.6.11
2.6.12
2.6.13
2.6.14
Apply basic communication skills in presenting a demonstration/presentation
Select valid and reliable references(s)
Organize content based on purpose and audience
Determine desirable format
Incorporate creative and or original elements into the demonstration/presentation
Organize the components necessary to conduct a demonstration/presentation
Incorporate media that support the purpose of the demonstration/presentation
(including projection equipment, computer software)
Present the results of an investigation
Demonstrate the operation of the equipment or facilities and/or given techniques
and procedures
Communicate possible problems, processes, and solutions
Demonstrate knowledge of the topic(s) to be communicated
Use self-expression appropriate to the situation (including grooming, adjustment
of behavior, expression of feelings and ideas)
Convey information to audience according to accepted business communication
practices
Adjust communication according to audience feedback
ITAC 2.8 Convey information through multimedia presentation
TPO: Given the Curriculum Project Planning Module, convey information
through the multimedia presentation according to the project
presentation rubric.
Clear Learning Target: I can . . .
2.9.1 Organize content based on purpose and audience
2.9.2 Evaluate which set of procedures, tools, or equipment will produce the desired
results
2.9.3 Produce a presentation, including designing, creating, importing data and
graphics, editing, formatting, and sequencing
2.9.4 Operate multimedia equipment
2.9.5 Apply problem-solving techniques to resolve problems encountered in the process
of designing and implementing multimedia presentations
ITAC 6.1 Apply self-management processes in the workplace
TPO: Using the given materials and resource box guidelines, apply selfmanagement processes in the workplace through the development and
maintenance of the resource box.
24
Clear Learning Target: I can . . .
6.1.1
6.1.2
6.1.3
6.1.4
6.1.5
6.1.6
6.1.7
Develop a system for organizing work
Apply time-management skills
Apply anger-management skills
Apply stress-management skills
Arrange work environment based on the principles of ergonomics
Maintain a work area conducive to productivity (e.g., neat, orderly)
Manage resources to support achievement of goals
ITAC 6.3 Maintain/promote wellness
TPO: Using the reflective journal, maintain/promote wellness. Write a one-page
journal entry on the guided reflection topic.
Clear Learning Target: I can . . .
6.3.1 Recognize positive and negative influences on wellness (including social
activities, sports, hobbies, environment, health, emotions, economics)
6.3.3 Follow wellness principles that result in significant, measurable improvements in
own overall health condition and the health condition of peer(s)
6.3.4 Monitor health and health parameters
6.3.5 Act on environmental issues that influence wellness
ITAC 6.7 Manage work and family responsibilities for the well-being of self and
Others
TPO: Given a life scenario, mange work and family responsibilities for the wellbeing of self and others. Answer all five guided questions.
Clear Learning Target: I can . . .
6.7.1 Explore the meaning of work and the meaning of family
6.7.2 Analyze how work life is affected by families and how families are affected by
work life
6.7.3 Implement strategies for balancing work and family roles
ITAC 6.12 Demonstrate knowledge of the aging process
TPO: Given teaching scenarios and/or role play situations, demonstrate
knowledge of the aging process based on class readings.
Clear Learning Target: I can . . .
6.12.1
6.12.2
6.12.3
6.12.4
6.12.5
Implement and set up supplies and equipment for senior activities
Demonstrate planning and teaching recreational activities
Participate in communication with senior citizens
Demonstrate an understanding of the aging process
Explain the physiological aspects of aging
25
6.12.6 Explain the psychological aspects of behavior in later life
6.12.7 Identify stages of adjustment to death and dying
6.12.8 Analyze gains and losses of old age
26
CURRICULUM MAPPING
LEVEL I: JUNIOR YEAR
EARLY CHILDHOOD EDUCATION/SENIOR SERVICES
WEST SHORE CAREER TECHNICAL DISTRICT
27
Curriculum Mapping
Early Childhood Education and Care
(Early Childhood Education/Senior Services)
Level I: Junior Year
Correlated
Competency
Integration
Strategy
2.11 Build interpersonal
relationships
4.2 Contribute to
teamwork
6.1 Apply selfmanagement processes in
the workplace
Foreign Language:
Cultural Knowledge
2.5 Apply listening skills
Language Art:
Reading/meaning
construction
1.2 Read for information
and understanding
Language Arts:
Reading/meaning
construction
6.5 Implement safety
procedures
Science: Scientific
inquiry
Using team-building
activities, work
cooperatively as a team to
achieve a specified goal.
Following the resource
box guidelines, develop a
system for organizing
work selected. Self-reflect
on the selections chosen.
Use problem solving
strategies to clarify
thinking and
understanding of the
material.
Use problem solving
strategies to clarify
thinking and
understanding of the
material.
Using safety scenarios
and/or role play situations,
respond with 100%
accuracy.
Using the job site
handbook as a reference to
supervise safety while
facilitating learning
through play in the lab
setting.
Keep a notebook through
the year on assigned
topics.
While completing job
station packets, use
Competency Competency
1.1 Maintain a
safe environment
1.2 Supervise the
environment to
prevent or reduce
injuries
Science: Conditions for
learning science
Science: Applications
for learning
6.3 Maintain/promote
wellness
Science: Applications
for science learning
1.2 Read for information
and understanding
Language Art:
Reading/meaning
28
construction
6.1 Promote
developmentally
appropriate
social and
emotional
development
Foreign Language:
Cultural knowledge
4.6 Apply appropriate
strategies for dealing with
differences associated with
diversity (e.g., racial,
ethnic, gender,
educational, personality,
social and age)
2.7 Apply graphic
communication skills
2.3 Promote
good nutrition
Foreign Language:
Cultural knowledge
problem-solving strategies
to clarify thinking and
understanding of the
material.
Using early childhood
scenarios, apply
developmentally
appropriate practices
according to NAEYC
standards.
Design a developmentally
appropriate activity that
supports diversity.
Language Arts:
Writing/meaning
construction
Using the assignment
sheet, create an interactive
bulletin board on an
assigned topic.
2.6 Apply
Language Arts: Oral
Organize the components
demonstration/presentation communication/structure necessary to conduct a
skills
demonstration/presentation
that demonstrates
knowledge of the topic.
Language Art:
Create a one-month snack
Writing/structure
menu using information
from a variety of sources.
4.5 Comply with
Language Arts:
Using job site handbooks,
confidentiality of
Reading/meaning
identify types of
workplace policies and
construction
confidential information
procedures
and explain the restrictions
on sharing information
with others.
1.1 Solve problems and
Science: Conditions for Solve a career problem by
make decisions in worklearning science
following the guided steps
related situations
given on problem-solving
and decision-making.
6.7 Manage work and
Language Arts: Oral
Using life scenarios,
family responsibilities for communication/meaning implement strategies for
the well-being of self and
construction
balancing work and
others
family. Connect these
experiences with families
of the job site setting.
2.2 Apply oral
Language Arts: Oral
Develop a repertoire of
29
communication skills
2.3 Apply written
communication skills
2.1 Apply basic
communication skills
2.8 Convey information
through multimedia
presentation
6.8 Determine resources
needed to produce a given
product or provide a
service
6.12 Demonstrate
knowledge of the aging
process
communication/structure organizational strategies
for presenting information
orally.
Language Arts:
Incorporate creative and
Writing/application
original elements while
varying styles and formats
for the intended purpose
and audience.
Language Arts:
Follow written and oral
Communication
directions to accomplish a
structure, meaning and
specific task.
application
Language Arts:
Present the assigned
Listening/visual
Curriculum Planning
literacy/application
Project using multimedia
equipment.
Language Arts:
Using resource materials,
Reading/meaning
complete all items on the
construction
program planning
checklist.
Science: Life sciences
Organize the components
necessary to conduct a
demonstration/presentation
that demonstrates
knowledge of the topic.
30
SCOPE AND SEQUENCE
LEVEL II: SENIOR YEAR
EARLY CHILDHOOD EDUCATION/SENIOR SERVICES
WEST SHORE CAREER TECHNICAL DISTRICT
31
OCAP 2.1 Respond to children’s health issues
ITAC 6.6 Support the provision of first aid in accordance with company policy
and procedures
TPO: Given the early childhood setting, respond to children’s health issues
according to job site procedures.
Clear Learning Target: I can . . .
2.1.1
2.1.2
2.1.3
2.1.4
2.1.5
2.1.9
2.1.11
2.1.12
2.1.13
2.1.14
2.1.15
6.6.1
6.6.2
6.6.3
6.6.4
6.6.5
Identify available first-aid supplies and the functions of each
Take axillary body temperatures
Acquire certification in the recognition of child abuse and neglect
Acquire certification in recognizing and responding to communicable diseases
Complete training in protection against blood-borne pathogens
Comply with regulations regarding the administration of medications and
application of topical ointments and creams
Follow established hand washing procedures
Conduct daily health checks
Interact with center director concerning infections (e.g., report infections, seek
advice)
Follow established procedures for the care of sick children in day care settings
Follow established policies for the management of communicable diseases
Identify supplies and equipment needed in emergency situations
Locate supplies and equipment needed in emergency situations
Follow established procedures for the administration of first aid until official help
arrives
Analyze the impact of stress throughout an emergency situation
Practice universal precautions during first aid procedures ( including those related
to blood-borne pathogens, confined spaces, emergency egress, fire safety, hearing
conservation)
OCAP 10.1 Demonstrate knowledge of early childhood theories and practices
TPO: Given teaching scenarios and/or role-play situations, demonstrate
knowledge of early childhood theories and practices based on
developmentally appropriate practices.
Clear Learning Target: I can . . .
10.1.1 Demonstrate a positive attitude toward working with young children
10.1.3 Promote a positive atmosphere within the child care center
10.1.4 Identify the responsibilities of an advocate for families, children, and the early
childhood education and care profession
OCAP 10.2 Demonstrate professionalism
TPO: Given a daily lab evaluation form and completed lesson plan, demonstrate
32
professionalism by completing the self-reflection sections.
Clear Learning Target: I can . . .
10.2.1 Articulate own philosophy, goals, and objectives concerning the early childhood
education and care profession
10.2.3 Conduct routine evaluations of own job performance
10.2.4 Participate in professional training courses and conferences
10.2.5 Participate in professional organizations
10.2.6 Maintain certification in cardiopulmonary resuscitation (CPR), first aid,
communicable diseases, and recognition of child abuse and neglect
10.2.7 Demonstrate acceptance of supervision, comments, and criticism
10.2.8 Cooperate as a team member
OCAP 8.1 Manage program and equipment operations
TPO: Given the early childhood setting, manage program and equipment
operations according to procedures.
Clear Learning Target: I can . . .
8.1.1
8.1.2
8.1.3
8.1.4
8.1.5
8.1.8
8.1.9
Interact with children, primary caregivers, and guests
Practice telephone etiquette
Operate audiovisual equipment
Operate common office equipment
Demonstrate basic computer skills
Maintain the confidentiality of children’s records
Identify staff responsibilities within program
OCAP 8.2 Adhere to established regulations and policies for the planning and
reporting functions involved in early childhood education and care
TPO: Given the early childhood setting, lesson planning resources, students will
adhere to established regulations and policies for the planning and
reporting functions involved in early childhood education and care.
Clear Learning Target: I can . . .
8.2.1 Identify goals and objectives for the group
8.2.2 Develop daily plans that support the growth and development of each child
8.2.3 Develop strategies for resolving conflicts between primary caregivers and child
care staff
8.2.4 Handle problems of suspected abuse and neglect in accordance with state law
and/or program policy
8.2.5 Follow established protocol for reporting problems
8.2.6 Coordinate program plans and activities (including guidance and discipline
techniques) with the primary caregivers, specialists, and program personnel
33
ITAC 4.1 Demonstrate leadership
TPO: Given a cooperative learning assignment, demonstrate leadership by
collaborating with colleagues by accomplishing group goals.
Clear Learning Target: I can . . .
4.1.1
4.1.2
4.1.3
4.1.4
4.1.5
4.1.6
Identify a variety leadership strategies
Demonstrate leadership qualities
Distinguish between the uses of leadership and management
Analyze the factors influencing choice of leadership strategy in a given situation
Match leadership strategies to the given group situation
Collaborate with others to accomplish goals
ITAC 4.2 Contribute to teamwork
TPO: While in an assigned group and given a work-related problem to solve,
contribute to teamwork by solving the problem within the specified time
frame.
Clear Learning Target: I can . . .
4.2.1 Demonstrate sensitivity to cultural, gender, and generational differences (in
communication, interpersonal skills, and learning preferences)
4.2.2 Demonstrate concern for each team member and for team goals (e.g., provide
encouragement, maintain a can-do attitude and common focus)
4.2.3 Complete aspects of assigned tasks according to team-established procedures and
within specific timelines
4.2.4 Employ group process techniques to solve problems, make decisions, build
consensus, resolve or manage conflicts, construct compromises, support selfexpression, and bring forth new ideas and opinions
4.2.5 Evaluate the team’s efforts
ITAC 4.3 Choose ethical courses of action in all work assignments and personal
Interactions
TPO: Given The NAEYC Code of Ethics, choose ethical courses of action in all
work assignments and personal interactions by writing a personal code of
ethics according to the guidelines provided.
Clear Learning Target: I can . . .
4.3.1 Establish a personal code of ethics
4.3.2 Ensure that personal code of ethics is consistent with the professional code of
ethics of the chosen profession
4.3.3 Identify strategies that strengthen desirable character traits (including honesty,
integrity, compassion, empathy, justice)
4.3.4 Identify consequences of unethical conduct
4.3.5 Recognize conflict between personal/professional ethics and the ethics of others
34
4.3.6 Demonstrate awareness of legal responsibilities (e.g., copyright laws, harassment,
equity)
4.3.7 Identify strategies for responding to the unethical actions of individuals and
organizations
ITAC 4.4 Demonstrate work ethic
TPO: While in an assigned group and given ethical scenarios, demonstrate work
ethic through role-playing the group’s solution to the scenario.
Clear Learning Target: I can . . .
4.4.1 Exhibit desirable personal and professional attitudes and behaviors (including
positive view of self and work, awareness of impact on others, responsibility,
pride)
4.4.2 Exhibit desirable personal and professional work habits and behaviors (including
punctuality, regular attendance, quality performance, meeting or exceeding of job
expectations, self-motivation, honesty)
4.4.3 Determine own role within the company’s mission
4.4.4 Participate in required and voluntary professional development to benefit
employer and self
4.4.5 Improve performance for the benefit of employer and self
4.4.6 Display a sense of personal responsibility for the welfare of the company and
colleagues (including health, safety, environmental concerns)
4.4.7 Distinguish between work ethics of various organizations, work groups, and
cultures
ITAC 5.5 Demonstrate job-keeping skills
TPO: Given the early childhood setting and an assigned group, demonstrate jobkeeping skills by working cooperatively with colleagues according to
policy.
Clear Learning Target: I can . . .
5.5.1 Demonstrate strong communication skills orally, in writing, or via computer
5.5.2 Apply basic arithmetic and mathematics skills to job tasks
5.5.3 Apply thinking skills to job tasks (including creative thinking, decision making,
reasoning, problem solving, interpretation of information)
5.5.4 Apply interpersonal skills in relating to others on the job
5.5.5 Identify an awareness of employer expectations for the job
5.5.6 Carryout job tasks in accordance with employer expectations
5.5.7 Display positive work ethic
OCAP 2.2 Maintain a healthful environment
TPO: Given the early childhood setting, maintain a healthful environment
according to job site procedures.
35
Clear Learning Target: I can . . .
2.2.1
2.2.3
2.2.6
2.2.7
Provide adequate ventilation and lighting and a comfortable room temperature
Clean play areas and materials
Comply with regulations for handling and storing food
Comply with regulations for cleaning and sanitizing food preparation items and
tableware
2.2.8 Comply with department of health regulations for the disposal of food and
garbage
ITAC 2.4 Apply technical writing skills
TPO: Given a detailed assignment sheet, apply technical writing skills according
to the rubric provided.
Clear Learning Target: I can . . .
2.4.1 Apply basic communication skills
2.4.2 Consider topic in relation to the audience and purpose
2.4.3 Determine when graphics, charts, and sketches are needed to support and clarify
text
2.4.4 Present information in a clear and concise manner
ITAC 3.6 Use word processing software to accomplish specified job tasks
TPO: When given selected early childhood journals, use word-processing
software to accomplish specified job tasks. Write a two-page article
critique according to the rubric provided.
Clear Learning Target: I can . . .
3.6.1 Demonstrate knowledge of the functions and features of word-processing
software
3.6.2 Construct word-processed documents for the specified purpose
3.6.3 Locate needed operations information using software documentation or help
functions
3.6.5 Edit documents using available software features and functions
ITAC 3.2 Access/transmit information using electronic communication systems
TPO: Using the Internet and a detailed web site search assignment sheet,
access/transmit information using electronic communication systems.
Write a web site critique on a specific early childhood topic
according to the rubric provided.
Clear Learning Target: I can . . .
3.2.1 Determine which systems are most appropriate for given situations
36
3.2.3 Access information electronically (e.g., via information services, CD-ROMs, laser
disks, videos, and the internet)
3.2.4 Conduct searches electronically
ITAC 6.2 Use reference materials to obtain information appropriate to a given
problem, topic or situation
TPO: Using the rubric and lesson plan format as a guideline, use reference
materials to obtain information appropriate to a given problem, topic or
situation. Write a developmentally appropriate lesson plan.
Clear Learning Target: I can . . .
6.2.1
6.2.2
6.2.3
6.2.4
Obtain needed technological and informational reference materials
Collect information from selected references
Evaluate the validity and reliability of the information obtained
Organize information for use in problem solving, decision making, or
communications
6.2.5 Apply information to workplace situations
OCAP 2.4 Provide activities that promote good health
TPO: Given the early childhood setting and resource materials, provide
activities that promote good health by planning and teaching
developmentally appropriate lessons according to the criteria on the daily
lab evaluation.
Clear Learning Target: I can . . .
2.4.1 Plan activities and routines designed to reduce tension and stress
2.4.5 Develop strategies for helping children develop basic health habits
ITAC 1.8 Utilize scheduling techniques to ensure that jobs are completed by the
stated due date
TPO: Given the lesson plan book, utilize scheduling techniques to ensure that
jobs are completed by the stated due date by recording written lesson
plan activities in the designated curriculum area within the scheduled
week to teach.
Clear Learning Target: I can . . .
1.8.2
1.8.4
1.8.5
1.8.6
Develop schedules for materials production, handling, and distribution
Distribute schedules to all concerned personnel
Implement schedules as planned
Make changes in schedules as appropriate
ITAC 1.3 Use observation skills to analyze work-related situations
37
TPO: Using anecdotal records recorded during observations, use observation
skills to analyze work-related situations. Write a one-paragraph
summary and an action plan.
Clear Learning Target: I can . . .
1.3.1 Collect data through sensory perceptions-seeing, hearing, tasting, touching, and
smelling
1.3.2 Identify predictable patterns and relationships in given situations
1.3.3 Monitor situations for deviations
1.3.4 Identify patterns and relationships that create doubt, uncertainty, difficulty, or
disappointment
1.3.5 Devise appropriate responses to given situations
1.3.6 Apply past observations to present work-related situations
ITAC 2.10 Create graphs and charts
TPO: While the anecdotal observations taken, create graphs and charts. Write a
one-paragraph summary of the data.
Clear Learning Target : I can . . .
2.10.1
2.10.2
2.10.3
2.10.4
2.10.5
Access sources of needed information
Select data for inclusion
Convert data into chosen graphical format
Ensure that the results are correctly represented (including font, scale, size)
Draw conclusions from information presented in graphs and charts
ITAC 1.6 Apply statistical analysis skills
TPO: While reviewing anecdotal observation records, apply statistical analysis
skills. Accurately record the data on the developmental skills checklist for
each child assigned.
Clear Learning Target: I can . . .
1.6.5 Make inferences or predictions based on data analysis
1.6.6 Represent statistical data using tables, charts, and graphs
ITAC 1.7 Analyze critical data to guide work activities
TPO: Using anecdotal records from observations of the children, analyze critical
data to guide work activities by creating developmentally appropriate
lesson plans based on the anecdotal data recorded.
Clear Learning Target: I can . . .
1.7.1 Identify critical data needed
1.7.3 Ensure that documentation is complete and error-free and provides valid and
reliable evidence
38
1.7.4 Ensure that documentation is in compliance with established procedures
1.7.5 Analyze documentation to determine appropriate actions for specific situations
OCAP 4.2 Stimulate children’s creative abilities
TPO: Given the early childhood classroom job site and resource materials,
stimulate children’s creative abilities by planning and teaching
developmentally appropriate lessons according to the criteria on the daily
lab evaluation.
Clear Learning Target: I can . . .
4.2.1
4.2.2
4.2.3
4.2.4
4.2.5
4.2.6
4.2.7
Provide time for spontaneous and extended play
Provide physical activities that focus on celebrations and cultural diversity
Provide a variety of age-appropriate materials for self-directed activities
Respond to each child’s initiatives to play
Provide a variety of music and rhythm experiences (e.g., creative movement)
Introduce a variety of art materials
Provide dress-up clothes and other props to encourage dramatic play
OCAP 5.3 Communicate using both verbal and nonverbal techniques
TPO: Given the early childhood setting and resource materials, communicate
using both verbal and nonverbal techniques by planning and teaching
developmentally appropriate lessons according to the criteria on the daily
lab evaluation.
Clear Learning Target: I can . . .
5.3.1
5.3.2
5.3.3
5.3.5
5.3.6
5.3.7
5.3.8
5.3.9
5.3.10
5.3.12
5.3.13
5.3.14
5.3.15
5.3.16
Plan developmentally appropriate language activities
Provide activities that develop listening and comprehension skills
Stimulate communication/conversation by talking with children
Demonstrate acceptance of diverse cultural speech patterns and idioms
Identify families with limited-English-proficiency
Demonstrate respect for families with limited-English-proficiency
Encourage families with limited-English-proficiency to communicate freely with
their children in their native language
Build a repertoire of songs, stories, books, and games for use in language
development
Develop ways to enhance language development during mealtime
Provide activities that require children to represent ideas nonverbally
Assist children in learning, understanding, and using words through a print-rich
environment
Record children’s stories about their drawings and experiences in their own words
Develop methods for encouraging children to take turns talking and listening
Develop methods for encouraging children to talk about their experiences
OCAP 6.2 Teach children socially acceptable methods for solving problems and
39
resolving conflicts
TPO: While in an assigned group and given early childhood scenarios, teach
children socially acceptable methods for solving problems and resolving
conflicts in accordance with NAEYC standards at all times in all settings.
Clear Learning Target: I can . . .
6.2.1 Assist children in discovering ways to solve problems
6.2.2 Teach children to express feelings and assert rights in socially acceptable ways
6.2.3 Provide opportunities for children to experience the consequences of their own
behavior
6.2.4 Identify methods of encouraging children to ask one another for help and to
accept help from and give help to one another
6.2.5 Encourage children’s attempts to use words to resolve conflicts
OCAP 6.3 Help each child function in a group situation
TPO: Given the early childhood classroom setting, help each child function in a
group situation at all times in all situations following the guidelines
provided.
Clear Learning Target: I can . . .
6.3.1 Develop strategies that foster positive relationships between children, primary
caregivers, and other adults
6.3.2 Develop strategies for helping children learn to respect the rights and possessions
of others
6.3.3 Promote interaction among children of different racial, language, ethnic, age, and
gender groups, including children with special needs
6.3.5 Structure time for social interaction with children
6.3.6 Develop methods for helping children recognize their own and other’s feelings
6.3.7 Develop methods for helping children recognize that similarities and differences
exist among individuals
6.3.8 Develop strategies to help children deal with such issues as sharing, separation,
negative behavior, and special needs
ITAC 3.3 Demonstrate computer literacy
TPO: While in an assigned group and using the detailed assignment sheet,
demonstrate computer literacy by writing a newsletter according to the
rubric provided.
Clear Learning Target: I can . . .
3.3.1 Choose the hardware, software, and online services that will produce the desired
results
3.3.2 Comply with ethical standards in the acquisition, organization, analysis, and
communication of information
40
3.3.3 Keep informed of legal parameters regarding computers
OCAP 7.1 Maintain friendly, cooperative relationships with families
TPO: Given information and materials on parent/caregiver relationships,
maintain friendly, cooperative relationships with families in accordance
with ODE, ODHS and NAEYC standards.
Clear Learning Target: I can . . .
7.1.2 Develop strategies for linking the home and the early childhood program
7.1.8 Share information with primary caregivers about beginning communication and
language development
7.1.10 Demonstrate respect for the views of the primary caregivers that differ from the
program’s goals or policies
7.1.11 Demonstrate respect for the feelings and attitudes of the primary caregivers about
their children’s special needs
OCAP 7.2 Support children’s family relationships
TPO: Given written materials, text readings and demonstration, support
children’s family relationships by maintaining helpful, noncompetitive,
open and supportive relationships as identified by ODE, ODHS, and
NAEYC.
Clear Learning Target: I can . . .
7.2.1 Identify activities and materials that the primary caregivers can share with their
children at home
7.2.7 Prepare children for entering school or making other transitions
7.2.8 Identify the right of noncustodial parents
ITAC 6.13 Demonstrate knowledge of the developmental tasks of aging that affect
senior citizens
TPO: Given materials from the lecture on aging apply appropriate strategies for
dealing with aging for senior center recreation and activities.
Clear Learning Target: I can . . .
6.13.1
6.13.2
6.13.3
6.13.4
6.13.5
6.13.6
6.13.7
Identify normal sensory changes in senior citizens
Describe adaptations for physically disabled
Describe various occupations in the field of geriatrics
Describe special dietary needs of senior citizens
Identify community, state, and federal assistance available to senior citizens
Describe private and political organizations for senior citizens
Describe personal characteristics necessary to work with senior citizens
41
CURRICULUM MAPPING
EARLY CHILDHOODEDUCATION/SENIOR SERVICES
WEST SHORE CAREER TECHNICAL DISTRICT
LEVEL II: SENIOR YEAR
42
Curriculum Mapping
Early Childhood Education and Care
(Early Childhood Education/Senior Services)
Level II: Senior Year
Competency
2.1 Respond to
children’s health
issues
Competency Correlated Competency
6.2 Use reference
materials to
obtain
information
appropriate to a
given problem,
topic or situation
6.6 Support the
provision of first
aid in accordance
with company
policies and
procedures
10.2 Demonstrate
professionalism
Integration
Strategy
Language Arts: Oral
Use the job site
communication/multidisciplinary handbook as a
reference for active
participation in
demonstration of
lab procedures.
Science: Applications for
learning
Using information
from the first aid
notebook, apply
with 100%
accuracy.
Science: Conditions for learning
science
Self evaluate by
developing and
maintaining a
portfolio.
Solve a work
related problem by
employing group
process techniques.
Collaborate with
colleagues by
accomplishing
group goals in a
cooperative
learning situation.
Given membership
in the student
organization, work
with peers to
accomplish group
4.2 Contribute to
teamwork
Social Studies: Democratic
process
4.1 Demonstrate
leadership
Social Studies: Democratic
process
4.1 Demonstrate
leadership
Social Studies: Democratic
process
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10.2Demonstrate
professionalism
10.1 Demonstrate
knowledge of early
childhood theories
and practices
10.2 Demonstrate
professionalism
goals.
Science: Conditions for learning Given membership
science
in the local
professional
organization,
attend meetings
and conferences.
The Arts: Historical, Cultural,
Apply
and Social Contexts
developmentally
appropriate
practices using
role-play.
6.2 Use reference Language Arts: Writing/structure Using reference
materials to
materials to assist
obtain
in developing
information
ideas, write
appropriate to a
developmentally
given problem,
appropriate lesson
topic or situation
plans that support
the holistic
development of
children.
Science: Conditions for learning Self evaluate
science
lesson plan and
presentation for
effectiveness and
developmentally
appropriateness.
4.3 Choose
Language Arts: Writing/meaning Using the NAEYC
ethical courses of construction
code of ethics as an
action in all work
example, write a
assignments and
personal code of
personal
ethics.
interactions
4.4 Demonstrate The Arts: Historical, Cultural,
Given ethical
work ethic
and Social Contexts
scenarios, role-play
desirable personal
and professional
attitudes, work
habits, and
behaviors.
Analyze and
evaluate situations
in which individual
rights conflict with
group rights and
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1.8 Utilize
scheduling
techniques to
ensure that jobs
are completed by
the stated due
date
3.6 Use wordprocessing
software to
accomplish
specific tasks
responsibilities.
Math: Data analysis
Record written
lesson plans in the
lesson plan book
on the appropriate
day, in the
appropriate area,
within the
appropriate week.
Use the lesson plan
book as a guide for
planning and
teaching
curriculum.
Language Arts: Writing/meaning Select an approved
construction
article from an
early childhood
journal and write a
two page critique
according to APA
guidelines.
3.3 Demonstrate Language Arts: Listening/visual
computer literacy literacy/application
2.4 Apply
technical writing
skills
3.2
Access/transmit
information
using electronic
communication
systems
7.1 Maintain friendly,
cooperative
relationships with
Using a publishing
software program,
write a newsletter
to be distributed to
parents.
Language Arts: Writing/meaning Considering the
construction
topic and audience,
determine when
other media are
needed to support
and clarify
information to
present it in clear
and concise
manner.
Science: Applications for
Conduct a web site
science learning
search on a given
early childhood
topic and write a
critique on the web
site selected.
Foreign Language: Insight into
When relating to
the nature of language and
parents and
culture
caregivers,
45
families
7.2 Support
children’s family
relationships
6.2 Teach children
socially acceptable
methods for solving
problems and
resolving conflict
function in a wide
range of social and
professional
contexts using
appropriate
language and
gestures
Foreign Language: Cultural
Support family
knowledge
relationships by
sharing
information with
parents and
listening carefully
to information
shared by parents
being sensitive to
cultural and socioeconomic
backgrounds.
1.3 Use
Science: Conditions for learning Record anecdotal
observation skills science
observations to
to analyze workidentify predictable
related situations
patterns and
relationships.
Develop an action
plan and evaluate
the plan.
1.7 Analyze
Math: Data analysis
Use anecdotal
critical data to
information taken
guide work
from observations
to plan
developmentally
appropriate
activities and
lesson plans.
2.10 Create
Language Arts: Writing/meaning Apply anecdotal
graphs and charts construction
information taken
from observations
in a one paragraph
written summary of
the data.
Social Studies: Democratic
Using early
process
childhood
scenarios, apply
developmentally
appropriate
46
5.3 Communicate
using both verbal and
nonverbal techniques
practices according
to NAEYC
standards.
Language Arts: Oral
Using reference
communication/multidisciplinary materials to assist
in developing
ideas, write
developmentally
appropriate lesson
plans that support
whole language
development.
5.5 Demonstrate Social Studies: Democratic
Apply
job keeping skills process
interpersonal skills
in relating to others
while in the lab
setting.
6.13 Demonstrate Language Arts: Reading process Given a current
knowledge of the
movie about senior
developmental
citizens analyze
tasks of senior
developmental
citizens
tasks of seniors as
a group.
47
Student Assessment Policy
Early Childhood Education/Senior Services
West Shore Career Technical Education District
The student shall perform competencies and competency builders in a manner acceptable
to the business community. The standards set for these competencies are recommended
by the advisory committee members and local employers in the community and evaluated
by the teacher following these guidelines. In order to receive credit for the course,
competencies to be mastered must be determined by the teacher as suggested by the
advisory team.
In order to measure the progress of each student in the program and to measure the
effectiveness of the total program, the following procedures will be used:
RELATED
LAB





Pretests/Post tests
Teacher observation and evaluation
Notebooks
Portfolio
Class discussions
Work/field experiences
Lab performance
Lesson plan performance
Lesson plan development
Daily participation










Skill testing
Project development
Daily participation
Lab performance
Self-evaluations
Oral presentations
Job station packets
Exams and Final
Notebook
Formative Tests
Observation journal
Project development
Learning modules
Professionalism
Portfolio
Measurement of learning will be an ongoing activity with emphasis on laboratory
activities and competency improvement. Evaluation will be accomplished through preassessment of students’ skills, frequent formative assessment, both visual and written,
and summative evaluation to determine the mastery of competencies. Formative
assessments that are conducted during instruction help the teacher make necessary
instructional adjustments. The instructor may decide to alter instructional materials and
methods if students are experiencing difficulties in learning what is being taught. All
evaluations are in the form of points received out of points possible. A percentage is then
calculated and a letter grade is assigned. Progress reports on all students are mailed to
parents on mid-term of each grading period.
48
Grading Scale
A+
A
AB+
B
BC+
C
CD+
D
DF
97-100
93-96
90-92
87-89
83-86
80-82
77-79
73-76
70-72
67-69
63-66
60-62
00-59
At the end of the senior year students will take a WebExam. Results will be posted at
that time. Students will receive a Career Passport indicating competencies in which the
student is proficient.
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50