ECD 131 - Reflective Supervision: Infant and Toddler
Credits: 3
3 Lecture Hours
Prerequisites: ECD 210 , or permission of instructor.
Co-requisites: ECD 130P
Description
This course provides an in-depth experience with reflective supervision, a critical component of working with young children. Taken in conjunction with ECD 130P Practicum: Infant and Toddler, students engage in extensive and ongoing written and oral reflection activities related to their practicum experiences. Students examine their own life experiences, attitudes, biases, interactions and problem-solving strategies as they develop the skills of self-awareness and responsive action. Group and individual coaching are included. Students are also guided in the preparation of their application for the Pennsylvania Family Associate in Infant Mental Health Endorsement (IMH-E®).
Students must have three current clearances: FBI Fingerprint Clearance, a Pennsylvania State Police Criminal History Clearance, and a Pennsylvania Department of Public Welfare Child Abuse History Clearance and meet the local requirements of the field placement site, including the National Sex Offender Registry (NSOR) Verification Clearance.
Co-registration in an infant/toddler practicum is required, based on the student’s course of study.
Learning Outcomes
Upon successful completion of the course, the student will:
- Identify ways to utilize constructive feedback to support meaningful interactions with children, families and co-workers.
- Analyze the role of the reflective practitioner in a field setting
- Ask for guidance from supervisors and co-workers using a variety of strategies.
- Integrate feedback and reflection to set personal short-term and long-term goals for working with young children and families.
- Document reflection of one’s own emotional responses over the course of the practicum experience.
- Create a final portfolio that documents work aligned with the Infant/Early Childhood Mental Health (I/ECMH) competencies.
Listed Topics
- Reflective supervision and coaching models
- Feedback skills
- Reflective and responsive journaling
- Metacognition
- Asking for guidance
- Responses to supervision
- Professional goal-setting
- Nonverbal communication
- Cultural and linguistic sensitivity
- Infant/young child centered practices
- Relationship-based pedagogy
- Working with and supporting families
- National Association for the Education of Young Children (NAEYC) position statement on Developmentally Appropriate Practice
- NAEYC position statement on Equity in Early Childhood
- I/ECMH Family Associate Endorsement Competencies and application process
- Professionalism, including confidentiality
- Advocacy
Reference Materials
Trade texts, OER and multimedia materials
Students who successfully complete this course acquire general knowledge, skills and abilities that align with CCAC’s definition of an educated person. Specifically, this course fulfills these General Education Goals: - Communication
- Critical Thinking & Problem Solving
Approved By: Dr. Quintin B. Bullock Date Approved: 03/20/2020
Last Reviewed: 9/23/2022
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