Early Care I

Standards and Benchmarks

Standard 1

Practice positive leadership skills.
1.1	Participate in FCCLA.

Standard 2

Identify, plan and prepare for a future career
2.1	Identify personal qualities, skills, attributes, and educational qualifications of child care providers.
2.2	Describe professional development opportunities and professional organizations relating to childcare.

Standard 3

Understand personal development and relationships
3.1	List the basic human needs. (Maslow’s hierarchy)
3.2	State guidelines for promoting positive parent and childcare teacher relationships.
3.3	Identify skills needed for positive co-worker relationships.

Standard 4

Demonstrate knowledge and skills for child care and development
4.1	Describe types of childcare programs, characteristics of quality programs and licensing requirements.
4.2	Identify types of child abuse, risk factors, possible signs, resources for dealing with child abuse and how to report suspected child abuse.
4.3	State guidelines for creating a safe environment, preventing accidents and handling emergencies.
4.4	Identify developmental stages from infancy to school age.
4.5	Distinguish among emotional, intellectual, physical and social development.
4.6	Describe the importance of play and the role play has on development.
4.7	Discuss factors influencing behavior and guidance.
4.8	Develop positive guidance techniques.
4.9	State abilities and developmental milestones of specific age groups; infants, toddlers and twos, preschool age and school-age children.
4.10	Identify care giving skills specific to infants, toddlers and two-year olds.
4.11	State appropriate activities for infants, toddlers, and preschoolers.
4.12	Consider characteristics, needs and challenges for children with special needs, gifts, and talents.

Standard 5

Demonstrate knowledge and skills for selecting and caring for living/work spaces.
5.1	State guidelines for cleaning and sanitizing the childcare environment.
5.2	Discuss considerations in planning and arranging indoor activity areas.

Standard 6

Demonstrate knowledge and skills relating to clothing care, selection, and construction
6.1	Identify guidelines for laundry washing.

Standard 7

Make responsible consumer choices
7.1	Identify qualities of a good early childhood program.

Standard 8

Demonstrate knowledge and skills in nutrition, personal wellness, and food preparation
8.1	Identify guidelines for promoting good health in children.
8.2	Describe communicable diseases and their prevention, particularly as related to group care.
8.3	Develop appropriate meal plans for children.

Unit Title:	Suggested Length:
Caring for Children with Special Needs, Gifts and Talents	Two weeks
Standard & Benchmarks:
Early Care I 4.12
Content:
Considerations when caring for children with special needs, gifts and talents Types of special needs Characteristics of children with special needs Physical and neurological disabilities Levels of mental retardation Types of sensory impairments Communication disabilities Types of emotional or behavioral problems Rights of children with special needs Characteristics of gifted and talented children Resources that can provide assistance for children with special needs and /or gifts and talents
Suggested Student Performance/Product:
Completion of assignments and test with at least 60% accuracy. Research one type of special need and report to class. Participate in field trip to Little Lighthouse Participate in activities designed to heighten awareness of physical limitations (such as spooning cheerios into small mouth bottle with left hand if you are right-handed and being blindfolded and going through a maze)
Suggested Resources:
CIMC Teacher Assistant curriculum Video – Special People, Special Needs Textbook – Working With Young Children Internet resources concerning disabilities
Pre-AP Extensions:

Unit Title:	Suggested Length:
Children’s Health	Two weeks
Standard & Benchmarks:
Early Care I 6.1, 8.1, and 8.2
Content:
Guidelines for promoting good health Guidelines for laundering children’s bedding and caregiver’s smocks Factors necessary for communicable diseases to be transmitted Potential for communicable diseases in a child care environment What is cross-contamination and how to prevent it Diseases which can be prevented through immunization Immunization schedules Identifying non-communicable illnesses and diseases The importance and frequency of hand washing in a child care environment Potential illness indicators General procedures for caring for a sick child Importance of illness policies in a child care environment Guidelines for proper storage and administration of medication Causes and symptoms of stress in children Guidelines for dealing with children and families coping with stress
Suggested Student Performance/Product:
Completion of unit assignments and test with at least 60% accuracy. Do research on a communicable disease and report to the class
Suggested Resources:
Textbook – Working with Young Children CIMC Teacher Assistant curriculum, Unit 3 Oklahoma Day Care Licensing Requirements booklet Internet resources concerning communicable diseases
Pre-AP Extensions:

Unit Title:	Suggested Length:
Day Care Lab Competencies	Two weeks
Standard & Benchmarks:
Early Care I 4.2, 4.3, and 5.1
Content:
General safety guidelines and the necessity for safety in a child care environment Guidelines for fire prevention and safety Instructions for infant/toddler CPR How to lift and hold an infant How to change an infant or toddlers diaper Warming a bottle and feeding an infant Types of child abuse Risk factors that increase the chances of child abuse Possible signs of child abuse and neglect Reporting suspected child abuse Importance of confidentiality Guidelines for promoting good health Potential for communicable diseases in a child care environment Potential illness indicators Procedures for caring for a sick child Guidelines for proper storage and administration of medication
Suggested Student Performance/Product:
Completion of unit assignments and test. Safety poster
Suggested Resources:
CIMC Teacher Assistant curriculum materials Textbook – Working With Young Children Fire extinguisher for demonstration purposes Black light and Glow Germ for hand washing demonstration
Pre-AP Extensions:

Unit Title:	Suggested Length:
Food and Nutrition	Two weeks
Standard & Benchmarks:
Early Care I 8.3
Content:
Nutrients and their functions Food groups in the Food Guide Pyramid Nutritional requirements for children including serving sizes Mealtime practices appropriate for different age groups Guidelines for sanitary practices in food preparation, personal sanitation, storage, and clean up
Suggested Student Performance/Product:
Complete the unit assignments and test with at least 60% accuracy. Plan three days of menus which meet the nutritional needs of a three year old
Suggested Resources:
Textbook – Working With Young Children CIMC Teacher Assistant curriculum guide, Unit 11
Pre-AP Extensions:

Unit Title:	Suggested Length:
Guidance and Discipline	Two weeks
Standard & Benchmarks:
Early Care I 4.7 and 4.8
Content:
Developmental levels and their affect on behavior and guidance Three styles of care giving and how children respond Difference in discipline and punishment Goals of discipline Importance of good self-concept Use of positive guidance Types of positive reinforcement Direct and Indirect guidance techniques Factors that can cause discipline problems Techniques for effective guidance
Suggested Student Performance/Product:
Complete unit assignments and test with at least 60% accuracy Make a poster or power point presentation concerning the importance of good self-concept or contrasting positive and negative reinforcement
Suggested Resources:
Textbook – Parenting and Teaching Young Children CIMC Teacher Assistant curriculum materials Video – Positive Discipline = Positive Children
Pre-AP Extensions:

Unit Title:	Suggested Length:
Infant Care Giving Skills	Three weeks
Standard & Benchmarks:
Early Care I 4.3, 4.6, 4.10, and 4.11
Content:
Responding to an infant, being a respectful caregiver Physical care and safety guidelines for infant care How to lift and hold an infant Diaper changing Dressing an infant Properly preparing, labeling, and storing an infant’s bottle Introducing solid foods and feeding an infant Bathing an infant Importance of routines and infant’s schedule Importance of play Infant activities Safe toys for infants
Suggested Student Performance/Product:
Completion of unit assignments and test with at least 60% accuracy Follow guidelines to bathe a doll Follow guidelines to clean and prepare a formula bottle Be evaluated in a day care room for feeding an infant Be evaluated in a day care room for changing a diaper Participate in the respectful caregiver feeding activity Make a homemade infant toy
Suggested Resources:
Textbook – Working With Young Children CIMC Teacher Assistant curriculum material Internet research for preparing formula bottles and bathing baby Teacher resource books for infant activities and homemade toys Video – Respectfully Yours Video – It’s Not Just Routine
Pre-AP Extensions:

Unit Title:	Suggested Length:
Infant Growth and Development	Two weeks
Standard & Benchmarks:
Early Care I 3.1, 4.4, 4.5 and 4.9
Content:
Basic needs of children Maslow’s Hierarchy of Needs Areas of development – physical, social, emotional, intellectual Principles of development Developmental milestones of infants
Suggested Student Performance/Product:
Complete the unit assignments and test with at least 60% accuracy Using a digital camera and the infants in the day care rooms, make a pictorial chart of physical development during the first year of life
Suggested Resources:
Textbook – Working With Young Children CIMC Teacher Assistant curriculum materials Video – Infancy: the Beginning
Pre-AP Extensions:

Unit Title:	Suggested Length:
Orientation to Child Care	Two weeks
Standard & Benchmarks:
Early Care I 1.1, 2.1, 2.2, 3.3, 4.1, and 7.1
Content:
Types of child care programs Characteristics of a quality child care program Licensing and accreditation sources for child care facilities Coverage of licensing standards Qualities of a good child care provider Need for ongoing training and professionalism Career outlook
Suggested Student Performance/Product:
Complete unit assignments and test with at least 60% accuracy
Suggested Resources:
Textbook – Working With Young Children Oklahoma Day Care Licensing Requirements booklet Self made card game dealing with types of child care programs Oklahoma Day Care Licensing video Qualities of a Good Child Care Program video Internet sources – OKCIS and Outlook Handbook
Pre-AP Extensions:

Unit Title:	Suggested Length:
Preschooler	Two weeks
Standard & Benchmarks:
Early Care I 3.2, 4.4, 4.9, and 4.11
Content:
Developmental milestones of preschool children Promoting daily living and self-direction skills Role of the teacher in preschool play Activities for preschool children
Suggested Student Performance/Product:
Complete the unit assignments and test with at least 60% accuracy Complete the Preschool CD-ROM and print certificate Make a homemade game for a preschooler
Suggested Resources:
Textbook – Working With Young Children Child Development software Learning game resource books
Pre-AP Extensions:

Unit Title:	Suggested Length:
Providing an Environment for Learning	Two week
Standard & Benchmarks:
Early Care I 5.2
Content:
Types of activity areas Arranging indoor activity areas Appropriate equipment for specific activity areas Learning environment relates to the development and behavior of children Planning outdoor play spaces
Suggested Student Performance/Product:
Complete assignments and test with at least 60% accuracy Floor plan of activity areas for a four year old classroom Collage of equipment appropriate for five activity areas
Suggested Resources:
Textbook – Working With Young Children CIMC Teacher Assistant curriculum, Unit 12 Internet – www.environmentsresources.info and click on planning guides Video – Creating Environments for Learning and Play Early childhood equipment catalogs The Program for Infant/Toddler Caregivers (Far West Laboratories) training materials concerning floor plans
Pre-AP Extensions:

Unit Title:	Suggested Length:
Toddler Care	Two weeks
Standard & Benchmarks:
Early Care I 4.4, 4.9, 4.10, and 4.11
Content:
Developmental milestones of toddlers Influencing development and interacting with toddlers Understanding toddler’s need for independence Encouraging self-help skills Encouraging toilet training Play activities for toddlers Appropriate toys for toddlers
Suggested Student Performance/Product:
Complete unit assignments and test with at least 60% accuracy Plan, carryout, and evaluate a self-help activity with a toddler in the day care room Prepare five toddler activity cards Make a homemade toy for a toddler
Suggested Resources:
Textbook – The Child Care Professional CIMC Teacher Assistant curriculum materials Internet for researching toddler articles Activity and toy resource books Video – Enter Toddling
Pre-AP Extensions:

Course Syllabus

Early Care I 9^th-12^th Grade

Rationale and Course Description

Upon completion of this course, students will be employable in the occupational area of Child Care Teacher Assistant, with emphasis in infant and toddler care. Students receive theory in the classroom and hands-on experience caring for infants and toddlers is gained by working in the day care rooms under the supervision of adult caregivers. Teacher Assistant is the core course in the Early Care and Education plan of study. Further study would be in the occupations of Master Teacher and Day Care Director.

How will students learn?

Classroom learning is through independent study utilizing the State Dept. of Career and Technology CIMC curriculum materials for Teacher Assistant and teacher made study units. Students enroll throughout the year, but all students start with a day care lab competency unit and work through a progression of units covering infants through school-age children. Students will also be assigned to work in a day care room two weeks during each nine weeks period to receive hands-on experience caring for the infants and toddlers.

Content Outline

Day care lab competencies

Orientation to child care

Infant growth and development

Infant care giving skills

Health and safety

Toddler care

Pre-school child

Children with Special needs, Gifts, and Talents

Guidance and discipline

Food and nutrition

Learning Environment

How will students be assessed?

Unit assignments, teacher made and/or textbook generated tests, classroom projects, demonstrations, and observation in the day care rooms. At the end of the year, students will take the Career Tech competency exam for Teacher Assistant.

Major Projects/Products

Day care room safety poster

Pictorial infant growth chart using digital camera

Demonstrate bathing a baby

Demonstrate bottle cleaning and preparing formula

Be responsible for a Real-Care baby for one day

Infant and toddler activity cards

Make a homemade infant toy

Make a homemade toddler toy

Visit Tulsa Technology Center Children’s Learning Lab and/or Tulsa Community College Child Development Center to observe pre-school development and activities

Plan three days of menus for a three year old

Learning Resources (e.g. textbook, other publications, community resources, etc)

Textbooks used are Working With Young Children, by Judy Herr and The Child Care Professional, by Karen Stephens. We also use the Teacher Assistant Child Care Series curriculum materials from Oklahoma Dept. of Career and Technology Education. Internet resources are used as well as software programs concerning child development.

Grading Policy

Make-Up Work Policy

Pacing Calendar

1^st Quarter

Standard 1: Practice positive leadership skills
1.1	Participate in FCCLA.
Standard 2: Identify, plan, and prepare for a future career
2.1	Identify personal qualities, skills, attributes, and educational qualifications of child care providers.
2.2	Describe professional development opportunities and professional organizations relating to childcare.
Standard 3: Understand personal development and relationships
3.1	List the basic human needs. (Maslow’s hierarchy)
Standard 4: Demonstrate knowledge and skills for child care development
4.1	Describe types of childcare programs, characteristics of quality programs and licensing requirements.
4.2	Identify types of child abuse, risk factors, possible signs, resources for dealing with child abuse and how to report suspected child abuse.
4.3	State guidelines for creating a safe environment, preventing accidents and handling emergencies.
4.4	Identify developmental stages from infancy to school age.

2nd Quarter

Standard 4: Demonstrate knowledge and skills for child care development
4.5	Distinguish among emotional, intellectual, physical and social development.
4.9	State abilities and developmental milestones of specific age groups; infants, toddlers and twos, preschool age and school-age children.
4.10	Identify care giving skills specific to infants, toddlers and two-year olds.
4.11