1
EDEC 742/SPRING 2010
EDEC 742
Advanced Study of Early Childhood Curricula and Program Models
Spring 2010
I.
Descriptive Information
A.
Course Number and Title:
EDEC 742 – Advanced Study of Early Childhood Curricula and Program Models.
B.
Catalog Description:
An analysis of early childhood program models and curricula with theoretical
orientation, related research, societal needs, and the student’s philosophy of
education.
C.
Course Credit: Three credits
D.
Prerequisites: EDEC 540, 542, 544 or equivalent experience
E.
Intended Audience: Graduate students in Early Childhood Education or related
fields.
F.
Instructor: Herman T. Knopf, PhD
CDRC 208
(803) 777-0934
hknopf@sc.edu
G.
Meeting Times & Location:
Wednesdays 4:30pm-7:15pm CDRC 227
H.
Office Hours:
Monday
1:00 p.m. – 4:00 p.m.
Tuesday
1:00 p.m.- 4:00 p.m.
Wednesday 10:00 a.m. –12:00 p.m.
Additional hours by appointment
II.
Statement and Course Goals and Objectives
A.
Goal:
Participants will acquire knowledge and skills of a professional educator and
leader as they become immersed in the following course objectives:
B.
Objectives:
1. Describe distinguishing features of major early childhood curriculum models
including innovations in technology.
2. Classify different early childhood curriculum models in relation to the
philosophical/theoretical/historical bases of the curriculum model.
3. Demonstrate the leadership ability of a professional educator for analyzing
curriculum materials and models with particular attention to assessment,
classroom management, and student self-esteem.
4. Apply methods of assessing curriculum implementation in relation to
development, instructional behavior, learning outcomes, cultural diversity,
EDEC 742/SPRING 2010
2
and special needs.
5. Synthesize knowledge of evaluation research involving curriculum model
comparisons.
6. Examine the relationship among theory, research, and practice.
7. Continue the development of a personal philosophy of education necessary
for the professional educator as leader as grounded in the study of sociocultural theory, culturally relevant practice, issues of social justice, learning
as inquiry, developmentally appropriate practice, linguistic and cognitive
learners.
III.
Required Texts and Readings:
All reading material to be provided via Blackboard.
IV.
Academic Course Requirements
A. Readings, and Active Participation (20 pts.)
Readings
Students are to complete all assigned readings in preparation for each class
meeting and actively participate in class discussions and activities. Class
sessions will include discussions and periodic written reflections on readings,
lectures, and /or class activities.
Class participation
Any missed time, including tardiness and absence, will deduct from the
participation grade and missing more than one class results in deductions
from the highest possible course grade as follows: 2 absences = grade no
higher than B; 3 absences = grade no higher than C; 4 absences = grade no
higher than D; 5 absences = grade no higher than F
B. Curriculum Model Literature Review (35 points)
 APA style
 6-10 pages
Each student will choose, from the following list, a curriculum model to
investigate. The student will use his/her investigation as a basis for becoming an
expert on the model’s theoretical framework. You will use a Curriculum Model
Summary Sheet (provided as appendix A) to frame your review of literature.
This research paper will serve as the main source of information that you will
use to guide a class discussion about the curriculum model. Among the potential
models are:
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EDEC 742/SPRING 2010




The Montessori Method
The Project Approach
Constructive Approach –
Piaget-Kamii-DeVries
Approach
Success for All





Reading Mastery
Reggio Emilia
High/Scope
Creative Curriculum
The Program for Infant &
Toddler Care
See appendix B for scoring guide
C. Curriculum Model Research Presentation (10 points)
Your investigation of the curriculum model should prepare you to facilitate a
class discussion related to:
 The historical evolution of the model.
 The theoretical basis for the model.
 What that model looks like in classrooms.
 What others have said about the model: formal evaluations of the model
including critiques of its effectiveness and theoretical soundness.
 Implications for this model across age levels in early childhood education
(birth through grade three).
 A class evaluation of the model in terms of theoretical connections (or lack of
connections). Using your reading from this course and your experiences
with children, guide us in evaluating the model.
Create a one-page handout that, in some way, guides class discussion of this
model. Bring enough copies for every class member. Be sure to include sources
referenced in your presentation.
See appendix C for scoring guide
D. Curriculum Implementation Project (25 points)
KEY ASSESSMENT FOR NAEYC ADVANCED PROGAM ACCREDITATION
The purpose of this project is to help you gain an even deeper understanding of the
specific curriculum model or approach you have chosen to investigate. Each student
will research the actual implementation of the selected curriculum model by
designing and implementing or observing the implementation of another teacher
and evaluating the real life application of the curriculum model. Project and
implementation results will be presented in class. The aspect of the curriculum that
you choose to investigate through this implementation is completely up to you.
Make sure that the research question that you identify can actually be answered by
implementing the curriculum. To help scaffold you in the development of your
research project and professional presentation of findings I have provided the
following outline:
1.
Written Material (15 points)
a. Topic/Title
b. Brief overview of curriculum model/approach to include:
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EDEC 742/SPRING 2010
2.
i. Theoretical framework/epistemology
ii. Goal/Desired outcome of curriculum
iii. Level of teacher autonomy in planning/implementation
iv. Research describing curriculum’s effectiveness
c. Research Question
d. Data collection and results related to answering your research
question. (Data collection must include observation of or interviews
with children.)
e. Curriculum Plan:
i. Pre-engagement assessment
ii. Goals and concepts addressed
iii. Description of planned experiences (naturalistic, informal or
structured)
iv. Materials
v. Post-engagement assessment
f. Evaluation Plan: Your evaluation plan should include data collection
and analysis that will enable you to answer the following questions:
i. Did the children learn what was anticipated?
ii. Were there unintended outcomes?
iii. What was the most successful part of implementation?
iv. What was the fidelity of implementation? What is the rationale for
any deviation?
v. What would you do differently next time the opportunity
presented itself or if given more time?
vi. What have you learned through the implementation of your
selected curriculum model?
Presentation and Display (10 pts.)
a. Create a visual display that effectively communicates what you have
learned from your experience (Poster/tri-fold display)
b. In 5 minutes or so, share information on the part of the curriculum plan
that you implemented/observed and your evaluation of the experience
(i.e., here’s what I did…this went well…this could have been better…I
would change)
c. Use overheads, video clips, or demonstrations as you deem appropriate
to communicate your key points.
d. Provide at least 2 handouts (resources) related to your topic that might
be of practical use to your peers.
i. Include descriptions of materials or activities you think would be
helpful to your peers
e. Subsequent to presentations, you can circulate and explore display
materials in-depth and ask presenters follow-up questions. Consider
including:
i. Children’s work
ii. Curriculum materials (Montessori Pink Tower)
iii. Photographs
iv. Poster highlighting your project’s implementation
See Appendix D for scoring rubric
E. Curriculum Model Position Paper (10 points)
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EDEC 742/SPRING 2010


APA
5-10 pages
Based on what you have learned this semester, provide a position statement
regarding your stance on the use of, and strict adherence to, curriculum
models/approaches in early childhood education classrooms. The purpose of this
assignment is to show both what you have learned this semester about a variety of
curriculum models, and your ability to think critically when identifying what is in
the best interest of our nation’s children. As you are making your argument be sure
to touch on the issues of teacher accountability, professionalism, student
achievement, and the role/impact of early education in/on society, and the actions
that are most likely to have an effect on overall early childhood education.
V.
VI.
IV.
Administrative Course Requirements
A.
Attendance is required at all regularly scheduled class sessions. In accordance with
university policy, more than one absence will affect the student’s grade. Leaving early or
being tardy also affects the grade received.
B.
Class meetings will begin promptly as scheduled. In the event of absence or tardiness,
students are responsible for identifying another student who will take responsibility for
communicating course content and announcements, and picking up handouts for the
absent student.
C.
Assignments are to be turned in at the beginning of the class meeting in which they are
due. Late submissions will only be accepted in the most extreme of circumstances, and
will incur a .33 point deduction from the final grade of the assignment for each day that
the assignment is late.
Evaluation and Grading
Readings & Active Participation
20 points
Curriculum Model Research Paper (Due dates vary)
35 points
Curriculum Model Discussion (Due Dates vary)
10 points
Implementation Project (Due: 4/21)
25 points
Curriculum Model Position Paper (Due 4/7)
10 points
93-100=A 89-92=B+ 85-88=B 81-84=C+ 77-80=C 70-76=D
Major Topics of the Course
 Historical & Changing Context of EC Curriculum
 Evaluating Curriculum Effectiveness
 Comparative Evaluations of EC Curriculum
 Predominant Early Childhood Curriculum Models & Approaches including:
o The Montessori
Kamii-DeVries
Method
Approach
o The Project
o Success for All
Approach
o Constructive
Approach – Piaget-
EDEC 742/SPRING 2010


V.
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o Reading Mastery
o The Program for
o Reggio Emilia
Infant & Toddler
o High/Scope
Care
o Creative Curriculum
Implications for Early Childhood Curriculum Models
Implementing Evidence-Based Practice
Modes of Instruction
 Lecture
 Discussion
 Video
 Small Group Reflections
 Student Presentations
VI.
Bibliography
Campbell, F. A., & Ramey, C. T. (1994). Effects of early intervention on intellectual and
academic achievement: A follow-up study of children from low-income families.
Child Development, 65, 684-698.
Copple, C. & Bredekamp (Eds.). (2009). Developmentally appropriate practice in early
childhood programs serving children from birth through age 8 (3rd. ed.).
Washington, DC: NAEYC.
Cost Quality and Outcomes Study Team. (1995a). Cost, quality, and child outcomes in child
care centers: Key findings and recommendations. Young Children, 50(4), 40-50.
Cost Quality and Outcomes Study Team. (1995b). Cost, quality, and child outcomes in child
care centers: Technical report: University of Colorado at Denver.
Cryer, D., & Burchinal, M. (1997). Parents as child care consumers. Early Childhood Research
Quarterly, 12, 35-58.
Cryer, D., Tietze, W., Burchinal, M., Leal, T., & Palacios, J. (1999). Predicting process quality
from structural quality in preschool programs: A cross-country comparison. Early
Childhood Research Quarterly, 14, 339-362.
Early, D. M., & Burchinal, M. R. (2001). Early childhood care: Relations with family
characteristics and preferred care characteristics. Early Childhood Research
Quarterly, 16, 475-497.
Epstein, A. S., Schweinhart, L. J., & McAdoo, L. (1996). Models of early childhood education.
Ypsilanti, MI: High/Scope Press. ED 395 707.
Goffin, S. G., & Wilson, C. (2001). Curriculum models and early childhood education:
Appraising the relationship (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice
Hall. Harms, T., & Clifford, R. M. (1980). The early childhood environmental rating
scale. New York: Teachers College Press.
Harms, T., Clifford, R. M., & Cryer, D. (1998). The early childhood environment rating scale
(Revised ed.). New York: Teachers College Press.
Holloway, S. D., Rambaud, M. F., Fuller, B., & Eggers-Pierola, C. (1995). What is "appropriate
practice" at home and in child care? Low-income mothers' views on preparing their
children for school. Early Childhood Research Quarterly, 10, 451-473.
EDEC 742/SPRING 2010
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Howes, C., & Smith, E. W. (1995). Relations among child care quality, teacher behavior,
children's play activities, emotional security. Early Childhood Research Quarterly,
10, 381-404.
Katz, L. (1994). Perspectives on the quality of early childhood programs. Phi Delta Kappan,
76, 200-205.
Marcon, R A. (1999). Differential impact of preschool models on development and early
learning of inner-city children: A three-cohort study. Developmental Psychology,
35(2), 358-375. EJ 582 451.
NAEYC. 1998. Code of ethical conduct. Position statement. Washington,DC: Author.
NAEYC & IRA (International Reading Association). 1998. Learning to read and write:
Developmentally appropriate practices for young children. Joint Position Statement.
Washington, DC: Author.
NAEYC & NAECS/SDE (National Association of Early Childhood Specialists in State
Departments of Education). 1990. Guidelines for appropriate curriculum content
and assessment in programs serving children ages 3 through 8. Joint position
statement. Washington, DC: NAEYC.
NAEYC & NAECS/SDE. 2002. Early learning standards: Creating the conditions for success.
Joint position statement. Washington, DC: NAEYC.
NAEYC & NCTM (National Council of Teachers of Mathematics). 2002. Early childhood
mathematics: Promoting good beginnings.
Phillips, D., Mekos, D., Scarr, S., McCartney, K., & Abbott-Shim, M. (2000). Within and
beyond the classroom door: Assessing quality in child care centers. Early Childhood
Research Quarterly, 15, 475-496.
Powell, D. R. (1987). Comparing preschool curricula and practices: The state of research. In
S. L. Kagan & E. F. Zigler (Eds.),Early schooling: The national debate (pp. 190-211).
New Haven, CT: Yale University Press.
Roopnarine, J. L., & Johnson, J. E. (2000). Approaches to early childhood education (3rd ed.).
Upper Saddle River, NJ: Merrill/Prentice Hall.
Schweinhart, L. J., & Weikart, D. P. (1997). The High/Scope preschool curriculum
comparison study through age 23. Early Childhood Research Quarterly, 12(2), 117143. EJ 554 350.
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EDEC 742/SPRING 2010
Schedule of Class Discussion Topics
Date Discussion Topic
1/13 Introduction & Overview
1/20 No Class Meeting Individual Research/Blackboard Posting
1/27 No Class Meeting Individual Research/Blackboard Posting
2/3
Historical and Changing Context of EC Curriculum
2/10 Evaluating Curriculum Effectiveness/ Comparative Evaluations of EC Curriculum
Models
2/17 Student Curriculum Presentations
2/24
Student Curriculum Presentations
3/3
Student Curriculum Presentations
3/10
Spring Break
3/17 Student Curriculum Presentations
3/24
Student Curriculum Presentations
3/31
Student Curriculum Presentations
4/7
Implications of Curriculum Models
(Position Papers due)
4/14 Structures to Support Evidence Based Practices
4/21 Implementation Project Presentations
EDEC 742/SPRING 2010
Appendix A:
Curriculum Model Summary Sheet
Curriculum Model:
Founder:
Year Established:
Estimated Use in EC Classrooms:
Grade level(s):
Primary Goal (s):
Theoretical Base:
Main Features:
Type and format of professional
development:
Empirical evidence: Professional
Development Effectiveness
Empirical evidence: Child outcomes
Format of instruction/child engagement:
Impact on Organizational Staffing:
Subject-Areas addressed by curriculum
model
Parental Involvement:
Technology:
Materials:
Teacher’s Role:
Student’s Role:
Assessment:
Full Cost of implementation
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EDEC 742/SPRING 2010
Appendix B:
Curriculum Model Research Paper Scoring Guide:
Student: ____________________________ Date: ___________________Model: ______________________________
Excellent
(5)
Historical
Evolution
Research
Evidence
Related to
Classroom
Implementation
Clarity of
Theoretical
Basis
External
Evaluation of
the Model
Implications for
model across
ECE Age Levels
Personal
Evaluation of
model
Writing style
Grammar,
punctuation and
etc.
Total Points
Comments:
Grade: _______/35
Good
Fair
(4)
(3)
Needs
Improvement
(2)
Poor
(1)
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EDEC 742/SPRING 2010
Appendix C:
Curriculum Model Discussion Scoring Guide:
Student: ____________________________ Date: _________________ Model: _______________________________
Historical
Evolution
Research
Evidence
Related to
Classroom
Implementation
Clarity of
Theoretical
Basis
External
Evaluation of
the Model
Implications for
model across
ECE Age Levels
Class Evaluation
of model
Professional
presentation:
Speech, content,
& appearance.
Total Points
Comments:
Excellent
Good
Fair
(5)
(4)
(3)
Needs
Improvement
(2)
Poor
(1)
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EDEC 742/SPRING 2010
Appendix D:
Advanced Study of Early Childhood Curricula and Program Models:
Early Childhood Curriculum Research and Implementation Project
CURRICULUM IMPLEMENTATION PROJECT
KEY ASSESSMENT RUBRIC
Name __________________________________
Score ____ (out of 25 points)
Observing, Documenting, and Assessing to Support Young Children and Families (NAEYC
Standard 3). Candidates know about and understand the goals, benefits, and uses of assessment.
They know about and use systematic observations, documentation, and other effective assessment
strategies in a responsible way, in partnership with families and other professionals, to positively
influence children’s development and learning.
3a: Understanding the
goals, benefits, and uses
of assessment
Fails to meet
Expectations
0-1 points
Candidate fails to
demonstrate
understanding of the
goals, benefits and use of
assessment for young
children.
Meets Expectations
Exemplary
2-6 point
Candidate demonstrates
an understanding of the
goals, benefits, and uses of
assessments by describing
authentic and
appropriate assessment
strategies and providing
sound rationale for each
assessment strategy.
7 points
…and demonstrating
interconnected ways that
various assessment tools
can be used to have a full
understanding of children
as individual learners as
well as her/his impact on
learning.
2-6 point
Candidate demonstrates
knowledge of appropriate
assessment tools and
approaches by providing
examples of the
appropriate use of
assessment tools by using
a variety of techniques
including observation and
documentation.
7 points
...and shows a breadth of
understanding through
the use of a variety of
documentation strategies
which may include
advanced technology to
capture assessment data.
Comments
3b: Knowing about and
using observation,
documentation, and
other appropriate
assessment
tools and approaches
0-1 points
Candidate fails to
demonstrate knowledge
of appropriate assessment
tools and approaches by
using inappropriate tools
for measuring student
progress/performance or
by not using a variety of
techniques including
observation and
documentation.
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EDEC 742/SPRING 2010
Fails to meet
Expectations
Meets Expectations
Exemplary
0-1 points
Candidate fails to
demonstrate knowledge
and skill in practicing
responsible assessment by
not collecting authentic
assessment data and/or
reporting this data in
non-ethical ways.
2-6 point
Candidate demonstrates
knowledge and skill in
practicing responsible
assessment by presenting
examples of authentic
assessment data that has
been collected and
reported in ethically
appropriate ways
7 points
... and provides evidence
of consistent and ongoing
assessment throughout
the duration of her/his
curriculum
implementation .
0-1 points
Candidate fails to
demonstrate knowledge
of assessment
partnerships through
collaboration with
families and other early
childhood professionals in
gaining information
about the children that
she/he is currently
working with.
2-6 point
Candidate demonstrates
knowledge of assessment
partnerships through
collaboration with
families and/or other
early childhood
professionals in gaining
information about the
children that she/he has
worked with.
7 points
...and shows commitment
to obtaining relevant
assessment information
through informal and
formal interactions with
families, community
members, and other
professionals.
Comments
3c: Understanding and
practicing responsible
assessment
Comments
3d: Knowing about
assessment partnerships
with families and other
professionals
Comments
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EDEC 742/SPRING 2010
Fails to meet
Expectations
Meets Expectations
Exemplary
Score for Standard 3
Teaching and Learning (NAEYC Standard 4). Candidates integrate their understanding of and
relationships with children and families; their understanding of developmentally effective
approaches to reaching and learning; and their knowledge of academic disciplines to design,
implement, and evaluate experiences that promote positive development and learning for all young
children.
4b: Using
developmentally
effective approaches
4c: Understanding
content knowledge in
early education
0-1 points
Candidate fails to
demonstrate knowledge
and comprehension of the
need for professional
evidence to support the
selection of effective
practices/curricula for
young children.
0-1 points
Candidate fails to
demonstrate an
understanding the
importance of
comprehensiveness in
curriculum design and
implementation; doesn’t
comprehend the structure
of content areas; and/or
cannot identify resources
to deepen understanding.
0-1 points
2-6 point
The candidate identifies
research and other
professional supports to
the use and
implementation of her/his
selected curriculum
model/approach, in so
doing, demonstrating
knowledge and
comprehension of how to
access and utilize
professional resources in
making curriculum
decisions
2-6 point
Candidate demonstrates
understanding of the need
for curriculum to
encompass all subject
areas and developmental
domain by identifying the
domains/content areas
addressed in selected
curriculum model and
accesses resources to
deepen understanding of
the effectiveness of the
domain/content coverage
of the curriculum model.
2-6 point
7 points
…and by identifying and
describing the relative
strength of the research
support and presenting
and resolving incongruent
reports of effectiveness
he/she will demonstrate
exemplary understanding
and comprehension.
7 points
…in addition the
candidate presents an
analysis of the curriculum
strengths and weaknesses
specifically related to
content and
developmental domain
coverage and
developmental
implications for the
selected curriculum model
as presented through
extant research and
professional evidence.
7 points
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EDEC 742/SPRING 2010
4d: Building meaningful
curriculum
Fails to meet
Expectations
Candidate fails to
demonstrate ability to use
knowledge and other
resources to design,
implement and evaluate
curriculum
engagement(s) that are
aligned with the
theoretical framework
and pedagogical practices
of the selected curriculum
model.
Meets Expectations
Exemplary
Candidate demonstrates
that ability to use
knowledge and other
professional resources to
design, implement, and/or
evaluate fidelity of
curriculum
engagement(s) that are
aligned with the
theoretical framework
and pedagogical practices
of the selected curriculum
model.
… and provides a well
referenced presentation of
anticipated and actual
outcomes of the
curriculum
implementation and an
account of any and all
unanticipated
consequences of
implementation.
2-6 point
The report demonstrates
awareness of and upholds
ethical standards of
behavior. Report (oral
and written presentation)
is well thought out and
organized. Presentation is
clear including accurate
spelling and grammar,
and a consistent style
(APA 5th Edition). Report
is appropriately written
to communicate with
colleagues and other EC
professionals.
7 points
In addition this
presentation (oral &
written) effectively
communicates a level of
expertise in this area of
inquiry that is consistent
with what is expected for
national publication
and/or presentation.
2-6 point
7 points
Comments:
Score for Standard 4
Tool 3: Communication
skills
0-1 points
Report is not well
organized and may be
difficult to follow. May
include a pattern of
spelling and/or
grammatical errors.
Report does not clearly
reflect knowledge of the
field. Shows limited
insight or level of critical
thinking.
Comments
0-1 points
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EDEC 742/SPRING 2010
Tool 4: Mastery of
relevant theory and
research
Fails to meet
Expectations
Work lacks evidence of
knowledge of theory &
research
Meets Expectations
Exemplary
Work reflects knowledge
of relevant theory and
research by describing the
theoretical/philosophical
foundations for selected
curriculum model and
synthesizing relevant
theory and research into
the written overview of
the curriculum model and
curriculum plan
… and applies theory and
research by connecting to
specific examples drawn
from personal
implementation and data
collection.
0-1 points
Work does not reflect
reliance on appropriate
resources.
2-6 point
Work reflects reliance on
a wide range of
foundational as well as
recently released
professional resources
7 points
. . . showing appropriate
use of a wide variety of
human, material, and
technological resources
0-1 points
The discussion may be
little more than a
summary of the results
and doesn’t demonstrate
critical reflection of both
the process and the
curriculum model
investigated.
2-6 point
Through the Evaluation
and Reflection section of
the report the candidate
will use a professional
voice to communicate
what she/he has learned
through this project. This
section demonstrates that
the candidate has
critically reflected on the
effectiveness/impact of
her/his teaching
practices, the fidelity of
implementation, and has
synthesized her/his
research findings with
that of relevant research
and theory.
7 points
In addition to meeting all
of the expectations for
this assignment, the
candidate provides a
thoughtful accounting for
the results of this
investigation which are
supported by professional
literature. The report of
findings will effectively
communicate the extent
to which findings might
generalize to similar early
childhood environments
and identify the
limitations that may limit
the generalizability of the
research findings across
settings.
Comments
Tool 5: Skills in
identifying and using
professional resources
Comments
Tool 6: Inquiry Skills
and Knowledge of
Research Methods
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EDEC 742/SPRING 2010
Name __________________________________
Curriculum Model:________________________________
Summary of evaluation: EDEC 742 Curriculum Research and Implementation Project
NAEYC Standards
3a
3b
3c
3d
4b
4c
4d
Tool 4
Tool 5
Tool 6
FTM
M
Raw Score: _____/70 x 25=___________________________ Final Grade
E