Exploring the ECE Field
Course Number: ECE 101
Transcript Title: Exploring the ECE Field
Created: June 10, 2020
Updated: June 10, 2020
Total Credits: 1
Lecture Hours: 0
Lecture / Lab Hours: 20
Lab Hours: 0
Satisfies Cultural Literacy requirement: No
Satisfies General Education requirement: No
Grading options: A-F (default), P-NP, audit
Repeats available for credit: 0
Explores the diverse field of Early Childhood Education through site visits and interviews with professionals working in a variety of positions and settings. Expands knowledge of ECE professionals’ workday including common challenges and rewards. Audit available.
Upon successful completion of this course, students will be able to:
- Identify the different types of early childhood care and education settings that serve children birth to age eight.
- Explain early childhood educators’ duties.
- Compose observations and self-reflections of time in ECE settings, interviews, videos, and articles.
- Identify common work-related challenges and rewards and describe why the student is interested in the ECE field.
Outcome Assessment Strategies
Assessments may include group discussions, written observations, journals, self-reflections, interviews, projects, quizzes, tests, and portfolio artifacts.
Texts and Materials
Child care licensing requirements:
- Oregon: https://oregonearlylearning.com/providers-educators/become-a-provider/
- Washington: https://www.dcyf.wa.gov/services/early-learning-providers/licensed-provider
Early learning standards/guidelines:
- Oregon: https://oregonearlylearning.com/parents-families/kindergarten-ready/early-learning-standards/
- Washington: https://www.dcyf.wa.gov/sites/default/files/pdf/guidelines.pdf
Oregon Center for Career Development: https://www.pdx.edu/occd/
Oregon Registry: https://my.oregonregistryonline.org/
Course Activities and Design
The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.
Course Content (Themes, Concepts, Issues and Skills)
Outcome #1: Identify the different types of early childhood care and education settings that serve children birth to age eight.
- Center-based programs
- Head Start and Early Head Start
- Private programs
- Home-based programs
- After school programs
- Parent Co-ops
- Faith-based programs
Outcome #2: Explain early childhood educators’ duties.
- Develop through observations and class discussions what early childhood educators’ duties include.
- Explore how educators’ “wear many hats”.
- Family and child advocate
- Parent educator
- Source of comfort
- Coach and referee
- Introduce students to the early learning standards/guidelines for Oregon and Washington.
- Introduce licensing requirements:
- Enrollment in Central Background Registry
- Certified in Infant/Child First Aid and CPR
- Valid food handler card
- Completion of the following trainings: Safe Sleep for Oregon’s Infants, Prevention is Better than Treatment, and Recognizing and Reporting Child Abuse and Neglect
- Annual training requirements
- Introduce students to the Oregon Registry and Child Care Partners.
Outcome #3: Compose observations and self-reflections of time in ECE settings, interviews, videos, and articles.
- Discuss basic journal and self-reflection guidelines
- Grammar expectations, etc.
- Compare and contrast observations and interview responses.
- Communicate, through writing, the struggles and joys that occur in ECE settings.
Outcome #4: Identify common work-related challenges and rewards and describe why the student is interested in the ECE field.
- Communicate, through interviews and observations, the reasons why people enter the ECE field.
- Teach basic interview guidelines
- Discuss how to create a thoughtful interview question
- Instruct students on basic skills such as confidentiality and professionalism.
- Describe, through self-reflection, why the student wants to become an early childhood professional.
- Explore ideas such as:
- Different every day/every year
- Making a positive impact
- Watching children grow