1. Early Childhood Education Child, Family & Community
Instructional Design Plan
Champa S. Perera
CUR/516
November 7, 2016
Prof. Shirley Burnett
Purpose of this training course is to help the student learners to develop professional skills to teach in a pre-school setting for Early Childhood Education.

2. PHASE 1 Description Target Audience
Learners will be coached to * Pre-school Teachers, Directors, and Administrators.
educate young children of pre-school
age in an environment of a Child * Educators working in the Field of Early Childhood Education
Care Center.
* Learners with experience working in the field with their own skills,
This training is a requirement Community knowledge, beliefs, and attitudes.
Care Licensing Division for any individual
in this field. * Males, females ages 18 years and above.
Focus on this training course is to support * Basic requirement – High School Diploma, and a knowledge of
the needs of social emotional, physical, and Early Childhood Education. Additionally, reading and writing
intellectual development of children in their skills.
early years of life.
Learners will analyze the relationship with
Child, family and Community.
Learners will be coached to educate young children of pre-school age in an environment of a child care center. This training is a requirement by the Community Care Licensing Division of Department of Social Services. Focus will be to support the needs of social emotional, physical, and intellectual development of children in their early years of life. Main objective is effective communication with children, families, and the community.

3. PHASE 1 A - Analyze D - Design D - Development I - Implementation
Delivery modality and Length of Training Course
ADDIE MODEL
A - Analyze
D - Design
D - Development
I - Implementation
E- Evaluation
Length of Training – Two full days (Weekend) 8-hour session per day with two 15 minute breaks and one-hour lunch break on each day.
Training is conducted in a traditional classroom setting with face-to-face interaction.
Analyze, design, Development, Implementation, and evaluation will be done using ADDIE model of training. Classes are conducted for two full days (Weekend) with 8 hour sessions on each day with breaks for the students. Training will be in a traditional classroom setting.

4. Goals – Child, Family, and Community
PHASE 1
Goals – Child, Family, and Community
To understand the relationship between child, family, and community to promote socialization and interaction.
To develop a strong, healthy, and an emotional relationship in the Child Care Environment.
To gain experience in using community resources and services for the benefit of the children in their community.
Goals for this training are important as we are training these learners to work with children in their early childhood. Relationship between child, family, and community is important to promote socialization and interaction within these communities. By developing their own personal history, experiences, views, and expectations, learners can understand the importance of this emotional relationship.

5. PHASE 11 Course Objectives
Focus on the dynamics between child, family & Community with cultural and social influences for child’s social and emotional well-being.
To develop an awareness with the learners own personal history, experiences, views, and expectations, and how the learners can use these experiences with their teaching styles to understand the needs of child, family, and community.
Discuss and develop skills to understand the availability and variety of community services available for the community, and how these services can be used to the well-being of the children and families.
Objectives of the goals for this training is important for the learners. Objectives and standards are discussed in following areas as it is crucial in the field as an adult educator. Instructional objectives will be developed using the A-B-C-D format.
A - Audience
B - Behavior
C- Conditions
D - Degree of mastery needed.

6. Learning Environment PHASE 11 Project-based learning
Collaborative learning
Critical thinking skills
Project-based learning, collaborative learning, and critical thinking skills will be used in the learning environment. Project-based learning helps to activate interactions amongst the students, and collaborative learning would encourage students to build knowledge by interacting with each other. Both project-based learning and collaborative learning attracts students to be involved in critical thinking (Lee & Lim, 2012).

7. PHASE 11 Instructional Strategies and Activities
Students are delivered with homework assignments at the time of enrollment
Practicum attendance for observations up to 45 hours in an Early Childhood Environment
Autobiography presentation of each student. Students will critically analyze of who you are, and how the family has been influential in forming their identity, and the influences.
Cultural activity – Personality and character development that represent the learners culture.
Community Assignment – Students are required to research the agencies in their community that provides a helpful service for the families.
Media Advertising – Students are required to research for advertisements that reflects todays society.
Instructional strategies and activities in my Instructional Design Plan would help the students to be motivated in learning about child, family, and community. Activities that are laid down in homework assignment will help the students to understand and be encouraged in the learning environment. Assignments are based on the subject matter.

8. PHASE 11 Power point presentations Lectures Group activities
Instructional Technology
Power point presentations
Lectures
Group activities
Text book – Child, family & Community (by Janet Gonzalez-Mena)
DVD’s related to Child, family & Community in Child Care Environment
Based on the text book for this training, I will have a power point presentation delivered to the students. As per my agenda for each day of training, I will be including other materials that are relevant for this training.

9. PHASE 111 Two days (weekends)
Length of Course
Two days (weekends)
8:00 a.m. – 4:00 p.m. – 8 hour sessions on each day with breaks, and one hour lunch break.
Anticipated start date – November 13 & 14, 2016
Child, Family, and Community training session for Early Childhood Education will meet for two days, Saturday and Sunday from 8:00 a.m. – 4:00 p.m. for one full weekend. Appropriate breaks will be given to the students. This training session is an accelerated training course. Anticipated start date is November 13 & 14, 2016.Classes will not be held in the weekend of Thanksgiving, Christmas Day, and New Year’s Day.

10. PHASE 111 People involved in Implementation
Ms. Cynthia Brown, Program Director
Senior Professors of Laguna Technical College
Mr. Arturo Jimanez – Administrator, Laguna Technical College
Cynthia Brown, Program Director is responsible for implementation of the delivery and instructional plan with the assistance of senior professors. Mr. Arturo Jimanez is responsible for scheduling the staff for training programs on Early Childhood Education.

11. PHASE 111 Needed Resources
Text book – Child, Family, and Community by Janet Gonzales-Mena.
Access for computers and Internet for Research.
Hands on materials – Implemented by the educator
Equipment for Power point presentation
Text book, Internet, Group sessions, hands on materials provided by the instructor will be used for this training session.

12. PHASE 111 Implementation and Building Interest
Laguna Technical College website – Website is for Early Childhood Education
Flyers are mailed to all pre-schools that are in operation in Southern California
Building interest and commitment at the time of entrance counselling
Evaluations at the time of Entrance counselling
Implementation and building interest for learners will be done in many ways. College website, Mailing flyers with information on Early Childhood training courses available at Laguna Technical College, Entrance counselling, and evaluations at the time of registration.

13. PHASE 111 Formative Assessment
1st Stage - Design Review (Needs, Task, and Learner Analysis)
2nd Stage - Reviews with experts ( Program Director, Senior Professors, Administrator of Laguna Technical College)
3rd Stage - Learner Validation ( Group evaluations)
4th Stage - Evaluations and Feedback
Formative assessments will be conducted to gather data during the instructional design process, and to deliver feedback for the learners. Feedback is important to the learners to understand if they are on the right track. With feedback, students can correct themselves for the future learning and understanding the subject matter. Needs, tasks, and learner analyses will be performed to validate the accurateness of the process.

14. PHASE 1V Criteria for Determining Outcome of Course
Completing the product outcome of the training course - Child, Family, and Community
Meeting goals and objectives of the instructional plan
Meeting goals and objectives of the student learners
Creating an instructional design to analyze, design, develop, and implement to be successful to determine if the learner has reached a high level of success to accomplish the goals through evaluations.
Final steps of the instructional plan is to clarify the complete product and outcome of the course. This process will determine if the goals and objectives are met by the student learners. As an instructional designer, analyze, design, develop, and implement an instructional design that will create for learners to reach a high level of success to accomplish their goals and objectives to complete the process with learner evaluations.

15. PHASE 1V Evaluation Instruments created are Homework assignments
True/False questions
Short-answer questions
Multiple choice questions
Evaluations will be done at the end of the course.

16. Future decision making
PHASE 1V
Future decision making
Progress
Course duration
Certificate of Completion
Ongoing assessments will be carried out during the course session to determine the progress of learning, what issues to be addressed.
Course duration times to be considered. Considering the time duration for this training session will help the students to understand more in detail of the training, and interaction with the instructor.
Learners will be motivated to take more training sessions to achieve a diploma of completion with 12 semester units of Child Development classes to be a fully qualified pre-school teacher.
Students will be awarded with a “Course Competition” for CHILD, FAMILY, AND COMMUNITY.

17. References:
Brown, A., & Green, T.D. (2011). The essentials of instructional design: Connecting fundamental principals with process and practice (2nd ed.). Boston, MA: Allyn and Bacon
A Practical Guide" (1995). "Planning and Conducting Needs Assessments. Retrieved from  October 2, 2016.
Lee, H., & Lim, C. (2012). Peer evaluation in blended team project-based learning: What do students find important? Journal of Educational Technology & Society, 15(4), Retrieved from
Wlodkowski, R. J., & Ginsberg, M. B. (2010). Teaching intensive and accelerated courses: Instruction that motivates learning. John Wiley & Sons Inc.