<p> CAMPBELLSVILLE UNIVERSITY</p><p>COURSE SYLLABUS </p><p>PLEASE TYPE. DATE 4/ 27 /1 7 ACADEMIC UNIT School of Education FACULTY Goodwin, Marilyn & Please check to indicate this course has a service learning component. Hundley, Sharon </p><p>Discipline Course# Title of Course Credit Hours Cross Reference Section (if applicable)</p><p>IEC 625-01 Global Perspectives in Early Childhood Ed. 3 TEXTBOOK Required See Syllabus Not Required Author Title _ </p><p>Publisher ______PLEASE ANSWER THE FOLLOWING QUESTIONS ON A SEPARATE SHEET OF PAPER AND ATTACH TO THIS FORM. See Syllabus</p><p>1. DESCRIPTION OF COURSE: Develop a brief description of the course as it will appear in the Catalog.</p><p>2. STUDENT LEARNING OBJECTIVES: List the student learning objectives for the course. Please relate these objectives to the mission and goals of the University and the Academic Unit. For general education courses, please indicate which student learning objectives address general education goals and the intended method of assessment. A minimum of four of the seven general education goals must be included.</p><p>Example: Students will demonstrate their ability to compare and contrast two types of basket weaving. (Goal: Oral and Written Communication; Evidence: research paper and class presentation)</p><p>3. COURSE OUTLINE: Outline the topics/units that are to be taught.</p><p>4. EVALUATION: How do you plan to determine the grade in the course? Please include grading scale.</p><p>5. REQUIREMENTS: a. Examinations: State when tests are to be administered, including unit, mid-term, and final examinations. b. Reports: How many, length required, and what type (Oral, term and/or research, book critiques). c. Supplemental reading assignments or outside work required. d. Supplemental instruction aids: Audio visual aids, field trips, guest speakers, etc.</p><p>6. BOOKLIST</p><p>DEAN: Beverly Ennis Date Copy Received VICE PRESIDENT FOR ACADEMIC AFFAIRS Date Copy Received</p><p>FORM FH-E.2.7A; rev. 12/21/10 Page 1 of 1</p><p>IECE 625 GLOBAL PERSPECTIVES IN EARLY CHILDHOOD EDUCATION Course offered on TigerNet [Web Reference # 52108] Graduate Term 6: May 15 – July 5, 2017</p><p>School of Education Theme: Empowerment for Learning Conceptual Framework Model</p><p>Sharon Hundley, Ed. D. Marilyn Goodwin, Ph.D. Office Location: EB 118 Office Location: EB 122 #1 University Dr., UPO #833, #1 University Dr., UPO #938, Campbellsville, KY 42718 Campbellsville, KY 42718 Phone: 270-789-5503 (office) Phone: 270 -789-5168 (office) 270-300-7983 (cell) 270-789-08997 (cell) School of Education FAX: 270-789-5206 School of Education FAX: 270-789-5206 [email protected] [email protected] OFFICE HOURS BY APPOINTMENT OFFICE HOUR BY APPOINTMENT </p><p>1. Description: This course provides an in-depth study of selected topics in early education from a global perspective. A comparative education focus is designed to increase intercultural competence and prepare globally literate early childhood professionals. Educational practices and service delivery methods around the world are investigated and analyzed for potential application. Global education curriculum and resources are developed for early childhood classrooms. Optional international fi eld experience hours Sharon Hundley, Ed. D. Note to Students participatingOffice in the Location: School ofEB Education 118 Trip to Ireland and Northern Ireland May 25-June 8: #1 University Dr., UPO #833, Responsive Reflections for Campbellsville,Modules 2, 3 and KY 442718 will be completed as group discussions on location rather than writtenPhone: submissions 270-789-5503 on TigerNet. (office) Announcements will be made during the trip about dates and times for meetings.270-300-7983 Be sure (cell) to bring the course textbook, field experience summary log, and printedSchool copies of Education of the ResponsiveFAX: 270-789-5206 Reflections for those three Modules. You do not, however, need to [email protected] your laptop to submit assignments for this course during the trip. Module 1 should be completedOFFICE and HOUR posted BY APPOINTMENT to TigerNet prior to departure. Students on this trip should log all field hours and have instructor sign at the conclusion of the trip. This will be submitted to the Program Secretary for entry into the School of Education database. 2. Course Credit: 3 credits 3. Course Objectives: Upon completion of this course, the student will be able to: </p><p>1) Investigate, research, analyze, compare, and discuss global early care and education systems, program models, policies, and practices and the impact on young children and families; Tasks 1, 4, 5 [NAEYC AP Standards 1, 2, 3, 4a, 4d, 5; IECE KTS IV, V, VII] 2) Demonstrate an understanding of the contexts and perspectives found in global early childhood issues; Tasks 1, 3, 4, 5 [NAEYC AP Standards 1, 2, 4c, 4d, 5; IECE KTS IV, V, VII] 3) Compare international education practices and evaluate effectiveness for inclusive early childhood and intervention settings; Tasks 1, 4, 5 [NAEYC AP Standards 1, 2, 4b, 4c, 5; IECE KTS I, V, VII] 4) Communicate personal positions on current issues in global education; Tasks 1, 4, 5, 6 [NAEYC AP Standard 5; IECE KTS V, VII, X] 5) Articulate and explain the principles of global education; Tasks 3, 5, 6 [NAEYC AP Standards 1, 2, 4a, 4b, 4c, 4d, 5; IECE KTS I, V, VII, VIII] 6) Describe the globally literate early childhood professional and assess personal global competencies; Tasks, 3, 5, 6, 7 [NAEYC AP Standard 5; IECE KTS VII, X] 7) Compile resources and develop an integrated global education curriculum plan for early childhood classrooms. Task 2 [NAEYC AP Standards 1, 2, 4a, 4b, 4c, 4d; IECE KTS I, II, III, V, VIII, IX] 4. Course Textbook Swiniarski, L. B., & Breitborde, M. (2003). Educating the global village: Including the child in the world (2nd Ed.). Upper Saddle River, NJ: Merrill, Prentice Hall. ISBN 0-13-098176-1. This book has just gone out of print. Currently it is not available through the bookstore. It is, however, available through online searches including Amazon.com and e-bay at significantly reduced prices. Questions can be addressed to Elizabeth Franklin at 270-789- 5366 or [email protected]. Students may refer to the following documents in preparation of some assignments¨  Kentucky Core Academic Standards for English/Language Arts Mathematics, and Science for Kindergarten; Core Content for Kindergarten.  Kentucky Department of Education (2009). Kentucky Early Childhood Standards (Rev. ed) [KYES-R]. Frankfort, KY: Author. </p><p>Optional: If interested, the following textbooks regarding early care and education in Ireland and the United Kingdom are available through the bookstore. If the country selected in Task #2 is Ireland or Northern Ireland, these books will be helpful – but not required. </p><p>1. Clark, M. M., & Waller, T. (Eds.). (2007). Early childhood education & care: Policy and practice. Los Angeles: Sage Publications. ISBN: 978-1-4129-3572-2 [C & W] 2. Murray, C., & Urban, M. (2012). Diversity & equity in early childhood: An Irish perspective. Dublin: Gill & Macmillan. ISBN: 978-07171-4994-0 [M & U]</p><p>5. Course Tasks and Grading Scale: 1) TASK #1 – Global Issue Report……………………………………………………….… 150 Points a) Written Report 100 Points b) Prepared Questions/Responses 50 Points [NAEYC AP Standards 1, 2, 3, 4b, 4c, 4d, 5; IECE KTS IV,V, VII, VIII, X; PGES Domain 4] 2) TASK #2 – Global Curriculum ……………….………………………………………… 250 Points a) Written Report – 100 points b) Curriculum Plan/Resources (Environment, Materials, Technology, Literature)-125 points c) Peer Review – 25 points [NAEYC AP Standards 1, 2, 4a, 4b, 4c, 4d, 5; IECE KTS I, II, III, VI, VII; PGES Domains 1, 2, 3, 4] 3) TASK #3 – Tests…………………………………………………………………………...150 Points Three Tests – 50 points each 4) TASK #4 Articles: Early Childhood Practices around the World…………………….100 Points a) Article Presentations – 50 points b) Two Additional Article Summaries and Reflections from List of Options – 25 points each; 50 points total [[NAEYC AP Standards 1, 2a, 5; IECE KTS V, VII; PGES Domain 4; based on article content, other Standards and Domains may apply] 5) Task #5 – Responsive Reflections…………….…………………………………………...200 points Welcome Activity (25 points) and Seven (7) Weekly Responses (25 points each 175 points) [NAEYC AP Standards 1, 2, 4a, 5; IECE KTS II, V, VI, VII] [PGES Domains 1, 2, 3, 4] 6) Task #6 - Globally Literate Educator Self-Assessment………………..………………..125 points [NAEYC AP Standards 4a, 4b, 4c, 5; IECE KTS I, V, VII]</p><p>7) Task #7 - Professional Growth Plan Reflection…………………………………………...25 points [NAEYC AP Standard 5, IECE KTS VII, X]</p><p>TOTAL 1000 Pts. GRADING SCALE : A = 90-100% 900-1000 pts B = 80 - 89% 800-899 pts C = 70 - 79% 700-799 pts D = 60 - 69% 600-699 pts F = below 60% 599 pts and below </p><p>Field Experience Assignments Students will complete various field assignment activities related to course topics as required by assignments. A Field Experience Log is submitted at the end of the course. </p><p>GRADING SCALE : </p><p>A = 90-100% B = 80 - 89% C = 70 - 79% D = 60 - 69% F = below 60% </p><p>6. Teaching Approaches  Online or hybrid delivery includes interactive discussions with individuals as needed  Reflective reading, research, application  International practicum option with alternative comparable local field experiences  Lecture/discussion  Critical analysis of global practices and approaches  Cooperative Learning Groups; collaborative projects  Oral and Written Presentations  Self-Assessment; Program Evaluations  Guest Speakers  Technology (including blog-abroad with international trip) and Internet Resources including selected video presentations  Student planning, observation, recording, and reflection  Observation and Assessment </p><p>7. Class Session Outline </p><p>I. Global Education and Perspectives a. Rationale, Need for Globally Literate Early Childhood Professionals b. Defining Global Education – 12 Principles c. Intercultural Competency II. Investigating the World’s Children a. Current Issues, Trends III. Educating Children Around the World a. Situational Analysis b. Education and Children c. Inclusion, Humanitarian Efforts d. Family Issues e. Implications for Learning f. Advocacy IV. International Program Models and Service Delivery a. Children’s Voices b. International Movements, Schools, Programs c. Reggio Emilia d. Montessori e. Serving Children with Special Needs/Rights f. Refugees, Immigrants, Other Special Populations g. Multicultural American V. Including Global Education Curriculum a. Creating Community b. Including the World in the Curriculum c. Teaching Global Issues and Themes d. Model Curriculum/Themes and Strategies e. Resources f. Children’s Literature g. Technology VI. Trends, Issues, and Best Practices VII. Reflection and Application </p><p>8. Bibliography as appropriate (listings should include author, title, publication date, and an indication as to whether the Montgomery Library currently holds this item)</p><p>Comparative Education Resources: 1. Fu, V., Stremmel, A., & Hill. L. (2002). Teaching and learning: Collaborative exploration of the Reggio Emilia approach. Upper Saddle River, NJ: Merrill/Prentice Hall. 2. Gutek, G. L. (1993). American education in a global society: Internationalizing teacher education. Prospect Heights, IL: Waveland Press. 0-88133-929-6 3. Manzon, M. (2011). Education compared. Hong Kong: Comparative Education Resource Centre. Electronic Resource. 4. Mazaruk, K. (2006). Schooling around the world. Boston: Pearson. 5. McAdams, R. P. (1993). Lessons from abroad: How other countries educate their children. Lancaster, PA: Technomic Publish. ISBN: 0-87762-978-2. (Online version: 623502048) 6. Lynch, E. W., & Hanson, M. J. (2011). Developing cross-cultural competence: A guide for working with young children and their families (4th Ed.). Baltimore, MD: Paul H. Brookes. ISBN 978-1-59857-163-9 7. Miller, L., Dalli, C., & Urban, M. (Eds.). (2014). Early childhood grows up: Towards a critical ecology of the profession (International perspectives on early childhood education and development, v. 6). ___: Springer. ISBN-13: 978-9400799080 8. Montessori, M. (1966). The secret of childhood. New York: Ballantine. 9. National Research Council. Committee on a Framework and Long-term Research Agenda for International Comparative Education Studies. (2003). International comparative studies in education. Washington D.C.: National Academy Press. 0-309-088-550 10. Reagan, T. (1996). Non-western educational traditions: Alternative approaches to education thought and practice.Mahwah, NJ: Lawrence Erlbaum Associates. 11. Wien, C. A. (Ed). (2008). Emergent curriculum in the primary classroom: Interpreting the Reggio Emilia Approach in schools. New York: Teachers College Press.</p><p>Issues in Early Care and Education Resources: 1. Pacierok, K. M. (new editions published yearly). Annual editions in early childhood education. Colombus, OH: McGraw Hill. 2. Goffin, S. G. (2013). Defining early childhood education for a new era: Leading for our profession. New York: Teachers College Press. 3. Isenberg, J. P., & Jalongo, M. R. (2003). Major trends and issues in early childhood education: Challenges, controversies, and insights. New York: Teachers College Press. Professional Resources: 1. Association of Early Childhood Education International (ACEI) www.acei.org 2. American Forum for Global Education http://www.ucis.pitt.edu/global/node/64; http://www.indiana.edu/~global/resources/forum.php 3. Comparative and International Education Society – Institute of International Education www.cies.us 4. Early Childhood Technical Assistance Center www.ectacenter.org/enotes/enotes.asp 5. National Association for the Education of Young Children (NAEYC) www.naeyc.org 6. International Early Childhood Education Association www.iecea.org 7. International Society for Intercultural Education www.iaie.org 8. Association of Early Childhood Education International (ACEI) www.acei.org 9. National Association for the Education of Young Children (NAEYC) www.naeyc.org 10. National Geographic Society www.nationalgeographic.com 11. Northeast Global Education Center http://www.salemstate.edu/ngec/ www. reggiochildren foundation.org/?lang=en 12. International Early Childhood Education Association www.iecea.org 13. The World Factbook https://www. cia .gov/library/publications/the-world- factbook / 14. The University of Kentucky toolkit for international studies http://www.uky.edu/toolkit/the-tools 15. UNESCO www.unesco.org 16. UNICEF www.unicef.org 17. U.S. Dept. of State background notes on foreign countries, located at the University of Pennsylvania. http://www.state.gov/r/pa/bgn 18. World Organization for Early Childhood Education – U.S. National Committee. Resources for Early Childhood Education around the Globe: www.naeyc.org/files/yc/file/200711/BTJInternationalResources.pdf</p><p>9. Performance Standards/Competencies IECE Teacher Standards:  IECE Standard I: Designs/Plans Instruction  IECE Standard II: Creates/Maintains Learning Environment  IECE Standard IV: Assesses & Communicates Learning Results  IECE Standard V: Reflects/Evaluates Professional Practices  IECE Standard VI: Collaborates with Colleagues/Families/Others  IECE Standard VII: Engages in Professional Development  IECE Standard VIII: Supports Families  IECE Standard IX: Implements Technology  IECE Standard X: Provides Leadership within School, Community, and Community NAEYC Advanced Program Standards:  Standard #1: Promoting Child Development & Learning  Standard #2: Building Family & Community Relationships  Standard #3: Observing, Documenting, & Assessing to Support Young Children and Families  Standard #4a: Connecting with Children and Families  Standard #4b: Using Developmentally Appropriate Approaches  Standard #4c: Understanding Content Knowledge in Early Education  Standard #4d: Building Meaningful Curriculum  Standard #5: Growing as a Professional NAEYC Essential Professional Tools in Advanced Programs:  Cultural Competence – Tasks 1 - 7  Knowledge and Application of Ethical Principles – Tasks 1, 2, 5, 6  Communication Skills – Tasks 1 - 6  Mastery of Relevant Theory and Research – Tasks 1, 2, 4, 5, 6  Skills in Identifying and Using Professional Resources Tasks 1, 2, 4, 5, 6, 7  Inquiry Skills and Knowledge of Research Methods Tasks – 1, 2, 4, 5, 6, 7  Skills in Collaborating, Teaching, and Mentoring Tasks 1, 2, 6  Advocacy Skills – Tasks 1, 5  Leadership Skills – Tasks 1, 2, 6 </p><p>G-6 Term Summer 2017 IEC 625 Course Tentative Schedule Assignments are due Sunday evenings at 11:55 p.m. except for Module 8, which are due Wednesday, July 5 at 11:55 p.m.</p><p>Module Dates Topic Assignments</p><p>1 Read: May 15 - 21 Chapters 1 and 2 What is Global Education? Who are  Chs 1-2 the World’s Children?  Power Point Why and When to Teach Global  Global and Intercultural Education Competency Resources, Internet Searches Task #5: Responsive Reflections  Course Tasks #1, #5, #6 Task #1: Global Issue Report Due May 21: Task #6: Globally Literate  Welcome Activity Education (GLE) Evaluation  Responsive Reflection #1  Select Global Issue/Topic for Course Task #1</p><p>2 Read: May 22 - 28 Chapter 3 The International Rights of the Child  Ch 3  Internet Sources Test One (Ch. 1 – 3) Due May 28:  Responsive Reflection #2  Test One</p><p>3 May 29 – Chapter 4 Read: June 4 Educating Children Around the  Ch 4 World  Three Ch. 4 PowerPoints Inclusion  Tasks #4, #2 Family Issues  Articles, Internet Sources Due June 4: Task #4: Articles –Early Childhood Practices around the  Responsive Reflection #3 World  Select Country for Course Task #2: Global Curriculum Task #2</p><p>4 Read: June 5 - 11 Chapter 5 Culture, Learning, and Teaching  Chs 5-6  Ch. 6 PowerPoint Chapter 6  Intercultural Conversations Multicultural America  Articles Due June 11: Test Two: Ch. 4 - 6  Responsive Reflection #4  Test Two  Course Task #4a Two PowerPoint Presentations</p><p>Module Dates Topic Assignments</p><p>Read: 5 Chapter 7 June 12 - 18  Chs 7-8 Creating Community  Ch. 8 and Multiple Chapter 8 Intelligences PowerPoints Including the World in the Curriculum  Task 4a Posted Presentations  Articles Due June 18:  Responsive Reflection #5  Course Task #1a  Course Tasks #4b</p><p>June 19 - 25 Read: 6 Chapter 9 Teaching Global Issues and Themes  Chs 9-10  Ch. 10 PowerPoint Chapter 10  Articles, Photos Model Curriculum and Themes  Written Task 1a Reports posted Using Children’s Literature Due June 25:  Responsive Reflection #6  Course Task #1b Reflective Response to Global Issue Reports; Questions/ Responses  Course Tasks #2a, b: Written Report and Global Curriculum</p><p>7 June 26 - Read: Reviewing Global Curriculum July 2  Task 2 Assigned Global Peer Reviews Report and Curriculum Plan  Articles Test Three: Ch. 7 - 10 Due July 2:  Responsive Reflection #7  Course Task #2c: Peer Review  Test Three</p><p>Read: 8 July 3 - 5 Task #7: PGP Reflection  Task 7 PGP Reflection  PGES Domains Overview Due July 5: Course Task #7: PGP Reflection Field Experience Logs (if applicable) Course Task #6: GLE Evaluatio n You are responsible for your own learning. It is your responsibility to contact the instructor if you are having trouble with the course material.</p>