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ED 575 Curriculum and Assessment in Early Childhood Education I
Wilson, Catherine


Mission Statement: The mission of the School of Graduate and Professional Studies at Park University is to provide leadership and directions to Park University's graduate and professional programs to assure that they are specialized, scholarly, innovative, and designed to educate students to be creative, independent, and lifelong learners within the context of a global community.

Vision Statement: Park University's School of Graduate and Professional Studies will be an international leader in providing innovative graduate and professional educational opportunities to learners within a global society.

Course

ED 575 Curriculum and Assessment in Early Childhood Education I

Semester

F1P 2006 EDI

Faculty

Wilson, Catherine

Title

Associate Professor, Retired

Degrees/Certificates

Ph.D. Curriculum and Instruction: Early Childhood Education
M.A.  Curriculum and Instruction: Early Childhood Education
M.L.S. Library Science

E-Mail

catherine.wilson@park.edu

Semester Dates

August 23-October 11

Class Days

---W---

Class Time

5:00 - 9:30 PM

Credit Hours

3


Textbook:

1.  DeVries, R., Zan, B., Hildebrandt C., Edmiaston, R., & Sales, C.  (2002).  Developing constructivist early childhood curriculum: Practical principles and activities.  NY: Teachers College Press. ISBN: 0-8077-4120-5 (paperback)

 

2.  C. Edwards, L. Gandini, & G. Forman (Eds.)The hundred languages of children: The Reggio Emilia approach – Advanced reflections.  Westport, CT: Ablex Publishing. ISBN: 156-750-311x (paperback)

 

3.  V. R. Fu, A. J. Stremmel, & L. T. Hill (Eds.)  Teaching and learning: Collaborative exploration of the Reggio Emilia approach.  (paperback) Upper Saddle River, NJ: Merrill Prentice Hall.  ISBN: 0130287830

 

4. Project Zero/Reggio Children.  Making learning visible: Children as individual and group learners.  Cambridge, MA: Harvard Graduate School of Education. 8887960259  (paperback) available from: http://www.pz.harvard.edu/ebookstore/detail.cfm?pub_id=133

 

5.  Dewey, J. (1938).  Education and experience. NY: Simon and Schuster. 

Additional Resources:

Delpit, L. D. (1986).  Skills and other dilemmas of a progressive black educator.  Harvard Educational Review, 56, 379-385. (Week 7)

 

Edwards, C. (2004).  Parallels and contrasts: Reggio Emilia and Montessori. Innovations in Early Education, 11, 15-20. (Week 7)

 

Gandini, L., & Kaminsky, J. A. (2004).  Reflections on the relationship between documentation and assessment in the American context.  Innovations in Early Education.  11, 5-17.  (Week 6)

 

Krechevsky. M., Stork, J. (2000).  Challenging educational assumptions: Lessons from an Italian-             American collaboration.  Cambridge Journal of Education, 30, 1-21. (Week 1)

 

Meier, D. (1995).  The power of their ideas: Lessons form American from a small school in Harlem.  Boston, MA: Beacon Press. (Week 3)

 

New, R. (1999).  What should children learn?  Making choices and taking chances.  Early Childhood Research and Practice, 1, 1-18.  http://ecrp.uiuc.edu/v1n2/new.html  (Week 2)

 

Polakow, V. (1992).  The erosion of childhood. Chicago: University of Chicago. (Week 5)

 

 

 

 

 

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Course Description:
The first course in a two-course sequence that explores historical foundations and current approaches to early childhood curriculum and assessment. Theoretical perspectives will be examined in the first course. 3 cr.

Educational Philosophy:

Developing as a teacher is a complex process that occurs most effectively in learning communities that provide rich opportunities for inquiry and reflection, and that cultivate a sense of curiosity, integrity, social justice, and professionalism. 

Learning Outcomes:
  Core Learning Outcomes

  1. Describe historical and contemporary tensions in approaches to curriculum and assessment in education in the United States.
  2. Analyze and evaluate contemporary approaches to curriculum and assessment in early childhood education.
  3. Synthesize approaches and refine personal philosophical framework for curriculum and assessment.


Core Assessment:

Class Assessment:

1.  Weekly Reflections on Readings and Discussion.  Submit a weekly reflection on the readings and discussion from the prior class.  The purpose of the reflections is to encourage a synthesis of readings and discussion as the course progresses, and to promote application to classroom practices.  Guidelines will be developed in class.  (Objective 1)

 

2.       Teacher Inquiry.  Core Assessment Based upon readings and discussion, conduct an in-depth critical analysis of the influences affecting the approach to curriculum and assessment in the program/school in which you currently teach (or work in some other capacity as director, education coordinator, etc.)   You will begin by identifying a compelling question from your teaching and relevant to the content of the course.  The inquiry process will include gathering “traces” related to the question, reflecting on the relationship of the material to the question, deliberating with peers about the significance of the material and defining possible next steps, and developing understandings of the complexity of a particular educational setting. Your inquiry should be presented as a documentation of the process, including anecdotal records or work samples collected from your work with children, and reflections written during the course of your investigation. (Objective 2)

 

3.       Philosophy of Teaching and Learning.  At the conclusion of this course you will be asked to write an analysis of the evolution of your own personal philosophy of teaching and learning based upon readings, discussion, and your inquiry project.  (Objective 3)

Grading:

 

GRADING PLAN: 1. Weekly Reflections: (10pts.each week) 60 pts. total.  2. Teacher Inquiry: 180pts.  3.  Philosophy of teaching and learning:  20pts.

A=260-245   B=244-200   C=199-150

 

Late Submission of Course Materials:

LATE SUBMISSION OF COURSE MATERIALS:  Work must be turned in on time to receive full credit.

Classroom Rules of Conduct:

EXPECTATIONS:

Please reserve Wednesday evening for this class meeting, and arrange your day so that you are able to arrive at 5:00 and remain until 9:30.  We will begin class promptly at 5:00, take breaks to keep our minds fresh, and plan for a variety of learning opportunities, including small group research work and large group conversations about class readings.  You will be responsible for leading discussion on the readings, so be prepared to guide your colleagues through an in-depth examination of the content of each week's readings, as well as make connections to readings from earlier class session.   This will mean that everyone needs to be well-prepared by carefully reading the selections for the week.

 

Course Topic/Dates/Assignments:

Session 1 What is curriculum?   Cross-cultural perspectives.

 

 

 

 

 

 

Teacher inquiry and the curriculum.

 

   

August 23

Readings:

Krechevsky. M., Stork, J. (2000).  Challenging educational assumptions: Lessons from an Italian-American collaboration.  Cambridge Journal of Education, 30, 1-21.

 

 

Project Zero/Reggio Children.  Making learning visible: Children as individual and group learners.  Cambridge, MA: Harvard Graduate School of Education.

 

Hill, L. T. (2002).  A journal to recast the Reggio Emilia approach for a middle school. In V. R. Fu, A. J. Stremmel, & L. T. Hill (Eds.)  Teaching and learning: Collaborative exploration of the Reggio Emilia approach.  Upper Saddle River, NJ: Merrill Prentice Hall, pp. 83-107.

 

  Assignment: Weekly Reflection
Session 2 Curriculum philosophy.  What is worth knowing?             Historical tensions in approaches to curriculum and assessment in the U.S.

 

 

 

 

 

 

 

 

August 30

Readings:

New, R. (1999).  What should children learn?  Making choices and taking chances.  Early Childhood Research and Practice, 1, 1-18.  http://ecrp.uiuc.edu/v1n2/new.html

 

Dewey, J. (1938).  Education and experience.

 

 

 

      Assignment: Weekly Reflection
Session 3

Contemporary tensions in approaches to curriculum and assessment in the U.S.

 

 

 

 

 

 

 

 

September 6

Readings:

DeVries, R.,

 Zan, B., Hildebrandt C., Edmiaston, R., & Sales, C.  (2002).  Developing constructivist early childhood curriculum: Practical principles and activities. (pp. 1-67)

 

Meier, D. (1995).  The power of their ideas: Lessons form American from a small school in Harlem.  Boston, MA: Beacon Press. (pp. 47-63; 121-135)

 

Tegano, D. W. (2002).  Passion and the art of teaching: Teaching as an art, art as imagination, imagination as passion. In V. R. Fu, A. J. Stremmel, & L. T. Hill (Eds.)  Teaching and learning: Collaborative exploration of the Reggio Emilia approach.  Upper Saddle River, NJ: Merrill

Prentice Hall, pp. 161-179.

 

Assignment:

Weekly Reflection

Session 4

Approaches to learning and the roles of the teacher.

 

September 13

Readings:

Vecchi, V. (2001).  The curiosity to understand.  In Project Zero/Reggio Children Making learning visible: Children as individual and group learners.  Cambridge, MA: Harvard Graduate School of Education, pp. 158-212.

 

Edwards, C. (1998).  Partner, nurturer, and guide: The role of the teacher. In C. Edwards, L. Gandini, & G. Forman (Eds.). The hundred languages of children: The Reggio Emilia approach – Advanced reflections.  Westport, CT: Ablex Publishing, pp. 179-198.

 

Assignment:

Weekly Reflection

Session 5

The child in society.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Listening to children. 

 

September 20

Readings:

Nimmo, J. (1998).  The child in community: Constraints from the early childhood lore. In C. Edwards, L. Gandini, & G. Forman (Eds.). The hundred languages of children: The Reggio Emilia approach – Advanced reflections.  Westport, CT: Ablex Publishing, pp. 295-312.

 

Polakow, V. (1992)  Erosion of childhood. (pp. 59-78; 107-133)

 

Shafer, A. (2002).  Ordinary moments, extraordinary possibilities. In V. R. Fu, A. J. Stremmel, & L. T. Hill (Eds.)  Teaching and learning: Collaborative exploration of the Reggio Emilia approach.  Upper Saddle River, NJ: Merrill Prentice Hall, pp.183-195.

 

Oken-Wright, P, & Gravett, M. (2002). In V. R. Fu, A. J. Stremmel, & L. T. Hill (Eds.)  Teaching and learning: Collaborative exploration of the Reggio Emilia approach.  Upper Saddle River, NJ: Merrill Prentice Hall, pp.197-220.

 

 

Assignment:

Weekly Reflection

Session 6

Subject matters:

Central concepts and tools of inquiry.

 

 

 

 

 

 

 

 

 

 

How do we know learning is occuring?

 

 

 

 

 

 

Standards and assessment:

Developmental domains.

Content areas.

Knowledge.

Skills.

Dispositions.

 

 

September 27

Readings:

Horm-Wingerd, D. M. (2002).  The Reggio Emilia approach and accountability assessment in the United States.  In V. R. Fu, A. J. Stremmel, & L. T. Hill (Eds.)  Teaching and learning: Collaborative exploration of the Reggio Emilia approach.  Upper Saddle River, NJ: Merrill Prentice Hall, pp. 51-65.

 

 

Gandini, L., & Kaminsky, J. A. (2004).  Reflections on the relationship between documentation and assessment in the American context. Innovations in Early Education.  11, 5-17.

 

Head Start.  Child Outcomes.

Project Construct.

Missouri Department of Elementary and Secondary Education.  Curriculum Frameworks

 

Assignment:

Weekly Reflection

Session 7

Reflections on curriculum and assessment: Cross cultural perspectives.

October 4

Readings:

Delpit, L. D. (1986).  Skills and other dilemmas of a progressive black educator.  Harvard Educational Review, 56, 379-385.

 

Edwards, C. (2004).  Parallels and contrasts: Reggio Emilia and Montessori. Innovations in Early Education, 11, 15-20.

 

 

Katz, L. G. (1998).  What can we learn from Reggio Emilia?  In C. Edwards, L. Gandini, & G. Forman (Eds.), the hundred languages of children: The Reggio Emilia approach – Advanced reflections.  Westport, CT: Ablex Publishing, pp. 27-45.

 

 

New, R. (1998).  Theory and praxis in Reggio Emilia: They know what they are doing, and why. In C. Edwards, L. Gandini, & G. Forman (Eds.) The hundred languages of children: The Reggio Emilia approach – Advanced reflections.  Westport, CT: Ablex Publishing, pp. 261-284.

 

 

Assignment:

Weekly Reflection

Session 8

Reflections on Teacher Inquiry

October 11

Teacher Inquiry.

Philosophy of Teaching and Learning.

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 Graduate Catalog Page 23-24

Plagiarism:

Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct. Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2006-2007 Graduate Catalog Page 23-24


Attendance Policy:

Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences in excess of four (4) class periods, in a 16-week semester (or 2, in an 8-week term) will be reported to the Director of the individual graduate program, or to the Dean, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified by mail that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2006-2007 Graduate Catalog Page 27
Attendance and Participation:
Only one absence will be excused in the 8-week graduate sessions.  More than one absence, and late arrivals or departures will influence your final evaluation.  

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 .

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Last Updated:8/12/2006 10:56:03 AM