Syllabus for ECh 2010
Foundational Issues in Early Childhood
Education: Birth-Age 8 (3 cr)
  Fall Semester, 2009

Class meeting time: Instructor:Office & phone:Class alias: Office Hours:
Class Time 8:00-9:50 Wednesdays, Montague Hall 121
Instructor and email

Beth Ruark   eruark@d.umn.edu

Office and Phone EduE 131           726-6682
Class Alias ech2010-1-f2009@d.umn.edu
Office Hours Tues and Wed 11-12 or by appt.

Course Description:

Historical and cultural perspectives of Early Childhood Studies. Theoretical models for the education of young children from birth through age eight will be addressed through professional exploration. Methods for facilitating child development, as well as strategies for collaborating with families and communities will be discussed. Interactions with young children will provide experiential learning opportunities.

Required Texts / Readings:

Copple, C. & Bredekamp, S. (2006). Basics of Developmentally Appropriate Practice. Washington, DC: NAEYC

Freeman, S. & Freeman, N. K. (2003). Ethics and the Early Childhood Educator: Using the NAEYC Code. Washington, DC: NAEYC

Gonzalez-Mena, J. (2007). Diversity in Early Care and Education: Honoring Differences (5th Ed.). NY: McGraw:Hill

Lionni, L. (1967). Frederick. NY: Random House

Mooney, C. G. (2000). Theories of Childhood: An introduction to Dewey, Montessori, Erikson, Piaget, and Vygotsky. St. Paul, MN: Redleaf Press

Paley, V. G. (1997). The Girl With the Brown Crayon. Boston: Harvard College Press

Internet Research and E-Reserve Readings, as assigned

INTASC Standards/MN Standards of Effective PracticeConceptual Framework Themes
  • Standard 1: Subject Matter
  • Standard 2: Student Learning
  • Standard 3: Diverse Learners
  • Standard 4: Instructional Strategies
  • Standard 5: Learning Environment
  • Standard 6: Communication
  • Standard 7: Planning Instruction
  • Standard 8: Assessment
  • Standard 9: Reflection and Professional Development
  • Standard 10: Collaboration, Ethics, and Relationships
  • Diversity (D)
  • Reflection (R)
  • Empowerment (E)
  • Collaboration (C)
  • Technology (T)

Conceptual Framework: Learner-Sensitive Teacher

Course Outcomes:

Outcomes for ECh 2010

INTASC

MN Brd of Tchg

Stds of Effective Practice

MN Brd of Tchg ECh Subject Matter Stds

ISTE

NETS

ECSE Subject Matter Stds

Dept Themes

Evidence of Learning and Assessment Opportunities

1.Candidates will understand and be able to identify differences in approaches to learning, including learning styles and performance modes and effectively design instructional plans in order to use a student's strengths as the basis for continued learning   Subp 4, (3)A       R, E, T

(1) Multiple Intelligence Lesson Plan - Week 11

(2) Adapted Lesson Plan and Learning Environment

Weeks 9 & 10

(3) Critical analysis of text "The girl with the brown crayon" - Week 12

 2. Candidate will effectively use information about student's families, cultures and communities as the basis for connecting instruction to student's experiences and articulate the importance of children's understanding, acceptance, and appreciation of human differences due to social, cultural, physical, or developmental factors.

 3.21  Subp 4, (3)O Subp 3 A(5)d, C(6)g V.A.    R,T,C

(1) Ecological Model Assignment - Week 3

(2)Exam based on reading of text "Diversity in early care and education"- Week 9

(3) Multicultural analysis - Week 8

 3. Candidate will understand and be able to articulate mandatory reporting laws, rules and regulations 3.1-3.7  Subp 11, 10(L)   I.B.  Subp 3, D(7)  D,T

(1) Webquest Assignment (Which specifically includes research questions related to mandatory reporting) - Week 4

(2) Mandatory reporting case study and reflection - Week 8

 4. Candidate will understand child development and demonstrate that knowledge through understanding the research base for and best practices of ECh education, the physical, social, emotional, language, cognitive and creative development of children birth to age 8, and articulate the major theories of ECh development and learning for children birth to age 8. 2.13, 3.11   Subp 3 A(1), A(2), A(4) IV.A.    D,R,E,T

Candidate will participate in a 32 hour placement in a preschool setting. Successful documentation will be provided by the cooperating teacher's evaluation and the candidates reflection on learning.

(1) Documentation of Children's Play - Week 8

(2) Documentation of Theories Exercise - Week 5

(3) Exam based on text Basics of Developmentally Appropriate Practice - Week 6

(4) Exam based on text Theories of Childhood - Week 4

(5) Successful completion of practicum experience - as evidenced by cooperating teacher's evaluation and confirmation of log of hours - by Finals Week

(6) Design informational brochure re: The role of play in young children - Week 11
 5. Candidate will know how to plan, design and implement developmentally appropriate learning experiences for young children evidenced by the candidate's ability to practice health and safety procedures, symptoms of common illness and environmental hazards 2.22, 10.12   Subp 3 B(5)a(i) & (ii)      D,R,T

Candidate will participate in a 32 hour placement in a preschool setting. Successful documentation will be provided by the cooperating teacher's evaluation and the candidates reflection on learning.

(1) Webquest Assignment - Week 4

(2) Successful completion of Practicum Experience - as evidenced by cooperating teacher's evaluation and log of hours -by Finals Week

(3) Exam based on reading of the text "Basics of Developmentally Appropriate Practice" - Week 6

(4) Design informational brochure re: The role of play in young children - Week 11

6. Candidate will identify various educational models and setting options and effectively design instruction (lesson plans) appropriate to student's stage(s) of development, learning style, strengths and needs, and be able to make appropriate provisions based on the needs of the child, including an understanding of MN's graduation standards and how to implement them. 3.31, 3.32, 3.34, 7.12, 7.35       Subp 3B(7) R,T,D

(1) Adapted Lesson Plan and Learning Environment

Weeks 9 & 10

(2) Classroom Layout Exercise (setting observation) - Week 6

(3) Informational Brochure re: Role of Play - Week 11

(4) Work in Moodle (online) that specifically looks at MN grad standards - Week 8

7. Candidate will understand and be able to access information relevant to the field of early childhood special education from consumer and professional organizations, publications, and journals            

(1) Webquest Assignment (including specific research related to DEC) - Week 4

(2) Series of 5 minute "book walks" utilizing professional journals, organizational materials, and other publications - weeks 12 & 14

8. Candidate will understand the historic and philosophical foundations of early childhood education, including a view of schools as a system within a larger system (community), and how these foundations influence current thought and practice. 10.11, 10.31   Subp 3 E(4)G(1)     C,R

(1) Social Change Letter re: Future of ECh Education - Week 13 & 15

(2) Historical and Theoretical Timeline Assignment - Weeks 4 & 5

(3) History of Childhood Powerpoint Presentation - Week 7

(4) Theory of Practice Statement - by Finals week

(5) Teacher interview - Week 14

Dispositions:

Disposition: An habitual tendency or inclination. Disposition includes temperament, character, personality, nature, demeanor - these nouns refer to the sum of traits that identify a person which include frame of mind, emotional characteristics, moral and ethical qualities, distinctive traits that give him/her individuality, especially in his/her relationships with others, exhibited behaviors towards others. The American Heritage Dictionary, 2nd College Edition.

In this course, the following dispositions (characteristics) will be targeted:

  1. Establish rapport with colleagues.
  2. Demonstrate flexibility and adaptability.
  3. Has a sense of humor and friendly disposition.
  4. Show enthusiasm reflecting a positive attitude.
  5. Show sensitivity to the needs and feelings of others
  6. Engage in self-reflection to improve teaching and learning
  7. Show sensitivity to differing family structures and cultural backgrounds
  8. Understand the importance of effective communication with parents and children

Instructional Strategies:

Your learning will include small and large group discussion and activities, lecture, videos, textbook reading, individual projects, field observations and research, reflection, and Internet research. Assignments will be uploaded into Moodle, emailed to instructor or presented in class or community.

Diversity:

  1. 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.
  2. The instructional methods will be designed to be varied in order to meet the needs of all learners.

Course Requirements/Expectations:

  1. Attendance: To bring meaning to the course content you will be asked to participate in discussions, collaborative work and other class activities. Your absence from class forfeits your opportunity to learn. Missing the equivalent of more than 4 hours of class (2 weeks of class) will result in your earned grade being dropped one-half of the letter grade you achieve. Missing 6 hours of class (or the equivalent of 3 weeks of class) will result in your earned grade being dropped one full letter grade. Missing 10 hours or more of class will result in a failing grade for the course. Activites in Moodle are counted as attendance when class is held there, instead of face to face. Please let me know if you have quesitons about this.
  2. Attendance Exclusion: Students required to attend district or 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.
  3. Assignments: Assignments are due at assigned dates and times. Due dates are listed in Moodle. Late work will be accepted 24 hours after the due date with a drop in a letter grade.
  4. In Class Activities: You will complete a number of activities in class that will fulfill e-portfolio requirements.
  5. Formatting: Instructor will designate whether assignments should be uploadedinto Moodle, sent as an email attachment or a paper copy. Assignments are expected to be free from grammar and spelling errors. All assignments will include a 10% "points off" for papers handed in that have numerous typos/grammatical errors.
  6. 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. This course will adhere to UMD's Student Academic Integrity Policy, which can be found at www.d.umn.edu/assl/conduct/integrity.  This policy sanctions students engaging in academic dishonesty with penalties up to and including expulsion from the university for repeat offenders.
  7. Student Conduct: Students are expected to follow the University's Student Conduct Code (http://www.d.umn.edu/assl/conduct/code).  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
  8. Practicum: Participation in an assigned practicum setting throughout the semester is a requirement of this course. The practicum will be 30 hours over 15 weeks. A satisfactory evaluation from the cooperating classroom teacher is required in order to be given a passing grade in the course.
  9. Cancellation: If classes are cancelled at UMD because of inclement weather or other emergency, contact the instructor (or check email) within 24 hours to find out the status of assignments.
  10. Missed Class: Arrange with a peer to collect handouts for you and to bring you up to date on class assignments/activities. Please do not wait until the next class period.
  11. Email: Please check your UMD email account regularly in order to receive any class announcements/clarifications.

Assessment:

There will be a variety of course activities and assignments in this class. Details of these will be provided. It is expected you will synthesize (blend) the information from readings, class discussions, and research in the assignments you complete.

Assignments

Qty

Points

Total

% of grade

Webquest 1 100 100 10%

Analyses (In-Class):

2 50 100 10%

Projects

 3 75 225 22.5%

Exams

3 75 225 22.5%
Moodle Online Group Discussions 2 75 150 15%

Out of Class activities

 6 25 150 15%
E-portfolio compliance 1 50 50 5%
Total 1000 100%
Total 1000 100%

Grading:

A=93-100% A-=90-92% B+=87-89% B=83-86% B-=80-82% C+=77-79% C=73-76% C-=70-72% D=60-69 F=<60

IMPORTANT: I INVITE ANY OF YOU WHO HAVE ANY DISABILITY, EITHER PERMANENT OR TEMPORARY, OR ANY OTHER SPECIAL CIRCUMSTANCES WHICH MIGHT AFFECT YOUR ABILITY TO PERFORM IN THIS CLASS TO INFORM ME SO THAT TOGETHER WE CAN ADAPT METHODS, MATERIALS, OR ASSIGNMENTS AS NEEDED TO PROVIDE EQUITABLE PARTICIPATION.