Program Learning Outcome Statements

The CCRI Department of Human Services expects successful students to achieve the acquisition of both knowledge and skill. The ultimate test of this acquisition is the students’ ability to apply this knowledge and skill to a “real life” situations.

Early Childhood/Child Development Program Outcomes

The National Association for the Education of Young Children (NAEYC) Standards for Initial Early Childhood Preparation are the CCRI Human Services Department Outcomes for the Early Childhood/Child Development Program. The NAEYC Standards are based on the latest research in the field of early childhood education and best practices. They are specific and measurable. Students in the program demonstrate each key element of the Standards. Data is collected and analyzed from key assessments designed to demonstrate the Standards and is used to inform practice. The Standards are also embedded in all course outcomes.

Standard 1. Promoting Child Development and Learning
Candidates prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of a) young children’s characteristics and needs, and b) multiple interacting influences on children’s development and learning, to c) create environments that are healthy, respectful, supportive, and challenging for each child.

Standard 2. Building Family and Community Relationships
Candidates prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children’s families and communities. They a) know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to b) create respectful, reciprocal relationships that support and empower families, and c) to involve all families in their children’s development and learning.

Standard 3. Observing, Documenting, and Assessing to Support Young Children and Families
Candidates prepared in early childhood degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They a) know about and understand the goals, benefits, and uses of assessment. They b) know about and use systematic observations, documentation, and other effective assessment strategies c) in a responsible way, d) in partnership with families and other professionals, to positively influence the development of every child.

Standard 4. Using Developmentally Effective Approaches
Candidates prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They a) understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Candidates b, c) know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and d) positively influence each child’s development and learning.

Standard 5. Using Content Knowledge to Build Meaningful Curriculum
Candidates prepared in early childhood degree programs a) use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Candidates understand the importance of developmental domains and academic (or content) disciplines in early childhood curriculum. They b) know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. Candidates c) use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for every young child.

Standard 6. Becoming a Professional
Candidates prepared in early childhood degree programs a) identify and conduct themselves as members of the early childhood profession. They b) know and use ethical guidelines and other professional standards related to early childhood practice. They c) are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that d) integrate knowledge from a variety of sources. They are e) informed advocates for sound educational practices and policies.

Standard 7. Early Childhood Field Experiences
Candidates have field experiences and clinical practice in a) at least two of the three early childhood age groups (birth – age 3, 3 through 5, 5 through 8 years) and in b) the variety of settings that offer early education (early school grades, child care centers and homes, Head Start programs).

 July 2011 2011 ©National Association for the Education of Young Children, All Rights Reserved

 

Education/Special Education Program Outcomes

  1. Demonstrate knowledge and understanding of the history of special education laws and terminology.

  2. Develop an understanding of categories, definitions, causes, assessment and instructional strategies under the Individuals with Disabilities Education Act.

  3. Identify, apply and discuss major concepts, principles, teaching strategies and theories related to typical and    atypical development.

  4. Apply professional written and oral communication skills through responsible use of digital technology in research informed practice.

  5. Demonstrate professional and collaborative skills in school and agency settings.

Social Services Program Outcomes

  1. Apply professional written and oral communication skills through responsible use of digital technology in research informed practice.

  2. Identify and adhere to ethical standard

  3. Use historical information to understand the current world, and develop an ability to consider issues from a global perspective.

  4. Understand how individuals interact among groups; and develop an understanding of the beliefs, values, traditions, and practices of people from other cultures.

  5. Identify core principles in Social Work, including the values and ethics of the profession.

  6. Demonstrate professional working skills with individuals, groups and communities.

This page developed and maintained by Human Services. Send comments and suggestions to eogrodnik@ccri.edu .


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Last Updated: 4/12/19