Transcript Career Technical Education

Career Technical Education Partnership Grant
CTEP
Human Services Career Cluster
Early Childhood Program of Study
May 20, 2014
CTEP Grant is supported by funds from the Federal Carl D. Perkins, Career and Technical Education Act of 2006.
Welcome and Introductions
Margo Venable
Director HSCC CTEP Grant
and
Dean Division of School and Academic Programs
Camden County College
Yvonne Kilson and Kaina Hanna
HSCC CTEP Program Coordinators
Camden County College
CTEP Grant is supported by funds from the Federal Carl D. Perkins, Career and Technical Education Act of 2006.
Four CTEP Grant Goals:
Creation of a
Statewide Advisory
Committee
Deliver high quality
Professional
Development to all
HSCC Stakeholders
Provide student
leadership through
FCCLA Career Technical
Student Organization
CTEP Grant is supported by funds from the Federal Carl D. Perkins, Career and Technical Education Act of 2006.
CTEP Grant
Human Services
Career Focuses on
Four Pathways
CTEP Grant is supported by funds from the Federal Carl D. Perkins, Career and Technical Education Act of 2006.
*Source: States' Career Clusters Initiative, 2005
New Jersey
The farther backward you can look,
the farther forward you can see.”
~Winston Churchill
Common Core Standards
Common Career Technical Core
College & Career Readiness
Curriculum Maps
General Course Outline
Progression of Lessons
Assessment of Student Learning
CTEP Grant is supported by funds from the Federal Carl D. Perkins, Career and Technical Education Act of 2006.
Common Career Technical Core Standards Early
Childhood Development & Services [HU-EC]
1-Demonstrate communication
techniques with children to
facilitate ongoing development
and enhance learning.
5-Evaluate safety and sanitation
procedures associated with the early
childhood education environment to
assure compliance and prevent
potential hazards.
2-Communicate effectively with
fellow staff members to facilitate
child development activities.
6-Adhere to ethical and legal
responsibilities, laws and regulations
to protect children and families.
3-Maintain working knowledge
of child development licensing
and certification organizations to
keep abreast of current
procedures and changes.
7-Apply principles of child growth and
development, including social,
emotional, physical and cognitive
milestones, to provide
comprehensive program offerings.
4-Create and Maintain
relationships between staff and
parents/family members to
encourage involvement and
facilitate child development
learning.
8-Evaluate curriculum for
inclusiveness of children with special
needs.
The 12 CCTC Career Ready Statements
1.
2.
3.
4.
5.
6.
7.
8.
Act as a responsible and contributing citizen and employee.
Apply appropriate academic and technical skills.
Attend to personal health and financial well-being.
Communicate clearly and effectively and with reason.
Consider the environmental, social and economic impacts of decisions.
Demonstrate creativity and innovation.
Employ valid and reliable research strategies.
Utilize critical thinking to make sense of problems and persevere in
solving them.
9. Model integrity, ethical leadership and effective management.
10. Plan education and career paths aligned to personal goals.
11. Use technology to enhance productivity.
12. Work productively in teams while using cultural global competence.
National Association of State Directors of Career Technical Education Consortium NASDCTEc
Career Cluster: Human Services
Early Childhood Development & Services Pathway
POS EXEMPLAR
5-Course Adaptable Sequence
Early Childhood Development
19.0706
Curriculum Model
9th Grade POS Course
10th Grade POS Course
11th Grade POS Course
12th Grade POS Course
Capstone POS Course
Child Development
Curriculum: Materials
and Methods
Children’s Health and
Wellbeing
Creative Experiences
Early Childhood
Internship and Portfolio
POS COURSE 5 UNITS
POS COURSE 4 UNITS
1. Early Childhood
Foundations
2. Development: Birth to Age 8
3. Celebrating Diversity
4. Issues & Trends in Early
Childhood Professions
5. Technology in Early
Childhood
1. Understanding EC
Theories and
Practices
2. How Children Learn
3. Curriculum Planning
& Learning
Assessment
4. Role of Family &
Parenting in Learning
POS COURSE 5 UNITS
1.
2.
3.
4.
5.
Defining Health
Sensory Integration
Supporting Special Needs
in ECD Classroom
Nutrition for Young Child
Promoting Childhood
Health and Safety
POS COURSE 5 UNITS
POS COURSE 4 UNITS
1. Understanding Creativity
and Learning
2. Art and Sensory
Experiences
3. Storytelling Experiences
4. Guided Play and
Puppetry
5. Music and Movement
6. Field Trip Experiences
Didactic Practicum/SLE
Integrated and Culminated
1. Child Development
2. Curriculum and
Application
3. Health and Wellbeing
4. Creative Experiences
(*Industry Credential: CDA
Postsecondary Credit
(Articulated, Dual or Concurrent)
Unit Template Exemplar
Research Based
Curriculum Design
FCCLA Intra-curricular embedded
in learning activities and targets
Standards Alignment
CTEP Grant is supported by funds from the
Federal Carl D. Perkins, Career and
Technical Education Act of 2006.
POS Course
POS Course
Structured Learning -Internship
Throughout Program of Study
Structured Learning -Internship
End of Program of Study
CTEP Grant is supported by funds from the Federal Carl D. Perkins, Career and Technical Education Act of 2006.
College and Career Readiness
From here
HSCC Pilot Program Process
*Offer Districts
opportunity to
Pilot HSCC
*Pilot District
personnel will
attend
orientation
*Districts
complete a
request to
participate
document
*Identified Pilot
Districts will
work with CTEP
Staff to integrate
model ECE POS
framework
*Pilot District
personnel will
attend all
professional
development
*Pilot Districts
will provide
feedback at the
regularly
scheduled
*Pilot
Districts will
assist in
evaluating and
revising ECE
POS curricula
* 2013 -2014
roll out model
for pilots
CTEP Grant is supported by funds from the Federal Carl D. Perkins, Career and Technical Education Act of 2006.
2013/14 ECD PILOT SCHOOLS
•
•
•
•
•
Camden County Technical School
Hudson County Career Academy
Matawan Regional High School
Sterling Regional High School
Winslow Township High School
Students
Graduate
High
School
College
[credits obtained in HS]
Career
[high demand/high skill]
CTEP Grant is supported by funds from the Federal Carl D. Perkins, Career and Technical Education Act of 2006.
Special Thanks to HSCC ECD POS
Curriculum Writers…….
•
•
•
•
•
•
•
•
•
•
Dr. Ingrid Campbell
Dr. Cheryl Chavis
Carole Weidman
Karen DiGiacobbe
Julie Laucks
Carol Hoernle
Alice Lemire
Shaline Brown
Susan Bodofsky
Cindy Gary
Dr. Michele Doughty
Yvonne Kilson
Patricia DiGioia-Laird
Carrin Bachowski
Carol Ott
Camille Blair
Lisa Zeppetti
Fatemah Sedighi
Doris E. Eason
Maureen Reidenauer
Extra Special Thanks…..
Teaching in a
Technical High School,
Using
Early Childhood
Pilot Curriculum Materials
HSCC CTEP Early Childhood POS Model
Child Development Course
Pilot School: Camden County Technical School,
Sicklerville, NJ
Teacher: Julie Laucks
Students choose career and remain for 4
years
 Students gain hands on experience in full
time daycare setting
 42 minute periods, 3 periods a day,
totaling approximately 2 hours and 10
minutes of shop time per day
Comprehensive
Technical

Students have choice of elective for
program of study
 40-45 minute periods, once a day
 May not have hands on experience daily

 Safety
and environmental
concerns for infants
 Discussion list of concerns,
students choose one to research
 Students make poster describing
concerns
 Using
technology to research why
items are not safe for infants
 Research Google images to decide
what and how to make poster
 Formative assessment
› group discussion ,presentation
of project
Sunburn
Crib safety
Poisons
FCCLA State and STAR events
 STAR= Students Taking Action with
Recognition, 1st place qualifies for
National Meeting
 Utilize planning process summary
 Implement project ideas by making
display boards and portfolios

Use hands on knowledge to teach a
lesson to the judges as if they were
children of a specific age group
 Portfolio completion
 Resource container




Focus on Children
Develop a project that
involves children and their
development
Work with children daily to
complete tasks for project
Create a display board
with project’s
accomplishments





Teach and Train
Choose a teacher to
shadow
Research teaching
licensing requirements
Self assess skills and interest
in teaching as a career
Prepare and teach a
lesson in chosen classroom
Prepare a portfolio
FCCLA State and STAR events allow
students to apply knowledge learned in
different levels of early childhood
 Apply skills learned in theory instruction to
create a project that can be used with a
specific age group of young children
 FCCLA projects are a good examples of
a Summative Learning Assessment for
students

Child
Development
Theorists
HSCC CTEP Early Childhood POS Model
Child Development Course
Pilot School: Sterling High School, Somerdale, NJ
Teacher: Carrin Bachowski
Why is Childhood Study Crucial?
• Research has shown that early childhood may be the most
important life stage for brain development.
• A baby’s brain is about one quarter the size of an adults’.
• Scientists have found that babies’ brains develop in response
to stimulation.
– Arouses senses such as sight, sound, touch, taste, and
smell.
• Babies who are stimulated develop more quickly and have a
more secure self-image.
• Child Development Theorists provide insight onto how
children grow and learn.
What is a theory?
• A theory should allow us to predict and
explain human behavior
• It should be stated in such a way that it can
be shown to be false
• It must be open to scientific investigation
Child Development Theorists
• Although researches don’t always agree,
scientific researchers have agreed upon the
five following general rules.
– Development is similar for each individual
– Development builds upon earlier learning.
– Development proceeds at an individual rate.
– The different areas of development are
interrelated.
– Development is a lifelong process.
Psychoanalytic Theories:
• Freud’s Psychosexual Theory
– Personality has 3 parts
– There are 5 stages of psychosexual
development
– Oedipus complex allows child to identify
with same-sex parent
– Fixation is an unresolved conflict during a
stage of development
Freudian Stages
Birth to 1½
yrs
1½ to 3
yrs
3 to 6
years
6 yrs to
puberty
Puberty
onward
Oral Stage
Anal Stage
Latency
Stage
Genital
Stage
Infant’s
pleasure
centers on
mouth
Child’s
pleasure
focuses on
anus
Phallic
Stage
Figure 2.1
Child’s
pleasure
focuses on
genitals
Child
A time of
represses
sexual
sexual
reawakening;
interest
source of
and develops
sexual
social and
pleasure
intellectual
becomes
skills
someone
outside of the
family
• Erikson’s Psychosocial Theory:
– There are 8 stages of psychosocial development
– Each has a unique developmental task
– Developmental change occurs throughout life span
• Key Points of Psychoanalytic Theories:
– Early experiences and family relationships are very
important to development
– Unconscious aspects of the mind are considered
– Personality is best seen as a developmental process
Erikson’s Eight Life-Span Stages
Erikson’s Stages
Developmental Period
Trust vs Mistrust
Infancy (first year)
Autonomy vs shame & Infancy (1 to 3 years)
doubt
Initiative vs guilt
Early childhood (3 to 5
years)
Industry vs inferiority Middle and late childhood
Identity vs identity
Adolescence (10 to 20 years)
confusion
Intimacy vs isolation
Early adulthood (20s, 30s)
Generativity vs
Middle adulthood (40s, 50s)
stagnation
Integrity vs despair
Late adulthood (60s onward)
Figure 2.2
Cognitive theories:
• Piaget’s cognitive developmental theory
– Stresses conscious mental processes
– Cognitive processes are influenced by
biological maturation
– Four stages of cognitive development
in children
– Assimilation and accommodation underlie
how children understand the world, adapt
to it, and organize their experiences
Piaget’s Four Stages of Cognitive Development
Sensorimotor Stage:
Birth to 2
years of age
The infant constructs an understanding of the world
by coordinating sensory experiences with physical
actions: progressing from reflexive, instinctual action
at birth to the beginning of symbolic thought toward
end of the stage.
Preoperational Stage:
2 to 7 years
of age
The child begins to represent the world with words
and images. These words and images reflect
increased symbolic thinking and go beyond the
connection of sensory information and physical action.
Concrete Operational Stage:
7 to 11 years
The child can now reason logically about concrete
of age
events and classify objects into different sets.
11–15 years
of age
through
adulthood
Figure 2.3
Formal Operational Stage
The adolescent reasons in more abstract idealistic
and logical ways.
• Vygotsky’s sociocultural cognitive theory
– Children actively construct their knowledge
– Social interaction and culture guide cognitive
development
– Learning is based upon inventions of society
– Knowledge is created through interactions with
other people and objects in the culture
– Less skilled persons learn from the more skilled
• Information-processing theory
– Compares computers to the human mind
– Thinking is information processing
Information-Processing Theory
geography
literature
science
INPUT
OUTPUT
Information is
taken into brain
history
math
religion
Information is used as
basis of behaviors
and interactions
Information gets
processed, analyzed,
and stored until use
Bandura’s Social Cognitive Model
Behavior
Person
(cognitive)
Figure 2.4
Environment
Bandura’s Modeling/Imitation
Child
observes someone
admired
Child imitates
behavior
that seems rewarded
• Urie Bronfenbrenner’s ecological theory:
– Environmental factors influence development
– 5 environmental systems affect life-span
development
• Eclectic theoretical orientation:
– Selects features from other theories
– No one theory has all the answers
– Each theory can make a contribution to
understanding life-span development
Exosystem
Political philosophy
Mesosystems
School system
Family
School &
classroom
Chronosystem
Religion &
groups
Peer
group
Bronfenbrenner’s
Ecological Theory of
Development
Macrosystem
Figure 2.5
Multiple Intelligence Theory:
• Howard Gardner:
– Human beings have eight different kinds of intelligences
– Each person has their own unique combination
– Helped teachers rethink the way they work with children
Other Influences on Development
• Heredity:
– Blood type
– eye color
– hair color
• Environment:
– Children also learn attitudes and beliefs from their
environments
What kind of learning suits you best?
HSCC CTEP Early Childhood POS Model
Child Development Course
Pilot School: Matawan Regional High School,
Matawan, NJ
Teacher: Carol Hoernle
Child Development Course
Incorporating FCCLA STAR Events into
curriculum:
Story Book Ethics
[Object Lesson]