Event Details

Child Development Associate (CDA) EARL244 Early Childhood Profession 3 Credit Course- Northampton CC

:303551

C1: Knowledge Acquisition

Monday, June 3 - Monday, August 12, 2019

6:00pm to 9:45pm

(45.00 Hours)

Pre Req – Successful completion of EARL106 and EARL217 (CDA section) Student costs: $40 Students are prepared to apply for CDA credential at the end of the coursework. Student need to be working or willing to work at a licensed Early Childhood program 12-15 hours a week. This is necessary for the successful completion of CDA requirements and CDA related assignments For more information visit https://tinyurl.com/y7dokb97

Description

Course ID 6553

EARL244 Early Childhood Profession
Students use evidence based knowledge to learn about their role as professionals to become informed advocates for all children, their families, and for sound educational practices and policies. Historical perspectives of the early childhood profession and how they influence current trends and curriculum models are analyzed. NAEYC, CEC, and DEC Codes of Ethics are used to examine ethical dilemmas including those related to cultural, linguistic, and ability diversity. Professional competencies related to legal responsibilities, teaching models, and professional resources for Dual Language Learners (DLL) are explored. Child Abuse Registry, Criminal Background Check, and FBI clearances are required. Prereq. - EARL106 and EARL217

PRACTITIONERS MUST HAVE SUCCESSFULLY COMPLETED CDA SECTION OF EARL106 AND HAVE WORK FROM THE CDA 2.0 COMPETENCY BOOK TO ENROLL IN THE NEXT CDA SECTIONS OF THE COURSES FOR EARL217 AND EARL244

The Council for Professional Recognition is the credentialing agency after completion of EARL106, EARL217 and EARL244 for this 9 credit program. Students are prepared to apply for the CDA credential at the end of the coursework. Credits are applicable to the Infant to Grade 4 Associate Degree Program, and the CDA Specialized Diploma at NCC. Students need to be working at a licensed Early Childhood program 12-15 hours a week with Infant/Toddler or Preschool children. Students purchase books from the NCC Bookstore.

To apply and enroll visit www.northampton.edu.

Learning Objectives

Upon completion, students will be able to:

1. Explain content knowledge and resources in symbol systems / subject areas: language and literacy; the
arts- visual arts, music, creative movement, dance, and drama; mathematics; science, physical
education, health and safety; and social studies.
2. Discuss the central concepts, inquiry tools, and structures of all symbol systems / subject areas.
3. Use evidence based knowledge, early learning standards, Universal Design for Learning, and other
resources to design, implement, and evaluate curriculum and experiences to support each child's
development and learning.
4. Identify and reflect on career goals; identify and involve themselves with the profession.
5. Explain ethical guidelines, professional systems, standards and regulations in the field of early
education.
6. Explain and analyze personal engagement in continuous and collaborative learning; demonstrate
reflective and critical perspectives.
7. Discuss ways to advocate for each child, family, and the profession.
8. Analyze and synthesize knowledge about becoming a professional who can articulate and practice an
individual philosophy which includes evidence based practice and Universal Design for Learning.

In all three courses, students will:
1. Self-assessment and self-advocacy
2. Mastering and applying foundational concepts from general education

Students use evidence based knowledge of ethical guidelines and professional standards. They engage in continuous, collaborative learning and demonstrate knowledgeable, reflective, and critical perspectives to make informed decisions about advocating for sound practices and policies in early education.

Core Knowledge Competencies

EARL244: Early Childhood Profession

Program Standard 5: Using Content to Build Meaningful Curriculum
Students use evidence based knowledge of subject areas, Universal Design for Learning, inquiry tools, and resources to design, implement, and evaluate curriculum and experiences to support each child’s development and learning.

5a. Understand content knowledge and resources in symbol systems / subject areas: language and literacy; the arts – visual arts, music, creative movement, dance, and drama; mathematics; science, physical education, health and safety; and social studies.
5b. Understand the central concepts, inquiry tools, and structures of all symbol systems / subject areas.
5c. Use evidence based knowledge, early learning standards, Universal Design for Learning, and other resources to design, implement, and evaluate curriculum and experiences to support each child’s development and learning.

K2.05 C3 - Examine how the resources in the Standards Aligned System (SAS) portal* support student success.
K2.06 C3 - Analyze how a curriculum framework is an integral part of curriculum development and individualization for children.
K2.07 C3 - Evaluate the programmatic elements of the curriculum to insure the content is adapted to meet individualized needs as defined by the PA Learning Standards.
K2.09 C3 - Integrate multiple areas of knowledge in effective curriculum design focusing on analysis of the extent to which clear and developmentally, culturally and individually appropriate learning outcomes for all children are implemented, expectations and roles for instructional staff are established, and the extent to which developmentally appropriate strategies and materials are linked to the PA Learning Standards.
K2.10 C3 - Develop curriculum which addresses children’s approaches to learning, social and emotional development, and academic subjects.
K2.11 C3 - Assess ways to intentionally support individual and group growth and learning in each of the domains (emotional, social, language, cognitive, physical, and creative)
K2.15 C3 - Assess the experiences provided for children to determine the achievement of designated outcomes in school and in life as outlined in the PA Learning Standards and the Guiding Principles.

Knowledge Area 2: Curriculum and Learning Experiences > Competency Core Group 1: Learning Environment
Knowledge Area 2: Curriculum and Learning Experiences > Competency Core Group 2: Curriculum
Knowledge Area 2: Curriculum and Learning Experiences > Competency Core Group 3: Instruction

Program Standard 6: Becoming a Professional
Students use evidence based knowledge of ethical guidelines and professional standards. They engage in continuous, collaborative learning and demonstrate knowledgeable, reflective, and critical perspectives to make informed decisions about advocating for sound practices and policies in early education.

6a. Identify and reflect on career goals; identify and involve themselves with the profession.
6b. Understand ethical guidelines, professional systems, standards and regulations in the field of early education.
6c. Explain and analyze personal engagement in continuous and collaborative learning; demonstrate reflective and critical perspectives.
6d. Understand ways to advocate for each child, family, and the profession.
6e. Analyze and synthesize knowledge about becoming a professional who can articulate and practice an individual philosophy which includes evidence based practice and Universal Design for Learning.

K6.01 C3 - Advocate for the early childhood field (birth to grade 4) as a distinct profession, which embodies ethical/professional interactions and codes of conduct.
K6.02 C3 - Assess professional growth in the variety of roles assumed by early childhood professionals and how this contributes to career planning
K6.03 C3 - Analyze the collaborative approach to ensure child, staff, and family satisfaction in the delivery of services.
K6.04 C3 - Plan for continuous self-assessment and self-development based on strengths and challenges in the professional role of a lifelong learner.
K6.05 C3 - Synthesize information and participate in interdisciplinary collaboration, including engagement with a variety of professionals and organizations involved in early childhood education and school-age programs, to share new ideas and perspectives.
K6.06 C3 - Analyze data and reflect upon the relevant professional codes, guidelines, standards, and regulatory processes which govern your professional role to plan for continuous program improvement, including the review of current research and policy relevant to child and youth development.
K6.07 C3 - Transmit cross cultural knowledge, skills and dispositions in ethical, collaborative ways through modeling, motivating and mentoring in order to analyze the effect that knowledge transmission has on learning outcomes for children.
K6.08 C3 - Evaluate how action research within the classroom supports professional problem solving for challenging issues through strategic action planning steps.
K6.09 C3 - Reflect and assess growth in leadership skills, styles, dispositions, and competencies and continue to seek professional develop opportunities to expand upon these to support continuous quality improvement within your program.
K6.10 C3 - Synthesize multiple sources of knowledge and multiple perspectives to engage in ethical advocacy to ensure best practices to meet the needs of young children.
K6.11 C3 - Advocate for the early childhood field (birth to grade 4) as a distinct research based discipline that is standards based and supports young children’s success in school and life.
K6.12 C3 - Create a classroom environment that utilizes skills and knowledge gained from a mentor/coach and supports best practice and meets the needs of all children and families.

Knowledge Area 6: Professionalism and Leadership > Competency Core Group 1: Professionalism
Knowledge Area 6: Professionalism and Leadership > Competency Core Group 2: Ethics
Knowledge Area 6: Professionalism and Leadership > Competency Core Group 3: Advocacy and Leadership

CDA Competency Goals Functional Areas

eCDA Module V: To ensure a well-run, purposeful program responsive to participant needs. 12. Program Management: Candidate is a manager who uses all available resources to ensure an effective operation. The Candidate is a competent organizer, planner, record keeper, communicator, and a cooperative coworker.

eCDA Module VI: To maintain a commitment to professionalism. 13. Professionalism: Candidate makes decisions based on knowledge of researched-based early childhood practices, promotes high-quality child care services, and takes advantage of opportunities to improve knowledge and competence, both for personal and professional growth and for the benefit of children and families.

NAEYC Standards
Standard 6: Becoming a Professional
Students prepared in early childhood degree programs identify and conduct themselves as
members of the early childhood profession. They know and use ethical guidelines and other
professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.

Diversity/Inclusion

Program Standard 5: Using Content to Build Meaningful Curriculum
Students use evidence based knowledge of subject areas, Universal Design for Learning, inquiry tools, and resources to design, implement, and evaluate curriculum and experiences to support each child’s development and learning.

5a. Understand content knowledge and resources in symbol systems / subject areas: language and literacy; the arts – visual arts, music, creative movement, dance, and drama; mathematics; science, physical education, health and safety; and social studies.
5b. Understand the central concepts, inquiry tools, and structures of all symbol systems / subject areas.
5c. Use evidence based knowledge, early learning standards, Universal Design for Learning, and other resources to design, implement, and evaluate curriculum and experiences to support each child’s development and learning.

Program Standard 6: Becoming a Professional
Students use evidence based knowledge of ethical guidelines and professional standards. They engage in continuous, collaborative learning and demonstrate knowledgeable, reflective, and critical perspectives to make informed decisions about advocating for sound practices and policies in early education.

6a. Identify and reflect on career goals; identify and involve themselves with the profession.
6b. Understand ethical guidelines, professional systems, standards and regulations in the field of early education.
6c. Explain and analyze personal engagement in continuous and collaborative learning; demonstrate reflective and critical perspectives.
6d. Understand ways to advocate for each child, family, and the profession.
6e. Analyze and synthesize knowledge about becoming a professional who can articulate and practice an individual philosophy which includes evidence based practice and Universal Design for Learning.

CDA Competency Goals Functional Areas

eCDA Module V: To ensure a well-run, purposeful program responsive to participant needs. 12. Program Management: Candidate is a manager who uses all available resources to ensure an effective operation. The Candidate is a competent organizer, planner, record keeper, communicator, and a cooperative coworker.

eCDA Module VI: To maintain a commitment to professionalism. 13. Professionalism: Candidate makes decisions based on knowledge of researched-based early childhood practices, promotes high-quality child care services, and takes advantage of opportunities to improve knowledge and competence, both for personal and professional growth and for the benefit of children and families.

NAEYC Standards
Standard 6: Becoming a Professional
Students prepared in early childhood degree programs identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.

Northampton Community College - Reibman 102
3835 Green Pond RoadBethlehem, PA 18020
County Northampton

Registration

Event Fee

Registration Closed

6/3/2019

Required?

Yes

Outside Registration Hyperlink

https://tinyurl.com/y7dokb97

Contact

Northampton Community College (Email)

Community Services for Children

3835 Green Pond Road
Bethlehem, PA 18020

EARL244-C1 Funded by CSC S1 2019 – Pre.Req. EARL106 and EARL 217 (CDA Sections
Payment must be made to NCC at time of registration for each 3 credit course.

Click Here for Instructions to Register
https://northampton.edu/early-childhood-education/partnerships/northeast-key-funded-classes.htm

Questions? Email: Education
Education@northampton.edu

The Council of Professional Recognition is the credentialing agency – this 9 credit program is part of the 120 clock hours to submit to cou

Trainers

Rebecca Lamar - Professional Development Instructor (PD) - Approved

Community Services for Children

Community Services for Children (PD/TA)

Delivery Methods

Classroom/Face to Face

Assessment of Learning

Demonstration of Skills
Observation
Portfolio
Pre/Post Test
Project
Q&A
Reflection Paper
Research Paper
Self Report

45.00 Hours

Course Level

C1: Knowledge Acquisition

PQAS Approved

Course Category

Preschool/Pre-K

General Course

(17 Hours)

(28 Hours)

CDA Content Areas

Social & Emotional Development (17 Hours)
Maintaining Professionalism (28 Hours)

Center Staff

Family/Group

Head Start/Early Head Start

Infants

Toddlers

Preschool