VALDOSTA STATE UNIVERSITY
COLLEGE OF EDUCATION
DEPARTMENT OF EARLY CHILDHOOD AND READING EDUCATION
Summer 2001
ECED 7220- Early Childhood Environments
3 SEMESTER HOURS
REQUIRED TEXTBOOK
Evertson, C. M. & Harris, A. H. (1997). COMP: The Classroom Organization
and Management Program- Creating Conditions for Learning. Nashville, TN: Peabody
College, Vanderbilt University
COURSE DESCRIPTION
Principles for planning and implementing appropriate programs and learning
environments for young children are presented. Program alternatives and models in early
childhood education are presented. The integration of computer technology in supporting
appropriate programs will be included. Students will plan and implement changes in a
classroom environment to address the principles examined in the course.
CONCEPTUAL FRAMEWORK PRINCIPLES (CFP)
These College of Education Conceptual Framework Principles, which reflect the core
propositions of the National Board of Professional Teaching Standards, will be addressed
in this course:
Principle #1. Graduates are committed to students and their learning.
Principle #2. Graduates know the subjects they teach and how to teach those
subjects to students.
Principle #3. Graduates are responsible for managing and monitoring student
learning.
Principle #4. Graduates think systematically about their practice and learn from
experience.
Principle #5. Graduates are members of learning communities.
COURSE OBJECTIVES (CO)
Upon completion of this course, the student will:
1. Understand and implement principles for modifying early childhood classroom
environments and programs to address the social, emotional, physical, and cultural
needs, as well as the intellectual needs, of young children. (CPF 1,2,3,4,5)
2. Assess educational environments for their appropriateness for the effective
development of young children. (CFP 1,2,3,4)
3. Work collaboratively to evaluate, plan changes, and implement changes in an early
childhood environment. (CFP 3,4,5)
4. Consider the family as a significant influencing agent for the design and
implementation of appropriate, effective learning environments for young children.
(CFP 1,2,3,4,5)
Proposed COURSE ACTIVITIES/ ASSIGNMENTS/ REQUIREMENTS
1. Classroom Environment Evaluation. Students will complete and submit a written
environmental evaluation of their existing classroom environment, a scale drawing of the
existing classroom, and 12+ accompanying photos to provide visual support for the text.
The evaluation will examine the environment’s appropriateness for meeting the
intellectual, social, emotional, physical, and cultural needs of the learners and the
environment’s current visibility, accessibility, and distractibility concerns. Special
emphasis will be placed on the classroom environment’s ability to address the varying
ages, developmental levels, special needs, and cultural backgrounds of the learners.
Based on the evaluation, recommendations for environmental changes will be proposed.
(CO1, 2, 4)
2. Classroom Modification.
a. Each student will discuss the results of his/her Classroom Environment Evaluation
with another student enrolled in ECED 7220.
b. Each student will select and address at least three of the recommendations made in
his/her Classroom Environment Evaluation from those related to the environment’s
appropriateness for meeting the intellectual, social, emotional, physical, and cultural
needs of the learners.
c. Each student will also modify her/his classroom environment to correct all the
problems s/he identified related to visibility, accessibility, and distractibility.
In addition to actual, physical changes in the classroom environment, documentation and
assessment of the modifications will be completed. A second scale drawing and a second
set of 12+ photos will be submitted to accompany the written report. The report must
contain (a) a description of the learners who use the environment, (b) a thorough
environmental evaluation, (c) objectives for the modifications, (d) a description of the
analysis and implementation processes, and (e) an assessment of the final outcome.
(CO 1,2,3,4)
3. Graphic Organizers. Students will plan, develop, and create three (3) graphic
organizers related to classroom procedures, suitable for posting in an early childhood
classroom. These will be shared during class time. (CO 1,3)
4. Student Accountability Matrices. Students will plan, develop, and create two (2)
evaluation matrices to assist students in an early childhood classroom understand and
evaluate how a grade was assigned to a specific assignment or calculated for a week’s or
grading period’s end. These will be shared during class time. (CO 1,2)
5. Parent’s Checklist. Students will evaluate and modify a Parent’s Checklist to make it
classroom-specific and appropriate for their use. (CO 1,4)
6. Family Plan. Students will reflect on the characteristics of the families represented by
the children in their school or classroom setting. A plan for accommodating family and
cultural influences in the learning environment will be developed. The plan may focus
on family configurations, cultural backgrounds, and/or family needs as elements that
influence the learners in the classroom. A copy of the plan will be submitted. (CO 1, 4)
Changes in Course Content
As the instructor of this course, I reserve the right to add or delete educational
experiences, assignments, activities, requirements, and/or topics listed in the syllabus
depending on the progress and ability of the students in this course. Changes to the
syllabus will be provided verbally and in writing.
COURSE EVALUATION
Classroom Environment Evaluation
Classroom Modification
Graphic Organizers
Student Accountability Matrices
Parent’s Checklist
Family Plan
Pop quizzes
35 points
65 points
30 points
15 points
10 points
30 points
15 points
Grading Scale
Professional ethics, behavior, and quality are expected in all products and performances.
Given the percentage totals below, final grades will be assigned accordingly.
200 – 181 = A
180 – 161 = B
160 – 141 = C
140 – 121 = D
120 – 000 = F
INSTRUCTOR
Mary Ellen Dallman, Ed.D.
Email: medallma@valdosta.edu
Phone: (229) 333-5929 (ECRE Office)
(229) 333-5628 (direct line and voice mail)
(229) 241-1733 (home)
Fax: (229) 333-7167
Office: Education Center- Room 167
Office Hours: On-campus- Tuesday / Thursday:
1:00 – 2:15 p.m.
Bainbridge- Monday:
before and/or after class
Additional hours are available by appointment.
ATTENDANCE POLICY
The attendance policy as stated in the current VSU Bulletin will apply. As per the VSU
policy, a student who misses more than 20% of the class work of this course is subject to
receive a failing grade in the course. Arriving more than 5 minutes late or leaving more
than five minutes before the end of class is considered a tardy. Three tardies equal one
absence. Ten points will be deducted from the final course grade for each absence.
SPECIAL NEEDS STATEMENT
Students requiring classroom accommodations or modifications because of a documented
disability should discuss this need with the professor at the beginning of the semester.
Students not registered with the Special Services Program should contact the Special
Services Office in Nevins Hall, room 1115. The phone number is (229) 245-2498.