10307174 ECE: Introductory Practicum
Course Information
Description
In this 3-credit practicum course you will learn about and apply the course competencies in an actual early childhood setting. You will explore the standards for quality early childhood education, demonstrate professional behaviors, and meet the requirements for training in the Wisconsin Model Early Learning Standards.
Total Credits
3
Prior Learning Assessment
  • Experiential-Portfolio
Course Competencies
  1. Analyze how WI Early Learning Standards provide a framework of guiding principles, developmental expectations, and program and performance standards to delineate the five developmental domains that embody delivery of quality education and care to young children
    Assessment Strategies
    by describing tasks of young children
    by summarizing your understanding of the WI Model Early Learning Standards
    by applying the performance standards to a specific situation observed
    Criteria
    you reflect on how the nine guiding principles are the foundation of the WMELS
    you delineate the health and physical development domain in terms of domain, rationale, performance and program standards, and developmental continuum
    you delineate the social emotional domain in terms of domain, rationale, performance, and program standards, and developmental continuum
    you delineate the language development and communication domain in terms of domain, rationale, performance, and program standards, and developmental continuum.
    you delineate the approaches to learning domain in terms of domain, rationale, performance, and program standards
    you delineate the cognitive domain in terms of domain, rationale, performance, and program standards
    you include specific examples of developmental skills and tasks in each of the domains

  2. Incorporate WI Early Learning Standards with the principles of developmentally appropriate practice, intentionality and the teaching cycle to examine child development
    Assessment Strategies
    by examining your role and practices as a teacher
    by reflecting on how you implement the steps of the teaching cycle
    by describing the developmental skills and tasks of a focus child
    by documenting child behavior in objective observation records
    Criteria
    you complete a web of a child (between birth and entrance to first grade) that describes child's developmental tasks and skills and characteristics as a "whole child"
    you include a description of the skills and characteristics of the child in each domain
    you include written observations of the child in each domain
    observations are objective, descriptive, and of appropriate number and variety

  3. Evaluate program integration of WI Early Learning Standards into the teaching cycle of Ongoing assessment, Planning and curriculum goals, and Implementation
    Assessment Strategies
    by assessing a focus child's attainment of performance standards in each domain
    by comparison of assessment tools
    by interviewing a colleague regarding curriculum and assessment methods
    Criteria
    you write a report of your interview with a colleague regarding their curriculum and assessment methods
    report describes and analyzes curriculum model used
    report describes and analyzes activity planning used
    report describes and analyzes assessment methods used
    report explains how WMELS are used in the program
    report includes a summary of what you learned in the interview
    report provides relevant details and overall analysis of the curriculum and assessment methods used
    report includes personal reflections and conclusions that evaluate the information gained in the interview

  4. Identify specific goals and learning and assessment activities to promote the development of a focus child utilizing the WI Early Learning Standards
    Assessment Strategies
    by recognizing the needs and rights of all children, including those with identified special needs and disabilities
    describing inclusion, support and adaptation strategies to meet the needs of all children
    by exploring a case study of a child with an IFSP or IEP
    by developing a plan to promote the development of a focus child
    Criteria
    you complete goal setting and planning forms for a focus child
    you describe the child's current level of functioning in each developmental domain
    you identify which assessment tool was used to evaluate child
    you list child's current level of development which is related to the outcomes in the identified assessment tool
    you include at least one goal for the child, which is related to the current levels described
    you include an appropriate activity or strategy to support the child in reaching the goal
    you include appropriate method to measure and document child's progress toward the goal
    you identify a daily care routine (hand washing, diapering/toileting, tooth brushing, eating, dressing/undressing)
    you include examples of 5 performance standards related to the goal that can be promoted during that daily care routine

  5. Develop a plan for child learning utilizing the performance standards, developmental continuum and developmental domains from the WI Model Early Learning Standards that is based on experiential learning
    Assessment Strategies
    by reviewing tools to evaluate the learning environment
    by describing the vital role of play as integral to child learning and development
    by reflecting on your teaching practices regarding the environment and relationships in the program
    by developing a learning plan for your focus child
    by assessing your own understanding of WI Model Early Learning Standards
    Criteria
    you create a learning plan for your focus child
    plan includes large group goal/s and appropriate activity or activities
    plan includes small group goal/s and appropriate activity or activities
    plan includes individualized small group goal/s and appropriate activity or activities
    plan includes individualized goal/s and appropriate activity or activities based on your focus child's needs
    plan includes examples of how learning goals will be embedded in daily routines and schedule
    plan includes topic/theme/unit based on child needs, interests and goals
    plan includes materials and experiences in each of the learning centers
    plan description of materials and experiences in learning centers includes how goals will be addressed
    plan includes description of how progress toward goals will be measured/documented
    you assess your understanding and implementation of the WI Model Early Learning Standards

  6. Explore the standards for quality early childhood education
    Assessment Strategies
    using written or oral activities as directed by the instructor
    in a classroom setting, simulated environment, or practicum site
    individually or in groups
    Criteria
    reflect on the maintenance of licensing regulations in the early childhood practicum setting
    reflect on the maintenance of YoungStar standards for quality in the early childhood practicum setting
    reflect on the maintenance of Wisconsin Model Early Learning Standards for quality for early childhood education

  7. Demonstrate professional behaviors
    Assessment Strategies
    using written or oral activities as directed by the instructor
    individually or in groups
    in a classroom setting, simulated environment, or practicum site
    Criteria
    comply with professional program guidelines
    demonstrate employability soft skills

  8. Practice positive interpersonal skills with children and adults
    Assessment Strategies
    using written or oral activities as directed by the instructor
    in a classroom setting, simulated environment, or practicum site
    individually or in groups
    Criteria
    follow established guidelines for respectful interactions with children (NAEYC Code of Ethical Conduct, Developmentally Appropriate Practice, employability soft skills, etc.)
    follow established guidelines for respectful interactions with adults (NAEYC Code of Ethical Conduct, Developmentally Appropriate Practice, employability soft skills, etc.)

  9. Explore strategies that support diversity, cultural responsiveness and anti-bias perspectives.
    Assessment Strategies
    using written or oral activities as directed by the instructor
    individually or in groups
    in a classroom setting, simulated environment, or practicum site
    Criteria
    identify your own attitudes and beliefs about human differences
    identify the human differences present within the practicum setting and the surrounding community
    recognize and address children’s behavior that is pre-prejudicial and exclusionary
    recognize how teaching practices align with child-rearing practices of families in the practicum setting