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Students prepared in the Early Childhood Education degree program identify and conduct themselves as members of the early childhood profession. They know and use Biblical principles, ethical guidelines, and other professional standards related to early childhood practice. They demonstrate Christ-like behavior, honoring young children and the institution of the family. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources, in accordance with Biblical principles. They are informed advocates for sound educational practices and policies for the benefit of the children and for the glory of God.
"Throw yourself into your tasks so that everyone will see your progress. Keep a close watch on how you live and on your teaching. Stay true to what is right."
1 Timothy 4:15-16
*Key Elements of Program Learning Outcome 6*
6a: Identifying and involving oneself with the early childhood field.
6b: Knowing about and upholding Biblical principles, 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, Biblical worldview perspectives on early education.
6e: Engaging in informed advocacy for young children, the early childhood profession, and the glory of God.
The artifact that I chose to support Professional Learning Outcome #6 is a PowerPoint on Dysfluencies that I created in ECE 400: Early Communication Skills and Literacy in Multilingual Communities. In this powerpoint I addressed an issue relevant to literacy development in the early childhood classroom that I felt was relevant to share with other professionals. I chose to discuss dysfluencies in order to bring light to different types of dysfluencies including how to identify them, how to support students in your classes who exhibit them, and how to know when to consult with a specialist. This artifact connects to PLO #6 in that it uses technology in order to present material to other professionals that will encourage collaborative learning and furthered support for students in the inclusive classroom. This PowerPoint presentation also represents my knowledge and understanding of "becoming a professional" in that I had to freedom to choose a topic that was relevant to early childhood education, and having a son who shows patterns of dysfluencies, I not only wanted to become more aware of how I could better serve him at home as a parent, but also other students who are just like him in the classroom. Becoming a professional means learning more about your students and their abilities, as well as their challenges, so that you can better serve them.
This artifact helps contribute to my learning as it challenged me to investigate and research more about a topic that I had little knowledge on. As educators we should be setting the example for the importance and value of "continued education". I don't have to be a specialist on every disability, disorder, learning barrier, etc., but having a general understanding of what it is like for those students and to learn how to better support them is a trait that will carry on throughout my career as an educator.
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