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Outline components of the WI Early Learning Standards framework
Assessment Strategies
Oral, Written, Graphic and/or Skill Assessment
Criteria
reflect on the purpose and design of WMELS
reflect on the 9 Guiding Principles
reflect on the Teaching Cycle: Assessment, Planning and Curriculum Goals, and Implementation
delineate the 5 developmental domains in terms of domain, rationale, performance and program standards, developmental continuum, sample behaviors of children, and sample strategies for adults
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Apply WI Early Learning Standards to child development
Assessment Strategies
Oral, Written, Graphic and/or Skill Assessment
Criteria
reflect on developmentally appropriate practices
reflect on how you implement each step of the Teaching Cycle: Assessment, Planning and curriculum Goals, and Implementation
complete a child web assessment that describes a child’s developmental tasks, skills, unique strengths and characteristics
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Explain program application of WI Early Learning Standards
Assessment Strategies
Oral, Written, Graphic and/or Skill Assessment
Criteria
determine the program application of the Teaching Cycle: Assessment, Planning and Curriculum Goals, and Implementation
explain how WMELS is implemented at the field site
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Identify developmentally appropriate learning experiences that promote child development and learning through play
Assessment Strategies
Oral, Written, Graphic and/or Skill Assessment
Criteria
identify learning experiences that are relevant, meaningful, and appropriately challenging
identify learning experiences that are developmentally, culturally, and linguistically appropriate
identify learning experiences that are age and individually appropriate
identify learning experiences that reflect the Teaching Cycle: Assessment, Planning and Curriculum Goals, and Implementation
identify learning experiences that incorporate the WMELS Framework
identify learning experiences that include effective transitions
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Examine developmentally appropriate learning experiences that promote child development and learning through care routines
Assessment Strategies
Oral, Written, Graphic and/or Skill Assessment
Criteria
explore established caregiving routines (meals, toileting, naptime, etc.) following established guidelines (licensing regulations, DAP, etc.)
analyze caregiving routines to meet individual child needs
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Examine the standards of governmental regulations
Assessment Strategies
Oral, Written, Graphic and/or Skill Assessment
Criteria
explore the standards of WI licensing regulations
reflect on the application of licensing regulations in the early childhood practicum setting
adhere to WI Licensing Regulations in the practicum setting
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Demonstrate professional and ethical behaviors
Assessment Strategies
Oral, Written, Graphic and/or Skill Assessment
Criteria
adhere to the NAEYC Code of Ethical Conduct
comply with college code of conduct
comply with practicum placement guidelines
demonstrate college-specific life and workforce skills
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Demonstrate positive relationship skills with children and adults
Assessment Strategies
Oral, Written, Graphic and/or Skill Assessment
Criteria
define positive interpersonal skills
follow established guidelines for respectful interactions (i.e.,NAEYC Code of Ethical Conduct)
develop positive relationships with others
communicate effectively with others
collaborate effectively with others
maintain composure under pressure
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Examine diversity, equity, and inclusion principles
Assessment Strategies
Oral, Written, Graphic and/or Skill Assessment
Criteria
identify the human differences present within the practicum setting
identify ways to support the full inclusion of all children given the differences in culture, family structure, language, racial identity, gender, abilities and disabilities, religious beliefs, or economic class.
examine the learning environment and materials for evidence to support examples of diversity, equity, and inclusion
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Examine positive guidance strategies
Assessment Strategies
Oral, Written, Graphic and/or Skill Assessment
Criteria
identify challenging behaviors observed
identify positive guidance strategies observed