COE M ission: We prepare teachers, leaders, and counselors who embrace equity, inquiry and innovation. COE Student Resource Office Office Hours 8:00am-­‐5:00pm M-­‐F Contact education@uccs.edu Phone: 719-­‐255-­‐4996 Fax: 719-­‐255-­‐4110 Columbine Hall 1420 Austin Bluffs Parkway Colorado Springs, CO 80918 http://www.uccs.edu/~coe/ IECE: Learning Through Play Course # IECE 1020 Spring 2014 Professor: Christi Kasa, Ph.D. Office: Columbine Hall 3011 Phone: 719-­‐255-­‐4581 E-­‐mail: chendri3@uccs.edu Office Hours: by appointment Required Textbook: Brown S. (2009). Play: How it shapes the brain, opens the imagination, and invigorates the soul. New York: Avery. Koralek, D. (2004). Spotlight on Young Children and Play. NAEYC. Additional Resources (or Recommended Textbooks): All other readings will be in Blackboard Course Format: This course consists of lectures, use of audio and visual media, readings from required text and supplementary journal articles, classroom discussions, technology-­‐mediated interactions, guest subjects/speakers, student presentations, and in-­‐class small group activities. Course Description: This course focuses on the incorporation of play as a way to enhance the development of children with and without disabilities. Students in the course will both research and implement developmentally appropriate play-­‐
based practices in an associated 10-­‐hour practicum experience. Course Objectives: 1. Articulate research and philosophical bases for learning through play. 2. Describe the developmentally appropriate practice framework with examples from practice. 3. Use embedded instruction and routines based intervention in a play based setting. 4. Create a classroom environment that supports children’s learning across various domains. Accreditation Standards: Colorado Early Childhood Education Colorado Early Childhood Special Education Colorado Literacy Standards National Association for the Education of Young Children Technology Competencies: It is expected that students begin our program with foundational technology skills that include digital word processing, digital and online formats (e.g. Blackboard) and using online research databases. Knowledge of the use of technology-­‐
supported multimedia, such as PowerPoint and other audio/video resources, is expected. Students who need assistance with building technological skills should speak with their professor to learn about technology resources in the COE and at UCCS. Using your UCCS email account is a requirement of this course due to digital delivery of course content. All students must obtain a UCCS email address and check it regularly (every day) so as not to miss announcements. If your UCCS email address is not your primary one, please have emails from UCCS rerouted to the one you check daily. Attendance, Preparation, and Participation: Students are expected to maintain high standards of ethical and professional conduct. This includes attending class, being adequately prepared, contributing to class discussions, submitting high caliber work and representing your own work fairly and honestly. As an important member of a classroom community, attendance and punctuality is mandatory. You must actively engage in class and group work to maximize your learning in this course. If you must miss a class, please inform the professor by phone or email prior to class. It is the responsibility of the student to obtain course information that is missed during the absence. Unexcused absences will result in a lower grade. Professional Behavior: Professional behavior is necessary for you to be a successful member of a learning community. Please monitor your participation in class discussions and group work and find ways to contribute intelligently to the discussion without silencing others. All written assignments must be computer generated unless otherwise indicated by the professor. Professional behavior will be expected in your future teaching/counseling career and is often the hallmark of career success. Diversity Statement: The faculty of the College of Education is committed to preparing students to recognize, appreciate, and support diversity in all forms – including ethnic, cultural, religious, gender, economic, sexual orientation and ability – while striving to provide fair and 2
equitable treatment and consideration for all. Any student who believes that he/she has not been treated fairly or equitably for any reason should bring it to the attention of the instructor, Department Chair or the Dean of the College of Education. Accommodations: The College of Education wishes to fully include persons with disabilities in this course. In compliance with section 504 and the Americans with Disabilities Act (ADA), UCCS is committed to ensure that “no otherwise qualified individual with a disability … shall, solely by reason of disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity…” If you are a student with a disability and believe you will need accommodations for this class, it is your responsibility to contact and register with the Disabilities Services Office, and provide them with documentation of your disability, so they can determine what accommodations are appropriate for your situation. To avoid any delay in the receipt of accommodations, you should contact the Disability Services Office as soon as possible. Please note that accommodations are not retroactive and disability accommodations cannot be provided until a “Faculty Accommodation Letter” from the Disability Services office has been given to the professor by the student. Please contact Disability Services for more information about receiving accommodations at Main Hall room 105, 719-­‐255-­‐3354 or dservice@uccs.edu . Military Students: Military students who have the potential to participate in military activities including training and deployment should consult with faculty prior to registration for any course, but no later than the end of the first week of classes. At this time, the student should provide the instructor with a schedule of planned absences, preferably signed by the student's commander, in order to allow the instructor to evaluate and advise the student on the possible impact of the absences. In this course, the instructor will consider absences due to participation in verified military activities to be excused absences, on par with those due to other unavoidable circumstances such as illness. If, however, it appears that military obligations will prevent adequate attendance or performance in the course, the instructor may advise the student to register for the course at another time, when she/he is more likely to be successful. Student Appeals: Students enrolled in programs or courses in the College of Education may access the COE Appeal/Exception Form at: http://www.uccs.edu/Documents/coe/studentresources/AppealsForm2009.pdf. This form is to be used for an appeal when a student is: (1) denied admission to professional education program (2) denied permission to student teach or complete professional internship (3) removed from a professional education program or internship (4) denied permission to graduate due to missing requirements (5) requesting an exception to specific policies, procedures, or requirements (6) requesting a grade change This form is not to be used for requests to take classes out of sequence or to take a class without the proper prerequisites. Such requests should be initiated with the department chair. 3
UCCS Student Code of Conduct: The purpose of the Student Code of Conduct is to maintain the general welfare of the university community. The university strives to make the campus community a place of study, work, and residence where people are treated, and treat one another, with respect and courtesy. http://www.uccs.edu/~oja/student-­‐conduct/student-­‐code-­‐of-­‐conduct.html UCCS Student Rights and Responsibilities: http://www.uccs.edu/orientation/student-­‐rights-­‐and-­‐responsibilities.html UCCS Academic Ethics Code: http://www.uccs.edu/Documents/vcaf/200-­‐019%20StudentAcademic%20Ethics.pdf Assignments Reflective Responses (10 points each) Five times throughout the semester you will be given an opportunity to write a 2-­‐3 page reflection or engage in an activity in order to respond to a question/ issue provided during class. Your response must be cogent and organized. Within the responses you should integrate the course readings and class discussions. At times, you will be sharing your reflections with other members of the class. Some reflections will be completed during class time. You need to be in class to complete these assignments. No late reflections will be accepted. In grading responses we will consider: • Connection to assigned reading • Critical thinking: Is there evidence that the student has thought through his or her response to the question, and that the student is thinking deeply and critically about the issues raised? • Writing style: Is the response well organized and are points made clearly? Observation and Learning Reflections from the Field (50points) This class includes time spent observing and participating in an early childhood classroom. You will receive a placement in a local classroom by week 6 of the class. You should plan on visiting the class at least 5 times and spending at least 15 hours in the classroom. Each time you visit the classroom you will need to write a reflection sharing what you observed and learned during your observation. A specific form will be uploaded in Blackboard. Each reflection is worth 10 points. Observations are due as you complete them throughout the semester, you must turn in 5 observation reflections by the end of the semester. Play Based Learning Station Plan and Implementation (100 points) Team project For this project you will be working with a partner to design play based learning stations that you will implement in the classroom where you are observing. You will be researching a topic or topics for the stations, planning for best practice regarding organization and implementation, and integrating play into each of the stations. You will need to make sure to incorporate Universal Design elements and provide accommodations and modifications for students who need them. Time for research and planning will be given in class. This project will be completed in three parts: 1. Preliminary Presentation of Ideas (15 points) 2. Submission of Final Plan (40 points) 3. Submission of Materials Used and Reflection of Implementation 4
Date Class Topic Week 1 Intro to Inclusive 1-­‐21 Education: Why All Children Should Play Together Week 2 Intro to Inclusive 1-­‐28 Education: Why All Children Should Play Together Week 3 Why Children Need Play 2-­‐4 in School Initial Investigation into Ramps and Pathways Week 4 Observing Children Play 2-­‐11 Guest Talk: Lissanna Follari Week 5 Planning for Play in the 2-­‐18 Classroom: Creating Stations Begin to plan station project Schedule and Assignments Reading Due Definitions of Inclusion (In Class) BB: Assignment Due Fill out Observation Schedule Sheet in Class Begin Background Check Big Jobs: Planning for Competence by Nancy Jones • Young Children with Autism by Clarissa Willis • Assistive Tech by Sarah Mulligan Please watch: SWIFT Domains of Inclusive Education http://www.youtube.com/watch?v=NRR67_osT-­‐
Q BB: • Crisis in the Kindergarten by Miller & Almon • State of Play by the Robert Wood Johnson Foundation • Ramps & Pathways by Zan & Geikan Please watch: Three videos on ramps and pathways http://www.uni.edu/coe/special-­‐
programs/regents-­‐center-­‐early-­‐developmental-­‐
education/ramps-­‐and-­‐pathways BB: • Observation and Early Childhood Teaching by Susan Reifel BB: • Assessing and scaffolding make believe play Leong & Bodrova Book: • Brown chp 1&2 • Koralek pg 36-­‐43 •
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Week 6 2-­‐25 Universal Design and Making Accommodations and Modifications Week 7 Play and Learning 3-­‐4 Week 8 Movement and 3-­‐11 Nutrition Week 9 Creating Stations 3-­‐18 Movement and Nutrition Week 10 Spring Break 3-­‐25 Week 11 Movement and 4-­‐1 Nutrition Week 12 Play and Learning 4-­‐8 Week 13 Guest Talk: Lissanna 4-­‐15 Fioritti Week 14 Reflections on play 4-­‐22 and observations BB: •
Using Lego to build math concepts by Zimmerman Book: • Brown chp 3 • Koralek pg 44 & 45 Book: • Brown chp 4 • Koralek pg 2-­‐21 Check out this Website: • http://families.naeyc.org/learning-­‐and-­‐
development/music-­‐math-­‐
more/playdough-­‐
power#sthash.rGqNMXqy BB: • Increasing children’s physical activity • Rough Play Book: • Brown chp 5 • Koralek pg 22-­‐24 • Book: • Brown chp 6 • Koralek pg 28-­‐36 Begin Classroom Observations Classroom Observations Present Play Based Station Plan Classroom Observations Classroom Observations Book: • Brown chp 7 Book: • Brown chp 8 • Koralek pg 46-­‐49 Classroom Observations TBA Classroom Observations Play Based Station Plan Due Classroom Observations TBA 6
Week 15 Reflections on play and 4-­‐29 observations Week 16 Finals Week 5-­‐6 TBA • Please make sure everything is turned in 7
Play Based Station Reflection Due Alignment of Course Objectives, Standards, and Conceptual Framework IECE 1020 Course Objective(s) 1. Articulate research and philosophical bases for learning through play. 2. Describe the developmentally appropriate practice framework with examples from practice. 3. Use embedded instruction and routines based intervention in a play based setting. 4. Create a classroom environment that supports children’s learning across various domains. Assignment, Activity, or Required Reading(s) NAEYC Responses 1a, 1b, 1c, 6f COE Conceptual Framework 1a, 2a, 2b Center-­‐based setting observation (Practicum)* 1a, 1b, 4a, 4b, 6b, 7a, 7b 1a, 1b, 2a, 2b, 2c, 3a, 3b, 3c Play-­‐based centers Implementation (Practicum)* 4a, 4b, 4c, 4d, 5a, 5b, 5c, 6b, 7a, 7b 1a, 1b, 2a, 2b, 2c, 3a, 3b, 3c Play-­‐based Centers Implementation (Practicum)* 5a, 5b, 5c, 6b, 7a, 7b 1a, 1b, 2a, 2b, 2c, 3a, 3b, 3c References Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early Chidlhood programs serving rd
children from birth through age 8. (3 ed.). Washington, CD: NAEYC. Curtis, D., & Carter, M. (2003). Designs for living: Transforming early childhood environments. St. Paul, MN: Redleaf Press. Dunst, C.J., Bruder, M.B., Trivvette, C.M., Raab, M., McLean, M. (2001). Natural learning opportunities for infants, toddlers, and preschoolers. Young Exceptional Children 4, (3), 18-­‐25. Fraser, S., & Festwicki, C. (2002). Authentic childhood: Exploring Reggio Emilia in the classroom. Albany, NY: Delmar. rd
Gonzalez-­‐Mean, J. (2001). Multicultural issues in child care. (3 ed.). Mountain View, CA: Mayfield Publishing Company. Hirsh, R.A. (2004). Early Childhood curriculum: Incorporating multiple intelligences, developmentally appropriate practice and play. Boston, MA: Allyn & Bacon. Hanft, B.E., Ovland Pilkington, K., (2000). Therapy in Natural Environments: The Means or End Goal for Early Intervention? Infants and Young Children, 12(4), 1-­‐13. 8
Jung, L.A., Gomez, C., Baird, S.M., Galyon Keramidas, C.I. (2008). Designing Intervention Plans: Bridging the Gap Between Individualized Education Programs and Implementation. Teaching Exceptional Children, 41(1), 26-­‐33. Katz, L.G., & Chard, S.C. (1994). Engaging children’s mind: The project approach. Norwood, NJ: Ablex Publishing Corporation. Leong, D. J., Bodrova, E. (1995). Vygotsky’s Zone of Proximal Development. Of Primary Interest. 2 (4). rd
Ramsey, P.G. (2004). Teaching and learning in a diverse world: Multicultural education for young children. (3 ed.). New York: Teachers College Press. Roopnarine, J. & Johnson, James. (2005). Approaches to Early Childhood Education. Upper Saddle River, NF: Pearson. Smutny, J.F., & von Fremd, S.E. (2004). Differentiating for the young child: Teaching strategies across the content areas (K-­‐3). Thousand Oaks, CA: Corwin Press. 9