ECE Field Experience 3 (NWTC)

by Mary Beth Boettcher

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This text covers professional practices in early childhood education, focusing on ethical responsibilities, relationship building, and effective communication with families. It aims to equip students with practical skills and knowledge essential for fostering positive interactions and maintaining professionalism in early childhood settings.

Description from LibreTexts.

Publisher
Northeast Wisconsin Technical College
Subjects
Social Sciences
Licence
CC BY-NC-SA 4.0, as LibreTexts states it. Non-commercial use only.
Who can read
Teens profiles and older, judged from its title and subjects

Contents

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  1. Front Matter
  2. TitlePage
  3. InfoPage
  4. Table of Contents
  5. About this Book
  6. Licensing
  7. Licensing
  8. 1: Observation and Documentation - The Key to Intentional Teaching
  9. 1.1: The Role of Observation
  10. 1.2: Becoming a Skilled Observer
  11. 1.3: Observations can be Spontaneous or Planned
  12. 1.4: Questions you may want to ask yourself as you plan your next observation
  13. 1.5: The Role of Documentation
  14. 1.6: Objective versus Subjective Observation Evidence
  15. 1.7: Recognizing Your Biases
  16. 1.8: Ethical Guidelines when Observing Children
  17. 1.9: Observation and Documentation Dos and Don’ts
  18. 1.10: Conclusion and References
  19. 2: Using Observation Methods, Tools and Techniques to Gather Evidence
  20. 2.1: Taking the First Step - Gathering Baseline Data
  21. 2.2: Understanding the Child
  22. 2.3: Let’s Get Started
  23. 2.4: A Closer Look at Observation Methods, Tools and Techniques
  24. 2.5: Conclusion and References
  25. 3: The Purpose, Process and Practice of Monitoring, Screening and Evaluating
  26. 3.1: Introduction
  27. 3.2: The Purpose of Monitoring, Screening and Evaluating Young Children
  28. 3.3: Public Policies on Including Children with Special Needs
  29. 3.4: Conclusion and References
  30. 4: Quality Counts
  31. 4.1: Closing the Achievement Gap
  32. 4.2: Not all Preschool Programs are Alike
  33. 4.3: Process Quality and Structural Quality
  34. 4.4: A Look at Standard Industry Practices
  35. 4.5: The Role of the Teacher in High-Quality Practices
  36. 4.6: A Look at High-Quality Practices
  37. 4.7: Measuring High-Quality in Early Care and Education Classrooms
  38. 4.8: Conclusion and References
  39. 5: How to Plan Effective and Meaningful Curriculum
  40. 5.1: Introduction
  41. 5.2: What is Curriculum?
  42. 5.3: Benefits of Implementing Meaningful Curriculum
  43. 5.4: A Teachers Role
  44. 5.5: The Curriculum Planning Cycle at a Glance
  45. 5.6: A Closer Look at the Curriculum Planning Cycle
  46. 5.7: Conclusion
  47. 6: Using Documentation and Assessment to Communicate with Families
  48. 6.1: Introduction
  49. 6.2: Documentation Boards - Not Just for Displaying Art
  50. 6.3: Assessing Children’s Development
  51. 6.4: Family Conferences
  52. Back Matter
  53. Index
  54. Glossary
  55. Detailed Licensing
  56. Detailed Licensing