CHD-215: Nurturing Infant & Toddler Relationships-Practicum (2017-2018)

Prepares students to work with infants and toddlers in a licensed private, early head start, or in home program setting. Students will utilize practical classroom experiences to make connections between theory and practice, develop professional behaviors, and build a comprehensive understanding of children birth-36 months and their families. This 45 clock hour practicum is to be taken concurrently with the corresponding section of CHD-205.

The assignments and topics in this course will be aligned with the Michigan Early Childhood Standards of Quality for Infant and Toddler Programs and the NAEYC Early Childhood Program Standards. Course assignments will be coordinated between the course Instructor and the coordinating teacher. Students will focus on providing nurturing relationships, appropriate curriculum, keeping infants and toddler’s safe, family support, and the physical environment. Students seeking the Infant-Toddler CDA Certification may use the completed 45 practicum hours to help fulfill the required 480 hours working with Infants and Toddlers.

*The following documents must be provided before starting this practicum: Department of Human Services (DHS) Clearance; Tuberculosis (TB) test record (must be in the last 12 months); Identification (valid driver’s license or State ID); and a HFC student ID card. Some programs may request an immunization, a physical exam and an ICHAT (Criminal Background Check).

The following NAEYC Associate Degree Standards are met by this course at the understanding or application level:

1. Promoting Child Development and Learning:

• 1c: Use developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children.

2. Building Family and Community Relationships:

• 2b: Supporting and engaging families and communities through respectful, reciprocal relationships.
• 2c: Involving families and communities in young children's development and learning.

3. Observing, Documenting, and Assessing to Support Young Children and Families:

• 3c: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches.
• 3d: Understanding and practicing responsible assessment to promote positive outcomes for each child.

4. Using Effective Approaches to Connect with Children and Families:

• 4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches.
• 4d: Reflecting on own practice to promote positive outcomes for each child.

5. Using Content Knowledge to Build Meaningful Curriculum:

• 5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines.
• 5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum.

6. Becoming a Professional:

• 6b: Knowing about and upholding ethical standards and other early childhood professional guidelines.
• 6c: Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource.
• 6d: Integrating knowledgeable, reflective, and critical perspectives on early education.
• 6e: Engaging in informed advocacy for young children and the early childhood profession.

7. Early Childhood Field Experiences:

• 7a: Opportunities to observe and practice in at least two of the three early childhood are groups (birth - age 3, 3-5, 5-8).
• 7b: Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs).