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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 2008 HO

Faculty

Wolf, Amy

Title

Assistant Professor and Program Chair 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

Tuesdays and Thursdays 1-3:30 or by appointment

Daytime Phone

816-584-6303

Other Phone

816-590-8282 (mobile)

E-Mail

amy.wolf@park.edu

Semester Dates

January 14, 2008 - May 6, 2008

Class Days

----R--

Class Time

5:30 - 8:00 PM

Prerequisites

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

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

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

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

Recommended:
Copple, C. and Bredekamp, S. (1997). Developmentally appropriate practice in early childhood programs, revised edition. Washington, DC: National Association for the Education of Young Children. (ISBN: 0-935989-79-X)

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:
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: 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


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 3:  Activity Plan 1                                                                                                   25

Project 4: Implementation of Activity 1                                                                                25


Project 5: Reflection of Activity 1: Video Viewing Guide
                                                     30

Project 6: Activity Plan 2                                                                                                    25

Project 7: Implementation of Plan 2                                                                                     25

Project 8: Documentation Panel of Plan 2                                                                            30

Image of Teacher, Child and Family                                                                                    15

Philosophy of pre-primary education                                                                                   28

Participation (10 points per session, 1 excused absence)                                                        140    

Total                                                                                                                                 485                                                                                                                              

*Core Assessment to be approved

BONUS OPPORTUNITIES

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

·        Missing 0 classes (10 points)       

Grading:

Project packet with scoring guides will be distributed the first day of class.
 
436-485   A *A work requires exceptional performance.
388-435   B
339-387   C
291-338  D
 
 

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. Teacher Candidates may submit papers on time even if absent from class by sending with a friend, e-mailing or sending through digital. 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

Teacher candidates are required to read the textbook chapters in order to participate in class discussions and small group activities.  Small group work includes dialog 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 dialog.

Writing Assignments

 

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.

Mobile Phones and Messaging:


Participation in class is essential for everyone's learning. If teacher 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 teacher candidates always remember that they are representatives of Park University. Professional dress and behaviors are required during all observations.

Course Topic/Dates/Assignments:
  January 2008

Sun
Mon
Tue
Wed
Thu
Fri
Sat
 
 
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
Course Description, Introductions, Profile, Community Building
Homework:                                            
Read Chapters 1 & 2 (Hill, Stremmel, Fu)
18
19
20
21
22
23
Meet and Greet at Practicum Site at Lunch (11:30 p.m.)
24
The Journey to Becoming a Teacher      
How you teach is who you are
Work with Group on Presentation
Homework                                             
Read Chapter 3 & 5 (Hill, Stremmel, Fu)
25
26
27
28
29
30
31
The teacher as researcher: Asking questions, discovering answers
Homework: Read Chapter 5 & 6  (Hill, Stremmel, Fu)
DUE: Hard copy of Power Point Presentation
 
 
 
 
 
 
 
 
 
 
February 2008
 
Sun
Mon
Tue
Wed
Thu
Fri
Sat
 
 
 
 
 
1
2
3
4
5
6
Begin Practicum
7
The child as cultural invention: Reconstructing images of the child
Homework: Read Chapter 6
8
9
10
11
12
13
14
Creating an environment for children to be known and valued: Educational caring spaces
 
Homework: Read Chapters 7 and 8
DUE: Environment Part 1 (Email to mentor teacher)
15
16
17
18
19
20
Mentor returns Environment Part 1
21
A family-centered model: Parent-teacher partnerships
The amiable school: Incorporating everyone into the equation
Homework: Read Chapters 9 and 11
DUE Activity Plan 1 to Professor (send electronically)
 
22
23
24
25
26
27
Begin Implementing Environment Project
DUE: Activity Plan 1 to Mentor
28
Negotiating the Curriculum: ‘The long story’
Projects as a key to community building
Homework: Read Chapter 10
29
 
 
 
 
 
 
 
 

March 2008
 
Sun
Mon
Tue
Wed
Thu
Fri
Sat
 
 
 
 
 
 
1
2
3
4
5
Conclude Implementation of Environment Project
Mentor returns Activity Plan 1
6
The use of documentation in an inquiry-based classroom
7
8
9
10
11
12
Spring Break---Enjoy!!
13
Spring Break---Enjoy!!
14
15
16
17
18
19 No Practicum Hours. Schedule Home Visit with Mentor Teacher for EDC 354
 
20
Group Presentation: Creative Arts and Social Studies
DUE: Activity Plan 2 to professor
21
22
23
24
25
26
Implement Activity 1
DUE: Activity Plan 2 to Mentor
27
Group Presentation: Language
DUE: Reflection of Environment Project
28
29
30
31
 
 
 
 
 

April 2008
 
Sun
Mon
Tue
Wed
Thu
Fri
Sat
 
 
1
2
Mentor Returns Activity Plan 2
3
Work Day! Work on Reflection and Development of Documentation Panel
4
5
6
7
8
9
Implement Activity Plan 2
10
Group Presentation: Math and Science
DUE: Reflection over Activity Plan 1
 
Homework: Download Article on Applying State Standards: Project Approach http://ecrp.uiuc.edu/v2n1/schuler.html
11
12
13
14
15
16
Last Day of Practicum
17
E-class: Applying State Standards to the Project Approach What are some important things you learned from this article (at least 4)? How will you use this information in your own classroom?
Homework: Download and Read the NAEYC Code of Ethical Conduct : http://www.naeyc.org/about/positions/pdf/PSETH98.PDF
18
19
20
21
22
23
24
E-class discussion: Code of Ethical Conduct What did you learn from reading the Code of Ethics? What are some of the most important pieces of information that you will take from the Code and apply to your work with children, families and colleagues?
25
26
27
28
29
30
 
 
 
 
 
 
 
 
 
 

May 2008
 

Sun

Mon

Tue

Wed

Thu

Fri

Sat

 

 

 

 

1

In-class workday regarding documentation Panels
 
DUE: Philosophy of Pre-primary Education and Images of Child, Teacher and Family

2

3

4

5

6

7

8

Final 7-9 p.m.: Panel Exhibit and Celebration

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

 

 

 

 

 

 

 

 

 

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 2007-2008 Undergraduate Catalog Page 85-86

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 2007-2008 Undergraduate Catalog Page 85

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.
  3. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  4. 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".
  5. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  6. 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.
  7. 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 2007-2008 Undergraduate Catalog Page 87-88
Teacher Candidates are afforded one absence 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 .

Bibliography:
 

Duckworth, E. (1987). The having of wonderful ideas" And other essays on teaching and learning. New York: Teacher's College Press.

Gronlund, G. (2006). Making early learning standards come alive: COnnecting your practice and curriculum to state guidelines. St. Paul, MN: Redleaf Press.

Helm, J.H. and Beneke, S. (2003). The power of projects: Meeting contemporary challenges in early childhood classrooms-strategies and solutions. New York: Teacher's College Press.

Helm, J.H. and Helm, A. (2006). Building support for your school: How to use children's work to show learning. New York: Teacher's College Press.

Jones, E. and Nimmo, J. (1994). Emergent curriculum. Washington, DC: National Association for the Education of Young Children.

Katz, L. and Chard, S. (2000). Engagning children's minds: The project approach, 2nd ed. Stamford, CN: Ablex Publishing Corporation.

Rinaldi, C. (2006). In dialogue with Reggio Emilia: Listening, researching and learning. New York: Routledge Taylor & Francis Group.

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:1/10/2008 1:58:46 PM