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CLUSTER Human Services

CONCENTRATION Early Childhood Education (ECE)

WVEIS CODE HU1000

ONET Codes & Occupations 25-9041.00 - Teacher Assistants39-9011.00 - Childcare Workers39-9011.01 - Nannies

Sample of job titles upon completion of the concentration: Early Childhood Classroom Assistant Teacher (Temporary or Permanent), Child Care Worker, Child Care Provider, Child Caregiver, Childcare Worker, Before and After School Daycare Worker, Teacher Assistant, Instructional Assistant, Paraprofessional Educator, Teacher Aid, Nannies

Sample of job titles upon completion of additional education: Early Childhood Classroom Assistant Teacher (Paraprofessional), Infant and Toddler Teacher, Infant Teacher, Toddler Teacher, Child Care Teacher, Preschool Teacher, Teacher

This concentration aligns with the following:

WV Department of Education Office of Early Learning courses for Early Childhood Classroom Assistant Teacher

WV Department of Education Policies 2520.15 Early Learning Standards Framework: Content Standards and Learning Criteria for WV Pre-Kindergarten (WV Pre-k) (WV ELSF): http://wvde.state.wv.us/policies/p2520.15.pdf and 2530.02 Parenting Education Curriculum: http://wvde.state.wv.us/policies/p2530.02.pdf .

WV State Training and Registry System (STARS) Core Knowledge and Core Competencies for Early Care and Education Professionals: http://www.wvearlychildhood.org/resources/Core_Competencies.pdf

WV Infant and Toddler Professional Development Program for Caregivers: http://www.wvdhhr.org/bcf/ece/earlycare/itdp.asp

American Association of Family and Consumer Sciences (AAFCS) Pre-Professional Assessments and Certifications (Pre-PAC) Early Childhood Education Standards (ECE Pre-PAC): http://www.aafcs.org/res/Credentialing/prepac/Competency_Lists/Early%20Childhood%20Education%20Competencies.pdf

INDUSTRY CREDENTIALS:

West Virginia Department of Education authorization for Early Childhood Classroom Assistant Teacher

Apprenticeship for Child Development Specialist (ACDS) http://www.wvacds.org/;

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http://www.wvacds.org/

http://www.aafcs.org/res/Credentialing/prepac/Competency_Lists/Early%20Childhood%20Education%20Competencies.pdf


http://www.wvdhhr.org/bcf/ece/earlycare/itdp.asp

http://www.wvearlychildhood.org/resources/Core_Competencies.pdf

http://wvde.state.wv.us/policies/p2530.02.pdf

http://wvde.state.wv.us/policies/p2520.15.pdf

Child Development Associate (CDA) http://www.cdacouncil.org/announcements-and-events/156-hs-programs-now-eligible; and/or

American Association of Family and Consumer Sciences (AAFCS) Pre-Professional Assessments and Certifications (Pre-PAC) Early Childhood Education Certificate (ECE Pre-PAC)http://www.aafcs.org/res/Credentialing/prepac/Competency_Lists/Early%20Childhood%20Education%20Competencies.pdf; and

Certifications in Basic First Aid, CPR and AED from American Red Cross and/or American Heart Association

REQUIRED COURSES (Sequence Preferred) WVEIS Code Course1003 Early Childhood Education I1004 Early Childhood Education II1008 Early Childhood Education III1009 Early Childhood Education IV

ELECTIVE COURSES 0903 Parenting and Strong Families

Skill Sets:

Career Preparation SkillsSafety and SanitationLeadership DevelopmentCustomer and Personal ServiceECE Professional Practices and StandardsIntroduction to Early Childhood DevelopmentPhysical Development in the Early Childhood YearsSocial Emotional Development in the Early Childhood YearsCognitive Skills in Early Childhood DevelopmentLanguage Development in the Early Childhood YearsIntegrated Approaches to Child DevelopmentLanguage DevelopmentLanguage and Literacy IntegrationVocabulary Building StrategiesPhonological Awareness StrategiesFunctional Print Environment StrategiesUnderstanding and Implementing Successful Preschool InclusionMultidisciplinary Teams and the IEP ProcessSchool ReadinessFamily and Community Involvement

Developmentally Appropriate Practices

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http://www.cdacouncil.org/announcements-and-events/156-hs-programs-now-eligible

http://www.cdacouncil.org/announcements-and-events/156-hs-programs-now-eligible

Positive Growth and Learning EnvironmentsECE-Related Theoretical PerspectivesWV ELSF Domains (Physical health and Development, Social and Emotional Development, Language and

Literacy, Science and The Arts)Work-Based Integration and Transition

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Skill set standards for Career Preparation Skills, Safety, Leadership Development and Customer and Personal Service should be integrated throughout the concentration as remaining skill sets are delivered.

Skill Set Standard Career Preparation SkillsKnowledge Objectives Students will demonstrate knowledge of

career paths. goal development and achievement. attitudes and work habits that support career retention and advancement. personal qualities and abilities needed to be effective with children. communication in varied contexts.

Performance Objectives Students will

relate skills and abilities to possible career pathways. explain methods of goal development. discuss methods of time management and task coordination. practice professionalism in punctuality, appropriate dress, task completion, etc. investigate methods of supervision such as giving and receiving feedback and

instruction. develop and present a statement of their personal work ethic beliefs. prepare an application, cover letter, resume and thank you letter. create an employment portfolio for certification and use when applying for

employment.Skill Set Standard SafetyKnowledge Objectives Students will demonstrate knowledge of

safe and healthy learning environments. state and federal regulations for childcare environments. safe and healthy food preparation. symptoms of child abuse and neglect and reporting methods. basic health practices for workers and children regarding childhood illnesses

and communicable diseases. First Aid, CPR & AED for both children and adults.

Skill Set Standard Leadership DevelopmentKnowledge Objectives Students will demonstrate knowledge of

public speaking. parliamentary law. leadership concepts. characteristics of effective teams and organizations.

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develop and deliver speeches. participate in meetings using parliamentary procedure. attend leadership conferences and training (local, state and/or national). volunteer in community service opportunities. participate in career development events.

Skill Set Standard Customer and Personal ServiceKnowledge Objectives Students will demonstrate knowledge of

customer/client/student needs assessment. quality standards of human services provision. evaluation of customer/client/student satisfaction.


communicate effectively with customer/clients/students to determine service needs.

demonstrate standards for quality humans services provision. analyze methods for evaluating customer/ client/student satisfaction.

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Early Childhood Education I WVEIS 1003

Skill Set Standard ECE Professional Practices and StandardsKnowledge Objectives Students will demonstrate knowledge of

curricula and standards from various sources including ethical codes. WV Early Learning Standards Framework (ELSF) and Guiding Principles,

WVDE Policy 2520.15. WV ELSF Framework of Effective Practices. WV ELSF Domain Areas. WVDE Parenting Education Curriculum Policy 2530.02. WV STARS Core Knowledge and Competencies. WV Infant and Toddler Professional Development Program. WV facility licensing standards and requirements. WV child abuse and neglect laws. universal precautions. professional organizations related to early childhood such as NAYEC. early learning imperatives. the potential benefits of universal preschool. resources available for childhood care and learning.


determine requirements for chosen avenue(s) of certification including ACDS, CDA and/or ECE Pre-Pac.

examine WVDE Policies 2520.15 and 2530.02 and discuss curriculum requirements.

discuss policies regarding employment in various child development settings including WV public school systems, Head Start and types of child care center/facilities/settings.

analyze WV DHHR Legislative Rules regulatory requirements for child day care centers, out-of-school time child care centers, family day care facilities, and informal and relative family child care home registration.

describe components of WV ELSF Domain Areas. explain WV STARS. discuss the WV Infant and Toddler Professional Development Program for

Caregivers. discuss WV child abuse and neglect laws including WV Code 49-6A-2. investigate professional organizations such National Association for the

Education of Young Children. describe the early competencies that undergird future learning. examine the economic and other benefits of universal pre-k. review resources available regarding the care and education of children. initiate development of professional portfolio for certification and employment

use.Skill Set Standard Early Child Development and Developmentally Appropriate Practices (DAP)Knowledge Objectives Students will demonstrate knowledge of

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definition of early child development. basic theoretical principles of child growth and development. definition and application of developmentally appropriate practices (DAP). the impact of DAP on the caring and teaching of young children. cultural and environmental influences on child development. the impact of developmentally appropriate environments on the role of the

teacher and on the experiences of students. learning environments that encourage children to move and explore in order to

develop fine and gross motor skills. positive nurturing relationships and communication. assessment methods for the observation and interpretation of child growth and

development. safety rules and responses.


describe the fundamental principles of DAP as catalogued by the National Association for the Education of Young Children (NAYEC).

articulate the importance of applying developmentally appropriate practices to child care and learning.

support children's development in all areas encompassing social, emotional, physical, intellectual, cognitive, and moral development.

examine introductory theoretical principles. describe principles of observation and assessment of children. explain assessment documentation methods. discuss the use of observation and assessment findings. explain observation and assessment reporting methods. encourage understanding of others and apply DAP positive communication

skills. encourage DAP positive self-concepts. discuss cultural and environmental influences on child development. demonstrate respect for cultural diversity. describe the roles and outcomes of DAP play regarding child development. observe and monitor children's play activities. encourage DAP independence in daily health and personal care routines. describe developmentally appropriate safety practices such as danger symbols,

rules for various settings and responses to potentially harmful situations. communicate with children's parents or guardians about daily activities,

behaviors, and related issues. identify signs of emotional or developmental problems in children and discuss

them within an appropriate forum. assist in the development of action plans for change. analyze the impact of the use of structured movement experiences as they are

intentionally facilitated in the classroom environment. relate the importance of the time spent in moderate to vigorous physical

activity during the daily routine. discover ways of building positive relationships with children,

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explore environments that support social emotional behavior, understand the importance of promoting positive social emotional teaching

practices, understand that cognitive development is influenced by other developmental

factors, understand that exploration is the key to learning, understand that cognitive skills develop through processes as assimilation and

accommodation, consider the benefits of a positive classroom environment to promote language

development, gain an awareness of how other developmental domains effect language

development, identify strategies to promote children’s communication and oral language

development, develop an awareness of how utilizing literature can impact children’s

vocabulary, utilize the knowledge gained from each domain of child development to

describe a comprehensive approach to an early childhood program, and correlate current West Virginia Content Standards and Objectives for

preschool children to child development domains. investigate work settings within ECE and the application of DAP.

Skill Set Standard Positive Growth and Learning EnvironmentsKnowledge Objectives Students will demonstrate knowledge of

standard elements in early childhood program design. fundamentals of environmental planning for both indoor and outdoor activities. equipping early childhood classrooms. signs that a physical environment is not working for both children and adults.


examine elements in program design such as décor, furnishings, visual cues, space, etc.

describe the importance of aesthetics, flexibility and organization to effective childhood settings.

describe visual cues that promote independence and decision making. examine recommended square footage minimums for classroom and outdoor

space. examine recommendations for color, light, sound, ventilation and temperature. analyze needs for safety, health and comfort and convenience. develop activity center plans that address different developmental domains and

that accommodate varying numbers of people. identify warning signs for problematic physical environments.

Skill Set Standard Work-Based Integration and TransitionKnowledge Objectives Students will demonstrate knowledge of

industry, organization and company profiles/resources.

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networking. supervision models. requirements and competencies within child care and learning settings. use of developmentally appropriate practices within ECE settings. career transitioning.


discuss methods of socialization to various employment settings within early childhood education.

examine organizational structures including policies and procedures of various industry settings.

compare organizational mission statements to organizational performance. identify conceptual frameworks applied in various settings engage with individual, family, group, organization or community

clients/representatives to identify concerns and activities to alleviate identified problems specific to that population

articulate a personal framework for human services delivery within chosen specialization.

apply research-based knowledge to practice situations. examine methods of giving and receiving supervision. explain requirements and competencies for various positions within the field. develop portfolio for credentialing and employment opportunities.

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Early Childhood Education II WVEIS 1004

Skill Set Standard Physical Health and DevelopmentKnowledge Objectives Students will demonstrate knowledge of

WV ELSF Domain Standards for Physical Health and Development relating to Fine Motor Development, Gross Motor Development, and Health and Safety Practices.

prenatal development. physical development at differing stages from newborn to adolescence. the significant early physical competencies necessary to be grounded in early

childhood to undergird future learning. early brain development.


describe concepts relating to health and physical development such as fine motor development, gross motor development, brain development and health and safety development including food choices, exercise, health routines and hygiene and personal care habits, apparel needs and safety.

analyze programs to ensure that the significant physical domain competencies to acquire in early childhood (body awareness, attitudes toward food, nutritional habits, body image and physical mastery) are present.

analyze basic principles of neuroscience. examine the roles of biology and experience in brain development. describe factors that enhance or inhibit brain growth. describe prenatal development and care and the childbirth process. analyze factors relevant to physical development at various stages from

newborn to adolescence.Skill Set Standard Social and Emotional DevelopmentKnowledge Objectives Students will demonstrate knowledge of

development of self-concept. development of self-expression and self-awareness. development of social relationships including pro-social behaviors and

cooperation. roles of family and community in social and emotional development. dispositions to and motivations for learning. issues relating to trust, security, autonomy, separation and attachment.


describe elements of self-concept and characteristics of a person with high self-esteem.

explain methods for fostering independence in a range of activities, routines and tasks.

discuss methods to effectively and appropriately communicate needs, wants and feelings.

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analyze factors that promote positive relationships between adults and children.

demonstrate methods for expressing empathy and caring for others. discuss the development of capacities to follow rules and routines and to use

materials purposefully, safely and respectfully. explain the acquisition of the following skills related to cooperation:

o developing and sustaining friendships with peers;o managing transitions and adapting to change in routines;o initiating or joining classroom activities;o experiencing cooperative group play;o sharing materials and experiences and for taking turns;o negotiating, compromising and discussion skills required for conflict

resolution.o accepting guidance and directions from familiar adults.

describe the interactive roles and relationships among family members. describe roles and relationships of community members. compare and contrast differences among people such as genders, race, special

needs, cultures, language and family structures. examine roles for children of different ages within communities. analyze the importance of identifying as a member of a group within a

community. explain methods for increasing participation in classroom activities and tasks. develop strategies for increasing independent choice making, flexibility,

imagination and inventiveness. examine methods for increasing concentration, developing goal-setting and

implementing plans. develop activities and plans for assisting children in developing the

characteristics of self-concept, social relationships, family and community and learning from the knowledge objectives.


industry, organization and company profiles/resources. networking. supervision models. requirements and competencies within child care and learning settings. use of developmentally appropriate practices within ECE settings. career transitioning.


discuss methods of socialization to various employment settings within early childhood education.


compare organizational mission statements to organizational performance. identify conceptual frameworks applied in various settings

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engage with individual, family, group, organization or community clients/representatives to identify concerns and activities to alleviate identified problems specific to that population


apply research-based knowledge to practice situations. examine methods of giving and receiving supervision. explain requirements and competencies for various positions within the field. supplement portfolio for credentialing and employment opportunities.

Early Childhood Education III WVEIS 1008

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Skill Set Standard ECE-Related Theoretical PerspectivesKnowledge Objectives Students will demonstrate knowledge of

personal educational theory. learning theory. constructivism. social constructivism. Erickson’s Psychosocial Theory of Human Development. Piaget’s Theory of Cognitive Development. Vygotsky’s Learning Theory. Bowlby’s Attachment Theory. Bandura’s Social Learning Theory. Psychoanalytic Theories. Personality Theories such as Temperaments. Gardner’s Theory of Multiple Intelligences. Behavioral Theories such as Skinner’s, Watson’s and Pavlov’s. Theory of Mind and Metacommunication.


explain the concept of theory and describe how child care practices develop from theory.

outline the major concepts of various theories listed above. analyze the values and limits of various theories in relationship to outcomes of

child development. develop personal philosophies relating to educational theory. explain strategies for implementing practical use of various theories in child

care settings. explain multiple intelligences and construct DAP’s that address the needs of

different multiple intelligence. demonstrate metacommunication behavior and construct metacommunication

activities.Skill Set Standard Special Needs InclusionKnowledge Objectives Students will demonstrate knowledge of

successful preschool inclusion. multidisciplinary teams and the IEP process. school readiness. family and community involvement.


consider the benefits of inclusion for preschool children, families and providers.

identify strategies to create and support collaborative services in inclusive preschool environments.

review the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC) joint definition on inclusion

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and become aware of legal requirements. consider the vision and dreams that family members hold for their child and

how the family has worked with special education, Head Start and/or child care providers to help that child be as successful as possible.

explore the process by which early childhood educators ensure that children have support in the classroom and as they transition to kindergarten.

identify strategies that prompt successful inclusion of children in early care and education environments.

identify the members of a multidisciplinary team involved with the process of inclusion.

determine the roles and responsibilities team members involved with the process of inclusion will be assigned.

identify strategies that multidisciplinary teams will use to support children with disabilities.

explore and discuss a family’s early experiences with a child’s disabilities and how these experiences influence their current perspectives.

reflect on the collaboration needed among parents and service providers to foster the growth and development of a child with a disability in an inclusive environment.

use a community mapping process to identify the various types of resources consider the benefits of inclusion for preschool children, families and

providers. identify strategies to create and support collaborative services in inclusive

preschool environments. review the Division for Early Childhood (DEC) and the National Association

for the Education of Young Children (NAEYC) joint definition on inclusion and become aware of legal requirements.

consider the vision and dreams that family members hold for their child and how the family has worked with special education, Head Start and/or child care providers to help that child be as successful as possible.

explore the process by which early childhood educators ensure that children have support in the classroom and as they transition to kindergarten.

identify strategies that prompt successful inclusion of children in early care and education environments.

identify the members of a multidisciplinary involved with the process of inclusion.

determine the roles and responsibilities team members involved with the process of inclusion will be assigned.

identify strategies that multidisciplinary teams will use to support children with disabilities.

explore and discuss a family’s early experiences with a child’s disabilities and how these experiences influence their current perspectives.

reflect on the collaboration needed among parents and service providers to foster the growth and development of a child with a disability in an inclusive environment.

use a community mapping process to identify the various types of resources

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available with a focus on what could be used to support children with disabilities.

determine the impact of a parent’s disability upon the collaboration with service providers who may support the inclusive environments for their child.

consider multiple perspectives when planning for an IEP meeting, during the IEP meeting and while implementing the IEP.

identify how inclusion can be supported through the IEP process with adaptations and modifications when needed.

apply the definition of school readiness to authentic situations. evaluate the role of schools in supporting a comprehensive school readiness

system. promote the role of the family in supporting comprehensive school readiness

system. illustrate the role of the community in supporting a comprehensive school

readiness system.Skill Set Standard Work-Based Integration and TransitionKnowledge Objectives Students will demonstrate knowledge of



discuss methods of socialization to various employment settings within the chosen specialization area.


compare organizational mission statements to organizational performance. identify conceptual frameworks applied in various settings. engage with individual, family, group, organization or community

clients/representatives to identify concerns and activities to alleviate identified problems specific to that population.


apply research-based knowledge to practice situations. examine methods of giving and receiving supervision. explain requirements and competencies for various positions within the field. supplement portfolio for credentialing and employment opportunities.

Early Childhood Education IV WVEIS 1009

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Skill Set Standard Language and LiteracyKnowledge Objectives Students will demonstrate knowledge of

Standards for Speaking and Listening. the stages of Language Development. language and literacy integration throughout the classroom. language and literacy program planning. vocabulary building strategies. phonological awareness strategies. functional print environment strategies. assessment of language and literacy development. listening and speaking including receptive and expressive language. comprehension and collaboration. print concepts. phonological awareness. word recognition. literature and writing. using and generating graphic images.


plan for intentional readings through selection of books. demonstrate the handling and viewing of a book. describe environmental print. explain visual units such as letters, words and spaces. describe how to develop awareness of letters and words. describe how language development impacts literacy development. explain methods for expanding vocabulary through daily activities and

conversations. demonstrate how to support language development through meaningful

conversations. develop plans for modeling and eliciting personal narratives. explain and demonstrate use of oral language development assessment tools

such as TROLL. explain how to develop an understanding of the use and generation of graphic

images. outline the preschool learning to read and write processes. design reading and writing strategies. plan and implement a curriculum using the Project Approach.

Skill Set Standard MathematicsKnowledge Objectives Students will demonstrate knowledge of

the WV ELSF mathematics domain and rationale. mathematics domains identified for school readiness report. basic principles of numeracy.


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describe the mathematics objectives related to the WV ELSF mathematics domain.

associate block and messy table play with numeracy relationship. construct quantity and physical relationship activities. contrast rote and rational counting. develop DAP’s for teaching numeracy.

Skill Set Standard ScienceKnowledge Objectives Students will demonstrate knowledge of

the WV ELSF science domain and rationale. science domains identified for school readiness report. development and utilization of scientific inquiry.


describe how inquiry supports cognitive development. demonstrate strategies for guiding children’s inquiry process.

Skill Set Standard The ArtsKnowledge Objectives Students will demonstrate knowledge of

the importance of creative expression and aesthetic appreciation to human growth and development in every domain.

music and movement. visual art. dramatic play.


analyze the contribution of imagination and creativity to the development of new ideas and skills needed for problem solving, conflict resolution and lifelong learning.

describe creative thinking as an approach to learning. develop strategies for self expression through a variety of activities in

techniques in the domain areas of music and movement, visual art and dramatic play.




discuss methods of socialization to various employment settings within early

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childhood education. examine organizational structures including policies and procedures of various

industry settings. compare organizational mission statements to organizational performance. identify conceptual frameworks applied in various settings engage with individual, family, group, organization or community

clients/representatives to identify concerns and activities to alleviate identified problems specific to that population


apply research-based knowledge to practice situations. examine methods of giving and receiving supervision. explain requirements and competencies for various positions within the field. complete portfolio for credentialing and employment opportunities.

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