AUBURN UNIVERSITY MONTGOMERY
Current Trends and Issues in Early Childhood Education
ECHE 6433
Summer 2013
Instructor: Dr. Shelly Bowden
Office Hours: Tuesday 8:00-1:00
Office: 315E
Phone: 244-3423
Email: shudsonb@aum.edu
Text: Annual Editions: Early Childhood Education. (Current Edition). Guilford, Connecticut:
Dushkin/McGraw-Hill.
COURSE DESCRIPTION: An investigation of developments, issues, and trends in early
childhood education programs. Prerequisite: Department approval.
COURSE PURPOSE: To investigate program models, developments, issues and trends in the
education of the young normal and exceptional child in a multicultural society. ,
AUM SCHOOL OF EDUCA TION GOAL: The GOAL of the AUM School of Education is to
prepare teachers to become collaborative decision makers. The school's comprehensive
program is designed to integrate Content, Operative, Reflective, and Collaborative knowledge
as a framework for the teacher education program. Therefore, this course introduces teachers
to three (Content, Reflective, and Collaborative Knowledge) of the four Knowledge Base
dimensions contained within the AUM Teacher Education Model.
Course Objectives: As a result of this course, the student will be able to:
Content/Collaborative/Reflective
1. participate in individual and group study/discussion
concerning past and present trends and issues as factors
in future practices while acknowledging the involvement of
social and political forces.
Content
2. identify, interpret, and analyze significant components of
a variety of early childhood program models.
Content/Reflective
3. demonstrate the ability to locate, identify, and
interpret professional readings concerning developments,
issues, and trends in early childhood education to
relate the research findings and the pro and con position
on:
a. why there are early childhood education
programs
b. when should early childhood education begin
c. who should be the educator or caregiver to
provide education for children-qualifications of
the teacher
d. where programs should be housed
e. what should be taught to young children
f.
Content
how should it be taught
4. demonstrate a sufficient knowledge of programs, issues,
and trends in early childhood education to support the
growth and development of children, the understandings
of their parents, and one's continued quest for professional
excellence.
COURSE OUTLINE:
The following will be used for assignment #3. You will select two articles from the Annual
Editions textbook from each of these topics to summarize. See Assignment Three. The
major issues and trends in Early Childhood Education:
1. Social Issues
Mainstreaming/lnclusion-PL 94-142
AIDS
Child Abuse
Drug Abuse/Crack Children Violence in schools
2. How should it be done/assessed?
Instructional strategiesMulti-Aged Grouping Philosophies
Cognitive Interactionists
Maturationists
Psycho-sexual
Behaviorists .
Programs/ModelsMontessori
Direct Instruction-Bereiter /Engelman
High Scope
Thematic
Constructivists
AssessmentTraditional
Portfolios
Checklists
Observational
3. When should formal education begin?
Preschool or play school
Infant education-stimulation of infants
Kindergarten
7 years of age
4. Why early education?
Brain Research
Societal forces influencing and the interrelationship between young children and society
Critical periods in perceptual and motor skills, nutrition
Effects of deprivation-cost effectiveness of programs
Need for intervention-Head Start
Lasting effects of preschool
5. Legislation-State and Federal
Legislative impact on training of teachers and caregivers, health and sanitation of center,
and responsibility of caregiver
Site Based Management- Teachers As Decision Makers
6. Who should do it?
Parents
Paraprofessionals
Aides
Certified teachers-state certification
Child development associates
Day care workers under HRS regulations
7. What should be taught?
Process Oriented
Social Skills
Academics
Evaluation of programs to determine effectiveness
8. Role of professional organizations in securing and encouraging quality care of children
Southern Education Association for Children (SECA)
National Association for the Education of Young Children (NAEYC)
National Education Association (NEA) AFUCIO
Council for Exceptional Children
Association for Childhood Education International (ACEI)
9. Where should it be done?
Home
Day care
Institutions
Public schools Businesses
10. Teachers as Researchers: Contributing to the Profession
COURSE REQUIREMENTS:
Content
1. Scanning Journals for Topics
Choose one journal from the list below, for example, Language Arts. Find a copy of this journal
from these years:
2013
1990
1970
this year
20 years ago, and
40 years ago.
Select the table of contents of any issue from each of the three years and make a copy of it. In
other words, you will find a table of contents of Language Arts (for example) dated 2013, and
1990, and 1970. Scan and upload the three table of contents. Then, IN HANDWRITING (not
computer) include one paragraph describing each year’s hot topics (three paragraphs in totalone for 2012, one for 1990, and one for 1970). In a final HANDWRITTEN paragraph provide a
summary as to how the topics have changed, or stayed the same. Submit the complete (with
copies of the table of contents) assignment.
Scan and upload the handwritten portion of you work. IN ONE ATTACHMENT UPLOAD AND
PLACE ON BLACKBOARD AND LIVETEXT.
Journal List: You will have to access older issues at a library. AUM has these issues.
Childhood Education
Journal of Educational Research
Child Development
Reading Research Quarterly
Educational Research
Teaching Exceptional Children
Young Exceptional Children
DUE:
POINTS:
Content/
Reflective
June 4
5
2. Current news/research-Collect as many links dealing with early
childhood education as possible to discuss in a 3-5 page paper (minimum 20
articles). Dates may only include January-June 2012. Provide links to each
article. You may use WSFA education link, New York Times, msnbc, Fox News,
Today Show, USA Today as online sources only.
DUE:
POINTS:
Content
Early Childhood Research Quarterly
Young Children
Language Arts
The Reading Teacher
Journal of Teacher Education
Exceptional Children
Journal of Early Intervention
June 11
10
3. Readings from Annual Editions-Each student is responsible for reading a
minimum of two articles relating to each major issue and/or trend-Social
Issues, How, What, Why, etc. Three points learned from each article and a
summary of how this information affects you as a classroom teacher must be
included. Summaries must be placed on turnitin.com. There are 10 topics X 2
articles each = 20 points.
Place assignment on turnitin.com.
Turnitin.com
Class ID
6418751
Password
education
DUE:
POINTS:
Content
June 18
20
4. Research Paper-Students will collect, study, and analyze information
regarding theoretical models in early childhood education in an attempt to
understand implications of those theories in their own practice. Using computer,
paper, media, and human resources, collect information and report on these
models:
1-Montessori
2-Creative Curriculum
3-Reggio Emilia Model (Italy)
4- High Scope.
Discuss the history of each model. Indicate and discuss the different roles of
those involved: The role of
*the teacher
*student
*administrator
*curriculum/assessment
*parents, etc.
Each role/topic should be at least one paragraph.
Include a brief typewritten, double spaced postscript to summarize similarities and differences
as well as strengths and weaknesses of the models you studied. Describe how each might or
might not be incorporated into your own classroom. Submit assignment on turnitin.com.
Turnitin.com
Class ID
Password
6418751
education
DUE:
POINTS:
June 25
40
Content/
5. Project ECE-Each student will create a “film” based on the
Commitment/ information gleamed from the course to teach an early childhood objective.
Reflective
Ideas may include implementing article summaries from our textbook and/or
newspaper article summaries, applying theory into practice by incorporating
theories into your classroom studied in the research paper, etc. Here is an
example:
http://youtu.be/x5BXBJLc_dk
Some guidelines:
-Select one early childhood objective to teach in your film-you may not use “colors.”
-Do not “star” in your film but use early childhood children as your actors. Be sure to gain
permission from those involved (including parents of children).
-Film must be at least two minutes in length. No longer than four minutes.
-Upload to youtube but create an account that is NOT public.
-In an email be sure to explain your objective and how you determined where your information
came from-readings, research, etc.
-Flip cameras can be checked out through AUM.
-Contact Russ McKinney for tech support
THIS MUST be a new project. Any work the professor sees as recreated will not be accepted.
DUE:
POINTS:
June 25
25
EVALUATION
5
Scanning Journals for Topics
DUE: June 4
10
Links-News/Research
DUE: June 11
20
Readings from Annual Editions
DUE: June 18
40
Research Paper
DUE: June 25
25
Film Project
DUE: June 25
100
Points
GRADING SCALE:
95-100 A
89-94 B
83-88 C
77-82 D
Below 76 F
The written portions of the projects will be evaluated for:
1. Preciseness of the identification of the issue/trends.
2. The quality and depth of the background work leading to the statements\ of positions.
3. The clarity of the position taken by the student.
4. The strength and inclusiveness for the justification of the student's position.
5. The quality of the written expression.
Proficiency in oral and written communication skills will be a factor in evaluation of all work.
Work not demonstrating the above will result in a lower grade.
.5 points will be deducted for each spelling and grammar errors on homework.
All work is due at 5:00 on the assignment day. Work is considered late at 5:15. I do not accept
late work unless there is an official excuse.
IP grade is only given due to official medical excuse and must be completed by July 31, 2013.
The University Policy on Academic Integrity will be followed. (See Student Discipline Code in
The Aumanac)
NOTE: Review your work before turning it in-no "resubmissions" will be allowed or accepted. Follow
information on syllabus.
The professor does not review work before due dates or give extra points.
Disability Accommodations
It is the policy of Auburn University Montgomery (AUM) to accommodate individuals with
disabilities pursuant to federal law and the University’s commitment to equal educational
opportunities. It is the responsibility of the student to inform the instructor of any necessary
accommodations at the beginning of the course. Students who need accommodations are asked to
arrange a meeting during office hours the first week of classes, or as soon as possible if
accommodations are needed immediately. If you have a conflict with my office hours, an
alternate time can be arranged. To set up this meeting, please contact me by phone, e-mail, or
during class hours. Bring a copy of your Accommodation Memo and a Faculty/Student
Accommodation Contract to the meeting. If you do not have an Accommodation Memo but need
accommodations, contact the Center for Disability Services (CDS) located in 101 Taylor Center,
or by phone (334) 244-3631/(334) 244-3754 (TDD) or by email cds@aum.edu. Also visit their
web page for more information: http://www.aum.edu/cds.
At the end of this course you will be assessed on the indicators in this syllabus. A rubric will
be used in LiveText, and you are encouraged to review how your instructor assessed you
on that rubric. A video explaining how to access your rubric results is located at
http://aumsoetechnologyresources.weebly.com/livetext-tutorials.html