Working With Young Children, 9th Edition (2020)
Core Code Alignment
Elementary / Early Childhood
Early Childhood (PreSchool)
22040000001: Early Childhood (Pre-K)
Early Childhood (PreSchool)
22040000001: Early Childhood (Pre-K)
Recommendation
Recommended Teacher Resource
Evaluation
This higher education EC curriculum was very basic and general. Although this could be a useful resource for a basic understanding of Child Development, we wouldn't recommend using this as a basis for coursework and/or credentials. The child development foundations acknowledged in this text are limited and don't mention women or POC as contributing theorists.
Educators Using These Materials
No educators found.
Material Categories
No categories assigned.
Rubric : Generic
Final recommendation published; partial rubric scores available.
Content
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Alignment | The content of this resource aligns with appropriate grade-level core standards and is current, well-researched and referenced from reliable sources. | The content of this resource aligns with most grade-level core standards but will need supplementary materials to ensure coverage of all the objectives for this course. | The content of this resource aligns with a few grade-level core standards for a portion of the course. | The content of this resource does not align with standards and objectives for this course. | ||
| The course materials reviewed seemed to align with the bare minimum requirements for a CDA or AA in Child Development. Although it meets NAEYC standards, the materials was limited and very basic. | ||||||
| Navigation | Scaffolding supports for these materials are complex and challenging, engage learners from various skill levels, assist all students in enhancing conceptual understanding, and offer opportunities for students to share evidence and research. | Scaffolding supports for these materials engage learners from various skill levels and assist students in enhancing conceptual understanding. | Scaffolding supports for these materials engage learners from various skill levels. | Scaffolding supports for these materials do not engage learners. | ||
| The material requires the student to read, listen to lectures, engage in reflection questions and take online quizzes. | ||||||
| Instructional Support | Students can navigate the material independently. Instructions are clear and understandable. | The material contains instructions that are understandable and easy to navigate. Students may need educator support to navigate material. | The material may be used with direct educator support but lacks clear instructions. | The instructions in this material are unclear, and navigation is difficult. | ||
| The material is so basic that it was very easy to navigate. However, the layout of the course work in the different timelines for completion was confusing. | ||||||
Material Characteristics
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Physical Characteristics | This material goes beyond the content outlined in "Adequate" by incorporating modern, up-to-date, and relatable visuals. | In physical terms, the material is interactive and provides high-quality audio-visual and tactile experiences for all users. | The material offers limited or low-quality audio-visual and tactile experiences for students, but it is reusable. | The content either has low audio-visual quality or is not intended for reuse. | ||
| The only materials is the text and online portal. | ||||||
| Technical Standards | This material surpasses the content outlined in "Adequate" by ensuring the safeguarding of student data privacy and easy installation or access without technical assistance. Furthermore, any licensing information is clearly stated in the description. | The materials meet all the requirements of federal and state laws, as well as accepted technical standards such as ISTE Standards and VPAT Compliance. Additional technical specifications and limitations, including hardware requirements, bandwidth demands, and software/web access restrictions, are clearly outlined in the description. The design of the materials allows for error-free installation or access without the need to purchase additional components. | The material is constrained by specifications that require additional materials, technical assistance, hardware, software, or infrastructure. Access to resources within the material expires after a trial period. | Student data privacy is at risk. | ||
| The only materials required are a text book, access to a computer and/or internet. | ||||||
| Adaptability | The material is currently relevant and adaptable for teacher and student use in individualized or group instructional settings across multiple content areas. The material can be customized for the needs of diverse learners. | Educators or students can utilize the material, but it may not be customizable for the needs of diverse learners. | The material has limited options to address adaptability for the needs of diverse learners. | The material is not suitable for different educational settings with diverse learners. | ||
| This course work seems very linear and lacks flexibility. | ||||||
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