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EDC 222 Early Childhood Principles
Estes, Judith Lynn


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

UMA 2007 HO

Faculty

Estes, Judith Lynn

Title

Adjunct Faculty

Degrees/Certificates

B.S. Elementary Education
M.S. Special Education
M.S. Psychology

Office Location

Copley 323

Office Hours

M-TH 12:30-5:00, F 12:30-3:30

Daytime Phone

816-935-3375

E-Mail

Judith.Estes@park.edu

Semester Dates

May 14-May 25, 2007

Class Days

-MTWR--

Class Time

1:00 - 4:45 PM

Credit Hours

3


Textbook:

Mooney, C.G. Theories of Childhood: An introduction to Dewey, Montessori, Erikson, Piaget, and Vygotsky. St. Paul, MN: Redleaf Press, 2000.
 
Gestwicki, C. Developmentally Approrpriate Practice: Curriculum and Development in Early Education. NY: Thomson Delmar Learning, 2007

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 Dwey
http://www.ericdigests.org/1999-3/foxfire.htm
Project Approach
http://www.ericdigets.org/2000-3/disputes.htm
Proebel and Pestalozzi
http://www.infed.org/thinkers/et-froeb.htm
http://www.infed.org/thinkers/et-pest.htm
constance Kamii and Rheta DeVries
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.
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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:

The facilitator's educational philosophy is one of interactiveness based on information gained from lecturettes, readings, dialogues, internet, websites, and videos. Student writings, small and large group work serve as opportunities for application and synthesis of course content. The facilitator will serve, along with students, as co-creator of the classroom learning environment. Vygotsky' zone of proximal development will be used as a model for material presentation.

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:

Date

Topic/Readings

Assignments

May 14

Gestwicki, Chapters 1, Defining Developmentally Appropriate Practice &  2, Understanding Play: Its Importance in Developmentally Appropriate Practice

 

 

p.m. Begin Reflecting on Personal Autobiography

May 15

Gestwicki, Chapters 3, Planning for Developmentally Appropriate Curriculum & 4, Developmentally Appropriate Physical Environments: For Infants

 

 

a.m. observation in infant setting

 

p.m. Reflecting on Readings due (10 pts)

 

May 16

Gestwicki, Chapters 5, Developmentally Appropriate Physical Environments: For Toddlers & 6, Developmentally Appropriate Physical Environments: For Preschoolers

 

a.m. observation in infant setting

 

p.m. Personal Autobiography due (15 pts)

May 17

Gestwicki, Chapters 7, Developmentally Appropriate Physical Environments: For Primary-Aged Children & 8, Developmentally Appropriate Social/Emotional Environments: For Infants

 

 

 

p.m. Observation of Infants due (50 pts)

May 18

Gestwicki, Chapter 9, Developmentally Appropriate Social/Emotional Environments: For Toddlers
Mooney: Theories of Childhood-read all of this text

a.m. observation in toddler setting

 

p.m. Be prepared to discuss the Mooney text 

 

May 21

Gestwicki, Chapters 10, Developmentally Appropriate Social/Emotional Environments: For Preschoolers & 11, Developmentally Appropriate Social/Emotional Environments: For Primary-Aged Children  

 

 

a.m. observation in toddler setting

 

p.m. Group Work presentations begin
2nd Reflections on Readings due (10 pts)

May 22

Gestwicki, Chapters 12, Developmentally Appropriate Cognitive/Language/Literacy Environments: For Infants & 13, Developmentally Appropriate Cognitive/Language/Literacy Environments: For Toddlers

 

 

 

p.m. Observation of Toddlers due (50 pts)

 

 

May 23

Gestwicki, Chapters 14, Developmentally Appropriate Cognitive/Language/Literacy Environments: For Preschoolers & 15, Developmentally Appropriate Cognitive/Language/Literacy Environments: For Primary-Aged Children

 

 

a.m. observation in pre-primary setting

 p.m.

Group Work presentations continue
NAEYC Standards/MoSTEP Standards/Compentencies due (10 pts)

May 24

Gestwicki, Chapters 16, Helping Teachers Change to More Appropriate Practice & 17, Helping Families and Communities Understand Developmentally Appropriate Practice

 

a.m.pre-primary observation 

 

p.m. Group Work presentations continue
Philosophy of Education due

 (15 pts)

May 25

Gestwicki, Chapters 18, Consideration of Various Curriculum Models

 

 

 p.m. Observation of Pre--rimary due (50 pts)

 

 
1. Reflections on Readings.  These assignments ask you to apply and reflect on content of selected course readings. (10 points per two Reflections=20 points total)
2. Presentation. Select one of the major figures, program models, or approaches that have influenced the field of early care and educaiton. Plan a learning experience that presents the "big ideas" to the class, and write a well-developed paper: a) discussing the major ideas of this theorist, educator, or program, and b) comparing these ideas to another major theorist, and c) a reflection examining the implications of both these ideas for your teaching (Written =50 points and oral=50 points =total of 50 points.)
3. Observations. You will be asked to observe in three different early childhood settings ( 5 hours each) and hand in a daily journal (paragraph) of reflections from each day. (Infant, toddler, and pre-primary) for a total of 15 hours. ( 50  points each for a total of 150 points).
4. NAEYC standards/MO STEP Standards and EC Competencies Essays. (20 points)
5. Personal Autobiography-2-3 page written picture describing who you are as a person and what brought you to the field of early education (15 pts)
6. Philosophy of Education -2-3 page paper describing your philosophy of education(15 pts)
Refer to Assignment Description document, handed out in class, for a complete description of each of these assignments.

Grading:

The course requirements are all assigned point values. Rubrics 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=320-288 points(Represents exceptional work that demonstrates a strong understadnin and critical thinking.)*
B=287-256 points
C=255-224 points
D=223-192 points
 
 
* To earn a grade of "A" for the course your participation and coursework must clearly demonstrate each of the dispositions at the level of "3" or "4." This includes turning assignments in on the date due and attending each and every class for the entire class period.
 
 

Late Submission of Course Materials:

Late assignments will not be given full credit.

Classroom Rules of Conduct:

Arrive promptly for class and after breaks.
If you have an emergency contact the instructor at 816-935-3375.
Turn off your cell phone.
Attendance is expected at every class and will be considered in your final grade. Two absences will constitute the lowering of your grade by one level. Three late arrivals or early departures will count as one absence.
Active participation is expected and enhances your learning experience and the learning experiences of your classmates.
Complete all assignments before class and by due date.
Use your instructor as a resource whom you may contact at any time for assistance.
Plan ahead for all assignments. Faulty technology will not be accepted as a reason for late assignments.
Keep a copy of all submitted assignments.
 
Each student is an important part of our community of learners. The learnings created through discussion and group work is essential to developing maximum understanding of the course content, particularly given the compact nature of this course.
 
 

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:5/15/2007 11:27:25 AM