University of Missouri-St s1

UNIVERSITY OF MISSOURI-ST. LOUIS School of Education DIVISION OF TEACHING AND LEARNING ECH ED 313 CURRICULUM AND PRACTICE INFANT-TODDLER EDUCATION

Lynn Navin Fall 1999 Phone: 516-5658 Thursday e-mail: [email protected] 1:00-3:00PM Office: 130 SCCB 219B SCCB Office Hours: Thursday 11-1pm

COURSE DESCRIPTION: This course focuses on planning an integrated curriculum for the child from birth through thirty months of age. It includes strategies for working with parents and utilizing community resources. A laboratory experience is required.

PREREQUISITE: ECH ED 312 PRINCIPLES OF EARLY CHILDHOOD

TEXBOOKS:

Bredekamp, S. & Copple, C. (Eds). (1997). Developmentally appropriate practice in early childhood programs (Rev. ed.). Washington D.C.: National Association for the Education of Young Children.

Greenman, J. & Stonehouse, A. (1996). Primetimes. St. Paul MN: Redleaf Press.

GOALS AND OBJECTIVES: The student will be able to: 1. demonstrate an understanding of infant and toddler development in all developmental areas 2. become aware of the important health and safety standards in infant/toddler care 3. plan and implement developmentally appropriate activities for infants and toddlers 4. communicate with parents and recognize the importance of parental involvement and the many levels which parents can be involved 5. plan IEP’s and IFSN’s for special needs children and families who may be integrated within a program 6. become aware of and demonstrate an understanding of appropriate assessment procedures for children from birth through 30 months 7. recognize and affirm the importance of cultural diversity when working with young children and families

COURSE PHILOSPHY AND PERSPECTIVE: This course is constructed from the perspective that early childhood educators must adapt curriculum to meet the needs of individual children as well as the entire group at times. This course emphasizes the strengths and abilities of children and their families.

ATTENDANCE AND PARTICIPATION: Because this is a participatory course, it is critical that students are present for the entire class period each class meeting. You are expected to participate in class discussions. Your ideas, questions, and opinions are a valuable part of the lecture. Regular attendance will be taken and penalties imposed for patterns of excessive absences (MISSING MORE THAN TWO CLASS PERIODS). The student is responsible for completing all assignments given during their absence. Any situation which requires regular class absences should be discussed with the instructor. The penalty for patterns of excessive absences is the lowering of the final grade by one letter grade.

READING: Reading is to be completed before class on the dates specified unless otherwise indicated. Students are accountable for all readings. The reading assignments provide background for discussions and class activities.

WRITTEN WORK: Because you are early childhood professionals, I place great value on writing skills and expect all work to be well written and grammatically correct. It is expected that all work turned in will be your own work. Failure to give proper citation to authors could result in a failing grade. All work should be cited in APA style. All incidents of academic dishonesty will be reported in writing to the Associate Dean for Academic Affairs. Papers(except final and group projects) may be done once for a different grade providing the work was turned in on time. Written work may be typed or handwritten, as long as it is legible. The final project must be typed.

LATE WORK: Papers are due at class time on the date specified. Failure to turn in an assignment on time can result in a penalty of one grade lower per day late (including weekends).

GROUP WORK: When working in a group setting, each participant is expected to do a fair share of the project work. All other assignments are considered individual. Collaboration with other classmates is not appropriate in these situations.

COURSE REQUIREMENTS:

1. Examination-The student will be required to demonstrate and understanding of infant/toddler development by successfully completing sectional examinations. One or two exams; 50 points@ 2. Lesson Plans-The student will plan and implement two comprehensive lesson plans for either infant, toddler, or two year old children. The student will be involved in creating a developmental plan for a semi-broad age range and then implement three activities (sensory, gross motor, language, cognitive)from the plan. Self evaluation of the lesson must be included. 100 points @ 3. Learning Centers: The student will plan and provide all materials needed for a learning center appropriate for infants or toddlers. The student will include a written plan of the center including objectives, materials needed, safety, ways to modify, and evaluation of the use by the children. 100 points 4. Group Project-The student will work together in a group to plan and develop an infant/toddler child care center. The application of licensing rules and accreditation standards will be required. 100pts 5. Family Education Activity-The student will plan a parent-child activity for the infant/toddler age level. The activity will be sent home with a family for implementation. The family will evaluate the activity. 50pts 6. Article Summaries-The student will read and critique one article concerning infant/toddler development and education. You will also lead a class discussion about the article. 50pts 7. Final Project-The student will be responsible for creating a brochure about the development, care, and education of infants and toddlers. 1/3 of grade

ALL ASSIGNMENTS ARE SUBJECT TO CHANGE.

GRADING SCALE: 92-100% A 82-91% B 72-81% C 62-71% D 61%-BELOW F

COURSE SCHEDULE

August 26 Introduction reading: Primetimes chapter 1

September 2 Lesson Planning: Individual and Group reading:

September 9 High Quality Child Care Centers reading: Primetimes chapters 1,2,3

September 16 Brain Development/Language Development reading:

September 23 Social/Emotional and Personality Development reading: Primetimes chapter 4

September 30 Learning Environment reading: Primetimes chapter 11 Bredekamp et al pp 10-15 pp 55-94

October 7 Quality Interactions reading: Primetimes chapters 7,8,13

October 14 Physical/Human Environment reading: Primetimes chapter 6, 12,15 FAMILY EDUCATION PROJECT DUE

October 21 Behavior Management reading: Primetimes chapter 9

October 28 Exam

November 4 Health and Safety Reading: Primetimes chapter 10

November 11 No Class-Cultural Sensitivity Reflection

November 18 Partnerships with Families reading: Primetimes chapter 14 GROUP PROJECT DUE

November 25 No Class Thanksgiving

December 2 Assessment and Evaluation IEP and IFSP reading: Primetimes pp. 45-48

December 8 Last Day to turn in Final Project