ERIC ED529248: Early Childhood Education. Program CIP: 19.0709

2010·1.9 MB·English

by  ERIC

Early Childhood Education
Program CIP: 19.0709
Ordering Information
Research and Curriculum Unit for Workforce Development
Vocational and Technical Education
Attention: Reference Room and Media Center Coordinator
P. O. Drawer DX
Mississippi State, MS 39762
www.rcu.msstate.edu/curriculum/download/
[phone]
Direct inquiries to
Betsey Smith Diane Different
Curriculum Project Manager Program Coordinator
P. O. Drawer DX Office of Vocational Education and Workforce
Mississippi State, MS 39762 Development
[phone] Mississippi Department of Education
E-mail: [email protected] P. O. Box 771
Jackson, MS 39205
[phone]
E-mail: [email protected]
Published by
Office of Vocational and Technical Education
Mississippi Department of Education
Jackson, MS 39205

Research and Curriculum Unit for Workforce Development
Vocational and Technical Education
Mississippi State University
Mississippi State, MS 39762

Robin Parker, Curriculum Coordinator
Jolanda Harris, Educational Technologist
Johnny Jones, Digital Print Specialist
Louis Randle, Binding Specialist
Ashleigh Barbee Murdock, Editor
Kim Harris, Graphic Artist

The Research and Curriculum Unit, located in Starkville, MS, as part of Mississippi State University, was established
to foster educational enhancements and innovations. In keeping with the land grant mission of Mississippi State
University, the RCU is dedicated to improving the quality of life for Mississippians. The RCU enhances intellectual
and professional development of Mississippi students and educators, while applying knowledge and educational
research to the lives of the people of the state. The RCU works within the contexts of curriculum development and
revision, research, assessment, professional development, and industrial training.
1
Table of Contents
Acknowledgments ......................................................................................................................................................... 3
Preface ........................................................................................................................................................................... 7
Early Childhood Education Research Synopsis .............................................................................................................. 8
Early Childhood Education Executive Summary .......................................................................................................... 19
Early Childhood Education........................................................................................................................................... 26
Unit 1: Orientation, Personal, and Professional Preparation 20 Hours ............................................................... 26
Unit 2: Child Development: Infants - Middle Childhood 80 Hours ....................................................................... 51
Unit 3: History and Trends of Early Childhood Education 20 Hours .................................................................... 94
Unit 4: Health and Safety 80 Hours .................................................................................................................... 109
Unit 5: Observation, Assessment, and Guidance 40 Hours ............................................................................... 135
Unit 6: Career Development and Professionalism 40 Hours .............................................................................. 157
Unit 7: The Learning Environment 80 Hours ...................................................................................................... 184
Unit 8: Characteristics of Quality Child-Care Programs 40 Hours ...................................................................... 207
Unit 9: Management and Administration 80 Hours ........................................................................................... 225
Student Competency Profile ..................................................................................................................................... 240
Appendix A: 21st Century Skills Standards ................................................................................................................ 242
Appendix B: MS Academic Standards ........................................................................................................................ 243
Appendix C: ACT College Readiness Standards ......................................................................................................... 244
Appendix D: National Industry Standards ................................................................................................................. 255
Appendix E: National Educational Technology Standards for Students .................................................................... 256
Appendix F: Glossary ................................................................................................................................................. 258

2
Acknowledgments
The Early Childhood curriculum was presented to the Mississippi Board of Education on March 19, 2010. The
following persons were serving on the state board at the time:
Dr. Tom Burnham, State Superintendent
Mr. William Harold Jones, Chair
Mr. Charles McClelland, Vice Chair
Ms. Kami Bumgarner
Mr. Howell “Hal” N. Gage
Dr. O. Wayne Gann
Mr. Claude Hartley
Ms. Martha “Jackie” Murphy
Ms. Rosetta Richards
Dr. Sue Matheson

Jean Massey, Associate Superintendent of Education for the Office of Vocational Education and Workforce
Development, at the Mississippi Department of Education assembled an oversight committee to provide input
throughout the development of the Early Childhood Curriculum Framework and Supporting Materials. Members of
this task force were as follows:
Dr. Kay Berry, Simpson County School District
Dr. Sam Bounds, Mississippi Association of School Superintendents
Kevin F. Gilbert, Mississippi Association of Educators
David Campbell, Mississippi Association of Middle Level Educators
Tommye Dale Favre, Mississippi Department of Employment Security
Mary Hardy, Mississippi PTA
Anna Hurt, Mississippi Association of School Administrators
Jay Moon, Mississippi Manufacturers Association
Dr. Dean Norman, Center for Advanced Vehicular Systems Extension
Michael Ray, Western Line School District
George Schloegal, Hancock Bank
Charlene Sproles, Mississippi School Counselor Association
Mike Thomas, North American Coal Corporation
Pete Walley, Institutions of Higher Learning
Clarence Ward, Boys and Girls Clubs of the Gulf Coast
Debra West, State Board for Community and Junior Colleges

Also, special thanks are extended to the teachers who contributed teaching and assessment materials that are
included in the framework and supporting materials. Members who contributed were as follows:

Ms. Patty Newsom, Millsaps Career & Technology Center, Starkville School District, Starkville, MS
Ms. Kathy Greene, Clinton High School Career Complex, Clinton, MS
Ms. Mary Darby, Biloxi Public Schools, Biloxi, Mississippi
Ms. Mary Jane Wood, Hattiesburg High School, Hattiesburg, MS
Ms. Stacy Travis, E. H. Keys Technology Center, Ocean Springs, MS
Ms. Sondra K. Adams, Hancock County Vocational Center, Kiln, MS
Ms. Kimberly Langley, School of Career & Technical Education, New Albany School Dist., New Albany, MS

Appreciation is expressed to the following professionals who provided guidance and insight throughout the
development process:
3
Ms. Dianne Different, Program Coordinator, Office of Vocational Education and Workforce Development,
Mississippi Department of Education, Jackson, MS
Ms. Lucy Bryant, Child Care Resource Referral, Mississippi State University
Ms. Karen Graham, Creative Learning Center, Starkville, Mississippi
Dr. Ester Howard, Early Childhood Institute, Mississippi State University
Ms. Carol Jones, Aiken Village Preschool, Mississippi State University

4
Standards
Standards in the Early Childhood Education Curriculum Framework and Supporting Materials are based on the
following:

The National Association for the Education of Young Children (NAEYC) is dedicated to improving the well-being of
all young children, with particular focus on the quality of educational and developmental services for all children
from birth through age 8. NAEYC is committed to becoming an increasingly high performing and inclusive
organization. Since 1985, NAEYC has offered a national, voluntary accreditation system to set professional
standards for early childhood education programs and to help families identify high-quality
programs. Today, NAEYC accreditation represents the mark of quality in early childhood education. Over 7,000
child-care programs, preschools, early learning centers, and other center- or school-based early childhood
education programs are currently NAEYC-accredited. These programs provide high-quality care and education to
nearly 1 million young children in the United States, its territories, and programs affiliated with the United States
Department of Defense. The following NAEYC standards are incorporated throughout the Early Childhood
Education curriculum: 1) Promoting Child Development and Learning; 2) Building Family and Community
Relationships; 3) Observing, Documenting, and Assessing; 4) Teaching and Learning; and 5) Becoming a
Professional.

The Child Development Associate credential (CDA) is a national credential awarded to early childhood
professionals who have shown they have met the beginning level competencies needed for working with young
children. It is a significant accomplishment and an option for starting a successful career in early childhood
education. The CDA credential is administered by the Council for Professional Recognition in Washington, DC. It is
the source for information about the credential, the application, and how to earn it. The following CDA credential
standards are incorporated throughout the Early Childhood Education curriculum: 1) To establish and maintain a
safe, healthy learning environment; 2) To advance physical and intellectual competence; 3) To support social and
emotional development and provide positive guidance; 4) To establish positive and productive relationships; 5) To
ensure a well-run, purposeful program responsive to participant needs; and 6) To maintain a commitment to
professionalism.

Applied Academic Credit Benchmarks
Comprehensive Health
The Comprehensive Health Framework for grades 9 through 12 is dedicated to student achievement in all
dimensions of health, including but not limited to community/environmental health, consumer health, disease
prevention and control, human growth and development, nutrition, family life, safety and first aid, personal
health, mental health, and drug abuse prevention.
21st Century Skills and Information and Communication Technologies Literacy Standards
In defining 21st century learning, the Partnership for 21st Century Skills has embraced five content and skill areas
that represent the essential knowledge for the 21st century: global awareness; civic engagement; financial,
economic, and business literacy; learning skills that encompass problem-solving, critical-thinking, and self-
directional skills; and Information and Communication Technology (ICT) literacy.

5
National Educational Technology Standards for Students
Reprinted with permission from National Educational Technology Standards for Students: Connecting
Curriculum and Technology, Copyright © 2007, ISTE (International Society for Technology in Education),
[phone] (U.S. and Canada) or [phone] (International), [email protected], www.iste.org. All rights
reserved. Permission does not constitute an endorsement by ISTE.

ACT College Readiness Standards
The College Readiness Standards are sets of statements intended to help
students understand what is expected of them in preparation for the ACT. These
standards are integrated into teaching and assessment strategies throughout the
curriculum framework.
6
Preface
Secondary vocational–technical education programs in Mississippi are faced with many challenges resulting from
sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held
accountable for providing true learning activities to every student in the classroom. This accountability is measured
through increased requirements for mastery and attainment of competency as documented through both
formative and summative assessments.
The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of
1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state
mandates (Laws, 1988, ch. 487, §14; Laws, 1991, ch. 423, §1; Laws, 1992, ch. 519, §4 eff. from and after July 1,
1992; Carl D. Perkins Vocational Education Act IV, 2007; and No Child Left Behind Act of 2001).

7
Early Childhood Education Research Synopsis
Introduction
The Early Childhood Education Curriculum prepares students for future success in the field of early childhood
education by improving academic and technology skills, improving employability skills, and articulating courses to
community colleges. The rigorous and relevant 2-year program is based on state and national standards, CDA
(Child Development Associate) competency standards, NAEYC (National Association for the Education of Young
Children) standards, and 21st century workforce skills. The course is a 2-year program offering 4 Carnegie units of
credit. The industry of early childhood education is preparing for changes due to high rates of teacher retirement,
national and state initiatives and requirements, and the new focus on the field of early childhood education. The
course allows for core academic subjects to be integrated into the curriculum, which are vital to students’ success.
Research projects that early childhood teacher qualifications will increase, from the previous 2006 minimum
standard of CDA, to an associate degree by 2010, with additional work toward a baccalaureate degree by 2020.
This curriculum provides students with the background and experience needed to obtain a CDA credential within
the summer after graduation.
Needs of the Future Workforce and Benefits to the Economy
Quality early childhood education programs benefit our future society and economy. Research shows that
preschool education is a sound economic investment, due to the fact that every dollar invested in early education
saves taxpayers costs in the future. It is an investment that pays great returns.
Employment
According to the Occupational Employment and Wage Estimates panel in May 2007, there were over 29,700
workers in the occupations of preschool teachers, child-care workers, and teacher assistants in the state of
Mississippi. Job opportunities are expected to increase in each of these areas on average of 26.66% until 2014. This
average promises to increase as large portions of the Early Childhood workforce near retirement age and leave the
profession. Child-care providers will be needed to provide quality child care in community child-care centers,
homes, family settings, religious settings, and private or public center settings. Preschool teachers, as well as
teacher assistants, will be needed to provide developmentally appropriate instruction in various school settings,
such as Head Start. Individuals will also be needed to develop and analyze ongoing research in the field of Early
Childhood.
The Early Childhood curriculum is intended to prepare students for future success in the occupational and
educational field of Early Childhood. Students gain employability skills, demonstrate occupational skill proficiently,
and master competencies set forth by the curriculum. The curriculum also provides for the articulation of specified
courses to local community colleges. The curriculum is written in accordance with state standards and national
standards (CDA and NAEYC), preparing students for an expansive workforce.
8
Industry Job Date – Employment Projections for 2006–2016 for Mississippi
Occupation Title Employment Projected Change 2006– Total
2006 Employment 2016 Projected Avg.
2016 Annual Job
Number
Openings
Percent
Child-Care Workers 14,940 16,990 2,050 13.7% 640
Preschool Teachers 3,740 4,790 1,050 28.1% 150
Teacher Assistants 14,000 16,200 2,200 15.7% 470
Note: Compiled by Mississippi Department of Employment Security and Labor Market Information Department
Perkins IV Requirements
The Perkins Career and Technical Education Improvement Act of 2005 requires career–technical programs to
prepare students for high-skill, high-wage, or high-demand careers in current and emerging occupations. The Early
Childhood Education curriculum meets the Perkins IV requirements by articulating specified courses with a
postsecondary institution. This curriculum offers a program of study at the secondary and postsecondary levels
that is intended to prepare students for occupations in the field of Early Childhood Education. The program of
study includes topics such as the following: Child Development, The Learning Environment, Management and
Administration, Children’s Health and Safety, Professionalism and Career Development, Child Observation,
Assessment, and Guidance Techniques, History, and Trends of Early Childhood Education and Characteristics of
Quality Child-Care Programs. The Early Childhood Education curriculum also focuses on academic skills in
English/literacy proficiency, biology, health, and mathematics, as well as occupational skills. Along with academic
and occupational skills, the curriculum focuses on a positive networking relationship with industry. Additionally,
the Early Childhood Education curriculum encourages the use of technology for students as well as teachers during
the implementation of the written curriculum. Students will be assessed using an assessment tool, the Mississippi
Career Planning Assessment System 2 (MS-CPAS 2), near the end of the second year in the Early Childhood
Education program.
Perkins Information – Occupational Employment and Wage Estimates for Mississippi 2007
Occupation Employment Avg. Avg. Entry Entry Experienced Experienced
Hourly Annual Hourly Annual Hourly Annual
Child-Care 6,380 $7.35 $15,280 $6.39 $13,280 $7.83 $16,280
Worker
Preschool 3,280 $10.40 $21,630 $6.54 $13,600 $12.33 $25,640
Teacher
Teacher 12,760 N/A $15,230 N/A $13,440 N/A $16,130
Assistant
Note: Amounts produced in cooperation with the U.S. Bureau of Labor Statistics
9
Carl Perkins IV Requirements Early Childhood Curriculum
Program of Study Yes
Aligned to Careers Yes
Standards and Content Yes
Continuous Improvement Yes
Alignment and Articulation Yes
Accountability and Assessment Yes
Entrepreneurship and Free Enterprise
Summary of Skills
Occupational Academic Employability
MSDH Records Management Economics (Supply/Demand) Effective Communication Skills
Program Management Mathematics (Budget Information) Work Ethics
State and Local Codes/Certification Reading Comprehension Professional Development
Skills
Positive Community Interaction Business and Technology Membership in Professional
Organizations
Leadership Skills Science (Child Development) Leadership and Responsibility
Workforce Learning
The curriculum for Early Childhood Education combines effective classroom instruction with hands-on training or
internships in local community child-care centers. Students are provided opportunities and are required to apply
instructional competencies to authentic field experiences, where they will demonstrate skills and knowledge
previously learned in the classroom. Learning strategies include field trips, career preparation - paid and unpaid,
internships (weekly experience assisting in an educational setting), and experience in assisting or job shadowing a
professional in an early childhood occupation on average of two times per week in a preschool or elementary
classroom. When arranging field experiences, course instructors will adhere to Section 5-6 (rules for students) in
the Mississippi State Department of Health handbook entitled Regulations Governing Licensure of Child-Care
Facilities.
Pathway Map
Upon completion of the 2-year program and high school graduation, students may enter the workforce, or
continue education at a postsecondary institution and then enter the workforce, or continue education at a
postsecondary institution and then continue at an institution of higher learning (IHL), or continue education at an
institution of higher learning (IHL). Students who choose to enter the workforce after graduation have the
10