ECE 100 – Introduction to Early Childhood Education (spring, 2014)

Catalog Description:This course offers an overview of the early childhood profession. This will include historical perspectives, current trends, professional expectations, settings, and evidence-based best practice described by the National Association for the Education of Young Children, the Division for Early Childhood, and the Council for Exceptional Children. This course addresses children birth to eight years old, including those who are culturally, linguistically, and ability diverse.

Degree Learning Outcomes:Upon completing a degree at Tacoma Community College, students will be able to:  

Core of Knowledge (COK): Demonstrate a basic knowledge of each of the distribution areas (Written Communication, Humanities, Quantitative Skills, Natural Sciences and Social Sciences; or, as applicable, specific professional/technical programs), integrate knowledge across disciplines, and apply this knowledge to academic, occupational, civic and personal endeavors.

Communication (COM): Listen, speak, read, and write effectively and use nonverbal and technological means to make connections between self and others.

Critical Thinking & Problem Solving (CRT): Compare, analyze, and evaluate information and ideas, and use sound thinking skills to solve problems.

Information & Information Technology (IIT): Locate, evaluate, retrieve, and ethically use relevant and current information of appropriate authority for both academic and personal applications.

Living & Working cooperatively/Valuing Differences (LWC): Respectfully acknowledge diverse points of view, and draw upon the knowledge and experience of others to collaborate in a multicultural and complex world.

Responsibility & Ethics (RES): Demonstrate an understanding of what constitutes responsible and ethical behavior toward individuals, the community, and the environment.

Program Learning Outcomes*: 1. Use their understanding of young children’s characteristics and needs, and of multiple interacting

influences on children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for each child. (COM, CRT, IIT, LWC)

2. Create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning. (LWC, RES)

3. Use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child. (COM, CRT, IIT, LWC, RES)

4. Implement a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning. (COM, CRT, IIT, LWC)

5. Use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for every young child. (COM, CRT, IIT, LWC)

6. Use ethical guidelines and other professional standards related to early childhood practice; demonstrate knowledgeable, reflective and critical perspectives on their work and are informed advocates for sound practices and policies. (COK, COM, LWC, CRT, RES)

*Written according to the National Association for the Education of Young Children standards and aligned with the Degree Learning Outcomes.

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Course Learning Objectives*:Upon successful completion of this course students will be able to:

1. Identify career options within the early childhood education field (including Lead Teacher, Para educator, Occupational Therapist, Speech-Language Pathologist, Physical Therapist, and School Psychologist); as well as the variety of settings that include children who are culturally, linguistically, and ability diverse (such as public schools, private preschools, and child care programs). (1, 6)

2. Identify the professional and personal traits necessary for early childhood educators. These include, but are not limited to: knowledge, skills, preparation/training, ethical behavior, performance expectations, and membership in professional organizations such as NAEYC, etc. (6)

3. Locate the licensing, NAEYC accreditation, and/or state requirements for starting and continuing an early childhood program that supports each young learner, including those who are culturally, linguistically, and ability diverse. This would involve creating a Philosophy of Education that lists the student’s professional goals for working in such programs. (1, 6)

4. Name some of the major theorists, theories, and research that have created the framework of current early childhood education/early intervention. (1, 4)

5. Discuss current issues and trends affecting early childhood education, including political influences, technology, funding, media violence, and abuse, as well as approaches that support young learners, including those who are culturally, linguistically, and ability diverse. (1, 2, 6)

6. Describe what evidence-based, developmentally appropriate practice (DAP) and intentional play are as they relate to working with young children, including those who are culturally, linguistically, and ability diverse. (1, 2, 3, 4, 5)

7. Explain ways to evaluate and report progress for individual young children in the form of Individualized Family Service Plans, Individualized Education Programs, developmental checklists, evaluations, and grades to families/parents and other early childhood colleagues. (2, 3, 4, 5)

8. Identify a variety of early childhood curriculum models (i.e. Creative Curriculum, Direct Instruction, High/Scope, constructivism, etc.) and program philosophies (i.e. – Montessori, Reggio Emilia, immersion, etc.). (1, 4, 5)

9. Explain what inclusion is, based on the Joint Position Statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). This will include information on Free and Appropriate Public Education (FAPE) and the Family Educational Rights and Privacy Act (FERPA). (1, 2, 3, 4, 5, 6)

*Aligned with the Program Learning OutcomesAlignment of the Course Objectives (above) with the Division for Early Childhood and Council for

Exceptional Children’s Initial Special Education Professionals in Early Childhood Special Education/Early Intervention, Birth to Eight Standards, and the Washington State Board for Community

and Technical Colleges’ Skill Standards for Early Childhood Education Professions.Course Objective # DEC/CEC Standard SBCTC Skill Standard

1 4, 5, 9 G2 9 F, G3 5, 7, 9, 10 A, B, C, E, G4 1, 2, 3 B, D5 1, 2, 3, 6 B, C, D, E6 1, 4, 5, 7 B, C, D7 8, 10 C, E, F8 1, 4, 5, 7 B, D

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9 1, 9, 10 B, E, F

DEC/CEC - Initial Special Education Professionals in Early Childhood Special/Education/Early Intervention, Birth to Eight Standards:Standard 1: FoundationsStandard 2: Development and Characteristics of LearnerStandard 3: Individual Learning DifferencesStandard 4: Instructional StrategiesStandard 5: Learning Environments/Social InteractionsStandard 6: LanguageStandard 7: Instructional PlanningStandard 8: AssessmentStandard 9: Professional and Ethical PracticeStandard 10: Collaboration

SBCTC – Skill Standards for ECE:A: Create and Maintain a Safe and Healthy EnvironmentB: Meet Each Child’s Individual Needs and Plan for Group NeedsC: Prepare and Evaluate the Learning EnvironmentD: Develop and Implement CurriculumE: Support the Child and Family EnvironmentF: Create and Maintain a Professional Team EnvironmentG: Develop Personally and Professionally

Instructional Methods Used:This class will involve a lot of personal interaction on your part. It will also include a mix of teaching techniques and activities to meet the needs of a variety of learning styles.

These will include but are not be limited to: Small group discussions supporting materials

Large group discussions ReadingsGroup activities Lectures Videos/YouTube Scenarios

*Evidence-Based Required Materials to Purchase:

Getting It Right from the Start: The Principal's Guide to Early Childhood EducationAuthor(s): Marjorie J. Kostelnik & Marilyn L. Grady Published: 2009ISBN 10: 9781412949507 # of Pages: 344 Description: From understanding how the youngest children learn to working with ECE agencies, this practical guide presents the information needed to create effective early childhood education programs.

Course Grading Expectations:This course REQUIRES access and use of the internet. You will have to read information from

*evidence-based online sites. It is your responsibility to find a computer – with internet services – to use. Inability to access to technology will not be accepted as an excuse for not completing your

homework reading and/or writing.

1. Class Attendance - 20 points (1 point each class) Attendance is mandatory and a part of your grade. You are accountable for the content and discussion in each class.

It is recommended that you find a partner whom, should you be absent, you can call for information, copy lecture notes, assignment guidelines, etc. Some makeup work may be given to offset absences with instructor approval. More than four missed classes may result in an incomplete or failing grade. Tardiness or leaving early will affect your grade.

2. Class Participation – 20 points (1 point each class)You are expected to fully participate in all classes through reading, thinking, observing, sharing, trying, wondering, discussing, writing, researching and having fun. To participate fully in class you need to complete the readings.

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3. Four Homework Assignments – 12 points (3 points each)Each week there will either be a written Homework Assignment based on from your workbook and/or an *evidence-based reading assignment. These must be legible.

4. Observation – 13 pointsProvide the information listed on the “Observation Directions” page that will be given to you in class. This assignment places an emphasis on skills for observation and data collection. You must use the observation form you are given from your instructor during your visit to a child care or private preschool. This environment must include children, families, and staff that are culturally, linguistically, and ability diverse. Upon completion of the form, you will write a paper analyzing your observation, citing *evidence-based sources.

5. Philosophy of Education (draft) – 5 points and (final) – 10 points (KEY ASSIGNMENTThe overall goal of your paper is to apply the knowledge you have acquired in this course by clearly explaining your Philosophy of Education. It is my hope that you will keep this paper and submit it for teaching positions. You must include: Your introduction (1st paragraph) must describe what your paper will be about. Your conclusion (last paragraph)

will restate the purpose of your paper and what you hope the reader gained from it. Your paper must be at least 3 to 5 pages. This length does not include the correctly formatted cover page and

reference page that you are also expected to write. Your paper must be typed, double-spaced, have 1-inch margins, and page numbering. There should not be any spelling, grammatical, or punctuation errors.

You must include at least three sources that are evidence-based and related to your philosophy. These sources must contain concise, exact, and clear research to support your philosophy. You must also cite these correctly within your paper. Sources must be evidence-based sources. (Wikipedia is not an evidence-based source, whereas the National Association for the Education of Young Children is.)

You must include a reference page that contains your evidence-based sources, formatted correctly. You must attach the sections of the sources you have referenced within your paper and make sure to highlight the information you used from this source.

WHAT you believe the purposes of education are and WHY those purposes are important? WHAT the basic curriculum of an early childhood classroom should include and WHY? This must include child

who are culturally, linguistically, and ability diverse (e.g. – Math, science, etc.) WHAT the features of a good learning environment should include and WHY? This includes supporting children

with special needs (e.g. – **Assistive Technology, child sized chairs, etc.) WHAT basic needs must be met in order for children to learn, WHY it is important to meet those needs, and HOW

you would meet those needs as a teacher? (e.g. – Safety, etc.) WHAT qualities an early childhood teacher should have and WHY? This includes working with other

professionals, and families who are culturally, linguistically, and ability diverse. If you have declared ECE as your Program of Study, you will need to upload this assignment into your

ePortfolio in order to get your grade for this course.

6. Midterm Exam – 10 pointsThis exam will cover the first half of the course. However, students are allowed to use notes and handouts during the exam. Students missing the Midterm Exam must talk with the instructor and reschedule their Midterm Exam for WITHIN ONE WEEK OF THE EXAM or be responsible for a failing grade.

7. Final Exam – 10 pointsThis exam will cover the last half of the course. However, students are allowed to use notes and handouts during the exam. Students missing the Final Exam must talk with the instructor and reschedule their Final Exam for WITHIN THE SAME WEEK AS THE EXAM (BEFORE THE LAST DAY OF THE TCC FINAL SCHEDULE) or be responsible for a failing grade.

Total Points Possible: 100 points

Grading Scale: 95 – 100 points = A 73 – 76 points = C

90 – 94 points = A- 70 – 72 points = C-87 – 89 points = B+ 67 – 69 points = D+ 83 – 86 points = B 63 – 66 points = D

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80 – 82 points = B- Anything under 63 points = E 77 – 79 points = C+

*Final grades will be posted on the TCC website one week after class.*

All completed assignments must be turned in no later than the last night of class.

*What does “evidence-based” mean?:“Evidence-based practice is a decision-making process that integrates the best available scientific research evidence with family and professional wisdom and values. The editors argue that it has the potential to transform the services provided to children and families because it incorporates the ‘different ways of knowing’ that characterize early childhood science, policy, and practice.”

~Source: Evidence-Based Practice in the Early Childhood FieldBuysse, Virginia, Ed.; Wesley, Patricia W., Ed. (2006)

Examples of *evidence-based sources: Most online sites that include .edu or .gov OSEP (Office of Special Education Programs), CLAS (Culturally and Linguistically Appropriate

Services, CONNECT (The Center to Mobilize Early Childhood Knowledge) Those listed on this syllabus.

**What is Assistive Technology? “Any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities”.

~ Source: Individuals with Disabilities Education Act, 2004

Evaluation Criteria and Grading Standards:While faculty permission is not required, a completed add/drop form must be submitted to Registration and

Records to complete drops from the 11th instructional day through the 55th calendar day of the quarter. The instructor must sign the form or [send] an e-mail [to Registration] acknowledging the withdrawal. If the instructor is not available, a signature from a full-time advisor in the Advising Center is an acceptable substitute.

All written papers are to be of college expectation. That means spelling, grammar and format are expected to be of college level performance. Grading papers will be based upon these expectations. I will provide you with a Grading Rubric for each written assignment to help you understand what I am looking for in your papers. There are free services available to students who need extra support with their writing. Please contact the Writing and Tutoring Center for more information.

The examinations will be held on the test date and may take up to 2 hours You have one week to take a missed exam. Students missing any exams must talk with the instructor or be responsible for a failing grade. Services are available without charge to all enrolled students with verified disabilities who register with the Access Support Services Office. I am willing to work with students who require these accommodations for their exams. More information is provided in the “Accommodations/Students with Special Needs” section of this syllabus.

Attendance is mandatory and students missing classes or coming late risk receiving a lower or failing grade upon instructor’s discretion. Three missed classes may result in either failing grade or incomplete grade.

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Final Grade Grievance:Students who believe they have received a final course grade that has been awarded improperly or in an

arbitrary or capricious manner may grieve or appeal the grade. Details of the process are located on the TCC Portal at :https://my.tacomacc.edu/uPortal/p/StudentForms.ctf9/max/render.uP?pCm=view&pP_NSHistoryParam=21426%2C21435%2C21435%2C26224&pP_struts.portlet.action=%2Fview%2Findex&pP_ticket=ST-215398-bcm1AKn0zYfxmqTwgrVm-portalsvr2.tccnet.edu

Academic Dishonesty:TCC Students are expected to be honest and forthright in their academic endeavors. Academic dishonesty is

inconsistent with the values and mission of Tacoma Community College. Cheating, plagiarism, and other forms of academic dishonesty are violations of the Code of Student Conduct. Sanctions for acts of academic dishonesty committed in this course are as follows: As stated in the TCC Catalog, ‘Students are expected to be honest and forthright in their academic endeavors. Cheating, plagiarism, fabrication or other forms of academic dishonesty corrupt the learning process and threaten the educational environment for all students. (pg. 33) In this course, sanctions for academic dishonesty will be as follows: If a student is guilty of or admits to academic dishonesty, an instructor may impose administrative

withdrawal from the course and/or an “E” grade for the course or exam or assignment. The student accused of academic dishonesty may be reported to the Krista Fox, Dean of Health,

Justice, and Human Services (in Building 19) for initiation of disciplinary proceedings which could result in disciplinary sanctions ranging from a warning to expulsion from the College.

Accommodations/Students with Special Needs: Students with Disabilities: If you need auxiliary aids or services due to a disability, please contact the Access

Services office in Building 7 (253-566-5328). Accommodations are not retroactive; please act promptly to make sure your letter of accommodation is in place. 

Students with Special Needs: All students are responsible for all requirements of the class, but the way they meet these requirements may vary. If you need specific auxiliary aids or services due to a disability, please contact the Access Services office in Building 7 (253-566-5328). They will require you to present formal, written documentation of your disability from an appropriate professional. When this step has been completed, arrangements will be made for you to receive reasonable auxiliary aids or services. The disability accommodation documentation prepared by Access Services must be given to me before the accommodation is needed so that appropriate arrangements can be made.

Student Conduct:Admission to Tacoma Community College carries with it the expectation that the student will conduct

himself/herself as a responsible member of the academic community and observe the principles of mutual respect, personal and academic integrity and civility. The Code of Student Conduct establishes rules governing academic and social conduct of students, including due process rights. Violations of the Code may result in dismissal from class for the day and/or referral to the Student Conduct Administrator for sanctions. 

Classroom Policies:We, as a class, can always create our own list of Behavior Expectations. However, the following are

mandatory:

1. Attendance: students are expected to be in class on time. Three missed classes may result in either failing grade or incomplete grade. In addition, students who are late or leave early may also receive lesser grades according to the instructor’s discretion.

2. All work will be handed in on time. Points will be deducted for late work.

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3. Cell phones are to be turned off or placed on vibrating mode. Any incoming or outgoing calls will be taken outside classroom. Texting during class will interfere with your learning and the learning of others .

4. Children will only be allowed in class with the instructor’s permission.

5. While food and beverages are allowed in class at all times, please be considerate of your classmates.

Course Concerns & DisputesIf you have questions or concerns about this class or me, please come to talk with me first. If we are unable to resolve the issue, you may talk next with Mary Skinner, Chair of the Early Childhood Program with an Emphasis on Children with Special Needs, 566-5010. She can assist with information about additional steps, if needed.

Caveats:This syllabus and schedule are subject to change in the event of extenuating circumstances. If you are absent from class, it is your responsibility to check on announcements made while you were absent.

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ECE100: SEQUENCE OF INSTRUCTION

Weeks Discussion Topics and Activities

(For Instructor and Students)

*Evidence-Based Readings and Assignments for

Homework(For Instructor and

Students)

*Evidence-Based Instructional Resources and Strategies

(For Instructor Only)

Week #1 1. Instructor, student, and course introduction

2. “Background Knowledge Survey”

Reading due next week: Chapter 13: “Physical

Environments that Support Early Learning” in Getting it Right From the Start (2009) by Kostelnik & Grady

“Washington State Career Lattice” (2012) by WA Dept. of Early Learning at http://www.del.wa.gov/publications/PD/docs/Career_lattice.pdf

(handout) “Careers in Early Childhood Education, the ABC’s” (2010) by Child Action, Inc.

Go through the information at the following website: “Personnel Improvement Center – National Center to Improve Recruitment and Retention of Qualified Personnel for Children with Disabilities” at: http://www.personnelcenter.org/choose.cfm

Written Homework due next week: Homework #1: If you could

choose any early childhood/early intervention career, what would it be and why? How would you go about making this happen (i.e. – Education, moving, etc.)? You MUST include information from your reading assignment.

1. Introductions: PROGRAM, instructor, students (Peer Interview), syllabus

“Certificate Declaration” form “Student Needs Assessment” form (if

student is staying in our program) NEW PROGRAM rack card NEW PROGRAM certificates & degrees

2. Have students complete the “Background Knowledge Survey” based on the Course Objectives. This is done to get a baseline on what the students know and will be given again at the end of the term to see what they’ve learned.

INVITE SOMEONE FROM THE TCC LIBRARY DEPARTMENT TO VISIT WEEK 7 AND HELP STUDENTS LATER IN THE TERM WITH WRITING THEIR PHILOSOPHY OF EDUCATION – GIVE THEM THE DIRECTIONS AND RUBRIC FOR POE.

IN ADDITION, INVITE AN EARLY CHILDHOOD SPECIAL EDUCATION TEACHER TO VISIT WEEK 9.

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Weeks Discussion Topics and Activities

(For Instructor and Students)

*Evidence-Based Readings and Assignments for

Homework(For Instructor and

Students)

*Evidence-Based Instructional Resources and Strategies

(For Instructor Only)

Week #2 1. Early Childhood Education: What is it? Where is it?

2. Early Childhood Education: Who’s doing it?

3. Small groups regarding Homework #1.

Reading due next week: Chapter 13: “Physical

Environments that Support Early Childhood”; Chapter 3: “Breaking New Ground: Getting Involved in Early Childhood Education”; Chapter 11: “Early Childhood Teachers”, and Chapter 12: “Finding and Keeping Good Teachers” in Getting it Right From the Start (2009) by Kostelnik & Grady

“NAEYC Code of Ethical Conduct and Statement of Commitment” (2011) at: http://www.naeyc.org/files/naeyc/file/positions/Ethics%20Position%20Statement2011.pdf

Written Homework due next week: Homework #2: This

reading of professional ethics has made me more aware of… I will not forget… The most important thing I learned was… I would like to know more about… I feel more confident and ethically competent, because now I…”

This week will address Course Learning Objective #1.

---------------------------------------

1. Brainstorm with students regarding Early Childhood Education: What is it? Where is it? and who’s doing it? This must include the variety of settings that include children who are culturally, linguistically, and ability diverse (such as public schools, private preschools, and childcares). Write answers using overhead.

2. Then, go to Earlychildhood.org at: http://www.earlychildhood.org/cdrg/exp_settings.cfm regarding childcare and general education early childhood positions.

3. Finally, have the students get in small groups according to the profession they chose on Homework #1 and have each group come up with the pros and cons of that profession, along with any questions they would like to ask me about that position.

Weeks Discussion Topics and Activities

*Evidence-Based Readings and Assignments for

Homework

*Evidence-Based Instructional Resources and Strategies

(For Instructor Only)

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(For Instructor and Students)

(For Instructor and Students)

Week #3 1. Early childhood educator professional and personal traits.

2. Game on “Ethics”

3. Discuss Observation assignment

Reading due next week: Chapter 1: “Early Childhood

Education: An Expanding Enterprise!” and Chapter 2: “Quality Makes All the Difference” in Getting it Right From the Start (2009) by Kostelnik & Grady

“You have a Choice! A Guide to Finding Quality Child Care in Washington State” (2013) by the Department of Early Learning at http://www.del.wa.gov/publications/development/docs/You_have_a_choice_eng.pdf

(handout) “The Hell of American Day Care - The New Republic” (2013) from The New Republic by Jonathan Cohn

Extra Credit: Locate, print-out, and bring a membership form for NAEYC to class. You will get 3 points of extra credit if you join – and prove membership – to this prestigious organization.

This week will address Course Learning Objective #2.

------------------------------------------

1. (Handout) “12 Characteristics of Effective Early Childhood Education Teachers” (2008) and “Six Standards of EC Professional Development” (2009) by NAEYC and discuss.

2. Collect Homework #2. Have them get in small groups and give each group the at least 3 of the “Is it Ethical?” game cards. Follow the rules of the “Is it Ethical?” game on pages 99 through 109 in the Teaching the NAEYC Code of Ethical Conduct (2008) book.

3. Discuss HOW to observe an early childhood classroom/program using the videos: “Observing Young Children” (2013)

through YouTube by The Center for Early Childhood Education, a multidisciplinary research and training institute at Eastern Connecticut State University at https://www.youtube.com/watch?v=t1Xtr3RKjGc

Go through the “Clips for Practicing Observation, Documentation and Assessment Skills” from the Results Matter Video Library - Early Care and Education through the Colorado Dept. of Education at: http://www.cde.state.co.us/resultsmatter/rmvideoseries#sthash.mZLFsHBB.dpuf

Give out Observation directions and tell students it must take place in a child care or private preschool

Weeks Discussion Topics and Activities

*Evidence-Based Readings and Assignments for

Homework

*Evidence-Based Instructional Resources and Strategies

(For Instructor Only)Page 10 of 18

(For Instructor and Students)

(For Instructor and Students)

Week #4 1. Discuss reading homework referring to quality early childhood programs in Washington state

Reading due next week: Chapter 6: “What Principals

Need to Know About How Young Children Develop and Learn” in Getting it Right From the Start (2009) by Kostelnik & Grady

Written Homework due next week:Homework #3: Find and print (or copy) one piece of *evidence-based information on the following theorists:

Jean Piaget Howard Gardener Lev Vygotsky Uri Bronfenbrenner Erik Erickson

You will find some helpful information from “The Roots of Early Childhood Education” by Scholastic at http://teacher.scholastic.com/products/ect/roots.htmBe ready to discuss which theorist and theory are your favorite and why.

This week will address Course Learning Objective #3.

------------------------------------------1. Discuss the following: (handout) “Early Achievers”, QRIS “A

Framework to Support Positive Child Outcomes” (2013) from Dept. of Early Learing at http://www.del.wa.gov/publications/elac-qris/docs/EA_Quality_Standards.pdf

(handout) “Race to the Top-Early Learning Challenge-Fast Facts” (2012) from the Dept. of Early Learning at http://www.del.wa.gov/publications/laws/docs/2-pager_RTT-ELC.pdf.

Also, make sure the students are aware of the STARS/MERIT program and portable background checks in Washington

Then, distribute the Washington Child Care Licensing Guidebooks and Home Child Care Licensing Requirements in Washington; show the “NAEYC Accreditation Criteria” at http://www.naeyc.org/files/academy/file/AllCriteriaDocument.pdf , and the quality child care reading for homework, and the Early Childhood Development Association of Washington at http://www.ecdaw.org/ [whose emphasis is on promoting quality programs and services for children who have developmental disabilities] Ask students to look up ethical conduct in each source and see how this topic is referenced the same/different

Finally, refer to pages 19-25 in the text. Have students break into 3 groups. One group lists and describes qualities of a “low” quality ECE program, another group does “medium”, and another does “high” quality.

Weeks Discussion Topics and Activities

(For Instructor and Students)

*Evidence-Based Readings and Assignments for

Homework(For Instructor and

Students)

*Evidence-Based Instructional Resources and Strategies

(For Instructor Only)

Week #5 1. Extra Credit Reading due next week: This week will address Course Learning

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2. History and theories of early childhood education, child care, and early childhood intervention

3. Discuss and turn in Homework #3

Chapter 4: “Early Childhood Education: Stakeholders”, Chapter 14: “Early Childhood Education”, and Chapter 15: “Action Summary” in Getting it Right From the Start (2009) by Kostelnik & Grady

“Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age” A joint position statement by NAEYC and Fred Rogers at http://www.naeyc.org/files/naeyc/file/positions/PS_technology_WEB2.pdf

Objective #4.-------------------------------------------

1. Extra Credit - POP QUIZ: 3 questions and turn them in: Which theory is your favorite? Why? How would you incorporate this theory into your early childhood classroom?

2. Show students the following videos and discuss: "Cute Is a Four-Letter Word" (2013) by

Sarah Curtis from Lawrence College at TEDxSLC at http://www.youtube.com/watch?v=m7y6ZgQCnvw (17 min, 3 sec)

“Pre-K Now: Marking a Decade of Pre-K Milestones” (2011) by the PEW Research Center at http://www.pewtrusts.org/en/multimedia/video/2011/pre-k-now-making-a-decade-of-prek-milestones (6:22)

Watch “History of Child Care in Washington State” (2009) by Child Care Aware at: http://www.youtube.com/watch?v=Fxo9N72LwxQ (10 minutes)

“History of OSEP-Funded Early Childhood Projects” at the National Early Childhood Technical Assistance Center at http://www.nectac.org/ecprojects/history.asp

3. Discuss and collect Homework #3

Weeks Discussion Topics and Activities

(For Instructor and Students)

*Evidence-Based Readings and Assignments for

Homework(For Instructor and

Students)

*Evidence-Based Instructional Resources and Strategies

(For Instructor Only)

Week #6 1. Current issues Reading due next week: This week will address Course Learning Objective #5.

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and trends affecting early childhood education, including political influences, funding, media violence, abuse, as well as, cultural, linguistic, and ability diversity

“Reaching All Children: Understanding Early Care and Education Participation Among Immigrant Families” (2006) by the Center for Law and Social Policy at http://www.clasp.org/admin/site/publications/files/0267.pdf

(handout) “The Science of Neglect: The Persistent Absence of Responsive Care Disrupts Brain Development” from Harvard University

“The Benefits of Being Bilingual” (2012) by the Head Start ECLKC at https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/docs/benefits-of-being-bilingual.pdf

Study for next week’s MIDTERM

----------------------------------------1. In addition to covering the readings for homework,

also cover the following: Political influences : “NCLB Waivers: A State by

State Breakdown” (2014) by Education Week at http://www.edweek.org/ew/section/infographics/nclbwaivers.html

Technology : Watch “Technology in Early Childhood Family Education Classrooms” (2009) by Minnetonka Schools at http://www.youtube.com/watch?v=wOhb4n4ADbM [This includes a variety of **Assistive Technology that can be used to support children who are culturally, linguistically, and ability diverse.]

Funding: Watch “The State of Preschool 2011: On the Edge of Crisis” by NIEER at http://nieer.org/publications/nieer-videos/state-preschool-2011-edge-crisis and look at webpage “High-Quality Early Learning: A Key to Reducing Future Crime in Washington” (2012) by Fight Crime: Invest in Kids at http://www.fightcrime.org/high-quality-early-learning-a-key-to-reducing-future-crime-in-washington/

Media Violence :”Media Violence” (2012) brochure from NAEYC and watch the DVD “First Impressions…Exposure to Violence and A Child’s Developing Brain” (2010) by the California Attorney General’s Office.

Abuse : Go over charts from “Neglect” article, read for homework. Then, watch the ”Mandated reporter video by Governor Gregoire of Washington” at http://www.dshs.wa.gov/ca/fosterparents/videoMandReport.asp

Cultural, Linguistic, and Ability Diverse: Discuss the article by NICHCY, “A Parent’s Guide…Finding Help for Young Children with Disabilities (Birth-5)” (2005) (handout). Then, go to http://www.waetag.net/ and down the page to the NAGC Article. This will bring you to the “Common Myths in Gifted Education” by the National Association of Gifted Children

Then, students work in small groups. Each group is assigned a “current issue or trends” and discusses how this impacts the field of early childhood education. Then, the group shares their information with the rest of the class.

Weeks Discussion Topics and Activities

(For Instructor and Students)

*Evidence-Based Readings and Assignments for

Homework(For Instructor and

Students)

*Evidence-Based Instructional Resources and Strategies

(For Instructor Only)

Page 13 of 18

Week #7 1. Visitor regarding the writing of the Philosophy of Education papers

2. MIDTERM (covering weeks 1 through 10)

Reading due next week: Chapter 5:

“Developmentally Appropriate Practice” in Getting it Right From the Start (2009) by Kostelnik & Grady

“Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8” (2009) by NAEYC at http://www.naeyc.org/files/naeyc/file/positions/position%20statement%20Web.pdf

”Issues and Concerns Regarding the Applicability of DAP Guidelines to Young Children with Disabilities” Davis, M., Kilgo, J. L. & Gamel-McCormick, M. (1998). at http://coefaculty.valdosta.edu/jrernest/5150_ecse/DAP-FAQ.htm

Written Homework due next week:Philosophy of Education (draft): This only needs to include important points/information/content that was explained in class.

This week will address Course Learning Objective #3.

----------------------------------------

1. Visitor regarding the writing of the Philosophy of Education papers. Go to websites with examples of Philosophies for students to get a clear understanding of these. Then give students the instructions and peer evaluation forms for their Philosophy of Ed. Teach students how to write a Philosophy of Education using these forms and their content.

2. MIDTERM (covering weeks 1-6 and Course Objectives 1-5) (STUDENTS ARE ALLOWED TO USE THEIR NOTES AND HANDOUTS DURING THE EXAM)

3. Have students complete a Course Input Form

Weeks Discussion Topics and Activities

(For Instructor and Students)

*Evidence-Based Readings and Assignments for

Homework(For Instructor and

Students)

*Evidence-Based Instructional Resources and Strategies

(For Instructor Only)

Page 14 of 18

Week #8 1. Review, correct, and score Philosophy of Education (draft)

2. Midterm review

3. Evidence-based, developmentally appropriate practice (DAP) and intentional play with young children who are culturally, linguistically, and ability diverse

.

Reading due next week: Chapter 9: “Assessing

Young Children's Learning” and Chapter 10: “Early Childhood Education: Family Involvement” in Getting it Right From the Start (2009) by Kostelnik & Grady

“Screening Guidelines” by First Signs at: https://www.firstsigns.org/screening/guidelines.htm

”A Joint Position Statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC)” (2009) (handout)

“NICHCY – A Parent’s Guide…Finding Help for Young Children with Disabilities (Birth-5)” (2010) (handout)

Written Homework due next week:Observation: Provide the information listed on the “Observation Directions” page that was given to you in class. This assignment must take place in a child care or private preschool setting **THIS IS A KEY ASSIGNMENT TO BE KEPT FOR PROGRAM PORTFOLIO**

This week will address Course Learning Objective #6.

---------------------------------------

1. Have students get in pairs and trade their Philosophy of Education another person. Give every student a purple pen/marker. While they are working in pairs, give credit to those who did it, based on the scoring rubric their partner completed. Then discuss the mistakes and missing information for final version.

2. Hand out purple pens for students to correct their own Midterms.

3. Go through the following: “Developmentally Appropriate Early

Childhood Education” by Teacher Tube at http://www.teachertube.com/viewVideo.php?video_id=158762

(handout) “Stevens Cooperative School Regarding the Importance of Block Play in ECE” (2010) [adapted from NAEYC]

TEDtalk “Stuart Brown: Play is more than just fun” (2008) through the National Institute of Play at http://www.ted.com/talks/stuart_brown_says_play_is_more_than_fun_it_s_vital.html (26 min.)

Then, have students work in small groups to create lists of DAP materials and activities WITH INTENTION for CLAD children in 4 different levels (Infant/toddler, preK, K, 1st-3rd ), this includes addressing the social-emotional needs of the children through classroom management techniques.

Weeks Discussion Topics and Activities

(For Instructor and Students)

*Evidence-Based Readings and Assignments for

Homework(For Instructor and

Students)

*Evidence-Based Instructional Resources and Strategies

(For Instructor Only)

Page 15 of 18

Week #9 1. Turn in Observation

2. FAPE/FERPA

3. Individualized Family Service Plans (IFSP), Individualized Education Programs (IEP), transition from Part C to Part B, and developmental checklists

4. Joint Position Statement from DEC and NAEYC regarding inclusion

Reading due next week: Chapter 7: “Early Childhood

Curriculum” and Chapter 8: “Learning Centers and Classroom Routines” in Getting it Right From the Start (2009) by Kostelnik & Grady

“The Head Start Parent, Family, and Community Engagement Framework: Promoting Family Engagement and School Readiness, from Prenatal to Age 8” (2011) from the Office of Head Start at: http://www.acf.hhs.gov/programs/ohs/policy/im2011/pfce-framework.pdf

Written Homework due next week:Homework #4: Research each of the following curriculums using the *evidence-based resources you have gained in this class. Bring in at least 5 facts about each: High/Scope, Creative Curriculum, direct instruction, specially designed instruction, ESL/ELL instruction for dual-language learners, and constructivism.

This week will address Course Learning Objectives #7 and #9.

---------------------------------------1. Discuss Observations, then collect

2. Discuss “Free and Appropriate Public Education (FAPE)-2010” from US Department of Education at: http://www2.ed.gov/about/offices/list/ocr/docs/edlite-FAPE504.html (handout) and “Family Educational Rights and Privacy Act (FERPA)-2010” from US Department of Education at: http://www2.ed.gov/print/policy/gen/guid/fpco/ferpa/index.html (handout)

3. Go through “IFSP 101: Introduction to the Infant & Toddler Connection of Virginia’s IFSP Development” Module at http://veipd.org/elearning/course/view.php?id=31 - [THIS INCLUDES TRANSITION FROM PART C TO PART B] A LOGIN AND PASSWORD ARE REQUIRED. AS OF 7/18/12 LOGIN IS: username: elizabeth0570 password: SK3-sOVa?j

Discuss IEP process (handouts) and developmental checklists (handouts). Then, have students work in small groups to create one IEP goal for each area of development for 4-5 year-old preschool students.

4. Discuss the DEC/NAEYC Position Statement (handout) they read for homework, and other readings. Then, go through the video clips at the Head Start Center for Inclusion University of Washington website at: http://depts.washington.edu/hscenter/teachers

Weeks Discussion Topics and Activities

(For Instructor and Students)

*Evidence-Based Readings and Assignments for

Homework(For Instructor and

Students)

*Evidence-Based Instructional Resources and Strategies

(For Instructor Only)

Page 16 of 18

Week #10 1. Discuss programs and philosophies with Homework #4

Write the FINAL version of your Philosophy of Education

Study for FINAL EXAM

Complete the End-of-Course Survey online for extra credit

This week will address Course Learning Objective #8.

-------------------------------------------------1. Collect and discuss Homework #4

regarding the following programs/ philosophies: What’s the Difference between Head

Start & ECEAP?” (handout) at http://www.del.wa.gov/care/find-hs-eceap/difference.aspx

Early Head Start at: http://www.ehsnrc.org/,

Discuss Montessori at http://www.youtube.com/watch?v=4QI_gnJptMg&feature=fvwrel ,

Reggio Emilia at: http://www.eceteacher.org/,

Waldorf (brochure from Tacoma Waldorf School)

Immersion at http://esciencenews.com/articles/2011/10/26/preschoolers.classmates.influence.their.language.skills

GOLD at http://www.teachingstrategies.com/page/GOLD-assessment-online.cfm#product_overview

Weeks Discussion Topics and Activities

(For Instructor and Students)

*Evidence-Based Readings and Assignments for

Homework(For Instructor and

Students)

*Evidence-Based Instructional Resources and Strategies

(For Instructor Only)

Page 17 of 18

Week #11 1. Turn in Philosophy of Education (final version)

2. “Background Knowledge Probe” again

3. FINAL EXAM (Covering weeks 7 through 10)

1. Collect their FINAL Philosophy of Education and tell students they can pick up from me after break.

2. Students complete “Background Knowledge Probe”.

3. FINAL EXAM (STUDENTS ARE ALLOWED TO USE THEIR NOTES AND HANDOUTS DURING THE EXAM) (Covering weeks 7 through 10 – Course Objectives 6-9)

Page 18 of 18