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University of Rochester Warner School of Education
Admission Content Preparation Early Childhood (2010 standards)
Candidate: Evaluator:
Semester and Year (required): Course #:
This assessment is a summary evaluation of the full Admission Content Preparation Review Worksheet
Part B - NAEYC Professional Organization Recommendations

NAEYC has identified a number of key content areas, and concepts/topics/areas within each, that early childhood teachers should know – as in order to effectively teach students this content, the first step is to make sure that the teacher understands it! These content standards have been identified in the first column of the table below. 
For each of these content standards, please indicate in the second column of the table the courses listed in Part A that addressed it; if there are experiences other than coursework that contributed to your learning about this content, please indicate them as well in this column as well (e.g., using this content knowledge in other courses; teaching this content; independent reading/research; relevant high school courses; work experience, etc.). 
Please note that content knowledge in each of the areas identified below is a graduation, not an admission, requirement. There will be some opportunities offered in your methods courses to deepen your content preparation in at least some areas – either through class activities or by selecting a specific focus in independent and/or group projects. When needed, M.S. applicants can be requested to take some additional courses in conjunction with their program, when needed to address some critical gaps, or to complete some additional readings and/or projects in order to address gaps in content preparation identified in this transcript review. Therefore, do not worry if at this stage you need to leave some areas in the table blank. 
Finally, in the third column we ask you to provide a self-evaluation of how confident you feel about your preparation in each of the areas identified as important by NAEYC, using the following scale:
1: Little to no knowledge of this content – in which case additional coursework covering this content is likely to be required for the first four standards, and additional reading and experiences for the other standards.
2: Content is relatively familiar – in which case it is likely that additional readings and experiences in this area, but no additional coursework, will be required.
3: Sufficiently confident about this content. 
4: Very well versed in this content.

NAEYC 2010 5 Using Content Knowledge To Build Meaningful Curriculum Candidates prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Candidates understand the importance of developmental domains and academic (or content) disciplines in early childhood curriculum. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. Candidates use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for every young child.
NAEYC 2010 5a Understand content knowledge Understanding content knowledge and resources in academic disciplines: language and literacy; the arts – music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies.