LEVEL ONE:
ASSESSMENT
The apprentice will be assessed in basic reading, writing and math and word processing skills. Lack of proficiency in these areas will not prevent participation but will require the apprentice to develop a learning plan. The mentor and the employer must approve this plan.
Apprentices will:
- Develop skills needed on the job such as written communication with parents and record keeping.
- Help assure success in apprenticeship related instruction as well as in subsequent learning opportunities.
ORIENTATION - 2.5 hrs.
Orientation to apprenticeship-The apprentice and mentor will learn about the history of apprenticeship and the unique procedures, forms and responsibilities of participating in the VT Child Care Apprenticeship Program. Overview of CDA.
PLANNING A SAFE, HEALTHY LEARNING ENVIRONMENT - 15hrs.
CDA subject areas:
- Planning a safe, healthy, learning environment (12hr)
- Strategies to maintain an effective program operation (3hr)
In this training experience the apprentice will learn:
- How to maintain good health
- About childhood injury prevention activities and resources.
- Basic first aid and CPR
- How to teach children ways of staying safe and healthy.
- Appropriate food handling, sanitation and diaper changing procedures.
- About identification, monitoring and reporting of communicable diseases
- How physical, cultural and other differences may impact on all of the above points of learning
- Program and state policies and practices relating to prevention, response to injury and documentation
Goal 1: The apprentice has a practical working knowledge of injury prevention strategies and health promotion activities as they relate to the child care professional and the child care setting.
Goal 2: The apprentice can respond appropriately in the event of an injury, health emergency or illness.
Goal 3: The apprentice understands how state regulations and health guidelines affect program policies and the activities of the apprentice.
COMMUNICATION IN THE EARLY CHILDHOOD EDUCATION WORKPLACE - 45 hours
Includes the following CDA Subject areas:
- Planning a Safe, Healthy Learning Environment
- Strategies to Maintain an Effective Program Operation
- Positive Ways to Support Children’s Social and Emotional Development
- Positive Ways to Support Children’s Physical and Intellectual Development
- Strategies to Establish Productive Relationships with Families
- Principles of Child Growth and Development
Apprentices will learn:
- Identify and apply reflective listening skills in interactions with children and adults through classroom scenarios and other practical exercises;
- Identify and apply effective and professional communication skills (e.g. negotiation, relationship building, assertiveness, confidentiality);
- Identify barriers to effective communication, including those associated with race, class, gender, age, personal values, and other differences;
- Identify and describe barriers to effective communication related to children and families with special needs;
- Describe common roles for participants in small group activities and develop strategies for decision-making;
- Demonstrate effective and professional oral and written communication skills with varied and diverse audiences in the early childhood education workplace;
- Reflect on one’s own communication style and develop strategies for improved communication skills based on individual professional goals.
Goal 1: The apprentice will develop effective communication and relationship building skills for use in the early childhood education workplace through practical activities and exercise. This will include parents, colleagues, supervisors, and children
Goal 2: The apprentice will learn active listening, observation, self-reflective responses, and the use of clear language in interpersonal and small group situations.
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LEVEL TWO:
INFANT TODDLER DEVELOPMENT AND CARE (45 HOURS)
CDA Subject Areas:
- Planning a Safe, Healthy Learning Environment”
- “Strategies to Maintain an Effective Program Operation”
- “Positive Ways to Support Children’s Social and Emotional Development”
- “Positive Ways to Support Children’s Physical and Intellectual Development”
- “Strategies to Establish Productive Relationships with Families”
- “Principles of Child Growth and Development”
Apprentices learn to:
- Describe the physical, developmental, cognitive, emotional, and social milestones of infants and toddlers.
- Discuss theories and research on child development from conception to the age of 36 months (e.g. attachment theory, etc.).
- Demonstrate a safe, healthy, and supportive environment for infant and toddler development.
- Communicate effectively with others about infant and toddler development including family, co-workers, and other professionals.
- Design a curriculum that is strengths-based, individually and culturally relevant, and developmentally appropriate for infants and toddlers.
- Identify and use tools for developmental assessment, including those relevant to personality, temperament, and learning styles.
Goal 1: Apprentices will learn processes of normal human development from conception through 36 months of age. Emphasis is on the physical, emotional, social, and intellectual growth of infants and toddlers.
Goal 2: The apprentice will learn developmental theories and research, assessment tools, and design of curriculum for infants and toddlers.
BASIC AND ADVANCED PROTECTIVE SERVICE CHILD CARE - 12 hrs.
CDA Subject Areas:
- Planning a Safe, Healthy Learning Environment
- Strategies to Maintain an Effective Program Operation
- Positive Ways to Support Children’s Social and Emotional Development
- Positive Ways to Support Children’s Physical and Intellectual Development
- Strategies to Establish Productive Relationships with Families
- Observing and Recording
The apprentice will learn:
- The impact of abuse and neglect in typically developing children
- Factors that increase the risk of abuse
- Understanding and communicating with parents under stress
- Identifying and reporting suspected abuse or neglect
- The Vermont system of child protection and protective services child care policies and procedures
- Shaken baby Syndrome-prevention/responses/resources
- Domestic abuse impact on the child and family and indications for identification and communication and teacher response
- Typical sexual development and behavior and symptoms of sexual abuse, classroom prevention and response techniques.
- Therapeutic techniques to support the child with special social and emotional needs in child care
Goal: The apprentice will understand issues pertaining to abuse/neglect of children and how to best support the child in child care, in relation to the child’s family and the child protection system.
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LEVEL THREE:
DEVELOPMENT OF THE YOUNG CHILD: AGES 3-8 (45 hours)
This course builds on information in the "Child Development and Child Care" course and offers more in depth information on teaching strategies in an inclusive child care setting.
CDA Subject areas:
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- Positive Ways to Support Children’s Social and Emotional Development
- Positive Ways to Support Children’s Physical and Intellectual Development
- Strategies to Establish Productive Relationships with Families
- Principles of Child Growth and Development
- Observing and Recording
Apprentice will learn to:
- Discuss theories and research on child development from 36 to 8 years of age (e.g. stages of development, theories of play, socialization theory, scaffolding learning theory, emergence of autonomy in the pre-school years, and early problem-solving).
- Describe and recognize the physical, cognitive, emotional, and social milestones of children ages 36 months to 8 years of age (e.g. language development, socialization, and problem solving skills).
- Demonstrate a safe, healthy, and supportive environment for children ages 36 months to 8 years (e.g. teaches self-help skills and nutritional choices, provides a range of opportunities for problem-solving).
- Describe the impact of child-rearing philosophies on the development of a young child.
- Identify and use tools for developmental assessment, including those relevant to personality, temperament, and learning styles.
- Communicate effectively with others about pre-school development (e.g. family, co-workers, professionals including public and private school personnel).
- Design an inclusive curriculum that builds on the strengths of the child, is individually and culturally relevant, developmentally appropriate, and integrates disciplines for pre-school children.
- Identify and create the tools for the child and the family to make a healthy transition to other learning environments (e.g. special education services, elementary school, etc.).
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Goal 1: Apprentices will learn processes of human development from 36 months to 8 years of age. Emphasis is on the physical, emotional, social, and intellectual growth of the child.
Goal 2: Apprentices will learn developmental theories and research, assessment tools, design of and inclusive integrated curriculum, and the concept of transition.
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LEVEL FOUR:
CURRICULUM DEVELOPMENT FOR EARLY CHILDHOOD EDUCATORS (45 hours)
CDA Subject areas:
- Planning a safe, healthy learning environment
- Strategies to maintain an effective program operation
- Positive Ways to Support Children's Social and Emotional Development
- Positive Ways to Support Children's Physical and Intellectual Development
- Strategies to Establish Productive Relationships with Families
- Observing and Recording
Apprentices will learn to:
- Discuss the historical influences and evolution of early childhood education as it connects to curriculum development, theories, and practices.
- Describe key concepts (goals, objectives, articulation, etc.), data sources (society, subject matter, state and national guidelines, etc.) and specific models of curricular development, along with their rationales and limitations.
- Design a curriculum based on theories and research in child development that is inclusive and based on children’s interests, strengths, and needs (e.g., learning style modalities, multiple intelligences, exceptionalities, learning domains, etc.) that incorporates the Vermont Early Childhood Learning Standards.
- Articulate the definition of play, its importance in curriculum for children, and how children construct their knowledge through play.
- Design and experiment with a variety of open-ended learning resources and materials for children including the use of technology.
- Assess the effectiveness of a curriculum and make appropriate changes to increase learning (e.g., using an ongoing cycle of observation, reflection, and response).
- Reflect on the many roles of the teacher, including teacher as researcher and develop a personal-professional philosophy of education and curriculum.
Goal 1: The apprentice will develop an understanding of the philosophical principles, societal expectations, and practical demands of building curriculum for early childhood education.
Goal 1: The apprentice will develop a child-centered, integrated, and developmentally appropriate curriculum for the early years from infancy to age 8. A variety of curricular approaches will be modeled and assessed.
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LEVEL FIVE
PROGRAM MANAGEMENT FOR EARLY CHILDHOOD EDUCATION (45 HRS)
CDA subject area:
- To establish and maintain a safe, healthy learning environment
- To ensure a well-run, purposeful program responsive to participants needs
- To establish productive relationships with families
- To maintain a commitment to professionalism
The apprentice will learn:
- Discuss the history of early childhood education in the state of Vermont and describe Vermont licensing requirements and procedures governing early childhood programs.
- Explain the roles and responsibilities of an early childhood program leader.
- Evaluate an early childhood environment for health and safety, learning design, and staff performance.
- Develop policy and procedure statements as they relate to the operation of early childhood programs, including procedures such as: health and safety concerns, abuse and neglect, and playground hazards.
- Describe the management of an effective system for confidential record keeping (e.g., enrollment, attendance, administering medication).
- Develop an operating budget and business plan for an early childhood program and interpret financial statements.
- Participate in various aspects of personnel management including: developing job descriptions; hiring, training, terminating staff; supervision; and evaluation techniques.
- Discuss the role of parental involvement and develop successful strategies to encourage participation in early childhood education.
- Identify and collect resources from the community that support early childhood programs, teachers, and directors.
- Demonstrate effective oral and written communication skills needed by early childhood program leaders.
Goal 1: The apprentice will learn of the role and responsibilities of the early childhood program administrator. Topics will include philosophy and design, personnel and resource management, and legal and financial considerations.
Goal 2: The apprentice will develop skills and identify resources to better prepare themselves for meeting the challenges faced by early childhood administrators.
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LEVEL SIX:
LEADERSHIP, MENTORING AND SUPERVISION FOR EARLY CHILDHOOD PRACTIONERS (45 hrs.)
CDA Subject area:
- Strategies to Maintain an Effective Program Operation
- Commitment to Professionalism
Apprentices will learn to:
- Describe a variety of leadership strategies that can be used in early childhood education settings and situations, and develop a personal philosophy of leadership.
- Analyze leadership styles for strengths and challenges connected to ongoing professional development as a practitioner in early educator.
- Demonstrate supervisory strategies for effective management of group dynamics within early education environments (e.g., problem solving, decision making, prioritizing, delegating, reporting, motivating).
- Create a professional development plan to access and participate in regional, state, and national early childhood education initiatives.
- Discuss moral and ethical issues for leaders in early childhood education and their impact on the multicultural workplace.
- Practice the interpersonal skills necessary for effective mentoring and coaching.
- Define the visioning process within organizations and create an effective vision statement for an early childhood education program.
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Goal 1: Apprentice will learn the development of leadership and mentoring by practitioners in early education settings.
Goal 2: Apprentice will learn a basic understanding of leadership and group dynamics theory including goal setting, decision-making, problem solving, delegation, motivation, and performance evaluation.
Goal 3: Apprentice will develop a personal philosophy of leadership and become familiar with strategies for mentoring early childhood education professionals.
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