ECE Field Experience 4 (NWTC)

by Vicki Tanck

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This text covers aspects of professionalism in early childhood education, including ethical responsibilities, diversity, equity, inclusion, and positive guidance strategies. It also addresses practical skills such as observation and assessment, creating effective learning environments, and career planning, providing a guide for students in early childhood education programs.

Description from LibreTexts.

Publisher
Northeast Wisconsin Technical College
Subjects
Social Sciences
Licence
CC BY, as LibreTexts states it
Who can read
Teens profiles and older, judged from its title and subjects

Contents

LibreTexts writes equations in TeX, and here they show as TeX; the PDF has them typeset.

  1. Front Matter
  2. TitlePage
  3. InfoPage
  4. Table of Contents
  5. Licensing
  6. 1: Professionalism in Early Childhood
  7. 1.1: Professionalism as an Early Childhood Educator
  8. 1.2: Analyzing Your Teaching
  9. 1.3: What are Ethics?
  10. 1.4: NAEYC Code of Ethical Conduct
  11. 1.5: Ethical Responsibilities to Families
  12. 1.6: The Role of Relationships
  13. 1.7: Technology in Early Childhood
  14. 1.8: Building and Maintaining Positive Relationships with Families
  15. 1.9: Professionalism in the Workplace
  16. 1.10: Parent Engagement
  17. 1.11: Communicating with Families about Challenging Behaviors
  18. 1.12: Ethical Use of Technology with Families
  19. 1.13: Ways to Maintain Composure
  20. 2: Diversity, Equity and Inclusion
  21. 2.1: Diversity and Equity in Early Childhood Education
  22. 2.2: Respecting Families
  23. 2.3: Social Justice in the Early Childhood Classroom
  24. 3: Routines
  25. 3.1: The Importance of Schedules and Routines
  26. 3.2: Consistent Routines
  27. 3.3: Starting and Ending the Day
  28. 3.4: Classroom Jobs
  29. 4: Positive Guidance Strategies
  30. 4.1: Factors Influencing Behavior
  31. 4.2: Redirecting Behavior
  32. 4.3: Providing Specific and Authentic Support
  33. 4.4: Addressing Challenging Behavior
  34. 4.5: Spaces for Emotional Regulation
  35. 5: Observation and Assessment
  36. 5.1: Observation
  37. 5.2: Recording and Analyzing Observations
  38. 5.3: Assessment
  39. 5.4: Sample Assessments
  40. 5.5: Ethical Guidelines for Observation
  41. 5.6: Observation Do's and Don’ts
  42. 6: Learning Environments
  43. 6.1: Measuring Quality with Environmental Rating Scales
  44. 6.2: Indoor Learning Environments
  45. 6.3: Outdoor Learning Environments
  46. 7: Interdisciplinary Unit
  47. 7.1: Developmentally, Culturally, and Linguistically Appropriate Learning Experiences
  48. 7.2: Age and Individually Appropriate Learning Experiences
  49. 7.3: The Teaching Cycle
  50. 7.4: Balance Teacher-Directed and Child-Initiated Experiences
  51. 7.5: Incorporating Wisconsin Model Early Learning Standards Framework
  52. 7.6: Effective Transitions During Learning Experiences
  53. 7.7: Appropriately Challenging Learning Experiences
  54. 7.8: Managing the Daily Schedule
  55. 7.9: Reflecting on Your Teaching Practices
  56. 8: Career Planning
  57. 8.1: Advocacy
  58. 8.2: Career Goals
  59. 8.3: Professional Development Plan
  60. 8.4: Teaching Statements
  61. 8.5: Creating a Resume
  62. Back Matter
  63. Index
  64. Glossary
  65. Detailed Licensing
  66. Detailed Licensing