unit a: personal and professional preparation – unit a: personal and professional preparation ......

7111 Early Childhood Education I Unit A: Personal and Professional Preparation Summer 2008, Version 2 1

Early Childhood Education I 7111

Unit A:

Personal and Professional Preparation

RBT Classification

Course Weight

A PERSONAL AND PROFESSIONAL PREPARATION 16% CY01.00 Understand factors related to personal growth. B2 4% CY01.01 Classify character traits and their influence on personal

growth. B2

CY01.02 Understand the habits of successful people and strategies for personal growth.

B2 4%

CY02.00 Understand factors related to the professional growth of early childhood professionals.

B2 4%

CY02.01 Understand skills needed by early childhood professionals. B2 0% CY02.02 Understand responsibilities of early childhood professionals. B2 4%

CY03.00 Understand observation and teaching methods used in early childhood education.

B2 8%

CY03.01 Understand how to select and use observation methods. B2 4% CY03.02 Understand how to select and use teaching methods. B2 4%


Overview – Unit A: Personal and Professional Preparation Units in Early Childhood Education I follow a sequence designed to teach content and to make a personal connection with each individual learner. Unit A focuses on the student’s personal and professional preparation. Unit B tracks the development of children from birth to age twelve, and Unit C introduces methods, techniques, and procedures used in working with children. Finally, Unit D relates learning from prior units to the field of early childhood education, its history and career opportunities.

Unit A engages students in a reflective process about their own personal and professional growth. This unit contains four core objectives and two supplemental objectives. Teaching core objectives is essential, while supplemental objectives are taught at the discretion of the teacher---according to time available and the needs of the students. The first supplemental objective focuses on how character influences personal growth. Students classify six essential character traits --- trustworthiness, respect, responsibility, fairness, caring, and citizenship---in terms of their influence on four aspects of personal growth --- achievement of goals, self-satisfaction, positive relationships, and ability to appreciate. In objective two, a core objective, students gain understanding of the habits of successful people as they classify, exemplify, and infer strategies for personal growth.

Because of the limited focus on character traits in state-adopted texts for this course, it is important that students explore other resources through the use of Internet websites and books, particularly the Character Counts website. Sean Covey’s Seven Habits of Highly Effective Teens is an essential resource for this unit. A teacher’s copy will be necessary plus one student copy per four students recommended.

The second main idea of Unit A is professional growth through understanding of professional skills and responsibilities. In the first objective under competency two, a supplemental objective, students investigate the relevance of 21st Century Life Skills and SCANS Interpersonal Skills to careers in early childhood education. They also work with skills in basic communication, math, thinking, leadership, resource management, and professional communication. In the second objective, a core objective, they focus on the primary and ethical responsibilities of child care and education professionals, using a textbook as the resource for primary responsibilities and the Code of Ethical Conduct of the National Association for the Education of Young Children (NAEYC) as the authority for ethical responsibilities.

The third main idea in this unit is observation and teaching skills. One of the best ways to learn about children is to develop good observation skills. Through their internship experiences, students will have many opportunities to enhance the quality of their observations. Techniques for observing objectively and recording children’s behavior will be practiced. To hone their teaching skills, students will exemplify and classify elements of lesson plans, examine transitions, infer teaching styles and techniques, and examine and begin to use various types of lesson plans.

The focus on personal and professional development will prepare students for success with remaining concepts in the first level and for Early Childhood Education II. Since this is the first unit of the course, there are several important tasks that will require the attention of the teacher and students while instruction for Unit A is ongoing. These include getting to know the students, establishing classroom rules and procedures, preparing for and beginning internship experiences, establishing the notebook system and other class routines, and laying the groundwork for co-curricular FCCLA activities. Rather than trying to complete all of these tasks before beginning instruction from the content, teachers are encouraged to plan daily lesson plans for the first two weeks that include both management tasks and activities from instructional content.


COURSE: Early Childhood Education I UNIT A Personal and Professional

Preparation

COMPETENCY: 1.00 B2 4% Understand factors related to personal growth.

OBJECTIVE: 1.01 B2 0% SUPP

Classify character traits and their influence on personal growth.

Essential Question: What part do character traits play in personal growth?

UNPACKED CONTENT

Character traits are ethical values that enable individuals to form personal standards of conduct.

These six character traits are the foundation of the Character Counts youth ethics initiative found at http://charactercounts.org:

- Trustworthiness Living up to the expectations of others Refraining from lies and self-serving behavior Practicing honesty, integrity, reliability, and loyalty

- Respect Treating others with dignity Following the Golden Rule (Do unto others as you would have them do unto you) Showing civility, courtesy, decency, dignity, autonomy, tolerance, and acceptance

- Responsibility Being in charge of one’s choices and one’s life Being accountable for what we do and recognizing that our actions matter Being accountable, pursuing excellence, and showing self-restraint

- Fairness Adhering to a balanced standard of justice disregarding one’s feelings, inclinations Practicing process, impartiality, and equity

- Caring Showing genuine concern for the welfare of others Consciously causing no more harm than reasonably necessary in performing duties Showing benevolence and altruism

- Citizenship Knowing the laws and obeying them Volunteering and staying informed on issues, giving more than taking Valuing civic virtues and duties as a contributing member of a community

http://charactercounts.org/�




UNPACKED CONTENT

Four major aspects of personal growth are:

Achievement of goals

Self-satisfaction

Positive relationships

Ability to appreciate

Each character trait has the potential to influence each of the four aspects of personal growth.

CHARACTER TRAITS influence ASPECTS OF PERSONAL GROWTH

Trustworthiness

Respect Achievement of goals

Responsibility Self-satisfaction

Fairness Positive relationships

Caring Ability to appreciate

Citizenship

influences




INSTRUCTIONAL ACTIVITIES RELEVANCY TO

OBJECTIVE In advance, read “ECE I Student Notebook System” to plan your system. Include a section for a learning log.

1. Remind students that character and ethics are especially critical in careers involving young children.

Duplicate in color and distribute to each student a copy of the handout “Terrific Character Traits for Personal Growth” (Appendix 1.01A).

Have students list on a note card the six character traits and number in order from “1” to “6” with “1” as the trait of greatest interest and “6,” of least.

Have students list the six traits in their learning logs.

Use cards to pair students with similar interests. Have them play word association and write next to each trait one word/phrase that they associate with it.

Announce that they will be keeping a learning log about these traits for one week. For homework, have each student read the handout, select a trait, and write in their learning logs about the part that trait has played in his/her life.

To follow up, have students working in pairs read about character traits either in a purchased copy of the booklet Making Ethical Decisions or online at http://www.charactercounts.org/defsix.htm, writing after each trait in their learning logs an original sentence that responds to the reading for that trait.

Distribute copies of “Key Terms,” Appendix 1.01F, as an additional resource. Stress that students should not copy sentences, but write in their own words.

1. To introduce key information needed to understand character traits and their influence on personal growth; to allow students to personally reflect and improve on one particular character trait

To have students UNDERSTAND (B2) that there are specific traits that make up good character, each with distinctly different meanings, components, and relationships to personal growth

Literacy Strategy:

Learning logs have regular student entries that can include reflections on homework, content being studied, learning process, class notes, and ideas from pair or small group work. They can also include responses to readings, viewing a video, listening to a speaker, or observing a child. Teachers can use learning logs periodically during one class period or once daily depending on natural stopping points for assessing learning or helping students process what they know, have learned, or need to learn. Learning logs may also be referred to as response journals, writer’s notebooks, or inquiry logs.

http://www.charactercounts.org/defsix.htm�





OBJECTIVE

2. In advance, duplicate “Sorting Cards,” Appendix 1.01B. Cut apart so that every pair of students has a complete set.

Have students work in pairs to sort cards into 6 character categories. Encourage them to talk about why they placed each card where they did. Monitor to be sure all are sorted appropriately.

Using another set of cards enlarged before copying, have volunteers assemble a larger version of the chart on chart paper or posterboard, allowing students to offer a rationale for each placement. Encourage critical thinking, not memorization.

Leave chart in view for the remainder of this objective.

2. To have students CLASSIFY (B2) character traits and examples that illustrate each trait

3. Post in each corner of the classroom a sign representing one of four aspects of personal growth:

(1) achievement of goals,

(2) self-satisfaction,

(3) ability to appreciate, and

(4) positive relationships.

Introduce these as four selected aspects of personal growth --- i.e., four ways in which people grow personally. Ask each student to think of a way in which they have grown personally in recent weeks. Ask them if they think this was an example of aspect 1, 2, 3, or 4, or perhaps another way of growing personally that is not on this list.

Using “4-Square Aspects of Personal Growth” in Appendix 1.01C, have students write in each of the four quadrants what they think each aspect involves.

Have each pair of students think of or find an example of a story (cartoon, children’s book, TV show, movie, etc.) that illustrates results of a person demonstrating good character.

Have pairs write in large letters on chart paper a summary of events from their story and discuss.

Post summaries in the appropriate corners of the room to match the aspect of personal growth found in each story. Have students use cards reproduced from Appendix 1.01D to label their posted summaries appropriately.

3. To have students CLASSIFY (B2) character traits and summaries of events according to aspects of personal growth; to have students EXPLAIN (B2) the cause-and-effect relationship between demonstrated character traits and aspects of personal growth





OBJECTIVE

4. Have a Gallery Walk to allow student pairs to move around the room from corner to corner reading the summaries to see if they agree with the placement of the summary --- i.e, the aspect of personal growth with which it is matched. Have students use post-it notes to mark any summaries whose placement they question. Discuss those in question until all students understand the classifications.

4. To have students CLASSIFY (B2) examples that illustrate character traits influencing aspects of personal growth and to check to see if stories have been placed in the appropriate categories

Please Note:

1. Remember to have students complete an internship experience for this objective. See assignment cards for Objective 1.01 in the Internship Guide.

2. There are additional optional assignments for this objective in Appendix 1.01E. If time permits, use these additional activities for re-teaching or to further reinforce the concepts of this section. These may also be used as “down-time” activities when students finish their other assignments early.

3. Remember to consult the section near the front of the guide “The ECEI Student Notebook System” to set up your notebook system with students.

Literacy Strategy:

A Gallery Walk is similar to a person walking through an art gallery looking at paintings. In the classroom, however, students will be looking at student work that might be in the form of a poster, chart, paper, or other format. Gallery walks are most effective when the teacher gives students a task to do as they look at other student work. For example, the teacher might want students to take notes or give feedback to the writer(s) on a sticky note.




REFERENCES WEBSITES

Textbooks and Support Materials:

Stephens, Karen and Maxine Hammonds-Smith (2004). Child and Adult Care Professionals. Peoria, Illinois: McGraw-Hill Companies, page 126.

Supplemental References:

Gordon, Ann Miles and Browne, Kathryn Williams (2008). Beginnings and Beyond, Foundations in Early Childhood Education, 7th Edition. Clifton Park, New York. Thomson Delmar Learning, pages 10-11.

http://charactercounts.org/

http://www.ncpublicschools.org/charactereducation/

http://charactered.net/preview/main/menu.asp

http://www.fcclainc.org


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OBJECTIVE 1.01

INSTRUCTIONAL SUPPORT MATERIALS

APPENDIXES

Appendix 1.01A: Student Handout --- Terrific Character Traits for Personal Growth

Appendix 1.01B: Sorting Cards --- Character Traits

Appendix 1.01C: 4-Square Aspects of Personal Growth

Appendix 1.01D: Cards for Constructing Models --- The Influence of Character on

Personal Growth

Appendix 1.01E: Enrichment Assignments

Appendix 1.01F: Key Terms

Appendix 1.01G: Quiz---Character Traits


Appendix 1.01A

Student Handout

TERRIFIC Character Traits for Personal Growth

Six character traits are essential for personal growth. They form the foundation of the Character Counts youth ethics initiative (http://charactercounts.org). These character traits can also be remembered by learning the mnemonic

TRRFCC (Terrific!). Remember, a mnemonic is any word device that helps you remember.

- Trustworthiness

Living up to the expectations of others

Refraining from lies and self-serving behavior

Involves honesty, integrity, reliability, and loyalty

- Respect

Treating others with dignity

Following the Golden Rule (Do unto others as you would have them do unto you)

Involves civility, courtesy, decency, dignity, autonomy, tolerance, and acceptance

- Responsibility

Being in charge of our choices and our lives

Being accountable for what we do and recognizing that our actions matter

Involves accountability, pursuit of excellence, and self-restraint

- Fairness

Adherence to a balanced standard of justice disregarding one’s own feelings and inclinations

Involves process, impartiality, and equity

- Caring

Genuine concern for the welfare of others

Consciously causing no more harm than is reasonably necessary in performing duties

Involves benevolence and altruism

- Citizenship

Knowing the laws and obeying them

Volunteering and staying informed on issues, giving more than taking

Involves civic virtues and duties as a contributing member of a community



Appendix 1.01B --- Sorting Cards --- Character Traits

Teacher Directions: Copy and cut apart to give a complete set to each student. Students will sort the cards from columns 2, 3, and 4 into the 6 character categories in column 1. This page serves as a key.

Trustworthiness

Living up to the expectations of

others

Refraining from lies and self-serving

behavior

Involves honesty, integrity, reliability,

and loyalty

Respect

Treating others with dignity

Following the Golden Rule

Involves civility, courtesy, decency, dignity, autonomy,

tolerance, acceptance

Responsibility

Being in charge of our choices and our lives

Being accountable for what we do and recognizing that our

actions matter

Involves accountability,

pursuit of excellence, and self-restraint

Fairness

Adherence to a balanced standard of justice disregarding

one’s own feelings and inclinations

Involves process, impartiality, and

equity

Can you write another explanation of fairness here?

Caring

Genuine concern for the welfare of others

Consciously causing no more harm than

is reasonably necessary in

performing duties

Involves benevolence and altruism

Citizenship

Knowing the laws and obeying them

Volunteering and staying informed on issues, giving more

than taking

Involves civic virtues and duties as a

contributing member of a community


Appendix 1.01C Student Handout

4-Square Aspects of Personal Growth Directions: Each of the four quadrants below represents one aspect of personal growth --- i.e., a way of growing as a person. Write in each quadrant in your own words what you think that aspect of personal growth involves. Be prepared to share and discuss your thoughts with the class.

Achievement of Goals

Self-satisfaction

Ability to Appreciate

Positive Relationships

Aspects of

Personal Growth


Appendix 1.01D --- Cards for Constructing Models

The Influence of Character on Personal Growth Teacher Directions: Copy cards on three colors paper or card stock. Note that character traits are found in the first two columns, cause-and-effect arrows in the third column, and aspects of personal growth in the fourth. Give each student a full set in color A of the character traits, in color B of the arrows, and in color C of the aspects of personal growth. Have students use the appropriate cards to label their posted summaries illustrating cause-and-effect relationships between character traits and aspects of personal growth.

Trustworthiness

Trustworthiness


Respect

Respect

Self-satisfaction

Responsibility

Responsibility


Fairness

Fairness


Caring

Caring


Citizenship

Citizenship

Self-satisfaction



influences

influences

influences

influences

influences

influences

influences

influences


Appendix 1.01E

Enrichment Assignments



ENRICHMENT ASSIGNMENTS IF TIME PERMITS RELEVANCY TO

OBJECTIVE

Have each student or team do a “Student’s Choice” assignment focusing on a character trait of interest. Choose one of these options:

a) Find a children’s story that explains the role that the character trait plays in personal growth. Prepare a cause-and-effect model to show the relevant character trait(s) and the results that followed.

b) Find quotes from famous individuals about the character trait and its influence on personal growth. Select a quote that illustrates a cause-and-effect model. Report findings in a story, poem, song, rap, or poster.

c) Plan a short activity for the class that reinforces the importance of being trustworthy, respectful, responsible, fair, caring, or a good citizen.

d) Write and present a 3- to 4-minute role play of a situation that illustrates how a character trait can influence an aspect of personal growth.

Have students display their work for an additional Gallery Walk and allow students to circulate from display to display to view the work. Plan a time to feature the role play for the entire class to view.

To further reinforce understanding of the role that character plays in personal growth by classifying traits and their influence in cause-and-effect models


Appendix 1.01F

Key Terms:

Character Traits and Their Influence

Term Definition

General Terms

autonomy Self-control; the right to make decisions on one’s own

character Moral or ethical strength --- e.g., a person of character

character trait An ethical value that enables individuals to form personal standards of conduct

ethics One’s sense of right and wrong, one’s internal values and rules to guide behavior

Golden Rule “Do unto others as you would have them do unto you.”

inclination A natural tendency

virtue A good personal quality

Character Traits

accountability Willingness to take responsibility for your actions and choices

altruism Sincere concern for the well-being of other people

benevolence A desire to do good

caring Showing understanding; wanting good things for others

citizenship Knowing and obeying laws; contributing to society

civility The quality of being polite

equity Fairness, justice

fairness Following the rules, being impartial

impartiality Not favoring one person or group more than another

integrity The ability to follow one’s beliefs and values

respect To treat (people, property, etc.) in a dignified manner

responsibility Taking blame or credit for one’s own choices; realizing that actions matter

self-restraint The total ability to hold back, to keep under control

tolerance The ability to respect or “put up with” others’ beliefs and practices


Appendix 1.01G

Quiz---Character Traits Directions: Circle the letter of one best answer for each question. 1. Sarah, the child care intern, loves children very much. Even when they misbehave, she is always concerned about what she can do to help them. Which character trait does this illustrate? A. Caring B. Citizenship C. Fairness D. Responsibility 2. Shannon has not missed a meeting since she became an officer in her FCCLA chapter. Which character trait does this illustrate? A. Caring B. Citizenship C. Respect D. Responsibility 3. Jody was the chairperson of the committee that organized a Relay for Life project in her school. Which character trait does this illustrate? A. Citizenship B. Fairness C. Respect D. Trustworthiness 4. Holly is very tolerant of the differences among children in the child care center and their families. Which character trait does this illustrate? A. Citizenship B. Respect C. Responsibility D. Trustworthiness 5. Even though he did not agree with her, Committee Chair Jeremy insisted that the other committee members allow Shelby to express her views. Which character trait does this illustrate? A. Caring B. Citizenship C. Fairness D. Responsibility 6. John followed through on his promise to help clean up after the event even though he would have liked to have gone out with his friends. Which character trait does this illustrate? A. Caring B. Fairness C. Respect D. Trustworthiness


7. Tracy took time to visit her relative who was confined at home for bed rest. When she left, she felt very good about herself. Which aspect of personal growth does this illustrate? A. Ability to appreciate B. Achievement of goals C. Positive relationships D. Self-satisfaction 8. Megan has been successful in school by planning ahead and following through on her plans. Which aspect of personal growth does this illustrate? A. Ability to appreciate B. Achievement of goals C. Positive relationships D. Self-satisfaction 9. Emily was thankful to her FCCLA adviser for planning and implementing the field trip to the state conference. Which aspect of personal growth does this illustrate? A. Ability to appreciate B. Achievement of goals C. Positive relationships D. Self-satisfaction 10. Because Erica shows respect and integrity with her peers, she has formed several close friendships. Which aspect of personal growth does this illustrate? A. Ability to appreciate B. Achievement of goals C. Positive relationships D. Self-satisfaction 11. John does not plan ahead and changes his plans at the last minute. As a result, his grades are suffering. Which aspect of personal growth does John need to improve? A. Ability to appreciate B. Achievement of goals C. Positive relationships D. Self-satisfaction 12. Lou is trustworthy and caring in her personal life and enjoys going to school. As a result, she feels great about her life. Which aspect of personal growth does this illustrate? A. Ability to appreciate B. Achievement of goals C. Positive relationships D. Self-satisfaction 13. While in front of the children, Juanita called the cooperating teacher by her first name. The children then began to use the teacher’s first name, which made the teacher upset with Juanita. Which relationship between character traits and personal growth does this illustrate? A. Caring influences ability to appreciate B. Citizenship influences ability to appreciate C. Fairness influences relationships D. Respect influences relationships


14. Joanne organized a community service project to raise money for the homeless. After setting a goal to raise $750, they raised over a thousand dollars. Which relationship between character traits and personal growth does this illustrate? A. Citizenship influences achievement of goals B. Citizenship influences self-satisfaction C. Fairness influences relationships D. Respect influences achievement of goals 15. Jason promised his mother he would clean out the garage, but instead he decided to go to the mall. His mother was upset with Jason because she had to clean the garage herself. Which relationship between character traits and personal growth does this illustrate? A. Caring influences achievement of goals B. Caring influences relationships C. Trustworthiness influences achievement of goals D. Trustworthiness influences relationships 16. Because Joy works out every day of the week, she feels confident and well-prepared for each basketball game. Which relationship between character traits and personal growth does this illustrate? A. Caring influences achievement of goals B. Citizenship influences ability to appreciate C. Respect influences relationships D. Responsibility influences self-satisfaction 17. When Sylvia realized that the teacher gave her ten extra points, she justified keeping the points by thinking that it was the teacher’s mistake, not hers. When the teacher realized what happened, she scolded Sylvia for not pointing it out. Which relationship between character traits and personal growth does this illustrate? A. Citizenship influences ability to appreciate B. Respect influences self-satisfaction C. Self-discipline influences relationships D. Trustworthiness influences relationships 18. After completing an Adopt-a-Highway Project, the FCCLA chapter members said they couldn’t get over how nice the roadside looks when it is kept clean. Which relationship between character traits and personal growth does this illustrate? A. Citizenship influences ability to appreciate B. Citizenship influences relationships C. Fairness influences relationships D. Trustworthiness influences interpersonal relationships 19. After Jill began treating her sister Peg as she would like to be treated, Peg began to listen better when Jill tried to talk with her. Which relationship between character traits and personal growth does this illustrate? A. Citizenship influences achievement of goals B. Citizenship influences self-satisfaction C. Respect influences relationships D. Respect influences ability to appreciate


Appendix 1.01G

Quiz---Character Traits---KEY 1. A

2. D

3. A

4. B

5. C

6. D

7. D

8. B

9. A

10. C

11. B

12. D

13. D

14. A

15. D

16. D

17. D

18. A

19. C



Preparation

COMPETENCY: 1.00 B2 4% Understand factors related to personal growth.

OBJECTIVE: 1.02 B2 4% Understand the habits of successful people and strategies for personal growth.

Essential Questions: What habits are seen in the lives of successful people? What strategies for personal growth are used by successful people?

UNPACKED CONTENT

What are the habits of successful people?* - Be proactive Plan ahead Take responsibility

- Begin with the end in mind Define your mission Set goals

- Put first things first Prioritize Put first things first

- Think win-win Show a winning attitude Seek ways for everyone to win

- Seek first to understand, then to be understood Listen with an open mind Be sincere

- Use synergy Work together Achieve more

- Sharpen skills Renew motivation Renew skills regularly

What strategies help individuals achieve personal growth?*

- Keep promises to yourself and others - Practice small acts of kindness - Forgive your mistakes and imperfections - Be honest with yourself and others - Renew yourself regularly - Discover and develop your talents

*Adapted with permission from Covey, Sean (1998). The 7 Habits of Highly Effective Teens. Fireside Books: New York.




OBJECTIVE

1. Write the words habit and happiness in large letters on the board.

Ask students to write in their learning logs what they think the words mean. Share a few aloud.

Conclude by reading Webster’s definitions for both words, then read aloud the definition of habit by Sean Covey on page 8 in his book The 7 Habits of Highly Effective Teens.

Distribute copies of “Key Terms,” Appendix 1.02H. Preview words and meanings with students to check for understanding.

Write on the board the following quote from Samuel Smiles: Sow a thought, and you reap an act; Sow an act, and you reap a habit; Sow a habit, and you reap a character; Sow a character, and you reap a destiny.

Ask each row/table group to interpret one line and write their interpretations in their learning logs.

Share aloud a couple of responses per line.

Ask students to think of people who they feel are successful and identify habits/characteristics seen in these people. Have them use “Habits of Successful People,” Appendix 1.02A, to record their thoughts.

Use a roll of newsprint, butcher paper, bulletin board paper, or adding machine tape to begin a “running roster” of habits/characteristics associated with successful people. Post.

For homework, have students read pages 32-46, 90-94, and 106-112, The 7 Habits of Highly Effective Teens. If copies of the book are limited, begin checking out books several days ahead of time to see that all have read the assignment before the scheduled time for the next activity.

1. To have students INTERPRET (B2) the meanings of habit and happiness; to see the interconnections between habits, happiness, and character; to stimulate students to think about the behaviors, practices, and habits of successful people




OBJECTIVE

2. Discuss the meaning of each of the 7 habits and add to the running roster begun on the roll of paper in Activity 1 above.

Plan in advance a life-size graphic organizer to help students organize the seven habits. Refer to the diagram of tree and sun on page 6 of Covey’s 7 Habits book for one idea.

Divide students into seven “habits” teams, each to interpret and report on one of the habits. Assign each team a portion of the life-size graphic organizer on which to display its findings. For example, if the life-size organizer is a tree, each team would have one branch of the tree on which to display their interpretation.

2. To have students INTERPRET (B2) information about the seven habits of highly effective teens to aid in understanding each individual habit and the set of habits as a whole

3. Use Appendix 1.02B to prepare table tents for a “7 Habits Rotation.” Have students rotate to the seven stations and complete the task stated on each tent.

3. To have students INTERPRET (B2) habits of highly effective teens to make them more relevant and meaningful

4. Print on cover stock, cut apart, and give each student a bookmark made from Appendix 1.02C, “‘Think Aloud’ Bookmark.” Have each student read Sean Covey’s The 7 Habits of Highly Effective Teens, pages 31-46, and select a minimum of 4 of the open-ended statements to respond to in writing on separate paper as they read. Share responses aloud to compare students’ ideas.

4. To INTERPRET (B2) and better understand the implications of Covey’s six strategies for personal growth

Literacy Strategy:

A life-size graphic organizer is like the smaller variety in that it is a tool to help students visually “hold their thoughts.” Each category on the organizer is like a “bucket” in which students “drop” what they are learning. The added value of the larger organizer is that the body of knowledge of the entire class can be visually depicted as it unfolds.

Literacy Strategy:

A “Think Aloud” Bookmark helps students to capture their own thoughts about the meaning and implications of what they read by posing open-ended statements that require them to think deeply and to make connections.




OBJECTIVE

5. Prepare three copies for each student of the handout in Appendix 1.02D, “Footprints --- Strategies for Personal Growth.”

Have students identify one example from their own lives for each of Covey’s six strategies for personal growth and record an example for each strategy on each footprint.

Enlarge and copy life-size footprints in Appendix 1.02E, “Next Steps.”

Have each student write on the two footprints in 25 words or less what they’ve learned in this study and the steps they plan to take for their own personal growth.

5. To EXEMPLIFY (B2) realistic illustrations of strategies for personal growth; to enhance understanding and anticipate next steps students can take to achieve personal growth

Please Note:


2. There are optional assignments for this objective in Appendix 1.02F. If time permits, use these additional activities for re-teaching or to further reinforce the concepts of this section. These may also be used as “down-time” activities when students finish their other assignments early.



REFERENCES WEBSITES


Covey, Sean (1998). The 7 Habits of Highly Effective Teens. New York, New York. Fireside.

Gordon, Ann Miles and Browne, Kathryn Williams (2008). Beginnings and Beyond, Foundations in Early Childhood Education, 7th Edition. Clifton Park, New York. Thomson Delmar Learning, pages 196 - 203.

www.franklincovey.com

Six Decisions Website:

www.6decisions.com

www.fcpremier.com

http://www.wikihow.com/Be-Proactive

http://www.whitedovebooks.co.uk/7-habits/7-habits.htm

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OBJECTIVE 1.02 INSTRUCTIONAL SUPPORT MATERIALS

APPENDIXES

Appendix 1.02A: Student Handout --- Habits of Highly Successful People

Appendix 1.02B: 7 Habits Rotation

Appendix 1.02C: Think Aloud Bookmark---Strategies for Personal Growth

Appendix 1.02D: Student Handout: Footprints --- Strategies for Personal Growth

Appendix 1.02E: Student Handout: Next Steps

Appendix 1.02F: Enrichment Assignments

Appendix 1.02G: Role Play Planner: Take One --- Habits of Highly Successful People

Appendix 1.02H: Role Play Planner: Take Two --- Strategies for Personal Growth

Appendix 1.02I: Key Terms


Appendix 1.02A Student Handout

Habits of Successful People Directions: Write on each oval a characteristic you have observed in successful people.


Appendix 1.02B Role Play Planner

7 Habits Rotation

Directions to Teacher: Copy and cut these apart and glue onto card stock. Fold to prepare seven table tents for the “7 Habits Rotation.”

1. Be proactive” --- Answer these questions:

(1) What is my most unhealthy habit?

(2) What am I going to do about it?

2. “Begin with the end in mind” --- Write a paragraph about the quote “If you don’t

know where you’re going, you will end up somewhere else.”

3. “Put first things first” --- Make a T chart. List in the left column things that are “Important” and in the right, things that are “Urgent.”

4. “Think Win, Win” --- Draw a picture of a person you think is a model of “Win-Win.” Write examples of reasons you admire the person on or around the drawing.

5. “Seek first to understand, then to be understood” --- Act out examples of poor listening styles.

6. “Synergize” --- Use the “Synergy Action Plan” on page 195 to define and solve a current problem.

7. “Sharpen the saw” --- Discuss the statement “The time to repair the roof is when the sun is shining.” Write about how this relates to personal growth.


Appendix 1.02C

“Think Aloud” Bookmark --- Strategies for Personal Growth Teacher Directions: Copy on card stock and cut apart to yield three bookmarks per page. Have students respond in their learning logs to 4 of the open-ended statements as they read the selected passage.

Think Aloud

I predict that . . . I learned an important life lesson when . . . I imagine that . . . Once when I decided to face my fears, I . . . This reminds me of . . . The thing I like most about myself is . . . A question I would love to have answered is . . . The thing I would most like to change about myself is . . . The main idea in this reading is . . . I think the most helpful strategy for my personal growth is . . . I wonder . . .

Think Aloud


Think Aloud



Appendix 1.02D Student Handout

Footprints --- Strategies for Personal Growth Directions: Each student will receive three copies of this handout. Write on each footprint an example from your real life that illustrates one of the six strategies for personal growth. Label the strategy for each example.


Appendix 1.02E Student Handout

Next Steps

Directions: Write on these footprints in 25 words or less what you have learned from this study of habits and strategies for personal growth and the steps you plan to take for your own personal growth.


Appendix 1.02F




OBJECTIVE

Have each student/team select a “Student’s Choice” assignment from the list below:

a. Use Role Play Planner in Appendix 1.02G, “Take One---Habits of Healthy, Successful People.” Plan and present to the class a 2- to 3-minute role play illustrating their assigned habit. Have them use the handout to brainstorm characters and a storyline. See if students in the audience can guess which habit is being illustrated by each role play.

b. Use Role Play Planner, Appendix 1.02H, “Take Two --- Strategies for Personal Growth.” Plan and present to the class role plays illustrating a minimum of 3 strategies. See if students can guess which strategy is being illustrated by each role play.

c. Complete a project following steps in the FCCLA Power of One area of “A Better You.”

d. Complete procedures to prepare for the FCCLA “Skills for Life” STAR Event.

To help students better UNDERSTAND (B2) habits and strategies for personal growth; to reinforce personal relevance


Appendix 1.02G Role Play Planner

Take One --- Habits of Successful People

Directions: Use this page as a planner for your role play assignment.

Take One --- Habits of Successful People

Characters Storyline

Drama Team: Props Needed: Date Time


Appendix 1.02H Role Play Planner

Take Two --- Strategies for Personal Growth

Directions: Use this page as a planner for your role play assignment.

Take Two --- Strategies for Personal Growth

Characters Storyline

Drama Team: Props Needed: Date Time


Appendix 1.02I

Key Terms:

Habits and Strategies for Personal Growth

Term Definition

General Terms

goal An aim; something that a person or group intends to achieve

end A result or outcome

habit Something that a person says or does repeatedly

happy Feeling pleasure, joy, or satisfaction

sincere Real; genuine; meaning what is being expressed

successful Accomplishing what was hoped for

Habits

mission statement A statement of purpose; a statement of what is valued and what will be done

open minded Willing to accept new ideas

prioritize To rank in the order of importance or urgency

proactive Thinking and acting ahead in order to accomplish goals and reduce problems

renew To make new or fresh again

synergy The result described in the statement “the whole is greater than the sum of its parts” --- i.e., a group can achieve and produce far greater things than any individual working alone can achieve or produce

winning attitude Conveying an air of positive thinking



Preparation

COMPETENCY: 2.00 B2 4% Understand factors related to the professional growth of early childhood professionals.

OBJECTIVE: 2.01 B2 0% Supp

Understand skills needed by early childhood professionals.

Essential Question: What skills are required of people who work with young children?

UNPACKED CONTENT

What skills are needed by early childhood professionals? Basic communication skills (Stephens and Hammonds-Smith, Child & Adult Care

Professionals) Speaking skills Writing skills Reading skills Listening skills Body language

Math skills (Stephens and Hammonds-Smith, Child & Adult Care Professionals) Adding Subtracting Multiplying Dividing

Thinking skills (Stephens and Hammonds-Smith, Child & Adult Care Professionals) Thinking critically Making decisions Solving problems

Life skills (Partnership for 21st Century Skills, US Department of Education, 2006) Leadership Ethics Accountability Adaptability Personal productivity Personal responsibility People skills Self-direction Social responsibility

Interpersonal skills (SCANS Report, Secretary’s Commission on Achieving Necessary Skills, US Dept. of Labor, 1992) Participating as a member of a team Teaching others Serving clients, customers Exercising leadership Working with cultural diversity




UNPACKED CONTENT

Leadership skills (Stephens and Hammonds-Smith, Child & Adult Care Professionals)

Responsibility Integrity Vision Perseverance Consideration Team focus

Resource management skills (Stephens and Hammonds-Smith, Child & Adult Care Professionals) Managing people Acquiring and sharing information Using technology effectively Using time wisely Using energy wisely Managing money Managing equipment and supplies

Professional communication skills (Stephens and Hammonds-Smith, Child & Adult Care Professionals) Communicating goals and philosophy Public relations Family communications Staff communications and teamwork Recording information





OBJECTIVE

Note: Do not give students a copy of the UNPACKED CONTENT for this objective until after Activities 1-3 are completed.

1. Remind students that many skills are needed to be successful in the early childhood field.

Have students read silently the handout in Appendix 2.01A, “Skills Needed to Work with Young Children.”

After reading, divide the class into groups of four.

Give each student 10-15 sticky notes. Ask them to write on the notes as many details as they can remember of what they read, one per note.

Give each group one sheet of chart paper and use the Affinity strategy. Have students attach their sticky notes to the paper. Have them, without talking, organize their notes as a group, putting notes that have something in common together.

Once notes are sorted, have them talk about why things were grouped together and think of titles for categories of notes.

Remind students that they may refer to what they read to help them do a better job.

Have them write category titles for groups of notes on their charts.

1. To have students CLASSIFY (B2) skills needed for success

Literacy Strategy:

The Affinity strategy is used to have students find things that elements have in common, or affinities. After students read an assigned passage, have them write the details they remember from their reading onto sticky notes. After reading, they form groups and, without talking, attach their notes to one sheet of chart paper. Still without talking, they begin to move notes around on the paper, placing those that are similar close together. Next, they begin to talk about why they grouped certain notes together and think of titles for the groupings, or categories. They record category titles on the chart paper.





OBJECTIVE

2. Distribute copies of the handout in Appendix 2.01B, “8 Categories of Employability and Professional Skills.”

Have students refer to the reading handout as needed to label the 8 puzzle pieces with the names of the 8 categories of employability and professional skills and cut them apart.

Distribute copies of the student handout in Appendix 2.01C, “44 Employability and Professional Skills.”

Have students label these puzzle pieces with names of skills using the same reading handout above and cut them apart. (Note: To streamline this lesson, cut paper squares to use in place of puzzle pieces from this point forward.)

Without referring to the reading handout, ask students to group them by affinities.

Summarize by pointing out that there are several that overlap from one category to another and that, in real-life situations, skills are interrelated and very difficult to separate.

2. To have students UNDERSTAND (B2) categories of skills by recognizing the complexities of categories and the natural tendency for skills to overlap in real life

3. In advance, use one copy of handouts B and C with labels added to cut apart 8 + 44 puzzle pieces and prepare 44 copies of Appendix 2.01D, “Concept Map.”

Attach the 8 larger puzzle pieces to a board or spread on a table. Give the 44 smaller pieces to students at random and have them place them near the appropriate category.

Announce that students will select 2-3 each of skills until all have been selected. Give students the actual pieces they’ve selected to remind them of their assigned tasks.

For each skill, have them prepare a concept map using the handout. Sketch a concept map on the board and show students how to fill it out before having them begin. Give students the option of working in pairs, if desired, to complete their concept maps. Allow them to reference pages 98-108 and 130-139 in Child and Adult Care Professionals textbook and the websites www.21stcenturyskills.org and http://wdr.doleta.gov/scans/.

Set a time for students to share what they learned about assigned concepts. Have them take notes in the form of “Explanations,” “Examples,” “Similarities,” “Differences.”

3. To have students INTERPRET (B2) information about employability and professional skills by developing a concept map containing explanations, examples, similarities, and differences

http://www.21stcenturyskills.org/�

http://wdr.doleta.gov/scans/�





OBJECTIVE

4. Use Appendix 2.01F, to prepare cards for “Loops Master.” Randomly give out all cards to students.

Tell them they will have to listen to each question to see if they have the answer on their card; if so, this is their signal to read. The person with “Start Here” on their card reads first.

(Note: Cards are arranged on the handout left to right, top to bottom, in the order in which questions and answers should be read. Do not give students a copy until AFTER the activity is finished.)

4. To check students’ understanding of employability and professional skills and to reinforce understanding

Please note:


2. There are optional assignments for this objective in Appendix 2.01F. If time permits, use these additional activities for re-teaching or to further reinforce the concepts of this section. These may also be used as “down-time” activities when students finish their other assignments early.




REFERENCES WEBSITES


Stephens, Karen and Maxine Hammonds-Smith (2004). Child and Adult Care Professionals. Peoria, Illinois: McGraw-Hill Companies, Sections 4.1 and 5.1.

.

http://wdr.doleta.gov/scans/

www.21stcenturyskills.org

http://www.uap.vt.edu/cdrom/tools/tools1.htm

http://www.lifeskills4kids.com/acorn.php

http://wdr.doleta.gov/scans/�

http://www.21stcenturyskills.org/�

http://www.uap.vt.edu/cdrom/tools/tools1.htm�

http://www.lifeskills4kids.com/acorn.php�



APPENDIXES

Appendix 2.01A: Student Handout --- Skills Needed to Work with Young Children

Appendix 2.01B: Student Handout --- 8 Categories of Employability and Professional

Skills

Appendix 2.01C: Student Handout --- Employability and Professional Skills

Appendix 2.01D: Student Handout --- Concept Map

Appendix 2.01E: Rubric for Concept Map

Appendix 2.01F: Activity Cards --- Skills Loops Master

Appendix 2.01G: Enrichment Assignments

Appendix 2.01H: Key Terms


Appendix 2.01A Student Handout

Skills Needed to Work with Young Children

In order to work with small children, you will need basic employability skills as well as professional skills. Basic employability skills are those you need to be able to get and keep a job. Professional skills are the specialized skills that will be needed in order to excel and advance in this field. Both types of skills may be sharpened by reading, studying, asking questions, and taking part in on-the-job experiences. This is why your internship experience is such a valuable part of this course.

What are the skills that you must have to be successful in working with young children? Although it is true that different writers present different lists, the essential skills that are included in this study are ones that are widely recognized. These skills are identified by many authorities in early childhood education. Basic Employability Skills

Basic employability skills include basic communication skills, math skills, thinking skills, and life skills. With these skills, most people are able to find a job or career in which they can be successful.

Basic communication skills are those that allow people to send and receive messages. Some messages are verbal because they involve words --- for example, speaking, listening, reading, and writing. Some, such as body language, are nonverbal because no words are used.

There are several ways in which verbal communications are exchanged in early childhood settings. These include talking by telephone, sending E-mails, and writing reports of observations. Each of these requires a specialized set of skills.

Basic math skills are also essential for success in working with young children. The basic operations of adding, subtracting, multiplying, and dividing are used frequently for a variety of purposes --- everything from dividing paper into smaller multiples to cut out shapes to adding numbers of servings from the food groups. Basic math skills are used every day in early childhood settings.

Thinking skills are very important. A child care professional is responsible for the well-being of children who are not old enough to make good judgment calls for themselves. The child care professional must be able to think critically, make decisions, and solve problems for them. With the good thinking skills of teachers and caregivers, children remain safe, healthy, and happy.

Another set of skills that is considered essential for the 21st Century is life skills. After extensive research and dialogue with educators, employers, parents, community members and students, a partnership of 26 nationally known businesses and agencies identified these life skills as part of their collective vision for 21st century learning: leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self-direction, and social responsibility.

Professional Skills

Professional skills include interpersonal, leadership, resource management, and professional communication skills. With these skills, most people are able to advance and excel in their chosen fields.

Interpersonal skills are essential because, in the early childhood setting, you will be working on a daily basis with several different types of people --- the children for whom you care, their parents, and your co-workers. In 1992, the US Department of Labor did a study and issued a report called the SCANS Report – Secretary’s Commission on Achieving Necessary Skills. In that report, five interpersonal skills were listed as necessary skills --- participating as a member of a team, teaching others, serving clients, exercising leadership, and working with cultural diversity. It is easy to see the relevance of all five of these skills to careers in early childhood.

Leadership means the ability to influence others toward positive action. In order to advance in any field, a person must be able to have a positive influence on others. Effective leaders are people who know how to work with other people to get the job done. Although many skills are associated with leadership, our focus will be on responsibility, integrity, vision, perseverance, consideration, and team focus. Note that some of these qualities are also associated with good character.

Another set of professional skills is resource management skills. There are many types of resources to be managed in early childhood settings, and often some of these resources are in scarce supply. These resources include people, information, technology, time, energy, money, equipment, and supplies.

Professional communication skills are important for anyone in the early childhood profession, but particularly for those who wish to manage or direct an early childhood program. Professional communication skills include communicating goals and philosophy, public relations, family communications, staff communications, teamwork, and recording information.

As you continue your study of early childhood education and your work experiences in early childhood settings, you will sharpen your skills and prepare for success as an early childhood professional. Best wishes!


Appendix 2.01B Student Handout

8 Categories of Employability and Professional Skills Directions: Label the 8 puzzle pieces with the names of the 8 categories of employability and professional skills. Cut apart.


Appendix 2.01C-Student Handout

44 Employability and Professional Skills Directions: Label puzzle pieces with the names of 44 skills listed on the 2.01 UNPACKED CONTENT. Cut apart. Group skills by affinities (things they have in common).



Concept Map Directions: Write the name of the concept in the central box. Use the shaped boxes to write an explanation of what the concept means, a list of examples, and concepts that are similar and/or different.

Concept

What is it similar to? What is it

different from?


Appendix 2.01E

Rubric for Concept Map Performance Item: 2.01 – Understand skills needed by early childhood professionals. Rubric Directions: Indicate points earned for each criterion, from zero to the maximum in each row.

Criteria

Point Values/Descriptors

Points Earned

0 4 7 10 Identification of concept

No concept stated Unclear Somewhat clear Very clear

0 4 7 10 Explanation No explanation

given Unclear and incomplete

Clear or complete, but not both

Clear and complete

0 4 7 10 Examples

No examples given Less than half of the examples aptly illustrate the concept

Half or more, but not all, examples aptly illustrate the concept

All examples aptly illustrate the concept

0 4 7 10 No. of Examples

No examples given 1 or 2 examples 3 or 4 examples 5 examples

0 4 7 10 Similarities

No similarities stated

Less than half of similarities are stated correctly

Half or more, but not all, similarities are stated correctly

All similarities stated correctly

0 4 7 10 No. of Similarities

No similarities stated

3 or fewer similarities

4 to 6 similarities 7 or 8 similarities

0 4 7 10 Differences

No differences stated

Less than half of differences are stated correctly

Half or more, but not all, differences stated correctly

All differences stated correctly

0 4 7 10 No. of Differences

No differences stated

3 or fewer differences

4 to 6 differences 7 or 8 differences

0 4 7 10 Use of paraphrasing

No paraphrasing used

Less than half of elements are written in students’ words

Half of more, but not all, elements are written in students’ words

All elements of concept map are written in the students’ words

0 4 7 10 Legibility

Not able to be read Difficult to read Fairly easy to read Neat, clear, easy to read

Comments __________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________


Appendix 2.01F

Activity Cards

Skills Loops Master, page 1 Directions: Make one copy of “Skills Loops Master” pages. Cut apart on marked lines to produce 32 separate cards. Give each student two or more cards until all cards are distributed and every student has at least one card. Do not give students a full set of these pages until after the activity is complete. Use these pages as the answer key. Cards are arranged on the handout and should be read in sequence from left to right, top to bottom. Each card supplies an answer, then poses a question. The person holding the answer to that question knows that he/she should be the next person to read.

START HERE I have speaking skills.

Who has the skill that includes filling out forms?

I have writing skills.

Who has the skill that enables caregivers to carry out written instructions?

I have reading skills.

Who has the skill that should be active and should include responding?

I have listening skills.

Who has the skill that enables us to communicate without using words?

I have body language.

Who has the skill that is used each time a person totals up his/her hours worked?

I have adding.

Who has the skill that is used to convert gross pay into net pay?

I have subtracting.

Who has the skill that helps calculate amounts needed for 20 children?

I have multiplying.

Who has the skill that is used to be sure each child gets an equal share?

I have dividing.

Who has the skill that enables us to react quickly and appropriately to emergencies?

I have thinking critically.

Who has the skill that enables us to choose between two or more options?

I have making decisions.

Who has the skill that helps us find solutions?

I have solving problems.

Who has the skill that enables us to influence others toward positive action?


Appendix 2.01F

Activity Cards

Skills Loops Master, page 2 I have leadership.

Who has the skill and character trait that involves doing the right thing?

I have ethics.

Who has the skill that means we must answer to someone for our actions?

I have accountability.

Who has the skill that involves being able to change as needed?

I have adaptability.

Who has the skill that means each person accomplishes a fair amount of work?

I have personal productivity?

Who has the skill that means taking credit or blame for your own work?

I have personal responsibility.

Who has the set of skills that means you can work well with other human beings?

I have people skills.

Who has the skill of being able to work well on your own, not needing lots of help?

I have self-direction.

Who has the skill of realizing that we all need to do our part to improve the world?

I have social responsibility.

Who has the skill of being able to work cooperatively with people in a group?

I have participating as a member of a team.

Who has the skill that does not occur unless learning occurs?

I have teaching others.

Who has the skill that enables us to help children and their parents?

I have serving clients and customers.

Who has the skill that allows us to step up and take charge as needed?

I have exercising leadership.

Who has the skill of appreciating the differences among peoples?

I have working with cultural diversity.

Who has the skill that enables us to make best use of people who can help us?


Appendix 2.01F

Activity Cards

Skills Loops Master, page 3 I have managing people.

Who has the skill of knowing how to obtain and report data?

I have acquiring and sharing information.

Who has the skill that means being smart about using available tools to do work?

I have using technology effectively.

Who has the skill that means planning and completing tasks quickly and carefully?

I have using time wisely.

Who has the skill that requires good physical and mental health?

I have using energy wisely.

Who has the skill that requires honesty and attention to detail?

I have using money wisely.

Who has the skill that includes reporting problems or damages promptly?

I have managing equipment & supplies.

Who has the skill that involves letting parents know about types of learning activities?

I have communicating goals and philosophy.

Who has the skill that includes letting the community know about your program?

I have public relations.

Who has the skill that includes informal conversations and scheduled meetings?

I have family communications.

Who has the skill that helps employees to work together well?

I have staff communications and teamwork.

Who has the skill that includes documents, notes, and checklists?

I have recording information.

Who has the skill that allows us to express ourselves orally in words? FINISH HERE


Appendix 2.01G





OBJECTIVE

1. Have each student complete a project to improve an employability or professional skill. Select an FCCLA program or create your own format:

* STAR Event: Interpersonal Communication * STAR Event: Illustrated Talk * Power of One: Working on Working

For ordering information on national programs, visit the fcclainc.org website. The FCCLA STAR Events Manual may be downloaded free of charge.

2. Take photos of student internship experiences. After obtaining signed photo releases from all individuals shown in the photos, have students use photos to assemble a slide show about skills needed to work with young children. (See Photo Release Form in Internship Guide.)

1. To have students UNDERSTAND (B2) employability and professional skills and increase personal relevance

2. To have students EXEMPLIFY (B2) skills from authentic early childhood settings


Appendix 2.01H

Key Terms:

Skills of Early Childhood Professionals

Term Definition

General Terms

client A person whose needs are served by a professional

professional A person who works in a profession such as human services

Skills

active listening Listening attentively and reponding

adaptability The ability to change as situations require

body language Communicating messages with the body through facial expression,

gestures, and posture

critical thinking The ability to think and respond quickly in any situation

leadership The ability to influence others toward positive action

perseverance Determination, willingness to keep trying

productivity The ability to produce high quality work in a minimum of time

self-direction The ability to work effectively with minimal or no supervision

social responsibility Feeling accountable for the well-being of others

team focus Emphasis on the needs of a group

team-oriented Attentive to the needs of a group

vision Insight into the future; the ability to have a clear view of what is

ahead


Appendix 2.01I

Quiz: Skills of Early Childhood Professionals Directions: Circle the letter of one best answer for each question. 1. The student failed to look over the newspaper headlines and subheads and look for key points. Which communication skill does the student needs to improve? A. Listening B. Reading C. Speaking D. Writing 2. The teacher advised the intern to use her hands and change her facial expressions to make her storytelling more enjoyable. Which communication skill does the intern need to improve? A. Body language B. Listening C. Speaking D. Writing 3. The presenter did not make each syllable clear and reduced volume on the ending of key words. Which communication skill does the presenter need to improve? A. Listening B. Math C. Speaking D. Writing 4. The child care assistant made frequent mistakes while totaling her hours worked. Which basic skill does the assistant need to improve? A. Listening B. Math C. Speaking D. Writing 5. The child care assistant had trouble choosing between kickball and jump-rope for a field day activity. Which thinking skill does the assistant need to improve? A. Making decisions B. Solving problems C. Thinking creatively D. Thinking critically 6. The child care assistant did not react quickly when she heard the emergency alarm sound. Which thinking skill does the assistant need to improve? A. Making decisions B. Solving problems C. Thinking creatively D. Thinking critically


7. The teacher assistant did not know what to do. She had planned to have the children make paper turkeys and the center was out of construction paper. Which thinking skill does the assistant need to improve? A. Exercising leadership B. Making decisions C. Solving problems D. Thinking critically 8. After leading the children in a cooking activity, the intern was told that her resource management skills were good. What could explain why she was told this? The intern: A. decided on an appropriate dish for the upcoming holiday theme. B. pronounced her syllables clearly. C. used foods in season to make the activity economical. D. visualized the outcome before she read her instructions. 9. After leading a storytelling activity, the intern was told that her communication skills were good. What could explain why the observer told her this? The intern: A. decided on an appropriate dish for the season of the year. B. pronounced her syllables clearly. C. used foods in season to make the activity economical. D. visualized the outcome before she read her instructions. 10. After handling a problem behavior with one of the children, the intern was told that her listening skills were good. What could explain why the observer told her this? The intern: A. asked the teacher to come help her. B. focused on what the child said both verbally and nonverbally. C. told the child to go to the quiet corner and be still. D. told the other children to stay out of the child’s way. 11. After team teaching a lesson with two other interns, the intern was told that her interpersonal skills were good. What could explain why the observer told her this? The intern: A. decided on an activity and the other two interns went along with it. B. told the other interns what to do and the lesson turned out well. C. was the best speaker of the three, so she did most of the talking. D. worked well with her fellow interns and related well with the children. 12. After sharing her lesson and giving feedback to help another intern, the intern was told that her leadership skills were good. What could explain why the observer told her this? The intern: A. had planned a very creative lesson. B. knew how to motivate and help another person. C. was arrogant and pushy to show her lesson to someone else. D. was too quick to give away her own good ideas. 13. After participating in the parent conference, the intern was told that her skills in family communications were good. What could explain why the observer told her this? The intern: A. agreed with everything that the parent said. B. began by telling some of the child’s strengths. C. thought of what she would say next while the parent was talking. D. told the parent in detail about each episode of problem behavior.


14. After a typical day in the child care center, the intern was told that her staff communication skills were good. What could explain why the observer told her this? The intern: A. chatted with the parent about how all the children were doing. B. did not engage in “small talk” with co-workers. C. enjoyed planning the next lesson with her co-worker while the children napped. D. tried to do her work without asking anyone any questions. 15. Which is an example of accountability? The teacher: A. brought in hands-on materials to keep the children motivated. B. changed the lesson when she learned of a death in the child’s family. C. defused the parent’s anger and worked out a cooperative plan of action. D. made sure that every minute of the work day was used to best advantage. 16. Which is an example of people skills? The teacher: A. brought in hands-on materials for the lesson activity. B. changed the lesson when she learned of a death in the child’s family. C. defused the parent’s anger and worked out a cooperative plan of action. D. made sure that every minute of the work day was used to best advantage. 17. Which is an example of leadership? The teacher: A. changed the lesson when she learned of a death in the child’s family. B. defused the parent’s anger and worked out a cooperative plan of action. C. made sure that every minute of the work day was used to best advantage. D. was a positive influence on her co-workers and interns. 18. The caregiver stayed focused on her work with the children throughout the day. Which 21st Century Life Skill does this illustrate? A. Ethics B. Leadership C. Personal productivity D. People skills 19. The teacher did not tell the parent about problems she was having with other parents’ children. Which 21st Century Life Skill does this illustrate? A. Accountability B. Ethics C. Personal productivity D. People skills 20. The teacher revised her plans for the day when she learned about the assembly program. Which 21st Century Life Skill does this illustrate? A. Accountability B. Adaptability C. Leadership D. People skills


21. The teacher knew that it was wrong to take credit for the work that her co-worker had done. Which 21st Century Life Skill does this illustrate? A. Adaptability B. Ethics C. People skills D. Personal productivity 22. Theo works in a child care center where there are children from six different ethnicities. Which SCANS interpersonal skill does this require? A. Exercising leadership B. Participating as a member of a team C. Teaching others D. Working with cultural diversity 23. The first duty on the job description for lead teacher of Sunnyside Day Care Center is to encourage the development of each child in the center. Which SCANS interpersonal skill is this? A. Exercising leadership B. Participating as a member of a team C. Teaching others D. Working with cultural diversity 24. Elena has become quite good at interacting with the parents of the children in the center. Which SCANS interpersonal skill is this? A. Participates as a member of a team B. Serves clients and customers C. Teaches others D. Works with cultural diversity 25. Which two SCANS interpersonal skills are being developed when ECE students prepare a team entry in the FCCLA “Interpersonal Communications” STAR Event? A. Exercises leadership and participates as a member of the team B. Exercises leadership and teaches others C. Teaches others and serves clients D. Works with cultural diversity and serves clients


Appendix 2.01I

Quiz---Skills of Early Childhood Professionals---KEY 1. B

2. A

3. C

4. B

5. A

6. D

7. C

8. C

9. B

10. B

11. D

12. B

13. B

14. C

15. D

16. C

17. D

18. C

19. B

20. B

21. B

22. D

23. C

24. B

25. A



Preparation

COMPETENCY: 2.00 B2 4% Understand factors related to the professional growth of early childhood professionals.

OBJECTIVE: 2.02 B2 4% Interpret responsibilities of early childhood professionals.

Essential Question: How do early childhood professionals interpret their responsibilities?

UNPACKED CONTENT

Primary responsibilities Know how children grow and develop Plan developmentally appropriate curriculum Prepare the environment Communicate effectively Get along with co-workers Manage time wisely Continue to learn

Ethical responsibilities (Code of Ethical Conduct, National Association for the Education of Young Children) Ethical responsibilities to children

° Do not harm children ° Involve those with relevant knowledge in decisions about children ° Communicate concerns about children in a positive way ° Be familiar with symptoms of child abuse and know procedures for addressing

Ethical responsibilities to families ° Not to deny family members access to classroom ° Inform families of philosophy, policies, and personnel qualifications ° Keep fully informed of research projects involving their children and gain consent ° Not use relationship with family for personal advantage ° Maintain confidentiality and the family’s right to privacy

Ethical responsibilities to colleagues ° Inform coworkers first of concerns and attempt to resolve ° When disagreeing with program policies, first attempt to effect change within the

organization ° Inform employees who do not meet program standards of concerns and assist in making

improvements ° Base hiring and promotion solely on records of accomplishment and ability

Ethical responsibilities to community and society ° Communicate openly and truthfully about the nature and extent of services provided ° Cooperate with other professionals who work with children and families ° Refrain from participating in practices that violate laws, regulations that protect children




OBJECTIVE

1. Follow steps in Appendix 2.02A, “Teacher’s Guide to PowerPoint Presentation – Skills and Responsibilities of Early Childhood Professionals” to show the PowerPoint and facilitate discussion.

Have students use the handouts in Appendix 2.02C and 2.02D as note-taking pages. Have them write graffiti-style the points they want to remember.

1. To have students RECOGNIZE (A1) skills and responsibilities of early childhood professionals

2. After viewing and discussing the PowerPoint, have students pair up and discuss what each primary responsibility of early childhood professionals means to them.

Have each student, working independently, complete the handout “7-Star Professional” (Appendix 2.02E) to record their interpretations of the seven primary responsibilities.

2. To have students INTERPRET (B2) primary responsibilities of early childhood professionals

3. Have students Read and Represent by completing the assignment found on the student handout “Express Yourself” (Appendix 2.02F).

Students select one of the ethical responsibilities to read about in available references, then select one of the ways of interpreting and presenting information listed on the handout to represent what the responsibility means.

Schedule a time for students to share with the class what they have created.

After each student presents his/her interpretation, have the class use the appropriate handout (Appendices 2.02G, H, I, and J) to record in their own words what that responsibility means.

After each section of responsibilities is completed (Child, Families, Colleagues, and Community/Society), stop to summarize what was learned in that area of responsibilities.

3. To have students INTERPRET (B2) what is meant by each responsibility in a unique way and to motivate students by offering options that appeal to the various learning styles likely to be found in the class

Literacy Strategy:

Read and Represent is a strategy that allows students take time after reading each segment of information and think about what the reading really means. By stopping to paraphrase and make meaning of each segment, they are able to take in more information with a higher level of retention. When time is provided for each student to talk with someone else about what they have read, understanding is further enhanced.




OBJECTIVE

Please note:




REFERENCES WEBSITES

Textbook References;

Stephens, Karen and Hammonds-Smith, Maxine (2004). Child and Adult Care Professionals. Peoria, Illinois. Glencoe McGraw-Hill, Chapter 4.

Herr, Judy (2004). Working with Young Children. Tinley Park, Illinois. Goodheart-Willcox Company, Chapter 1.


Feeney, Stephanie; Christensen, Doris; and Moravcik, Eva (2006). Who Am I in the Lives of Children?, 7th Edition. Upper Saddle River, New Jersey. Pearson Merrill Prentice Hall, pages 22-24.

Gordon, Ann Miles and Browne, Kathryn Williams (2008). Beginnings and Beyond, Foundations in Early Childhood Education, 7th Edition. Clifton Park, New York. Thomson Delmar Learning, Chapters 1, 15.

http://www.nacoa.org/Full_Childcare%20kit%20_06.pdf

http://www.nacoa.org/Full_Childcare kit _06.pdf�

http://www.nacoa.org/Full_Childcare kit _06.pdf�



APPENDIXES

Appendix 2.02A: Teacher’s Guide to PowerPoint Presentation --- Skills and

Responsibilities of Early Childhood Professionals

Appendix 2.02B: PowerPoint Presentation --- Skills and Responsibilities of Early

Childhood Professionals

Appendix 2.02C: Student Handout --- Primary Responsibilities of Early Childhood

Professionals

Appendix 2.02D: Student Handout --- Ethical Responsibilities of Child Care and

Education Professionals

Appendix 2.02E: Student Handout --- 7-Star Professional

Appendix 2.02F: Student Handout --- Express Yourself

Appendix 2.02G: Student Handout --- Ethical Responsibilities to Children,

Paraphrased

Appendix 2.02H: Student Handout --- Ethical Responsibilities to Families,

Paraphrased

Appendix 2.02I: Student Handout --- Ethical Responsibilities to Colleagues,

Paraphrased

Appendix 2.02J: Student Handout --- Ethical Responsibilities to Community and

Society, Paraphrased

Appendix 2.02K: Key Terms


Appendix 2.02A

Teacher’s Guide to PowerPoint Presentation ---

Skills and Responsibilities of Early Childhood Professionals

Slide Numbers Instructions for Teacher Instructions for Students

1 Read aloud Listen and reflect

2 Read question. Ask students to list skills they remember.

List skills you remember studying in 2.01.

3-4 Read question. Think about how skills and responsibilities are related.

5-13 Review the 8 skills studied in 2.01.

Write down things you remember about each skill. Share and discuss examples.

14 Read aloud. Prepare to look for

relationships between skills and responsibilities.

15

Ask students to read aloud.

Have students list the 8 skills in one column and 7 primary responsibilities in another; then draw arrows to show connections between specific skills and responsibilities.

16-22

Ask students to think about how these primary responsibilities might be seen in day-to-day work in child care settings.

List tasks that might have to be done to fulfill each primary responsibility.

23-43

Introduce and examine ethical responsibilities. Ask students to think of ways that the ethical responsibilities are related to primary responsibilities.

Think of examples.

Share and discuss.


Appendix 2.02B – PowerPoint Presentation –

Skills and Responsibilities of Early Childhood Professionals

(See PowerPoint presentations in separate file)


Appendix 2.02 C Student Handout

Primary Responsibilities of Early Childhood Professionals Directions: Use this handout to take notes as you watch the PowerPoint presentation. Write graffiti-style the points you want to remember.

Plan

developmentally appropriate curriculum

Communicate effectively

Manage time wisely

Continue to learn

Get along with co-workers

Prepare the

environment

Know how

children grow and develop

Primary Responsibilities

of Early Childhood

Professionals



Ethical Responsibilities of Child Care and Education Professionals

Directions: Use this handout to take notes as you watch the PowerPoint presentation. Write graffiti-style the points you want to remember.

Code of Ethical Conduct

National Association for the Education of Young Children Ethical responsibilities to children

Do not harm children

Involve those with relevant knowledge in decisions about children

Communicate concerns about children in a positive way

Be familiar with symptoms of child abuse and know procedures for addressing

Ethical responsibilities to families

Not to deny family members access to classroom

Inform families of philosophy, policies, and personnel qualifications

Keep fully informed of research projects involving their children and gain consent

Not use relationship with family for personal advantage

Maintain confidentiality and the family’s right to privacy


Ethical Responsibilities of Child Care and Education Professionals, continued

Ethical responsibilities to colleagues

Inform coworkers first of concerns and attempt to resolve

When disagreeing with program policies, first attempt to effect change within the organization

Inform employees who do not meet program standards of concerns and assist in making

improvements

Base hiring and promotion solely on records of accomplishment and ability

Ethical responsibilities to community and society

Communicate openly and truthfully about the nature and extent of services provided

Cooperate with other professionals who work with children and families

Refrain from participating in practices that violate laws and regulations that protect children


Appendix 2.02E Student Handout

7-STAR Professional You can become a 7-STAR early childhood professional! Begin by writing in each box in your own words what each of the 7 primary responsibilities of early childhood professionals means.

Know how

children grow and develop

Prepare the environment

Plan developmentally

appropriate curriculum

Communicate effectively

Get along

with co-workers

Continue to

learn

Manage time

wisely


Appendix 2.02F Student Handout

Express Yourself! Ways to Interpret Ethical Responsibilities Directions: Select one of the ethical responsibilities of child care and education professionals to investigate and interpret. Read about the responsibility in available references to help you think about what the responsibility really means. Then, select one of the following ways of interpreting information and present what the responsibility means using that medium. Be prepared to share your “creations” with the class.

Acronym Hat Poster

Acrostic Idea map Puppet

Advertisement Interview Puzzle

Brown bag design Jingle Questionnaire

Basket Letter Rap

Brochure Mask Recipe

Cartoon Mobile Role play

Collage Model Sample

Costume Monologue Scenario

Display Music Scrapbook

Doll Mystery Silent demo

Drawing News clipping Slides

Editorial Object Slogan

Flannel board Original art Song

Flash cards Overlays Storyboard

Graffiti Photograph Storybook

Graph Poem Time capsule


Appendix 2.02G Student Handout

Ethical Responsibilities to Children, Paraphrased Directions: Use the column “My Paraphrase” to write in your own words what each responsibility means and the row “My Views” to write your opinion or view of this responsibility.

Ethical Responsibility 1 My Paraphrase Do not harm children

My Views Ethical Responsibility 2 My Paraphrase Involve those with relevant knowledge in decisions about children

My Views Ethical Responsibility 3 My Paraphrase Communicate concerns about children in a positive way

My Views Ethical Responsibility 4 My Paraphrase Be familiar with symptoms of child abuse and know procedures for addressing

My Views


Appendix 2.02H Student Handout

Ethical Responsibilities to Families, Paraphrased Directions: Use the column “My Paraphrase” to write in your own words what each responsibility means and the row “My Views” to write your opinion or view of this responsibility.

Ethical Responsibility 1 My Paraphrase Not to deny family members access to classroom

My Views

Ethical Responsibility 2 My Paraphrase Inform families of philosophy, policies, and personnel qualifications

My Views

Ethical Responsibility 3 My Paraphrase Keep fully informed of research projects involving their children and gain consent

My Views

Ethical Responsibility 4 My Paraphrase Not use relationship with family for personal advantage

My Views

Ethical Responsibility 5 My Paraphrase Maintain confidentiality and the family’s right to privacy

My Views


Appendix 2.02I Student Handout

Ethical Responsibilities to Colleagues, Paraphrased Directions: Use the column “My Paraphrase” to write in your own words what each responsibility means and the row “My Views” to write your opinion or view of this responsibility.

Ethical Responsibility 1 My Paraphrase Inform co-workers first of concerns and attempt to resolve

My Views Ethical Responsibility 2 My Paraphrase When disagreeing with program policies, first attempt to effect change within the organization

My Views Ethical Responsibility 3 My Paraphrase Inform employees who do not meet program standards of concerns and assist in making improvements

My Views Ethical Responsibility 4 My Paraphrase Base hiring and promotion solely on records of accomplishment and ability

My Views


Appendix 2.02J Student Handout

Ethical Responsibilities to Community & Society, Paraphrased Directions: Use the column “My Paraphrase” to write in your own words what each responsibility means and the row “My Views” to write your opinion or view of this responsibility.

Ethical Responsibility 1 My Paraphrase Communicate openly and truthfully about the nature and extent of services provided

My Views Ethical Responsibility 2 My Paraphrase Cooperate with other professionals who work with children and families

My Views Ethical Responsibility 3 My Paraphrase Refrain from participating in practices that violate laws and regulations that protect children

My Views


Appendix 2.02K Student Handout

Key Terms: Responsibilities of Early Childhood Professionals

Term Definition

Responsibilities

relevant knowledge Information that a person has that is directly related to a particular

situation

symptom An indication or sign, such as a symptom of a problem or illness

child abuse Wrong use or mistreatment of a minor

access Ability to enter or use

philosophy Theories and general beliefs about a field of knowledge

policy A plan for governing; a system to follow

personnel Staff; people who are employed in a business

qualifications Work and education requirements that make a person able to hold a

position

research Systematic study and investigation

advantage A benefit; a positive outcome or feature

confidentiality Respecting the privacy of individuals

right to privacy Being entitled to having personal information kept secret



Preparation

COMPETENCY: 3.00 B2 8% Understand observation and teaching methods used in early childhood education.

OBJECTIVE: 3.01 B2 4% Understand how to select and use observation methods.

Essential Question: What should be considered when selecting and using observation methods in early childhood settings?

UNPACKED CONTENT Selecting Observation Methods Why do early childhood professionals observe young children? To get to know the children To identify needs/special needs To identify individual and classroom problems To plan developmentally appropriate curriculum To document progress/levels of development To evaluate programs To learn more about child development

What should be considered when selecting formal and informal observation methods? Formal observation

° More controlled conditions ° Results used to form developmental norms ° Requires specialized training ° Examples: standardized tests, research instruments (surveys, questionnaires, etc.)

Informal observation ° Less controlled conditions

° Easier to use ° More appropriate for program planning ° Examples: interviewing parents, talking with children, observing students, and

collecting student work samples

How should observation record forms be selected? What is the purpose of each type of form? Simple records

° Frequency count ° Checklist ° Rating scale

Forms with detailed descriptions ° Running record ° Anecdotal record

What should be considered when selecting an observation method or tool? Type of behavior that needs to be assessed and amount of detail needed Whether information is needed for one child or a group of children Amount of attention required by the observer



UNPACKED CONTENT

Using Observation Methods What guidelines should an observer follow? Ethics Confidentiality Example

What are some ways that observers can prevent drawing attention to themselves? Sit in a low chair Position to the side Wear simple clothing Avoid talking with children Avoid prolonged eye contact Answer children’s questions briefly and honestly Avoid interfering except when a child may be in imminent danger

What should be the role of the observer? Sometimes just to observe, sometimes to participate and observe Sometimes better if observer does not participate, stays in background as much as possible Goal to be an objective observer

What are some general guidelines for recording observations? Observer sign his/her name Include date and beginning/ending times List children and their ages/adults present Describe the setting Record only what is seen as soon as it happens

What are the steps in using each type of observation record form? Simple record forms

° Frequency count ° Checklist ° Rating scale

Forms with detailed descriptions ° Running record ° Anecdotal record




OBJECTIVE

1. Ask each student to bring to class a favorite pair of sunglasses to class.

Write on the board in large letters “Observing Children.” If available, display a giant pair of sunglasses on a table.

Have students put on their sunglasses and talk about how different the world looks when you view it through different lenses.

Have students exchange glasses and describe differences to further affirm this point.

Demonstrate a Think-Aloud as you read aloud to students the first five paragraphs in Chapter 3, Working with Young Children. As you read, stop and talk about your thinking.

Ask students to write in their learning logs about:

1. Types of lenses they may be asked to wear as early childhood interns and professionals

2. Ways that observation skills will be an important part of their effectiveness

Share examples.

1. To have students UNDERSTAND (B2) that learning to select and use observation methods will require them to change some instinctive ways in which they view and interpret what goes on around them; to have them INTERPRET (B2) introductory reading material in terms of the importance of observation skills to their effectiveness in early childhood roles and settings

2. Distribute copies of “Key Terms” and have students highlight terms they have heard before.

Follow the steps in “Teacher’s Guide to PowerPoint Presentation - Observing Young Children” (Appendix 3.01A) to show the PowerPoint and facilitate activities.

Have students complete “Reasons to Observe Children” (Appendix 3.01C) and “What Is My Role?” (Appendix 3.01D) as they view the PowerPoint.

2. To EXEMPLIFY (B2) reasons for observing children, roles of observers, and types of observations and observation records

Literacy Strategy:

A Think-Aloud is a metacognitive literacy strategy that helps students comprehend the meaning and implications of what they read by giving them practice in verbalizing their thinking. This is accomplished by teaching them to pay close attention, think about what is read, and talk about it. To teach them this literacy tool, you will model a Think-Aloud for them to observe. Read aloud to them the assigned passage, stopping at natural stopping points to talk about what the reading makes you think. Then, as students read passages throughout the course, have them use Think-Aloud to better understand what they read.




OBJECTIVE

3. Show “Guidelines for Observing Children “Transparency Master 3-4, TR” in Working With Young Children to introduce points to keep in mind when observing children.

Have students state reasons why information gathered from observations should be kept confidential.

Brainstorm some of the problems that can result when personal information about children/teachers/parents is shared.

Review the “Statement of Confidentiality” found in Appendix 3.01E.

Answer any questions that students may have about the statement.

3. To have students UNDERSTAND (B2) practices involving confidentiality, ethics, and professionalism; to INFER (B2) potential problems that can result when information from observations is misused

4. Announce that students will form teams to find examples of the five basic types of observation records.

Print and cut apart “Cards for Assigning Teams” in Appendix 3.01F so that students may select cards at random to form teams.

Have each team find examples of their assigned type and display examples on a table with note cards folded and labeled to serve as name tents.

4. To have students EXEMPLIFY (B2) basic types of observation records

5. Have students examine samples displayed in activity 4 and consult available textbooks to complete the “Comparison Chart: Types of Observation Records” in Appendix 3.01G, identifying similarities and differences among the five types of observation records.

Summarize findings by constructing a large chart on the board or on flip chart paper as students share their findings.

Allow students to add to their individual charts if they hear observations that they failed to include and feel are important.

5. To have students COMPARE (B2) the types of observation records

Please note: Remember to have students do an internship experience for this objective.

See assignment cards for Objective 3.01 in the Internship Guide.



REFERENCES WEBSITES


Herr, Judith (2004). Working With Young Children. Tinley Park, Illinois: Goodheart-Willcox Company, Inc., Chapter 3.

Herr, Judith (2004). The Observation Guide, Working With Young Children. Tinley Park, Illinois: Goodheart-Willcox Company, Inc.

Stephens, Karen and Maxine Hammonds-Smith (2004). Child and Adult Care Professionals. Peoria, Illinois: McGraw-Hill Companies, Chapter 7.


Beaty, Janice J. (2006). Observing Development of the Young Child, 6th Edition. Upper Saddle River, New Jersey. Pearson Merrill Prentice Hall, Chapters 1 and 2.

Feeney, Stephanie; Christensen, Doris; Moravcik, Eva (2006). Who Am I in the Lives of Children?, 7th Edition. Upper Saddle River, New Jersey. Pearson Merrill Prentice Hall, Chapter 5.

Gordon, Ann Miles and Browne, Kathryn Williams (2008). Beginnings and Beyond, Foundations in Early Childhood Education, 7th Edition. Clifton Park, New York. Thomson Delmar Learning, Chapter 6.

Morrison, George S. (2004). Early Childhood Education Today, 9th Edition. Upper Saddle River, New Jersey: Pearson Merrill Prentice Hall, Chapter 3.

http://accac.org.uk/uploads/documents/2400.doc

http://circleofinclusion.org/english/guidelines/modulefive/b.html

http://www.ces.ncsu.edu/depts/fcs/cemp9man.html

http://www.ces.ncsu.edu/depts/fcs/Child.html

http://www.newchildcare.co.uk/Techni.html

http://accac.org.uk/uploads/documents/2400.doc�

http://accac.org.uk/uploads/documents/2400.doc�

http://circleofinclusion.org/english/guidelines/modulefive/b.html�

http://circleofinclusion.org/english/guidelines/modulefive/b.html�

http://www.ces.ncsu.edu/depts/fcs/cemp9man.html�

http://www.ces.ncsu.edu/depts/fcs/cemp9man.html�

http://www.ces.ncsu.edu/depts/fcs/Child.html�

http://www.newchildcare.co.uk/Techni.html�


OBJECTIVE 3.01


APPENDIXES

Appendix 3.01A: Teacher’s Guide to PowerPoint Presentation --- Observing

Young Children

Appendix 3.01B: PowerPoint Presentation --- Observing Young Children

Appendix 3.01C: Student Handout --- Reasons to Observe Children

Appendix 3.01D: Student Handout --- What Is My Role?

Appendix 3.01E: Statement of Confidentiality

Appendix 3.01F: Cards for Assigning Teams

Appendix 3.01G: Comparison Chart --- Types of Observation Records



Appendix 3.01A---Teacher’s Guide to PowerPoint Presentation ---Observing Young Children

Slide Numbers

Instructions for Teacher Instructions for Students

1-2 Read aloud Listen and reflect

3 Read question. Prompt students to select a response. Select a response

4 See how many selected the “man and infant” response. Remind students that we often fail to see what is right in front of us. Discuss possible reasons why this is true. Ask students to answer questions on screen.

Discuss

Answer questions

5-6

Display slide 5, then title only of slide 6. Have students brainstorm some reasons that it might be helpful to be an observer in a child care/teaching setting. Record their ideas on the idea map found in Appendix 3.01C.

Complete the slide to show reasons. Have students compare to see how many they named and if they named any additional reasons not on the slide.

Listen and reflect

Brainstorm and record ideas

Compare with reasons on slide

7-9 Have students record notes on types of observations in Appendix 3.01D.

Listen and reflect

Record notes

10-11 Discuss factors to consider when selecting an observation method/tool and examples of each. Introduce the basic types of observation records.

Discuss

12-17 Discuss why each guideline/tip is important. Discuss

18-22 Have students paraphrase meanings of objective and subjective and think of factors that influence objectivity.

Discuss

Share thoughts

23 Have students read aloud guidelines for recording observations. Allow time for question and answers.

Discuss

Q&A

24 Remind students that each type of observation record has its own set of procedures to be learned.

Listen

25 – 34 Introduce procedures for using observation records. Discuss

35-39 Review by asking students when each type of observation record is used. Discuss.

Answer questions

40-41 Summarize the importance of being a good observer. Prepare students for observations throughout the course.

Listen and reflect


Appendix 3.01B --- PowerPoint Presentation --- Observing Young Children (See PowerPoint presentations in separate file)


Appendix 3.01C Student Handout --- Reasons to Observe Children

Directions: Write in each bubble one reason why early childhood professionals observe chidlren.

Reasons to Observe Children



What Is My Role? Directions: Use this graphic organizer to take notes on the role of the observer during observations.

Naturalistic observation

Participant observer

Objective

Informal Formal

Subjective

What is my role when I am observing children?


Appendix 3.01E

Statement of Confidentiality for Early Childhood Education Interns

As an Early Childhood Education student intern, you are probably very much a “people person.”

You are likely to be interested in every aspect of the children and families with whom you work. Your position

allows you to learn all kinds of information about them. You’ll know about good things and bad --- health

problems, family problems, promotions, firings, new babies, new spouses, and other things that could be simply

called “gossip”; but your position as a developing professional in early childhood education requires that you not

discuss this information. The only people with whom information about children and their families may be

discussed are the other professionals who work with the children --- specifically, the early childhood program

director, the cooperating teacher, and the high school ECE teacher.

If you hear other student interns sharing confidential information, you should not join in. Instead,

remind them as tactfully as possible that this kind of information is confidential. If parents or other teachers try to

tell you gossip about other parents or children, let them know in a diplomatic way that you have been advised not

to listen to such information.

You should not talk with parents about their children when the children are present. These

conversations are confidential and can be damaging to a child’s self-concept. If a parent starts talking with you

about his/her child while the child is standing nearby, tell the parent you prefer to talk at another time or that

perhaps the child can play in another area while you talk. It is more appropriate that you share concerns about a

child with your cooperating teacher or director since they are the professionals in charge and this is part of their

professional responsibility. Parents and staff will respect you when they notice how professionally you treat

information about the children, their families, and the program.

Please read carefully the above description of how to professionally handle information. Sign

your name below to indicate that you will treat information that you gain about children, teachers, parents, and

other aspects of the early childhood education program in a confidential manner. You are being depended upon to

act in a professional way with regard to confidentiality.

YES, I understand the above information and intend to treat all confidential information obtained at

____________________________________________________________ (Location) in a professional manner.

______________________________________________ ______________________

Signature of Early Childhood Education Student Intern Date


Appendix 3.01F---Cards for Assigning Teams Teacher Directions: Print and cut apart to make team cards. Drop in a basket one card per student with approximately the same number of cards of each type. Have each student select a card at random to form teams and assign topics to teams.

Frequency count

Frequency count

Frequency count

Frequency count

Checklist

Checklist

Checklist

Checklist

Rating scale

Rating scale

Rating scale

Rating scale

Running record

Running record

Running record

Running record

Anecdotal record

Anecdotal record

Anecdotal record

Anecdotal record


Appendix 3.01G

Comparison Chart: 5 Types of Observation Records Directions: Use this chart to record the features of each type of observation record. Answer the question in the far left column for each row.

Frequency count

Checklist

Rating scale

Running record

Anecdotal record

What can be

assessed?

Uses or

Purposes

Advantages

Limitations

Questions?

Comments


Appendix 3.01H

Key Terms:

Observing Young Children Term Definition

General Terms

assessment The process of observing, recording, and documenting behavior, learning, and development

confidentiality The practice of respecting and maintaining the privacy of individuals and groups

developmental norm A characteristic considered normal for people of a specific age group

ethics The practice of displaying positive character traits

evaluate To make judgments

flow chart An outline of relationships among major concepts for a topic/theme

frequency The total number or rate of occurrences; how many times/how often

Observations

formal observation An observation that occurs under controlled conditions

informal observation An observation that occurs under less controlled conditions

naturalistic observation Observing and recording behaviors as they occur naturally

participant observer An observer who interacts with children while observing

objective Recording only the facts without personal opinion or bias

subjective Recording personal impressions and opinions

Observation Record Forms

anecdotal record A detailed written description about a particular incident

checklist A form on which check marks are placed beside information/behaviors being looked for

frequency count A count of the number of times a behavior occurs during a time period

rating scale An evaluation of listed items using either words or numbers as ratings

running record A detailed, step-by-step record of what happens during a time period


COURSE: Early Childhood Education I UNIT A Personal and Professional Preparation

COMPETENCY: 3.00 B2 8% Understand observation and teaching methods used in early childhood education.

OBJECTIVE: 3.02 B2 4% Understand how to select and use teaching methods.

Essential Question: What should be considered when selecting and using teaching methods in early childhood settings?

UNPACKED CONTENT

Selecting Teaching Methods How do children learn? From the environment

o Using manipulative objects o Interacting with the environment

From the teacher o Responding to positive reinforcement o Imitating a good role model o Repeating modeled behaviors

From the experience o Exploring sensory elements o Using trial and error o Learning from mistakes o Participating in activities that address all areas of development

What is the role of play materials? Play has a major role in learning and development. Play materials may be one of two types of learning tools:

1. Open-ended materials --- no one correct way to play with them Benefits:

a. Children develop independence b. Learn to make decisions c. Learn to solve problems d. Use their imagination

2. Closed-ended materials --- meant to be used in one way Benefits:

a. Children learn to follow directions b. Help develop sensory perception c. Help develop motor skills



UNPACKED CONTENT

What should be considered when selecting toys and play materials?

o Safety o Durability o Ease of cleaning, sanitizing o Appropriateness for children of different ages and genders o Encourages desirable behaviors o Number of children who can use it at one time o Storage space available o Purpose (multi-purpose, teaches basic concepts, provides sensory learning) o Fun to play with

Using Teaching Methods Lesson plans What are the purposes of a lesson plan?

o Serves as an organizational tool o Forces teachers to think ahead o Enables teachers to think through what they want to do o Provides time to gather needed materials o Can be saved for future reference

What would be the results of teaching without a lesson plan? o Lesson would flounder o Time would be wasted o Children would be bored o Materials would not be on hand when needed o Things would be left out or out of logical order

What are the components of a lesson plan? o Target age group o Topic or theme o Purpose --- stated as objective(s) o Concepts to be learned and skills to be developed o Materials needed, including quantities o Procedures

1. Introduction --- focus and review 2. Statement of objective 3. Teacher input 4. Student guided practice 5. Independent practice 6. Closure, often with transition to the next activity

o Questions to guide learning o Possible follow-up activities o Evaluation



UNPACKED CONTENT

Transitions How do good teachers move smoothly from one activity to another as they teach?

o Two types of transition signals --- auditory and visual. o Transition methods:

1. Move a few children at a time while others do another activity 2. Sort children by colors of clothing or other categories; move by groups 3. Have children move as though they were specific animals 4. To start activities, use something special to capture interest (cards, props) 5. For cleanup transition, use job board showing jobs for children to do 6. For cleanup transitions, use job jar, a container filled with slips of paper

showing pictures of activities 7. Use choice time to let children decide which teacher-directed activity they

wish to participate in Teaching style What does a teacher’s teaching style include?

o Teachers’ expectations about behavior o The degree of structure in their lessons o The degree of spontaneity in their lessons

What factors affect a teacher’s teaching style? o The teacher’s personality o The teacher’s own learning style o The teacher’s beliefs about teaching and learning

How do children respond to different teaching styles? o One style is not necessarily better o Children benefit from a variety of teaching styles and approaches o Sensitive teachers are aware of their own teaching styles o Effective teachers know how to adapt their styles when needed

Teaching techniques What are some examples of basic teaching techniques?

o Arrange the environment o Use an opener/focus object to set the stage and let children know what to expect o Handle play activities as a facilitator, not a controller o Group children appropriately, taking into consideration

a. Methods of grouping – chronological, developmental, family, and random b. Advantages/disadvantages when grouped by age or ability c. Advantages/disadvantages of family grouping d. Conditions under which a smaller group is needed

o Use concrete objects that children can see and/or touch o Use open-ended questions o Use visuals and props to reinforce learning and add variety




OBJECTIVE

1. Follow the steps in Part 1 of “Ways Children Learn” and “The Role of Play Materials” of “Teacher’s Guide to PowerPoint Presentation --- Teaching Young Children” (Appendix 3.02A) to show the PowerPoint and facilitate activities to engage students.

Use the Say Something literacy strategy to have students think of answers to questions related to the content of the presentation. Have them write in their learning logs and share at designated times with someone sitting nearby.

1. To have students EXEMPLIFY (B2) ways children learn and EXPLAIN (B2) the important role of play materials in the learning and development of children

2. Set up a bulletin board with the title “TEACH” in large letters.

Distribute copies of “Key Terms” in Appendix 3.02H.

Assign each student 1-2 terms to illustrate on a colored note card.

Plan a “show and tell” and let each student comment on his/her word illustration as it is placed on the board.

2. To have students INTERPRET (B2) meanings of key terms related to selection and use of teaching methods

3. Set up a display of actual toys and play materials.

Have each student select one toy and develop a checklist of desirable characteristics of toys.

Rate the selected toy and give the toy a numerical grade on a scale from “0” to “100.”

Line up toys on the counter in order from lowest grade to highest grade. Summarize findings with the entire class.

3. To have students COMPARE (B2) characteristics of toys with a list of ideal characteristics, then with other toys

Literacy Strategy:

A Say Something is a literacy strategy that encourages students to talk as a way of processing new course information. Before reading a short selection --- in this case, the captions of several slides in a PowerPoint presentation --- the teacher poses a question for which the student will think of an answer. After viewing the designated slides and listening closely, the student should be prepared to share an answer. Teacher signals students when they are to “say something” and students turn to those nearby to share their responses. Research shows that comprehension improves by 50% when students are asked to read or listen and purposefully talk about what they’ve read or heard.




OBJECTIVE

4. Follow the steps in Part 2 “Planning Lessons” of “Teacher’s Guide to PowerPoint Presentation --- Teaching Young Children” (Appendix 3.02C) to show slides and facilitate activities.

Use the Say Something strategy to have students think of answers to questions, write in their learning logs, and share with those sitting nearby.

4. To have students INTERPRET (B2) the role, function, and components of lesson plans

5. Have students examine/compare the two types of lesson plans shown in Appendix 3.02D and 3.02E.

Explain that one is a lesson plan typically used in early childhood classrooms, while the other is similar to the six-function lesson plan widely used by teachers in North Carolina for learners of all ages.

Have students study these and other available samples of lesson plans and work in pairs to develop their version of the “Ideal Lesson Plan Format.”

Have each team present their design to the class along with a rationale for the format used.

Decide on lesson plan format(s) to be used by class members for planning activities throughout the course.

5. To have students COMPARE (B2) the components and formats of lesson plan designs

6. Have students work in teams to develop an original method of class transition and demonstrate to the class.

6. To have students APPLY (B2) knowledge of transition methods

7. Follow steps in Part 3 “Teaching Styles” and “Teaching Techniques” of “Teacher’s Guide to PowerPoint Presentation --- Teaching Young Children” (Appendix 3.02F) to show slides and facilitate activities.

Use the Say Something strategy to have students think of answers to questions, write in their learning logs, and share with those nearby.

7. To have students UNDERSTAND (B2) the role, function, and components of lesson plans




OBJECTIVE

8. Have students use knowledge gained from this study to select the “Top 3” methods that they look forward to using as they continue to work at their internship sites. Have them record their “Top 3” and their reasons in their learning logs.

8. To have students SUMMARIZE (B2) what they have learned and about teaching methods and anticipate how they will use what they have learned in their internship experiences

Please note: Remember to have students complete an internship experience for this objective.

See assignment cards for Objective 3.02 in the Internship Guide.



REFERENCES WEBSITES


Herr, Judith (2004). Working With Young Children. Tinley Park, Illinois: Goodheart-Willcox Company, Inc.

Stephens, Karen and Maxine Hammonds-Smith (2004). Child and Adult Care Professionals. Peoria, Illinois: McGraw-Hill Companies, Chapter X.


Beaty, Janice J. (2006). Observing Development of the Young Child, 6th Edition. Upper Saddle River, New Jersey. Pearson Merrill Prentice Hall, Chapter 1.

Feeney, Stephanie; Christensen, Doris; Moravcik, Eva (2006). Who Am I in the Lives of Children?, 7th Edition. Upper Saddle River, New Jersey. Pearson Merrill Prentice Hall, Chapter 5.

Gordon, Ann Miles and Browne, Kathryn Williams (2008). Beginnings and Beyond, Foundations in Early Childhood Education, 7th Edition. Clifton Park, New York. Thomson Delmar Learning, Chapter 6.

Morrison, George S. (2004). Early Childhood Education Today, 9th Edition. Upper Saddle River, New Jersey: Pearson Merrill Prentice Hall, Chapter 3.

http://www.parenthood.com/articles.html?article_id=7329

http://atozteacherstuff.com/Tips/Sponge_andTransition_Activities

http://www.owfc.com.au/Childcare.asp?_Family%20grouping

http://www.adprima.com/easyless.htm

http://www.abcteach.com/directory/teaching_extras/general_formsnotes/lesson_planning

http://library.thinkquest.org/C005704/content_teaching_it_styles.php3

http://www.parenthood.com/articles.html?article_id=7329�

http://www.parenthood.com/articles.html?article_id=7329�

http://atozteacherstuff.com/Tips/Sponge_andTransition_Activities�

http://atozteacherstuff.com/Tips/Sponge_andTransition_Activities�

http://www.owfc.com.au/Childcare.asp?_Family%20grouping�

http://www.owfc.com.au/Childcare.asp?_Family%20grouping�

http://www.adprima.com/easyless.htm�

http://www.abcteach.com/directory/teaching_extras/general_formsnotes/lesson_planning�

http://www.abcteach.com/directory/teaching_extras/general_formsnotes/lesson_planning�

http://library.thinkquest.org/C005704/content_teaching_it_styles.php3�

http://library.thinkquest.org/C005704/content_teaching_it_styles.php3�


OBJECTIVE 3.02


APPENDIX

Appendix 3.02A: Teacher’s Guide to PowerPoint Presentation --- Teaching

Young Children – Part 1- “Ways Children Learn” and

“Role of Play Materials”

Appendix 3.02B: PowerPoint Presentation --- Teaching Young Children

Appendix 3.02C: Teacher’s Guide to PowerPoint Presentation --- Teaching

Young Children – Part 2 – “Planning Lessons”

Appendix 3.02D: Student Handout --- Lesson Plan Format A

Appendix 3.02E: Student Handout --- Lesson Plan Format B

Appendix 3.02F: Teacher’s Guide to PowerPoint Presentation --- Observing

Young Children – Part 3- “Teaching Styles” and

“Teaching Techniques”

Appendix 3.02G: Enrichment Assignment



Appendix 3.02A Teacher’s Guide to PowerPoint Presentation ---Teaching Young Children

Part 1: “Selecting Teaching Methods,” “Ways Children Learn” and “The Role of Play Materials”

Slide Numbers


1-3 Announce to students that they will have to “Say Something” from time to time during this slide presentation, so be sure to listen carefully to instructions. Read aloud captions on these slides.

Listen and reflect

4-7 Tell students that they will have to answer a question after they view the next four slides. Question: How do you learn best?

Show slides; read captions. Prompt each student to tell answer to person beside them.

View and listen; Turn to the person beside you and share response

8-12 The next question will be: Can you think of examples of open-ended and closed-ended play materials?

Show slides; read captions. Prompt sharing.

View and listen; share response

13-14

The next question will be: (Select one benefit of open- or closed-ended questions.) How does this benefit of (closed- or open-) ended questions work? Why does this benefit children?



15-20

The next question will be: (Select one of the factors to consider when selecting toys and play materials.) Why is this an important consideration? What could happen if this were not considered?

Show slides read captions. Prompt sharing.



Appendix 3.02C---Teacher’s Guide to PowerPoint ---Teaching Young Children Part 2: “Using Teaching Methods” and “Planning Lessons”

Slide Numbers


21-22 Announce to students that, as in Part 1, they will have to talk from time to time during this presentation, so be sure to listen carefully. Show slides; read captions.

Listen and reflect

23-26 Tell students that they will have to answer a question after they view the next four slides. Question: What is the most important purpose for having lesson plans?

Show slides; read captions. Prompt each student to tell answer to person beside them.


27 The next question is: Which components of a lesson plan are things you would have predicted? Which not?

Show slide; read caption. Prompt sharing.


28-30

The next question will be: Can you write a lesson objective for a lesson using a play clock?



31-32

The next question will be: What concepts and skills can be developed from playing dress-up?



33

The next question is: What are some other examples of materials that may be needed for a lesson plan?



34-35

The next question will be: Think of an activity that you could use to introduce a lesson.



36-38

The next question will be: What are some questions you would ask yourself to evaluate a lesson you had taught?



39-42

The next question will be: How would you transition a kindergarten class from circle time to playground?




Appendix 3.02D

PowerPoint Presentation --- Teaching Young Children (See PowerPoint Presentations in separate folder)


Appendix 4.01E

Lesson Plan Format A Target Age Group ____________________________________________________________________

Topic/theme _________________________________________________________________________

Purpose/objective _____________________________________________________________________

Concepts to Learn Skills to Develop Materials Required

Sequence Activity Procedures

1 (Setup)

2 (Introduction)

3

4 5 6 7 (Closure)

Questions to Guide Learning Possible Follow-up Activities

Evaluation


Appendix 3.02E

Lesson Plan Format B Objective________________________________________________________________ ________________________________________________________________

Activity Description of Activities

Teacher Learners Setting Materials

& Supplies

Time

1. Focus & Review

2. Statement of Objective

3. Teacher Input

4. Guided Practice

5. Independent Practice

6. Summary & Closure

Evaluation _______________________________________________________________________

_________________________________________________________________________________


Appendix 3.02F---Teacher’s Guide to PowerPoint ---Teaching Young Children

Part 3: “Using Teaching Methods,” “Teaching Styles” and “Teaching Techniques”

Slide Numbers


43 Announce to students that, as in Parts 1 and 2, they will have to “Say Something” from time to time during the presentation, so be sure to listen carefully.

Show slide; read caption.

Listen and reflect

44 The first question is: How do you describe the teaching style of one of your teachers, past or present?

Show slide; read caption. Prompt each student to tell answer to person beside them.


45 The next question is: Can you think of a teacher whose style shows a lot of structure and one who shows a lot of spontaneity?



46-47

The next question will be: Can you remember a time when you responded badly to a teacher’s teaching style?



48-51

The next question will be: Which of these three teaching techniques will you have to work on most?



52-54

The next question will be: What is one advantage or disadvantage of grouping by age or ability?



55

The next question is: What is one advantage or disadvantage of family grouping?



56-57

The next question will be: What are some examples of concrete objects?



58-60

The next question is: What is an example of an open-ended question?




Appendix 3.02G



ENRICHMENT ASSIGNMENT IF TIME PERMITS

RELEVANCY TO OBJECTIVE

Demonstrate the difference that a lesson plan can make. Have a group of volunteers create and perform a 3-minute skit to illustrate what a classroom would be like if the teacher had no lesson plan. Have another group of students prepared to step into the skit, lesson plan in hand, tap characters on the shoulder, take their places, and continue the skit.

To enable students to visualize and COMPARE (B2) a classroom with a lesson plan and one without


Appendix 3.02H

Key Terms:

Teaching Young Children Term Definition

General Terms concrete Tangible, having a visible shape or form

environment Surroundings

motor skills Skills that involve learning to use large and/or small muscles

objective A statement of what is to be learned/accomplished in a learning activity

passive Not participating, simply observing

spontaneity The tendency to act on impulse, to let things happen naturally

teachable moment A time when children are ready to learn

teaching style The way in which a teacher conducts classes

Play and Learning Materials closed-end materials Materials meant to be used in one way, with one intended outcome

open-ended materials Materials that can be used in a variety of ways, with no one correct way to play with them

manipulatives Toys/materials that children can touch, move, or change

multi-purpose Able to be used in a variety of ways

nontoxic Not poisonous, not harmful

Ways Children Learn

auditory Related to the sense of hearing; able to be heard

visual Related to the sense of sight; able to be seen

tactile Related to the sense of touch; able to be touched

interactive Providing opportunities to explore and experiment

role model A person who serves as a good example for others to imitate or learn from

positive reinforcement Praise, encouragement, and other actions that strengthen a behavior


Appendix 3.02H, continued

Key Terms:

Teaching Young Children

Term Definition

More Ways Children Learn

modeling

When a person shows another person how to do something

sensory Relating to one or more of the five senses --- seeing, touching, hearing, smelling, and tasting

sensory perception Use of the senses to take in and understand information

Teaching Methods

chronological grouping Grouping together children of the same age

developmental grouping Grouping together children of the same ability levels

family grouping Grouping together children according to their age ranges

random grouping Grouping with no pattern in mind; each has an equal chance to be every group

lesson plan A detailed, step-by-step record of what happens during a time period

procedures The sequence of steps in a lesson plan or learning activity

teaching technique A method used to help children learn

transition A short activity or method for guiding children smoothly from one activity to another

unit a: personal and professional preparation – unit a: personal and professional preparation ......

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