EdNova: Topics in Early Childhood Education
Models, Methods and Curriculum of Early Childhood Education
Read appropriate material from this and the additional web sites in each topic area to complete your papers. The first web site is the Wisconsin Model Early Learning Standards. Other sources used must also be cited.
- http://www.collaboratingpartners.com/documents/EarlyLearningStandards3rdedition-web.pdf
- http://www.childcareexchange.com/library/5015571.pdf
- http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf Use information from this article to summarize indicators of effectiveness for curriculum and programs.
- http://www2.ed.gov/teachers/how/early/teachingouryoungest/index.html
Write a 5- to 7-page paper showing your knowledge, understanding and skills in the following areas:
- Describe how curriculum and program development has changed for Early Childhood Education over the last several years. Give 1 or 2 examples.
- WMELS- Looking at the framework and design of WMELS, describe how program modelss will use the standards within their own curriculum and assessments (individual program vision/ mission, philosophical beliefs, mandates and requirements) to ensure effective programming.
- Describe how information from WMELS, NAEYC, other web sites, and your prior experiences have influenced your idea of models, methods and curriculum.
- Use information from the NAEYC article (third bullet above) to summarize indicators of effectiveness for curriculum and programs.
Once you have completed the paper for this workshop send it as an email attachment to Mark Stensvold.
Contact Mark for more information on this workshop.
Use this form to pay for your stipulation workshop.
Use this DPI application form when you renew your license (fill out page 3 and include the completion letter we will email to you).
Here is the rubric for this Models of Early Childhood Education Programs Workshop
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10 |
9 |
8 |
7 |
Requirements |
All components of curriculum and programs, including how programs utilize WMELS is clearly described. |
Topics are addressed, but one or more areas are not fully developed. |
One or more topics is addressed in too brief a fashion or omitted completely. |
A clear understanding of Models of EC Programs is not obvious in the writing. |
Models in ECE programs |
A clear understanding of Models of Early Childhood Education Programs and WMELS is evident in the writing. |
Understanding of Models of ECE Programs shows in the writing. |
Some minor yet essential piece of understanding of language development is missing. |
Knowledge of Models of ECE Programs is perfunctory. |
Analysis |
Discussion of what has changed over the last several years, how programs use WMELS, and indicators of effective programs shows clear depth of understanding. |
Discussion of EC Programs is thorough, but does not include clear examples of all components required. |
Some minor aspect of the discussion is flawed or confusing. |
Discussion is cursory and does not show depth of understanding of Models of ECE Programs. |
Form |
Writing is as succinct as possible and grammatical/spelling errors are minimal (<5). Ideas are organized in a logical way that is easy to follow. |
Minor errors occur- grammar/spelling mistakes that don’t affect the meaning of the writing. |
Organizational errors occur- mistakes that make the writing a bit confusing. |
Major errors occur which make the meaning difficult to understand. |