# CTE Resource Center - Verso - Introduction to Early Childhood, Education, and Services Task 1601165399

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Identify specific entrepreneurial possibilities in early childhood education.

Definition

Identification should consist of a list of possibilities for entrepreneurship with a brief clarification (e.g., nanny, recreation facilitator, family/center-based childcare business owner, dance instructor, toy designer, photographer, children's author and illustrator, counselor, early childhood education consultant, Virginia Quality rater or technical assistance provider).

Process/Skill Questions

Thinking
  • What is an entrepreneurial business?
  • What early childhood entrepreneurial opportunities are available now? In the future?
  • What education or specialized training might be required for entrepreneurial opportunities?
Communication
  • What communication skills are necessary for an entrepreneur in the early childhood education industry?
  • What are ways to communicate information about the entrepreneurial business to future customers? (e.g., social media, print, broadcast)
Leadership
  • What leadership qualities are needed for success as an entrepreneur in the early childhood education industry?
  • What ethical and legal issues confront entrepreneurs in this field?
Management
  • What management skills are needed to succeed as an entrepreneur? (e.g., managing time, resources)
  • What are the advantages and disadvantages of entrepreneurship?

Related Standards of Learning

English

9.5

The student will read and analyze a variety of nonfiction texts.
  1. Apply knowledge of text features and organizational patterns to understand, analyze, and gain meaning from texts.
  2. Make inferences and draw conclusions based on explicit and implied information using evidence from text as support.
  3. Analyze the author’s qualifications, viewpoint, and impact.
  4. Recognize an author’s intended purpose for writing and identify the main idea.
  5. Summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical sequence of events, within and between texts.
  6. Identify characteristics of expository, technical, and persuasive texts.
  7. Identify a position/argument to be confirmed, disproved, or modified.
  8. Evaluate clarity and accuracy of information.
  9. Analyze, organize, and synthesize information in order to solve problems, answer questions, complete a task, or create a product.
  10. Differentiate between fact and opinion and evaluate their impact.
  11. Analyze ideas within and between selections providing textual evidence.
  12. Use the reading strategies to monitor comprehension throughout the reading process.

10.5

The student will read, interpret, analyze, and evaluate nonfiction texts.
  1. Analyze text features and organizational patterns to evaluate the meaning of texts.
  2. Recognize an author’s intended audience and purpose for writing.
  3. Skim materials to develop an overview and locate information.
  4. Compare and contrast informational texts for intent and content.
  5. Interpret and use data and information in maps, charts, graphs, timelines, tables, and diagrams.
  6. Draw conclusions and make inferences on explicit and implied information using textual support as evidence.
  7. Analyze and synthesize information in order to solve problems, answer questions, and generate new knowledge.
  8. Analyze ideas within and between selections providing textual evidence.
  9. Summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical sequence of events, within and between texts.
  10. Use reading strategies throughout the reading process to monitor comprehension.

11.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts including employment documents and technical writing.
  1. Apply information from texts to clarify understanding of concepts.
  2. Read and correctly interpret an application for employment, workplace documents, or an application for college admission.
  3. Analyze technical writing for clarity.
  4. Paraphrase and synthesize ideas within and between texts.
  5. Draw conclusions and make inferences on explicit and implied information using textual support.
  6. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  7. Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.
  8. Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, overstatement, and understatement in text.
  9. Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).

12.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
  1. Use critical thinking to generate and respond logically to literal, inferential, and evaluative questions about the text(s).
  2. Identify and synthesize resources to make decisions, complete tasks, and solve specific problems.
  3. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  4. Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text.
  5. Analyze false premises claims, counterclaims, and other evidence in persuasive writing.

History and Social Science

GOVT.16

The student will apply social science skills to understand that in a democratic republic, thoughtful and effective participation in civic life is characterized by

  1. exercising personal character traits such as trustworthiness, responsibility, and honesty;
  2. obeying the law and paying taxes;
  3. serving as a juror;
  4. participating in the political process and voting in local, state, and national elections;
  5. performing public service;
  6. keeping informed about current issues;
  7. respecting differing opinions and the rights of others;
  8. practicing personal and fiscal responsibility;
  9. demonstrating the knowledge, skills, and attitudes that foster the responsible and respectful use of digital media; and
  10. practicing patriotism.

Other Related Standards

FCCLA: STAR Events (2019)

Career Investigation

 

Check the national website for Skill Events

 

Check the national website for online events

 

Entrepreneurship

 

Illustrated Talk

 

Job Interview

 

Life Event Planning

 

National Programs in Action

 

National Standards for Family and Consumer Sciences Education

4.1.2

Analyze opportunities for employment, entrepreneurial endeavors, and emerging careers.

4.1.3

Summarize education and training requirements and opportunities for career paths in early childhood, education, and services.

4.6.5

Apply entrepreneurial and management skills to planning businesses in early childhood, education, and services.