Lake Michigan College

Van Buren Technology Center Early Childhood Careers & Education Course Syllabus for LMC Coursework (Revised 6/09)

COURSE IDENTIFICATION Discipline: Early Childhood Education

Course Title: Early Childhood Careers & Education (VBISD) Early Childhood Learning Environments (Lake Michigan College) Course No: ELCH 110

Instructor: Susan Yerrick , Instructor Jan Hansen, Director 269-674-8001 X5278 Playschool Nursery [email protected] 269-674-8001 X5316

Textbook Required: Gordon, Ann M. & Williams Browne, Kathryn (2008) Beginnings & Beyond, 7thh Edition, Albany, NY Delmar-Thomson Learning.

COURSE DESCRIPTION This course serves as an introduction to early childhood education. During this class, settings where children age six weeks to twelve years receive care, and education, will be examined. Factors such as quality, licensing, and accreditation will be addressed. Also, included will be ways in which social, emotional, physical, cognitive, and language development are supported in developmentally appropriate programs. This course does not apply through Lake Michigan College for elementary education certification.

COURSE GOAL AND OBJECTIVES

1. The student will discuss the learning and developmental theories and the historical context from which the field of early childhood education has evolved (General Education Outcome #1,2,3,4 LMC)

The student will be able to: Explain the major characteristics of various learning and developmental theories. Identify prominent individuals who have contributed to the development of the field of early childhood education. Describe the identifying characteristics of various types of early childhood programs.

2. Students will explain the implications of becoming an early childhood professional. (General Education Outcome #1,2,3,4 LMC)

The student will be able to: Define the role of the adult as an early childhood educator and professional. Identify professional literature and organizations for resources. Cite ethical issues related to working with young children and their families, co- workers, and other families.

1 3. The student will discuss the components of quality programming for infants and toddlers, preschoolers and school-agers. (General Education Outcome #1,2,3,4 LMC).

The student will be able to: Identify the components of quality programming for young children. Describe state licensing regulations, NAEYC accreditation standards, and developmentally appropriate practices.

4. Students will design an environment and choose materials that will support optimal learning for a diverse population of children. (General Education Outcome 1,2,3,4,7 LMC)

The student will be able to: Explain the benefit of play-based curriculum and how to support play and creative expression through routine and room design. Evaluate indoor and outdoor learning environments. Choose materials that are developmentally appropriate for the ages served, reflect an anti-biased approach, and support learning for children with special needs.

5. The student will discuss ideas that will assist them in planning, implementing and evaluating developmentally appropriate curriculum that supports a child’s physical, cognitive, socio-emotional, and creative development (General Education Outcome #1,2,3,4 LMC).

The student will be able to: Explain the developmental domains for each group (infants/toddlers, preschoolers, and school-agers) and their importance in planning a curriculum that supports development. Choose activities that support development in all areas. Evaluate the appropriateness of various activities for various ages and groups of children.

6. The student will demonstrate the ability to develop critical, anecdotal, objective observation skills necessary for assessing children’s development, developmentally appropriate materials and environments, and appropriate programming. (General Education Outcome #1,2,3,4)

EXPECTED STUDENT OUTCOMES The student will be expected to demonstrate the skills described in the above goals and objectives. Each semester the instructor will be measuring to see whether students are meeting these outcomes and adjusting student assignments when outcomes are not consistently met.

GENERAL EDUCATION OUTCOME AREAS MET This course contributes to the following General Education Outcomes: #1 Arts and Humanities Demonstrate an awareness of the capacity, values, and variety of human experiences as expressed through the arts and humanities. 2 #2 Communication Express ideas both verbally and in writing; demonstrate the ability to understand written, visual, and spoken communications; convey purpose, meaning, and main ideas effectively to individuals and groups.

#3 Critical Thinking Identify central issues and assumptions in an argument, recognize important relationships Locate additional information sources, make reasonable inferences from data, deduce conclusions from data or information, interpret whether conclusion are warranted on the basis of the data analyzed.

#4 Culture and Society Demonstrate an awareness of the community and diversity of individual and group behavior. Demonstrate awareness of the contemporary global community and its geographic, cultural, economic, political, and historical dimensions. Understand the history, structure, and function of American political, economic, and social institutions.

#7 Technology Describe how changes in modern technology affect the individual, society, and the environment. Demonstrate the ability to use computers and related technology to manage and access information.

INSTRUCTIONAL METHODOLOGY Interactive Lecture and Notes Off Site Learning Experience Videos Work Towards CDA Portfolio Guest Speakers Quizzes and Tests Cooperative Small Group Discussion

WRITING ACROSS THE CURRICULUM STRATEGY Creation of a course notebook which contains session notes and assignments will be required. Weekly Attendance/Work Ethic reports are also require for a participation/attendance grade.

GRADING CRITERIA AND REQUIREMENTS Upon completion of this course, the student will demonstrate achievement of the course objectives as measured by class participation, written assignments, field experiences, projects, and tests. Final course grade will be determined by utilization of the evaluation method and the grading scale described below.

Teamwork – Offsite Learning Experience Job Skills – Classroom Assignments Textbook Work/Quizzes/CDA Portfolio Work Experience, Writing Assignments Personal Management Skills – Attendance/Work Ethic

GRADING SCALE 100% = A+ 89-87% = B+ 79-77% = C+ 69-67% = D+

3 99-94% = A 86-84% = B 76-74% = C 66-64% = D 59% or Below = 93-90% = A- 83-80% = B- 73-70% = C- 63-60% = D- Failing

MAKE-UP POLICY Absences result in loss of class participation points. The instructor will not take any late assignment without prior arrangements made by the student and at the instructor’s discretion.

ACADEMIC HONESTY The principles of truth and honesty are recognized as fundamental to a community of teachers and scholars. Lake Michigan College expects that both faculty and students will honor these principles and in doing so protect the validity of college grades. This means that all academic work will be done by the student to whom it is assigned without giving or receiving unauthorized aid of any kind. Instructors, for their part, will exercise are in planning and supervision of academic work so that honest effort will be positively encouraged.

Cheating and plagiarism are the two most obvious violations of academic honesty. In brief, plagiarism is borrowing ideas, words, organizations, etc. from another source, internet, or person, or previous student, and claiming the work as original.

Such activity will result in failure of a specific assignment, or may result in failure of entire course or, if flagrant, dismissal from the Van Buren Technology Center or Lake Michigan College.

CLASSROOM EXPECTATIONS Please refer to the Early Childhood Careers & Education Student Handbook, the Playschool Nursery Handbook, and the Van Buren Technology Center Student Handbook.

LAKE MICHIGAN COLLEGE ATTENDANCE POLICY/WITHDRAWAL POLICY Attendance Policy: Please see the college catalog for details. Students are expected to attend every class and laboratory period for which they have registered. Mindful of the diverse student body that Lake Michigan College serves, and the varied belief systems that its students represent, the College will make a reasonable effort to accommodate students who need to be excused from classes for the observance of religious holidays. This policy does not apply to students who knowingly register for classes scheduled to meet on days that consistently conflict with their day of worship, e.g. a student who signs up for Saturday classes when the student worships on Saturday.

Withdrawal Policy Please see the college catalog. Students who have withdrawn from a class through the 12th week of the semester, using an official Drop/Add form will be assigned a grade W. . NOTE TO STUDENTS: Please remember communication is important. If there is something you do not understand PLEASE contact me in a timely fashion. If you have any type of learning disability, or require accommodations, please make an appointment with me so that we may make accommodations if needed and clarify expectations.