School For Education Mission StatementThe 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.
School For Education Vision StatementThe 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
EDC 222 Early Childhood Principles
F2J 2009 DN
Ebright, Ladonna E.
BA- Park College, Masters- KU Special Education Certification: K-8 Elementary Education, K-12 Special Education LD,BD, MR, K-12 School Psychological Examiner, K-12 School Psychologist
911 Main, Suite 903, Kansas City, MO 64105
Monday - Thursday 10am - 3pm or by appointment
October 18-December 13, 2009
5:30 - 9:50 PM
EDC220 Child Growth and Development
Early Childhood Education Today, 11th EditionBy George S. Morrison
Published by Merrill
Pub. Date: Mar 13, 2008
Websites will be used throughout the semester
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 firstname.lastname@example.org or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Educational Philosophy: The facilitator’s educational philosophy is one of interactiveness based on lectures, readings, dialogues, examinations, internet, videos, web sites and writings. The facilitator will engage each learner in what is referred to as disputatious learning to encourage the lively exploration of ideas, issues and contradictions. The facilitator believes in the importance of using diverse learning styles and respecting theorists such as Piaget, Vygotsky, Dewey, Bruner to name a few.
Learning Outcomes: Core Learning Outcomes
Link to Class RubricClass Assessment:
All Park University courses must include a core assessment that measures the relevant Core Learning Outcomes. The purpose of this assessment is to determine if expectations have been met concerning mastery of learning outcomes across all instructional modalities. The core assessment for this course is the Observations and Reflections
Three Observations (210 pts) Candidates will observe in three different early childhood settings (Infant/Toddler, Pre-primary, Primary) for a total of 15 hours.
A. Observation part
1. Plan to observe for 5 hours (Minimum) in each program serving infants or toddlers, Pre-primary and K-3. Complete the observation guide for the specified age group (addressing Developmentally Appropriate Practices for the specific age groups as defined in Copple and Bredekamp). The examples you provide must address each indicator provided on the guide.
B. Reflection part (completed upon the conclusion of the observation):
For each observation (infant/toddler, pre-primary and early elementary), reflect on learnings from the assignment. This should be completed once the observations have concluded. Keep in mind the following questions to help organize your thinking.
a) What are you noticing that seems important for your teaching?
b) How are these learnings helping you develop a vision of the teacher you want to be?
c) Describe the readings that help explain your understanding of the observations? (Cite readings)
d) Why might your learnings be important for the year children will spend in your company?
e) How are your learnings helping you envision children as capable and competent?
f) How are you coming to appreciate the values that underlie teaching decisions.
Participation in class discussion board. Evidence of reading assignments is evident through the application of ideas and reflection in discussion boards. 90 Total Points (10 points for each discussion board and 5 points each for community building)
Project 1: Reflection on Readings: Vision, Mission, and Conceptual Framework. Apply and reflect on content of selected readings [Early Childhood vision statement (http://www.park.edu/education/ece_mission.html ), School for Education's vision and mission (http://www.park.edu/education ), School for Education's Conceptual Framework (http://www.park.edu/syllabus/EdFramework.pdf)] (All copies are also in Document Sharing) Review the vision & mission statements and conceptual framework.
First, explain why each of the categories of qualities is essential for a teacher.
Then in a reflection piece consider the following questions to help you organize your thoughts,
a. Is there something that surprises you?
b. Is there something that inspires you?
c. Is there something that will be challenging? Be sure to explain why.
d. Conclude with a reflection that examines why this assignment might be important as you prepare to become a teacher.
15 Total Points
Project 2: Observations and Reflections (Core Assessment)
1. Plan to observe for 5 hours (Minimum) in each program serving infants or toddlers, Pre-primary and K-3.
2. Complete the observation guide for the specified age group (addressing Developmentally Appropriate Practices for the specific age groups as defined in Copple and Bredekamp). The examples you provide must address each indicator provided on the guide.
210 Total Points
Project 3: Personal philosophy statement
Part 1:Describe your philosophy of Education including the followings.
a) Your writing should include accurate presentation of seven (7) or more beliefs about early childhood education.
b) More than three of the beliefs are supported by an appropriate, respected philosopher(ies) or theorists. A clear connection is made to each belief.
c) Essay demonstrates a deep understanding of educational terminology, ideas, and issues and is written in a professional style and unique or enticing organization.
d) Correct sentence structure, punctuation, and grammar. Transitions create unified essay.
e) Professional language/ No slang terms.
Part 2: Now that you have experience observing developmentally appropriate practices, include examples and insights to each of your beliefs from Part 1. Be sure to explain the connection between your beliefs, the theorists and examples from your observations. Add this to part 1 which was already submitted. 15 Points
Project 4: Model/Approach/Program Presentation
Participate in a group presentation on the topic assigned. Grades are determined upon both individual and group performance. Groups will not only describe the model/approach/program (when it began, philosophy), but they should also identify the positives and negatives of their identified model/approach or program. The presentation must include a Power Point. Be creative in your presentation! Students should use resources to collaborate (virtual café, document sharing, etc.) 20 Total Points
Project 5: Technology Paper
Description: During week 7, participate in the online discussion regarding technology. In addition to the regular text book reading, candidates will select 1 academic article to help understand appropriate uses of technology in an early childhood classroom AND 1 article to help analyze appropriate software for children in age group selected (3-5 year olds or 6-8 year olds).
After participating in the online discussion, candidates will select 1 computer software program for young children (either 3-5 year olds or 6-8 year olds). Candidates will play the game with a child of that age group. Fully describe what occurs in the program and how the child responds.
Using the information gained through the discussion board, analyze the software using the academic articles and text. Determine whether the software is appropriate to use in the classroom/with young children. Make sure to cite sources. 20 Total Points
Write an essay that describes your understanding of the early childhood competencies. Define each competency in your own words and provide specific examples that demonstrate your knowledge. (Competencies can be located at: http://www.dese.mo.gov/divteachqual/teached/competencies/ece_404.pdf. These will be provided on the day of the exam.) 45 Total Points
Teacher candidate dispositions are measured in this course. EDC 222 is a “key” course determined by the School for Education faculty members where dispositions are measured. A self evaluation will be submitted then a faculty evaluation will follow. These dispositions are used in the admittance process to the School for Education.
A project packet, which includes all scoring guides and complete descriptions of assignments, will be located in document sharing.
Participation 90 pts.
Project 1: Reflection on Readings: Vision, Mission, and Conceptual Framework 15 pts.Project 2: Observations and Reflections (Core Assessment) 210 pts.
Project 3: Personal philosophy statement 45 pts.
Project 4: Model/Approach/Program Presentation 20 pts.
Project 5: Technology Paper 20 pts.
Proctored Final Exam 45 pts.
Late Submission of Course Materials:
Late Submission of Course Materials:
Teacher 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. It is the teacher candidate’s responsibility to contact the professor prior to due date if he/she does not understand the criteria for the assignments as explained
Classroom Rules of Conduct:
Scoring guides that include format for written assignments are provided for the course. Teacher candidates should attend the writing center to ensure that papers do not bear any technical writing and typological errors. Teacher candidates must cite references using APA style within the contents of the paper. Teacher 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 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. All written papers should be saved for the purpose of revision. Teacher 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.
When visiting programs or schools for observations it is essential that teacher candidates always remember that they are representatives of Park University. Professional dress and behaviors are required during all observations. Candidates must review the protocols for visiting programs, sign and return to professor prior to observing.
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 2009-2010 Undergraduate Catalog Page 92
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2009-2010 Undergraduate Catalog Page 95Teacher Candidates are afforded two absences without deduction of participation points. It is the teacher candidate's responsibility to inform the professor prior to class absence. It is also the teacher candidate's responsibility to obtain notes and additional information from a friend enrolled in the 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 .
Last Updated:10/14/2009 1:38:50 PM