School programs
UW COLLEGE OF EDUCATION
Developing Competent and Democratic Professionals
COURSE SYLLABUS
EDEC 3220: Sec 50 School Programs for Young Children
3 credits
Spring 2011
Syllabus
Instructor: Lydiah Nganga, Ph.D.
Phone: 307-268-3042
E-mail: Lnganga@uwyo.edu
Office: Tate Museums Room 125
Office Hours: Tuesday 10- 12 and Wednesday 10- 11 a.m.
Class Meeting Times: Wednesday 1- 3:50 p.m
Location: TM 111
Practicum Experience- Select ONE day a week- 9-11 a.m or as your schedule permits.
Decide on a practicum site & let instructor know by the second class meeting. Practicum
must be in pre-school, Pre- K class through 3rd grade (4-8 year olds).
Prerequisites: EDEC 1020; FCSC 2121 or PSYC 2300.
Course Description:
Describes, identifies, and examines programs and best practices to teaching young children in
school settings. Lectures and discussions are supported by a two hour practicum in an early
childhood setting. Prerequisites: EDEC 1020 and FCSC 2121.
Disability Statement:
If you have a physical, learning, or psychological disability and require accommodations, please let
the instructor know as soon as possible. You must register with, and provide documentation of your
disability to University Disability Support Services (UDSS) in SEO, room 330 Knight Hall.
Outcomes/Standards:
Early Childhood Certification Standards: Standard 3. Observing, Documenting, and Assessing to
Support Young Children and Families; Standard 4. Teaching and Learning (Connecting with
children and families; using developmentally effective approaches; understanding content
knowledge in early education; building meaningful curriculum)
EDEC 3220: Sec 50 School Programs for Young Children
Required Text books
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Seefeldt, C. & Galper, A. (2008). Active experiences for active children: mathematics. Upper
Saddle River, NJ: Pearson. 2nd edition.
Worth, K. & Grollman, S. (2003 -). Worms, shadows, and whirlpools: Science in the early
childhood classroom. Washington, D.C.: NAEYC.
Demarn-Sparks, L. & Edwards, J. ( 2010) Anti-bias Education for young children T and
ourselves.
Helm, J.H., & Katz, (2011). Young Investigators: The project approach in the early years- NAEYC.
ISBN 978-08077-5153-4
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Course Requirements/Assignments:
All home work assignments and papers must be typed & Font size 12.
Participation in course work- 2 PowerPoint presentations ( 20 pts) on an assigned topic, Class
discussions and practicum responsibilities 80 points ( Total = 100).
The instructor will assign students up to 3 points for each class or practicum time based on
Preparation using journal responses (one entry every two weeks), participation in practicum (see time
sheet), mentors evaluation (see evaluation form) and attitude. (Standards 3,4)
You will need to arrange with your mentor teacher to teach three lessons in each of the following areasMath, science and Anti-bias curriculum. See guidelines below.
Curriculum & Documentation ( develop and teach one lesson in Math & one in Science).
Each student will plan, implement, facilitate, and document one math and one science lesson. These
learning activities should teach math and science concepts identified by national or state standards, using a
developmentally effective approach. (Standards 3 & 4) The Mathematics documentation is due
Februaly23th. The Science documentation is due May 3rd include Anecdotal Records, photographs,
students work etc. for these lessons -see rubric at the end of the syllabus. Total Math & Science = 200 pts.
Lesson evaluated by your mentor teacher = 20 x 3 = 60 pts
Overall Mentor’s practicum evaluation = 24 pts (Due May 3rd).
You will present your work via PowerPoint or poster board for both activities.
Curriculum & Documentation: Literacy & Social studies for children Preschool -3rd grade (40pts). Due
4/20th
A.
i. Develop ONE anti-bias lesson plan and an assessment plan for children ages 4-8years
old (based on your readings of Anti-bias curriculum by Derman-Sparks 10 pts)
ii. Teach your anti-bias lesson to your class-Write a one page reflection on your observation
during the lesson- how did it go? What worked? What did not? How would you make it better? (10
pts).
iii. Provide anecdotal records, child’s sample work, photos etc. for one child (5 pts).
1v. Provide your mentors evaluation fro lesson ( 5pts).
B. Read the Social Studies articles provided on the class website & or in class. Write a 2 page paper
on “The social studies curriculum in early childhood & what early childhood teachers should
know about teaching social studies for 3 to 8 year olds (10 pts).
ONE EXAM: This will be a take home open book based on course work ( 50 pts).
All lesson plans must have standards. Use formats provided in class.
For standards go to the Wyoming Department of Education website.
This course includes a common assessment that requires passing at proficiency level for
Wyoming Early Childhood endorsement.
Grading Standards:
A
B
C
D
F
exceptional work
very good work
good work
weak work
unacceptable work
93 - 100%
85 - 92%
77 - 84%
69 - 76%
0 - 68%
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Attendance/Participation Policy:
Students are allowed to have one unexcused absence for the semester ( 1 class).
Therefore, students may have one unexcused absences during Thursday lecture or
one practicum absence(if site is notified ahead of time). ( It is one or the other not both).
Class or practicum absences beyond those permitted will result in the final grade being
lowered by 3 points for each hour of additional absence. Students are responsible for
making up any work or assignments missed because of class absence.
Curriculum/documentation assignment due dates are not negotiable.
Normally, incomplete grades will not be given.
University sponsored absences are cleared through the Office of Student Life. (Add other
attendance policy information)
Academic Honesty:
The University of Wyoming is built upon a strong foundation of integrity, respect and trust. All
members of the university community have a responsibility to be honest and the right to expect
honesty from others. Any form of academic dishonesty is unacceptable to our community and will
not be tolerated (from the UW General Bulletin). Teachers and students should report suspected
violations of standards of academic honesty to the instructor, department head, or dean. Other
University regulations can be found at:
http://uwadmnweb.uwyo.edu/legal/universityregulations.htm
The instructor may make changes to the
syllabus as the course proceeds.
If necessary, these changes will be
announced in class.
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Tentative Course Outline:
Readings- Read before class - come ready!
Week 1
Jan 19
Due
Introduction to course & practicum guidelines
Reading: Seefeldt & Galper, Part One, chapter 1
Week 2
1/26
Math- Seefeldt & Galper -chapter 2
Active children/active environments
Anti-bias Education- Demarn-Sparks, L. & Edwards, J.
( 2010) - Chapter 1
 In-class reflection
 Anecdotal records workshop & Rubric
development
Week 3
2/3
Practicum
begins
Week 4
2/9
Math- Seefeldt & Galper -chapter 3
Helm, J.H., & Katz, (2011)- Projects and young
children- chapter 1



Video- Project approach
In-class reflection
Practice lesson planning
Math Concepts and Activities (Number and Counting,
Algebra, Geometry) & an anti-bias curriculum
- Seefeldt & Galper, chapter 4 and 5
Presentation
 Kayleen & Jennifer- Helm, J.H., & Katz,
(2011)- Projects- Getting started- chapter 2
Week 5
2/16
Practice teaching -mini lesson ( Math)
Related activities
Math- Seefeldt & Galper, chapters 6-7
Presentation
 Maddy & Krystal- - Deman-Sparks, L. &
Edwards, J. ( 2010) -Anti-bias EducationChapter 2
3 pages
summary notes1 page per
chapter- single
spaced
3 pages
summary notes1 page per
chapter- single
spaced
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Week 6
2/23
Math- Seefeldt & Galper, chapters 8
Presentations
 Carl & Amber- Seefeldt & Galper- Chapter 9
 Hilary & Timbree - - Derman-Sparks, L. &
Edwards, J. ( 2010) -Anti-bias EducationChapter 3
 In-class reflection
Week 7
3/2
Week 8
3/9
Presenting Mathematics Documentation
Science- Worth & Grollman, chapters 1-2
 Video- Setting the sail- Project approach
 Practice science lesson
Due: Math
documents
Presenting
Mathematics
Documentation
continued
Presentation
 Amanda & Timbree- Derman-Sparks, L. &
Edwards, J. ( 2010) -Anti-bias EducationChapter 5
Week 9
3/16
Week 10
3/13
Week 11
3/30
UWCC Spring Break
Science- Worth & Grollman, chapters 3-4
Presentations
 Hilary & Heather- Helm, J.H., & Katz, (2011)Projects- Developing the project- chapter 3
 Maddy & Krystal- Helm, J.H., & Katz,
(2011)- Projects- Developing the projectchapter 4
Practice anti-bias lesson
Science- Worth & Grollman, chapters 5-6
4 pages
summary notes- single spaced
Presentations
 Kayleen & Jennifer- Derman-Sparks, L. &
Edwards, J. ( 2010) -Anti-bias EducationChapter 6
 Amanda & Timbree- Worth & GrollmanChapter 5
In-class reflection
Week 12
4/6
Presentation
 Carl & Amber- Derman-Sparks, L. &
In- class Video
reflection
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Edwards, J. ( 2010) -Anti-bias EducationChapter 9
 Video- anti-bias
Week 13
4/13
Week 14
4/20
Work day- Work on Anti-bias project
Helm, J.H., & Katz, (2011)- Projects- - chapter 5
Derman-Sparks, L. & Edwards, J. ( 2010) -Anti-bias
Education- Chapter 8


Week 15
4/27
Practicum
ends this
week
Week 16
5/3
Due- anti-bias
lesson &
documentation
Summary project approach
Share anti-bias projects
 In-class reflection
Work Day - Work on Science project
Assignment- Take home Quiz
Summary -Anti-bias Education- Chapter 11 10 &
Abilities & holidays-
Due- portfolio
with all three
projects
 Start presenting projects
Week 17
5/11
Finals – Turn in Take home Quiz
Finish Presenting science documents
Due- Take home
Quiz
The syllabus is tentative and is subject to change based on instructor’s
observations of learning.
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EDEC 3220: School Programs for Young Children
This format should be used for all lesson plans for this class
Curriculum Plan
Your name:
Date for Implementing Activity:
Focus and Provocation (What will be the focus of the lesson? What have you observed about the
children in your practicum that motivated you to do this lesson at this time?)
Project goals in terms of content concepts
Standards addressed in math, literacy or science/social studies
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Description of activity (focus on child’s role)
Target age group(s)
Materials and equipment required for activity
Description of facilitator’s role (includes developing positive teacher-child and peer relationships)
Assessment procedure
Documentation plan
Parent Involvement (How can you extend this activity to include parents?)
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Have your mentor teacher evaluate your teaching of each lesson using the following Rubric. Turn in your
mentor’s evaluation with each project at the time when it is due.
EDEC 3220: School Programs for Young Children
(Lesson Plans/teaching are evaluated using these guidelines)
Check one area
 Math
 Science
 Antibias/literacy/social studies
Lesson taught:________________________________ ________Subject:_________
Mentor teachers Name: ________________________________ Signature__________
Student teacher:____________________________
Date Lesson taught: __________
Please evaluate the student teacher on each of the components below. 2 points per item = 2 x 10
= 20
_____1. The activity allows the child to experience the concepts and to construct understandings about the
concepts in meaningful ways.
_____2. The activity allows for growth in more than one area of development: cognitive, language, social,
emotional, physical.
_____3. The information presented is accurate and credible according to the recognized standards of the
relevant discipline(s).
_____4. The content is worth knowing and can be learned by these children efficiently and effectively now.
_____5. The activity encourages active learning and allows children to make meaningful choices.
_____6. The activity provides opportunity for the children to feel successful, competent, and enjoyment of
learning.
_____7. The activity includes at least one strategy that involves parents/child’s home.
_____8. The anecdotal record assessment procedure is based on the concepts being introduced or
reinforced in the activity.
_____9. The anecdotal record assessment procedure occurs as part of the ongoing life of the classroom
rather than in an artificial, contrived context.
_____10. The student teacher was always on time, readiness to learn and time commitment.
Total points = _______ out of 20.
Mentor teacher:
a. Please comment on the preparedness of the student teacher and ability to teach early
childhood content in the subject area identified.
b. What suggestions do you have for the student teacher if any?
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EDEC 3220: School Programs for Young Children
Name:
Points:
Documentation Components
_____ Does it show the process from the beginning to end, including the source of the idea?
_____ Does it reflect the children’s thinking about the concepts related to the lesson, For
example, it includes children’s quotations from discussion, or children’s drawings with their
explanations, or children’s expression of ideas during other child-centered activities.
_____ Does it include a completed assessment procedure?
_____ Is it neatly displayed?
_____ Can children and parents follow it?
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EDEC 3220: School Programs for Young Children
Name:
Anecdotal Records Rubric
_____ one anecdotal record per child in lesson
_____ records contain the required headings
[headings: date, time, setting, observer, focus,
description, o.c.]
_____ descriptions are detailed, significant, clear, and objective; observer comments contain your
interpretations
EDEC 3220: School Programs for Young Children
Common Assessment: Documented Learning Activity in Math and Science RUBRIC is attached.
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