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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
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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
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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
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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
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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
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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
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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
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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.)
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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