- PLO 1: Observe a child-centered environment that focuses on intentional teaching and reflects on the whole child. (N.A.E.Y.C. 3)
- CLO 3: Assess a classroom’s needs for equipment and materials to enhance creativity.
- CLO 4: Identify the adult’s role in providing a creative environment for typical and atypically developing children.
- CLO 5: Identify the ways art/ music and movement are being used in the classroom.
- CLO 9: Recognize the value of multicultural art and music to be used with children.
- PLO 3: Design curriculum and assessments that are developmentally responsive to the diverse needs of children. (N.A.E.Y.C.1, 3, 4, 5)
- CLO 1: Identify children’s developmental stages in art /music and movement.
- CLO 2: Plan developmentally appropriate lessons in art/music/movement for children age’s birth-five.
- CLO 6: Plan for adaptations and accommodations for children with special needs in art/music and movement.
- CLO 7: Implement developmentally appropriate lessons in art/ music and movement for children birth to age five.
- CLO 9: Recognize the value of multicultural art and music to be used with children.
- PLO 4: Engage with children, families, colleagues and the community ethically and professionally in learning environments and meaningful activities. (N.A.E.Y.C. 2.,6)
- CLO 4: Identify the adult’s role in providing a creative environment for typical and atypically developing children.
- CLO 8: Demonstrate different techniques using a variety of art media.