CLUSTER
Human Services
CONCENTRATION
Early Childhood Education (ECE)
WVEIS CODE
HU1000
ONET Codes & Occupations
25-9041.00 - Teacher Assistants
39-9011.00 - Childcare Workers
39-9011.01 - Nannies
Sample of job titles upon completion of the concentration: Child Care Worker, Child Care Provider, Child
Caregiver, Childcare Worker, Before and After School Daycare Worker, Teacher Assistant, Instructional
Assistant, Paraprofessional Educator, Teacher Aid, Nannies
Sample of job titles upon completion of additional education: Infant and Toddler Teacher, Infant Teacher,
Toddler Teacher, Child Care Teacher, Preschool Teacher, Teacher
This concentration aligns with the following:
WV Department of Education Policies 2520.15 Early Learning Standards Framework: Content Standards and
Learning Criteria for WV Pre-Kindergarten (WV Pre-k) (WV ELSF):
http://wvde.state.wv.us/policies/p2520.15.pdf and 2530.02 Parenting Education Curriculum:
http://wvde.state.wv.us/policies/p2530.02.pdf .
WV State Training and Registry System (STARS) Core Knowledge and Core Competencies for Early Care and
Education Professionals: http://www.wvearlychildhood.org/resources/Core_Competencies.pdf
WV Infant and Toddler Professional Development Program for Caregivers:
http://www.wvdhhr.org/bcf/ece/earlycare/itdp.asp
American Association of Family and Consumer Sciences (AAFCS) Pre-Professional Assessments and
Certifications (Pre-PAC) Early Childhood Education Standards (ECE Pre-PAC):
http://www.aafcs.org/res/Credentialing/prepac/Competency_Lists/Early%20Childhood%20Education%20Comp
etencies.pdf
INDUSTRY CREDENTIALS: Apprenticeship for Child Development Specialist (ACDS)
http://www.wvacds.org/;
Child Development Associate (CDA) http://www.cdacouncil.org/announcements-and-events/156-hs-programsnow-eligible; and/or
American Association of Family and Consumer Sciences (AAFCS) Pre-Professional Assessments and
Certifications (Pre-PAC) Early Childhood Education Certificate (ECE Pre-PAC)
http://www.aafcs.org/res/Credentialing/prepac/Competency_Lists/Early%20Childhood%20Education%20Comp
etencies.pdf; and
1
Certifications in Basic First Aid, CPR and AED from American Red Cross and/or American Heart Association
REQUIRED COURSES (Sequence Preferred)
WVEIS Code
Course
1003
Early Childhood Education I
1004
Early Childhood Education II
1008
Early Childhood Education III
1009
Early Childhood Education IV
ELECTIVE COURSES
7321
7341
Psychology
Sociology
Skill Sets:
Career Preparation Skills
Safety and Sanitation
Leadership Development
Customer and Personal Service
ECE Professional Practices and Standards
Developmentally Appropriate Practices
Positive Growth and Learning Environments
ECE-Related Theoretical Perspectives
WV ELSF Domains (Physical health and Development, Social and Emotional Development, Language and
Literacy, Science and The Arts)
Work-Based Integration and Transition
2
Skill set standards for Career Preparation Skills, Safety, Leadership Development and Customer and Personal
Service should be integrated throughout the concentration as remaining skill sets are delivered.
Skill Set Standard
Knowledge Objectives
Career Preparation Skills
Students will demonstrate knowledge of
Performance Objectives
 career paths.
 goal development and achievement.
 attitudes and work habits that support career retention and advancement.
 personal qualities and abilities needed to be effective with children.
 communication in varied contexts.
Students will





Skill Set Standard
Knowledge Objectives
relate skills and abilities to possible career pathways.
explain methods of goal development.
discuss methods of time management and task coordination.
practice professionalism in punctuality, appropriate dress, task completion, etc.
investigate methods of supervision such as giving and receiving feedback and
instruction.
 develop and present a statement of their personal work ethic beliefs.
 prepare an application, cover letter, resume and thank you letter.
 create an employment portfolio for certification and use when applying for
employment.
Safety
Students will demonstrate knowledge of





Skill Set Standard
Knowledge Objectives
safe and healthy learning environments.
state and federal regulations for childcare environments.
safe and healthy food preparation.
symptoms of child abuse and neglect and reporting methods.
basic health practices for workers and children regarding childhood illnesses
and communicable diseases.
 First Aid, CPR & AED for both children and adults.
Leadership Development
Students will demonstrate knowledge of




public speaking.
parliamentary law.
leadership concepts.
characteristics of effective teams and organizations.
3
Performance Objectives
Students will





Skill Set Standard
Knowledge Objectives
develop and deliver speeches.
participate in meetings using parliamentary procedure.
attend leadership conferences and training (local, state and/or national).
volunteer in community service opportunities.
participate in career development events.
Customer and Personal Service
Students will demonstrate knowledge of
Performance Objectives
 customer/client/student needs assessment.
 quality standards of human services provision.
 evaluation of customer/client/student satisfaction.
Students will



communicate effectively with customer/clients/students to determine service
needs.
demonstrate standards for quality humans services provision.
analyze methods for evaluating customer/ client/student satisfaction.
4
Early Childhood Education I
Skill Set Standard
Knowledge Objectives
Performance Objectives
Skill Set Standard
Knowledge Objectives
WVEIS 1003
ECE Professional Practices and Standards
Students will demonstrate knowledge of
 curricula and standards from various sources including ethical codes.
 WV Early Learning Standards Framework (ELSF) and Guiding Principles,
WVDE Policy 2520.15.
 WV ELSF Framework of Effective Practices.
 WV ELSF Domain Areas.
 WVDE Parenting Education Curriculum Policy 2530.02.
 WV STARS Core Knowledge and Competencies.
 WV Infant and Toddler Professional Development Program.
 WV facility licensing standards and requirements.
 WV child abuse and neglect laws.
 universal precautions.
 professional organizations related to early childhood such as NAYEC.
 early learning imperatives.
 the potential benefits of universal preschool.
 resources available for childhood care and learning.
Students will
 determine requirements for chosen avenue(s) of certification including ACDS,
CDA and/or ECE Pre-Pac.
 examine WVDE Policies 2520.15 and 2530.02 and discuss curriculum
requirements.
 discuss policies regarding employment in various child development settings
including WV public school systems, Head Start and types of child care
center/facilities/settings.
 analyze WV DHHR Legislative Rules regulatory requirements for child day
care centers, out-of-school time child care centers, family day care facilities,
and informal and relative family child care home registration.
 describe components of WV ELSF Domain Areas.
 explain WV STARS.
 discuss the WV Infant and Toddler Professional Development Program for
Caregivers.
 discuss WV child abuse and neglect laws including WV Code 49-6A-2.
 investigate professional organizations such National Association for the
Education of Young Children.
 describe the early competencies that undergird future learning.
 examine the economic and other benefits of universal pre-k.
 review resources available regarding the care and education of children.
 initiate development of professional portfolio for certification and employment
use.
Developmentally Appropriate Practices (DAP)
Students will demonstrate knowledge of
5



Performance Objectives
the definition and application of developmentally appropriate practices (DAP).
basic theoretical principles of child growth and development.
assessment methods for the observation and interpretation of child growth and
development.
 positive nurturing relationships and communication.
 cultural and environmental influences on child development.
 safety rules and responses.
 application of DAP in various work settings.
Students will

Skill Set Standard
Knowledge Objectives
describe the fundamental principles of DAP as catalogued by the National
Association for the Education of Young Children (NAYEC).
 articulate the importance of applying developmentally appropriate practices to
child care and learning.
 support children's development in all areas encompassing social, emotional,
physical, intellectual, cognitive, and moral development.
 examine introductory theoretical principles.
 describe principles of observation and assessment of children.
 explain assessment documentation methods.
 discuss the use of observation and assessment findings.
 explain observation and assessment reporting methods.
 encourage understanding of others and apply DAP positive communication
skills.
 encourage DAP positive self-concepts.
 discuss cultural and environmental influences on child development.
 demonstrate respect for cultural diversity.
 describe the roles and outcomes of DAP play regarding child development.
 observe and monitor children's play activities.
 encourage DAP independence in daily health and personal care routines.
 describe developmentally appropriate safety practices such as danger symbols,
rules for various settings and responses to potentially harmful situations.
 communicate with children's parents or guardians about daily activities,
behaviors, and related issues.
 identify signs of emotional or developmental problems in children and discuss
them within an appropriate forum.
 assist in the development of action plans for change.
 investigate work settings within ECE and the application of DAP.
Positive Growth and Learning Environments
Students will demonstrate knowledge of
Performance Objectives
 standard elements in early childhood program design.
 fundamentals of environmental planning for both indoor and outdoor activities.
 equipping early childhood classrooms.
 signs that a physical environment is not working for both children and adults.
Students will
6

Skill Set Standard
Knowledge Objectives
Performance Objectives
Skill Set Standard
Knowledge Objectives
examine elements in program design such as décor, furnishings, visual cues,
space, etc.
 describe the importance of aesthetics, flexibility and organization to effective
childhood settings.
 describe visual cues that promote independence and decision making.
 examine recommended square footage minimums for classroom and outdoor
space.
 examine recommendations for color, light, sound, ventilation and temperature.
 analyze needs for safety, health and comfort and convenience.
 develop activity center plans that address different developmental domains and
that accommodate varying numbers of people.
 identify warning signs for problematic physical environments.
Physical Health and Development
Students will demonstrate knowledge of
 WV ELSF Domain Standards for Physical Health and Development relating to
Fine Motor Development, Gross Motor Development, and Health and Safety
Practices.
 prenatal development.
 physical development at differing stages from newborn to adolescence.
 the significant early physical competencies necessary to be grounded in early
childhood to undergird future learning.
 early brain development.
Students will
 describe concepts relating to health and physical development such as fine
motor development, gross motor development, brain development and health
and safety development including food choices, exercise, health routines and
hygiene and personal care habits, apparel needs and safety.
 analyze programs to ensure that the significant physical domain competencies
to acquire in early childhood (body awareness, attitudes toward food,
nutritional habits, body image and physical mastery) are present.
 analyze basic principles of neuroscience.
 examine the roles of biology and experience in brain development.
 describe factors that enhance or inhibit brain growth.
 describe prenatal development and care and the childbirth process.
 analyze factors relevant to physical development at various stages from
newborn to adolescence.
Work-Based Integration and Transition
Students will demonstrate knowledge of





industry, organization and company profiles/resources.
networking.
supervision models.
requirements and competencies within child care and learning settings.
the use of developmentally appropriate practices within ECE settings.
7

Performance Objectives
career transitioning.
Students will










discuss methods of socialization to various employment settings within the
chosen specialization area.
examine organizational structures including policies and procedures of various
industry settings.
compare organizational mission statements to organizational performance.
identify conceptual frameworks applied in various settings
engage with individual, family, group, organization or community
clients/representatives to identify concerns and activities to alleviate identified
problems specific to that population
articulate a personal framework for human services delivery within chosen
specialization.
apply research-based knowledge to practice situations.
examine methods of giving and receiving supervision.
explain requirements and competencies for various positions within the field.
develop a portfolio for credentialing and employment opportunities.
8
Early Childhood Education II
Skill Set Standard
Knowledge Objectives
Performance Objectives
WVEIS 1004
Social and Emotional Development
Students will demonstrate knowledge of
 development of self-concept.
 development of self-expression and self-awareness.
 development of social relationships including pro-social behaviors and
cooperation.
 roles of family and community in social and emotional development.
 dispositions to and motivations for learning.
 issues relating to trust, security, autonomy, separation and attachment.
Students will
 describe elements of self-concept and characteristics of a person with high
self-esteem.
 explain methods for fostering independence in a range of activities, routines
and tasks.
 discuss methods to effectively and appropriately communicate needs, wants
and feelings.
 analyze factors that promote positive relationships between adults and
children.
 demonstrate methods for expressing empathy and caring for others.
 discuss the development of capacities to follow rules and routines and to use
materials purposefully, safely and respectfully.
 explain the acquisition of the following skills related to cooperation:
o developing and sustaining friendships with peers;
o managing transitions and adapting to change in routines;
o initiating or joining classroom activities;
o experiencing cooperative group play;
o sharing materials and experiences and for taking turns;
o negotiating, compromising and discussion skills required for conflict
resolution.
o accepting guidance and directions from familiar adults.
 describe the interactive roles and relationships among family members.
 describe roles and relationships of community members.
 compare and contrast differences among people such as genders, race, special
needs, cultures, language and family structures.
 examine roles for children of different ages within communities.
 analyze the importance of identifying as a member of a group within a
community.
 explain methods for increasing participation in classroom activities and tasks.
 develop strategies for increasing independent choice making, flexibility,
imagination and inventiveness.
 examine methods for increasing concentration, developing goal-setting and
implementing plans.
 develop activities and plans for assisting children in developing the
9
Skill Set Standard
Knowledge Objectives
Performance Objectives
characteristics of self-concept, social relationships, family and community and
learning from the knowledge objectives.
Work-Based Integration and Transition
Students will demonstrate knowledge of
 industry, organization and company profiles/resources.
 networking.
 supervision models.
 requirements and competencies within child care and learning settings.
 the use of developmentally appropriate practices within ECE settings.
 career transitioning.
Students will










discuss methods of socialization to various employment settings within the
chosen specialization area.
examine organizational structures including policies and procedures of various
industry settings.
compare organizational mission statements to organizational performance.
identify conceptual frameworks applied in various settings
engage with individual, family, group, organization or community
clients/representatives to identify concerns and activities to alleviate identified
problems specific to that population
articulate a personal framework for human services delivery within chosen
specialization.
apply research-based knowledge to practice situations.
examine methods of giving and receiving supervision.
explain requirements and competencies for various positions within the field.
develop a portfolio for credentialing and employment opportunities.
10
Early Childhood Education III
Skill Set Standard
Knowledge Objectives
Performance Objectives
Skill Set Standard
Knowledge Objectives
Performance Objectives
WVEIS 1008
ECE-Related Theoretical Perspectives
Students will demonstrate knowledge of
 personal educational theory.
 learning theory.
 constructivism.
 social constructivism.
 Erickson’s Psychosocial Theory of Human Development.
 Piaget’s Theory of Cognitive Development.
 Vygotsky’s Learning Theory.
 Bowlby’s Attachment Theory.
 Bandura’s Social Learning Theory.
 Psychoanalytic Theories.
 Personality Theories such as Temperaments.
 Gardner’s Theory of Multiple Intelligences.
 Behavioral Theories such as Skinner’s, Watson’s and Pavlov’s.
 Theory of Mind and Metacommunication.
Students will
 explain the concept of theory and describe how child care practices develop
from theory.
 outline the major concepts of various theories listed above.
 analyze the values and limits of various theories in relationship to outcomes of
child development.
 develop personal philosophies relating to educational theory.
 explain strategies for implementing practical use of various theories in child
care settings.
 explain multiple intelligences and construct DAP’s that address the needs of
different multiple intelligence.
 demonstrate metacommunication behavior and construct metacommunication
activities.
Work-Based Integration and Transition
Students will demonstrate knowledge of
 industry, organization and company profiles/resources.
 networking.
 supervision models.
 requirements and competencies within child care and learning settings.
 the use of developmentally appropriate practices within ECE settings.
 career transitioning.
Students will
 discuss methods of socialization to various employment settings within the
chosen specialization area.
 examine organizational structures including policies and procedures of various
industry settings.
 compare organizational mission statements to organizational performance.
11







identify conceptual frameworks applied in various settings
engage with individual, family, group, organization or community
clients/representatives to identify concerns and activities to alleviate identified
problems specific to that population
articulate a personal framework for human services delivery within chosen
specialization.
apply research-based knowledge to practice situations.
examine methods of giving and receiving supervision.
explain requirements and competencies for various positions within the field.
develop portfolio for credentialing and employment opportunities.
12
Early Childhood Education IV
Skill Set Standard
Knowledge Objectives
Performance Objectives
Skill Set Standard
Knowledge Objectives
Performance Objectives
Skill Set Standard
Knowledge Objectives
Performance Objectives
Skill Set Standard
Knowledge Objectives
WVEIS 1009
Language, Literacy and Graphicacy
Students will demonstrate knowledge of
 listening and speaking including receptive and expressive language.
 comprehension and collaboration.
 print concepts.
 phonological awareness.
 word recognition.
 literature and writing.
 using and generating graphic images.
Students will
 demonstrate the handling and viewing of a book.
 describe environmental print.
 explain visual units such as letters, words and spaces.
 describes how to develop awareness of letters and words.
 explain how to develop an understanding of the use and generation of graphic
images.
 outline the preschool learning to read and write processes.
 design reading and writing strategies.
Mathematics
Students will demonstrate knowledge of
 the WV ELSF mathematics domain and rationale.
 mathematics domains identified for a school readiness report.
 basic principles of numeracy.
Students will
 describe the mathematics objectives related to the WV ELSF mathematics
domain.
 associate block and messy table play with numeracy relationship.
 construct quantity and physical relationship activities.
 contrast rote and rational counting.
 develop DAP’s for teaching numeracy.
Science
Students will demonstrate knowledge of
 the WV ELSF science domain and rationale.
 science domains identified for a school readiness report.
 development and utilization of scientific inquiry.
Students will
 describe how inquiry supports cognitive development.
 demonstrate strategies for guiding children’s inquiry process.
The Arts
Students will demonstrate knowledge of
 the importance of creative expression and aesthetic appreciation to human
growth and development in every domain.
13
Performance Objectives
Skill Set Standard
Knowledge Objectives
Performance Objectives
 music and movement.
 visual art.
 dramatic play.
Students will
 analyze the contribution of imagination and creativity to the development of
new ideas and skills needed for problem solving, conflict resolution and
lifelong learning.
 describe creative thinking as an approach to learning.
 develop strategies for self expression through a variety of activities in
techniques in the domain areas of music and movement, visual art and
dramatic play.
Work-Based Integration and Transition
Students will demonstrate knowledge of
 industry, organization and company profiles/resources.
 networking.
 supervision models.
 requirements and competencies within child care and learning settings.
 use of developmentally appropriate practices within ECE settings.
 career transitioning.
Students will
 discuss methods of socialization to various employment settings within the
chosen specialization area.
 examine organizational structures including policies and procedures of various
industry settings.
 compare organizational mission statements to organizational performance.
 identify conceptual frameworks applied in various settings
 engage with individual, family, group, organization or community
clients/representatives to identify concerns and activities to alleviate identified
problems specific to that population
 articulate a personal framework for human services delivery within chosen
specialization.
 apply research-based knowledge to practice situations.
 examine methods of giving and receiving supervision.
 explain requirements and competencies for various positions within the field.
 Complete a portfolio for credentialing and employment opportunities.
14