Edci 4830: Early Childhood Curriculum

A Course Syllabus

for

EdCI 4830: Early Childhood Curriculum

[Three Semester Hours Undergraduate/Graduate Credit)

in the

Department of Curriculum and Instruction

of the

COLLEGE OF EDUCATION

Course Description Early Childhood Curriculum is an upper level early childhood education course offering teacher candidates an opportunity to build upon and use the knowledge and skills learned in earlier early childhood courses. The course emphasizes Constructivist and Social Constructivist theory into practice. A thorough knowledge of child development and developmentally appropriate practices is essential for success in the course.

Belief Statement The Central educator is a competent, caring, reflective practitioner committed to the premise that all can learn.

Mission As a cornerstone of the institution for over 130 years, the University of Central Missouri's Teacher Education Program develops teachers and other school professionals who are well grounded in theory, display competence in content knowledge and instructional strategies, and possess the dispositions to ensure success for all learners. The Teacher Education Program prepares individuals as professional educators for an ever-changing, culturally diverse population. Faculty and candidates provide support and service to schools in meeting their present and future challenges by developing communities that learn through research and scholarly activities. Educator preparation is a campus-wide responsibility, a commitment that reflects the honor and worth of serving a vital profession.

University of Central Missouri

Warrensburg, Missouri

2 EDCI 4830: Early Childhood Curriculum

Belief Statement The Central educator is a competent, caring, reflective practitioner committed to the premise that all can learn.

Objectives and Student Competence Upon completion of this course, the teacher candidate will be able to: 1. use their understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive and challenging for all children (NAEYC 1; MO-STEP 1.2.1.2, 1.2.2.1, 1.2.2.4, 1.2.3.1, 1.2.3.4, 1.2.4.2). 2. know about and understand the goals, benefits, and uses of assessment; know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence children’s development and learning (NAEYC 3; MO-STEP 1.2.3.3, 1.2.8.1, 1.2.8.2, 1.2.8.3, 1.2.8.4, 1.2.11.4). 3. integrate their understanding of and relationships with children and families; their understanding of developmentally effective approaches to teaching and learning; and knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for all young children (NAEYC 4; MO-STEP 1.2.1.3, 1.2.1.4, 1.2.2.2., 1.2.2.4, 1.2.3.2, 1.2.3.3, 1.2.3.4, 1.2.4.1, 1.2.5.2). 4. know about and upholds ethical standards and other professional guidelines (NAEYC 5b; MO-STEP 1.2.9.2, 1.2.11.6). 5. integrate knowledgeable, reflective, and critical perspectives on early education (NAEYC 5d; MO-STEP 1.2.9.1). Pre-requisites EDCI 3850: Development and Learning Through Play

PDS/Field Experience Teacher candidates will work directly in a classroom in order to complete assignments that require fieldwork, including but not limited to assisting classroom teachers, teaching constructivist activities and working with children. It is an honor and privilege to be in the classroom. It is important to respect the relationships between teachers, children and families.

Technology Technology is embedded in the course through Internet research and student presentations. Some instruction occurs in E-classes via the discussion board.

Teaching Methods Seminar style, dialogue, demonstration, Blackboard discussion board, Observation, Library/internet research, Collaborative projects, Cooperative learning/peer mentoring/role-playing, Participation in early childhood programs, Ethnographic research

4 Textbooks Bredekamp, S. & Copple, C. (Eds.). (1997). Developmentally appropriate practices (revised edition). Washington, DC: NAEYC. Hill, L., Stremmel, A. & Fu, V. (2005). Teaching as inquiry: Rethinking curriculum in early childhood education. Boston: Pearson Education, Inc. DOWNLOAD Project Approach * Schuler, D. (2000). The project approach: Meeting the state standards. Early Childhood Research and Practice. 2(1) 1-27. http://ecrp.uiuc.edu/v2n1/schuler.html NAEYC POSITION STATEMENTS: *Code of Ethics: http://www.naeyc.org/about/positions/ethical_conduct.asp (Click on Code of Ethical Conduct and Statement of Commitment .pdf and Download update information ISSUES: Public Policy: http://www.naeyc.org/about/positions/pdf/PSGUID98.PDF Child Abuse: http://www.naeyc.org/about/positions/pschab98.asp Assessment: http://www.naeyc.org/about/positions/cape.asp (Click on Complete Position Statement with Expanded Resources .pdf Standards: http://www.naeyc.org/about/positions/learning_standards.asp (Click on Complete Position Statement .pdf) School Readiness: http://www.naeyc.org/about/positions/school_readiness.asp (Click on Complete Position Statement .pdf) and http://www.naeyc.org/about/positions.asp (Click on Still Unacceptable Trends in Kindergarten Entry and Placement .pdf)

*Everyone needs to make a copy of Schuler and Code of Ethics and Issue articles will be assigned to groups.

Course Content (See Schedule for Topics) Early childhood curriculum is an undergraduate course designed for teacher candidates majoring in early childhood education. The course emphasizes an in-depth understanding of early childhood theory and application of that theory into practice by designing integrated (developmentally and culturally appropriate) curriculum to meet the needs of young children. Through this course, teacher candidates will gain competence in understanding of the ongoing connection between curriculum and assessment for young children. Teacher candidates will obtain skills for involving children, families/communities in curriculum and assessment of young children. Finally, teacher candidates will learn of global issues in early childhood education and understand their own responsibilities to alleviate these problems.

Course Policies A: Reading/class participation Teacher candidates are required to read the textbook chapters in order, to participate in class discussions and small group activities. Small group work includes dialogue and problem solving throughout the semester. Individual teacher candidates receive points for class participation and interaction. The class projects as well as the tests are based upon the contents covered in the texts and class dialogue. Class attendance is taken at the beginning of each period. Tardiness to class is indicative of unprofessional behavior which results in deduction of participation points.

B: Submission of Assignments The scoring guides, that include format for written assignments, will be provided for the course. Teacher candidates must follow the criteria outlined and abide by the due dates for the individual and group projects. Late submissions are accepted only with prior approval from the professor. Twenty percent of the total points (for the project) may be deducted if the professor accepts the paper as late submission. Teacher candidates may submit papers on time even if absent (via digital drop box or sending with a friend). It is the teacher candidate’s responsibility to contact the professor prior to due date if they do not understand the criteria for the assignments as explained in class. No excuse will be considered after the assignment is submitted to the professor. Teacher candidates should attend the writing center to ensure that papers do not bear any technical writing and typological errors. Teacher candidates must cite references within the contents of the paper. Teacher candidates should write papers in order to explain all information (assume that the reader does not know the information presented). This form of writing will enable the teacher candidates to explain their ideas and understanding of content to the professor. Furthermore, this form will better enable teacher candidates to explain ideas to family members of children with whom they will work in the future. Points are deducted for grammar.

C: Revision of Written Papers All written papers should be saved for the purpose of revision. Teacher candidates are allowed to make one revision for each written project if the original grade is less than ninety-three percent and was originally submitted on time. The due date for the revised papers is one week after they have been returned to teacher candidates. Papers returned immediately prior to finals must be resubmitted by the end of the final on December 11, 2006.

D: Grading: A: 93 – 100% B: 84 – 92% C: 75 – 83% D: 66 – 74%

Note: The grade of an "A" signifies excellence in performance (needs sincere efforts/extra readings and critical reflections). Meeting the basic criteria for a project does not ensure an "A" for the project.

E: Attendance Teacher candidates have 1 excused absence from class. Time missed from the PDS (maximum of 1 absence) must be made up at the convenience of the mentor teacher. You may not reschedule make-up time. Any future absences will result in deduction of points. Teacher candidates must notify the professor in advance of any/all absences, including absences to the PDS. Teacher candidates receive participation points for each class, PDS experience, and E-class (attended on time). It is the student’s responsibility to obtain information missed from class from classmates. When teacher candidates miss class, they miss important information that makes them successful in completing course and in future teaching.

The Central Community Creed: As a member of the Central Community, I will join in building….  a learning community, by striving for academic and personal excellence and by promoting the value of education and lifelong learning  an open community, by creating and maintaining effective channels of communication and by accepting and respecting individuals whose values, ideas, beliefs, and life experiences may be different from my own  a caring community, by seeking opportunities to serve and by supporting and affirming the well-being of others  a just community, by behaving in ways which are ethical, honest, equitable, trustworthy, civil and respectful  a disciplined community, by seeking to understand and fulfill personal responsibilities, by upholding university guidelines, and by working toward self and community betterment  a celebrative community, by observing and honoring existing traditions and by seeking and creating opportunities to enrich and define Central  a purposeful community, by helping to shape and achieve the common goals of University of Central Missouri Early Alert As part of the CEHS commitment to building a positive, student-centered learning community that supports the success of every student, this faculty member participates in the UCM Early Alert Program.

ADA Teacher candidates with documented disabilities who are seeking academic accommodations should contact the Office of Accessibility Services, Union 222, (V) (TTY) 660-543-4421.

Library Services Get help @ your library! You may access your library account, the online catalog, and electronic databases from James C. Kirkpatrick Library’s website at http://library.ucmo.edu. For research assistance, you may contact the Reference Desk:

6 Phone: (660) 543-4154 Email: [email protected] AIM: JCKLReference RefChat: http://library.ucmo.edu/chat Photo Release Policy

While engaging in Department of Curriculum & Instruction activities, either on or off campus, no students shall take or transmit pictures with camera cell phones or similar devices. Other digital and non-digital media use requires written approval from the person or parent or guardian of a minor child used as any part of the subject of the picture. Where the images are gathered as part of work in a preK-12 classroom, the policies of the school/school district regarding images will be followed. Host teachers must be consulted to determine whether written approval has been obtained. In cases where school or school district policy does not apply, photo release forms must be kept for a minimum of seven years by the person taking the picture or other graphic image. These forms will be made available to the Department or other University official upon request. Faces of minors used in Department of Curriculum & Instruction class assignments cannot be used for publication either in hard copy or digitally. Academic Honesty Policy (Student Planner-Handbook, p. 141-144) A violation against academic honesty committed by a student is any act which would deceived, cheat, or defraud so as to promote or enhance one’s academic standing. Academic dishonesty also includes knowingly or actively assisting any person in the commission of an offense of academic dishonesty. Reporting of a violation and appropriate actions will be followed as listed in the Student Handbook. Examples include: Plagiarism, Cheating, and Breach of Standards of Professional Ethics.

BONUS POINT OPPORTUNITIES Put a picture on your homepage (5 points) Attend up to 2 professional meetings (e.g. ACEI, LEAD, Reggio Collaborative, etc.)(5 points each for a total of 10 points) Missing 0 classes (10 points) Posted on Blackboard: Analysis of TV Commercial and response to 1 other person (5 points)

Projects/Assignments/Point Distribution Projects Project 1: Child Study  Journals x 3 60 points  Observation Guides, Paper, and Reflections 150 points Project 2: PLAN 1 2a Activity/experience Plan 1 25 points 2b Implementation of Plan 1 25 points 2c Individual Reflection Plan 1 25 points 2d Video documentation (FINAL) 30 points PLAN 2 2e Activity/experience Plan 2 25 points 2f Implementation of Plan 2 25 points 2g Individual Reflection and video analysis of plan 2 45 points Project 3: Early Childhood model/approach/program presentation 30 points *A complete description of each project appears in the project packet. Individual grades are determined for work on group projects based upon feedback provided by team members and mentor teachers. Total points this section 440 points

Short assignments  Create a Homepage including a personal history (family, hobbies, etc.) on Blackboard (5 points)  Image of the Child (5 points)  Image of Infant (5 points)

7  Image of the Teacher (5 points)  Image of the Family (5 points)  Image of the Advocate (5 points)  Advocacy Plan (10 points – part of IDP: Individual Development Plan)  Application of Code of Ethics ( 10 points – part of IDP)  Family Involvement Plan (10 point – part of IDP)  Infant/Toddler Observation (25 points)  Theorist/Researcher/Educator guide (35 points)  Classroom Management/Teacher Style (10 points)  Model/Approach/Program guide (20 points)  Pre-service Teacher Dispositions (25 points)  Issues article discussion (10 points) Total points this section 210 points

Copies of Articles: o NAEYC Position Statement: Public Policy (5 points) o NAEYC Position Statement: Child Abuse (5 points) o NAEYC Position Statement: Code of Ethics (5 points) * o Applying State Standards to Project Approach (5 points) * o NAEYC Position Statement: Assessment (5 points) o NAEYC Position Statement: School Readiness (5 points) o NAEYC Position Statement: Standards (5 points) Total points this section 15 points

On-line discussion board (Individual) (10 points each)  Post activity plan1 on discussion board and constructive critique 2 peer plans (10 points)  Post activity plan2 on discussion board and constructive critique 2 peer plans (10 points)  NAEYC Code of Ethical conduct (10 points)  Applying state standards to the project approach. (10 points) Total points this section 40 points

Other Class Participation & PDS Participation [10 points/class if only meet in class; 10 points for PDS if only have PDS; 5 points class and 5 points PDS if time is split] (270 points) Exam (50 points) Total Points this section 320 points

TOTAL POINTS POSSIBLE: 1025 points