Early Childhood Education & Administration Course Outcomes

The major purposes of this course are the following:

1. To develop a foundation for developmentally appropriate child guidance in order to effectively
   manage the behaviors of individual children in specific situations
2. To identify adult styles of care giving and the processes used by adults to influence children in
   to evaluate your own style of care giving
3. To determine how the physical environment effects children's behavior by examining an early
   childhood setting and using the findings to modify existing and future classrooms
4. To develop effective techniques for helping children acquire the skills and attitudes needed in
   community life by utilizing the "Guidelines for Preschool Learning Experiences"
5. To apply positive discipline strategies to real life situations by analyzing case studies of children's
   behavior
6. To identify the causes of anger and aggression in children in order to cope with these behaviors when
   encountered in life and on the job
7. To trace the roots and development of self-esteem in children in order to nurture positive self-esteem
   and pro-- social behavior
8. To promote positive interactions both between staff and children and among children by using the
   "Early Childhood Program Standards for Three- and Four-Year Old’s"
9. To stimulate class discussion of the impact of family, school, community and culture on children's

1. To understand and describe the stages of physical, cognitive, and social emotional development from
   pre-natal to 8 years of age in order to have appropriate and reasonable expectations of children in early
   childhood settings.
2. Explain and compare a range of theories on child growth and development.
3. To understand and plan for the psychological differences in the child in order to provide a safe,
   nurturing environment in which each child’s needs are met
4. To explore and plan the developmental task of a child in all areas of development in order to provide
   developmentally appropriate activities to foster growth and a sense of accomplishment.
5. To develop approaches and techniques in working with young children in order to be responsive to
   their developmental level and encourage exploration and discovery
6. To understand the cultural, economic, political, psychodynamic, and historical influences and contexts
   in early childhood development
7. To recognize and plan for the child’s individual differences in order to measure and nurture each
   child’s skills and progress.
8. To understand the work and learning of a child’s play in order to provide meaningful play activities
   as a major vehicle for learning about his/her world .

1. To examine how the historical events in Early Childhood Education relate to the present, in order to
   provide a quality programming for young children.
2. Explain the roles and responsibilities of early childhood professionals in creating safe, healthy,
   nurturing, and inclusive learning environments for children and their families.
3. Identify the key practical, ethical, and legal considerations in supporting young children with special
   learning needs.
4. To recognize widely held theories of growth and learning in order to best meet the needs of the

1. Design developmentally appropriate, standards-based curriculum that promotes young children’s
   learning and development across domains.
2. To promote play experiences, materials and spaces that encourage individual growth and
   opportunities for group learning.
3. To implement the “Guidelines for Preschool Learning Experiences” in order to plan and evaluate
   curriculum for the group and individual children
4. To develop effective techniques for designing and implementing developmentally appropriate
   lesson plans in the areas of language, math, science, creative art, music/movement, and
   nutrition/safety by utilizing the “Guidelines for Preschool Learning Experiences”
5. Use a range of strategies, such as reflective practice, family engagement, and data analysis, to
   improve and adapt curriculum.
6. Explain the teacher's role in planning, implementing, and evaluating both teacher-directed and
   child-directed activities and environments.

1. To understand the interrelationship of health, safety and nutrition in order to promote each child's
   optimal growth and development
2. To use health assessment tools to identify health conditions in order to provide a thorough model for
   making social service referrals
3. To design a healthy and safe early education settings to protect children
4. To realize the role of a mandated reporter by effectively understanding, identifying and reporting
   cases of child abuse and neglect
5. To identify and understand the spread of contagions in order to stop the infectious process through
   effective control
6. To comprehend how nutrition effects normal growth patterns by examining basic nutrition concepts

1. To explore the early history of the early education movement in order to understand the
   present early childhood system.
2. To examine the role of early education in order to provide the best possible educational
   outcomes for young children
3. To identify the laws and regulations governing early childhood in Massachusetts in order to offer a
   program that meets necessary state requirements.
4. To recognize and respond to the various social trends as they relate to early childhood in order
   to adequately support children and families.

1. To become familiar with the range of disabilities and conditions, characteristics, and risk factors affecting children to be prepared in meeting the needs of children and families.
2. To recognize diversity in families to understand the importance of family influence, home language and culture in the development of trusting relationships with families.

1. To demonstrate infant and toddler teaching strategies to strengthen the overall development of the
   young child.
2. To examine procedures in observing and recording and infant/ toddler activity to determine how to best
   meet the needs of the child.
3. To identify experiences that affect the emotional wellbeing of the young child in order to enhance
   positive self-esteem.
4. To identify the EEC regulations that influence the set---up and running of an infant/toddler center in
   order to provide a quality program.
5. To recognize and be able to respond to separation anxiety in order to assist the parent and child to cope
   with this difficult process.
6. To discuss the process of attachment in order to assist the child in developing trusting relationships

1. To gain practical experience working with young children in order to become an effective teacher
2. To develop techniques for dealing with specific learning situations in an early childhood setting in order to meet the individual and group needs of the children
3. To practice various modes of observation and evaluation in order to implement developmentally appropriate practices
4. To understand the roles of teacher and lead teacher’s in early childhood settings

1. To strengthen teacher competencies by assuming increased responsibilities required for lead teacher certification
2. To work under the supervision of a director, assistant director or lead teacher in order to gain practical experience in management and supervision of an early childhood program.
3. To develop techniques for dealing with specific management tasks in order to effectively administer an early childhood program.
4. To understand the regulations that govern group early childhood programs in order to assume a professional role in the field
5. To gain understanding of the importance of community support and interaction in order to meet the needs of children and their families

1. To provide students with an opportunity for discussion of practicum experiences to reflect on the use of appropriate practices
2. To discuss various social and economic trends as they relate to early childhood to meet the diverse needs of the community
3. To become knowledgeable about the various professional opportunities in early childhood education.

1. To provide students with an opportunity for discussion of practicum experiences to reflect on the use of appropriate practices in teaching and directing a program
2. To understand the role of an administrator in an early childhood setting to meet EEC requirements
3. To discuss the various social and economic trends as they relate to early childhood to understand the diverse needs of the community
4. To become knowledgeable about the various professional opportunities in early childhood administration