EDC363A Integrating the Curriculum: PreK-Part 1

for F1T 2012

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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 363 Integrating the Curriculum:PreK-Part 1


F1T 2012 DL


Wolf, Amy


Associate Professor and Chair of Leadership and 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

Tuesday and Thursday 10:30 a.m.-12:30 p.m. or by appointment. We will plan a monthly full-class meeting after the semester begins.

Daytime Phone

816-590-8282 (mobile)



Semester Dates

August 20-October 14, 2012

Class Days

Please see calendar and check into the online classroom daily for updates.

Class Time



Admission to the School for Education. Concurrent Enrollment in: EDC 354a: Observation, Assessment and Screening in EC: Part 1; EDC 355a Social/Emotional Learning in EC : Part 1; EDC 373/383

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)
Other readings will be available in the course shell.
Please Note: All Park University School for Education candidates seeking a degree in Education (certification and non-certification tracks), must purchase Foliotek, the School for Education’s electronic portfolio system. As purchasing and accessing Foliotek is a multi-step process, please follow these instructions: 

1.      Decide the Contract Period and fee for which you will be paying. Minimally, you must purchase a contract which extends to the year you expect to graduate, however some students purchase a contract extending one year beyond graduation. 

 Contract Period    

 Contract Fee

Per Student (Prepaid)

Cost Breakdown

Per Student, Per Year

 1 year



 2 years



 3 years



 4 years



 5 years



6 years



2.      Send an email to Carol Williams (carol.williams@park.edu) with the following information:

a.      Your Name

b.      The Contract Period you wish to purchase

c.      Your student identification number

d.  Note: Students on a non-certification early childhood track, Teaching Young Children or Early Childhood and Leadership, need to request purchase of the NAEYC portfolio).

3.      Within a few days, you will receive from Foliotek an email with online purchasing information. Upon receipt of this email, purchase your Foliotek contract.

4.      Upon receipt of your payment, you will receive your login information. You must then send a final email to Carol Williams (carol.williams@park.edu), requesting she provide your current education professors and a academic advisor (list them) access to view your portfolio. It is imperative you complete this final step.

Textbooks can be purchased through the MBS 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:
EDC363A Integrating the Curriculum:Pre-K-Part 1: A course designed for students to evaluate developmentally appropriate materials, activities and strategies in a Pre-primary setting.PreRequisite: Admission to the School for Education Concurrent enrollment in: EDC354A, EDC 355A, EDC373 or EDC383 or permission of Coordinator or Chair. 1:0:1

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 and reflection, research, collaborative group projects and presentations.  

  Instructor Learning Outcomes

  1. 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. (MoSPE1.1, 2.6, 8.3; NAEYC 4b, 6b, 6c, 6d)
  2. Plan learning environments and experiences that promote play as a context for supporting development, active learning, and construction of knowledge. (MoSPE 1.2, 3.2, 4.2; NAEYC - 4c; SPED Competencies - 5)
  3. Use developmental knowledge and reflection to create healthy, respectful, supportive and challenging learning environments (from NAEYC 1c) (MoSPE 2.1, 3.2, 4.3; NAEYC – 1c, 4d; SPED Competencies - 2 & 5)
  4. Plan learning environments and experiences that promote play as a context for supporting development, active learning, and construction of knowledge. (MoSPE 1.2, 1.3, 3.2, 4.1, 4.3; NAEYC -1c, 4c, 5b; SPED Competencies - 5)
  5. Construct positive relationships and 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 (MoSPE 1.5, 2.4, 2.6, 3.2, 6.2; NAEYC – 1b, 2a, 4a; SPED Competencies – 7)
  6. Reflects upon teaching to promote positive outcomes for each child (MoSPE 8.1; NAEYC 4d)
  7. Understands content knowledge and resources in academic disciplines: language and literacy, the arts, mathematics, science, physical activity, physical activity, and social studies (MoSPE 1.1, 1.2; NAEYC 5a)
  8. Uses the central concepts, inquiry tools, and structures of content areas or academic discipline (MoSPE 1.3, 4.1; NAEYC 5b)
  9. Uses knowledge, appropriate early learning standards, and other resources to design, implement and evaluate developmentally meaningful and challenging curriculum for each child (MoSPE 1.4, 2.2, 3.1, 3.3; NAEYC 5c)
  10. Designs and implements experiences taking into consideration prior learning, experience, learning style, family, culture and community (MoSPE 2.6, 3.2)
Class Assessment:
The Core Assessment in this course takes place in Part B.

Participation in class weekly 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)

Participation in Practicum Discussion Board. Evidence of reflective thought regarding practicum experience. 30 Total Points (5 points for each discussion board).

Letter of Introduction to teachers and families of practicum (5 points)

Project 1: The Environment: As you create this project, you need to think of the physical environment as a third teacher. Although the role of the classroom teacher is important, relate the aspects of this project to the physical environment. 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. Your content area is the area that you are researching for your presentation. As you look at the areas build upon the interests and the knowledge base of the children in the classroom. Determine which area where you will redesign the environment. Based upon this investigation, teacher candidates will develop a plan for the environment and implement the plan for two weeks. Mentor teachers and Practicum instructor will provide feedback. Finally, based upon the careful observation of the children engaging in the environment and the constructive feedback obtained by the mentor teacher and practicum instructor, candidates will write a reflective analysis of the environment. (115 Points Total)

Project 2: Team Presentation and Activity/Experience Planning

As a small group (2 people) design: 1.) a class presentation on the proposed topic (creative arts, social studies, language and literacy, science, and math) and 2.) a variety of activities and learning center experiences (approximately 2-3, depending upon group size) in which classmates will participate and reflect upon. The focus of this experience is upon the pre-primary aged child. Teacher candidates will post the background information on the topic through a presentation utilizing technology (Wiki, PowerPoint, etc.). Candidates will use multiple resources including the Copple and Bredenkamp text to create the presentation. The team members will facilitate the dialogue during their presentation week. Team members need to check into the class regularly and answer questions and respond to peers. The presenters will suggest learning centers/activities based upon the content area. Each presenter must suggest one activity. The plan will emphasize the importance of play and creativity for children aged 3-5 years. Activities must be developmentally-appropriate, hands-on, accurate, relevant and meaningful for pre-primary aged children. Classmates will recreate the activity and review it based upon their perceptions of a pre-primary aged child. The activity plan must demonstrate integration into at least two additional content areas. (35 points)

PROCTORED FINAL: Candidates will develop an activity plan appropriate for the pre-primary aged children in the practicum placement. Plan can encompass any content area BUT must be integrated naturally into at least two content areas. (Remember integrating the activity naturally does not mean adding to the activity just to measure another content area. It is easily connected to the content area within one activity.) Candidates must build upon the prior knowledge and experiences of the children creating a plan that is accurate, relevant and meaningful for the children. Plan must be tied to the Head Start Outcomes that are related to the two content areas. Candidates must plan a tool to assess the impact they had on the children’s learning describing when the natural assessment will take place during the activity. The activity plan will be implemented in part b of the course following the semester break. (35 points)

Dispositions Teacher candidate dispositions are continually measured in education courses. Please make sure to review the criteria.

A project packet, which includes all scoring guides and complete descriptions of assignments, will be located in document sharing.

 90 pts Discussion Boards

30 pts. Practicum Discussions

 5 pts. Teacher and Family Letters

115 pts. The Environment Project

 35 pts. Team presentation

35 pts. Proctored Final (Activity Plan)

Grading Scale

90-100% A

80-89%   B

70-79%   C

60-69%   D

0-59%     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 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:




Readings for the week

Week 1

Discussion Board:

       Community Building

       The invitation to life: The art of teaching; How you teach is who you are

        Presentation team formation (Project 2)

       Introduction to Practicum

       Sign up for team

       Letter of introduction

       Chapters 1 and 2 Hill, Stremmel and Fu.

Week 2


Discussion Board:

·      Creating an environment for children to be known and valued: Educational caring spaces 

·      Community Building: TV Commercial

·      Practicum Discussion Board: Questions before beginning.


Work with team on presentation

       Create “TV Commercial"

· Chapter 6 Hill, Stremmel, Fu

· View Boulder Journey School Environment

· View NAREA Materials CD

·      Considerations for Creating Amiable Environments

· Watch TV for commercials!

Week 3

First Day of Practicum

Discussion Board

·      The teacher as researcher: Asking questions, discovering answers

·      Practicum Discussion Board

       Ideas for Project 1 a: Environment Project Plan

       Project 2 for instructor feedback

·      Chapter 3 Hill, Stremmel, Fu

·      The thought that sustains education by Carla Rinaldi (under doc sharing week 3)

Week 4

Discussion Board

·      Peer Review of Environment Project

·      Practicum Discussion Board

       Project 1a: The Environment Project Plan

       Review 3 Plans for Environment

Week 5

Discussion Board:

·      The child as cultural invention: Reconstructing images of the child

·      Practicum Discussion Board

·      Project 1b: Practicum mentors evaluation of Plan for environment

       Chapter 5 Hill, Stremmel, Fu

       Helping children ask good questions by George Foreman




Readings for this Week

Week 6


       Project 2: Group Presentation: Language and Literacy

       Practicum Discussion Board

       Begin Project 1c: Implementation of the Environment for 2 Weeks

       Provide Mentor teacher and Practicum Instructor with Project 1c: Evaluation forms

       Language and Literacy Presentation

       Copple and Bredenkamp chapters 4 and 5

Week 7


·      Project 2: Group Presentations: Math and Science

·      Practicum Discussion Board

       Continue Implementation of Project 1c: Implementation of Environment. Make appropriate changes

       Math Presentation

       Science Presentation

       Copple and Bredenkamp chapters 4 and 5

Week 8


·      Project 2: Group Presentations: Creative Arts and Social Studies

·      Practicum Discussion Board


       Project 1c: Mentor and Practicum Evaluations of Environment

       Project 1d: Reflection of Environment

       Creative Arts Presentation

       Social Studies Presentation

       Copple and Bredenkamp chapters 4 and 5

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 95-96

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 95

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 course related question, or using any of the learning management system tools.

Park University 2011-2012 Undergraduate Catalog Page 98

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:8/17/2012 10:32:21 AM