The module outcomes that will permit you to demonstrate course competencies are:

Module 1

	Outcomes	Competencies
1	Describe behavior (including challenging behavior) typical for children at various developmental levels.	C
2	Identify young children's characteristics and needs.	B
3	Identify diverse family and community characteristics.	D
4	Apply a broad repertoire of developmentally appropriate teaching approaches.	E
5	Apply pedagogically relevant strategies that support environments, interactions, and experiences, which foster positive brain development and emotional competence.	I
6	Design materials and learning opportunities that demonstrate acceptance of diverse student populations.	H

Module 2

	Outcomes	Competencies
1	Identify theories and theorists of child growth and development.	A
2	Describe the individuality of child growth and development including environmental, linguistic, and cultural influences.	D
3	Apply current research on the importance of early experiences in the development of the whole child, with particular emphasis on social, emotional, and brain development.	J
4	Discuss the value of family, and engaging in communications with families, and incorporating relevant information for planning purposes.	K
5	Discuss positive relationship techniques and supports to ensure that children have frequent opportunities to interact with early childhood professionals, other adults, and peers in respectful and meaningful ways.	B

Module 3

	Outcomes	Competencies
1	Apply knowledge about children with special needs to ensure inclusion and accessibility of learning environments and experiences.	G
2	Develop experiences and environments which promote social skills and appropriate behaviors for all children.	B
3	Apply developmentally appropriate guidance approaches that promote positive behaviors, problem-solving, and self-regulation.	I
4	Implement a culturally responsive family and program communication system in which families can access information on their children's developmental learning progress.	M
5	Identify principles and strategies to support effective classroom and behavior management.	J
6	Review strategies to use with young children and families to support language and cultural diversity.	H

Module 4

	Outcomes	Competencies
1	Apply current child development research and theory to meet the needs of children and families.	H
2	Implement accommodations and modifications for children with unique and diverse needs.	G
3	Design experiences and consistent environments which promote social skills and appropriate behaviors for children.	B
4	Identify effective communication strategies with ECE professional and families regarding concerns with a child's behavior.	M
5	Develop cooperative strategies to manage challenging behaviors.	C
6	Identify strategies to promote positive self-concept and identity in children that promote self-help and problem-solving skills.	I

Module 5

	Outcomes	Competencies
1	Identify current research and pedagogy to support environments, interactions, relationship-building, and experiences, which foster social and emotional competence.	J
2	Apply the NAEYC Code of Ethics.	L
3	Develop cooperative strategies with ECE professionals and families to manage challenging behaviors.	I
4	Develop classroom management strategies for children to prevent challenging behaviors and promote positive behaviors.  F	F
5	Identify variations of cultural roles of family members in their children's growth, development, and learning.	D
6	Identify the ways in which child observations and assessments are used to adjust and individualize instruction.	L

Course Time Commitment and Expectations

For every credit hour, students should plan to spend an average of 2-3 hours per week for course-related activities in a 15-week course. For example, a 3 credit hour course would average an average 6-9 hours per week to read/listen to the online content, participate in discussion forums, complete assignments, and study the course material. For 10  and 6-week courses, the amount of time per week will be higher so all course competencies, module outcomes, and assignments will be covered.

Aside from typical reading assignments, this course has the following (Please Note: This list is subject to change based on the discretion of the instructor facilitating this course.):

This is not a self-paced course. The expectation of the ECE/EDU program at CCCOnline is that students will meet assignment dues dates. Late assignments will not be accepted without prior approval. Therefore, it is expected that you contact your instructor prior to when the deadline has lapsed. There may be exceptions due to special circumstances such as medical emergency, military deployment, or in some legal cases. In these rare situations, it is at the instructor’s discretion to accept late work or make modification to the course schedule.become ill, or have scheduling or computer problems that would keep you from participating in the course activities for an entire week.

All Assignments are due at 11:59 PM (Mountain Time) on the due date listed on the Schedule. All work must be submitted by the last day of class. Work will not be accepted after the last day of the course.

Summary of Grading

Assignment	Points	%
Discussions (11 @ 20 points each)	220	28%
Quizzes (2 @ 30 points each)	60	8%
Assignments (9 @ various points for each)	515	64%
TOTAL	795	100%

Grading Scale

A = 90 to 100%

B = 80 to 89%

C = 70 to 79%

D = 60 to 69%

F = 59% and below

CCCOnline Course Quality Commitment

CCCOnline goes to great lengths to assure the quality of your online learning experience. You can expect the following from our courses:

• All CCCOnline courses are developed by content experts and a professional team of instructional designers.
• CCCOnline courses are built with a template that assures accessibility and Quality Matters Design Standards.
• There is navigation consistency across all CCCOnline courses.
• Most of our courses come with illustrative models and videos to enhance learning concepts.