Syllabus Entrance
Printer Friendly
Email Syllabus

EDC 347 Early Childhood Prog Management
Wolf, Amy


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

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, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

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 347 Early Childhood Prog Management

Semester

F1T 2011 DL

Faculty

Wolf, Amy

Title

Assistant Professor and Chair of Leadership and 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

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) 816-584-6303 (office) 816-584-6335 (SFE office)

E-Mail

amy.wolf@park.edu

Semester Dates

August 16-October 9, 2011

Class Days

TBA

Class Time

TBA

Prerequisites

EDC 220 and EDC 222

Credit Hours

2


Textbook:
 

Decker, Celia A. and Decker, John R. (2005) Planning and Administration Early Childhood Programs. Ninth Edition. New Jersey: Pearson/Merrill Prentice.
 
Websites:
National Association Education of Young Children Accreditation Performance Criteria

www.naeyc.org/accreditation/performance_criteria/complete.asp

Code of Ethical Conduct and Statement of Commitment

www.naeyc.org/about/positions/PSETHO5.asp

Where We Stand on Child Abuse Prevention

www.naeyc.org.about/positions

Licensing rules for Group Day Care Homes and Child Care Centers

http://www.dhss.mo.gov/ChildCare/LawsRegs.htm

 
 

All students seeking a degree in Education must purchase Foliotek as a required text. Contact carol.williams@park.edu to purchase. Students seeking Missouri Teacher Certification must purchase the MO-STEP portfolio. Students who are seeking Early Childhood Teaching Young Children and Early Childhood Education and Leadership will need to purchase the NAEYC portfolio. 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/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
EDC 347 Early Childhood Program Management Prerequisite: EDC 220, EDC 222 A course examining the issues of management in early childhood programs, including supervision; planning environments, curriculum, and evaluation procedures; health, safety, nutrition; guidance and classroom management; professional decision-making; working with families and community; and advocacy. Students will visit and participate in a variety of different programs serving children from birth through grade 3. 2:0:2

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: dialogue, demonstration, observation, library/internet research, collaborative group projects and presentations.  

  Instructor Learning Outcomes

  1. Analyze federal, state and local legislation, regulations and professional standards
  2. Compare various types of early childhood programs, their organizational and operating structure, the multiply roles the early childhood staff must assume and the professional challenges faced.
  3. Collect information on central policy issues in the early childhood field such as societal concerns about quality, curriculum standards and assessment, financing and professional compensation and develops a personal advocacy plan to address issues.
  4. Analyze various strategies for communicating and working effectively with colleagues, support staff, volunteers, other professionals, and families within the learning community.
  5. Analyze ethical issues using the NAEYC Code of Ethics and develop plans for resolving issues
Class Assessment:
 

1. Core assessment: (Objectives 1,2, 3, 4, and 5)

Analysis of an early childhood setting (35 pts)

Student will complete an in depth analysis of an early childhood setting using criteria of the NAEYC Accreditation Standards as a guide. Information to complete the analysis will be gathered by visiting the center, interviewing a panel of directors, supervisors and principals, and interviewing classroom staff. Staff and family handbooks will also be reviewed. Components of program management to be considered include:  

• Organizational structure

• Function and membership of boards

• Identified program goals and objective of program and system in place to monitor progress toward achieving the stated goals and objectives

• Center funding sources

• How does program/center conduct an annual comprehensive program evaluation?

• How does management seek input from staff and families

• Curriculum and assessment

• Administrative support of curriculum and assessment

• Professional development opportunities

• Administrative support of professional development

• Family involvement and communications

• Support available to families

• Communication strategies with, staff, support staff, other professionals

• Risk management plans

• Maintenance and safety issues

• Nutrition and health issues

• Challenges faced by the director/principal

• Challenges faced by program/center

• Challenges faced by classroom staff

• Ethical issues faced by classroom staff

• Ethical issues faced by directors/principals

Paper will conclude with recommendations to one of the three center’s used for the interviews. Strengths and areas for improvement will be highlighted based on the analysis with a justification for each recommendation. Justifications must be supported by citing professional readings.

Additional assessments: Each week you will have two to three reflection / threaded discussion questions to answer, a reflection paper and or both. Your answer to each threaded discussion should be one short paragraph minimum and site all references (always site text). You will post your answers to the threaded discussion board. All of your classmates will have access to the discussion. This is a written format of an in class discussion. Just as if you were in class you are expected to participate in the class discussion. With that, each week you need to choose at least one of your classmate’s discussion questions and one reflection question and complete a peer review. For example – if someone wrote about a topic you were interested in you may state “Sally I enjoyed reading about your ethical dilemma and the way you solved the issue. I had a similar experience and handled by doing ……”

2. Students must complete all weekly Discussion and or Reflection Questions. (5 pts. each.)

3. Additional Reflection Papers during week 2 and 5. (10 pts.)

4. Typewritten notes will be due the week following each site visit and /or following an

      interview. (I.L.O. 1,2,& 3) (10 pts.)

5. Peer Reviews each week you need to respond to at least one of your classmates discussion thread and one of your classmates reflection responses. (5 pts)

6. Investigation of professional organizations. (I.L.O. 5) (25 pts.)

The student will research two professional organizations to 1) determine mission and goals of the organization, 2) types of memberships and cost and services and benefits of membership. The paper should 3) conclude with a personal reflection that addresses why membership in a professional organization is important in supporting your growth as a professional and which organization you will join and why you selected that organization. 25 pts.

Organizations to research:  

• National Association for the Education of Young Children (NAEYC) required

• Association for Childhood Education International (ACEI)

• National Association of Family Care Providers (NAFCC)

• Zero to three: National Center for Infants Toddlers and Families

• Southern Early Childhood Association

• National Black Child Development Institute

      • North American Reggio Emilia Alliance (NAREA)

      • National Coalition for Campus Children’s Centers

7. Proctored Final Exam Synthesize your learning’s for the semester by writing a one to two page  

          letter to your future employer explaining your philosophy of leadership and program  

          management. Be sure to include reference to the theories, writers, observations, events,

         knowledge, and values that influence your thinking from the class readings and interviews.

        (30 pts)

PROCTORED FINAL EXAM Leadership Statement. (NAEYC Standard 10 Leadership and Management)

Total Points 30 

EDC 358: Scoring Guide: for Philosophy Letter

*Teacher Candidates complete a self-evaluation by circling criteria met.

Exceeds Expectations

30-27 pts.

 Developing

24-26 pts.

 Does Not Meet Expectations0-23 pts.

Demonstrates a strong understanding of the concept of leadership and program management.___

Appropriate examples of administrative strategies as demonstrated through class dialogue and readings are provided.____

Sources thinking are clearly explained as referenced through course readings, dialogue, observation and interviews._____

Careful attention to spelling, grammar and flow. (Less than 6 errors)___

 Demonstrates a beginning understanding of the concept of leadership and program management.___

Examples of administrative strategies are provided, but all examples are not appropriate as demonstrated through class dialogue and readings____

Brief reference to sources of thinking (only one outside source).________

Some errors in grammar, spelling, and flow. (Less than 10 errors)___

 Demonstrates little or no understanding of the concept of leadership and program management

Few or no examples of administrative strategies are provided. Examples are not appropriate as demonstrated through class dialogue and readings.._____

Little or no reference to the sources of thinking (personal thinking).____

More than 10 errors in grammar, spelling, and organization._

Name________________________________________ Date_____________________

Points earned__________________________

Grading:
 

GRADING PLAN: The course requirements are all assigned point values. Rubrics will be provided for each of the assignments. You will earn grades on the basis of total points earned in the course. 
A= 90 percent of points

B= 80 percent of points

C= 70 percent of points

 Total points available = 245

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 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.

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 one week after they have been returned to students.

Visiting Programs 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 and practicum manual for visiting programs, sign and return to professor prior to observing.

Course Topic/Dates/Assignments:
 

Subject to change. In order to be well prepared for interviews and site visits and to participate fully in class discussion, read Decker and Decker Chapters 1-6 within the first three weeks of class.  

Week one activities: Topic is Overview of an Early Childhood Program and Constructing The Early Childhood Program’s Framework. (I.L.O. 1 & 3)

Write and post a personal bio which states why you are interested in early childhood education, what inspires you about children, what you hope to learn from this class, and what are your personal interests and or hobbies. This counts as class participation for week one (5 pts)

National Association for the Education of Young Children (NAEYC) required

·          Association for childhood education International (ACEI)

·          National Association of Family Care Providers (NAFCC)

·          Zero to three: National Center for Infants Toddlers and Families

·          Southern Early Childhood Association

·          National Black Child Development Institute

·          North American Reggio Emilia Alliance (NAREA)

·          National Coalition for Campus Children’s Centers

 Peer Review is the Threaded Discussion:

 This week on the Discussion Thread you need to respond to at least one of your classmate’s reviews of a professional organization. This counts as class participation (5 pts).

Week Eight activities:

Core Assessment Due (35 points) (I.L.O. 1,2,3,4,&5)

Please submit your assignment to the “Homework Assignment” drop box basket. Please use Microsoft office word format. As always, remember to check spelling and grammar.

 Reflection Question – What did you find the most interesting about the class? (5 pts.)

 Final Exam (30 pts.)

 Synthesize your learning’s for the semester by writing a one to two page letter to your future employer explaining your philosophy of leadership and program management. Be sure to include reference to the theories, writers, observations, events, knowledge, and values that influence your thinking from the class readings and interviews.

Please submit your assignment to the “Homework Assignment” drop box basket. Please use Microsoft office word format. As always, remember to check spelling and grammar

Reading: Chapter 1 Overview of Early Childhood Programs and PART 1 Constructing The Early Childhood Program’s Framework (pages 1 – 60).

Reflection Threaded Discussion: Write a one page reflection answering the following questions:

What did you learn about early childhood administration, what are the greatest challenges for a director and what would you find exciting as a director. (5 pts.)

Threaded Discussion Questions:

From the reading - what are the major factors influencing early childhood programs?

What part of the reading interested you the most? What did you learn about program management? (5 pts.)

Peer Review:

Each week you need to respond to at least one of your classmates discussion thread and one of your classmates reflection responses. This counts as class participation (5 pts)

Week Two activities: Topic is Establishing Policies and Procedures (I.L.O. 4 & 2)

Reading: Pages 61- 121 in text. NAEYC Code of Ethics at http://www.naeyc.org/about/positions/PSETH05.asp and review the Supplement for Program Administrators at: http://www.naeyc.org/about/positions/pdf/PSETH05_supp.pdf#xml=http://naeychq.naeyc.org/texis/search/pdfhi.txt?query=code+of+ethics+administrators&pr=naeyc&prox=sentence&rorder=750&rprox=500&rdfreq=1000&rwfreq=1000&rlead=1000&sufs=2&order=r&cq=&id=4522568a19

Reflection Paper:

Write a one page reflection paper answering the following questions:

What might be some consequences if a director did not consistently apply policies and procedures described in the family handbook or staff manual? How would the program’s operations be affected? What effect would this behavior have on moral? Who would be responsible for bringing these issues to his or her attention? Would the NAEYC Code of Ethical conduct or the Supplement for Program Administrators guide your decisions?

 The reflection will be part of the discussion thread. Reflections are due each Wednesday at midnight. No late reflections will be accepted. Responses to the discussion questions must be posted by midnight on Sunday. Please submit your assignment to the “Homework Assignment” drop box basket. Please use Microsoft office word format. As always, remember to check spelling and grammar. (10 pts)

 Threaded Reflection Question:

What part of the reading interested you the most and why. (5 pts.)

 Threaded Discussion Question:

From the reading – what are some of the factors that influence the effectiveness of early childhood programs? (5 pts.)

Peer Review:

Each week you need to respond to at least one of your classmates discussion thread and one of your classmates reflection responses. This counts as class participation (5 pts)

Week Three activities: Creating Quality Learning Environments (I.L.O. 2 & 3)

Reading: Chapter 6 in text.

Review NAEYC Accreditation Criteria for Leadership at: http://www.naeyc.org/academy/standards/standard10/

Using the criteria from 10 A-10F Develop a list of questions you will ask each administrator during your interviews. Also, develop a list of documents you will request from the director to meet specific leadership criteria. For example a family handbook, personal handbook, vision statement. Please submit this assignment to the “Homework Assignment” drop box basket. Please use Microsoft office word format. As always, remember to check spelling and grammar.

(10 pts.)

Interviews: By week three you should have one interview with a program administrator completed. By week six all three interviews need to be completed. Submit a one page outline of notes from your visit. Please submit your assignment to the “Homework Assignment” drop box basket. Please use Microsoft office word format. As always, remember to check spelling and grammar.

 (10 pts.)

Reflection Threaded Discussion: A carefully planned physical environment can help a program achieve its goals. Identify three goals you have for a child in your care. How could each goal be promoted through a carefully created environment: For example, if your goal is to help children become good decision makers, a classroom with learning centers would give children opportunities to make meaningful decisions about what they will do each day. (5 pts.)

 Threaded Discussion Question:

From the reading – what are some of the factors that influence the effectiveness of early childhood programs? (5 pts.)

Peer Review:

Each week you need to respond to at least one of your classmates discussion thread and one of your classmates reflection responses. This counts as class participation (5 pts).

Week Four activities: Financing and Budgeting / Marketing Your Child Care and Education Program (I.L.O. 3)

Reading: Chapter 7 & 8 in text.

Interviews: By week four you should have two interviews with a program administrator completed. By week six all three interviews need to be completed. Use the same questions you developed for each interview. Submit a one page outline of notes from your visit. Please submit your assignment to the “Homework Assignment” drop box basket. Please use Microsoft office word format. As always, remember to check spelling and grammar. (10 pts.)

Reflection Threaded Discussion: With many government budget crunches, funding sources for early childhood programs are limited. Under these circumstances should more affordable (and hence minimal quality) programs be offered to more children and families or should high-quality (and hence more costly) programs be offered to fewer children and families? (5 pts.)

 Threaded Discussion Question:

In your community what type of marketing strategies do early childhood care and education programs typically use? Pursue the Internet and try to locate child care programs in your area. What content is presented on the Web? How easy is it to find information that you might be interested in? (5 pts.)

Peer Review:

Each week you need to respond to at least one of your classmates discussion thread and one of your classmates reflection responses. This counts as class participation (5 pts).

Week Five activities: Planning The Children’s Program / Providing Nutrition, Health, and Safety Services.

Reading: Chapter 9 and 10 in text.

Review information regarding Missouri’s Quality Rating System at:

https://www.openinitiative.org/content.aspx?file=QRS.txt

Review information regarding NAEYC Accreditation at:

http://naeyc.org/academy/AccreditationMattersWhyEarn.asp

Interviews: By week five you should complete your third interview with a program administrator completed. By week six all three interviews need to be completed. Use the same questions you developed for each interview. Submit a one page outline of notes from your visit. Please submit your assignment to the “Homework Assignment” drop box basket. Please use Microsoft office word format. As always, remember to check spelling and grammar.

(10 pts.)

 Reflection Paper:

Write a one page statement of your philosophy of Early Childhood Education. Please submit your assignment to the “Homework Assignment” drop box basket. Please use Microsoft office word format. As always, remember to check spelling and grammar. (10 pts.)

 Reflection Threaded Discussion:

How does the Program Director’s philosophy of early childhood education impact the programs vision, mission, philosophy and curriculum? (5 pts.)

 Threaded Discussion Question:

As a director of a preschool program, you are writing a policy describing when children must be excluded because of illness, and when they can return. What criteria should you use to achieve the balance between a child’s need to be cared for by a family member and the family member’s need to meet the demands of a job? (5 pts.)

Peer Review:

Each week you need to respond to at least one of your classmates discussion thread and one of your classmates reflection responses. This counts as class participation (5 pts).

Week Six activities: Draft of Core Assessment Due – upload to docsharing for peer reviews and reflection. (I.L.O. 4)

 Review NAEYC Code of Ethical Conduct pages 355-369 in text

 Threaded Discussion: How would you use the NAEYC Code of Ethical Conduct in an administrative position? (5 pts.)

 Peer Review:

Each week you need to respond to at least one of your classmates discussion thread and one of your classmates reflection responses. This counts as class participation (5 pts).

Week Seven activities: Review of Professional Organizations (I.L.O. 5)

This week each of you will investigate two (2) professional organizations in the field of early childhood education. The assignment consists of 1) determine mission and goals of the organization, 2) types of memberships and cost and services and benefits of membership. The paper should 3) conclude with a personal reflection that addresses why membership in a professional organization is important in supporting your growth as a professional and which organization you will join and why you selected that organization. Upload it to Docsharing for peer review. (25 Points)

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 93

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. from Park University 2011-2012 Undergraduate Catalog Page 93

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.
ONLINE NOTE: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a courserelated question, or using any of the learning management system tools.

Park University 2011-2012 Undergraduate Catalog Page 96

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 .

Copyright:

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

Last Updated:8/4/2011 10:10:24 PM