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Education Major Version

EDC 222 Early Childhood Principles
Ebright, Ladonna E.


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

EDC 222 Early Childhood Principles

Semester

F2J 2008 DN

Faculty

Ebright, Ladonna E.

Title

Assistant Professor and Prcticum Director

Degrees/Certificates

Masters: Special Education; Certificatin: K-8 Elementary, Learning Disabilities, Behavior Disorder, Mentally Retarded, School Psy. Examiner, School Psychologist

Office Location

911 Main St. Suite 902, Kansas City, MO 64105

Office Hours

By appointment either downtown or Parkville campus

Daytime Phone

(816) 559.5632

Other Phone

Cell (816) 210-4958

E-Mail

LaDonna.Ebright@park.edu

Semester Dates

Fall II - October 20 - December 14, 2008

Class Days

----R--

Class Time

5:30 - 9:50 PM

Prerequisites

EDC220 child Growth and Development

Credit Hours

3


Textbook:

Mooney, Garol Garhart (2000). Theories of Childhood: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky.St. Paul, MN: Redleaf Press.
 
Gestwicki, Carol (2007). Developmentally Appropriate Practice Curriculum and Development in Early Education. 3rd ed. NY: Thomson Delmar Learning.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

Reggio Emilia
http://www.ericdigests.org/2001-3/reggio.htm
Montessori
http://www.infed.org/thinkers/et-mont.htm
John Dewey
http://www.ericdigests.org/1999-3/foxfire.htm
Project Approach
http://www.ericdigests.org/2000-3/disputes.htm
Froebel
http://www.infed.org/thinkers/et-froeb.htm
Pestalozzi
http://www.infed.org/thinkers/et-pest.htm
Constance Kamii and Rheta De Vries
http://www.ericdigests.org/pre-9211/nature.htm
 

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
An introduction to early childhood principles and their implications for teaching. Students will be familiar with the philosophical framework of developmentally appropriate practices as a basis for making professional decisions. Students will observe for a total of five (5) hours in each of the following early childhood settings: Infants/Toddler, Pre-Kindergarten, and Primary. K-3. 3:0:3.

Educational Philosophy:

The professor draws from Howard Gardner's theory of multiple intelligences and Robert J. Sternberg' triarchic theory of cognition, in that it it important to allow for diverse learning styles in all classrooms.  Further, she believes in the fact that individuals learn through collaboration and construction of their own knowledge. In other words, the professor draws heavily from theorists such as Dewey, Vygotsky, Piaget, Bruner to name a few.  The professor provides time to share personal experiences and ideas to understand multiple perspectives.
 
The class is organized in the style of a seminar including techniques such as; in-class dialogue, demonstration, use of e-companion, observation, library/internet research, collaborative group projects and oral presentations.

Learning Outcomes:
  Core Learning Outcomes

  1. Describe significant historical, philosophical, psychological, and social foundations of current practice in early childhood education.
  2. Apply knowledge of child growth, development, and learning to teaching practice.
  3. IIdentify the characteristics and principles guiding the planning, implementation, and evaluation of developmentally appropriate materials, activities, and strategies in an integrated curriculum in various early childhood settings.
  4. Identify the characteristics and purposes of learning environments using concrete manipulative materials, child choice and decision-making, and play as a context for enhancing development.
  5. Demonstrate the importance of reflection in teaching.
  6. Articulate a developing philosophy of early childhood education as a basis for making professional decisions.


Core Assessment:
Three Classroom Observations with Analysis and Reflection  

Link to Class Rubric

Class Assessment:

1.  Reflecting on Readings. (18 pts) Apply and reflect on content of selected readings (Early Childhood vision statement, School for Education's vision and mission, School for Education's Conceptual Framework).  Review the vision statements and conceptual framework.  Explain why each of the categories of qualities is essential for a teacher.
   a)  Is there something that surprises you?
   b)  Is there something that inspires you?
   c)  Is there something that will be challenging?  Be sure to explain why.
   d)  Conclude with a reflection that examines why this assignment might be important as you prepare to become a teacher.
 
2.  NAEYC Standards/MoSTEP Standards and EC Competencies Essays (25 pts) Examine the NAEYC Standards, MoSTEP Standards, and Early Childhood Competencies.  Write several paragraphs 1) explaining the standard or competency, 2) describing how the standards and competencies are interrelated, 3) describing why they will be important in your teaching.  Students will receive specific rubrics for these essays.
 
3.  Three Observations (210 pts) (Core Assessment)  You will be asked to observe in three different early childhood settings (Infant/Toddler, Pre-primary, Primary) for a total of 15 hours.
   A. Observation part
      1.  Plan to observe for 5 hours (Minimum) in each program serving infants or toddlers, Pre-K. and K-3.  Use the Gestwicki text as a guideline to organize your report.  Your report should have 7 categories:
         a) Interest in others
         b) Self-awareness
         c) Motor milestones and eye-hand skills
         d) Language, development/communication
         e) Physical, spatial, and temporal awareness
         f)  Purposeful action and use of tools
         g) Expression of feelings.
In each category, record a child or children's behavior using anecdotal records.  Each anecdotal record consists of three parts: introduction, incident, and interpretation.  You may also use the observation guide to help you organize your observation.
Anecdotal Record
   1)  Introductin: Describe these three components in the introduction:
         Teacher-Child ratio, What the teachers do, and What the children do
   2) Incident:  Describe a specific child(ren)'s or teacher(s)' behaviors on which you wish to elaborate
   3) Interpretation:  Interpret the incident described above using professional language and perspectives.
   
   B. Reflection part:
   Reflect on your learnings from the assignment:
      a)  What are you noticing that seems important for your teaching?
      b) How are these learnings helping you develop a vision of the te3acher you want to be?
      c) What readings are helping you understand the issues?
      d) Why might your learnings be important for the year children will spend in your company?
      e) How are your learnings helping you envision children as capable and competent?
      f)  How are you coming to appreciate the values that underlie teaching decisions.
 
4. Personal Autobiography (12 pts)  Write your personal autobiography including where you live, your family, hobbies, interests, and motivation to become a teachin in early childhood education.  Consider your values and how they impact your decisions.
 
   You should include the following components:
      a)  Your writing should be written in an active voice, creative but in a professional style (no slang) with logical 
 organization.
      b) Include an explanation of who you are and how or why you decided upon a teaching career.  Consider your values.
      c)  Correct grammar, spelling, and punctuation.  Varied and correct sentence structure.
      d)  Meaningful and descriptive information is included.
 
5. Philosophy of Education (16 pts)
   Describe your philosophy of Education including the following:
      a) Your writing should include accurate presentation of seven (7) or more beliefs.
      b) More than three of the beliefs are supported by an appropriate, respected philosopher(ies) or theorists.
      c) Personal examples or insights are included
      d) Essay demonstrates a deep understanding of educational terminology, ideas, and issues and is written in a professional style and unique or enticing organization.
      e)  Essay reflects insights of the writer's future as an educator.
      f)  Correct sentence structure, punctuation, and grammar.  Transitions create unified essay.
      g) Professional language/ No slang terms.
 
6.  Group work:  Early childhood Program Study Project and presentation. (48 pts)
 Two students, as one team, select one program model or approach that has influenced the field of early childhood education.  Discuss the major ideas model or approach: Describe the educational philosophy, theory of teaching and learning.  Discuss the pros and cons of each model or approach.  Reflect the implications of both these ideas for your teaching.  Why or what would I apply to my teaching? How do or will I reflect this approach to my teaching?
 
The presentation must include a Power Point presentation that engages peers in learning about the model/approach.  Teacher Candidates must be able to explain how the model/approach/program relates to the activities done in class.  Be creative in your presentation! You must choose an approach that interests you BUT NOT one in which you have been working.
 
         Team 1:   Bank Street/Developmental Interactionist
 
         Team 2:  High Scope
 
         Team 3:  Project Construct
 
         Team 4:  Creative Curriculum
 
         Team 5:  Reggio Emilia
 
         Team 6:  Montessori
 
7.  Model/Approach/Theorist Guide (12 pts)
   Complete a brief description of each theorist, model and approach  This will be an "in-class" activity.
 
 
   

Grading:

1.  Reflections on Reading                        18 points
2. Standards/Competency Essays            25 points
3.  Three (3) observations                      210 points
4.  Personal Autobiography                      12 points
5.  Philosophy of Education                      16 points
6.  Presentation of model/approach           48 points
7.  Model/Approach/Theorist Guide          12 points
8.  E-class: Technology in Education            9 points
9.  E-class Philosophy of Education              6 points
10. Class Participation  7 classes x 5=        35 points
 
   TOTAL                                                  391 points 
 
Grading:
The course requirements are all assigned point values.  Scoring Guides will be provided for each of the assignments and must be turned in with each assignment.  You will earn grades on the basis of total points earned in the course.
      
      A=   352-361
      B=   288-351
      C=   252-287
      

Late Submission of Course Materials:
Scoring guides that include format for written assignments are provided for the course.  Teacher candidates must follow the criteria outlined and abide by the due dates for each project.  Late submissions are accepted only with PRIOR approval from the professor.  Twenty percent (20%) of the total points (for the project) MAY be deducted if the professor accepts the paper as a late submission.  Teacher candidates may submit papers on time even if absent (via e-mail, placing in professor's mailbox, 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.  Teacher candidates should attend the writing center to ensure that papers do not bear any technical writing and typological errors.  Teacher candidates must site references using APA style within the contents of the paper.  Teacher candidates should write papers in order to explain all information (assume that the readers does not understand the information presented).  This form of writing will enable the students to explain their ideas and understanding of content to the professor.  Furthermore, this form will better enable students to explain ideas to family members of children with whomn they will work in the future.

Classroom Rules of Conduct:

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 will receive partial points for class participation and interaction.  The class projects are based on contents covered in the text and class dialogue.
 
Revision of Papers:
All writen papers should be saved for the purpose of revision.  Teacher candidates are allowed to make one revision for each written project if the grade is less than ninety percent and submitted on time.  The due date for the revised papers is one week after they have been returned to students.
 
Mobil Phones and Messaging:
Participation in class is essential for everyone's learning.  If teacher candidates must have a mobile phone for emergencies, they are reauired to turn to vibrate.  Otherwise, all phones are to be turned off during class time.  Text messaging is not permitted during class time.
 
Visiting Programs:
When visiting early chldhood programs for observation, it is essential that teacher candidates always remember that they are representatves of Park University.  Professional dress and behaviors are expected during all observations.  You should contact the program for an appointment to observe and follow up the visit with a "Thank You" note.

Course Topic/Dates/Assignments:
 

Date

Topic

Assignment

October 23

Developmentally Appropriate Practice (DAP)

Read/Discuss: Gestwicki Ch.1. DAP; Ch. 2: Understanding Play: Its Importance in DAP and Ch. 3: Planning for Developmentally appropriate Curriculum. 

Introduction to Class, review of Park University’s Early Childhood Mission, Conceptual Framework, NAEYC Standards, MoSTEP standards and Early Childhood Competencies. Syllabus and learning how to use e-companion.

HOMEWORK: Reflection of readings paper; E-companion chapter questions. Read Gestwicki Chapters 4, 8,12 (infant) and 5, 9,13 (toddler)

October 30

Infant Toddler Developmentally Appropriate Practice

(DAP)

Discuss Gestwicki Ch. 4 DA Physical Environments for Infants: Ch 8  DA Social/Emotional Environments for Infants; Ch 12 DA  Cognitive/Language/Literacy Environments for Infants; Ch 5 DA Physical Environments for Toddlers; Ch 9 DA Social/Emotional Environments for Toddlers; and  Ch 13 DA Cognitive/Language/Literacy Environments: for Toddlers

Reflection paper due

Homework: Set up observation for Infant/Toddlers

November 6

Field Work Experience Observe Infant/Toddler program and Work on Standards

(no class)

NKC Hospital and CITI Corp both have infants until around 7pm if you do not have access during the day. NKC Hospital also has children on Saturdays.

Homework: You should use this time to complete your observation and prepare your paper for submission. You also should be writing to the NAEYC Standards, MoSTEP Standards and Early Childhood Competencies.   These will be due on Dec. 4th. Read Gestwicki Chapters, 6, 10 & 14 .

November 13

PreSchool Developmentally Appropriate Practice

(DAP)

Discuss Gestwicki Ch. 6 DA Physical Environments for Preschoolers; Ch 10 DA Social/Emotional Environments for Preschoolers and 14 Developmentally Appropriate Cognitive/Language/Literacy Environments for Preschoolers 

HOMEWORK: Read Gestwicki Ch 7, 11 & 15 and Mooney Chapters 1, 2, 3, 4, & 5.

DUE: Infant Toddler Observation and NAEYC Standards; MoSTEP Standards and EC Competencies. papers

November 20
 
 
 
 
 
 
 
 
 
 
 
 
 
November 27- 28
NO School
Thanksgiving      
 
 
 
 

Primary Developmentally Appropriate Practice

(DAP)

Discuss Gestwicki Ch 7 DA Physical Environments for Primary-Aged Children; Ch 11 DA Social/Emotional Environments for Primary-Aged Children and Ch 15  DA Cognitive/Language/Literacy Environments; for Primary-Aged Children

Discuss Mooney: Entire book on Theories of Childhood. Set up for presentations

HOMEWORK: Read Gestwicki Ch 16, 17, &18 complete Primary Observation

DUE: PreSchool Observation

 

December 4

Teachers and Families and Work Night

Discuss Gestwicki Ch 16 Helping Teachers Change to More Appropriate Practice and Ch 17 Helping Families and Communities Understand Developmentally Appropriate Practice.

WORK: Using information from Gestwicki Ch 18 A consideration of Various Curriculum Models and information from web sites, work in teams on presentation. Also work on Autobiography, Philosophy and Self Study of Dispositions.

DUE: Primary Observations

Work on presentation and the Model Approach/Theorist Guide in class

December 11

All Papers Due
Presentations/Celebration
Wrap up questions, concerns, etc.
Everyone presents
DUE: Autobiography, Philosophy and Self Study of Dispositions. 

 

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2008-2009 Undergraduate Catalog Page 87

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2008-2009 Undergraduate Catalog Page 87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2008-2009 Undergraduate Catalog Page 89-90

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Analysis                                                                                                                                                                                                                                                   
Outcomes
3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Provides descriptive accounts of the setting, teaching strategies, and learning experiences observed. Includes descriptive accounts of the children's participation, responses, initiative, etc. Brief accounts of teaching strategies.  

Brief accounts of the children's responses. 
Little effort to help reader visualize setting, interactions, or learning experiences. Little if any attention to children's responses.



 
No evidence... 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Responses are well-developed with explanations of two or more relevant examples (for each question) from your fieldwork.

•How are these learnings helping you develop a vision of the teacher you want to be?  (NAEYC Standard 5d)

•How are your learnings helping you envision children as capable and competent? (NAEYC Standard 4a)







 
Responses address questions with reference to at least one example from your fieldwork (for each question).  

•How are these learnings helping you develop a vision of the teacher you want to be?  (NAEYC Standard 5d)

•How are your learnings helping you envision children as capable and competent? (NAEYC Standard 4a)













 
Examples from fieldwork are inappropriate or missing.

•How are these learnings helping you develop a vision of the teacher you want to be?  (NAEYC Standard 5d)

•How are your learnings helping you envision children as capable and competent? (NAEYC Standard 4a)



 
No evidence. 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
5, 6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Response is well-developed with explanations of two or more relevant examples from your fieldwork or readings.

•How are you coming to appreciate the values that underlie teaching decisions? (NAEYC Standard 5d)

 
Response addresses the question and includes a reference to at least one example from your fieldwork or readings.  

•How are you coming to appreciate the values that underlie teaching decisions? (NAEYC Standard 5d)

 
Response fails to appropriately address the question.  Relies on personal opinion.

•How are you coming to appreciate the values that underlie teaching decisions? (NAEYC Standard 5d)

 
No evidence of addressing the required questions. 
Application                                                                                                                                                                                                                                                
Outcomes
5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Response is well-developed with explanations of two or more relevant examples from your readings.

•Why might these learnings be important for the year children will spend in your company?  (NAEYC Standard 5d)

 
Response addresses the question and includes a reference to at least one example from your readings.  

•Why might these learnings be important for the year children will spend in your company?  (NAEYC Standard 5d)





 
Response fails to appropriately address the question.  Relies on personal opinion.

•Why might these learnings be important for the year children will spend in your company?  (NAEYC Standard 5d)





 
No evidence. 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Reflection explains teaching practices in relation to major theorists: Piaget, Vygotsky, Dewey, and Erikson.

 
Reflection references observed teaching practices to major theorists: Piaget, Vygotsky, Dewey, and Erikson.



 
Reflection makes little if any reference to theorists.



 
No evidence. 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Careful attention to spelling and grammar.



Well-organized paragraphs.



 
Some errors in grammar and spelling (5 or less).

Paragraphs help organize thinking.

 
Substantial errors in grammar and spelling (more than 5).



Construction of paragraphs is confusing.

















 
 
First Disciplinary Competency                                                                                                                                                                                                                              
Outcomes
Identify the characteristics and purposes of learning environments using concrete manipulative materials, child choice and decision-making, and play as a context for enhancing development. (MoSTEP Standards 1.2.4.  EC 6.3 NAEYC 4b)                                                                                                                                                                                                                                                                              
Assignment clearly explains the specific contributions of a learning environment that invites the child to investigate, make meaningful decisions, and play as a way of making sense of her/his world.

 
Assignment makes a brief reference to the importance of a learning environment that invites the child to investigate, make meaningful decisions, and play as a way of making sense of her/his world.

 
Little if any reference to the importance of a learning environment that invites the child to investigate, make meaningful decisions, and play as a way of making sense of her/his world

 
No evidence of competency 
Second Disciplinary Competency                                                                                                                                                                                                                             
Outcomes
Reflect on professional learnings. (MoSTEP 1.2.9, EC 7.6 NAEYC 5)                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Reflection clearly explains your growth in professional learnings, that is, the reader is able to understand how you viewed the role of the teacher of young children at the beginning of the semester, and how your thinking has evolved.



Specific examples of growth are provided and linked to the vision statement of the Park University Early Childhood Department.  

 
Reflection references your growth in professional learnings.



Statements of growth are general rather than specific.  





 
Reflection makes little if any references to your growth in professional learnings.



Statements of growth are vague and generic, failing to reflect the specific content of the course.



 
No evidence of competency 

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Last Updated:10/3/2008 11:32:31 AM