ECHS 2550 - Early Childhood Practicum Seminar

Credit Hours: 3.00

Objectives:

1. Participate in both face to face group discussions, and online discussion forums.
2. Demonstrate a high level of oral, written and technological communication skills.
3. Demonstrate the ability to work collaboratively toward a common goal.
4. Reflect upon professional growth.
5. Seek knowledge to improve practice.

Outcome 2: Upon completion of this course, students will be able to utilize theory or research to explain best practices in early education.

Objectives:

1. Define Developmentally Appropriate Practice.
2. Describe the central role of play to development and learning.
3. Explain equity in relation to how early educators can create safe and supportive learning environments that value family and community partnerships.
4. Describe how teachers of young children integrate knowledge of academic content areas and developmental domains into curriculum design.
5. Define best practices in; assessment, curriculum design, instructional technology, guidance, communication methods, equity and inclusion, relationship building, and health and safety for early care and education settings.

Outcome 3: Upon completion of this course, students will be able to outline professional responsibilities of an early educator.

Objectives:

1. Describe the professional development continuum for early educators.
2. Identify professional educational and career goals.
3. Participate in professional associations.
   1. Identify local, state, regional and national conferences and events for early educators.
4. Illustrate professional accomplishments.
   1. Create a professional portfolio.
   2. Develop a current resume.
   3. Compile program wide curricular content to construct a final overall teaching philosophy.
5. Describe characteristics of a successful leader.

• Communication: The graduate can communicate effectively for the intended purpose and audience.
• Critical Thinking: The graduate can make informed decisions after analyzing information or evidence related to the issue.
• Global Literacy: The graduate can analyze human behavior or experiences through cultural, social, political, or economic perspectives.
• Information Literacy: The graduate can responsibly use information gathered from a variety of formats in order to complete a task.
• Quantitative Reasoning: The graduate can apply quantitative methods or evidence to solve problems or make judgments.
• Scientific Literacy: The graduate can produce or interpret scientific information presented in a variety of formats.

1. This course is designed to support students in integrating educational theory with practicum field work experiences. Topics are discussed weekly and determined based upon what is happening within the placement sites, so there is quite a bit of variability from semester to semester.  All outcomes and objectives are achieved by the end of the term.
2. Critical reflection of professional growth.
3. Best Practices including Developmentally Appropriate curriculum development.
4. Responsibilities of an Early Educator.