EDUC 471 - Early Childhood Educator Residency I

10 Credits

Candidates will be placed in an early learning center internship related to their desired job where they will have the opportunity to practice and develop skills related to the education and development of young children. Emphasis will be placed on developing a deep understanding of the family, community, cultural, ethnic, developmental, etc. context of each student served; developing and teaching lesson plans; and developing a variety of instructional activities.

Pre-requisite(s) Corequisites EDUC 401 and 421.
Program Admission Required Yes Admitted Program BAS - EDUC
Fees

Quarters Typically Offered

Fall Day

Designed to Serve Students in the BAS in T&EL program who are not seeking certification as a school teacher.
Active Date 20180522T12:04:59

Grading System Decimal Grade
Variable Credit Yes Range 1-10
Class Limit 30
Contact Hours: Worksite 330
Total Contact Hours 330
Degree Distributions:
ProfTech Course Yes
Course Outline
I. Placement

II. Introduction to the field

III. Learning context

IV. Assisting in instruction

V. Developing and teaching initial lessons

Student Learning Outcomes
Candidates will develop effective curricular materials that show an advanced and practical understanding of the impact of their own and their students’ individual characteristics including: the role that family, community, cultural background, ethnicity, physical/neurological development, language development, socioeconomic status (SES), gender/gender identity, sexual orientation, and ability.

Candidates will design and use developmentally appropriate curricula that include a wide range of that include a wide range of culturally responsive/anti-bias instructional plans and strategies that support student development and learning within and across at least two areas and that clearly align NAEYC competencies, learning objectives and the assessment tools.

Candidates establish developmentally appropriate classroom communities that support positive human relationships, student learning and that demonstrate a nuanced understanding of their students’ individual characteristics including: family background, cultural backgrounds, ethnicity, physical/neurological development, language development, socioeconomic status (SES), gender/gender identity, sexual orientation, and disabilities.