EDC359B Integrating the Curriculum:PreK

for SP 2007

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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.


EDC 359 Integrating the Curriculum: PreK


SP 2007 HO


Wolf, Amy


Assistant Professor and Chair, Early Childhood Education


A.B.D. Interdisciplinary Ph.D. (Early Childhood Education and Sociology)
M.A. Human Development and Family Studies (Early Childhood)

Office Location

320 Colpley

Office Hours

Mondays 1-3, Tuesdays 10-11 and Thursdays 3:30-5:30

Daytime Phone


Other Phone

cell 816-590-8282; home: 913-432-7803



Semester Dates

January 15-May 11

Class Days


Class Time

6:00 - 8:30 PM


Admission to the School for Education

Credit Hours



Copley, J. (2004). Showcasing mathematics for the young child. Reston, VA: National Council of Teachers of Mathematics (NCTM).

 Derman-Sparks, L. and the A.B.C. Task Force. (1989). Anti-bias curriculum: Tools for empowering young children. Washington, DC: National Association for the Education of Young Children (NAEYC).

Gestwicki, C. (2007). Developmentally appropriate practice: Curriculum and development in early education 3rd ed. Clifton Park, NY: Thomson Delmar Learning.

Seefeldt, C. and Galper, A. (2006). Active experiences for active children: Social studies, 2nd ed. Upper Saddle River, NJ: Perason Merrill Prentice Hall.

 Worth, K. and Grollman, S. (2003). Worms, Shadows, and Whirlpools: Science in the early childhood classroom. Washington, DC: National Association for the Education of Young Children (NAEYC).


The thought that sustains education speech by Carla Rinaldi
Creating Amiable Environments
Asking Children Good Questions

Group Games by Kamii and DeVries

Foreman’s Mindsets

PowerPoint Presentations from each team presenting

Textbooks can be purchased through the Parkville Bookstore

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:
Students will plan, implement and evaluate developmentally appropriate materials, activities and strategies in a PreK setting. ECE Certification students must be concurrently enrolled in EDC 360B PreK Practicum for ECE Certification. (2cr.) Early Childhood Education and Leadership students must be concurrently enrolled in EDC 361B PreK Practicum for Early Childhood Education and Leadership (1cr.). PREREQUISITE: Admission to the School of Education or the Early Childhood Education and Leadership Program. 3:0:3.

Educational Philosophy:

The professor draws from Howard Gardner's theory of multiple intelligences, in that it is 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, discussion board, observation, library/internet research, collaborative group projects and oral presentations.  

  Instructor Learning Outcomes

  1. Use developmental knowledge to create healthy, respectful, supportive and challenging learning environments (NAEYC 1; MoSTEP 1.2.1, 1.2.2, 1.2.3; ECE Competency 2.3)
  2. Understand the importance of each content area in young children's learning and the essential concepts, inquiry tools and structure of content areas including academic subjects and identify resources to deeper their understanding (NAEYC 4c, MO-STEP 1.2.1,; ECE Competency 5.4, 5.6,5.7, 6.1, 6.2, 6.3, 6.4)
  3. Support and empower families and communities through respectful, reciprocal relationships (NAEYC c; Mo-Step 1.2.10; ECE competency 3.2, 7.5)
  4. Plan learning environments and experiences that promote play as a context for supporting development, active learning, and construction of knowledge (MoSTEP 1.2.1; ECE competency 6.2, 6.3)
  5. Know, understand and use positive relationships and supportive interactions as the foundation for their work with children; especially understanding the cultural identity of each child, individuality, and special rights that makes each child unique (NAEYC 4a, MoSTEP 1.2.1, 1.2.7; ECE Competency 5.1, 5.3)
  6. Know about and use observation, documentation and other appropriate assessment tools and approaches (NAEYC 3c; MoSTEP, 1.2.11)
  7. Develop and evaluate opportunities to use technology as a teaching and learning tool (MoSTEP 1.2.11; ECE Competency 6.5)
  8. Articulate and apply an educationally sound philosophy of early childhood education as a basis for making professional decisions when working with children and their families (MoSTEP 1.2.1, 1.2.9; ECE Competency 1.4)
Class Assessment:
Assessment includes projects and papers related to work in the course. A complete description of each project and scoring guides are included in the project packet distributed the first day of class.


Assignments and Grade Computation (complete assignment instructions included in project packet distributed first day of class)
Project 1: Group Presentation and Activity      38
Project 2a: The Environment Initial Analysis   47
Project 2b: The Environment Plan                 37
Project 2b (cont.)The Environment Plan-mentor/practicum instructor approval (2b2)  12
Project 2c: The Environment Implementation  25
Project 2d: The Environment Analysis             34
Project 3a: Activity Plan 1                              25        
Project 3b: Implementation of Plan 1               25
Project 3c: Video Reflection                           25
Project 3d: Activity Plan 2                              25
Project 3e: Implementation of Plan 2               25
Project 3f: Documentation Panel of Plan 2      25
Project 3g: Self-reflection of Plan 2                 25

 Image of Teacher, Child and Family                                  15

Philosophy of pre-primary education                                28
Participation (5 points per session, 1 excused absence) 75                                                                                  


Total                                        486


Attend a professional meeting and write a summary (Reggio Collaborative, MSTA, ACEI, AEYC, etc.) (5 points)

Missing 0 classes (5 points)         
437-486 A
389-436 B
340-388 C
292-339 D
0-291 F

Late Submission of Course Materials:

Scoring guides that include format for written assignments are provided for the course. Students 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 of the total points (for the project) may be deducted if the professor accepts the paper as a late submission. Students may submit papers on time even if absent (via digital drop box, placing in professor’s mailbox, or sending with a friend).   It is the student’s responsibility to contact the professor prior to due date if they do not understand the criteria for the assignments as explained. Students should attend the writing center to ensure that papers do not bear any technical writing and typological errors. Students must cite references using APA style within the contents of the paper. Students should write papers in order to explain all information (assume that the reader 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 whom they will work in the future.

Classroom Rules of Conduct:

Reading/class participation

            Students 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 students will receive partial points for class participation and interaction. The class projects as well as the tests are based on contents covered in the text and class dialogue.

  Revision of Papers 
      All written papers should be saved for the purpose of revision.  You are allowed to make one revision for each written project if the grade is less than ninety-three percent and submitted on time. The due date for the revised papers is two weeks after they have been returned to students. Papers returned immediately prior to finals must be resubmitted by May 10, 2007 
Mobile Phones and Messaging:
Participation in class is essential for everyone's learning. If you must have a mobile phone for emergencies, students are required to turn to vibrate. Otherwise, all phones are to be turned off during class time. Text messaging is not permitting during class time.

Course Topic/Dates/Assignments:

January 18-Getting acquainted, syllabus/projects, overview and introduction of team work
January 25- Developmentally Appropriate Practice (Gestwicki Chapters 1, 2, 16, 17)
February 1-The Environment (Gestwicki Chapter 6 and Creating Aimable Environments Handout)
February 8- Planning Experiences for Young Children (Gestwicki Chapter 3)
February 15-The Teacher as Researcher (The Thought that Sustains Education Handout)
                      DUE Project 2a: The Environment Observation
February 22-Team 1 Presentation: Scientific Explorations (Worms, Shadows and Whirlpools and Science team's presentation)
March 1- Team 2 Presentation: Literacy in ECE (Chapter 14 Gestwicki and NAEYC position statement and literacy team's presentation)
                        DUE Project 2b Plan for the Environment
March 8-Team 3 Presentation: Active Experiences: Social Studies (Active Experiences for Active Children: Social Studies and social studies team's presentation
Weeks of March 19-30 Set up the environment project
March 22-Team 4 present: Mathematics in ECE classroom (Showcasing mathematics for the young child and Math team's presentation)
March 29-The Power of Documentation (Documentation notes: Observation, Interpretation and Documentation, pp. 39-41 Project Packet, and Foreman's Mindsets.
                         DUE Project 3a: Activity Plan 1
April 5-The Reflective Teacher (Tertell, Klein and Jewett)
                         DUE Project 2c: Environmental Implementation (forms) and Project 2d: Analysis of the Environment
WEEK of April 8: Begin Implementing Activity 1
April 12-Models, Approaches, and Programs (Gestwicki Chapter 18)
                         DUE Project 3d: Activity Plan 2
April 19-Models, Approaches, and Programs and Values (Gestwicki Chapter 18 and Values notes)
                          DUE: Projects 3b: Feedback from Mentor and Practicum Instructor and 3c: Self-reflection of video from Activity 1.
WEEK of April 22: Begin Implementing Acitvity 2
April 26-Group Games (Group Games Handout, Bring in a game for 3-5 year olds)
                            DUE: Personal Philosophy, Image of Child, Teacher and Family
May 3-Documentation Work Session (bring in photos and ideas for panel)
                             DUE: Project 3e: Feedback from Mentor and Practicum Instructor and 3g: Reflection on Activity 2
May 10-Celebration and Documentation Exhibit
                             DUE: Project 3f: Documentation Panel

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 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
Students have 1 excused absence without penalty. Students must notify the professor in advance of any/all absences. Students receive participation points for each class attended on time.  to receive credit. Failure to attend course requires students to obtain notes and information from classmates. Content covered in class helps students complete required assignments and in teaching abilities.

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 .

Additional Information:

Photo Release: Capturing the learning of children through digital photography is included in multiple assignments for this course. Where the images are gathered as part of work in a classroom, the policies of the school/school district regarding images will be followed.  Students will contact host teachers to determine whether written approval has been obtained from all guardians of the children. In cases where school or school district policy does not apply, photo release forms must be submitted to the professor by the person taking the picture or other graphic image.  These forms will be made available upon request. 



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Last Updated:1/17/2007 4:13:03 PM