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Education Major Version

EDC 222 Early Childhood Principles
Houseal, Willie H.


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 222 Early Childhood Principles

Semester

S1EE 2009 MO

Faculty

Houseal, Willie H.

Title

Adjunct Professor of Human Resource Management/Early Childhood Education

Degrees/Certificates

EdD; Educational Leadership, NOVA University, Ed Specialist, Valdosta State University
MA, Masters of Education, Valdosta State University, MA Human Resource Management, Pepperdine University
BA, Sociology, St. Leo College

Office Location

Moody AFB, GA. (Valdosta)

Office Hours

6:30 - 9:15 Tuesday & Thursday

Daytime Phone

229-244-4608

Other Phone

229-245-7077

E-Mail

WHouseal@park.edu

wphouse@surfsouth.com

Web Page

http://www.mood@park.edu

Semester Dates

January 5 - March 1, 2009

Class Days

--Tuesday & Thursday--

Class Time

6:30 - 9:00 PM

Credit Hours

3


Textbook:

Mooney, Garol Garhart (2000). Theories of Childhood: An introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky. St. Paul MN: Redleaf Press. 1888483455X
 
Gestwicki, Carol (2007). Developmentally Approriate Practice Curriculum and Development in Early Education, 3rd ed. NY: Thomsom Delmar Learning. 14018981865
 

Additional Resources:

Reggio Emilia
http://www.ericdisgest.org/2001-3/reggio.htm
Montessori
http://www.infed.org/thinkkers/et-mont.htm
John Dewey
http://www.ericdigests.org/1999-3/foxfire.htm
Project Approach

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:
EDC222 Early Childhood Principles: 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: Infants/Toddler, Pre-Kindergarten, and Primary. K-3. 3:0:3.

Educational Philosophy:
The class is organized in the style of a seminar including techniques such as; in-class dialogue, demonstration, use of e-companion, observcation, library/internet research, collaborative group projects and oral presentations.

Learning Outcomes:
  Core Learning Outcomes

  1. Describe significant historical, philosophical, psychological, and social foundations of current practice in early childhood education.
  2. Apply knowledge of child growth, development, and learning to teaching practice.
  3. IIdentify 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.
  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.
  5. Demonstrate the importance of reflection in teaching.
  6. Articulate a developing philosophy of early childhood education as a basis for making professional decisions.


Core Assessment:
Three Classroom Observations with Analysis and Reflection  

Link to Class Rubric

Class Assessment:
Students are required to participate in class, complete reading assignments, reflect on five subject related articles, complete a group study project, pass a mid-term and comprehensive exam. The comprehensive exam is not a take-home exam. The comprehensive final is not open-book or open-note. The student must pass the final with a 60% or higher. Student must observe in three different early childhood settings(Infant/Toddler, Pre-primary, Primary).

Grading:

Observations 15 Points=15%
Research Paper 15 Points= 15%
Article Reflections 10 Points=10%
Clsas Participation 5 Points=5%
Group Project 10 Points=10%
Mid-term 20 Points=20%
Final Exam/Comprehensive 25 Points=25%
 
Total Grade 100 Points=100%
 
Grading Scale:
90%-100% = A (90+ weighted points)
80%-89% = B (80 to 89 weighted points)
70%- 79% = C (70 to 79 weighted points)
60%- 69% = D (60 to 69 weighted points)
Below 60% = F (less than 60 weighted points)
All final exams will be comprehensive and will be closed-book and closed-notes
 
 

Late Submission of Course Materials:
The instructor will consider late assignments on an individual basis. Points on late assignments will be deducted accordingly.

Classroom Rules of Conduct:
No food or beverages are allowed in the classroom. Students are expected to report to class on time. Students must contact instructor prior to class, otherwise, absence will be counted as unexcused.

Course Topic/Dates/Assignments:

Jan 6, 8: Introduction to course, Chapters 1,2
Jan 13, 15:  Chapters 3, 4 and 5
Jan 20,  23: Chapters 6, 7 Article Reflections/Mid-term Review
Jan 27, 29:  Chapters 8, 9 Mid-term
Feb 3, 5:     Chapters 10, 11 , Observations Due
Feb 10, 12: Chapters 12, 13 and Group Projects due
Feb 17, 19: Chapters 14, 15
Feb 24, 26: Chapters 16,17
Mar 3, 5:     Chapter 18, Review and Final Exam

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

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:1/3/2009 12:29:48 PM