ECE 133: Infant/Toddler Practicum I
Module I:
An Overview of Practicum
Andrew Garland-Forshee, Ph.D. & Christyn Dundorf, Ph.D.
Early Education & Family Studies Program
Portland Community College
Rev. 9/14
Table of Contents
Introduction
3
What is a Module?
3
Module Overview
3
Week 1/ Step 1
6
Week 2/ Step 2
9
Week 3/ Step 3
11
Week 4/ Step 4
13
Mid-Term Conference Preparation
15
Weeks 5 & 6/ Step 5
19
Week 7/ Step 6
24
Week 8/ Step7
27
Weeks 9 & 10 / Step 8
30
Module Submission & References
35
Final Conference Preparation
36
Appendix A: Practicum I Behavior Goals
40
Appendix B: Sign Off Sheet
45
Appendix C: Assessment Rubric
47
Appendix D: NAEYC Standards and Skill
statements for Practicum I
49
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INTRODUCTION
What is a Module?
A module is an individual learning “package” that allows you to learn core practicum
content, while practicing and enhancing skill development in the early education
laboratory school (Richardson & Bostick, 1997). The objective of the module is to
support your “real world” experiences, while providing a basic level of new knowledge,
inquiry, and proficiency. All module components are designed to be completed within a
specific timeframe as determined by the faculty.
Module I: An Overview of Practicum
The purpose of this module is to assist you with becoming familiar with the early
education laboratory school, classroom environment, mentoring team, children and
families. Early Childhood Professionals draw on their knowledge of state regulations for
child care programs and safe food handling procedures to create safe and healthy
spaces for children to grow and develop. Professionals monitor program quality on a
regular basis. Building relationships with staff, children and families is essential to good
practice in early childhood environments.
Completion of this module will help you better understand what you are observing, and
how to better integrate yourself into the classroom community. The work in this module
will help create a foundation of core knowledge from which you will be better able to
address the NAEYC Standards for Early Childhood Preparation for Associate Degree
Programs (core competencies) with confidence.
Module 1 An Overview of Practicum is the first of a three module sequence that
prepares you, the student teacher, to take on and practice increasing levels of
engagement and responsibility in all aspects of high quality practice for early childhood
environments. The diagram below indicates the module sequence.
3
Module 2
Module 1
Teachers follow all
relevant rules and
regulations
Teachers monitor and
maintain high quality
practice
Teachers build
relationships with
children, families and
staff.
Teachers plan and
implement
appropriate activities
and environments
based on observations
of individual children's
interests, skills, and
learning styles.
Teachers support
children's engagement
across the
environment.
Teachers document
the development and
experiences of
individual children.
Module 3
Teachers maintain
awareness of the
environment as a
whole, planning
programming that
emerges from and
builds on the interests,
skills, and learning
styles of the entire
group.
Teachers coordinate
with other adults in
the room to maximize
supervision and high
quality practice.
Teachers document
experiences and
discoveries in the
environment.
Time to Completion
Module I is designed for completion in 10 weeks.
Materials Needed
 Child Development Center Handbook
 EEFS Student Handbook
Pre-Requisite Knowledge: This module draws on information from pre-requisite courses
as well as required readings. You may find it necessary to review information from
previous terms.

ECE 120 Introduction to Early Education and Family Studies.
o Overview of the early care and education field.
o Models of practice in early care and education.
o Overview of development for children 0 – 6.
o Professional standards and expectations in ECE.
o Licensing requirements
o Expectations for student observers in ECE 120.

ECE 121 Observation and Guidance I
o Objective observation of young children.
o Anecdotal records.
o Positive guidance – Working to prevent problems before they occur. When
problems occur, intervening to solve problems in ways that respect and
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maintain a child’s self-esteem. Helping children learn from mistakes.
Helping children as they learn to solve problems and supporting children as
they solve problems independently and in partnership with other children.
Objectives
By successfully completing this Overview Module, students will be working toward the
mastery of skill standards within the NAEYC Standards for Early Childhood
Professional Preparation for Associate Degree Programs. The skill standards for
Practicum 1 are provided in Appendix D.
5
Week 1/Step 1: Practicum and Program Supports
Week





1 Behavioral Goals:
Observe.
Smile at children and adults.
Relax.
Assist as directed by your mentor teacher.
Call things to the attention of your mentor teacher immediately if they seem
unusual or wrong (a child leaving the group, a child putting something in his/her
mouth).
Step Directions:
1. Thoroughly read through this module. In addition, review the Skill Standards for
Practicum I contained in Appendix A.
2. Prepare your Bio Board. Your Bio Board introduces you to families in the CDC.
Using an 8.5x11 piece of card stock or foam core board, design a presentation of you
that includes at least one recent picture of you and a couple of paragraphs about
yourself. The board should be visually appealing. Have fun! Get in touch with your
creative, crafty side.
Please carefully proof-read your board. Your Bio Board must be posted in the classroom
by the end of Week 2. Points for the bio board are awarded separate from module.
Bio Board Example Text:
Hi! My name is Angelina Jolie. I am a first year
student in Early Education and Family Studies. When I
graduate, I hope to open child development centers in
areas of New Orleans affected by Hurricane Katrina.
I am married to my wonderful husband, Brad, and have 5
beautiful children. When I am not in practicum or
working on my homework, I enjoy calling attention to
world child hunger issues in the U.N. and baking
cupcakes with my children.
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3. Read both the CDC Handbook and the EEFS Student Handbook.
As you read, identify the concepts, policies, procedures, and practices that you found
most interesting. Perhaps your interest was “sparked” by not understanding what was
written in the handbooks. Where you surprise at what you read? Do you agree or
disagree with what you read? Why or why not?
First, identify at least three (3) questions that surfaced as you read these handbooks.
Next, find a time to speak with your mentor teacher regarding these questions (your
mentor teacher must initial each question). Finally, please be prepared to share these
questions in seminar.
Question #1:
Answer #1:
Question #2:
Answer #2:
Question #3:
Answer #3:
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4. Conduct a bit of “sleuthing” around the PCC Early Education Lab School.
Identify the following:
The CDC Director:
The Office Manager:
Your Mentor Teacher(s):
Phone number:
Classroom phone number:
Supervising Faculty:
Faculty office number:
Kitchen Support Person:
Where is the child care license located?
What is the license number?
Faculty email:
Identify 5 “tasks” of the Kitchen
Support role:





What is Oregon’s Minimum Licensing
Requirement (MLR) for teacher-child
ratios for…
Infants_______
Toddlers______
Preschoolers______
Where is a copy of the Oregon Who is the Child Care Certifier?
Administrative Rules for Child Care
Centers Located?
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Week 2/Step 2: CDC Survival Checklist
Complete the following checklist. Please be prepared to present your answers during
seminar. Write notes on a separate sheet of paper, and keep them with the module.
Ask questions of your mentor teacher or CDC staff as needed.
Your classroom number and
classroom name.
Each of the other classroom names,
and where are they located in
reference to your assigned
classroom.
How do you get to the kitchen or the
office from your classroom?
What and where is the back room?
What is located there?
What and where is the staff room?
What is located there?
Where are the supplies for your
assigned classroom kept?
Where will you find extra clothes,
underwear/diapers, gloves, wipes?
How do you make “bleach water”
(ratios) and where are the supplies
and bottles kept?
Where are first aid supplies for
your classroom located?
Where are the emergency cards for
your classroom located and when
must you have them with you?
Where is the communication device
for your classroom (walkietalkie/mobile phone)?
How do you locate needed phone
numbers?
What are the evacuation routes for
your classroom/where do you gather
for a drill/where do you gather for
an emergency?
Where do you find dishes, eating
utensils, serving dishes, pitchers,
etc. that are used for your
classroom?
Where is the weekly menu?
Where is allergy information
located?
Why are there two sinks in the
kitchen?
Discuss with mentor teachers
snack/lunch preparation; be able to
repeat steps.
What are the steps in sanitizing
dishes?
How is food stored in the
refrigerator?
Discuss with mentor teachers the
following procedures and be able to
repeat:
 diapering/toileting
 hand washing for self
 hand washing for children
 cleaning tables for eating
 washing/sanitizing toys
 classroom clean up
Where are the washing
machines/laundry products?
How do you wash classroom and/or
center laundry?
What is on the bulletin board in the
office?
STOP! Be certain that your faculty supervisor has signed off on your responses on the sign
off sheet before moving on to the next portion of the module (see Appendix B).
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Week 2 Behavioral Goals:



Learn the names of the children in your environment.
Assist with daily classroom routines as directed by your mentor teacher or
where you see a need (hold a door, hold a hand, get a bottle).
Call things to the attention of your mentor teacher immediately if they seem
unusual or wrong (a child leaving the group, a child putting something in his/her
mouth).
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Week 3/ Step 3: The Classroom
Week 3 Behavioral Goals:
 Notice which children “go” with which parents.
 Use and repeat the language and phrases you have observed from your mentor
teacher to guide behavior and support transitions (e.g. “Time for a diaper
change.” “Let’s wash hands.”).
 Practice using positive statements (Let’s get your shoes on. It’s time to go
outside).
 Practice avoiding questions to which a child can say “no” (e.g. Do you want
lunch? Do you want to go outside?). Avoid rhetorical questions (Would you like
to wash your hands?), double-bind messages (Adult while smiling says, “Please
stop jumping on me.”), and impression management (Child says, “Don’t want
sandwich.” Adult responds, “Yes, you do.”).
 Practice positioning yourself so that you can see all of the action in the
environment while you interact with the children in front of you.
 Support transitions and routines where you see a need or as requested by your
mentor teacher.
Section Directions: When we work with young children, it is important that we
remember what it was like to be a young child, so we can examine our work with them
from a child’s perspective. Reflection Questions ask you to reflect on some personal
thoughts or experiences, as well as address the classroom in which you are
participating. Application Questions focus on what you are learning from the
classroom experience and materials and apply those concepts to your developing
knowledge base and practice. Application Questions may require you to access your
textbooks and other materials for information. All references MUST be cited intext and in a separate reference section at the end of the paper.
Please type the responses to the questions in a common 12-pt font and double-spaced.
Use question numbers in your answers. Write your answers in complete sentences.
Reflection Question
1. Think about your own early education experiences. What made you feel welcome or
not welcome in your classroom? Please cite specific behaviors (e.g., a smile, a greeting,
a suggestion, etc.). Think about your current educational experiences. What makes
you feel comfortable now? Please cite specific behaviors (e.g., a smile, a greeting, a
suggestion, etc.). How are these two experiences similar or different?
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Application Questions
2. Identify the places in the classroom where the children most frequently play.
2a. Identify and describe the materials in those places (be specific on size,
numbers, colors, etc.).
2b. Where do the children go to play?
2c. Where do the teachers place themselves?
2d. How do they position themselves for maximum availability to children?
3. What is a daily schedule?
3a. What routines are a part of a schedule?
3b. Why is a daily schedule important?
3c. What routines are a part of the schedule in your assigned classroom?
3d. How does the mentor teacher facilitate routines?
3e. What does she/he say or do to help support children during the routine?
(Please be specific. Identify specific behaviors, body cues, and gestures; use
direct quotes.)
4. Define the term transition.
4a. Describe one example of a transition that occurs for an individual child.
4b. Describe one example of a transition for an entire group of children. 4c.
How might you begin to help support transitions for the entire group for
children in your participating classroom (what would you say, what would you do,
etc.)?
4d. How might you help support transitions for an individual child in your
participating classroom (what would you say, what would you do, etc.)?
Once you develop your Step 3 paper, please provide a copy to your mentor teacher
and discuss your Reflective and Application questions with your faculty supervisor.
Attach a copy of the paper to the final submission at the completion of the entire
module.
STOP! Be certain that faculty supervisor has signed off on your responses on the
sign off sheet before moving on to the next portion of the module (See Appendix
B).
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Week 4/Step 4: The Mentoring Team
Week 4 Behavioral Goals:
 Practice reading children’s cues. Because young children lack the verbal skills
to tell you exactly what they want and need, they communicate with non-verbal
and verbal cues or signals. Pay attention to how children tell you they want to
engage with you or are not interested in interacting at the moment.
 Respect children’s cues as you interact with them. For instance, a child who
looks or turns away from you may be indicating that he/she does not wish to
respond or need assistance.
 Practice “playing” with children while being aware of your role as an adult in the
environment (Are you positioned to see the environment? Are you aware of
what is happening around you? Are you letting the children lead the play?).
 Practice using positive redirection with children. Positive redirection means
that we work to let children know what they CAN DO, rather than what they
can’t do. For example: Instead of saying “Don’t take her scissors,” say, “Let’s
find another pair of scissors.” “Look, here’s another red truck.” “Here is a
place you can jump.” Ask your mentor teacher for help if needed.
Step Directions: This section requires you to seek additional information about the
teaching team and working collaboratively in groups. Please answer the following
questions, using complete sentences and proper grammar and spelling. Either type the
information into the boxes below, or attach a separate sheet of paper.
Identify the names of the people who make up the mentoring team in your classroom.
Based on your observation of roles and responsibilities in the environment, is there
one clear "lead teacher" or are the teachers more collaborative in their duties (i.e.,
team teaching)? How do you know? What specific behaviors or cues lead you to this
conclusion? Discuss this with your mentor teacher and document below.
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Choose one member of the mentoring team and interview them. Inquire and write
what you have learned about their:

Philosophy

Education

Work Experience

Volunteer Experience

Outside Interests

Other Relevant Information
Reflection
Please describe one experience where you worked collaboratively as a member of a
team (i.e., employment, sports, community theatre, etc.). What role did you play on
this team? What was most frustrating? What was enjoyable? What did you learn
because of this experience? How will you use what you learned from previous
experiences to contribute to the team in the practicum classroom?
STOP! Be certain that your mentor teacher and faculty supervisor have signed off
on your responses on the sign off sheet before moving on to the next portion of the
module (See Appendix B).
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Infant and Toddler Practicum Mid-Term Conference
Rationale: Reflection and collaboration are important skills for practitioners to
implement throughout their educational program. In most professional settings,
practitioners receive verbal feedback on a regular basis and written feedback yearly.
Although the form of feedback may vary, it generally contains information
summarizing the practitioner’s behaviors, curriculum, interactions with children and
families, comments regarding the strengths observed, and suggestions concerning
improvements or things to think about (Tyminski, 2010).
What is a “Mid-Term Conference?”
The role of the mid-term conference is for the teaching team (i.e, student, faculty,
and mentor) to meet and discuss the student’s progress to date in the laboratory
school. Collegial in nature, the meeting is intended to foster a sense of professional
reciprocity and respectful dialogue. The meeting is a venue for the team to identify
areas of strength and challenge as well as provide support for any questions or
concerns.
What do I need to prepare for a mid-term conference?
Students should come to the meeting prepared to discuss, and perhaps provide
evidence to support skill acquisition in working with young children. Come to the
meeting prepared to discuss the following, and provide evidence for:
 Completion of Steps 1 – 3
 Reflection Statement (See below).




Progress on Behavioral Goals (See Appendix A)
Identified goals for improvement*
Mid-Term Professional Development Review
Any questions you have about your experience to date.
**What goals do I need to set for myself?
The student shall identify three behavioral goals to focus on from Appendix A.
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What will the mentoring team address?
The mentoring team will address your skill acquisition about performance in working
with young children. In addition to those criteria found on the Professional
Development Review, the team will focus on the following:
Dependability:
1.
2.
3.
4.
Arrives to lab on time, alert and ready to be with children.
Calls the lab school ahead of time if going to be absent.
Regularly attends lab sessions during assigned times.
Submits assignments (modules, etc.) on time, and spaces assignments (modules,
etc.) evening throughout the quarter.
5. Conducts assignments at agreed upon time between lab teacher and student.
Working Relationships:
1. Is willing to ask questions when needing information.
2. Is willing to disagree/agree when discussing theory, policies, and procedures
regarding early childhood programs and philosophy.
3. When there is a concern, is willing to discuss it directly with the other
person(s) involved with a focus on problem solving.
4. Is observation and notices when a colleague needs assistance and supports as
appropriate.
5. Helps to brainstorm and share curriculum ideas as appropriate.
6. Is able o express individual perspective and value differing perspectives,
realizing that a diversity of ideas is the source of creativity.
Skill Acquisition
1. Demonstrates ongoing skill building in, and knowledge of, developmentally
appropriate practices.
2. Demonstrates NAEYC Initial Standards and skills in classroom setting.
3. Demonstrates continual improvement and integration of skills in the laboratory
school.
4. Exhibits knowledge learned in both the laboratory environment and seminar
while performing tasks.
5. Develops relationships with children and families.
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Student Identified Behavioral Goals (Mid-Term)
Using Appendix A (NAEYC Standards and Skill Standards for Practicum 1), please
identify three behavioral goals to focus on from the Practicum Skill Standards (the
bulleted items):
1. _____________________________________________________________
_____________________________________________________________
_________________________________________________
2. _____________________________________________________________
_____________________________________________________________
_________________________________________________
3. _____________________________________________________________
_____________________________________________________________
_________________________________________________
Mentoring Team Identified Behavioral Goals (Mid-Term)
The mentoring team, based on observation, will identify three behavioral goals to
focus on from Developmentally Appropriate Practices and the NAEYC Initial
Standards:
1. ________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________________________________
2. ________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________________________________
3. ________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________________________________
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NOTE: The mentor teachers and students will conference on a regular and informal
basis and use the course resources as well as Developmentally Appropriate Practice as
a guide. If behaviors are inappropriate or need improvement, students will receive an
individual conference and strategies will be provided to support the student’s success.
If behaviors remain inappropriate or there is no evidence of improvement, the
student and mentor will conference with the faculty with the purpose of problem
solving.
Reflection Statement. Please be prepared to respond to the following questions.

What are you learning about yourself and your values in the practicum
experience? How does this contrast with your previous experiences with
children or in care/education settings?

What stands out to you about the children with whom you are working? What
are learning about children's behavior and development? What types of
children/behaviors are easy for you to work with? What types of
children/behaviors make you uncomfortable or are challenging to work with?

What are you learning about the environment and curriculum used in your
classroom? What is a good fit for you? What is uncomfortable or a challenge
for you to work with?

What are learning about your mentor teacher(s) and his/her/their practices
with children? What is a good fit for you? What is uncomfortable or a
challenge for you to watch/work with?

What are you learning about the ways in which families/parents interact with
their children? What stands out to you? Does anything about the way
parents/families interact with their children feel uncomfortable? Why?
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Weeks 5 & 6, Step 5: The Environment
Behavioral Goals:
 Practice taking initiative in your placement in the classroom. Is it time to
transition to the outside? Where are the other adults in the room? Where
would you be most helpful? Go there.
 Comfort children and offer assistance. Read children’s cues to see how your
message is received.
 Practice verbally describing to children what you are doing. This is called Self
Talk (I’m going to get you your bottle. I’m going to use this tissue on your
nose).
 Practice labeling children’s feelings and accomplishments (It looks like that
makes you feel sad. It looks like you are upset that he has the train that you
want. You climbed up the ladder all by yourself!).
 After observing the range of range of safe behaviors and appropriate risktaking, actively monitor children’s actions in the environment. Positively
redirect children who are engaging in behaviors that might result in injury.
1. Read the instructions for using the Infant Toddler Environment Rating Scale
Revision (ITERS-R) (pp. 5-8).
As you are reading, take note of any questions or confusions you may have about the
ITERS-R, or its purpose. Make sure to ask the faculty mentor about anything you do
not understand.
Next, pay careful attention to how the scale should be administered and scored. No
worries, you are not expected to be a mathematician in order to score the ITERS-R.
The goal is to become comfortable in using the environmental assessment as a means
to provide you information about how the environment influences interactions,
behaviors, and relationships in the classroom.
2. Read the entire ITERS-R carefully, including the items, notes for clarification,
and questions. This should take you no more than a week to accomplish.
3. Arrange with your mentor teacher a date (during your lab time) to administer the
ITER-S in your participating classroom. The scale requires a three-hour block of
time to complete. Once the day/time is arranged, please review the requirements for
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“Administration of the Scale” (p. 5), and Scoring System (p. 6). Additionally, review
the sample scoring sheet (p. 56) and actual score sheet (pp. 57-63).
4. Administer the ITERS-R (in lab session). Ratings should be recorded on the Score
Sheet before leaving the lab session.
5. Review the scores given for each respective section (i.e., spacing and furnishings,
personal care routines, listening and talking, activities, interaction, program
structure, parents and staff). Based on the information that you have gathered in
the ITERS-R, identify areas of strength and areas of opportunity or challenge in
each area. Using the tool you have just completed, please be as specific as possible,
by citing specific observable content (avoid personal interpretation). You may type
your responses directly into the boxes below, or on a separate sheet of paper.
Space and Furnishings
Areas of Strength:
Areas of Opportunity/Challenge:
Personal Care Routines
Areas of Strength:
Areas of Opportunity/Challenge:
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Listening and Talking
Areas of Strength:
Areas of Opportunity/Challenge:
Activities
Areas of Strength:
Areas of Opportunity/Challenge:
Interaction
Areas of Strength:
Areas of Opportunity/Challenge:
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Program Structure
Areas of Strength:
Areas of Opportunity/Challenge:
Parents and Staff
Areas of Strength:
Areas of Opportunity/Challenge:
6. Once you have identified areas of strength and opportunity, find a time to discuss
your findings with your mentor teacher (seminar is a possibility). Seek clarification
on any confusion you may have regarding the information found in the ITERS-R.
7. Answer the following questions. You may type your answers directly into the box,
or type them on a separate sheet of paper.
What did you learn about the classroom environment as a result of conducting the
ITERS-R?
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Based on your current knowledge, how does the classroom environment influence and
support relationships among children, staff, and families?
Please attach a copy of the final scoring sheet to the module when complete.
Module Check In. Discuss the results of the ECERS-R with your mentor
teacher. After the discussion, go to Appendix B for the mentor teacher
sign off sheet.
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Week 7, Step 6: Classroom Relationships
Behavioral Goals:
 Using the suggestions presented in the articles, practice easing the
separation process for the children you are working with. Remember to
respect children’s cues.
 Provide classroom maintenance independently (i.e. without being asked by
your mentor teacher). Clean tables or floors if needed for safety and
sanitation. Change diapers. Make a bottle. Monitor children in the
bathroom. Assist during lunch and the transition to nap.
Step Directions: When we work with young children, it is important that we
remember what it was like to be a young child, so we can examine our work with
them from a child’s perspective. Reflection Questions ask you to reflect on some
personal thoughts or experiences, as well as address the classroom in which you
are participating. Application Questions focus on what you are learning from the
classroom experience and materials and apply those concepts to your developing
knowledge base and practice. Application Questions may require you to access your
textbooks and other materials for information. All references MUST be cited intext and in a separate reference section at the end of the paper.
Please type the responses to the questions in a common 12-pt font and doublespaced. Use question numbers in your answers. Write your answers in complete
sentences.
1. Read each of the following articles:
Balaban, N. (November 2006). Easing the separation process for infants,
toddlers, and families. Beyond the Journal: Young Children on the
Web.
Elliott, E. (2003). Challenging our assumptions: Helping a baby adjust to
center care. Young Children, July 2003.
Gonzalez-Mena, J. (September 2004). What can an orphanage teach us?
Lessons from Budapest. Beyond the Journal: Young Children on the
Web.
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Reflection Questions
1. Reflect on how the readings influence your ideas about building relationships
with children, families, and other education professionals.
a.
What ideas from the readings interested you or sparked your curiosity?
Please cite one specific idea or quote from each article that stood out to
you.
b. Why these ideas or quotes?
c. What personal teaching and care giving skills do you feel most confident
about? Why?
d. Think about your own developing practice with young children. What aspects
of teaching and care giving are most challenging or overwhelming for you?
Why?
Application Questions
2. What does it mean to “host” someone in an environment? How do you know when
an environment is “welcoming?” What are the cues and behaviors most congruent
with a welcoming environment (hint: Overview Module)?
a. How does the administrative staff (e.g., Director and Office Manager)
welcome families into the Lab School (cite specific examples)?
b. How does the administrative staff (e.g., Director and Office Manager)
gather information from and share information with parents?
c. How does the teacher welcome, gather, and share information with families?
d. What does the initial contact between a child and the teacher look like (cite
specific behaviors and use direct quotes)?
e. How do the infant and toddler environments and staff differ in the ways in
which they provide a positive and supportive welcoming environment?
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Once you develop your Step 6 paper, please provide a copy to your mentor teacher
and discuss your Reflection and Application questions. Please attend to any
feedback your mentor teacher provides. Attach a copy of the paper to the final
submission at the completion of the entire module.
Module Check In. Once you have discussed your reflective paper with
your supervising faculty, please turn to Appendix B. Have your
supervising faculty sign off on activity completion.
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Week 8, Step 7: Children’s Relationships
Directions: This section requires you to use the observational skills gained in ECE
121: Observation and Guidance I (or an equivalent course) to children in the Early
Education Lab School. Please answer the following questions, using complete
sentences and proper grammar and spelling. Please type the information into the
spaces below.
1. Identify two “focus” children that are consistently in attendance on both days
of your specified lab time.
Identify one child that is “easy” for you to work with (i.e., you have a connection to
this child). Describe this child in the space below, including age, sex, and other
identifying information (e.g. frequent playmates, preferred activities, ways the
child communicates his/her needs, and so forth).
Identify one child that is “challenging” for you to work with (i.e., you do not seem
to have a connection with this child, or perhaps this child makes you uneasy).
Describe this child in the space below, including age, sex, and other important
identifying information (e.g. frequent playmates, preferred activities, ways the
child communicates his/her needs, and so forth).
2. Discuss why you identified these two children, in particular. What specific
characteristics do these children posses that stand out for you? What makes this
child “easy”? What makes this child “challenging”?
27
3. What do your focus children have in common? How are they different from one
another?
4. Identify three questions you have about each child (i.e., things you want to
know). These questions must be complex enough beyond a “quick fix” answer (e.g.,
“I wonder if this child likes milk?” or “I wonder if this child likes me?”).
Child A
1.
2.
3.
Child B
1.
2.
3.
Find the answers to the above questions by asking your mentor teacher where you
may locate the information. Provide the answers below. Please remember to cite
where you obtained the information.
28
Child A
1.
2.
3.
Child B
1.
2.
3.
After you complete your Step 7 tasks, please discuss the information with your
mentor teacher. Please attend to any feedback that the mentor teacher provides.
Attach a copy of the paper to the final submission at the completion of the entire
module.
Module Check In. Once you have discussed the information and your
paper with your supervising faculty, turn to Appendix B for your
supervising faculty sign off.
29
Weeks 9 & 10, Step 8:
Children, Families, and Teachers
Behavioral Goals:
 Practice helping children notice or interact with each other. (e.g. “You are
holding Ian’s arm.” “Does Jessie want a truck?”).
 Practice intentional use of different guidance and interaction strategies for
different children. “Intentional use” means that you think carefully about
which strategies work best for which children. You then use certain
strategies with particular children so as to maximize the likelihood that your
efforts will be successful.
 Practice providing verbal support for children’s learning and exploration.
This is called Parallel Talk (e.g. “You are trying to make that car go” “Why
won’t it go?” “Oh, you noticed that the car is stuck on a rock.”).
Directions: This section requires you to collect information (Observations),
reflect on and answer eight (8) questions regarding interactions among children,
teachers, and families and, finally, create a documentation board to portray one of
your focus children.
Collect Information. Using the Anecdotal format (following all formatting
guidelines in the ECE 121 text), observe one of your focus children in different
areas of your participating classroom. During Week 9, collect a total of six (6)
anecdotal observations of the child.
Example:
4/24 Jacquie
Jacquie holds rattle and looks at Isabel. She points the
rattle at Isabel and shakes it. Isabel says, “You are
shaking the rattle.” Jacquie looks at the rattle and at
Isabel and bangs the rattle on the floor.
30
Reflection Questions. Please use complete sentences, with proper spellings and
grammar. Use the corresponding number to identify the question. Type your
responses into the boxes below.
1. How does the teacher support and encourage interactions among children (i.e.,
child to child interactions)? Please identify specific behaviors and strategies that
the teacher uses (i.e., gestures, facial expressions, words, indirect guidance, direct
guidance, leading, etc.).
2. How are the infant and toddler staff similar in the way they build relationships
with children and guide interactions? How do the infant and toddler staff differ
in the ways in which they build relationships with children and guide interactions?
3. How does the information you gathered during your focused observations
influence or change how you interact with each child?
3a. How does the information you gathered during your focused observations
influence or change how you interact with their parents?
31
3b. How does the information you gathered during your focused observations
influence or change how you interact with the mentor teacher?
4. From what you have experienced thus far in the classroom, what are some
barriers, if any, that prevent you from developing relationships with the children,
families, and teachers?
5. In what situations are you comfortable working and interacting with parents or
other primary care givers (i.e., grandparents, aunts, uncles, etc.) ? Please provide
one example, and explain.
6. In what situations are you uncomfortable working and interacting with parents
or other primary care givers (i.e., grandparents, aunts, uncles, etc.)? Please
provide an example, and explain.
32
7. Identify three goals you have for yourself in the area of building relationships?
1.
2.
3.
8. Identify three strategies to achieving those goals?
1.
2.
3.
Once you have identified these goals and strategies, please discuss your Step 8
responses with your mentor teacher. Inquire about ways your mentor teacher can
help support your developing practice in building relationships. Attach a copy of
your Step 8 paper to the final module submission.
Module Check Point. Discuss your Step 8 Paper with your supervising
faculty. Once the discussion is complete, go to Appendix B for
supervising faculty sign-off.
33
Documentation. Using an 8x11 inch piece of paper, place a photo of your observed
focus child in the center of the paper. Around the photo, note the following
information (see example below)…








The child’s favorite play peers (if applicable).
The child’s favorite adults.
The child’s play or exploration preferences
The child’s interests when inside the classroom.
The child’s interests when outside the classroom.
Something about the child’s family.
A strength the child demonstrates.
A challenge the child faces or exhibits.
Zoe, 2;7
Favorite
Peers
Developmental
Strength
Family
Favorite
Adults
Play
Preferences
Inside
Interests
Outside
Interests
Developmental
Challenge
Be prepared to share your documentation with your classmates during your final
seminar.
34
Module Submission Directions
Once you have completed Steps 1-8 of Module I: An Overview of Practicum, please
compile the module into one cohesive “packet,” and submit the entire document to
your classroom mentor teacher. The module will be reviewed by your mentor
teacher, who will provide any supportive commentary and feedback (verbally and
written).
The student will then submit the module (addressing any and all feedback from the
teaching mentor) to the faculty supervisor. The module will be assessed using the
attached rubric, and will be returned with the final grade.
The module packet must have a cover-page, and be enclosed in a report portfolio.
The submission must contain all written work, notes, and applicable documentation
related to the module experience. The module MUST have a professional
appearance.
References
Richardson, J. G., & Bostick, G. W. (1997). Developing learning modules. Retrieved
from http://www.ces.ncsu.edu/AboutCES/Factsheets/develop.html
35
Infant and Toddler Practicum Final Conference
Rationale: Reflection and collaboration are important skills for practitioners to
implement throughout their educational program. In most professional settings,
practitioners receive verbal feedback on a regular basis and written feedback
yearly. Although the form of feedback may vary, it generally contains information
summarizing the practitioner’s behaviors, curriculum, interactions with children and
families, comments regarding the strengths observed, and suggestions concerning
improvements or things to think about (Tyminski, 2010).
What is a “Final Conference?”
The role of the Final conference is for the teaching team (i.e, student, faculty, and
mentor) to meet and discuss the student’s progress over the course of the present
academic term. Collegial in nature, the meeting is intended to foster a sense of
professional reciprocity and respectful dialogue. The meeting is a venue for the
team to identify areas of strength and challenge as well as provide support for any
questions or concerns.
What do I need to prepare for a Final Conference?
Students should come to the meeting prepared to discuss, and perhaps provide
evidence to support skill acquisition in working with young children. Come to the
meeting prepared to discuss the following, and provide evidence for:






Experiences with the module
The results of the NAEYC Initial Standards and Skills Checklist
Results of the identified goals developed at the Mid-Term Conference
Final Professional Development Review
Any questions you have about your experience to date.
Identified goals for continued growth and improvement in the practice of
early childhood education.*
36
What will the mentoring team address?
The mentoring team will address your skill acquisition about performance in
working with young children. In addition to those criteria found on the
Professional Development Review, the team will focus on the following:
Dependability:
6.
7.
8.
9.
Arrives to lab on time, alert and ready to be with children.
Calls the lab school ahead of time if going to be absent.
Regularly attends lab sessions during assigned times.
Submits assignments (modules, etc.) on time, and spaces assignments
(modules, etc.) evening throughout the quarter.
10. Conducts assignments at agreed upon time between lab teacher and student.
Working Relationships:
7. Is willing to ask questions when needing information.
8. Is willing to disagree/agree when discussing theory, policies, and procedures
regarding early childhood programs and philosophy.
9. When there is a concern, is willing to discuss it directly with the other
person(s) involved with a focus on problem solving.
10. Is observation and notices when a colleague needs assistance and supports as
appropriate.
11. Helps to brainstorm and share curriculum ideas as appropriate.
12. Is able o express individual perspective and value differing perspectives,
realizing that a diversity of ideas are the source of creativity.
Skill Acquisition
6. Demonstrates ongoing skill building in, and knowledge of, developmentally
appropriate practices.
7. Demonstrates NAEYC Initial Standards and skills in classroom setting.
8. Demonstrates continual improvement and integration of skills in the
laboratory school.
9. Exhibits knowledge learned in both the laboratory environment and seminar
while performing tasks.
10. Develops relationships with children and families.
37
*What goals do I need to set for myself for continued growth and
improvement?
At the end of the term, the student shall identify three behavioral goals to focus
on from Appendix A that will help further their professional comportment and skill
in future terms (even if this is the last term in the lab). Additionally, the
mentoring team, based on observation of the student, and in collaboration with the
student, will identify three behavioral goals to focus on from Developmentally
Appropriate Practice for future professional development.
Student Identified Behavioral Goals (Final)
Using Appendix A (NAEYC Standards and Skill Standards for Practicum 1), please
identify three behavioral goals to focus on from the Practicum Skill Standards
(the bulleted items):
1. _________________________________________________________
_________________________________________________________
_________________________________________________________
_____________________________________________
2. _________________________________________________________
_________________________________________________________
_________________________________________________________
_____________________________________________
3. _________________________________________________________
_________________________________________________________
_________________________________________________________
_____________________________________________
38
Mentoring Team Identified Behavioral Goals (Final)
The mentoring team, based on observation, will identify three behavioral goals to
focus on from Developmentally Appropriate Practices and the NAEYC Initial
Standards:
1. ______________________________________________________________
______________________________________________________________
______________________________________________________________
________________________________________________
2. ______________________________________________________________
______________________________________________________________
______________________________________________________________
________________________________________________
3. ______________________________________________________________
______________________________________________________________
______________________________________________________________
________________________________________________
NOTE: The mentor teachers and students will conference on a regular and
informal basis and use the course resources as well as Developmentally Appropriate
Practice as a guide. If behaviors are inappropriate or need improvement, students
will receive an individual conference and strategies will be provided to support the
student’s success. If behaviors remain inappropriate or there is no evidence of
improvement, the student and mentor will conference with the faculty with the
purpose of problem solving.
39
Appendix A: Behavioral Goals for Module 1 and Practicum 1
In addition to module exercises, students are expected to demonstrate behavioral
elements of best practice (competence). The behavioral elements are covered in
pre-requisite coursework (ECE 120, 121) and modeled by mentor teaching staff.
The behavioral goals that follow reflect an unduplicated set of statements seen in
the individual module steps. The goals have been identified as appropriate to
Practicum 1 and are based on the knowledge and ability skill standards for
Practicum 1 (see Appendix D for reference).
Your Mentor Teacher and Supervising Faculty will collaborate to rate your
progress on the behavioral goals. This rating will factor into your grade for the
Practicum 1 course. To track and reflect on your progress on the behavioral goals,
you should collect anecdotal examples of instances in which you put the goal into
practice and be prepared to discuss the goals and your anecdotal examples at your
mid-term and final conference.
Mentor Teacher/Faculty Rating
Never
Sometimes
Regularly
Student observes classroom practices and
children’s behavior.
Anecdotal Example(s):
Student smiles at children and adults.
Anecdotal Example(s):
Student demonstrates a relaxed demeanor in
the environment.
Anecdotal Example(s):
Student assists with activities and routines as
directed by the mentor teacher.
Anecdotal Example(s):
40
Student calls things to the attention of the
mentor teacher (or other teaching staff)
immediately if they seem unusual or wrong (a
child leaving the group, a child putting
something in his/her mouth).
Anecdotal Example(s):
Student uses the names of the children in the
environment.
Anecdotal Example(s):
Student independently assists with daily
classroom activities where he/she identifies a
need (hold a door, hold a hand, get a bottle).
Anecdotal Example(s):
Student can identify which children “go” with
which parents.
Anecdotal Example(s):
Student uses and repeats the language and
phrases learned in prerequisite classes and
used by the teaching staff to guide behavior
and support transitions (e.g. “Time for clean
up.” “Let’s wash hands.”).
Anecdotal Example(s):
Student uses positive statements or “do
messages” (Let’s get your shoes on. It’s time
to go outside).
Anecdotal Example(s):
41
Student avoids questions to which a child can
say “no” (e.g. Do you want lunch? Do you want
to go outside?). Avoids rhetorical questions
(Would you like to wash your hands?), doublebind messages, and impression management
(Child says, “I don’t like my sandwich.” Adult
responds, “Yes, you do.”).
Anecdotal Example(s):
Student positions self so that he/she can see
all of the action in the environment while
he/she interacts with the children.
Anecdotal Example(s):
Student supports transitions and routines as
needed or as requested by your mentor
teacher (independently monitors bathroom,
independently assists at lunch table).
Anecdotal Example(s):
Student reads children’s cues - demonstrating
attention to how children tell adults they want
to engage or are not interested in interacting
at the moment.
Anecdotal Example(s):
Student respects children’s cues in
interactions. For instance, a child who looks or
turns away may be indicating that he/she does
not wish to respond or does not need
assistance.
Anecdotal Example(s):
Student demonstrates ability to “play” with
children while being aware of as an adult in the
environment (Positioned to see the
environment. Awareness of surroundings.
Children encouraged to lead the play.).
Anecdotal Example(s):
42
Student uses positive redirection with
children (Let’s find another pair of scissors.
Here’s another red truck. Here is a place you
can jump.).
Anecdotal Example(s):
Student asks mentor teacher for help or
support as needed.
Anecdotal Example(s):
Student takes initiative in placement in the
classroom. (At transitions, in relation to other
adults, where help is needed).
Anecdotal Example(s):
Student verbally describes to children what
he/she is doing (Self Talk). (I’m going to get
you your bottle. I’m going to use this tissue on
your nose).
Anecdotal Example(s):
Student comforts children and offers
assistance. Student monitors children’s cues
to see how comfort/assistance is received and
modifies interaction as needed.
Anecdotal Example(s):
Student labels children’s feelings and
accomplishments (It looks like that makes you
feel sad. It looks like you are upset that he
has the trike that you want. You climbed up
the ladder all by yourself!).
Anecdotal Example(s):
Student actively monitors children’s actions in
the environment. Student positively redirects
children who are engaging in behaviors that
might result in injury.
Anecdotal Example(s):
Using the suggestions presented in the
43
articles, Student works to ease the separation
process for children. Remember to respect
children’s cues.
Anecdotal Example(s):
Student independently supports classroom
maintenance. Cleans tables or floors if needed
for safety and sanitation. Makes a bottle.
Changes a diaper. Assists during lunch and the
transition to nap.
Anecdotal Example(s):
Student begins to help children notice or
interact with each other (e.g. “You are holding
Ian’s arm.” “Does Jessie want a truck?”).
Anecdotal Example(s):
Student begins to intentionally vary use of
guidance and interaction strategies for
different children.
Anecdotal Example(s):
Student begins to provide verbal support for
children’s learning and exploration. Uses
parallel talk (e.g. “You are trying to make that
car go” “Why won’t it go?” “Oh, you noticed
that the car is stuck on a rock.”).
Anecdotal Example(s):
44
Appendix B
Practicum 1, Module 1 Sign Off Sheet
You are required to obtained the initials of your mentor teacher and faculty
supervisor after the steps of Module 1. Turn in the completed sign off sheet when
you submit your module for review and grading.
Week 2, Step 2: Survival Checklist
Student initials that the above checklist is complete_____ Date______
Faculty verification of completed tasks_____ Date_____
Week 3, Step 3: The Classroom Reflective Paper
Student initials that the above Step 3 paper is complete_____ Date______
Faculty Supervisor initials that the reflective paper has been provided, discussed, and
shared_____ Date______
Week 4, Step 4: The Mentoring Team Interview
Mentor teacher initials that the student conducted the interview and obtained accurate
information_____ Date______
Student initials that the above Step 4 paper tasks are complete_____ Date______
Faculty verification of completed tasks_____ Date____
Weeks 5 & 6, Step 5 Sign Off: ECERS Evaluation
Mentor teacher initials that the student conducted the ECERS, obtained accurate
information, and summarized results_____ Date______
Student initials that the above tasks are complete_____ Date______
Faculty verification of completed tasks_____ Date____
45
Week 7, Step 6 Sign Off: Creating A Welcoming Environment
Student initials that the above Step 6 paper tasks are complete_____ Date______
Faculty verification that the student knowledgeably considered the welcoming environment
based on readings and discussions in completed task_____ Date____
Week 8, Step 7 Sign Off: Focus Children
Student initials that the above Step 7 paper tasks are complete_____ Date______
Faculty verification that the student reflected on two focus children and collected
information related to the children in completed tasks_____ Date____
Weeks 9 and 10, Step 8 Sign Off: Observation, Reflection & Documentation
Student initials that the above Step 8 tasks are complete_____ Date______
Faculty verification that the student completed required observations, responded to
reflection questions and created focus child documentation in completed tasks_____
Date____
46
Appendix C: Assessment Rubric: Overview Module
Performance Indicator/NAEYC
Does not demonstrate standard
Associate Standard 6: Becoming a
Professional
0 points
Minimally demonstrates
standard
Adequately demonstrates
standard
Demonstration of standard
achieved
2 points
3.5 points
5 points
Standard 1a: Knowing and understanding young children’s characteristics and needs; Standard 2a: Knowing about and understanding diverse family and community
characteristics; Standard 3c: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of
technology in documentation, assessment, and data collection; 6c: Engaging in continuous, collaborative learning to inform practice.
Student completes all requirements for
Student does not complete
Student completes minimal
Student adequately completes
Student completes all
Steps 1 and 2; all required components
requirements for Steps 1 and 2;
requirements for Steps 1 and 2;
all requirements for Steps 1 and
requirements for Steps 1 and 2;
are complete (e.g., checklists,
required components are
required components are
2; all required components are
all required components are
discussions, etc.) and indicate quality
incomplete (e.g., resource binder;
incomplete (e.g., resource
complete (e.g., resource binder;
complete (e.g., resource binder;
time spent completing the step; faculty,
checklists, discussions, etc.) and
binder; checklists, discussions,
checklists, discussions, etc.)
checklists, discussions, etc.)
and student verify complete information. lack of time spent completing the
etc.) and indicates lack of time
and indicates adequate time
and indicate quality time spent
step; faculty, and student have not
spent completing the step (i.e.,
spent completing the step;
completing the step; mplete
verified complete information.
“rushed through”); faculty, and
some sections may be of lesser
information; professional quality
student have not verified
quality than others; faculty, and
work.
complete information.
student verify complete
information.
Student completes all requirements for
Student does not complete all
Student completes minimal
Student adequately completes
Student completes all
Step 2; all required components are
requirements for Step 2; required
requirements for Step 2;
all requirements for Step 2; all
requirements for Step 2; all
complete (e.g., reflection and
components are not complete (e.g.,
required components are
required components are
required components are
application questions, etc.) and indicate
reflection and application questions,
minimally complete (e.g.,
complete (e.g., reflection and
complete (e.g., reflection and
quality time spent reflecting and
etc.) and indicate a lack of quality
reflection and application
application questions, etc.) and
application questions, etc.) and
completing the step; faculty, and
time spent reflecting and completing
questions, etc.) and indicate
indicates adequate time spent
indicate quality time spent
student verify complete information.
the step; faculty, and student do not
lack of quality time spent
reflecting and completing the
reflecting and completing the
verify complete information.
reflecting and completing the
step; some sections may be of a step; faculty, and student verify
step (little reflection or ability to
lesser quality than others;
complete information;
apply information); faculty, and
faculty, and student verify
professional quality work.
student have not verified
complete information.
complete information.
Student completes all requirements for
Student does not complete
Student completes minimal
Student adequately completes
Student completes all
Step 3; all required components are
requirements for Step 3; required
requirements for Step 3;
all requirements for Step 3; all
requirements for Step 3; all
complete (e.g., reflection and interview
components are not complete (e.g.,
required components are
required components are
required components are
questions, etc.) and indicate quality
reflection and interview questions,
minimally complete (e.g.,
complete (e.g., reflection and
complete (e.g., reflection and
time spent reflecting and completing the etc.) and indicates a lack of quality
reflection and interview
interview questions, etc.) and
interview questions, etc.) and
step; faculty, and student verify
time spent reflecting and completing
questions, etc.) and indicates a
indicates adequate time spent
indicate quality time spent
complete information.
the step; faculty, and student do not
lack of quality time spent
reflecting and completing the
reflecting and completing the
verify complete information.
reflecting and completing the
step; some sections may be of a step; faculty, and student verify
step (little information or ability
lesser quality than others;
complete information;
to reflect and apply); faculty,
faculty, and student verify
professional quality work.
and student have not verified
complete information.
complete information.
Student completes all requirements for
Student does not complete
Student completes minimal
Student adequately completes
Student completes all
Step 4; all required components are
requirements for Step 4; required
requirements for Step 4;
all requirements for Step 4; all
requirements for Step 4; all
complete (e.g., reflection and interview
components are not complete (e.g.,
required components are
required components are
required components are
questions, etc.) and indicate quality
reflection and interview questions,
minimally complete (e.g.,
complete (e.g., reflection and
complete (e.g., reflection and
time spent reflecting and completing the etc.) and indicates a lack of quality
reflection and interview
interview questions, etc.) and
interview questions, etc.) and
step; mentor teacher, faculty, and
time spent reflecting and completing
questions, etc.) and indicates a
indicates adequate time spent
indicate quality time spent
student verifies complete information.
the step; mentor teacher, faculty,
lack of quality time spent
reflecting and completing the
reflecting and completing the
and student does not verify
reflecting and completing the
step; some sections may be of a step; mentor teacher, faculty,
complete information.
step (little information or ability
lesser quality than others;
and student verifies complete
to reflect and apply); mentor
mentor teacher, faculty, and
information; professional quality
teacher, faculty, and student
student verifies complete
work.
has not verified complete
information.
47
Student completes all requirements for
Step 5; all required components are
complete (e.g., ECERS, summary, &
reflection, etc.) and indicate quality time
spent reflecting and completing the
step; mentor teacher, faculty, and
student verifies complete information.
Student does not complete
requirements for Step 5; required
components are not complete (e.g.,
ECERS, summary, & reflection, etc.)
and indicates a lack of quality time
spent reflecting and completing the
step; mentor teacher, faculty, and
student does not verify complete
information.
Student completes all requirements for
Step 6; all required components are
complete (e.g., reading responses &
reflection, etc.) and indicate quality time
spent reflecting and completing the
step; faculty, and student verify
complete information.
Student does not complete
requirements for Step 6; required
components are not complete (e.g.
reading responses & reflection, etc.)
and indicates a lack of quality time
spent reflecting and completing the
step; faculty, and student do not
verify complete information.
Student completes all requirements for
Step 7; all required components are
complete (e.g., focus children
responses and reflections, etc.) and
indicate quality time spent reflecting
and completing the step; faculty, and
student verify complete information.
Student does not complete
requirements for Step 7; required
components are not complete (e.g.,
focus children responses and
reflections, etc.) and indicates a lack
of quality time spent reflecting and
completing the step; faculty, and
student do not verify complete
information.
Student completes all requirements for
Step 8; all required components are
complete (e.g., observation, reflection,
documentation, etc.) and indicate
quality time spent reflecting and
completing the step; faculty, and
student verify complete information.
Student does not complete
requirements for Step 8; required
components are not complete (e.g.,
observation, reflection,
documentation, etc.) and indicates a
lack of quality time spent reflecting
and completing the step; faculty,
and student do not verify complete
information.
Supportive Skills: Written and verbal communication
Student follows directions as outlined in
Student does not follow the
the module.
directions outlined in the module.
Communicates effectively, both written
and orally; uses appropriate
conventions: grammar, mechanics,
spelling, capitalization, sentence
structure; evidence of self-editing.
Does not communicate effectively in
written or oral contexts; substantial
errors; difficult to read; no clarity; no
cohesion; poor mechanics;
disorganized module.
information.
Student completes minimal
requirements for Step 5;
required components are
minimally complete (e.g.,
ECERS, summary, & reflection,
etc.) and indicates a lack of
quality time spent reflecting and
completing the step (little
information or ability to reflect
and apply); mentor teacher,
faculty, and student has not
verified complete information.
Student completes minimal
requirements for Step 6;
required components are
minimally complete (e.g.,
reading responses & reflection,
etc.) and indicates a lack of
quality time spent reflecting and
completing the step (little
information or ability to reflect
and apply);, faculty, and student
have not verified complete
information.
Student completes minimal
requirements for Step 7;
required components are
minimally complete (e.g., focus
children responses and
reflections, etc.) and indicates a
lack of quality time spent
reflecting and completing the
step (little information or ability
to reflect and apply); faculty,
and student have not verified
complete information.
Student completes minimal
requirements for Step 8;
required components are
minimally complete (e.g.,
observation, reflection,
documentation, etc.) and
indicates a lack of quality time
spent reflecting and completing
the step (little information or
ability to reflect and apply);
faculty, and student have not
verified complete information.
Student minimally follows
directions as outlined in the
module.
Many errors; difficult to read;
no/little clarity; little cohesion;
disorganized module.
Student adequately completes
all requirements for Step 5; all
required components are
complete (e.g., ECERS,
summary, & reflection, etc.) and
indicates adequate time spent
reflecting and completing the
step; some sections may be of a
lesser quality than others;
mentor teacher, faculty, and
student verifies complete
information.
Student adequately completes
all requirements for Step 6; all
required components are
complete (e.g., reading
responses & reflection, etc.) and
indicates adequate time spent
reflecting and completing the
step; some sections may be of a
lesser quality than others;
faculty, and student verify
complete information.
Student completes all
requirements for Step 5; all
required components are
complete (e.g., ECERS,
summary, & reflection, etc.) and
indicate quality time spent
reflecting and completing the
step; mentor teacher, faculty,
and student verifies complete
information; professional quality
work.
Student adequately completes
all requirements for Step 7; all
required components are
complete (e.g., focus children
responses and reflections, etc.)
and indicates adequate time
spent reflecting and completing
the step; some sections may be
of a lesser quality than others;
faculty, and student verify
complete information.
Student completes all
requirements for Step 7; all
required components are
complete (e.g., focus children
responses and reflections, etc.)
and indicate quality time spent
reflecting and completing the
step; faculty, and student verify
complete information;
professional quality work.
Student adequately completes
all requirements for Step 8; all
required components are
complete (e.g., observation,
reflection, documentation, etc.)
and indicates adequate time
spent reflecting and completing
the step; some sections may be
of a lesser quality than others;
faculty, and student verify
complete information.
Student completes all
requirements for Step 8; all
required components are
complete (e.g., observation,
reflection, documentation, etc.)
and indicate quality time spent
reflecting and completing the
step; faculty, and student verify
complete information;
professional quality work.
Student adequately follows
directions as outlined in the
module.
Some errors; adequate clarity;
moderate cohesion; sometimes
difficult to read; adequately
organized module.
Student fully follows directions
as outlined in the module.
Student completes all
requirements for Step 6; all
required components are
complete (e.g., reading
responses & reflection, etc.) and
indicate quality time spent
reflecting and completing the
step; faculty, and student verify
complete information;
professional quality work.
Few to no errors; module is
clear; cohesive; spelling,
capitalizations, mechanics,
sentence structure is clearly
developed; organized module.
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Appendix D: NAEYC Standards and Skill Standards for Practicum I
PCC’s Early Education and Family Studies Program is a nationally accredited program and
therefore employs professional preparation standards from the National Association for the
Education of Young Children (NAEYC) to guide student development and learning experiences.
Module 1 was developed to provide students with opportunities to demonstrate knowledge
areas and skills/abilities within each Standard and Key Element. The knowledge and skills
identified here are deemed to be appropriate to Practicum 1 based on pre-requisite
coursework, practicum experiences and module exercises.
Standard 1: Promoting Child Development and Learning
*Key Element 1a. Knowing and understanding young children’s characteristics and
needs, from birth through age 8.
Key Element 1b. Knowing and understanding the multiple influences on early
development and learning.

Knowledge of developmentally appropriate practices and principles.
Key Element 1c. Using developmental knowledge to create healthy, respectful,
supportive, and challenging learning environments for young children.






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

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Knowledge of safety hazards in an early childhood environment.
Knowledge of Back-to-Sleep procedures and infant sleep protocols.
Knowledge of requirements regarding diapering, toileting, hand washing, sanitizing, laundry and
disposal of contaminated items and materials.
Knowledge of bacteria cross-contamination.
Knowledge of universal precautions and food handling procedures.
Knowledge of cleansing and sanitation processes.
Knowledge of safe temperatures for storing hot and cold foods.
Knowledge of safety procedures for use and storage of dangerous utensils and tools in food areas.
Ability to implement sanitation procedures.
Ability to maintain daily set up/clean up of the environment.
Ability to pass and maintain food handler examination.
Standard 2: Building Family and Community Relationships
*Key Element 2a. Knowing about and understanding diverse family and community
characteristics


Ability to recognize the value of diversity.
Ability to respect others’ beliefs, values, professional style and cultures.
Key Element 2b. Supporting and engaging families and communities through
respectful, reciprocal relationships.


Ability to communicate information.
Ability to develop positive communication channels between different teaching teams and team
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members.
Key Element 2c. Involving families and communities in young children’s development
and learning.
Standard 3: Observing, Documenting, and Assessing to Support Young Children and Families.
Key Element 3a. Understanding the goals, benefits, and uses of assessment – including
its use in development of appropriate goals, curriculum, and teaching strategies for
young children.
Key Element 3b. Knowing about assessment partnerships with families and with
professional colleagues to build effective learning environments.
*Key Element 3c. Knowing about and using observation, documentation, and other
appropriate assessment tools and approaches, including the use of technology in
documentation, assessment, and data collection.

Ability to pay attention to detail.
Key Element 3d. Understanding and practicing responsible assessment to promote
positive outcomes for each child, including the use of assistive technology for children
with disabilities.
Standard 4: Using Developmentally Effective Approaches
Key Element 4a. Understanding positive relationships and supportive interactions as
the foundations of their work with young children.

Ability to demonstrate effective listening skills.
Key Element 4b. Knowing and understanding effective strategies and tools for early
education, including appropriate uses of technology.


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Ability to follow process and procedures
Ability to organize.
Ability to acquire supplies and equipment.
Key Element 4c. Using a broad repertoire of developmentally appropriate
teach/learning approaches.

Ability to observe child behavior
Key Element 4d. Reflecting on own practice to promote positive outcomes for each
child.



Ability to self-reflect, monitor and adjust one’s own behavior.
Ability to be flexible and adaptable.
Ability to demonstrate commitment to self-improvement.
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Standard 5: Using Content Knowledge to Build Meaningful Curriculum
Key Element 5a. Understanding content knowledge and resources in academic
disciplines: language and literacy; the arts – music, creative movement, dance, drama,
visual arts; mathematics; science; physical activity, physical education, health and
safety; and social studies.

Ability to perform measurement and basic mathematical procedures.
Key Element 5b. Knowing and using the central concepts, inquiry tools, and structures
of content areas or academic disciplines.


Ability to read directions accurately.
Ability to read and follow sequential directions.
5c. Using own knowledge, appropriate learning standards, and other resources to
design, implement, and evaluate developmentally meaningful and challenging
curriculum for each child.
Standard 6: Becoming a Professional
Key Element 6a. Identifying and involving oneself with the early childhood field.

Knowledge of self-awareness and the ability to obtain appropriate support.
Ability to display enthusiasm/positive attitude.

Key Element 6b. Knowing about and upholding ethical standards and other early
childhood professional guidelines.
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Knowledge of and ability to use personal hygiene aides.
Knowledge of signs and symptoms of child abuse, prevention measures, and mandated reporting
requirements.
Ability to respect the rights of others.
Ability to understand/accept responsibility for own behavior and impact on others, and resolve
conflicts.
*Key Element 6c. Engaging in continuous, collaborative learning to inform practice;
using technology effectively with young children, with peers, and as a professional
resource.
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Ability to observe child behavior
Ability to listen.
Ability to demonstrate effective listening skills.
Ability to brainstorm with others and to develop creative solutions.
Key Element 6d. Integrating knowledgeable, reflective, and critical perspectives on
early education.

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Ability to follow through on assigned tasks.
Ability to prioritize tasks.
Ability to demonstrate open-mindedness to new ideas, learning and growth opportunities.

Key Element 6e. Engaging in informed advocacy for young children and the early
childhood profession.
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