Jun 14, 2024  
2022-2023 Catalog 
    
2022-2023 Catalog [ARCHIVED CATALOG]

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ECED 425 - Leadership and Advocacy in Early Childhood Educ

Credits: 3
Students will implement ethical guidelines and other professional standards, learn techniques for collaboration, demonstrate reflective practice, make informed decisions, act as effective advocates for sound educational practices and policies, and conduct themselves as members of the early childhood profession.

Enrollment Requirement: Admission into BAS in Early Childhood Education or instructor consent.

Course Outcomes:
Students who successfully complete this class will be able to:

  1. Demonstrate professional identification with, and leadership skills in, the early childhood field to think strategically, build consensus, create change, effectively collaborate with and mentor others, and have a positive influence on outcomes for children, families and the profession.
  2. Apply in-depth understanding and thoughtful application of NAEYC Code of Ethical Conduct and other professional guidelines relevant to their professional role.
  3. Use professional resources, inquiry skills and research methods to engage in continuous, collaborative learning and investigation relevant to practice and professional role.
  4. Demonstrate critical thinking by integrating knowledgeable, reflective, and multiple perspectives on early education based upon mastery of relevant theory and research.
  5. Engage in informed advocacy for children and the profession, skillfully articulating and advocating for sound professional practices and public policies.
  6. Demonstrate a high level of oral, written and technological communication skills with specialization for professional role(s) emphasized in the program.

Program Outcomes
  1. Apply relationship-based principles and strategies that support young children and families.
  2. Assess and analyze children’s development, skills, and behavior based on culturally and developmentally appropriate practices.
  3. Design and create inclusive environments that promote social/emotional learning and are responsive to the needs of all children and families including those considered vulnerable.
  4. Select and apply appropriate intervention strategies for classroom management while promoting a positive emotional climate that is reflective of and responsive to the culture being served.
  5. Screen, assess, and identify children with mental health challenges.
  6. Demonstrate leadership abilities and collaborative skills necessary to resolve interpersonal and organizational challenges that may occur in an early childhood setting.
  7. Establish and maintain connections with appropriate support services and community resources.
  8. Demonstrate the ability to engage in reflective observation, consultation, and practice, and possess the ability to integrate it into the early learning setting.
  9. Advocate for families and young children through service, education, and leadership.


College-wide Outcomes
  • Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
  • Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
  • Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.



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