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EDC 359B Integrating the Curriculum:PreK
Wolf, Amy


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 359 Integrating the Curriculum:PreK

Semester

SP 2009 HON

Faculty

Wolf, Amy

Title

Assistant Professor and Coordinator of Early Childhood Education

Degrees/Certificates

Interdisciplinary Ph.D. Early Childhood Education and Sociology
M.A. Human Development and Family Studies: Emphasis Early Childhood Education, Higher Education, and Administration
B.S. Human Development and Family Studies; Emphasis: Children in Group Settings

Office Location

Copley 320

Office Hours

On-line/Virtual Office Hours CST: Wednesdays 9 p.m.-10 p.m. and Thursdays 11:30-1 p.m., Face to Face office hours: Tuesdays: 11:30-2

Daytime Phone

816-584-6303 (office)

Other Phone

816-590-8282 (mobile and texting) 913-432-7803 (home)

E-Mail

amy.wolf@park.edu

Semester Dates

January 12, 2009-May

Class Days

---W---

Class Time

4:00 - 6:30 PM

Prerequisites

Admittance to School for Education. EDC 220, EDC222. Must co-enroll in EDC 360b or EDC 361b or permission from instructor

Credit Hours

3


Textbook:
 

Hill, L., Stremmel, A., and Fu, V. (2005). Teaching as inquiry: Rethinking curriculum in early childhood education. Boston: Pearson Allyn & Bacon. ((ISBN: 0-205-41264-5)

Koralek, D., ed. Spotlight on young children-Expanded 5-book curriculum set. Washington, DC: National Association for the Education of Young Children. (Stock No. 2800)

DOWNLOAD FROM E-companion

  • The thought that sustains education speech by Carla Rinaldi
  • Creating Amiable Environments
  • Values
  • Asking Children Good Questions
  • Foreman’s Mindsets
  • PowerPoint Presentations from each team presenting

Download from internet:

 

Required: All students seeking teacher certification and licensure must purchase Foliotek, the School for Education electronic portfolio system. Purchasing information will be distributed within the first two weeks of the semester.


Recommended:

Copple, C. and Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs, 3rd edition. Washington, DC: National Association for the Education of Young Children. (ISBN: 978-1-928896-64-7).

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:
EDC359B Integrating the Curriculum PreK: 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. 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: demonstration, discussion board, observation, library/internet research.

Learning Outcomes:
  Core Learning Outcomes

  1. Use developmental knowledge to create healthy, respectful, supportive and challenging learning environments
  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
  3. Support and empower families and communities through respectful, reciprocal relationships
  4. Plan learning environments and experiences that promote play as a context for supporting development, active learning, and construction of knowledge
  5. Know, understand and use positive relationships ans 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
  6. Know about and use observation, documentation and other appropriate assessment tools and approaches
  7. Develop and evaluate opportunities to use technology as a teaching and learning tool
  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


Core Assessment:
Plans and Self-Evaluation

Class Assessment:
 

Project packet with complete descriptions and scoring guides will be distributed the first day of class.

Project 1: Group Presentation and Activity                                                                    35

*Project 2a: A View of the Environment and Plan for Learning Center                           45
 
*Project 2a: The Environment Plan-mentor/practicum instructor approval form              10

*Project 2b: The Environment Implementation                                                               25

*Project 2c:   The Environment Analysis                                                                       30       

Project 3a:  Activity one outline and implementation                                                        30
 Project 3b:  Reflection of Activity one: Video Viewing Guide                                           30
 
Project 4: Activity Two: Plan                                                                                           25
Project 4: Mentor and Practicum Instructor Feedback                                                     10
Project 4a: Implementation of Activity Two                                                                     25

Project 5: Documentation Panel of Activity 2                                                                   30

Image of Teacher, Child and Family                                                                  15

Philosophy of pre-primary education                                                                             28

Participation (10 points per session)                                                                 150    

Total                                                                                                                              

*Core Assessment to be approved

BONUS OPPORTUNITIES

·        Attend a professional meeting and submit notes (Reggio Collaborative, MNEA, etc.) (5 points)    

Grading:

Project packet with scoring guides will be distributed the first day of class.


Grading:

90-100%   A  *A work requires exceptional performance.
80-89%   B
70-79% C
60-69% D
 

Late Submission of Course Materials:
 

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 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 from class by sending with a friend, e-mailing or sending through digital dropbox. 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. 

Classroom Rules of Conduct:
 

Reading/Class Participation

Candidates are required to read the textbook chapters in order to participate in class discussions and small group activities.  Small group work and on-line discussion board 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. When engaging in on-line discussion board, you must enter responses on-time. Critical thinking is required.

 

Writing Assignments

Scoring guides that include format for written assignments are provided for the course. Candidates should attend the writing center to ensure that papers do not bear any technical writing and typological errors. Candidates must cite references using APA style within the contents of the paper. Candidates 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 candidates to explain their ideas and understanding of content to the professor. Furthermore, this form will better enable candidates to explain ideas to family members of children with whom they will work in the future. All written papers should be saved for the purpose of revision.  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 two weeks after they have been returned to students.

Mobile Phones and Messaging:
Participation in class is essential for everyone's learning. If candidates must have a mobile phone for emergencies, they 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.

Visiting Programs
When visiting early childhood programs for observations it is essential that candidates always remember that they are representatives of Park University. Professional dress and behaviors are required during all observations.

Course Topic/Dates/Assignments:

 

Sun

Mon

Tue

Wed

Thu

Fri

Sat

1

2

3

4

5

6

7

8

9

10

11

12

13

14

2:30 p.m. EDC 360b/361b overview at Northland Head Start

3:30. Meet and Greet with Mentor Teachers Northland Head Start

4:30 p.m. EDC 359b overview and initial thoughts

Homework:                                            

Go into E-companion and create a home-page

Letter to Families

15

16

17

18

Readings for Week:

Chapters 1 & 2 (Hill, Stremmel, Fu)

19

MLK Holiday

20

21

The invitation to life: The art of teaching

How you teach is who you are

 

Work with Group on Presentation-you may meet wherever is convenient for your team

DUE: Letter to Families

E-Companion Homepage

22

23

24

25

Readings for Week:

Chapter 3 (Hill, Stremmel, Fu)

26

27

28

The teacher as researcher: Asking questions, discovering answers (On-line initial posting due by 6:30 p.m.)

29

30

Critical Responses on e-companion to classmates due by 11 a.m.

31

2009

January

 


 

Sun

Mon

Tue

Wed

Thu

Fri

Sat

1

Readings for Week: Chapter 6 (Hill, Stremmel, Fu)

DUE this week: Outline of Environment

2

3

4

MEET AT NORHLAND!! NOT ON-LINE

Creating an environment for children to be known and valued: Educational caring spaces

Observe the environment by completing first part of Project 2a (Create a diagram of the classroom environment, making note of learning centers. Observe the classroom environment during center time. Describe areas that are popular with the children and reasons why they might be popular. Describe areas that are not popular and why they might not be as popular. Carefully observe a center that may relate to your content area. How is it currently utilized?) Bring outline of this to class.

5

6

7

8

Readings for Week: Chapter 5 (Hill, Stremmel, Fu)

DUE: Environment Part 1

.

9

10

11

The child as cultural invention: Reconstructing images of the child (On-line initial posting due by 6:30 p.m.)

 

DUE: In drop box Environment Part 1 by 6:30 p.m.

Discuss with Mentor teacher your plan for the environment and seek approval form

12

13

Critical Responses on e-companion to classmates due by 11 a.m.

14

15

Readings for Week: Chapters 7& 8 (Hill, Stremmel, Fu)

DUE this week: Copy of Power Point  Presentation and list of activities

16

17

18

MEET AT NORTHLAND!! NOT ON-LINE

A family-centered model: Parent-teacher partnerships

The amiable school: Incorporating everyone into the equation

 

DUE: In drop box copy of Power Point Presentation and list of activities by 6:30 p.m.

Hard copy Mentor and Practicum Instructor approval of Environment Project

19

20

21

22

Readings for Week: Chapters 9 & 11 (Hill, Stremmel, Fu)

 

Begin Environment Implementation this week.

23

24

25

Negotiating the Curriculum: ‘The long story’

Projects as a key to community building (On-line initial posting due by 6:30 p.m.)

 

Begin Implementing Environment

26

27

Critical Responses on e-companion to classmates due by 11 a.m.

28

2009

February

 


 

Sun

Mon

Tue

Wed

Thu

Fri

Sat

1

Readings for Week: Chapters 10 (Hill, Stremmel, Fu)

Conclude Environment Implementation

2

3

4

MEET AT NORTHLAND!! NOT ON-LINE

The use of documentation in an inquiry-based classroom

Conclude Environment Implementation

5

6

7

8

Spring Break

9

Spring Break

10

Spring Break

11

Spring Break

12

Spring Break

13

Spring Break

14

Spring Break

15

Readings for Week:

Creative Arts and Social Studies

Due this week: Environment Reflection

 

Discuss and plan activity 1 and plans for Activity 2 with mentor

16

17

18

MEET AT NORTHLAND!!! NOT ON-LINE

Group Presentation: Creative Arts and Social Studies

Discuss Activity Plan 1 with Mentor and develop outline of plan and

Discuss plans of Activity 2 Implemented 4/8

 

DUE: in drop box Reflection of Environment Project by 6:30 p.m.

19

20

21

22

Readings for Week:

Language and Literacy

DUE this week:

Activity Plan 2 to professor

 

Implement Activity 1

23

24

25

MEET AT NORTHLAND!!! NOT ON-LINE

Group Presentation: Language and Literacy

Implement  Activity 1

 

DUE: in drop box Activity 2 to professor by 6:30 p.m.

26

27

28

29

30

31

2009

March

 


 

Sun

Mon

Tue

Wed

Thu

Fri

Sat

Readings for Week:

Math and Science

DUE this week:

Activity Plan 2 to mentor and practicum instructors

 

Video Reflection Guide for Activity 1 and feedback forms from practicum and mentor instructors to prof.

1

MEET AT NORTHLAND!!! NOT ON-LINE

Group Presentations: Math and Science

DUE: in drop box Video Reflection Guide for Activity 1 and Activity 1 outline by 6:30 p.m.

HARD COPY Activity feedback forms from mentor and practicum instructors

Activity 2 to mentor and practicum Instructor

2

3

4

5

Readings for Week:

Download Article on Applying State Standards: Project Approach http://ecrp.uiuc.edu/v2n1/schuler.html

DUE this week:

Feedback forms from Mentor and practicum instructors for Activity 2 PLAN

Implement Activity 2 this week

6

7

8

Applying State Standards: Project Approach (On-line initial posting due by 6:30 p.m.)

 

Meet with teaching team to review ideas for documentation panel!!!

 

Implement Activity Plan 2

 

DUE: HARD COPY Feedback forms from mentor and practicum instructors for Activity 2

9

10

Critical Responses on e-companion to classmates due by 11 a.m.

11

12

DUE this week:

Mentor and practicum instructor observations of Activity 2

13

14

15

MEET AT NORTHLAND!!! NOT ON-LINE

Facilitated WORK DAY: Documentation Panel

Bring photos and initial ideas to class.

DUE: Mentor and practicum instructor observations and scoring of Activity 2 Implementation

16

17

18

19

Readings for Week:

Download and Read the NAEYC Code of Ethical Conduct : http://www.naeyc.org/about/positions/pdf/PSETH98.PDF

20

21

22

Code of Ethics: Application to experiences (On-line initial posting due by 6:30 p.m.)

 

23

24

Critical Responses on e-companion to classmates due by 11 a.m.

25

26

DUE this week:

Philosophy of pre-primary education

27

28

29

Work Day: Work on Philosophy Statement and Documentation Panel. Make appointment with professor re: Panels as needed.

 

Due: in drop box Philosophy of pre-primary education by 6:30 p.m.

30

2009

April

 


 

Sun

Mon

Tue

Wed

Thu

Fri

Sat

1

2

3

DUE this week:

Documentation Panel

4

5

6

FINAL Celebration and Panel Exhibit! 4-6:30

TBA!

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

2009

May

 

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
The course is taught in a "hybrid" fashion (on-line and face to face) and participation is essential to complete the course requirements. Full participation is required in each class period whether it is on-line or in class.

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 .

Copyright:

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Last Updated:1/13/2009 1:47:21 PM