Early Childhood Education - PowerPoint Presentation

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Early Childhood EducationChild, Family & Community

Instructional Design Plan

Champa

S.

Perera

CUR/516

November 7, 2016

Prof. Shirley Burnett

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PHASE 1Description Target Audience

Learners will be coached to * Pre-school Teachers, Directors, and Administrators.

educate young children of pre-school

age in an environment of a Child * Educators working in the Field of Early Childhood Education

Care Center.

* Learners with experience working in the field with their own skills,

This training is a requirement Community knowledge, beliefs, and attitudes.

Care Licensing Division for any individual

in this field. * Males, females ages 18 years and above.

Focus on this training course is to support * Basic requirement – High School Diploma, and a knowledge of

the needs of social emotional, physical, and Early Childhood Education. Additionally, reading and writing

intellectual development of children in their skills.

early years of life.

Learners will analyze the relationship with

Child, family and Community. Slide3

PHASE 1Delivery modality and Length of Training Course

ADDIE MODEL

A

- Analyze

D

- Design

D

- Development

I

- Implementation

E

- Evaluation

Length of Training – Two full days (Weekend) 8-hour session per day with two 15 minute breaks and one-hour lunch break on each day.

Training is conducted in a traditional classroom setting with face-to-face interaction.Slide4

PHASE 1Goals – Child, Family, and Community

To understand the relationship between child, family, and community to promote socialization and interaction.

To develop a strong, healthy, and an emotional relationship in the Child Care Environment.

To gain experience in using community resources and services for the benefit of the children in their community.Slide5

PHASE 11Course Objectives

Focus on the dynamics between child, family & Community with cultural and social influences for child’s social and emotional well-being.

To develop an awareness with the learners own personal history, experiences, views, and expectations, and how the learners can use these experiences with their teaching styles to understand the needs of child, family, and community.

Discuss and develop skills to understand the availability and variety of community services available for the community, and how these services can be used to the well-being of the children and families.Slide6

PHASE 11Learning EnvironmentProject-based learning

Collaborative learning

Critical thinking skillsSlide7

PHASE 11Instructional Strategies and Activities

Students are delivered with homework assignments at the time of enrollment

Practicum attendance for observations up to 45 hours in an Early Childhood Environment

Autobiography presentation of each student. Students will critically analyze of who you are, and how the family has been influential in forming their identity, and the influences.

Cultural activity – Personality and character development that represent the learners culture.

Community Assignment – Students are required to research the agencies in their community that provides a helpful service for the families.

Media Advertising – Students are required to research for advertisements that reflects todays society.Slide8

PHASE 11Instructional Technology

Power point presentations

Lectures

Group activities

Text book – Child, family & Community (by Janet Gonzalez-Mena)

DVD’s related to Child, family & Community in Child Care EnvironmentSlide9

PHASE 111Length of Course

Two days (weekends)

8:00 a.m. – 4:00 p.m. – 8 hour sessions on each day with breaks, and one hour lunch break.

Anticipated start date – November 13 & 14, 2016 Slide10

PHASE 111People involved in Implementation

Ms. Cynthia Brown, Program Director

Senior Professors of Laguna Technical College

Mr. Arturo

Jimanez

– Administrator, Laguna Technical CollegeSlide11

PHASE 111Needed Resources

Text book – Child, Family, and Community by Janet Gonzales-Mena.

Access for computers and Internet for Research.

Hands on materials – Implemented by the educator

Equipment for Power point presentationSlide12

PHASE 111Implementation and Building Interest

Laguna Technical College website – Website is for Early Childhood Education

Flyers are mailed to all pre-schools that are in operation in Southern California

Building interest and commitment at the time of entrance counselling

Evaluations at the time of Entrance counsellingSlide13

PHASE 111Formative Assessment

1

st

Stage

- Design Review (Needs, Task, and Learner Analysis)

2

nd

Stage

- Reviews with experts ( Program Director, Senior Professors, Administrator of Laguna Technical College)

3

rd

Stage

- Learner Validation ( Group evaluations)

4

th

Stage

- Evaluations and FeedbackSlide14

PHASE 1VCriteria for Determining Outcome of Course

Completing the product outcome of the training course - Child, Family, and Community

Meeting goals and objectives of the instructional plan

Meeting goals and objectives of the student learners

Creating an instructional design to analyze, design, develop, and implement to be successful to determine if the learner has reached a high level of success to accomplish the goals through evaluations.Slide15

PHASE 1VEvaluation Instruments created are

Homework assignments

True/False questions

Short-answer questions

Multiple choice questionsSlide16

PHASE 1VFuture decision

making

Progress

Course duration

Certificate of Completion Slide17

References:Brown, A., & Green, T.D. (2011). The essentials of instructional design: Connecting fundamental principals with process and practice (2nd ed.). Boston, MA: Allyn and BaconA Practical Guide" (1995). "Planning and Conducting Needs Assessments. Retrieved from https://www2.ed.gov/admins/lead/account/compneedsassessment.pdf on October 2, 2016.

Lee, H., & Lim, C. (2012). Peer evaluation in blended team project-based learning: What do students find important?

Journal of Educational Technology & Society, 15

(4), 214. Retrieved from http://search.proquest.com/docview/1287025373?accountid=458

Wlodkowski

, R. J., & Ginsberg, M. B. (2010).

Teaching intensive and accelerated courses: Instruction that motivates learning.

John Wiley & Sons Inc.