ECE 120: Introduction to Early Education and Family Studies

Portland Community College ECE 120: Introduction to Early Education and Family Studies (3 credits/ 30 lecture hours) Child Services 1 Offered through the PCC Dual Credit Program 2016-2017 This is a yearlong course

Glencoe High School 2700 NW Glencoe Rd, Hillsboro, OR 97124

Class Meets A Days, Periods 1, 2, 3 in room 125 Instructor: Shellie DeWhitt [email protected] 503-844-1900 X3625 Office Location: Classroom and Office are located in room 125 Office Hours: Instructor is available for assistance 7:30-8:30 M/T/Th/F and 2-4pm M-F Please make an appointment Course website: google classroom site is in progress

COURSE MATERIALS Text: Feeny, S., Moracik, E., & Nolte, S. (2016). Who am I in the lives of children? An introduction to early childhood education (10th ed.). New York, NY: Pearson.

Other Required Materials: One 1-subject spiral notebook

COURSE INFORMATION Course Content and Outcome Guide: http://www.pcc.edu/ccog/default.cfm? fa=ccog&subject=ECE&course=120 Course Description: Introduces the foundations of early childhood education and family studies. Covers the history, scope, current issues and trends, focusing on programs and services for children, birth-5. Includes an emphasis on development, developmentally appropriate practices and observation of young children and professionals. Requires 2-hours per week of observation/participation. Students must enroll in the Oregon Office of Child Care Central Background Registry (Criminal Background Check). Students must show evidence of current TB test and MMR vaccination. Audit available. Addendum to Course Description: This course is intended to provide students with an overview of the field of Early Childhood Education with particular attention to development, developmentally appropriate practices and concepts relating to children ages 0-5. The course emphasizes the impact of development on the ways in which children interact with their environments, other children, and adults, and examines personal suitability for the field by activity participating/observing in an early education environment.

Intended Outcomes for the course: Upon completion of the course students should be able to:

1. Identify the multiple influences on early development and learning in order to support young children and families.

2. Understand how positive relationships and supportive interactions build the foundation of effective learning environments for young children.

Course Activities and Design:

1. Complete observations and field reports of children and professionals in an early education environment connecting observational data to values, development, and other relevant topics.

2. Participate with young children and professionals in an early education environment. 3. Prepare an autobiographical narrative to evaluate 'goodness of fit' for the field of early education and family studies.

4. Complete quizzes or exams. 5. Engage in activities and tasks related to course content.

Course Content (Themes, Concepts, Issues and Skills): Course Content:

 Promoting child development and learning

 Using developmentally effective approaches.

 Understanding the field of early education and family studies.

 Examining values related to practices and principles of early education and family studies.

Course Prerequisites: Child’s World – introductory course at Glencoe High School Attendance Policy: Students are expected to attend each class meeting. If a student is absent, it is the student’s responsibility to find out what was covered in class and get the work completed in a timely manner.

TARDY POLICY The expectation of Glencoe High School is that all students are punctual to all classes. If a student arrives to a classroom after the tardy bell, within the first 10 minutes of the class period, they are considered tardy. If a student wishes to excuse a tardy, verification of the tardy as excused or unexcused will be provided in the form of an ADMIT SLIP issued by the Attendance Office. Because the Hillsboro School District provides reliable and daily transportation, attendance issues related to personal transportation (parent or student) are not considered excused other than for severe emergencies. The consequence for an unexcused tardy for a specific class period is one day of After School Detention, to be served from 3:45-4:30pm, beginning no later than three days after the referral is issued. It is the student's responsibility to communicate to their parent or legal guardian when detention is assigned and to make alternate transportation plans when necessary. Teachers, administrators, campus monitors or any other staff member may issue detentions for tardies. If a student fails to serve his/her detention within the prescribed time period, the student will be referred back to the teacher and communication from the teacher to the student's home will be made to advise of time not served. If the student fails to serve detention the day after contact with the parent or legal guardian, the student will be referred to an administrator for further consequences and/or a possible suspension. As a school community, we are deeply committed to learning. Fundamental to student and staff learning is the integrity of classroom instruction. In an effort to promote smart and appropriate use of technology, our cell phone policy will allow students to use their phones during designated times throughout the day. Students are permitted to use cell phones during: • passing times • Lunch • Before and after school Teachers are also encouraged to design lessons where the use of cell phones is relevant to the course curriculum. Teachers will notify students when this type of use is allowed. Teachers may direct students to use a cell phone during instructional time. Otherwise, cell phones must be turned off or placed on silent and put away prior to the beginning of teaching. Headphones may not be visible during instructional time. Also, phones may not be used outside the classroom during instructional time. For example, using cell phones while walking to any other location outside of the classroom is not permitted. Additionally, when a cell phone is in use for academic purposes, students WILL NOT: • Answer an incoming text message or phone call • Be on any social media site (Facebook, Twitter, Instagram, etc.) • Access or play any game or access any entertainment site on their device • Access or use any application (app) on their device unless expressly instructed to by the teacher • Take any picture or video that the instructor has not expressly asked you to take • Upload any picture or video taken in any class to any social media site or website • Text message or email any picture or video taken in class to any person, including themselves • Access any type of mobile web browsing for any reason unless directed by the instructor • Take any picture, video or text any class assignments or assessments without permission Note: Due to the evolving nature of emerging technologies, additional rules and regulations may be added throughout the school year. Phones that are used, or are visible, will be confiscated by the classroom teacher/ staff member and turned into the main office. 1st offense – Cell phone confiscated and teacher will return at the end of class. 2nd offense – Cell phone confiscated and parent/guardian may pick-up in main office. 3rd offense – Cell phone confiscated and parent/guardian may pick-up in main Suspension. Any additional offenses will result in a parent-conference with a Glencoe High School Administrator

Course Grading: Students are graded based on a point system. The points for each assignment are listed in the course syllabus below. Please note that the dates assignments are to be turned in are also listed below. If assignments are turned in after the expected turn in date, the instructor will enter the grade as she has the time. Only a one week delay of turning in assignments will be accepted. Please note that this may mean the late assignment will not be included in midterm or quarter grades. Assignments that are not turned in will be entered into the grade book as a “0”. Points are averaged towards a final grade: 90-100%=A 80-89%=B 70-79%=C 60-69%=D 0-59%=F SUMMATIVE ASSESSMENT POLICY Students applying for PCC credit are not eligible for any retakes. First and second semester final exams ARE NOT eligible for retake. A student is allowed to retake any summative assessment up to ten (school) days after the original summative assessment has been graded and communicated to the student. After the ten days, the eligibility for retake will expire unless prior arrangements have been made with the teacher. On the first retake, the student does not need to provide evidence of learning. Any subsequent retake during the 10‐day period will require a body of evidence of learning as determined by the teacher. The

teacher must allow a reasonable period of time for student completion of the body of evidence.

Class Schedule: A Days, Period 1, 2, 3. Please note the Hillsboro School District calendar for specific days class will be held.

Week: In Class: Homework or Assignments: Points: Date or Sections covered, quizzes/ tests, etc. Problems, pages, etc. Points day possible Sept 7/9 Cornell Notes on the following: Pre-assessment –child Cornell development vocabulary Notes-5pts Introduction to course Reflective Question: What draws Reflective What is child development? you to a class in early childhood Question- education? 5 pts Class Activity: “What Grown-ups Understand About Child Development: Sign Contract Pre- National Benchmark Survey” Focus on assessment p.6-12 completion- http://files.eric.ed.gov/fulltext/ED448909. 5 pts pdf Contract Reading: NAEYC Position Statement on completion- Developmentally Appropriate Practice: 5 pts http://www.naeyc.org/files/naeyc/file/posi tions/KeyMessages.pdf Vocab Video: Head Start: Nurturing the Notes Promise (11 Min) 5 pts https://eclkc.ohs.acf.hhs.gov/hslc/tta- system/family/for-families/inside/getting- Lesson Plan Due September 21 involved/NurturingthePro.htm 30 pts See appendix for lesson Planning Go Over Tide-E-Tots Teacher Contract Informative Readings-Reflections will be written on the lesson plan.

Lesson Presentations 40 pts Sept Complete Cornell Notes from Sept 7/9 Reflective Question: Explain how Cornell 13/15 nature and nurture interacted to Notes- Cornell Notes on the following: create you as the person you are. 5 pts How does environment set-up and Nature vs. Nurture curriculum differ due to education Classroom Power Point: Historical Child trends and philosophy? Preparatio Development Trends, Moving away from n “Either-Or Thinking” (p.10-14) Participatio n-5 pts Reading Child Development History including Different Views on the “Nature Reflective of the Child” (p.18-22) Question- 5 pts Receive Assignments for Back To School Day

Classroom Preparation -Label room for incoming children

Receive semester lesson planning assignment and begin to fill in. Sept Complete Cornell Notes from Sept 13/15 Reading 4 Themes: (p.6-10) Cornell 19/23 “Talk with Text” Notes- Cornell notes on the following: -Reflective Thinking 5 pts -Multi- Themes in Early childhood: culturalism Reflective PowerPoint: Ages and Stages – General -Holism Question- Guidelines -Professionalism 5 pts

Resources: Reflective Discussion ASCD Whole Child Initiative: Question: Participatio http://www.wholechildeducation.org/ Considering that all of us have n Research: http://www.nieer.org “special needs,” even if they don’t 5 pts Zero to Three-National Center for show, what special needs do you Infants, Toddlers and Families: have? http://www.zerotothree.org/

Focus on Diversity: Culture and Development Timetables (p.309)

Article Reading: Recruiting Male Teachers: Sept 21 Back to School Event http://www.naeyc.org/files/yc/file/200211/ RecruitingMaleTeachers.pdf 5 pts

Websites: http://www.menteach.org http://www.fatherhood.org/ What can we expect during our back to school event? Last touches to our classroom

Sept Preschool 27/29 -Group 1 – Observations/ Lesson 20 pts Oct Planning/ 3/5 Supervision -Group 2 – Teaching -Group 3 – Cleaning Duties -Group 4 – McKinney -Group 5 – Supervision A Stations -Group 6 – Supervision B Stations -Group 7 – Observations/Lesson Planning/ Supervision Oct Complete Cornell Notes from September Reflective Questions: Cornell 7 19/23 Were you ever compared with a Notes- norm and found lacking? If so, 5 pts Cornell Notes on the following: what effect did this have on you? How do you think it affects Ages and Stages overview children to be given the message PowerPoint: Objective Observations that they somehow don’t measure Expectations up? 20 pts Video: Objective Observations due by https://streaming.videatives.com/assets/13 Dec 17 59 10 pts Group Visual Timelines to be Class Activity: Review typical presented based on dates below – developmental chart using 2 min. https://www.zerotothree.org/resources/se ries/healthy-minds-nurturing-your-child- s-development

Read: (p. 306-311), plus specific age group:  Fetus Development (“Baby Center” web)  Newborn-6 months (p.310-315)  7m-18m (p.310-315)  Toddler Years: 2-3 ((315-322)  Preschool Years: 4-5 (322-327)  Early Elementary Age: 6-8 (327- 329) 5 pts

Week One and Two of Child Reports Completed and Turned In Oct Preschool 11/13/ -Group 1 – Teaching 20 pts 18/20/ -Group 2 – Cleaning Duties -Group 3 – McKinney -Group 4 – Supervision –A Stations -Group 5 – Supervision-B Stations -Group 6/7– Observations/Lesson Planning/ Supervision 5pts Week Three and four of Child Reports Completed and Turned In Oct Preschool 24/26 Group 1 – Cleaning Duties 20 pts Nov Group 2 – McKinney 1/3 Group 3 – Supervision – A Stations Group 4 – Supervision – B Stations Group 5 – Observations/Lesson Planning/ Supervision Group 6 –Observations/ Lesson Planning/ Supervision Group 7 –Teaching

Week Five and Six of Child Reports 5 pts Completed and Turned In Oct Complete Cornell Notes from October 7 Presentations: Cornell 28 Fetus Development Notes Cornell Notes on the following: 6 Months 5 pts 7-18 Months Preventable Birth Defects and Inclusion Watch PBS-NOVA, “Life’s Greatest Miracle.” http://www.pbs.org/wgbh/nova/body/life- greatest-miracle.html

Web Search: “March of Dimes” birth defects and genetic factors

Week 3,4,5 Child Notes Completed and Semester Progress on Vocabulary Turned In Nov Preschool Note that Juniors will mostly be 8 -Group 1 –McKinney off campus on November 15 20 pts 15/17 -Group 2 –Supervision – A Stations 21 -Group 3 – Supervision – B Stations -Group 4 – Observations/Lesson Planning/ Supervision -Group 5 –Observations/ Lesson Planning/ Supervision -Group 6 –-Teaching Group 7 – Cleaning Duties 5 pts

Week Seven and Eight of Child Reports Completed and Turned In Month Elijah’s Story Reflective Question: Reflective of Nov https://www.cctv.org/watch- Please share your thoughts and Question – Small tv/programs/shaken-baby-syndrome- feelings about this video in your 5 pts Group documentary journal and then with your group Swap Outs Quiz 1 25 pts

Complete Cornell Notes from October 28

Nov Preschool 23/29 -Group 1 –Supervision A Stations 20 pts Dec -Group 2 – supervision B Stations 1/5/7 -Group 3 – Observations/ Lesson Planning/ Supervision -Group 4 – Observations/ Lesson Planning/ Supervision -Group 5 – Teaching -Group 6 – Cleaning Duties -Group 7 – McKinney 5 pts Week Nine and Ten of Child Reports Completed and Turned In

Dec Preschool 15 pts 7 -Group 1 – Supervision B Stations 13/15 -Group 2 – Observations/ Lesson Jan Planning/ 5 Supervision -Group 3 – Observations/ Lesson Planning/ Supervision -Group 4 – Teaching -Group 5 – Cleaning Duties -Group 6 – McKinney -Group 7 – Supervision A Stations 5 pts

Week Eleven and Twelve of Child Reports Completed and Turned In Dec 9 Movie: Babies Video Response: Reflection Pick 3- and Video Reflection: Consider the support systems -While each story is unique, what Response we have in the United States for raising are the universal themes that run 10 pts children; how did the support systems through each child’s story? among each of the babies differ? -In what way did this movie most impact you?

-What is the central theme you walked away with after viewing this film?

-There are a multitude of different philosophies about raising children. After watching this film, how has your thoughts on how to raise children changed? Why?

-What impact did not inserting dialogue or subtitles have on your appreciation of the film? How would narrative have altered the film?

Receive jobs for Winter Program -Beyond exploring the remarkable early stages of life of four babies, what did this movie help you explore and understand about all humans? 30 pts

Semester 2 Lesson Plans Due Jan 20 Jan Preschool Jan 26 is the Father’s Day 9/11 -Group 1 – Observations/Lesson building event 20 pts 24/26 Planning/ Supervision -Group 2 – Observations/Lesson Planning/ Supervision -Group 3 – Teaching -Group 4 - Cleaning Duty Group 5 – McKinney Group 6 – Supervision A Stations Group 7 - Supervision B Stations 5 pts

Week Thirteen and Fourteen of Child Reports Completed and Turned In Jan 13 Cornell Notes on Abraham Maslow -Toddler Presentations Cornell -PowerPoint Notes- -Class Discussion: 5 pts What do I have? -Where do we need to focus with What do I want to have? our children during the next Maslow What do I need to reach self- quarter? Questions – actualization? -How are we doing with our 5 pts groups? -Are there any changes needed in Class our classroom? discussion -Jobs for Winter Program Participatio n-5 pts Jan 20 Complete Cornell notes from Jan 13 Focus on Inclusion: (p.255-259) Cornell Talk with Text Notes – Cornell Notes: -continuity 5 pts -mainstreaming Reading Warmth, Nurturance, -full inclusion Discussion Acceptance, Protection and -natural environment Participatio Responsiveness: (p. 95-97) -normalization n-5 pts

Center for Response to Intervention in -Billboard Early Childhood: http://www.crtiec.org Semester One Observations Due – 40 pts Preventing Birth Defects – Supporting special rights 5 pts billboard Vocab Semester Progress on Vocabulary Work- 25 pts (Scored on Synergy if goals are reached)

Quiz 2 25 pts Feb Preschool 20 pts 1/7/9 -Group 1 – Observation/ Lesson 13 Planning/ Supervision -Group 2 -Teaching Lesson Plan 2 Presentations 40 points -Group 3 – Cleaning Duty -Group 4- McKinney Group 5 – Supervision A Stations Group 6 – Supervision B Stations Group 7 – Observation/ Lesson Planning/ supervision 5 pts Week Fifteen and Sixteen of Child Reports Completed and Turned In Feb Preschool 20 pts 15 -Group 1 – Teaching 22/28 -Group 2 – Cleaning Duty March -Group 3 – McKinney 2 -Group 4 – Supervision A Stations -Group 5 – Supervision B Stations -Group 6 – Observations/ Lesson Planning/ Supervision -Group 7 – Observations/ Lesson Planning/ Supervision 5 pts

Week Seventeen and Eighteen of Child Reports Completed and Turned In Feb 17 Complete Cornell notes from January 20 Cornell Notes Cornell notes: 5 pts

Stir, Kneed, Build Day Plan, Get Approved, and Carry 30 pts. Reading: Swartz, Mallary, “Playdough: Out, What’s standard about it?” Observation Report – Molding http://www.naeyc.org/files/tyc/file/TYC_ Experience for Preschool children V3N3_Swartz.pdf 30 pts Essay Assigned: Early Years are Critical Years – Due March 22 Feb 24 Complete Cornell notes from Feb 17 Pecha Kucha 20X20 Presentations 30 pts

Theorist/Philosophy Study Reflective Question: Based on the presentations, highlight what sort PowerPoint: Science of Child of early childhood experiences you Development value. Use that to determine how Reading: Pioneer Educators-Brain you believe children construct Research (p.28-32) knowledge.  Albert Bandura  Uri Bronfenbrenner-“Ethological Present on March 10 theory”  Erik Erikson – “Psychosocial theory”  Arnold Gesell  Friedrich Frubel-“Father of Kindergarten”  John Dewey – “Child-Centered Curriculum”  Howard Gardner – “Multiple Intelligence”  Jean Piaget – “Constructivist Theory”  B.F. Skinner – “Behaviorist Theory”  Lev Vygotsky – “Sociocultural Theory”  Loris Malaguzzi – Reggio Emilia Ed in Italy  Rudolf Steiner – “Waldorf Education”  Bev bos – “Process Experiences” March Cornell Notes on the following: Cornell 10 Notes Present Pecha Kucha 5 pts

Reflective Question: 15 pts Based on the presentations, highlight what sort of early childhood experiences you value. Use that to determine how you believe children construct knowledge.

10 pts March Complete Cornell Notes from March 10 Cornell 24 Notes Cornell Notes on the Following: 5 pts

Temperaments- Developing Personalities and Routines Goodness of Ft Essay 30 pts Thomas and Chess Lecture Writing Sample 2 http://www.acamedia.info/sciences/scilite Due April 28 Discussion rature/origin_of_personality.htm Participatio n PLAY reading: chapter 10 (p.280-300) 5 pts

Role Play response to What’s Wrong Play with Christopher? (p.297) as you identify Participatio a temperament train you are striving to n support 5 pts Quiz 3

25 pts March Preschool 6/8 -Group 1 –Cleaning Duty 20 pts 14/16/ -Group 2 - McKinney -Group 3 – Supervision A Stations -Group 4- Supervision B Stations Group 5 – Observations/ Lesson Planning/ Supervision Group 6 – Observations/ Lesson Planning/ Supervision Group 7 - Teaching 5 pts

Week Nineteen and Twenty of Child Reports Completed and Turned In March Preschool 20/22 Group 1 - McKinney 20 pts April -Group 2– Supervision A Stations 4/6 -Group 3 – Supervision B Stations -Group 4- Observation/Lesson Planning/Supervision Group 5 – Observations/Lesson Planning/supervision Group 6 – Teaching Group 7 –Cleaning Duty

Week Twenty-One and Twenty-Two of 5 pts Child Reports Completed and Turned In April Preschool 10/12 -Group 1 – Supervision A Stations 20 pts 17/19 -Group 2 – Supervision B Stations -Group 3 – Observations/Lesson Planning/ Supervision

-Group 4 – Observations/ Lesson Planning Supervision -Group 5 – Teaching -Group 6 – Cleaning Duty -Group 7 – McKinney 5 pts

Week Twenty-Three and Twenty-Four of Child Reports Completed and Turned In April 21 Complete Cornell Notes from March 24 Cornell Notes Cornell Notes on the Following: -5pts Guidance-Exploring Aspects of Self- Esteem and Tolerance Bring in Current Event News 5 pts Report related to guidance, Reading: Ch.5 and 6 discipline, punishment, abuse, neglect. A Respectful Way of Communication – 5 pts Tips and Techniques: (p.110-111) Reflective Question: How do you feel when a child tells Parenting Counts – Talaris Institute you something that isn’t true? Do Handouts you think of the child as lying? http://www.parentingcounts.org/informat How do you react? Do you think ion/timeline/ that there are times when lies don’t hurt or actually do well? Center for the Improvement of Child What is your view on honesty as Caring/Center for Effective Parenting: the highest value? Do you think http://www.ciccparenting.org/ you r idea, feelings, and views child Trends: http://www.childtrends.org relate to your culture? Center on Social Emotional Foundations for Early Learning: Participatio http://csefel.vanderbilt.edu/ n in role Collaborative for Academic, social and playing Emotional Learning: 5 pts http://www.casel.org/

Class Activity: Role Play Being an Emotional coach

Oregon Law – child Abuse and Neglect 25 pts Video: “Mandatory Reporting” Quiz 4 Oregon.gov April Preschool 20 pts 25/27 -Group 1 – Supervision B Stations May -Group 2 – Observations/ Lesson 1/3 Planning/ Supervision -Group 3 – Observations/ Lesson Planning Supervision -Group 4 – Teaching -Group 5 – Cleaning Duty -Group 6 – McKinney -Group 7 - Supervision A Stations 5 pts

Week Twenty-Five and Twenty-Six of Child Reports Completed and Turned In May 5 Standards and Quality: Licensing Mother’s Day Tea Party May 11 Regulations Safe Home vs Safe Haven Reflective Question: 5 pts  Social Studies – anti-bias How has bias played in your life curriculum national Association and how has it influenced you? for Multicultural Education: http://nameorg.org Environment Review with Artifact 10 pts  Video Clip: “A Girl Like Me” Display understandingrace.org Class Activity: the Color of Me  NPR – This American Life Audio Clip: “Nubbins.”

Class Activity: Assess Multicultural Materials  Lakeshore Learning: http://www.lakeshorelearning.com /home/home.jsp  Discount School Supply: http://www6.discountschoolsupply .com/Default.aspx? v56sidl=32&v56zipl=0&v56keyco del=0  Kaplan:https://www.kaplanco.co m/  Constructive Playthings: http://www.constructiveplaythings .com/  Class Discussion: A Story to End With (p.247) Quiz 2 May Preschool May 9/11 Mother’s Day Tea Party 20 pts 9/11 -Group 1 – Observations/ Lesson Prep and tea party 15/17 Planning/ May 30 and June 1 Graduation Events and 23/25 Supervision Prep and graduation Event prep 30 -Group 2 – Observations/ Lesson 20 pts June 1 Planning/ Supervision -Group 3 – Teaching -Group 4 – Cleaning Duty -Group 5 – McKinney -Group 6 – Supervision A Stations -Group 7 – Supervision B Stations 5 pts

Week Twenty-Seven and Twenty-Eight of Child Reports Completed and Turned In Quiz 5 25 pts May 19 Professionalism: Who Am I 20 pts Video: Careers in Development (11 min.) Why Am I Educational theory/concepts Application, Interviews, Autobiography Valued Who do I aspire to be? 40 pts Observation Report Due June 5/7 Classroom Breakdown 10 pts Time for Work Completion

June EXAM 25 pts 13/15 Pre-planning for next year Total 1140 pts Possible Appen- Enhancing Learning Through dix Curriculum Pland and Setting Up Learning Centers:

Language and Emergent Literacy Chapter 13 Early Literacy Initiative and Pre- Reading Skills

NAEYC: where we stand: Learning to Read and Write: http://www.naeyc.org/files/naeyc/file/posi tions/WWSSLearningToReadAnd WriteEnglish.pdf

National Center for Family Literacy: http://www.familieslearning.org National Association for Music Education: http://www.nafme.org Association for Library Services to Children: http://www.ala.org Math Chapter 14 NAEYC Position Statement: Early Childhood Mathematics: Promoting Good Beginnings: http://www.naeyc.org/files/naeyc/file/posi tions/psmath.pdf

Science Chapter 14 Science Start: http://sciencestart.com National Council of Teachers of Mathematics: http://www.nctm.org

Art-Process vs Product chapter 15 Video: Kaiser child Service Centers www.youtube.com/watch?v=rOzSy4Z- 2GO What about using Food for Art (p.83)

Outdoors-Nature Dimensions Educational Research Foundation Online

Healthy and Fit Article: Happe: Toddlers and Physical Play Video: A Place of Our Own: Early Childhood Solutions: health and Nutrition

PCC DUAL CREDIT This course is offered for Dual Credit through Portland Community College. In addition to earning high school credit for this class, you may register for ECE 120: Introduction to Early Education and Family Studies through PCC and earn 3 college credits for the course. The PCC credit for this class is offered to you free of charge, for a cost savings of approximately $288 in tuition, $43.10 in fees and $50-$150 in book charges.

If you opt to earn PCC credit for this course, you will become a Portland Community College student. The grade and credits you earn for this course will be posted to your PCC transcript. You are able to access PCC facilities and services as PCC student. You will be assigned a PCC email and ID #, and may obtain a PCC ID card upon request.

Student Rights & Responsibilities: Students are required to view and comply with the regulations set forth in the PCC Dual Credit Student Handbook. Please request a handbook from your instructor, the Dual Credit office, or download online at: http://www.pcc.edu/prepare/head-start/dual- credit/documents/student-handbook.pdf

PCC Grading Guidelines can be found at the link below: http://catalog.pcc.edu/handbook/g301-gradingguidelines

Add/Drop/Withdraw deadlines: http://www.pcc.edu/prepare/head-start/dual-credit/calendar.html

PCC’s Code of Student Conduct: http://www.pcc.edu/about/policy/student-rights/

Hillsboro School District Standards of Student Conduct: http://www.hsd.k12.or.us/Portals/0/schools/handbooks/JF%20JFA-AR%20Standards%20of %20Student%20Conduct%202016-17%20-%20English.pdf

PCC’s Academic Integrity Policy: http://catalog.pcc.edu/policies/academicintegritypolicy/

Title IX Non-Discrimination Statement: The high school is responsible for providing access, accommodations, flexibility, and additional/ supplemental services for special populations and protected classes of students.

Portland Community College is committed to creating and fostering a learning and working environment based upon open communication and mutual respect. If you believe you have encountered sexual harassment, sexual misconduct, sexual assault, or discrimination based on race, color, religion, age, national origin, veteran status, sex, sexual orientation, gender identity or disability on a PCC campus, please contact the Office of Equity and Inclusion at (971) 722- 5840 or [email protected].

The instructor reserves the right to modify course content and/or substitute assignments and learning activities in response to institutional, weather or class situations.

PCC RESOURCES FOR STUDENTS Student Resources & Services Index: Remember, as a PCC Student you have access to many resources! For more information, check out our Student Resource Listing at: http://www.pcc.edu/resources Student Computing Center (SCC): http://www.pcc.edu/resources/computer-labs/ Cascade TEB 125 (971) 722-5440 | Rock Creek Bldg. 2 Room 259 (971) 722-7510 Southeast Library 120 (971) 722-6474 | Sylvania Library 1st Floor (971) 722-4325

The Computing Centers provide internet access and applications such as mathematics computer programs, word processing, desktop publishing, spreadsheets, databases, web page authoring, presentations and programming languages. Among other services, you have been allocated 100 double-sided pages of free printing for the term, and may use your laptop to print to an available wireless printer. Visit the following address for more information on printing services: http://www.pcc.edu/resources/printing/

Multicultural Center: http://www.pcc.edu/resources/culture/ Cascade Student Union 302 (971) 722-5795 | Rock Creek Bldg. 7 Room 118 (971) 722-7435 | Southeast Mt. Tabor Hall Room 150 (971) 722-6054 | Sylvania CC 267B (971) 722-4112)

Student Learning Centers – Tutoring (SLC): http://www.pcc.edu/resources/tutoring/ Cascade TH 123 (971) 722-5263 | Newberg Center (971) 722-8611 | Rock Creek Bldg. 7 Room 218A (971) 722-7414 | Southeast 1st Floor (971) 722-6470 | Sylvania Southeast Library Room 120 (971) 722-4540

Tutoring availability is campus and term specific. For more information on tutoring schedules, please visit: http://www.pcc.edu/resources/tutoring/.

Free Online Tutoring: go to http://www.pcc.edu/resources/tutoring/etutor/. You will need your MyPCC user name and your PCC ID # to log in.

Writing Centers: http://www.pcc.edu/resources/writing/ for a list of campus locations.

PCC Library: http://www.pcc.edu/library/ Cascade Terrell Hall Room 116 (971) 722-5322 | Rock Creek Building 9 2nd Floor (971) 722- 7413 | Southeast (971) 722-6187 | Sylvania (971) 722-4935

Access to research databases and borrowing privileges, including books calculators, digital cameras, DVDs, videos, Laptops, music CDs, reserves and Summit materials. PCC participates in the Interlibrary Loan program.

Equal Opportunity Statement: http://www.pcc.edu/about/equity-inclusion/eeo-statement.html

Academic Integrity Statement: http://www.pcc.edu/resources/academic/standards-practices/academic-integrity.html Instructional ADA Statement:

Dual Credit Students Federal law requires that high schools provide disability services for students with a documented disability (through either an IEP for 504 accommodation plan), including those students who are taking Dual Credit classes at their high school location.

#1. Title IX statement The high school is responsible for providing access, accommodations, flexibility, and additional/ supplemental services for special populations and protected classes of students.

Portland Community College is committed to creating and fostering a learning and working environment based upon open communication and mutual respect. If you believe you have encountered sexual harassment, sexual misconduct, sexual assault, or discrimination based on race, color, religion, age, national origin, veteran status, sex, sexual orientation, gender identity or disability on a PCC campus, please contact the Office of Equity and Inclusion at (971) 722- 5840 or [email protected]. #2. ADA statement

Dual Credit Students Federal law requires that high schools provide disability services for students with a documented disability (through either an IEP for 504 accommodation plan), including those students who are taking Dual Credit classes at their high school location. On-campus students Students who experience disability related barriers in courses taught on PCC campuses should contact PCC Disability Services at http://www.pcc.edu/resources/disability/. If students elect to use approved academic adjustments, they must provide in advance formal notification from Disability Services to the instructor.