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
F2T 2009 DL
Assistant Professor and Coordinator of Early Childhood Education
Interdisciplinary Ph.D. Early Childhood Education and SociologyM.A. Human Development and Family Studies: Emphasis Early Childhood Education, Higher Education, and AdministrationB.S. Human Development and Family Studies; Emphasis: Children in Group Settings
Tuesdays 11:30 a.m. -3 p.m. Wednesdays (virtual) 9-10 p.m. Thursdays 11:30 a.m.-3 p.m.
816-590-8282 (cell or text) 913-432-7803 (home)
October 19 -December 8, 2009
Online (Check weekly schedule for deadlines)
Online (Check weekly schedule for deadlines
EDC 220: Child Growth and Development for ECE and Elementary Teachers
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
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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.
Learning Outcomes: Core Learning Outcomes
Link to Class RubricClass Assessment:
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)
A. Observation part
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.
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.
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
Proctored Final Exam
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:
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:
Teacher candidates are required to read the textbook chapters in order to participate in class discussion boards. Small group work includes dialogue and problem solving throughout the semester. Individual teacher candidates can receive partial points for class participation and discussion boards. The class projects are based on contents covered in the text and class dialogue.
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.
Course Topic/Dates/Assignments: October
Welcome to Week 1!
Readings for Week: Morrison, Chapters 1, 2, and 3
Available for viewing: Overview of Project 1
DUE: Initial responses to all discussion board questions by 7 p.m. CT.
DUE: “Mini Home Page” by 11 p.m. CT
DUE: Critical response to at least 3 classmates by 11 a.m. CT.
DUE: Return to discussion board to review critical responses and any additional posts by the professor by 7 p.m. CT
End of Week 1
Welcome to Week 2!
Readings for Week: Morrison, Chapters 4-5 and APPENDIX A
Copple & Bredekamp Chapter 1
To Make a Portrait of a Lion video
Available for viewing: Overview of Proctored Final Exam
DUE ON SUNDAY of Week 2: Project 1
DUE: Community Building Discussion Board by 11 p.m. CT
DUE: Project 1 by 11 p.m. CT
End of Week 2
Welcome to Week 3!
Readings for Week: Morrison, Chapters 6-8
I’m Just a Bill from School House Rocks video
Selected websites as directed in discussion board
Available for viewing: Overview of Project 3: Philosophy First Draft
Overview of Project 4: Power Point presentation
End of Week 3
Welcome to Week 4!
Readings for Week: Morrison, Chapters 9, 14, 15, 16, & 17
Copple & Bredekamp Chapter 3
Ready to Walk video
Available for viewing: Overview of Project 2, Part A
DUE Sunday: Project 3: Philosophy First Draft
DUE: Project 3: Philosophy First Draft by 11 p.m. CT
End of Week 4
Welcome to Week 5!
Readings for Week:
Morrison, Chapters 10, 14, 15, 16, & 17
Copple & Bredekamp Chapter 5
To Make a Portrait of a Lion (Segment 1) video
Available for viewing: Overview of Project 2, Part B
DUE Sunday: Project 2, Part A
DUE: Project 2, Part A by 11 p.m. CT
End of Week 5
Welcome to Week 6!
Readings for Week: Morrison, Chapters 11, 12, 14, 15, 16, & 17
Copple & Bredekamp Chapters 7 & 9
Jed Draws His Bicycle video
Available for viewing: Overview of Project 2, Part C
DUE Sunday: Project 2, Part B
DUE: Project 2, Part B by 11 p.m. CT
End of Week 6
Welcome to Week 7!
Readings for Week: Morrison, Chapter 13
One academic article to help understand appropriate uses of technology in early childhood classrooms (infants, toddlers, pre-primary, and early elementary)
One article to help analyze appropriate software for children (pre-primary and early elementary children)
* Academic articles include research to help support ideas. A search engine does not always include academic articles. It is advisable to use ERIC or Ebscohost.
Available for viewing: Overview of Project 3: Philosophy Draft 2
Overview Project 5: Technology Paper
DUE Sunday: Project 2, Part C
DUE: Project 2, Part C by 11 p.m. CT
End of Week 7
Welcome to Week 8!
Readings for Week: Power Point Presentations as posted (POST BY 7 a.m. CT
DUE TODAY: Project 5: Technology Paper by 11 p.m. CT.
DUE:Project 3: Philosophy of Early Childhood Education isby 11 p.m. CT.
DUE: Critical response to at least 3 classmates by 11 p.m. CT.
DUE: Proctored Final Exam by 7 p.m. CT
DUE: Return to discussion board to review critical responses and any additional posts by the professor by 11 a.m. CT
End of Week 8
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 95Although students may be counted present for logging into the class, course participation is essential for successful completion of the course. Active participation is graded according to the scoring guide.
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:9/28/2009 2:25:44 PM