Central Texas Collegeeurope.ctcd.edu/download/syllabus_by_crs/214H9219 … · Web view1.Mid-term exam on September 9th, 2014 2.Final exam on October 7th, 2014 3. Paper due on September

SYLLABUS FOR CDEC 1313Curriculum Resources for Early

Childhood ProgramsSemester Hours Credit: 3

Lecture Hours: 48Lab Hours: 0

Course Dates/Days/Times:

August 19-October 9

Tuesdays and Thursdays 6:30-9:30

Instructor: Kari Tooke

Office Hours: Before and After class

Instructor Email: [email protected]

INSTRUCTOR BIOGRAPHY

I have a Bachelors Degree in Elementary Education from Winona State University. I have many experiences working with children from different settings and different backgrounds. I look forward to working with, sharing with, and learning from the CTC community.

I. INTRODUCTION

A. A study of the fundamental of curriculum design and implementation in developmentally appropriate programs for children. The student will define developmentally appropriate practices; and develop guidelines for creating developmentally appropriate indoor and outdoor learning environments. The student will apply an understanding of teacher roles in early childhood classroom; prepare a developmentally appropriate schedule including routines and transition; and select, plan, implement and evaluate developmentally appropriate learning experiences for children.

B. This course is a required course for the AAS Degree and Certificates in the Child Development professions field.

C. This course is occupationally related and serves as preparation for careers in Child Development professions.

D. Prerequisite(s): None

II. LEARNING OUTCOMES

A. Upon successful completion of this course, Curriculum Resources for Early Childhood Programs, the student will be able to:

1. Define developmentally appropriate

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a. Describe developmentally appropriate practices as they apply to infants/toddlers, preschool, and school age children including children with children.

b. Evaluate classrooms to determine their placement on a continuum from developmentally appropriate to inappropriate in relation to room arrangement, activities, materials, and equipment.

c. Explain the value of play and its relationship to developmentally appropriate practices.

d. Describe how cultural and linguistic diversity are a part of developmentally appropriate practices.

2. Describe the process of child-centered curriculum development.

a. Compare curriculum approaches/model (e.g., child centered, project approach, teacher directed.)

b. Discuss the application of anti-bias curriculum c. Analyze different approaches to curriculum planning. d. Describe a variety of assessment strategies and their role in the early

childhood curriculum planning process. e. Develop lesson plans for a specific group of children. f. Discuss planning and implementation of curriculum and instructional

practices based on knowledge of individual children, the community and curriculum goals and content.

g. Analyze and develop an anti-biased, developmentally appropriate curriculum.

3. Develop guidelines for creating developmentally appropriate indoor and outdoor learning environments.

a. Describe the relationship between children’s ages and developmentally appropriate indoor and outdoor learning environments.

b. Define learning centers and/or activity zones and their relationship to learning through play.

c. Describe basic arrangement of learning centers in developmentally appropriate indoor learning environments.

d. Describe developmentally appropriate outdoor learning environments. e. Explain the concepts of using zones in outdoor learning environments. f. Describe how to enhance creativity and aesthetics in the environment.

4. Apply an understanding to teacher roles in early childhood classrooms.

a. Describe various roles of a teacher (e.g., observer, questioner, etc.) b. Practice teacher roles in early childhood classrooms. c. Demonstrate the ability to select the appropriate teacher role. d. Adapt indoor and outdoor environment for children with special needs.

5. Prepare a developmentally appropriate schedule including routines and transitions.

a. Compare appropriate and inappropriate schedules for infants/toddlers, preschool and school age children.

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b. Describe developmentally appropriate routines for use in classrooms. c. Define and describe how to use transitions in classrooms. d. Develop an appropriate schedule for a specific group of children.

6. Select, plan, implement, and evaluate developmentally appropriate learning experiences for children.

III. INSTRUCTIONAL MATERIALS

A. The instructional materials identified for this course are viewable through http://www.ctcd.edu/im/im_main.asp

A Practical Guide to Early Childhood Curriculum: Linking Thematic, Emergent, and Skill-Based Planning to Children's Outcomes

Peterson, James 2nd

Allyn & Bacon (Pearson)

2011

9781256418283

o Developmentally Appropriate Practice in Early Childhood Programs by Carol Copple and Sue Bredekamp (3rd Edition)

o A Practical Guide to Early Childhood Curriculum: Linking Thematic, Emergent, and Skill-Based Planning to Children’s Outcomes by Evelyn A. Petersen (2nd Edition)

IV. COURSE REQUIREMENTS

A. Your first responsibility is scholarship. The grade you receive for this course will not be the grade of the instructor, but rather the grade you and you alone make.

B. You should attend class regularly and be prepared to participate in classroom discussions and to take unannounced quizzes relating to text assignments and lecture material presented from the beginning of the course. Please refer to ‘Class Attendance and Course Progress’ under the Academic Policies section in our current CTC Course Catalog: http://www.ctcd.edu/academics/catalogs/catalog-continental-international/academic-policies/.

C. You are encouraged to give your best effort throughout the course. From the beginning, you should plan for a steady, organized, and continuous effort, which in the long run will prove more effective for your final grade than a last minute crash-cram policy. Your course grade is not determined solely by exam grade. Such factors as class participation, initiative, attendance, and individual research papers or projects will be considered in grade computation.

D. From time to time, special library and/or outside assignments will be made to members of the class individually and/or in groups. You are expected to read all assignments and fulfill your responsibilities to any group assignment.

E. You are expected to read all assigned material and bring your textbook/reading materials to class. Keep informed on all assignments, especially after an absence.

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http://www.ctcd.edu/academics/catalogs/catalog-continental-international/academic-policies/

http://www.ctcd.edu/im/im_main.asp

F. Good class notes are indispensable for earning a good grade, since both the material assigned and that discussed in class will be the basis for examination material.

G. Scholastic Honesty: All students are required and expected to maintain the highest standards of scholastic honesty in the preparation of all coursework and during examinations. The following are considered examples of scholastic dishonesty:

Plagiarism: The taking of passages from the writing of others without giving proper credit to the sources.

Collusion: Using another’s work as one’s own, or working together with another person in the preparation of work, unless such joint preparation is specifically approved in advance by the instructor.

Cheating: Giving or receiving information on examinations.

H. Special Work: A term paper or other project, per requirements of the instructor, will be required. The subject must be appropriate for the course material. Check with the instructor when you have made a selection. The value is indicated in the semester grade computation and has considerable weight on your final average.

V. EXAMINATIONS

A. There will be a minimum of two major examinations and a written paper or project as follows:

1. Mid-term exam on September 9th, 2014

2. Final exam on October 7th, 2014

3. Paper due on September 25th, 2014

B. A student must be present for all examinations. Students who know in advance that they will be absent from an examination due to valid reasons must arrange to take an early examination. Unexpected absences due to illness or extenuating circumstances will require the student to see the instructor about individual make-up work.

C. Students without excused absences will be given a zero for the missed examination.

D. Examinations will consist of both objective (true/false, multiple choice, fill in-the-blank, and matching) and subjective (short answer and essay) questions. Students must be able to communicate both orally and in written form, thus some questions requiring the composition and writing of an essay answer will be required.

VI. SEMESTER GRADE COMPUTATIONS

EXAM POINTS POINTS GRADESQuizzes 200 900-1000 A=4 pts/sem hrMid-Term Exam 250 800- 899 B=3 pts/sem hrFinal exam 350 700- 799 C=2 pts/sem hrParticipation 50 600- 699 D=1 pt/sem hrPaper/Project 150 0- 599 F=0 pts/sem hr--------------------------------------------

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TOTAL 1000

A term paper is expected from all students. The instructor may need to teach this concept during the course.Students may vary in their competency levels on these abilities. You can expect to acquire these educational abilities only if you honor all course policies, attend classes regularly, and complete all assignment work in good faith and on time.

VII. NOTES AND ADDITIONAL INSTRUCTIONS FROM COURSE INSTRUCTOR

A. Tuition refunds are made only in the case of class cancellation or official and timely withdrawal from CTC or from a course. Please refer to the current course catalog for more details, at http://europe.ctcd.edu/library/catalog.php.

B. GoArmyEd students should contact their education counselor before withdrawing and are required to withdraw through the GoArmyEd portal.

Please note: a military withdrawal does not override CTC’s grading policy.For self-pay students, refunds are computed from the date the Application for Withdrawal or

Refund is filed with the CTC Field Representative or designated Student Services Officer. Special conditions apply to students who receive federal, state, and/or institutional financial aid.

Tuition and fees paid directly to the Institution by the Veterans Administration, Title IV (Financial Aid Programs, a sponsor, donor, or scholarship shall be refunded to the source rather than directly to the students.

C. Course Withdrawals, Student Responsibilities : It is the student’s responsibility to officially withdraw from a course. The instructor cannot initiate a withdrawal based upon a student’s request. Rather, students must initiate the withdrawal with the designated Education Center Representative, through the CTC Field Representative or the Student Services Officer for that region.

Applications for Withdrawal will be accepted at any time before the completion of 75% of the course, after which time the student will be assigned an “FN”- “Failure for Non-attendance.”

D. Incomplete / Course in Progress Grade Policy : An “IP” or “Incomplete” grade may be assigned by an instructor if a student has made satisfactory progress in a course with the exception of a major quiz, final exam, or other project. The “IP” grade may also be assigned based on circumstances beyond a student’s control, such as personal illness, death in the immediate family, or military orders. Notice of absences, with supporting documentation, may be required by the instructor. The instructor makes the final decision concerning the granting of the incomplete grade. With an “Incomplete” grade, students are required to complete a set amount of work before the instructor will submit an official letter grade. This date can be determined by the instructor but must be within 45 days of the course end date. After completion of the work the instructor can then change the grade of “IP” to the appropriate letter grade. If this work is not completed by the specified date the instructor will change the grade to “F”.

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E. Cellular phones, beepers, and other electronic devices will be turned off while the student is in the classroom or laboratory unless the student is using the device for class purposes. No texting or social networking is allowed during class.

F. Instructor Discretion : The instructor reserves the right of final decision in course requirements.

G. Civility : Individuals are expected to be cognizant of what a constructive educational experience is and respectful of those participating in a learning environment. Failure to do so can result in disciplinary action up to and including expulsion.

VIII. COURSE OUTLINE

Note: The instructor has the right to change the course schedule. Any changes will be announced in class. If the student misses a class period and changes are announced, it is the student’s responsibility to receive the missed information from a classmate or the instructor.

A. Session One : August 19th, 2014

1. Unit Objectives : Upon successful completion of this unit, the student will be able to:

a. Discuss the NAEYC position statement on developmentally appropriate practices for age: birth through five years olds.

b. Identify developmentally appropriate activities for early childhood programs.

c. Plan developmentally appropriate activities for infants through toddlers. d. Select developmentally appropriate activities to be used

with two year olds. e. Determine developmentally appropriate activities for use with

infant and Toddlers. f. Identify and plan for the needs of children in transition situations.

2. Learning Activities :

a. Syllabusb. Pretest – KWL activityc. Lectured. Checklist: Developmentally Appropriate Curriculum e. Reading assignment: Chapter 2 and 3 in DAP textf. Transition Cards

3. Equipment and Materials : Per Instructor

4. Audio/Visual Aides : Video: NAEYC: What Does Developmentally Appropriate Practice Look Like?

5. Unit Outline :

a. NAEYC Position Statement on Developmentally Appropriate CDEC 1313 03.14

Practice: Birth Through Eight Years Old b. Guidelines for Developmentally Appropriate Practice in Curriculum,

Adult-Child Interaction, and Relations Between the Home and Program

c. Achieving Developmentally Appropriate Programs d. Developmentally Appropriate Care of Children: Birth Through Three

Years Old e. Infant and Toddler Developmentally Appropriate Programs f. Infant and Toddler Programs with Developmentally Appropriate

Practices g. Transitioning Children into New Situations

Homework for next class: 1. Read Chapter 4 and 6 in Developmentally Appropriate Practice Text (DAP)2. Come prepared to share transitions used in you classroom to add to transition

cards

B. Session Two : August 21st, 2014


a. Discuss the NAEYC position statement on developmentally appropriate practices for age: preschool through Kindergarten.

b. Identify developmentally appropriate activities for early childhood programs.

c. Plan developmentally appropriate activities for preschool to eight year oldsd. Select developmentally appropriate activities to be used

for preschool to Kindergarten. e. Determine developmentally appropriate activities for use

with preschool to Kindergarten. f. Identify and plan for the needs of children in transition

situations.


a. Discuss Paper guidelines and expectationsb. Lecture – Read/Pair/Sharec. Checklist: Developmentally Appropriate Curriculum d. Reading assignment: Chapter 4 and 6 in DAP texte. Transition Cards

7. Equipment and Materials : Per instructor.

8. Audio-Visual Aids :

9. Unit Outline :

a. NAEYC Position Statement on Developmentally Appropriate Practice: Birth Through Eight Years Old

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b. Guidelines for Developmentally Appropriate Practice in Curriculum, Adult-Child Interaction, and Relations Between the Home and Program

c. Achieving Developmentally Appropriate Programs d. Developmentally Appropriate Care of Children: Preschool and

Kindergartene. Transitioning Children into New Situations

Homework for next class: 1. Read Chapter 1 in DAP text2. Read Chapter 3 in Early Childhood Curriculum (ECC) text

C. Session Three: August 26th, 2014

1. Unit Objectives : Upon successful completion of this unit, the student will be able to:a. Describe a developmental philosophy of early childhood education. b. Trace the developmental stages of children two through six years

old. d. Plan and draw an indoor environment with appropriately placed

activity areas. e. Plan and write a daily schedule for day care.


a. Lecture b. Write a daily schedule c. Plan a room arrangement and compare in class d. Reading assignment: Chapter 1 in DAP and Chapter 3 in ECC


4. Audio-Visual Aids : Intentionality in Early Childhood Practice

5. Unit Outline :

a. Goals for Developing a Teaching Philosophy b. Developmental Stages of Two through Six Year Old Children

(1) Late Twos and Threes (2) Late Threes and Fours (3) Fives and young Sixes

c. Planning the Indoor Facility (1) Room arrangement (2) Traffic patterns (3) Storage

d. Plan a daily schedule based on alternating active and passive blocks of time

Homework for next class:1. Completed Teaching Philosophy

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2. Read Chapter 1 and 5 in ECC text3. Topic for Research Paper due

D. Unit Four : August 28th, 2014


h. Locate and evaluate resource materials. b. Discuss essential elements and incorporate them into lesson plans for

early childhood programs. c. Choose themes and develop into units with developmentally

appropriate activities for a given age group. d. Realize the reason for each learning interest center. e. Use learning centers, both indoor and outdoor, to develop lesson

plans.


a. Lecture b. Write lesson plans c. Evaluate learning/interest centersd. Compare resource materials and resource kits


4. Audio-Visual Aids :

5. Unit Outline : Intentional Teaching Includes Using a Variety of Strategies

a. Resources (1) Books (2) Magazines (3) Catalogs (4) Learning kits

b. Texas Essential Elements for Pre-K and Kindergarten c. Unit Themes/Lesson Plans d. Learning Centers

(1) Art (2) Science (3) Perceptual-motor (4) Language (5) Dramatic play (6) Music (7) Carpentry (8) Sand/water (9) Outdoor

Homework for next class:1. Reading Chapters 8and 9 in DAP text2. Work on Lesson plans due Sept 9th

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E. Session FIve: September 2nd, 2014

1. Unit Objectives: Upon successful completion of this unit, the student will be able to:

a. Describe the physical, social/emotional and cognitive development in children ages 6-8

b. Show understanding of the language and literacy development in the primary grades

c. Nurture emotional literacy in studentsd. Modify instructions for students with disabilities in the

classroome. Implement developmentally appropriate practice in

primary grades

2. Learning Activities:a. Lecture and Power-point presentationb. Geometry and spatial sense in childrenc. Play modifications for students with disabilitiesd. Technology in the primary classroome. Review and discussion of naeyc resource

Homework for next class:1. Read Chapter 4 in ECC text2. Work on Lesson plans due Sept 9th

F. Session Six: September 4th, 2014


a. Plan a daily schedule for day care b. Define Challenges in schedulingc. Understand how to address all developmental areas

in a scheduled. Determine the important aspects of a schedule

2. Learning Activities:

a. Review of a variety of different schedulesb. How to write an effective schedule c. Critiquing various schedules d. A preschool – classroom in action (video)

Homework for next class:1. Study for Mid-term exam2. Lesson plans due next class

G. Session Seven: September 9th, 2014 MID-TERM EXAM

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h. Review all previous objectives discuss by taking mid-term examb. Review essential elements and incorporate them into lesson

plans for early childhood programs. c. Cite the seven steps in effective lesson planning

2. Learning Activities:a. Take Examb. Review examples of lesson plans

Homework for next class: Read Chapter 6 in ECC text

H. Session Eight: September 11th, 2014


a. Understand the value of assessmentb. Complete a variety of developmental screening and

assessment toolsc. Know what a IEP and IFSP is and the importanced. Evaluate and organize assessment information and utilize for

planning purposes e. Choose appropriate assessment toolsf. Name a variety of different methods of observationg. Cite the different domains most tools assessh. Use lesson plans for planning and documentation

2. Learning Activities:

a. Review of a variety of different developmental screening toolsb. Using an observation form to observe behaviorc. How do we observe and record behavior?d. Using a summary sheet system to help plan instructione. Design your own observation form/data sheet

Homework for next class:1. Read chapter 7 in ECC text

I. Session Nine: September 16th, 2014

Interest-based curriculum: Horizontal Planning


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a. Explain emergent and thematic curriculumb. Define the term “interest based information”c. Develop themes and projects based on children’s interestsd. Understand horizontal and vertical planning

2. Learning Activities:a. “The big picture” in curriculum planningb. How do we determine children’s interests?c. What are “teachable” moments”? Why are they important?d. The Emilia Reggio Approache. The project approach


J. Session Ten: September 18th, 2014

Skill-Based Curriculum: Vertical Planning Part 1: The systematic Management of Skill-based Activities

1. Unit Objectives: Upon successful completion of this unit, the student will be able to: a. Learn that vertical curriculum emphasizes skill-based planning b. Conclude a variety of problem-solving experiences for childrenc. Explain developmentally sequenced activitiesd. Differentiate between natural and guided sequencing e. Define the term “scaffolding”

2. Learning Activities:a. The use of “time blocks” b. What is vertical curriculum planning? c. Practical on-line examples of vertical planningd. Creating developmentally sequenced skill-based activities in early

childhoode. Compare curriculum resources used for lesson planning

Homework for next class:No homework

K. Session Eleven: September 23rd, 2014Research Paper Due

1. Unit Objectives: Upon successful completion of this unit, the student will be able to: a. Explain the learning domain categoriesb. Locate and evaluate resource materialsc. Discuss essential elements and incorporate them into lesson plansd. Examine the manner of sequencing

2. Learning Activities:CDEC 1313 03.14

a. The eight categories of the Head Start Outcomes Frameworkb. Review of skill based activities in the learning domainsc. Video examples of skill based curriculumsd. Helping parents understand how children learne. Develop Lesson plans

Homework for next class:No homework

L. Session Twelve: September 25th, 2014

1. Unit Objectives: Upon successful completion of this unit, the student will be able to: a. Develop integrated activities to teach young childrenb. Explain how integrated learning experiences support different

learning stylesc. Give examples of simple and complex integrated activitiesd. Develop a system to link curriculum activities with specific learning

domain objectivese. Choose themes and develop into units with developmentally

appropriate activities for a given age group. f. Realize the reason for each learning interest center. g. Use learning centers, both indoor and outdoor, to develop lesson

plans.

2. Learning Activities:a. Examine examples of simple and complex curriculumsb. Creating large and small group activitiesc. Development of simple and complex integrated activitiesd. The horizontal long-range curriculum plan for your early childhood

classroom


M. Session Thirteen : September 30th, 2014

Management and Guidance in the early childhood classroom

1. Unit Objectives: Upon successful completion of this unit, the student will be able to: a. Recognize indirect guidance strategiesb. Plan a classroom environment to reduce challenging behaviorsc. Cite a variety of positive guidance strategiesd. Understand the importance of positive classroom managemente. Explain strategies to promote self-control and positive social behavior

2. Learning Activities:a. The impact of room arrangement on children’s behaviorb. Review of positive guidance strategies (Rules, choices, positive

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expectations, contracts, consistency, etc.)c. Development of a hand-out on positive guidance strategiesd. How to teach problem solving skills and self-regulatory behavior in

early childhoode. Review of a case study f. Video “Challenging Behavior”

Homework for next class:1. Read Chapter 11 in ECC text

N. Unit Fourteen : October 2nd, 2014

1. Unit Objectives: Upon successful completion of this unit, the student will be able to:a. Understand current trends in educationb. Describe the importance of cultural diversity and inclusionc. Define common curriculum challengese. Develop a language and literacy rich classroom curriculumf. Include Math and Science in the early childhood classroom

2. Learning Activities:a. Curriculum priorities in early childhoodb. Teaching Strategies for anti-bias, literacy, problem solving, and math

and science activitiesc. Practical application (Games and curriculum examples)d. Hands-on ideas to improve the quality of life for children and their

familiese. Naeyc video – interaction with families

Homework for next class:1. Study for Final exam

O. Session Fifteen : October 7th, 20141. Learning Activities

a. Review Gameb. Final Examc. Video: Developmentally Appropriate Practice: Outcomes

P. Session Sixteen : October 9th, 2014Final Class – Class Evaluation and Wrap Up

1. Learning Activitiesa. Present and Share Thematic Unit Plans (pass out a copy of plans to all

class participants)b. Revisit KWL activity from the beginning of class and add to final columnc. Fill out Class Evaluations

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Documents

Central Texas Collegeeurope.ctcd.edu/download/syllabus_by_crs/214H9219 … · Web view1.Mid-term exam on September 9th, 2014 2.Final exam on October 7th, 2014 3. Paper due on September