Appalachian State University s9

Appalachian State University Department of Family and Consumer Sciences

FCS/CI/SPE 5112 Advanced Developmental Curriculum and Instruction For Young Children Birth-Kindergarten (3 s.h.) Fall Semester 2010

Instructor: Dr. Patricia F. Hearron Lecture: R 6:00-8:40 Office: Room 109 L.S. Dougherty Hall Room: ASU HEC 1112 Phone: 262-2660 Email: [email protected] Office Hours: by appointment before class or via email

Course Description: This course is designed to provide students with advanced skills and knowledge in application of the research base to design, adapt, and evaluate curriculum and environments which will promote integration of infants, toddlers, preschoolers, and kindergarten children of various developmental levels and abilities in inclusive settings.

Required Texts and Materials:

Curtis, Deb and Carter, Margie (2008). Learning together with young children: A curriculum framework for reflective teachers. St. Paul, MN: Redleaf Press.

Epstein, Ann S. (2007). The Intentional Teacher: Choosing the Best Strategies for Young Children’s Learning. Washington, DC: National Association for the Education of Young Children.

Kamii, Constance (1982). Number in Preschool and Kindergarten. Washington, DC: National Association for the Education of Young Children.

Recommended:

Copple, Carol and Bredekamp, Sue (eds.) (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. Washington, DC: National Association for the Education of Young Children.

North Carolina Department of Public Instruction. Foundations: Early learning standards for North Carolina preschoolers and strategies for guiding their success. http://www.osr.nc.gov/Foundations/foundationsEarly_learningToDownload.asp

North Carolina Department of Public Instruction. Kindergarten standard course of study. http://www.ncpublicschools.org/curriculum/

After completing this class Birth-Kindergarten graduate students will:

1. Demonstrate an understanding of practice based on research in early childhood education, early childhood special education and inclusive settings. 2. Discuss and evaluate the physical, social and emotional components of a variety of types of environments (e.g. home, school, community, child care centers, family day care homes). 3. Discuss the impact of adult interactions on children and the classroom atmosphere. 4. Make curriculum decisions based on current knowledge and research. 5. Demonstrate an understanding of curriculum as emerging from and based on direct observations of children in the educational environment, based on developmental levels, abilities and interests of children. 6. Develop a deeper understanding of the traditional curriculum areas (e.g. reading, science, mathematics) as they apply to very young children. 7. Develop and demonstrate exemplary lead teaching, mentoring and consultation skills. 8. Analyze and evaluate the effects and characteristics of implementing various philosophies and theories on children’s development and learning. 9. Consult with others to help them plan developmentally appropriate experiences for young children. 10. Develop IEP/IFSP goals, evaluate and integrate into a developmentally appropriate curriculum.

Assignments

1. Reading Assignments (10 assignments @ 20 points each = 200 points possible) 2. Report on Curriculum Content Area (100 points possible). 3. Documentation Project (100 points possible). 4. Reflective Paper (100 points possible).

Total Points Possible: 500

A = 465-500 points C = 365-384 points A- = 450-464 points C- = 350-364 points B+ = 435-449 points D+ = 335-349 points B = 415-434 points D = 315-334 points B- = 400-414 points D- = 300-314 points C+ = 385-399 points F = below 300 points

Weather policy: See inclement weather policy on page 75 of the university catalogue. If a class needs to be rescheduled because of inclement weather you will be contacted at least two hours before class. Be sure to record all possible numbers on the phone list.

Attendance: Attendance at each class session is expected and you are responsible for material covered in the event of any absence. Please call in advance if you need to be absent for any reason. If you are working in a group, please let another group member know if you need to be absent. In case of serious illness please make an appointment to talk with the instructor.

Participation: Your ideas and opinions are always welcome in this class. Participation requires that you read assignments and think about them ahead of time so that you can make informed contributions to the discussion. Participation also includes active listening (making eye contact; responding with comments or questions) when someone else is speaking. Both the instructor and your classmates making presentations will appreciate this.

Late assignments: Oral and written reports are due according to the schedule agreed upon at the beginning of the semester. Rescheduling is possible only in the event of serious illness, severe weather emergency, or some other crisis. Reports postponed for any other reason will be penalized the equivalent of one letter grade per week. Documentation materials are due each week in order to receive the feedback needed for a high-quality final product. Without this ongoing dialogue and analysis, your final product (and its grade) will suffer.

Disabilities: If you have a disability for which you are or may be requesting an accommodation, you are encouraged to contact both your instructor and the Office of Disability Services, 222 D.D. Dougherty, 262-3053/262-3056 (TTY) as early as possible in the term.

Academic Integrity Policy: Appalachian State University's Code of Academic Integrity, including examples of academic dishonesty and procedures for dealing with it, are available at the university's web site. The instructors will adhere to this code and students are encouraged to become familiar with it. Excused Absences for Purpose of Religious Observances: Students are allowed a minimum of two excused absences each academic year for religious observances. Students are responsible for requesting such absences as required by their faith. Except in extraordinary circumstances, requests for excused absences must be submitted in writing no later than three weeks after the first class day of the term. Details regarding this policy are available on line at http://www.academicaffairs.appstate.edu/sites/default/files/Interim%20Religious %20Observance%20Policy.pdf

Suggested Readings

Bergen, Doris, Rebecca Reid, and Louis Torelli (2001). Educating and caring for very young children: The infant/toddler curriculum. New York: Teachers College Press.

Cripe, Juliann, Kristine Slentz, and Diane Bricker (1993). AEPS Curriculum for Birth to Three Years and AEPS Curriculum for Three to Six Years. Baltimore, MD: Paul H. Brookes.

Cryer, Debby, Thelma Harms, and Beth Bourland (1987). Active Learning for Infants. Reading, MA: Addison- Wesley. See also Active Learning for Ones, Active Learning for Twos by same authors and publisher.

Curtis, Deb and Margie Carter (1996). Reflecting Children’s Lives: A Handbook for Planning Child-Centered Curriculum. St. Paul, MN: Redleaf Press.

Curtis, Deb and Margie Carter (2008). Learning Together with Young Children. St. Paul, MN: Redleaf Press.

Dodge, Diane Trister, Laura J. Colker, and Cate Heroman (2002). The Creative Curriculum for Preschool, 4th edition. Washington, D.C.: Teaching Strategies.

Dombro, A. L., Colker, L. J., and Trister Dodge, D. (1997). Creative Curriculum for Infants and Toddlers. Washington, DC: Teaching Strategies, Inc.

Edwards, Carolyn, Lella Gandini, and George Forman (eds.)(1998), The Hundred Languages of Children, 2nd edition. Greenwich, CT: Ablex.

Fleet, Alma, Patterson, Catherine, & Robertson, Janet (Eds.) (2006). Insights Behind Early Childhood Pedagogical Documentation. Castle Hill, New South Wales: Pademelon Press.

Forman, George & Pufall, E. (n.d.). Mindsets to Avoid and Seek When Creating Documentation Panels. Available at http://www.videatives.com/content-new/store/product_info.php?cPath=1&products_id=26

Fu, Victoria R., Andrew J. Stremmel, and Lynn T. Hill (eds.) Teaching and Learning: Collaborative Exploration of the Reggio Emilia Approach. Upper Saddle River, NJ: Merrill Prentice-Hall.

Gandini, Lella and Carolyn Edwards (2001). Bambini: The Italian Approach to Infant/Toddler Care. New York: Teachers College Press.

Gerber, Magda (1998). Dear Parent: Caring for Infants with Respect. Los Angeles, CA: Resources for Infant Educarers and and www.educarer.org

Gonzalez-Mena, Janet and Dianne Widmeyer Eyer (2001). Infants, toddlers, and caregivers (5th edition). Mountain View, CA: Mayfield Publishing.

Greenman, Jim and Ann Stonehouse (1996). Prime Times: A Handbook of Excellence in Infant and Toddler Programs. St. Paul, MN: Redleaf Press. Gullo, D. F. (Ed.) (2006). K Today: Teaching and Learning in the Kindergarten Year. Washington, DC: National Association for the Education of Young Children.

Helm, Judy Harris, Sallee Beneke, and Kathy Steinheimer (1998). Windows on Learning: Documenting Young Children’s Work. New York, NY: Teachers College Press.

Helm, Judy Harris and Lilian Katz (2001). Young investigators: The project approach in the early years. New York: Teachers College Press.

Hohmann, Mary and David P. Weikart (2002). Educating Young Children: Active Learning Practices for Preschool and Child Care Programs. Ypsilanti, MI: High Scope Foundation.

Hyson, Marylou (2008). Enthusiastic and Engaged Learners. Washington, DC: NAEYC.

Jones, E.lizabeth and John Nimmo (1994). Emergent Curriculum. Washington, DC: NAEYC.

Katz, L.G. (1992). What Should Young Children Be Learning ERIC Digest. Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. ED 290 554

Lindfors, Judith Wells (2008). Children’s Language: Connecting Reading, Writing, and Talk. New York: Teachers College Press.

Paley, Vivian Gussin (1981). Wally’s Stories: Conversations in the Kindergarten. Cambridge, MA: Harvard.

Post, Jacalyn and Mary Hohmann (2000). Tender Care and Early Learning. Ypsilanti, MI: High Scope Press and (b) The High/Scope Approach for Under Threes (video).

Project Zero and Reggio Children (2001). Making Learning Visible: Children as Individual and Group Learners. Reggio Emilia, Italy: Reggio Children, srl.

Wien, Carol Anne (2008). Emergent Curriculum in the Primary Classroom: Interpreting the Reggio Emila Approach in Schools. Washington, DC: NAEYC Tentative Class Schedule

Date Topic Assignment Due Aug. 26 Introductions and Course Overview Advising Issues Sept. 2 Learning and Types of Knowledge Read Katz articles: http://www.ericdigests.org/pre-927/young.htm http://www.ericdigests.org/2000-1/look.html Bring copies of Foundations and Kindergarten Standard Course of Study to class Sept. 9 Documentation Foreman & Pufall: Mindsets to Seek and Avoid

Sept. 16 Language & Literacy Epstein, Chs 1 and 2 Dramatic Play Sept. 23 Language & Literacy (cont’d) Epstein, Ch 3 Library; Writing Center Documentation Materials Potential research question defined Sept. 30 Math Kamii: Chs 1 and 2 Blocks Epstein, Ch 4 Documentation materials Oct. 7 No class: Instructor at state meeting Independent work on gathering documentation materials Oct. 14 Math (cont’d) Kamii: Chs 3 and 4; appendix Sand and Water Documentation Materials Oct. 21 Fall Break—No Class Meeting Oct. 28 Emotional/ Social Domain Epstein, Ch. 5 & 6 Documentation Materials Report on Curriculum Areas: Social Studies; Nov. 4 Visual Arts Epstein, Ch. 7 Documentation Materials Report on Curriculum Area: Arts Nov. 11 Science Epstein, Ch 8 Toys and Games Documentation Materials Report on Curriculum Area: Science Nov. 18 Outdoor Play Documentation Materials Physical Development/Motor Skills Report on Curriculum Area: Nov. 25 Holiday—No Class Meeting Dec. 2 No class meeting—instructor at state conference Work on Final Documentation Product Dec. 9 Final Exam 6:00-8:30 Reflective Paper Due Presentations of Final Documentation Products