Here is the 3-11 draft version of the program outcomes for the AAS-T in Early Childhood Education degree that will be considered for approval at an upcoming Curriculum Committee meeting:
Northwest Indian College
List of Program Outcomes for the
Associate of Applied Science-Transfer Program
Early Childhood Education
1. Promoting child development and learning: Students will be able to…
a. demonstrate knowledge and understanding of young children’s characteristics and needs.
b. identify, analyze, and reflect upon multiple influences on child development and learning.
c. create safe, healthy, respectful, challenging, and culturally supportive environments for learning.
2. Building family and community relationships: Students will be able to…
a. describe and reflect upon family and community characteristics within Native communities.
b. support and empower families and communities through respectful and reciprocal relationships.
c. involve Native families and communities in their children’s development and learning.
d. assist families in reinforcing resilience and accessing resources.
3. Observing, documenting, and assessing: Students will be able to…
a. articulate the goals, benefits, and culturally responsible uses of assessment.
b. use observation, documentation, and other appropriate assessment tools and approaches.
c. articulate uses of assessment in partnership with families and other professionals serving indigenous communities.
4. Teaching and learning: Students will be able to…
a. analyze the importance of and demonstrate their ability to connect with children.
b. use developmentally and culturally effective approaches.
c. understand content knowledge in early education.
d. build meaningful, culturally engaged curriculum.
5. Integrity, advocacy, warmth, joy, and attention to children (Commonly referred to as “professionalism”): Students will be able to…
a. identify with and involve selves in the early childhood field, engaging in continuous, collaborative learning.
b. act with integrity, engaging in informed advocacy for children, families, early learning programs, and themselves as early childhood educators.
c. integrate knowledgable, reflective and critical perspectives on early education.
d. display warmth, joy, and attention with a commitment to relationship-based care and education.