Ech 3006 Early School Years Syllabus    Summer2008

2 credits

Course Overview: Theoretical, historical and cultural influences that impact early childhood education. Environments, methods, and materials that facilitate childhood development will be explored. Overview of how educators can collaborate with families and communities in diverse school settings.

Texts: Walmsley, B. B. & Wing, D.R. (2004). Welcome to kindergarten: A month by month guide to teaching and learning. Portsmouth, NH: Heinemann

Other resources as listed on the class schedule

Standards of Effective Practice and Department Conceptual Framework:

The content, teaching methods, activities, and requirements for this course are based on the INTASC (Interstate New Teacher Assessment and Support Consortium) and Minnesota Standards of Effective Practice and the five Conceptual Framework themes of the Learner-Sensitive Teacher model in the Department of Education at UMD as stated below. http://cfl.state.mn.us/teachbd/8710_2000.html

NAEYC standards:

Promoting child development and learning.
Building family and community relationships
observing, documenting, and assessing to support young children and families
Teaching and learning
Connecting with children and families
Using developmentally effective approaches
Understanding content knowledge in early education
Building meaningful curriculum
Becoming a professional.

Dispositions:

Dispositions have been defined by the American Heritage Dictionary as “A habitual tendency or inclination” According to the dictionary, dispositions include temperament, character, personality, nature, and demeanor.  Professional dispositions important to the UMD ElEd Program and to this class are to:

• Show sensitivity to different family structures and cultural backgrounds.

• Establish rapport with colleagues/peers.

• Demonstrate positive response to professional/collegial responsibilities.

• Attendance and punctuality indicate professional attitude.

• Engage in self-reflection to improve teaching and learning.

• Demonstrate poise and confidence in teaching environments.

• Accept constructive feedback for professional growth.

• Communicate effectively with adults and children

• Show enthusiasm reflecting a positive attitude

A Professional Teacher:

• Is punctual and well prepared

• Works in productive, constructive and collaborative manner with:

  • Students
  • Cooperating teachers
  • UMD faculty

• Understands and demonstrates interaction formats that are ethical and respectful of diversity.

• Listens and communicates effectively, clearly and appropriately either verbally, in writing and demeanor with:

  • Cooperating teachers

  • Parents

  • UMD Faculty

  • Students

• Is able to acknowledge, accept and implement constructive suggestions and criticism.

Instructional Strategies:

Your learning will include small and large group discussion and activities, lecture, textbook reading cooperative learning, videos, homework assignments, role play, guest presentations and/or panels, outside reading, personal reflection, field reflection, internet research and a community service learning project.  Class sessions will revolve around the themes of diverse classroom learning and teaching environments.  Daily attention will be given to relating new information from readings and class activities to personal past experience and present experience in school settings. 

Diversity:

Diversity is addressed in this course in a variety of ways. In their field work while doing service learning, candidates will be observing diverse learning styles of students and diverse teaching styles of teachers. Candidates will also be discussing the challenges and opportunities that diverse families bring to an early childhood/Kindergarten setting. In addition, Candidates will be reflecting upon the diverse settings they are in that influence and are influenced by the neighborhoods they are in.

Diversity will be addressed through course content and course methodology. The course content will guide the student toward an understanding of learner differences, including, but not limited to, special needs, exceptionalities, multiple intelligences, cultural and ethnic background, sexual orientation and socioeconomic status. The instructional methods will be varied in order to meet the needs of all learners.

Course Requirements/Expectations:

1. Attendance: Consider this class to be professional job in which you are a member of a teaching team.  As in a job, attendance is required because (a) you are an important part of the teaching team, (b) you are a valuable sounding-board for your peer's ideas and (c) ideas received in class are vital to your success as a teacher.  ATTENDANCE IS MANDATORY due to the nature of this course. To bring meaning to the course content you will be asked to participate in discussion, group work and other class activities. A variety of class activities will be conducted throughout the course. These cannot be made up, therefore, your absence forfeits the opportunity to learn from these activities. Missing more than 4 hours of class will result in your earned grade being dropped one full letter grade. Missing 8 or more hours of class will result in your earned grade being dropped two full letter grades. Missing 12 hours of class will result in a failing grade for the course.  In case of serious illness, accident, or a death in your social network, a physician's note and/or other documented evidence of your absence will be required. If you miss a class for any reason it is YOUR RESPONSIBILITY  to call or make an appointment to see me. NO emails on the day of class . Please do not wait until the next class period to find out what you need to accomplish to catch up. I will discuss returned work the day it is returned.
2. Assignments: Assignments are due at assigned dates at the beginning of class. Due dates are listed on the Class Schedule. There will be a "points off" penalty of 10% if assignment is handed in within 24 hours of due date. No work will be accepted after that time.
3. Classroom Conduct: Appropriate classroom conduct promotes an environment of academic achievement and integrity. Disruptive classroom behavior that substantially or repeatedly interrupts either the instructor's ability to teach, or student learning, is prohibited. Disruptive behavior includes inappropriate use of technology in the classroom. Examples include ringing cell phones, text-messaging, watching videos, playing computer games, doing email,
   or surfing the Internet on your computer instead of note-taking or other instructor-sanctioned activities.
4. Academic Dishonesty: Dishonesty in any form such as, but not limited to, plagiarism or cheating on tests and assignments will not be tolerated. Students who misrepresent their work or commit another act of dishonesty will receive a failing grade for the course. When you borrow from other's work, you must give them credit in the form of a citation and reference.
5. Attendance Exclusion: Students who are required to attend university events that conflict with class time must present documented evidence of the meeting/event demonstrating (a) that the individual is required to attend and (b) the date and specific times required for attendance. Students will be expected to make arrangements with the instructor to make up class absences and to turn in work ahead of time.
6. Email: Please check your UMD email account regularly in order to receive any class announcements/clarifications.
7. Consultation: If you have questions, need help, are anxiety-ridden, or want to discuss something in more detail than is possible in class, PLEASE COME SEE ME.  I have office hours, and am available at other times by appointment.  Please don't let problems slide until it is too late.   I am here to listen and to try to be of help.
8. Students with special needs: Individuals who have any disability, either permanent or temporary, which might affect their ability to perform in this class are encouraged to inform the instructor at the start of the quarter.  Adaptation of methods, materials, or testing may be made as suggested through the Access Center to provide for equitable participation. You may also want to contact: UMD Access Center

Assessment Measures:

There will be both in and out of class activities, assignments and projects.  Details of these will be given in class, along with guidelines for completing the assignments. You will be expected to synthesize information from readings, class discussions, speakers, past and present course work, practicum and community experiences.  A requirement of this course is the successful  completion of a field experience.

 Grading:

 
Assignments:

• Brain Candy: You will be required to teach the class a 5-10 minute Kindergarten appropriate activity in an assigned topic area. You will write up the activity and make copies for your classmates.

• Class Assignments: There will be a variety of class assignments using different teaching techniques that will be due during class or as homework. Specific instructions will be given and assignment will be handed out in class or linked to the course website. The assignments may be large group, small group and individual activities to complete in class related to the readings and course discussions.
• Hartley Kindergarten observation: We will travel to Hartley Nature center and observe and participate in a Kindergarten science field trip. You will write a 1-2 page reflection about the is experience.

• Early Childhood Issue Paper and Presentation: You will be asked to into an early childhood issue of importance and present to your classmates. Guidelines will be provided.

• Learning Center Resource Fair and Reflection: You will share a learning center created and taught in your Kindergarten placement. There will be a time to explore and evaluate other centers and to reflect on planning.

• Final Synthesis Paper : You will write a paper reflecting on the concepts learned over the course of the week.