CD 130 Foundations in Early Childhood Education
In order to determine the equivalency of programs and content, we ask that the instructor please
complete this document. Listed below are examples of assignments or projects that are required
of college students taking the course on campus. We ask that you please briefly explain or
provide examples of your assignments or projects that students in your secondary (or adult) level
course will have that address each topic and student learning outcome.
Students should keep all work electronically to use in their final Exit Portfolio
documentation from NCMC.
SLO #1
Identify various philosophies, theories and ethical standards which form the
basis of current early care and education practice. (MOSPE 1; CCTC-HU-EC
7; CDA 8; NAEYC 1b,c 4c, 5c and 6b)
SLO #4
Identify the importance of diversity in the early childhood environments.
(MOSPE 1 & 5; CCTC-HU-EC 7; CDA 4; NAEYC 1ab & 2a)
Assignment:
Professional Philosophy Statement
The Professional Philosophy Statement is the final reflective task in the creation of your
professional portfolio. Here you will summarize your professional beliefs and values about early
childhood education after you have completed the professional development experience of
designing your Portfolio by collecting resources and writing all six Reflective Statements of
Competence. The Professional Philosophy Statement should be no more than two pages in
length. Identify your personal values and beliefs around teaching and learning: How do you
believe young children learn? Based on this, what do you believe your role is? Beyond teaching
and learning, reflect and write about what you believe are the other important aspects of your
role in the lives of children and families.


Refer to 1 – 2 theories you use in your teaching and give brief examples of each.\
Briefly identify how you create a positive learning environment for children in the
classroom
SLO #2
Identify historical, social and political forces impacting early care and
education. (MOSPE 1; CCTC-HU-EC 7; CDA 6: NAEYC 6ac)
Assignment:
Concept: An alternative to traditional testing is an authentic assessment. This Foundations of
Early Childhood assessment is designed to allow students to research a variety of topics related
to the field of early care and education. This particular assessment is based on the NAEYC
standards for Associate Degree, Initial Licensure and Advanced Professional Preparation
Programs.
Written Report:Student will demonstrate knowledge of historical, social and political forces
through a written research paper discussion a topic related to the field of early childhood
education.
You will research and discuss a topic related to the field of early childhood education.
Step 1:
Research one of the topics listed below and prepare a written report.
Step 2:
The topic should be researched using the most current information available from a
minimum of three sources. The Internet, books, journals, popular press, news media,
and information distributed by agencies and organizations could be used as sources.
At least one of the sources must be a referenced/researched journal article. The
information should include:



Descriptions, definitions, and background necessary for the topic
Historical information if pertinent
How research and theory support or do not support the current thinking on the
topic
Step 3:
After you complete your report, fill out the attached grading rubric on your
performance and submit it with your report materials.
Accreditation system
Charter schools
Child Care and Development Block Grants
Child Development Associate (CDA) credential
Early Head Start
Early intervention
Head Start
Individuals with Disabilities Education Act (IDEA)
Laboratory schools
National Association for the Education of Young Children (NAEYC)
No Child Left Behind Act (NCLB)
Race to the Top
Quality rating systems (QRS)
Temporary Assistance for Needy Families (TANF)
Universal prekindergarten
School Readiness
Step 4:
Use the following guidelines:
 12 Font
 Double spaced
 Minimum 3 pages
Scoring Rubric Written History Report
value: 4.00
BECOMING A
Provided an
PROFESSIONAL in-depth
6a. Identifying
description
and involving
of the topic
oneself with the
and its
early childhood
relationship
field
to research
and theory
Identifying and
Excellent
using professional resources
resources
selected to
describe,
provide
historical
information,
and link to
current
thinking on
the topic
Written & verbal Followed
communication
instructions
skills
and had few
or no
English
mechanics
errors
value: 3.00
Provided an
adequate
description
of the topic
and its
relationship
to research
and theory
Acceptable
resources
selected to
describe,
provide
historical
information,
and link to
current
thinking on
the topic
Adequate
adherence to
instructions
and had no
more than 6
English
mechanics
errors
value: 2.00
Provided
minimal
description
of the topic
and its
relationship
to research
and theory.
Inappropriate
resources
selected to
describe,
provide
historical
information
and link to
current
thinking on
the topic.
Had 7 - 10
English
mechanics
errors.
value: 1.00
Provided no
description
of the topic
and its
relationship
to research
and theory
No resources
selected to
describe,
provide
historical
information,
and link to
current
thinking on
the topic
Instructions
not followed
and had 10
or more
English
mechanics
errors
Score/Level
SLO #3
Observe and reflect on characteristics of effective early childhood education
teachers, learning environments and general curriculum. (MOSPE 1 & 5;
CDA 1 & 7; NAEYC 5c)
SLO #10
Identify the basic components of planning, management and evaluation of an
early care and education program. (MOSPE 5; CCTC-HU-EC 3; CDA 5;
NAEYC 5c & 6b)
Assignment:
Classroom observation and reflection
Step 1:
Choose an early childhood classroom that is related to your area of CDA Credentialing
(preschool, home visitor, infant/toddler)
Step 2:
Set up a period of time when you can observe the classroom (minimum of 2 hours would
be best)
Step 3:
Gather information on the following areas:





Routine
Curriculum
Teacher / Child interactions
Learning environment (both physical and emotional)
Developmentally Appropriate activities
Step 4:
Once you have completed your observation and gathered your information, you will
complete a written report reflecting your thoughts over the given areas and how they do
or do not reflect an effective learning environment for the appropriate age group.
Step 5:
Use the following guidelines







12 Font
Double spaced
Typed Schedule (1 page)
Typed Routine (1 page)
Description of curriculum (separate page with information needed to give a
quality explanation)
Typed Observation
Typed Reflection (minimum 300 words)
SLO #5
Demonstrate strategies to promote physical and intellectual development in
the early childhood environment. (MOSPE 1 & 5; CCTC-HU-EC 7; CDA 2;
NAEYC 1)
SLO #6
Demonstrate strategies to promote social development and creative expression
in the early childhood environment. (MOSPE 1 & 5; CCTC-HU-EC 1 & 7;
CDA 3; NAEYC 1)
SLO #7
Utilize early care and education observation methods and assessment.
(MOSPE 7; CCTC-HU-EC 7; CDA 7; NAEYC 1ab)
Assignment:
Thematic Unit
Step 1:
Using the given template, identify how growth in each developmental domain can be
supported. Give a brief example for each development in each activity area. The template
has given an example for each in the block area to give you an idea of how to complete
the assignment.
Theme:
AREA
BLOCK AREA: Blocks are a
"staple" in the early childhood
classroom. You will need a
good supply of blocks
including unit blocks and
hollow blocks. Props and
accessories may include:
People figurines, animal, and
transportation to use in
creating.
In the square below, include one way children can use
this area to develop in each domain listed. See
Examples in the Block Area. You will still complete the
domains in the Block area also.
Physical (Fine: Picking up blocks; Large Motor: Moving
large blocks while building):
Social (when building with a friend, the child learns to
communicate):
Creativity (using the ability to “create” a new object/
play area, etc.) :
Cognitive (putting blocks together, pretending with
animals and people) :
Language ( Learning new vocabulary words when
playing with friends) :
Emotional (This may show in excitement when
completing a project ) :
DRAMATIC PLAY: While too
many props can be
overwhelming to children, the
guiding principle is that the
richer the house corner
environment, the more
expressive and creative
children will be in their play.
Physical:
Social:
Creativity:
Cognitive:
Language:
Emotional:
TABLE TOYS/MANIPULATIVES:
These toys can be grouped
into four categories: selfcorrecting/structured toys,
open-ended toys, collectibles,
and cooperative games.
Display and play area should
Physical:
Social:
Creativity:
Cognitive:
be designed to fit the needs of
children in your classroom.
Language:
Emotional:
ART AREA: Working with art
materials offers children
opportunities to experiment
with color, shape, design, and
texture. As children engage in
art, they develop an
appreciation for pleasant
sensory experiences and
aesthetic development.
Physical:
Social:
Creativity:
Cognitive:
Language:
Emotional:
SENSORY/SAND & WATER:
Children's exploration with
sensory materials naturally
help build various skills.
Children will develop social
skills by interacting during play
as well as cognitive skills. This
area promotes a desire for
exploration and
experimenting.
Physical:
Social:
Creativity:
Cognitive:
Language:
Emotional:
LIBRARY AREA: This area
should be in a quiet area that
is inviting to children. Books
and comfortable seating or
Physical:
Social:
rugs should be available for
children to spend time
investigating, reading, and
enjoying literature.
Creativity:
Cognitive:
Language:
Emotional:
COOKING: This area provides
opportunities to teach children
about how food is essential to
a person’s well-being and
nutrition. By offering cooking
skills, one could say children
can learn "survival skills" that
will last them a lifetime.
Physical:
Social:
Creativity:
Cognitive:
Language:
Emotional:
MUSIC AREA: Children think
with their bodies well before
they use words, this makes
music and movement a natural
part of children's lives. In this
area there should be
instruments and music readily
available throughout the day.
Physical:
Social:
Creativity:
Cognitive:
Language:
Emotional:
OUTDOOR PLAY: Many
different types of outdoor
areas can provide rich settings
for learning just as those
provided inside. Bring your
indoor areas outside and add
large motor activities to enrich
children's learning
experiences.
Physical:
Social:
Creativity:
Cognitive:
Language:
Emotional:
SLO #8
Demonstrate appropriate strategies to establish positive and productive
relationships with children and families. (MOSPE 9; CCTC-HU-EC 1 & 4;
CDA 4; NAEYC 4ab)
Assignment:
CDA Competency Statement IV (To establish positive and productive relationships with families):
Begin your Reflective Statement about this Competency Standard with a paragraph describing
how your teaching practices meet this Standard.
Then prepare at least one paragraph on each of the following:
CS IV a
How do you ensure that families are kept aware of what’s happening in their child’s daily/weekly
CS IV b
How do you ensure that you are aware of what’s happening in each child’s home life? How does
that awareness direct your teaching practices?
CD IV c
Reflect on the feedback you received in the Family Questionnaires you collected (please see pp.
10 -11 in your CDA book). Explain how the responses surprised you, confirmed your own
reflections about yourself and/or gave you a new goal for professional growth.
Resource Collection IV 1-4
A Family Resources Guide that you might choose to share with the families you serve.
The Guide should include all of the helpful information you think they might need. At a
minimum, you must include the following required items:
RC IV -1
The name and contact information (phone number, website, etc) of a local agency tht
provides family counseling.
RC IV -2
The name and contact information (phone number, web site, etc.) of a translation service
for families whose home language is other than English as well as a service that provides
American Sign Language translation.
RC IV -3
The name, contact information and brief descriptions of at least two agencies in the
community that provide resources and services for children with disabilities (in most
communities, the local school district provides these services).
RC IV -4
A list of three or more websites, and brief descriptions of each, that provide current
information to help families understand how young children develop and learn. Include
one current article for each websites. Web sites must contain articles that help families
understand the development and learning of 3 – to 5- year-olds (or Infant/Toddlers
depending on your CDA area of credentialing). At least one article must relate to child
guidance.
SLO #9
Identify the importance of licensing and accreditation (CCTC-HU-EC 3;
CDA 5; NAEYC 6b)
SLO #11
Identify the importance and components of professionalism, ongoing
professional growth, and leadership and advocacy. (MOSPE 8 & 9; CCTCHU-EC 6; CDA 6; NAEYC 6)
Assignment:
Competency Statement VI (To maintain a commitment to professionalism):
Begin your Reflective Statement about this Competency Standard with a paragraph
describing how your professional practices meet this Standard. Then:
CD VI a
Reflect on why you chose to become an early childhood professional.
CD VI b
Reflect on what you believe are the most important indicators of professionalism that you
possess.
Resource Collection VI-2 & VI-3
RC VI-2
A list of two or three early childhood associations (national, regional, state or local),
including website addresses, describing the professional resources and membership
opportunities they each offer.
RC VI-3
Summaries of the legal requirements in your state regarding child abuse and neglect
(including contact information for the appropriate agency in your state) and Mandatory
Reporting Guidelines.
SLO #12
Identify the importance of state and national standards related directly to
early childhood education. (MOSPE 3; CCTC-HU-EC 3; CDA 6; NAEYC 6)
Assignment:
Resource Collection VI-1
RC VI -1
The name and contact information of your state’s agency that is responsible for the
regulation of child care centers and family child care homes. (Note: These regulations
are available ta the website of the National Resource Center for Health and Safety in
Child Care: http://nrckids.org/STATES/states.htm . Make a copy of the sections that
describe the qualification requirements for personnel (teachers, directors and assistants)
and group size, adult-child ratio requirements.
Thematic Unit ~ SEE UNDER SLO’S # 5, 6, & 7