How to Become a Child Development Teacher

8th November 2018OffByRiseNews

Application for Fall 2018 Now Available. CAD Internship Requirement The internship is a culminating academic experience that is required for all CAD majors and is taken in the final semester before graduation. How to Become a Child Development Teacher internship includes a seminar and field work and is 3-4 units, depending upon the concentration. The seminar and field work must be taken concurrently.

Students must apply for the internship one semester prior to their desired internship semester. Departmental approval of the application is required before a student can be placed at an internship site. NO Late Applications Are Accepted – No applications are accepted after the deadline, which includes both a date and time deadline. Applications are only accepted by emailing them to the Internship Coordinator. No hard copies will be accepted.

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All questions must be directed to the Coordinator and not the CAD office. One semester before the intended internship, deadline dates and the online application are posted on the CAD website. Be sure to read and initial Areas of Understanding and Agreement. SAVE your application on your computer. Concentration Planning sheet for your CAD Major Bulletin year and your concentration.

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Fill out top section and then list all courses you have taken in major, both core AND concentration. When you have completely filled out your Advising Worksheet, save it along with your application. You will receive an email acknowledging receipt of your application. Mandatory Internship Orientation Attendance at the Internship Orientation is required. If a student cannot attend the orientation, the internship process stops and the student must apply for internship the following semester.

The orientation covers information about the placement process, expectations, and deadlines. Friday, March 2, 2018 , 10:00am-12:00 pm. The Internship Orientation for the Early Childhood concentration will be announced by email during the Spring 2018 semester. Placement Process for Approved Internships 1. Students whose applications are approved and who attend the mandatory orientation can move forward to the placement process. Students work with the Internship Coordinator and are expected to meet all requests for information and all deadlines.

Missing deadlines, being continually late with requested information, and not responding to the Internship Coordinator’s email messages in a timely manner can jeopardize a student’s internship placement. The student may be dropped from the placement process at that time and will have to reapply for internship in the following semester. The online application for Fall 2018 internships is now available and can be downloaded from the internship link. The due date for completed applications is extended until Wednesday, February 21, 2018, 4 p. The dates to submit are: Monday January 29, 2018 from 9 a. Please read and follow directions on application.

An incomplete application will be denied and returned and the student will have to reapply for the following semester. Students must take the internship seminar and field work experience courses concurrently. The work requirement for CAD 611 internship is 150 hours. The work requirement for CAD 601 internship is 120 hours.

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EC students are required to document 150 hours of work experience prior to internship. If an EC major does not complete these hours prior to the start of internship, the internship will be cancelled. This signed documentation can be turned in to the CAD Department office. These hours must be spread across at least 12 weeks of the semester for SA, YWOST, and PAS and spread across at least 15 weeks of the semester for EC rather than being completed in a condensed time frame. SA, YWOST, and PAS are not allowed to conduct their internship at their place of work.

How to Become a Child Development Teacher

More information about the internship and seminar will be provided at the mandatory internship orientation. During the placement process as well as throughout the internship, students are expected to display professional behavior at all times. The Code of Conduct, which is posted here, defines the department’s expectations of interns. Students are required to sign this Code of Conduct in order to embark on their internship. Start enacting the Code of Conduct now.

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During internship, the same compliance with the Code of Conduct will be expected. The documents on this website have been identified as having barriers to accessibility. The site owner is working to remedy these access barriers. Many individuals enter the field of early childhood education because they love children.

How to Become a Child Development Teacher

How to Become a Child Development Teacher

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You may be one of them. How could a person not love children or, at least like them a great deal, in order to spend so much time with them on a daily, weekly, and yearly basis? Each day, teachers are faced with the decision to assume their professional and ethical responsibility of making a meaningful difference in the lives of children or to continue doing business as usual. In order to make an informed decision about how to make meaningful differences while providing high-quality care and education, teachers need knowledge of child development, learning, and best practices as well as tools for making sense of this vast array of information. Development in one domain influences and is influenced by development in other domains. Development occurs in a relative orderly sequence, with later abilities, skills, and knowledge building on those already acquired.

Development proceeds at varying rates from child to child as well as unevenly within different areas of each child’s functioning. Development proceeds in predictable directions toward greater complexity, organization, and internalization. Development and learning occur in and are influenced by multiple social and cultural contexts. Children are active learners, drawing on direct physical and social experience as well as culturally transmitted knowledge to construct their own understanding of the world around them. Development and learning result from interaction of biological maturation and the environment, which includes both the physical and social worlds that children live in.

Play is an important vehicle for children’s social, emotional, and cognitive development, as well as reflection of their development. Development advances when children have opportunities to practice newly acquired skills as well as when they experience a challenge just beyond their level of their present mastery. Children demonstrate different modes of knowing and learning and different ways of representing what they know. Children develop and learn best in the context of a community where they are safe and valued, their physical needs are met, and they feel psychologically secure. As you might guess, the above principles were generalized from a number of developmental theories. In order to best understand them, we should focus our attention on defining developmental theories and explaining how they help teachers make decisions. The way each theory or theorist addresses each of the controversies leads to a multiplicity of perspectives or approaches for explaining child development.

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Table 1 was created to assist you in connecting each theory to the theory’s position on the four controversies. In addition, a few of these theories are described in more detail. Brain development and motor capabilities, for example, occur almost automatically, without learning or instruction. Changes in abilities can be either gradual or sudden depending on the type of development being considered. This theory emphasizes how children’s thinking and reasoning change, qualitatively, over time.

Children actively contribute to their own cognitive development by constructing their own understanding of the world. This understanding is constructed during experiences with materials and working to resolve discrepancies between prior knowledge and new information. This process is significantly impacted by the child’s biological development. This theory focuses on how culture is transmitted to the next generation through tools such as language and social interaction.

Working with adults and more skilled peers is essential for children to acquire the ways of thinking, knowing, and behaving that make up a community’s culture. A child’s inherited traits influence the ways in which she approaches the environment and thus impacts the types of experiences she has. Not all developmental theories are viewed today as equally valid. The next question this article will explore is: How does knowing developmental theories guide our work as teachers? Let’s use an example to help clarify the connections. Steffano is sitting at the art table using markers. Georgia joins him at the table and begins to cut with scissors.

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There are multiple perspectives that can be used to interpret Steffano’s behavior. Each theory used to interpret his behavior will lead us to a different way to address or begin to resolve this situation. A teacher informed by psychosocial theory might conclude that Steffano is struggling with the conflict of initiative versus guilt. He is demonstrating his independence in planning and undertaking activities but he is experiencing conflict about how to communicate these plans to others. This teacher might decide to help Steffano learn strategies for conveying and carrying out his ideas when working with others. A teacher working from social learning theory may suggest that Steffano has learned this response from observing models in his environment.

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He is imitating a behavior he observed another doing. This teacher will most likely decide to actively model non-aggressive strategies for solving problems. This teacher may reflect on her classroom environment to examine if this message is being sent. This teacher may also continue her partnership with his family by engaging in dialog about this topic. A teacher knowledgeable of cognitive-developmental theory may think that Steffano has constructed from past experiences a mental schema that involves solving problems with force. This teacher might provide concrete experiences in which non-aggressive solutions are highlighted and discussed so that he will begin to accommodate his schema for solving problems.

As a practitioner, you have undoubtedly created your own personal theory about how children learn and develop. If you find that you utilize aspects of several different theories, you have taken what is called an eclectic approach. If you were unable to express your personal theory, you may be working from a more implicit theory. This could mean that you need to devote time to reflecting on your beliefs.

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What do I believe about how children learn and develop? After answering that question, here are some additional steps to take in becoming consciously-competent about theories of child development. Critically analyze the different theoretical approaches described in this article. Recall that becoming consciously-competent involves being able to articulate not only about your personal beliefs but also how these ideas connect to accepted and valued theories in the field. As highlighted in this article, your understanding of child development is a vital ingredient for implementing developmentally appropriate practices. We cannot make appropriate educational decisions for young children without this knowledge base.

DC: National Association for the Education of Young Children. Washington, DC: National Association for the Education of Young Children. Study Groups as Tools for Reflective Practice and Professional Development. Upper Saddle River, NJ: Merrill Prentice Hall. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

In Project Zero and Reggio Children. Making learning visible: Children as individual and group learners. Note: Due to web content restrictions, Figure 1 is incomplete. A left sidebar which reads “Incompetent Decision Making” and a right sidebar which reads “Competent Decision Making” exist, completing the matrix. Teaching is practiced at a school, college, university or other place of formal education.