Portland Community College | Portland, Oregon

As part of the NAEYC Accreditation, students must complete 10 hours of classroom time at a Head Start Site over the term.  The Head Start classroom time must include both observation and engagement with children.  The required course assignments ideally are completed at the Head Start site, but may be completed at a licensed preschool program with faculty permission. 

Upon completion of the course students should be able to:

• Plan for indoor and outdoor classrooms, understanding the impact of social, emotional, cognitive, physical and language development on young children. 
• Apply developmental theories for children's indoor and outdoor learning when planning indoor and outdoor activities.
• Distinguish the difference between developmentally and culturally appropriate practices.
• Å·ÖÞ±­¾öÈü¾º²Âapp_Å·ÖÞ±­×ãÇòÍø-Ͷע|¹ÙÍø and assess curriculum and environments using documentation and environment ratings scales.
• Explain indoor and outdoor environment setup, materials and schedules.
• Create indoor and outdoor lesson plans and activity plans for different learning styles, abilities and needs.
• Demonstrate emergent curriculum and project approach knowledge and skills.

Individual reading, PowerPoint, small and large groups, planning, implementing and evaluating activities and environments, field trips, community indoor and outdoor environment and curriculum observations, videos, guest speakers, documentation boards, reflection, environmental rating scales (ECERS or FECERS).

• Complete 10 hours of observation and participation at a Head Start Site

• Attend and actively participate in class and small group discussions.
• Complete site observation and evaluation reports.
• Complete and present a term project.
• Complete written quizzes or exams.
• Complete 10 hours of observation and participation at a Head Start Site

·         The role of play in developing: social, emotional, cognitive, physical and language development

·         Reflective Teaching and the cycle of teacher research

·         Å·ÖÞ±­¾öÈü¾º²Âapp_Å·ÖÞ±­×ãÇòÍø-Ͷע|¹ÙÍømental theories and curriculum models' impact on children’s learning

·         Define developmentally, culturally appropriate practices to support family involvement

·         Emergent curriculum and Project Approach and inclusion

·         Lesson Planning, cycle of planning and activity plans

·         Classroom environment set-up, classroom schedule, routine events, and transitions

·         Å·ÖÞ±­¾öÈü¾º²Âapp_Å·ÖÞ±­×ãÇòÍø-Ͷע|¹ÙÍøing aesthetic physical environment

·         Using loose parts, recyclable, natural materials

·         Social environments (teacher’s role and coaching children) to support children’s learning

·         Documentation and Assessment