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CONCEPTUAL FRAMEWORK

"Developing Students to Develop Children"

Our program's overall goal is to develop competent, confident professionals who will promote the development of all children. The Early Childhood Education curriculum prepares individuals to work in programs concerned with the care, development and education of infants and young children. Through study and application in such areas as child development and learning, appropriate assessment, planning and teaching to meet the needs of children, child guidance and communication with all children and families, individuals will be able to function effectively in various types of programs for young children. Our graduates are able to plan and implement developmentally appropriate and effective programs for children and families and demonstrate professionalism in behavior, attitudes and decision making.

The Early Childhood Education Department is committed to competency-based, mastery learning. The program outcomes have been carefully determined to enable us in "developing students to develop children". Each course in the curriculum is designed to help students achieve one or more of the program competencies. These competencies correlate to NAEYC's Standards for Associate Degree programs and are responsive to community needs, as expressed through a DACUM process (an inputbased curriculum meeting of early childhood professionals in Guilford County). GTCC's employability skill competencies, which are responsibility, teamwork, communication, problem solving, adaptability and information processing, are also incorporated into the ECE courses and relate to NAEYC's Supportive Skills. Each student who completes an A.A.S. degree in Early Childhood Education is expected to have documented achievement of these competencies. Mastery learning focuses on helping students learn and demonstrate course content and skills and allows for differences in learning styles and abilities. Instructors involve students in a variety of meaningful learning opportunities through which they demonstrate their understandings and their abilities and skills. The core values of the Early Childhood program include helping students develop a commitment to integrity, professionalism, and respecting diversity of children, families, and colleagues. The department is also dedicated to the core values stated in NAEYC's Code of Ethical Conduct, particularly an appreciation for childhood as a unique time in the lifespan as evidenced in developmentally appropriate practices.

Past and present strengths of the Early Childhood Department include a 20 year history of competency based learning that results in well-prepared graduates, community respect, involvement in statewide early childhood initiatives and programs, articulation agreements both with local public high schools (for entering students) and colleges and universities within NC (for graduating students), responsiveness to community needs, qualified faculty, partnerships with schools and centers for field experiences, and a flexible career ladder that allows for lateral opportunities. The Early Childhood Education Department strives to create and maintain a responsible, caring community of learners in which both instructors and students are dedicated to meeting NAEYC standards and improving the Early Childhood field through reflection on and implementation of best practices, advocacy, and collaboration with others. We would like to become a leader and model for associate degree professional preparation in North Carolina and be comprised of a faculty that reflects the diversity of the community it serves and advocates for children and families.

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NATIONAL ASSOCIATION FOR THE EDUCATION OF YOUNG CHILDREN (NAEYC) STANDARDS

The following are the core standards adopted by NAEYC for Associate Degree Programs.

Standard 1. Promoting Child Development and Learning
Students prepared in associate degree programs use their understanding of young children's characteristics and needs, and of multiple interacting influences on children's development and learning, to create environments that are healthy, respectful, supportive, and challenging for all children.

Standard 2. Building Family and Community Relationships
Students prepared in associate degree programs know about, understand, and value the importance and complex characteristics of children's families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children's development and learning.

Standard 3. Observing, Documenting, and Assessing to Support Young Children and Families
Students prepared in associate degree programs know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence children's development.

Standard 4. Teaching and Learning
Students prepared in associate degree programs integrate their understanding of and relationship with children and families; their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for all young children.

Standard 5. Becoming a Professional
Students prepared in associate degree programs identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.

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