Early Childhood Education Curriculum Framework

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EARLY CHILDHOODEDUCATIONCURRICULUM FRAMEWORKThis document was prepared by:Office of Career, Technical, and Adult EducationNevada Department of Education755 N. Roop Street, Suite 201Carson City, NV 89701The State of Nevada Department of Education is an equal opportunity/affirmative action agency and does notdiscriminate on the basis of race, color, religion, sex, sexual orientation, gender identity or expression, age, disability,or national origin.

NEVADA CTE CURRICULUM FRAMEWORK2012INTRODUCTIONThe Nevada CTE Curriculum Frameworks are a resource for Nevada’s public and charter schools to design,implement, and assess their CTE programs and curriculum. The content standards identified in this documentare listed as a model for the development of local district programs and curriculum. They represent rigorousand relevant expectations for student performance, knowledge, and skill attainment which have been validatedby industry representatives.The intent of this document is to provide a resource to districts as they develop and implement CTE programsand curricula.This program ensures the following thresholds are met: The CTE course and course sequence teaches the knowledge and skills required by industrythrough applied learning methodology and, where appropriate, work-based learningexperiences that prepare students for careers in high-wage, high-skill and/or high-demandfields. Regional and state economic development priorities shall play an important role indetermining program approval. Some courses also provide instruction focused on personaldevelopment.The CTE course and course sequence includes leadership and employability skills as anintegral part of the curriculum.The CTE course and course sequence are part of a rigorous program of study and includesufficient technical challenge to meet state and/or industry-standards.The CTE program components include the following items: Program of StudyState Skill StandardsEmployability Skills for Career Readiness StandardsCareer Technical Student Organizations (CTSO)Curriculum FrameworkCTE Assessments: Workplace Readiness Skills Assessment End-of-Program Technical AssessmentCertificate of Skill AttainmentCTE Endorsement on a High School DiplomaCTE College CreditRevised: 03/03/2015Early Childhood Education1

NEVADA CTE CURRICULUM FRAMEWORK2012NEVADA DEPARTMENT OF EDUCATIONCURRICULUM FRAMEWORK FOREARLY CHILDHOOD EDUCATIONPROGRAM TITLE: EARLY CHILDHOOD EDUCATIONSTATE SKILL STANDARDS: EARLY CHILDHOOD EDUCATIONSTANDARDS REFERENCE CODE:ECECAREER CLUSTER : EDUCATION AND TRAININGCAREER PATHWAY: TEACHING AND TRAININGPROGRAM LENGTH: 3 LEVELS (L1, L2, L3C)PROGRAM ASSESSMENT: EARLY CHILDHOOD EDUCATIONWORKPLACE READINESS SKILLSCTSO: FCCLAGRADE LEVEL: 9-12AVAILABLE INDUSTRY CHILD DEVELOPMENT ASSOCIATECERTIFICATIONS/LICENSES PRE-PAC EARLY CHILDHOOD EDUCATIONPROVIDERS:PROGRAM PURPOSEThe purpose of this program is to prepare students for postsecondary education and employment in the EarlyChildhood Education industry.The program includes the following state standards: Nevada CTE Skill Standards: Early Childhood EducationEmployability Skills for Career ReadinessNevada Academic Content Standards (alignment shown in the Nevada CTE Skill Standards): Science (based on the Next Generation Science Standards) English Language Arts (based on the Common Core State Standards) Mathematics (based on the Common Core State Standards)Common Career Technical Core (alignment shown in the Nevada CTE Skill Standards)CAREER CLUSTERSThe National Career Clusters Framework provides a vital structure for organizing and delivering qualityCTE programs through learning and comprehensive programs of study (POS). In total, there are 16 CareerClusters in the National Career Clusters Framework, representing more than 79 Career Pathways to helpstudents navigate their way to greater success in college and career. As an organizing tool for curriculumdesign and instruction, Career Clusters provide the essential knowledge and skills for the 16 CareerClusters and their Career Pathways.**Cite: National Association of State Directors of Career Technical Education Consortium. (2012). Retrievedfrom areerclusters.htmlRevised: 03/03/2015Early Childhood Education2

NEVADA CTE CURRICULUM FRAMEWORK2012PROGRAM OF STUDYThe program of study illustrates the sequence of academic and career and technical education coursework thatis necessary for the student to successfully transition into postsecondary educational opportunities andemployment in their chosen career path. (NAC 389.803)PROGRAM STRUCTUREThe recommended course sequencing provided in this section serves as a guide to schools for their programsof study. Each course is listed in the order in which it should be taught and has a designated level. Completeprogram sequences are essential for the successful delivery of all state standards in each program area.EARLY CHILDHOOD EDUCATIONCore Course SequenceCOURSE NAMELEVELEarly Childhood Education IEarly Childhood Education IIEarly Childhood Education IIIEarly Childhood Education Advanced StudiesL1L2L3CASThe core course sequencing with the complementary courses provided in the following table serves as a guideto schools for their programs of study. Each course is listed in the order in which it should be taught and hasa designated level. A program does not have to utilize all of the complementary courses in order for theirstudents to complete their program of study. Complete program sequences are essential for the successfuldelivery of all state standards in each program area.EARLY CHILDHOOD EDUCATIONCore Course Sequence with Complementary CoursesCOURSE NAMELEVELEarly Childhood Education IEarly Childhood Education IIEarly Childhood Education II LAB*Early Childhood Education IIIEarly Childhood Education III LAB*Early Childhood Education Advanced Studies*Human Development I** Complementary CoursesL1L2L2LL3CL3LASL1STATE SKILL STANDARDSThe state skill standards are designed to clearly state what the student should know and be able to do uponcompletion of an advanced high school career and technical education (CTE) program. The standards aredesigned for the student to complete all standards through their completion of a program of study. Thestandards are designed to prepare the student for the end-of-program technical assessment directly aligned tothe standards. (Paragraph (a) of Subsection 1 of NAC 389.800)Revised: 03/03/2015Early Childhood Education3

NEVADA CTE CURRICULUM FRAMEWORK2012EMPLOYABILITY SKILLS FOR CAREER READINESS STANDARDSEmployability skills, often referred to as “soft skills”, have for many years been a recognizable component ofthe standards and curriculum in career and technical education programs. The twenty-one standards areorganized into three areas: (1) Personal Qualities and People Skills; (2) Professional Knowledge and Skills;and (3) Technology Knowledge and Skills. The standards are designed to ensure students graduate highschool properly prepared with skills employers prioritize as the most important. Instruction on all twenty-onestandards must be part of each course of the CTE program. (Paragraph (d) of Subsection 1 of NAC 389.800)CURRICULUM FRAMEWORKThe Nevada CTE Curriculum Frameworks are organized utilizing the recommended course sequencing listedin the Program of Study and the CTE Course Catalog. The framework identifies the recommended contentstandards, performance standards, and performance indicators that should be taught in each course.CAREER AND TECHNICAL STUDENT ORGANIZATIONS (CTSOS)To further the development of leadership and technical skills, students must have opportunities to participatein one or more of the Career and Technical Student Organizations (CTSOs). CTSOs develop character,citizenship, and the technical, leadership and teamwork skills essential for the workforce and their furthereducation. Their activities are considered a part of the instructional day when they are directly related to thecompetencies and objectives in the course. (Paragraph (a) of Subsection 3 of NAC 389.800)WORKPLACE READINESS SKILLS ASSESSMENTThe Workplace Readiness Skills Assessment has been developed to align with the Nevada CTEEmployability Skills for Career Readiness Standards. This assessment provides a measurement of studentemployability skills attainment. Students who complete a program will be assessed on their skill attainmentduring the completion level course. Completion level courses are identified by the letter “C”.(e.g., Level L3C) (Paragraph (d) of Subsection 1 of NAC 389.800)END-OF-PROGRAM TECHNICAL ASSESSMENTAn end-of-program technical assessment has been developed to align with the Nevada CTE Skill Standardsfor this program. This assessment provides a measurement of student technical skill attainment. Studentswho complete a program will be assessed on their skill attainment during the completion level course.Completion level courses are identified by the letter “C”. (e.g., Level L3C)(Paragraph (e) of Subsection 1 of NAC 389.800)CERTIFICATE OF SKILL ATTAINMENTEach student who completes a course of study must be awarded a certificate which states that they haveattained specific skills in the industry being studied and meets the following criteria: A student must maintaina 3.0 grade point average in their approved course of study, pass the Workplace Readiness Skills Assessment,and pass the end-of-program technical assessment. (Subsection 4 of NAC 389.800)CTE ENDORSEMENT ON A HIGH SCHOOL DIPLOMAA student qualifies for a CTE endorsement on their high school diploma after successfully completing thefollowing criteria: 1) successful completion of a CTE course of study in a program area, 2) successfulcompletion of academic requirements governing receipt of a standard diploma, and 3) meet all requirementsfor the issuance of the Certificate of Skill Attainment. (NAC 389.815)Revised: 03/03/2015Early Childhood Education4

NEVADA CTE CURRICULUM FRAMEWORK2012CTE COLLEGE CREDITCTE College Credit is awarded to students based on articulation agreements established by each college forthe CTE program, where the colleges will determine the credit value of a full high school CTE program basedon course alignment. An articulation agreement will be established for each CTE program designating thenumber of articulated credits each college will award to students who complete the program.CTE College Credit is awarded to students who: (1) complete the CTE course sequence with a grade-pointaverage of 3.0 or higher; (2) pass the state end-of-program technical assessment for the program; and (3) passthe Workplace Readiness Assessment for employability skills.Pre-existing articulation agreements will be recognized until new agreements are established according tocurrent state policy and the criteria shown above.Please refer to the local high school’s course catalog or contact the local high school counselor for moreinformation. (Paragraph (b) of Subsection 3 of NAC 389.800)ACADEMIC CREDIT FOR CTE COURSEWORKCareer and technical education courses meet the credit requirements for high school graduation (1 unit of artsand humanities or career and technical education). Some career and technical education courses meetacademic credit for high school graduation. Please refer to the local high school’s course catalog or contactthe local high school counselor for more information. (NAC 389.672)Revised: 03/03/2015Early Childhood Education5

NEVADA CTE CURRICULUM FRAMEWORK2012CORE COURSE:RECOMMENDED STUDENT PERFORMANCE STANDARDSCOURSE TITLE: Early Childhood Education IABBR. NAME: EARLY CHILD ICREDITS:1LEVEL: L1CIP CODE: 13.1210PREREQUISITE: NoneCTSO: FCCLACOURSE DESCRIPTIONThis course provides students with an introduction to the principles of early childhood education. This courseaddresses child development, care, teaching and learning, so that students can guide the development of youngchildren in an educational setting. Study typically includes planning and implementing developmentally appropriateactivities, basic health and safety practices, and legal requirements for teaching young children. The appropriate useof technology and industry-standard equipment is an integral part of this course. Students will research therequirements of early childhood education careers and begin to develop a career portfolio. .TECHNICAL STANDARDSCONTENT STANDARD 1.0 :Performance Standard 1.1 :Performance Indicators :Performance Standard 1.2 :Performance Indicators :Performance Standard 1.4 :Performance Indicators :Performance Standard 1.6 :Performance Indicators :CONTENT STANDARD 2.0 :Performance Standard 2.1 :Performance Indicators :Performance Standard 2.2 :Performance Indicators :Performance Standard 2.3 :Performance Indicators :CONTENT STANDARD 3.0 :Performance Standard 3.1 :Performance Indicators :Performance Standard 3.3 :Performance Indicators :CONTENT STANDARD 4.0 :Performance Standard 4.1 :Performance Indicators :Performance Standard 4.2 :Performance Indicators :Revised: 03/03/2015CAREER EXPLORATION AND PROFESSIONAL PRACTICESExplore Postsecondary Options1.1.1, 1.1.3Explore the Profession of Early Childhood Education and Related Services1.2.1-1.2.2, 1.2.5Engage in Continuous, Collaborative Learning to Inform Practice1.4.5Engage in Informed Advocacy for Children and the Profession1.6.1, 1.6.3-1.6.4PROMOTING CHILD DEVELOPMENT AND LEARNINGDescribe the Characteristics and Needs of Young Children2.1.1-2.1.2, 2.1.4-2.1.5, 2.1.7Examine Multiple Influences on Development and Learning2.2.3Create Healthy, Respectful, Supportive, and Challenging Learning Environments2.3.1BUILDING FAMILY AND COMMUNITY RELATIONSHIPSRecognize Family and Community Characteristics3.1.1Involve Families and Communities in Children’s Development and Learning3.3.1OBSERVATION, DOCUMENTATION, AND ASSESSMENTEvaluate the Goals, Benefits, and Uses of Assessment4.1.1-4.1.3Practice Responsible Observation, Documentation, and Assessment4.2.1, 4.2.3 . continue on next pageEarly Childhood Education6

NEVADA CTE CURRICULUM FRAMEWORK2012CONTENT STANDARD 5.0 : TEACHING AND LEARNINGPerformance Standard 5.1 : Utilize Positive Relationships and Supportive Interactions as the Foundation forWorking With Young ChildrenPerformance Indicators : 5.1.1Performance Standard 5.3 : Interpret Central Concepts, Inquiry Tools, and Structures of Content Areas orAcademic DisciplinesPerformance Indicators : 5.3.1-5.3.3CONTENT STANDARD 6.0 : HEALTH, NUTRITION, AND SAFETYPerformance Standard 6.1 : Practice Sound Health Promotion and Nutrition PracticesPerformance Indicators : 6.1.2-6.1.4Performance Standard 6.2 : Implement a Broad Array of Safety MeasuresPerformance Indicators : 6.2.1-6.2.2, 6.2.4-6.2.6EMPLOYABILITY SKILLS FOR CAREER READINESS STANDARDSCONTENT STANDARD 1.0 :Performance Standard 1.1 :Performance Indicators :Performance Standard 1.2 :Performance Indicators :Performance Standard 1.3 :Performance Indicators :DEMONSTRATE EMPLOYABILITY SKILLS FOR CAREER READINESSDemonstrate Personal Qualities and People Skills1.1.1-1.1.7Demonstrate Professional Knowledge and Skills1.2.1-1.2.10Demonstrate Technology Knowledge and Skills1.3.1-1.3.4ALIGNMENT TO THE NEVADA ACADEMIC CONTENT STANDARDS*English Language Arts: Reading Standards for Literacy in Science and Technical SubjectsScience: Life Science* Refer to the Early Childhood Education Standards for alignment by performance indicatorRevised: 03/03/2015Early Childhood Education7

NEVADA CTE CURRICULUM FRAMEWORK2012CORE COURSE:RECOMMENDED STUDENT PERFORMANCE STANDARDSCOURSE TITLE: Early Childhood Education IIABBR. NAME: EARLY CHILD IICREDITS:1LEVEL: L2CIP CODE: 13.1210PREREQUISITE: Early Childhood Education ICTSO: FCCLACOURSE DESCRIPTIONThis course is a continuation of Early Childhood Education I. This course prepares intermediate early childhoodeducation students to guide the development of young children in an educational setting through classroom and jobshadowing experiences. Course content includes child development, care, and education issues. Project-basedlearning experiences include planning and implementing developmentally appropriate activities, basic health andsafety practices, and legal requirements of teaching young children. Students will research the requirements ofearly childhood education careers and develop/expand their career portfolio. The appropriate use of technology andindustry-standard equipment is an integral part of this course.TECHNICAL STANDARDSCONTENT STANDARD 1.0 :Performance Standard 1.1 :Performance Indicators :Performance Standard 1.2 :Performance Indicators :Performance Standard 1.3 :Performance Indicators :Performance Standard 1.4 :Performance Indicators :Performance Standard 1.5 :Performance Indicators :CONTENT STANDARD 2.0 :Performance Standard 2.1 :Performance Indicators :Performance Standard 2.2 :Performance Indicators :Performance Standard 2.3 :Performance Indicators :CONTENT STANDARD 3.0 :Performance Standard 3.1 :Performance Indicators :Performance Standard 3.2 :Performance Indicators :Revised: 03/03/2015CAREER EXPLORATION AND PROFESSIONAL PRACTICESExplore Postsecondary Options1.1.2Explore the Profession of Early Childhood Education and Related Services1.2.3-1.2.4Adhere to Ethical Standards and Professional Guidelines1.3.1-1.3.3Engage in Continuous, Collaborative Learning to Inform Practice1.4.1-1.4.3Integrate Knowledge, Reflection, and Critical Analysis Regarding Early EducationPractices1.5.1-1.5.3PROMOTING CHILD DEVELOPMENT AND LEARNINGDescribe the Characteristics and Needs of Young Children2.1.3, 2.1.6Examine Multiple Influences on Development and Learning2.2.1-2.2.2Create Healthy, Respectful, Supportive, and Challenging Learning Environments2.3.2-2.3.3BUILDING FAMILY AND COMMUNITY RELATIONSHIPSRecognize Family and Community Characteristics3.1.2Support and Empower Families and Communities Through Respectful, ReciprocalRelationships3.2.1-3.2.3 . continue on next pageEarly Childhood Education8

NEVADA CTE CURRICULUM FRAMEWORKPerformance Standard 3.3 :Performance Indicators :CONTENT STANDARD 4.0 :Performance Standard 4.1 :Performance Indicators :Performance Standard 4.2 :Performance Indicators :Performance Standard 4.3 :Performance Indicators :CONTENT STANDARD 5.0 :Performance Standard 5.1 :Performance Indicators :Performance Standard 5.2 :Performance Indicators :Performance Standard 5.3 :Performance Indicators :Performance Standard 5.4 :Performance Indicators :CONTENT STANDARD 6.0 :Performance Standard 6.1 :Performance Indicators :Performance Standard 6.2 :Performance Indicators :2012Involve Families and Communities in Children’s Development and Learning3.3.2-3.3.3OBSERVATION, DOCUMENTATION, AND ASSESSMENTEvaluate the Goals, Benefits, and Uses of Assessment4.1.4-4.1.5, 4.1.7-4.1.8Practice Responsible Observation, Documentation, and Assessment4.2.2, 4.2.4-4.2.5Support Partnerships With Families and Other Professionals4.3.1, 4.3.3TEACHING AND LEARNINGUtilize Positive Relationships and Supportive Interactions as the Foundation forWorking With Young Children5.1.2-5.1.3Formulate Effective Approaches, Strategies, and Tools for Early Education5.2.1-5.2.5Interpret Central Concepts, Inquiry Tools, and Structures of Content Areas orAcademic Disciplines5.3.5Integrate Resources to Design, Implement, and Evaluate Meaningful, ChallengingCurriculum to Promote Positive Outcomes5.4.1-5.4.5HEALTH, NUTRITION, AND SAFETYPractice Sound Health Promotion and Nutrition Practices6.1.1, 6.1.5-6.1.6Implement a Broad Array of Safety Measures6.2.3EMPLOYABILITY SKILLS FOR CAREER READINESS STANDARDSCONTENT STANDARD 1.0 :Performance Standard 1.1 :Performance Indicators :Performance Standard 1.2 :Performance Indicators :Performance Standard 1.3 :Performance Indicators :DEMONSTRATE EMPLOYABILITY SKILLS FOR CAREER READINESSDemonstrate Personal Qualities and People Skills1.1.1-1.1.7Demonstrate Professional Knowledge and Skills1.2.1-1.2.10Demonstrate Technology Knowledge

Early Childhood Education I L1 Early Childhood Education II L2 Early Childhood Education III L3C Early Childhood Education Advanced Studies AS The core course sequencing with the complementary courses provided in the following table serves as a guide to schools for their programs of study.

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