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EDC 222 Early Childhood Principles
Choi, Dong Hwa


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.

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

Course

EDC 222 Early Childhood Principles

Semester

FA 2006 HO

Faculty

Choi, Dong Hwa

Title

Assistant Professor

Degrees/Certificates

Ph. D

Office Location

Independence campus

Office Hours

T, TH 12-3 PM

Daytime Phone

816-584-6563

E-Mail

dong.choi@park.edu

donghwachoi@hotmail.com

Class Days

--T----

Class Time

6:00 - 8:30 PM

Credit Hours

3


Textbook:

  1. Morrison, G. S. Early Childhood Education Today. Tenth edition. Meerrill Prentice Hall, 2007

 

  1. Bredekamp, S.  & Copple, C.  Developmentally appropriate practice in early childhood programs. Revised edition.  National Association for the Education of Young Children.  Washington, DC. 1997

 

  1. Mooney, C. G.   Theories of childhood: An introduction to Dewey, Montessori, Erikson, Piaget, and Vygotsky.  St. Paul, MN: Redleaf Press. 2000

 

Additional Resources:

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: Infant/Toddler, Pre-Kindergarten, and Primary K-3. 3:0:3

Educational Philosophy:

Teaching is an interactive and a collaborative meeting between teachers and students. In this meeting, students become self-motivated, self-empowered, self-initiated, critical, and creative learners as the products of that teaching practice. This meeting should be rooted in trust, caring, and support from the teacher as well as the students. This two-way interaction makes this teaching process a moment of growth for the both parties. Teaching is not a one-way delivery of knowledge or skills to students. Instead, it is a continuous search for the teachers' and learners' process of change, self-growth, hidden potential, and competencies. It demonstrates respect for the full range of all individual human talents unique to each individual. An inquiry-based teaching-learning process which entails a teacher-guided journey of discovery, constitutes my main pedagogical approach to nurturing each learner in the process of becoming a self-learner/self-teacher as well as supporting my teaching philosophy.

Learning Outcomes:
  Core Learning Outcomes

  1. Discuss significant historical, philosophical, psychological, and social foundations of current practice in early childhood education. (MoSTEP  1.2.1. EC 1.1 NAEYC 5a)
  2. Apply knowledge of child growth, development, and learning to teaching practice. (MoSTEP 1.2.2, 1.2.3. EC 2.3 NAEYC 1c)
  3. Identify 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. (MoSTEP 1.2.4, 1.2.5.  EC 2.3  NAEYC 1a, 4b)
  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. (MoSTEP Standards 1.2.4.  EC 6.3 NAEYC 4b)
  5. Reflect on professional learnings. (MoSTEP 1.2.9, EC 7.6 NAEYC 5)
  6. Formulate a beginning philosophy of early childhood education as a basis for making professional decisions. (MoSTEP 1.2.9.  EC 1.4 NAEYC 5)


Core Assessment:
Three Classroom Observations with Analysis and Reflection  

Link to Class Rubric

Class Assessment:

COURSE ASSESSMENT:

 

  1. Personal Autobiography (12 pts): Write your personal autobiography including where you live, your family, hobbies, interests, and motivation to become a teacher in early childhood education.

       You should include the following components.

a)         Your writing should be written in an active voice, creative but in a professional style with logical organization.

b)         Include an explanation of who you are and how or why you decided upon a teaching career. 

c)         Correct grammar, spelling, and punctuation.  Varied and correct sentence structure.

d)         Transitions used to unite the essay.  

e)         Two or more pages using Times New Roman 12 font and double spaced.

f)          Meaningful and descriptive information is included.

g)         No slang terms.

 

  1. Reflecting on Readings. (12 pts)    This assignment asks you to apply and reflect on content of selected course readings.  Review the Park University Early Childhood Department's vision statement on the qualities of a graduate.  Explain why each of the five broad 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.

e) Two or more pages using Times New Roman 12 font and double spaced.

 

  1. Group work: Early Childhood Program Study Project and Presentation. (96 pts)

Two students, as one team, select one of the major figures, program models, or approaches that have influenced the field of early care and education.  

a) Discuss the major ideas of theorist, educator, program, or model: Describe the educational philosophy, theory of teaching and learning, and appropriate classroom activities in the educator's theory, model or program that you select. Three or more pages using Times New Roman 12 font and double spaced.

b) Compare these ideas to another major theorist, educator, program, or model. Three or more pages using Times New Roman 12 font and double spaced.

c) Reflect the implications of both these ideas for your teaching.: Why would I apply these practices to my teaching? How do or will I reflect this approach to my teaching?  Three or more pages using Times New Roman 12 font and double spaced.

(Written 48 pts.   Oral 48 pts. for a total of 96 pts.)

 

  1. Three Observations (210 pts) (Core Assessment). You will be asked to observe in three different early childhood settings (Infant/Toddler, PreK, K-3) for a total of 15 hours.

 

A. Observation part

1. Plan to observe for 5 hours (minimum) in a program serving infants or toddlers.  Use the NAEYC Developmentally Appropriate Practice: Early Childhood Programs Serving Children From Birth Through Age 8 (Bredekamp & Copple) as a guideline to organize your report. (pp. 70-71)

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.

 Anecdotal Record

 

            a-1) Introduction: Describe these three components in the introduction.

  • Teacher –Child Ratio / What the teachers do /What the children do

This section must be a minimum of 2 lines using Times New Roman 12 font and double spaced.

 

      a-2) Incident: Describe a specific child(ren)'s or teacher(s)' behaviors on which you wish to elaborate.  This section must be a minimum of 4 lines using Times New Roman 12 font and double spaced.

 

      a-3) Interpretation:  Interpret the incident described above using professional knowledge and perspectives.  This section must be a minimum of 3 lines using Times New Roman 12 font and double spaced.

 

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 teacher 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. 

e) Three or more pages using Times New Roman 12 font and double spaced.

 

  1. 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 each standard or competency, 2) describing how you are learning about the standard or competency with reference to particular assignments for this course, and 3) explaining why it will be important in your teaching. Four or more pages using Times New Roman 12 font and double spaced.

 

  1. Philosophy of Education  (16 pts)

Describe your philosophy of Education including the followings.

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)         Minimum three pages using Times New Roman 12 font and double spaced.

h)         Professional language/ No slang terms.   

 

  1. Two Examinations (Each 50pts, total of 100 pts): During the semester, two    

  examinations   will be given in class.

Grading:

GRADING PLAN:

 The course requirements are all assigned point values.  Rubrics will be provided for each of the assignments.  You will earn grades on the basis of total points earned in the course.  

 

A=471-383 pts. Exceptional work that demonstrates strong understandings and critical thinking.

B= 382-292 pts. 

C=291-200 pts. 

D=199-109 pts

F=below 108 pts

Late Submission of Course Materials:

All assignments must be turned in on time.  Late assignments will not be given full credit.   Rubrics must be completed and attached to each assignment.

Classroom Rules of Conduct:

CLASS EXPECTATIONS:

·         Arrive promptly for class.

·         Turn off cell phone.

·         Attend all class meetings (excused absences for emergencies only).

·         Actively participate in class learning experiences.

 

Each student will be an important part of the community of learners.  The learnings created through discussion and group work will be essential to developing understandings of the course content.  If you should have an emergency and are unable to attend, please be sure to call the instructor before the class meeting.  Attendance will be considered in determining the final course grade.   If you have more than three absences for the semester, your final evaluation will be lowered by one grade, for example, a “B” will become a “C.”  Three late arrivals or early departures = one missed class.

 

·         Complete all reading assignments before the class for which they are assigned.

·         Complete all assignments on the date indicated in the syllabus. 

 

Computers make writing and revising much easier and more productive however technology can also cause problems.  Printers run out of ink and hard drives crash.  You are responsible for planning ahead and meeting deadlines in spite of technology.  Be sure to save copies of your work to disk and print out paper copies for backup purposes.  When turning in an assignment, be sure to provide the instructor with a paper copy rather than a disk or an e-mail attachment.

Course Topic/Dates/Assignments:

COURSE TOPICS/DATES/ASSIGNMENTS:

Week

Date

Topics/Assignments

1

August 22

Characteristics of An Early Childhood Educator.

Reading:

1) Morrison Chapters 1 & 2

2

August 29

Theories of Development and Learning

Reading:

1) Morrison Chapters 4 & 5

2) Mooney: Theories of Childhood

Assignment Due: Personal Autobiography

3

September 5

Theories of Development and Learning

Reading:

1) Morrison Chapters 4 & 5

2) Mooney: Theories of Childhood

4

September 12

Developmentally Appropriate Practices

Reading:

1) Bredekamp, S. & Copple, C. : Developmentally Appropriate Practices in Early Childhood Programs pp. 3-51

Assignment Due: Reflection on Reading

5

September 19

Approaches to Early Childhood Education

Reading:

1) Morrison Chapter 6

2) Websites and additional resources:

A. Reggio Emilia

http://www.ericdigests.org/1993/reggio.htm

http://www.ericdigests.org/1996-4/quality.htm

http://www.ericdigests.org/1996-3/early.htm

http://www.ericdigests.org/2001-3/reggio.htm

B. Montessori

Association Montessori Internationale (highlight Pedagogy)

http://www.infed.org/thinkers/et-mont.htm

http://www.montessori-namta.org/NAMTA/geninfo/whatismont.html

http://digital.library.upenn.edu/women/montessori/method/method-I.html

http://www.ericdigests.org/2003-3/early.htm

C. John Dewey www.infed.org/archives/e-texts/e-dew-pc.htm

The text of “My Pedagogic Creed”

http://www.ul.ie/~philos/vol1/dewey.html

http://www.ucls.uchicago.edu/about/history/ee/chapter1_3.pdf

http://www.ucls.uchicago.edu/about/history/chapter1.shtml

http://www.ericdigests.org/1999-3/foxfire.htm

D. Project Approach

www.ericeece.org/project.html

http://www.ericdigests.org/2000-3/disputes.htm

http://www.ericdigests.org/1994/project.htm

F. Froebel and Pestalozzi

http://www.infed.org/thinkers/et-pest.htm

http://www.infed.org/thinkers/et-froeb.htm

G. Constance Kamii and Rheta DeVries

Group Games in Early Education: Implications of Piaget's Theory

www.uni.edu/coe/regentsctr/Articles/Moralandintellect.pdf

http://www.ericdigests.org/pre-9213/cooperative.htm

http://www.ericdigests.org/pre-9211/nature.htm

6

September 26

Approaches to Early Childhood Education

Observation Methods

Reading:

1) Morrison Chapters 3 & 6

2) Websites and additional resources:

7

October 3

Presentations & Due of Assignment : Early Childhood Program Study Project

8

October 10

Investigating Infant/Toddler Settings

Reading:

1) Morrison Chapter 9

2) Bredekamp & Copple pp. 55-91

9

October 15-22

Fall Recess

10

October 24

Investigating PreK Classrooms

Reading:

1) Morrison Chapter 10

2) Bredekamp & Copple pp. 97-136

Midterm Exam.

11

October 31

Investigating Kindergarten Classrooms

Reading:

1) Morrison Chapter 11

2) Bredekamp & Copple pp. 141-180

Assignment Due: Infants and Toddlers Observation

12

November 7

Investigating Primary Classrooms

Reading

1) Morrison Chapter 12

Assignment Due: PreK Observation

13

November 14

Technology and Young Children

Reading

1) Morrison Chapter 13

Assignment Due: Kindergarten (K-3) Observation

14

November 21

Children with Special Needs

Reading

1) Morrison Chapter 16

Assignment Due: NAEYC Standards/MoSTEP Standards and EC Competencies Essays

15

November 28

Early Child Education Today

Reading

1) Morrison Chapter 2

Assignment Due: Philosophy of Education

16

December 5

Final Exam.

Finals

December 12

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 2006-2007 Undergraduate Catalog Page 87-89

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 2006-2007 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 "W".
  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 2006-2007 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:8/25/2006 3:31:12 PM