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ED 575 Curr & Assess Early Child Ed I
Choi, Dong Hwa


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Course

ED 575 Curr & Assess Early Child Ed I

Semester

F1P 2010 EDD

Faculty

Choi, Dong Hwa

Title

Associate Professor / International Education Coordinator

Degrees/Certificates

Interdisciplinary Ph.D. Early Childhood Education and Urban Leadership & Policy Studies in Education
M.A.  Educational Psychology
B.S. Elementary School Education

Office Location

Downtown campus, MO Rm. 819

Office Hours

Monday 11 am-1 pm / Tuesday 11 am -5 pm

Daytime Phone

(o) 816-559-5604

Other Phone

(c) 816-820-7950

E-Mail

dong.choi@park.edu

Class Days

--T----

Class Time

5:00 - 9:30 PM

Credit Hours

3


Textbook:
 

1.  DeVries, R., Zan, B., Hildebrandt C., Edmiaston, R., & Sales, C.  (2002).  Developing constructivist early childhood curriculum: Practical principles and activities.  NY: Teachers College Press. ISBN: 0-8077-4120-5 (paperback)

2. Katz, L. G., & Chard, S. C. (2000). Engaging children minds: The project approach. (2nd ed.) Stamford, CT: Ablex. ISBN: 0-89391-543-2 (paperback)

 

Additional Resources:
 

Ø      C. Edwards, L. Gandini, & G. Forman (Eds.) The hundred languages of children: The Reggio Emilia approach – Advanced reflections.  Westport, CT: Ablex Publishing. ISBN: 156-750-311x (paperback)

Ø      Edwards (2002). Three approaches from Europe: Waldorf, Montessori, and Reggio Emilia. Early Childhood Research and Practice, 4(1) http://ecrp.uiuc.edu/v4n1/edwards.html

Ø      Project approach website: http://www.projectapproach.org/index.php?option=com_frontpage&Itemid=28

Ø      Clark, A. M. (2000). The project approach: Three avenues of engagement. From the Proceedings of the Lilian Katz Symposium. November 5-7, 2000. Issues in Early Childhood Education: Curriculum, Teacher Education, and Dissemination of Information. http://ceep.crc.uiuc.edu/pubs/katzsympro.html

Ø      Katz, L.G., & Chard, S.C. (1998). Issues in selecting topics for projects [ERIC digest]. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. Retrieved July 10, 2002, from http://ericps.crc.uiuc.edu/eece/pubs/digests/1998/katzpr98.html

Ø      Berry, J. H., & Allen, E. H. (2002). Faces to the window: The construction project. Early Childhood Research and Practice, 4, 1-14.

Ø      Chard, S. C. (1999). From themes to projects. Early Childhood Research and Practice, 1, 1-16.

Ø      Chard, S. C. (2000). The challenges and the rewards: a study of teachers undertaking their first projects. From the Proceedings of the Lilian Katz Symposium. November 5-7, 2000. Issues in Early Childhood Education: Curriculum, Teacher Education, and Dissemination of Information. http://ceep.crc.uiuc.edu/pubs/katzsympro.html

Ø      Clark, A. M. (2000). The project approach: Three avenues of engagement. From the Proceedings of the Lilian Katz Symposium. November 5-7, 2000. Issues in Early Childhood Education: Curriculum, Teacher Education, and Dissemination of Information. http://ceep.crc.uiuc.edu/pubs/katzsympro.htm Ø      Danyi, D., Sebest, H., Thompson, A., & Young, L. (2002). The apple project. Early Childhood Research and Practice, 4, 1-22.

Ø      Bellous K. (2004). Looking at the trees around us. Early Childhood Research and Practice, 6, 1-29.

Ø      Dixon, B. (2001). Purposeful learning: A study of water. Early Childhood Research and Practice, 3, 1-19.

Ø      Ganzel, C., & Stuglik, J. (2003). The llama project. Early Childhood Research and Practice, 5, 1-32.

Ø      Helm, J. H., & Gronlund, G. (2000). Linking standards and engaged learning in the early years. Early Childhood Research and Practice, 2, 1-12

Ø      Katz, L.G., & Chard, S.C. (1998). Issues in selecting topics for projects [ERIC digest]. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. Retrieved July 10, 2002, from http://ericps.crc.uiuc.edu/eece/pubs/digests/1998/katzpr98.html

Ø      Kogan, Y. (2003). The study of bones. Early Childhood Research and Practice, 5, 1-21.

Ø      McAninch, A. (2000). Continuity and purpose in the design of meaningful project work. Early Childhood Research and Practice, 25, 1-11.

Ø      Schuler, D. (2000). The project approach: Meeting the state standards. Early Childhood Research and Practice, 2, 1-23.

Ø      Wilson, R. (2001). The combine project: An experience in a dual-language classroom. Early Childhood Research and Practice, 3, 1-17.

 

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Course Description:
ED575 Curriculum and Assessment in Early Childhood Education I: The first course in a two-course sequence that explores historical foundations and current approaches to early child hood curriculum and assessment. Theoretical perspectives will be examined in the first course.

Educational Philosophy:
Developing as a teacher is a complex process that occurs most effectively in learning communities that provide rich opportunities for inquiry and reflection, and that cultivate a sense of curiosity, integrity, social justice, and professionalism

Learning Outcomes:
  Core Learning Outcomes

  1. Describe historical and contemporary tensions in approaches to curriculum and assessment in education in the United States.
  2. Analyze and evaluate contemporary approaches to curriculum and assessment in early childhood education.
  3. Synthesize approaches and refine personal philosophical framework for curriculum and assessment.


Core Assessment:

Class Assessment:
 

I. Six Weekly Reflection (Due: 8/24, 8/31, 9/7, 9/14, 9/21, 9/28) (78 pts)

The purpose of the weekly reflection is to encourage a synthesis about the thinking of various authors and to promote a reflective stance on the part of the reader. Readings should be specifically referenced with a well-developed discussion of the provocations the authors are providing to your own thinking. Journals should be submitted weekly for a total of 6  entries for the session. (NAEYC Standards 1, 3, 4, 5; Professional Tools 1, 2, 3, 4, 5, 6, 7, 8).

II. Open Forum (Due : TBA) ( 21 pts)

The purpose of the open forum is to discuss critical issues related to the articles. You will read one article per week besides the reading assigned. We will have a discussion leader of the open forum each week who will explain briefly the content of the article and prepare 3-4 main issues related to the article. The role of the discussion leader is to lead the open forum. The discussion leader of the open forum should prepare an agenda (one page) for in-depth discussion. The agenda will consist of the content of the article and 3-4 main issues regarding curriculum and assessment. Powerpoint can be prepared instead of the agenda.

III. Teacher Inquiry. Core Assessment ( 90 pts) & Class PP presentation (21 pts) (Due: 10/5)

 Based upon readings and discussion, conduct an in-depth critical analysis of the influences affecting the approach to curriculum in the program/school in which you currently teach (or work in some other capacity as director, education coordinator, etc.)   (Objective 2)

 1. Select one or two area(s) in the following areas of the teaching-learning process for the assignment. The inquiry process will include gathering “traces” related to the question, reflecting on the relationship of the material to the question, deliberating with peers about the significance of the material and defining possible next steps, and developing understandings of the complexity of a particular educational setting.

a) Curriculum and Learning experiences : Planning and preparation of curriculum, children’ learning activities and interests, daily schedules, or use of materials

b) Curriculum and Relationships: children, parents, colleagues, director, community, environment

c) Curriculum and School environment: classroom environment, outdoor environment, use of nature

2. You will begin by identifying a compelling question from your teaching and relevant to the content of the course about the area(s) that you select. The following are examplesof how your teaching evolves related to Constructivism and emergent or integrated curriculum?  

a) How do I consider children’s interest when you plan children’s learning experiences? 

b) How do I communicate with children (i.e., exchanging journals or discussions)?

c) How do I reflect on the children’s past experience for future learning?  

3. Prepare 1) Teacher Inquiry Report

1) Write a report paper. In your report, include the components as follows. Site the resources or references (5-6) you use in your paper. Paper should be 6-7 pages in length and double space, 12 font size letter.  

Ø      School name and location

Ø      Your topic

Ø      Analyze your performance in the area(s) you have selected. For this analysis, you can use your self-reflective observation data to describe your previous performances and how your performances have evolved by implementing curriculum based on Constructivism or Emergent/ Integrated curriculum. (Comparisons of your previous performances vs. Current performance) 

Ø      Describe what you have observed about your teaching and evaluate or reflect on them using your educational beliefs, philosophies, and opinions. 

Ø      Benefits vs. challenges: Describe benefits of applying curriculum based on Constructivism or Emergent/ Integrated curriculum in your teaching. Also, discuss what challenges you have experienced during the project.

Ø      Use references.

2) Prepare a PowerPoint presentation for the class.

Your inquiry should be presented as a documentation of the process, including anecdotal records or work samples collected from your work with children, and reflections written during the course of your investigation. You can present the components in your paper to the class through the PP presentation. Make your presentation clear to your classmates in order to explain what you have learned about applying of Constructivism or Emergent/ Integrated curriculum in your practices.

Ø      If you are allowed to take pictures or videotape of the class, use the data or resources as visual aides. Visual aides are powerful tools for communication.

 

Grading:
 

A=100-90%

B=89-80%

      C=79-70%

Late Submission of Course Materials:
 

·   All assignments should be typed. No handwritten assignment will be accepted.

·   All assignments must be turned in on the dates indicated, unless date is changed by instructor.

·   Late assignments will result in 20% reduction of the student’s point total for that assignment.

·   When student submits assignments after due date, you will have one more opportunity to submit the assignments. You can submit the assignment one week after the due date. That means when we meet in class in the following week of the due date, you can submit the assignment. After the second opportunity is passed, I will NOT accept any late submission.

·   Any absence does not excuse students’ responsibility to get assignments turned in on or before due day.

·   Extreme emergency absences and/or due date situation will be handled case by case at the instructor’s discretion. Instructor’s decision is final. Keep instructor informed of any potential personal situations that might necessitate an absence. 

·   The above procedures and calendar (given in class) for this course are tentative and subject to change in the event of extenuating circumstances. I reserve the right and responsibility to evaluate the quality of your work. Completion of an assignment does not guarantee the awarding of all possible points.

·   If a student is absent for any reason, the student is still responsible for the information discussed in class that day.

·   For your own protection, always save a copy of any assignment you complete.

Course Topic/Dates/Assignments:
 

 

Session 1

Understanding of Early Childhood Curriculum

 8/17

Readings:

**DeVries, R., Zan, B., Hildebrandt C., Edmiaston, R., & Sales, C. (2002). Developing constructivist early childhood curriculum: Practical principles and activities. Chapter 1

 

** Katz, L. G., & Chard, S. C. (2000). Engaging children minds: The project approach. (2nd ed.) Stamford, CT: Ablex. Chapter 1

Session 2

Early Childhood Curriculum and Classroom Practices

8/24

Readings:

**DeVries, R., Zan, B., Hildebrandt C., Edmiaston, R., & Sales, C. (2002). Developing constructivist early childhood curriculum: Practical principles and activities. Chapters 2 & 3

 

** Katz, L. G., & Chard, S. C. (2000). Engaging children minds: The project approach. (2nd ed.) Stamford, CT: Ablex. Chapter 2

Session 3

Constructivism in Early Childhood Education

 

 

 

8/31

Readings:

**DeVries, R., Zan, B., Hildebrandt C., Edmiaston, R., & Sales, C. (2002). Developing constructivist early childhood curriculum: Practical principles and activities. Chapter 4

 

** Katz, L. G., & Chard, S. C. (2000). Engaging children minds: The project approach. (2nd ed.) Stamford, CT: Ablex. Chapters 3 & 4

Session 4

Project Approach as Integrated Curriculum 

9/7

Readings:

**DeVries, R., Zan, B., Hildebrandt C., Edmiaston, R., & Sales, C. (2002). Developing constructivist early childhood curriculum: Practical principles and activities. Chapter 6

 

** Katz, L. G., & Chard, S. C. (2000). Engaging children minds: The project approach. (2nd ed.) Stamford, CT: Ablex. Chapters 5 & 6

 

Session 5

 

Project Approach in Practices

 

 

 

 

 

 

 

 

 

 

 

9/14

Readings:

**DeVries, R., Zan, B., Hildebrandt C., Edmiaston, R., & Sales, C. (2002). Developing constructivist early childhood curriculum: Practical principles and activities. Chapter 7

** Katz, L. G., & Chard, S. C. (2000). Engaging children minds: The project approach. (2nd ed.) Stamford, CT: Ablex. Chapters 7, 8, & 9

Session 6

Integrated Curriculum in Standards-based Education

9/21

Readings:

** Critical Issue:
Integrating Standards into the Curriculum:
http://www.ncrel.org/sdrs/areas/issues/content/currclum/cu300.htm

** Scott-Little, C., Lesko, J., Martella, J., Milburn, P. (2007). Early Learning Standards: Results from a National Survey to Document Trends in State-Level Policies and Practices : http://ecrp.uiuc.edu/v9n1/little.html

 

** Helm, J. H., & Gronlund, G. (2000). Linking standards and engaged learning in the early years. Early Childhood Research and Practice, 2, 1-12

Session 7

Early Childhood Curriculum in Perspectives

 9/28

Readings:

**DeVries, R., Zan, B., Hildebrandt C., Edmiaston, R., & Sales, C. (2002). Developing constructivist early childhood curriculum: Practical principles and activities. Chapters 5 & 8

 

** Katz, L. G., & Chard, S. C. (2000). Engaging children minds: The project approach. (2nd ed.) Stamford, CT: Ablex. Chapters 10

Session 8

Reflections on Teacher Inquiry

10/5

**DeVries, R., Zan, B., Hildebrandt C., Edmiaston, R., & Sales, C. (2002). Developing constructivist early childhood curriculum: Practical principles and activities. Chapters 9 & 10

 

** Katz, L. G., & Chard, S. C. (2000). Engaging children minds: The project approach. (2nd ed.) Stamford, CT: Ablex. Chapters 11

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Last Updated:8/16/2010 2:26:20 PM