Early Childhood & Early Childhood Education
- Mission Statement
The mission of the Department of Child and Family Studies is to utilize contemporary educational practices to prepare students to become Early Childhood and Family Life Educators who respect diversity, use culturally competent practices, and apply their knowledge to create environments that enhance the lives and healthy development of adults, children, and families over the lifespan.
- Student Learning Outcomes
- Certificates (Not Applicable)
- Associate Degree
Students graduating with the Associate of Applied Science in Early Childhood will be able to demonstrate the following NAEYC Standards:
1 Promoting Child Development and Learning
- 1a. Knowing and understanding young children's characteristics and needs, from birth through age 8.
- 1b. Knowing and understanding the multiple influences on early development and learning.
- 1c. Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children.
2 Building Family and Community Relationships
- 2a. Knowing about and understanding diverse family and community characteristics.
- 2b. Supporting and engaging families and communities through respectful and reciprocal relationships.
- 2c. Involving gamilies and communities in young children's development and learning.
3 Observing, Documenting, and Assessing to Support Young Children and Families
- 3a. Understanding the goals, benefits, and uses of assessment - including its use in development of appropriate goals, curriculum, and teaching strategies for young children.
- 3b. Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assess,emt, and data collection.
- 3c. Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities.
- 3d. Knowing about assessment partnerships with families and with professional collegues to build effective learning environments.
4 Using Developmentally Effective Approaches
- 4a. Understanding positive relationships and supportive interactions as the foundation of their work with young children.
- 4b. Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology.
- 4c. Using a broad repertoire of developmentally appropriate teaching/learning approaches.
- 4d. Reflecting on own practice to promote positive outcomes for each child.
5 Using Content Knowledge to Build Meaningful Curriculum
- 5a. Understanding content knowledge and resources in academic disciplines: language and literacy; the arts - musicm creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies.
- 5b. Knowing and using the central concepts, inquiry tools, and structures of content areas or acedemic disciplines.
- 5c. Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child.
6 Becoming a Professional
- 6a. Identifying and involving oneself with the early childhood field.
- 6b. Knowing about and upholding ethical standards and other early childhood professional guidelines.
- 6c. Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource.
- 6d. Integrating knowledgeable, reflective, and critical perspectives on early education.
- 6e. Engaging in informed advocacy for young children and the early childhood profession.
- Bachelor Degree
Graduating Early Childhood (BS) and Early Childhood Education majors will be able to demonstrate:
Knowledge and application of child development and learning curriculum development and implementation knowledge regarding planning, and working with family and community relationships planning and implementing assessment and evaluation professionalism successful completion of field experiences.
1 Promoting Child Development and Learning
- 1a. Knowing and understanding young children's characteristics and needs, from birth through age 8.
- 1b. Knowing and understanding the multiple influences on early development and learning.
- 1c. Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children.
2 Building Family and Community Relationships
- 2a. Knowing about and understanding diverse family and community characteristics.
- 2b. Supporting and engaging families and communities through respectful and reciprocal relationships.
- 2c. Involving gamilies and communities in young children's development and learning.
3 Observing, Documenting, and Assessing to Support Young Children and Families
- 3a. Understanding the goals, benefits, and uses of assessment - including its use in development of appropriate goals, curriculum, and teaching strategies for young children.
- 3b. Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assess,emt, and data collection.
- 3c. Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities.
- 3d. Knowing about assessment partnerships with families and with professional collegues to build effective learning environments.
4 Using Developmentally Effective Approaches
- 4a. Understanding positive relationships and supportive interactions as the foundation of their work with young children.
- 4b. Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology.
- 4c. Using a broad repertoire of developmentally appropriate teaching/learning approaches. 4d. Reflecting on own practice to promote positive outcomes for each child.
5 Using Content Knowledge to Build Meaningful Curriculum
- 5a. Understanding content knowledge and resources in academic disciplines: language and literacy; the arts - musicm creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies.
- 5b. Knowing and using the central concepts, inquiry tools, and structures of content areas or acedemic disciplines.
- 5c. Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child.
6 Becoming a Professional
- 6a. Identifying and involving oneself with the early childhood field.
- 6b. Knowing about and upholding ethical standards and other early childhood professional guidelines.
- 6c. Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource.
- 6d. Integrating knowledgeable, reflective, and critical perspectives on early education.
- 6e. Engaging in informed advocacy for young children and the early childhood profession.
- Certificates (Not Applicable)
- Curriculum Grid
- Program and Contact Information
The Department of Child and Family Studies offers a broad personal and professional education by providing majors in the following areas: Early Childhood (Bachelor's and Associate of Applied Science), Early Childhood Education, and Family Studies. Minors in Child Development and Family Studies are also offered. Family studies is also an area available for a Bachelor of Integrated Studies (BIS).
Learning is enhanced by the Melba S. Lehner Children's School where preschool laboratory experience is provided for practical application. Practical experience is built into all areas of study. Honors credit is available for students who desire greater depth. Preparation for graduate study can be pursued in any area represented in the department.
Contact Information:
Dr. Paul Schvaneveldt
91¶ÌÊÓƵ
1301 University Circle
Ogden, UT 84408-1301
Education Bldg, Rm 204
(801) 626-7151 - Assessment Plan
OUTCOME
MEASUREMENT
WHEN MEASURED
PROMOTING CHILD DEVELOPMENT AND LEARNING Quizzes, tests, observations, and final research paper on developmental issues over the life span (1500) At completion of scheduled units throughout semester (1500) In-class quizzes in the form of mini-tests, discussions, or any type of test determined by instructor to check students' preparedness for class and understanding of course materials (2500) Throughout the semester (2500) Two short-essay examinations that require application of child development theories and thoughtful reflection on course materials (2500) Midterm, and end of semester (2500)
Annotated bibliography and in-class presentation on a topic pertinent to contemporary issues in child development (2500) During the semester (2500) Four observations of children to demonstrate application of child development concepts and theories (2500) With due dates through the semester (2500) Two evaluative exams and final on individual and typical development and learning abilities of children ages 6 to 12 years (2750) Three objective tests and/or final (2570)
Evaluative exams are given during the semester. Final is given at the end (2750)
Write report applying NAEYC Developmentally Appropriate Practice Guidelines to classroom observation: evaluated with instructor developed rubric (2600) Midterm (2600)
Write reports on developmentally appropriate practices analyzing three articles, learning to read position statement and an article analyzing environment and materials; evaluated with instructor developed rubric (2600)
As completed during the semester (2600) In-class quizzes in the form of mini-tests, discussions, short essays, or any form determined by instructor to check students' understanding of guidance principles (2610 Throughout the semester (2610) Weekly reflective logs indicating knowledge and application of guidance strategies (2610) Throughout semester (2610) A group project that includes research summaries and an in-class presentation on a topic related to child guidance (2610)
End of the semester (2610) Develop age and individually appropriate lesson plans and implement plans that are culturally appropriate: evaluation of lesson plans by instructor and evaluation of implementation by Head Teacher using instructor developed rubric (2620) Second half of semester (2620)
3 plans (2620)
Identify and apply theoretical and DAP concepts to hypothetical situations. Define, articulate, and apply DAP principle and guidelines Midterm - Essay Exam (2620) Develop five age and individually appropriate lesson plans and implement plans that are culturally appropriate. Plans are evaluated by the University Instructor upon observation visit (2860) During the semester (2860) Able to discuss the research basis for DAP, articulate a philosophy of guidance and philosophy of teaching & use theories to support the positive influence of play and development (2990A) Child Portfolio graded according to teacher created rubric (2990A) Complete objective tests at 70% level of competency over material on the biological, psychological and environmental circumstances that place young children in a position of risk, and identify appropriate intervention programs (3500) Five quizzes, two tests and final that consist of objective and short answer questions throughout the course (3500)
Develop age and individually appropriate lesson plans and implement plans that are culturally appropriate including one activity, one full day and one field trip. Plans will be evaluated by the student, their classroom supervisor and the instructor (4710) First five weeks of term (4710)
Develop age and individually appropriate lesson plans and implement integrated learning plans that are culturally appropriate and that include strategies to promote physical, social, emotional, cognitive and aesthetic development. The student will plan for three full weeks. These plans will take into account the difference in development found among the children in their classes. Plans will be evaluated by the student, their classroom supervisor and the seminar instructor (4720)At time of planning and implementation, in oral midterm evaluation and at final written and oral evaluation (4720)
Final exam on individual and typical development and their relationship to guidance and planning issues (4710) At end of first five weeks (4710) In cooperation with peers arrange classroom environment to meet the needs of children in their group (4720) Once during term (4720) Discussion of lab experiences and application of guidance, curriculum and other DAP principles in seminar sessions (4720) Throughout the semester (4720) Journal entries and log reflections following specific format allowing the student teacher to make reflective self-evaluation about application of previous learning in their teaching situations (4720) Throughout the semester (4720) Journal entries for cooperative work experience (4890) During the semester, graded according to rubric at the end of the semester (4890) Able to discuss the research basis for DAP, articulate a philosophy of guidance, and use theories to support the positive influence of play (4990A) Prepare Portfolio of selected articles, group presentation on assigned theorists, quiz on guidance, comprehensive final exam (4990A) BUILDING FAMILY AND COMMUNITY RELATIONSHIPS Observations of children in early care/education and school classrooms, including: description of the setting, anecdotal records, and application of Child Development theories/concepts (2550) Four observations during semester (2500) Weekly reflective logs that include the documentation of trust relationship and anecdotal records (2610) Throughout the semester (2610) Evaluative exams on the influence of cognitive development, peers, teaching style, family and culture on learning (2750) Exams given four times during semester and final (2750) Planning and implementing home visits (2860) One report during the semester (2860) Develop a parent and teacher communication plan (3640) Midterm (3640) Collect data through interviews from parents regarding family involvement strategies and barriers; write a paper summarizing findings, reflections in learning, and implications for practice (3640) Early in semester (3640) Develop group and individual research presentations regarding building partnerships with families (3640) End of semester (3640) Participation with parents on a daily basis (including encouraging parent involvement in the classroom); planning and implementing home visits and planning parent conferences which involve the parents in planning for their children will all be self-evaluated and evaluated by the supervising teachers (4720) Daily, weekly, at med-term and end of quarter (4720) Students prescribe strategies for Parent/Family/Teacher Involvement and their intended outcomes (4990A) End of semester, comprehensive exam (4990A) OBSERVING, DOCUMENTING AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES
Complete observation activities to identify learning needs and interests of children. Assessment activities in course packet as defined in rubric (2620) Activities during semester
Observations during first part of semester (2620)Complete evaluation of lesson plans related to individual children's needs and interests (2620) Midterm (2620)
Observations, anecdote writing, and application on the assessment process that an early childhood "at risk" program utilizes (3500) Observations and summary assessment conducted referrals two times during the fourth week of semester (3500) Portfolio with plans and activities related to objectives (4890) End of semester, graded according to teacher created rubric (4890) In cooperation with peers plan and implement four specific assessment activities including a work sample, a planned observation and a checklist. Keep anecdotal information and a variety of other assessment information to be included in children's portfolios and to be used for specific planning throughout student teaching experience (4710 & 4720) Second and fifth week of semester (4710
Throughout last ten weeks of the semester (4720)Describe the effects that various societal influences (divorce, single parenting etc.), has on the child from 6-12 behavior (2750)
In-class volunteer at Head Start, Kindergarten, and elementary grades - four-six hours - summary and evaluation paper of the classroom (2500)Two research papers at midterm and final (2570)
At scheduled dues dates in semester, by end of semester (2500)Individual, small groups and large group lesson plans on each of the six content areas: math, science, literacy, social studies, visual arts, music and drama, and a final workshop evaluation (2600)
Describe the effects that various societal influences (divorce, single parenting etc.), has on the child from 6-12 behavior (2750)Evaluated according to teacher created rubric (2600)
End of semester (2600)
Two research papers during the quarter. Midterm and final (2750)USING DEVELOPMENTALLY EFFECTIVE APPROACHES Building Trust Relationship through 24 hours guidance (two hours per week) of field experience in an early childhood classroom (2610) Evaluated at week six and week twelve of lab (2610) Weekly log of interactions and relationships (2610) Throughout the semester (2610) Individual, small group and large group lesson plans on each of the six content areas: math, science, literacy, social studies, visual arts, music and drama (2600) and a final workshop evaluation (2600) End of semester (2600) Building a Trust Relationship through guidance - two hours per week/twelve weeks - weekly log of interactions and relationships (2610)
Practicum evaluation completed by Head Teacher (2610)Performance evaluated by Head Teacher at midterm and end of semester (2610) Practicum in Children's School - two hours per week/twelve weeks - performance evaluated by Head Teachers (2610)
Lesson plans and activities in five content areas (2860)Evaluated end of five weeks, end of ten weeks (2620)
During the semester (2860)Develop age and individually appropriate lesson plans and implement plans that are culturally appropriate including one activity, one full day, one circle and one field trip. Plans will be evaluated by the student, their classroom supervisor and the instructor (4710) First five weeks of the term (4710)
At time of planning and implementation, in oral midterm evaluation and at final written and oral evaluation (4710)Develop age and individually appropriate lesson plans and implement integrated learning plans that are culturally appropriate and that include strategies to promote physical, social, emotional, cognitive and aesthetic development. The student will plan for three full weeks. These plans will take into account the difference in development found among the children in their classes. Plans will be evaluated by the student, their classroom supervisor and the seminar instructor (4720)
Developmentally appropriate lesson plans and activities in five content areas (2860)Weekly throughout term (4720)
During the semester (2860)Log reflections written by students for self-evaluation with instructor feedback (4720) Periodically through term (4720) During the term students will be videotaped several times. Students will evaluate their own actions and will be given specific feedback from the seminar instructor. Implementation of curriculum, scheduling of the day, guidance and other relationship issues will all be evaluated (4720) Continuous feedback from instructor from beginning ideas through two drafts through semester (4720)
Midterm and end of term (4720)Teaching experience in community setting such as Head Start or a childcare center. Evaluated by rubric on documentation, portfolio, summary paper, supervisor evaluation (4890)
or
Cooperative Work job placement requires 135 hours of practical experience at a site working with children and families where skills are practiced and developed (4890)End of semester (4890)
Documentation of hours, reflective daily log, site supervisor evaluation, portfolio of practice (4890)Develop age and individually appropriate lesson plans and implement plans that are culturally appropriate including one activity, one full day, one circle and one field trip. Plans will be evaluated by the student, their classroom supervisor and the instructor (4710) First five weeks of the term (4710)
At time of planning and implementation, in oral midterm evaluation and at final written and oral evaluation (4710)Develop age and individually appropriate lesson plans and implement integrated learning plans that are culturally appropriate and that include strategies to promote physical, social, emotional, cognitive and aesthetic development. The student will plan for three full weeks. These plans will take into account the difference in development found among the children in their classes. Plans will be evaluated by the student, their classroom supervisor and the seminar instructor (4720) Weekly throughout term (4720) USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM Application of NAEYC Code of Ethics - discuss responses to mini-cases - apply code. Participate in discussion (2600, 2610, 2860, 2990A, 4990A) Include responses in journal entries (4990A)
Beginning of semester (2600)
Weekly during semester (2860, 2610, 2990A)
Mid-semester (4990A)Conduct research on ECE topic of interest; synthesize findings, reflect on implications, and present to peers (2620) End of semester (2620) BECOMING PROFESSIONAL Begin development of professional portfolio: evaluated with instructor developed rubric (2620) and continued in next course (4720)
End of semester (2620 & 4720) Discussion of ethics and professionalism with children at risk (3500)
Five quizzes, two tests during semester (3500) Discuss own personal growth as a teacher in an early childhood setting and reflection on appropriate practice in a ongoing log and specific log reflection assignments (4720 & 4720)
Midterm and final oral evaluations and written final evaluation (4710 & 4720) Ability to work in a collaborative manner with a teaching team through planning meetings, working together on room arrangements, parent conferences, lesson plans, parent child workshop will be evaluated by self and supervising teachers (4710 & 4720)
Midterm and final oral evaluations and written final evaluation (4710 & 4720) Philosophy paper defining the students philosophy of ECE including curriculum development (4720) Continuous feedback from instructor from beginning ideas through two drafts through semester (4720)
Midterm and end of term (4720)Describe and apply the NAEYC Code of Ethical Principles to the early childhood setting (4990A) Read Ethics and the Early Childhood Educator, read NAEYC Code of Ethics. Use NAEYC Code, by Feeney and Freeman. Pass a quiz on Ethics and an essay question on comprehensive exam (4990A) Demonstrate the ability to understand policy issues at the federal level that include IDEA, Chapter 504 of the Civil Rights Bill, and No Child Left Behind (4990A) Read Ethics and the Early Childhood Educator: Using NAEYC Code, by Feeney and Freeman. Pass a quiz on Ethics and an essay question on comprehensive exam.(4990A)
- Assessment Report Submissions
2017 -Conducted Program Review
- Program Review
This information is part of the cyclical program review process. Details such as mission statements, learning outcomes, etc., are updated as part of the biennial assessment reporting process, an integral component of program review.