GUIDE TO SERVICE-LEARNING IN EARLY CHILDHOOD EDUCATION Purdue University North Central, B.S. Early Childhood Education Service-Learning FAQ Why should our agency participate? Service-learning, by design, is mutually valuable. While the students learn about community resources, your agency benefits from the additional resources the students can offer. How often do the students come? The PNC students commit to two hours every week to complete a project at your agency. What is the academic focus for the projects? The purpose of the course is to explore the interdependent nature of partnerships among the family, school and community that impact children’s development. What is the role of the site supervisor? One member of your agency is designated as the liaison with the university and the main contact for the student. The supervisor agrees to mentor the student and guide them in their learning. What experience do the students have with young children? The students are in their first year of the program. Most have had experiences with young children. What kinds of projects do the students complete? There are suggestions on the next page to guide your planning. Winter, 2014—2015 How can my agency get involved? Contact Mary Jane Eisenhauer at [email protected] or 219.785.5637 and complete a partner form to indicate availability, schedule and preferences. Important Dates for 2015 January 26: Students begin service-learning projects January 27: SoS— Spotlight on Service: Orientation to Service-Learning meeting at PNC March 9 —13: Spring Break April 24: Last day at service-learning sites 9th Annual Early Childhood Conference April 25, 2015 Meaningful Measures Early Childhood Candidates at the 8th Annual Conference, April 2014 What makes a successful Service-Learning Project? Community partners and early childhood students report that the most fulfilling projects are those that have structure and meet a specific need for the agency. Community partners found that providing students with direction early in the semester was helpful and afforded the student time to complete a project. Students enjoyed the projects when they felt that they were making a meaningful contribution. P ebble Mini-Grants were awarded to the students last year to support the implementation of a variety of projects. Early childhood students collaborated with their site supervisors to identify a need and to develop a solution. E xamples of past projects. Creation of a children’s garden Assisting in a preschool classroom Organized Week of the Young Child Supported training sessions for providers Developed a leader handbook for a family literacy program Shadowed a developmental therapist Created materials for families in a Head Start classroom. Student share their service-learning projects with poster presentations at the annual early childhood conference. The students connect their service experiences to the theories learned in class. Funding provided by: P urdue University North Central defines service-learning as "a course-based, credit-bearing educational experience which combines community service with academic instruction as it focuses on critical, reflective thinking and civic responsibility. Service learning courses involve students in organized community service that address local needs, while fulfilling course objectives. Through this process, students are able to develop and/or enhance their academic skills, personal values, and sense of community responsibility." (PNC Center for Service Learning & Leadership) KEY STANDARDS Pebbles in the Pond The early childhood service-learning projects are aligned with the Professional Preparation Standards from the National Association for the Education of Young Children (2010). The candidates meet oncampus for a weekly class that includes discussion, lectures, and reflection assignments. This time also allows for debriefing and exploring the candidates’ experience at the community agencies. Throughout the semester, these professional standards guide our learning: “We can throw our pebble in the pond and be confident that its ever widening circle will reach around the world.” (Dorothy Day) NAEYC Professional Preparation Standards Addressed: 1. Promoting Child Development & Learning 2. Building Family & Community Relationships 6. Becoming a Professional Questions? Please contact: Dr. Mary Jane Eisenhauer Associate Professor, Education [email protected] Kathleen Green Early Childhood Service-Learning Mentor [email protected] Service-Learning student Jamie Dillon leads a story hour during Library Sprouts at the Westville Library. Laura Weaver Center for Service Learning & Leadership [email protected]
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