EDC359B Integrating the Curriculum:PreK

for SP 2010

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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


EDC 359 Integrating the Curriculum:PreK


SP 2010 HO


Wolf, Amy


Assistant Professor and School for Education Coordinator of Early Childhood Education


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

CST: Tuesdays 10 a.m.-2 p.m. and 9:15 p.m.-10:15 p.m. (virtual only);  Thursdays 10 a.m.- 1 p.m. Please call or text mobile phone for urgent inquiries!

Daytime Phone

816-590-8282 (mobile)

Other Phone

913-432-7803 (home) and 816-584-6303 (office)



Semester Dates

January 11, 2010-May 5, 2010

Class Days


Class Time

5:30 - 8:00 PM


Admission to the School for Education

Credit Hours



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).

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)



  • 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:

Students seeking Early Childhood Certification must purchase Foliotek as a required text. Contact carol.williams@park.edu to purchase. Students who are in the Early Childhood Teaching Young Children and Early Childhood Education and Leadership will need to purchase once the portfolio is established. All work must be saved for input. 




Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

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 and Teaching Young Children students must be concurrently enrolled in EDC 360B PreK Practicum.(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/Teaching Young Children 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: in-class dialogue, demonstration, discussion board, observation, library/internet research, collaborative group projects and oral presentations.  

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

  Instructor Learning Outcomes
  1. SPED Comptency 2: Developmental and Characteristics of Learners CAT 2 [2.5] and CAT4 [2.4]
  2. SPED Competency 4: Instructional Characteristics CC2 [CC4S2], CC3 [CC4S3], CC5 [CC4S5], CAT 2 [GC4K3], CAT6 [GC4S1, 4.1, 4.3], CAT8 [GC4S2], CAT10 [GC4S9], CAT 10 [GC4S9], CAT 12 [GC4S12]
  3. SPED competency 5 Learning Environment and Social Interactions: CC5 [CC5K8], CC7 [5.2], CC9 [CC5C4-5, 9],
  4. SPED Competency 7 Instructional Planning: CC7 [CC8S8], CAT1 [GC7K1], CAT3 [GC7S1], CAT4 [GC7S2]
  5. SPED Comptency 10: Collaborative Partnerships: CAT4 [GC10K4; 7.10, 7.11]
Core Assessment:
Plans and Self-Evaluation

Class Assessment:

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

Project 1: Presentation


Project 1: Group Presentation and Activity 


Project 2: The Environment


Project 2a: A View of the Environment and Plan for Learning Center         


Project 2a: The Environment Plan-mentor/practicum instructor approval form       


Project 2b: The Environment Implementation


Project 2c:   The Environment Analysis


Project 3: Activity One


Project 3a: Activity one outline


Project 3a: Activity one-mentor/practicum instructor approval form       


Project 3b: Activity one implementation


Project 3c:  Reflection of Activity one: Video Viewing Guide             


Project 4: Activity Two


*Project 4a: Activity Two: Plan


*Project 4a: Mentor and Practicum Instructor Feedback/approval           


*Project 4b: Implementation of Activity Two


*Project 4c : Documentation Panel of Activity 2                                     


Project 5: Philosophy of Pre-primary Education


Project 5a: Image of Teacher, Child and Family                                       


Project 5b: Philosophy of pre-primary education                                         





* Core Assessment


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


405-450   A
360-404   B
315-359   C
270-314   D
0-269      F

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:

Reading/Class Participation

Candidates are required to read the textbook chapters and special readings in order to participate in class dialogue 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:




Homework for the following Week:

Week 1

January 13

Overview, initial thoughts, presentation team formation

       Go into E-companion and create a home-page

       Write a letter of introduction to the Families

       Watch Commercial TV and come with ideas to “write a commercial” to introduce yourself to your mentor teacher

       Read Chapters 1 & 2 (Hill, Stremmel, Fu) and “Values” in Doc Sharing

Week 2

January 20 (Class)


January 22 (Meet and Greet at Practicum)

Introduction to Practicum (January 20)


Dialogue: The invitation to life: The art of teaching

How you teach is who you are (Chapters 1 & 2: Hill, Stremmel and Fu and “Values” speech) (January 20)


       Letter of introduction

       TV Commercial ideas

(All due January 20)

      Read Chapter 6 (Hill, Stremmel, Fu) and Creating Amiable Environments (from Doc Sharing)

      Draft of 2a: Environment observation During Practicum on 1/27: Observe the environment by completing first part of Project 2a (Create a diagram of the classroom environment, making note of learning centers and taking photos of contents. 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.

Week 3

January 27

First Day of Practicum

Dialogue: Creating an environment for children to be known and valued: Educational caring spaces (Chapter 6 Hill, Stremmel, Fu and Amiable Environments from Doc Sharing)

       Outline of Project 2a: Environment Part 1 (observation notes to be used in class dialogue)

       Read Chapter 3 (Hill, Stremmel, Fu) and The thought that sustains education by Carla Rinaldi (under doc sharing)

       Contact Practicum Mentor teacher no later than Friday, 1/29 to discuss ideas for environment project. Make arrangements on 1/27 to determine best mode (email, phone call, etc.). Exchange of ideas must be done following and NOT prior to the class dialogue on 1/27.

Week 4

February 3

Dialogue: The teacher as researcher: Asking questions, discovering answers (Chapter 3 Hill, Stremmel, Fu and Rindaldi speech)

       Project 2a: The Environment Part 1 (in digital dropbox)

       Read Chapter 5 (Hill, Stremmel, Fu) and Helping children ask good questions by George Foreman (under doc sharing)

       Send environment plan electronically to mentor teacher and practicum instructor to review by 3 p.m. on Friday, 2/5 (once you have received Wolf’s feedback). Provide Approval forms.

Week 5

February 10

On-line Dialogue: The child as cultural invention: Reconstructing images of the child (Chapter 3 Hill, Stremmel, Fu and Foreman article) (On-line initial posting due by 8 p.m. 2/10; Responses to peers due by 11 a.m. 2/12.)


       Scan to Digital Dropbox or place in Wolf’s mailbox: mentor teacher and practicum instructor approval form (part of project 2a).

       Read Chapters 9 & 11 (Hill, Stremmel, Fu)

       Prepare materials for Environment Implementation. Provide mentor teacher and practicum instructor with evaluation forms.




Homework for the following Week:

Week 6

February 17

Online Dialogue:

Negotiating the Curriculum: ‘The long story’

Projects as a key to community building (On-line initial posting due by 8 p.m. 2/17; Responses to peers due by 11 a.m. 2/19.)

    Project 2b: Set-up Environment for 2 Weeks (Provide Mentor teacher and Practicum Instructor with Evaluation forms)

    Read Project work documents in doc sharing.

    Complete Project 1: Power Point Presentation with Partner

Week 7

February 24

Dialogue: Projects at Work: Investigating the fire truck video

   Project 1: Power Point Presentation and Activity Idea (in Digital Dropbox …both students set up a Dropbox)

    Read Articles: http://ecrp.uiuc.edu/v2n1/schuler.html  and http://www.naeyc.org/files/naeyc/file/positions/earlyLearningStandards.pdf

    On 3/3 Discuss ideas for Project 3: Activity 1 with Mentor Teacher and develop outline of plan (to implement 3/24)

Week 8

March 3

Online Dialogue:

Applying State Standards: (On-line initial posting due by 8 p.m. 3/3; Responses to peers due by 11 a.m. 3/5.)

    Project 2b: Mentor and Practicum Evaluations of Environment (Scan to  Digital Dropbox or in Wolf’s mailbox)

    Project 2c: Reflection of Environment (in Digital Dropbox)

   Read Chapter 10 (Hill, Stremmel, Fu), excerpts from Making Learning Visible and Foreman’s Mindsets (both in doc sharing.

   Today: Discuss ideas for Project 3: Activity 1 with Mentor Teacher and develop outline of plan (to implement 3/24)

       On 3/17 Discuss plans for Project 4: Activity 2 with mentor teacher (to implement 4/7)




Homework for the following Week:


March 10

Week 9

March 17


The use of documentation in an inquiry-based classroom (Chapter 10 (Hill, Stremmel, Fu), excerpts from Making Learning Visible and Foreman’s Mindsets)

    Project 3a: Activity Plan 1 (to digital dropbox) and approval form (Scan to digital dropbox or place in Wolf’s mailbox.

       Read Chapters 7 & 8 (Hill, Stremmel, Fu)

       Today: Discuss plans for Project 4: Activity 2 with mentor teacher (to implement 4/7)

       Post revised PowerPoint presentations into doc sharing by 9 a.m. CST on 3/15.

Week 10

March 24


A family-centered model: Parent-teacher partnerships

The amiable school: Incorporating everyone into the equation (Chapters 7& 8 Hill, Stremmel, Fu)

    Implement Project 3 b: Activity 1 in Practicum-VIDEO TAPE TEACHING!

    Project 4a: Activity Plan 2 in digital dropbox.

    Read Power Points from Creative Arts and Social Studies Teams

Week 11

March 31


Group Presentations: Creative Arts and Social Studies

    Project 4a: Activity Plan 2 to Mentor and Practicum Instructors

Read Articles: http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf




Homework for the following Week:

Week 12

April 7


Code of Ethics: Application to experiences (On-line initial posting due by 8 p.m. 4/7; Responses to peers due by 11 a.m. 4/9.)

   Implement Project 4b: Activity 2 in Practicum-Take photos for panel: Keep in Mind Declaration of Intent

    Project 3b: Mentor and Practicum Teacher Evaluations of Activity 1 (Scan into digital dropbox or place in Wolf’s mailbox).

    Project 3c: Video Reflection of Activity 1 (in Digital Dropbox)

    Read Power Point from Language and Literacy Team

Week 13

April 14

Group Presentation: Language and Literacy

Initial work with teams to discuss panel ideas.

    Project 4b: Mentor and Practicum Instructor evaluations of Activity 2 (Scan into digital dropbox or place in Wolf’s mailbox).

    Read Power Points from Math and Science Teams

    Project 5a: “Images” AND Project 5b: Philosophy of Education

Week 14

April 21

Group Presentations: Math and Science

    Project 5a: Image of Child, Image of Teacher, Image of Family AND Project 5b: Philosophy of Pre-primary Education (in digital dropbox)

    Documentation Panel Ideas

Week 15

April 28

Facilitated WORK DAY: Project 4c: Documentation Panel

Bring photos and initial ideas to class.

    Project 4c: Documentation Panel

    Certification students must have the following scanned into Foliotek:

o      Project 2 a, b, c

o      Project 3 a, b, c

o      Project 4 a, b

o      Project 5 (place under Philosophy)

Week 16

May 5

FINAL Celebration and Panel Exhibit! 5:30-8 p.m.

    Project 4c: Documentation Panel: Bring Scoring Guides and Team Evaluation forms.

    Certification Students Foliotek postings.

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 2009-2010 Undergraduate Catalog Page 92

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.

  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 2009-2010 Undergraduate Catalog Page 95
Participation points are awarded for participation in class dialogue (both online and face to face). Attendance of class does not ensure participation points.

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 .


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Last Updated:1/12/2010 1:10:29 PM