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]