KUTZTOWN UNIVERSITY
KUTZTOWN, PENNSYLVANIA
DEPARTMENT OF ELEMENTARY EDUCATION
COLLEGE OF EDUCATION
EEU 130 – Early Childhood Development: Theories and Practices
I.
COURSE DESCRIPTION
A survey course focusing on early childhood educational continuum from infancy through age
nine. Consideration will be given to historical backgrounds, existing programs, and relevant
research in each approach. Candidates must know and understand child development, theories of
learning, and developmentally appropriate practice when working in the field of early childhood
education. Emphasis will be placed upon the role and value of play, working with families, and
designing effective learning environments that meet the needs of all learners. Field experiences
and observations in preschool programs, day care settings, nursery schools, kindergarten and
primary classrooms are an integral part of the course. (10 hours of required fieldwork in Pre-K
setting) Prerequisites: PSY011 & PSY 110 3 s.h. 3 c.h
II.
COURSE RATIONALE
A growing recognition of the significance of the early childhood years on the social, emotional,
physical and cognitive development of children has brought a new impetus to the field, as well as
a proliferation of programs. It is important to assist early childhood educators to understand
what is developmentally and educationally appropriate for young children, birth through age
eight, so they can implement exemplary practices in their own programs and become better
caregivers. This foundation course will help achieve these goals by providing information and
practices related to early childhood issues, the history of the profession, infant and toddler
development and education, preschool, kindergarten, and primary programs, child care,
children's special needs, cultural and diversity, parent involvement and becoming a professional.
III.
COURSE OBJECTIVES
Upon successful completion of this course, the teacher candidate will be able to:
Course Objectives/Learning Outcomes
A. Discuss and apply early childhood
theory, research analysis and practice
B. Discuss social, economic and
cultural diversity and implications for
learning
C. Select, plan and implement lessons
based on early childhood education
foundations, theory, policy, and
PDE
IA
IB
IA
IB
NAEYC
1
IIB
4b
1
1
INTASC
2
4
2
4
7
2
developmentally appropriate practice.
D. Demonstrate the experiences
children need, from birth to age nine,
to prepare them to learn, read, and
succeed in school.
E. Observe and complete field
experience assignments in
environments that are educationallyfocused, respectful, supportive and
challenging for all children
F. Discuss and follow NAEYC’s Code
of Ethics when completing field
experience in early childhood
classrooms.
G. Identify the role and value of play,
games and sports in child development
and learning.
H. Identify a variety of assessments
appropriate for early childhood
education.
I. Identify and use strategies that create
positive climates for learning which
involves establishing and maintain
partnerships with families.
J. Use observation and recording
techniques in a variety of settings in
order to understand the meaning and
degree of variation and exceptionality
among individuals.
K. Discuss and design learning
environments, pre-k through grade 4,
that:
 demonstrate appropriate use of
indoor and outdoor physical
space and materials
 connect classroom arrangement
and positive learning outcomes
 inclusive for diverse learners
including differences in age,
developmental, culture, and
linguistics
 support emotional, social,
language, cognitive, physical
and creative development
L. Discuss the models that support
play-based, experience-based, and
IA
IB
IC
1
4b
2
4
IIB
IID
3
8
IIB
IID
5
10
IIIB
1
2
ID
IID
3
8
IID
4a
4
10
ID
IB
IID
3
2
8
IIA
IIB
IIC
1
4b
5
IIB
1
4d
2
2
project-based curriculum that integrate
all areas of development.
M. Develop curriculum that includes
both planned and spontaneous
experiences that are meaningful and
challenging for all children that lead to
positive learning outcomes and
develop positive dispositions towards
learning within each content area.
N. Discuss connections between
classroom materials, learning
standards, and instruction.
IIB
IIC
4b
1
4
IIC
4c
4
National Association for the Education of Young Children (NAEYC)
Standard 1: Promoting Child Development and Learning
Standard 2: Building Family and Community Relationships
Standard 3: Observing, Documenting, and Assessing to Support Young Children
and Families
Standard 4: Teaching and Learning
Sub-Standard 4a: Connecting with children and families
Sub-Standard 4b: Using developmentally effective approaches
Sub-Standard 4c: Understanding content knowledge in early education
Standard 5: Becoming a Professional
Pennsylvania Department of Education (PDE)
I. Knowing the Content
I.A. Foundations of Early Childhood Education including: historical, philosophical, social, and
cultural
I.B. Typical and atypical development of children from birth through 3rd grade including: physical,
cognitive, language, social-emotional, aesthetic
I.C. Factors that influence individual development and learning of children birth through grade 3
including: pre and postnatal biological and environmental, social and cultural, health, nutrition, and
safety
I.D. Curriculum models and approaches, assessment and instructional practices including:
developmental and learning theory, play theory, informal and formal assessment tools, individual and
group guidance behaviors, problem-solving and conflict resolution techniques
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II. Performances
II.A. Managing the instructional environment
II.B. Planning and implementing developmentally appropriate curriculum and instructional
practices including
II.C. Selecting, implementing and adapting effective instructional strategies, curriculum
resources and technologies in collaboration with other educators to meet the needs of diverse
learners including
II.D. Use informal and formal assessment strategies to plan and individualize curriculum and
teaching practice including
III Professionalism
III.A. Professional organizations, professional literature, technical resources, and student organizations
III.B. Integrity and ethical behavior, professional conduct as stated in Pennsylvania’s Code of
Professional Practice and Conduct for Educations; and local, state, and federal laws and regulations
INTASC Principles
1. Subject matter
2. Student learning
3. Diverse learners
4. Instructional strategies
5. Learning environments
6. Communication
7. Planning Construction
8. Assessment
9. Reflection and professional development
10. Collaboration, ethics, and relationships
B.
Relationship to Conceptual Framework
ELU 130 demonstrates the following categories in the conceptual framework
in the following ways:
* Content Specialization- By completing field experience, students are able to
apply theory to practice with young
children by completing the child analysis portfolio.
* Professional Methodology: Students complete hands-on field
experiences, complete research in current issues in early childhood
education, and discuss diversity issues.
* Communication- Students complete oral assignments, written
assignments, and exams.
* Interpersonal Skills: Students complete small group assignments and
work directly with young children in their field experience.
4
* Critical Thinking: Students demonstrated critical thinking skills in
classroom discussions and written assignments.
* Scholarly Inquiry: Students research current issues in early
childhood education and class discussion.
* Reflective Wisdom: Students use reflective skills in class
discussions and written assignments.
* Integration of Discipline: Students are able to discuss field
experience and teaching strategies in class discussions.
* Cultural Awareness and Acceptance: Students are exposed to a wide
variety of diverse literature and classroom environments.
* Organization and Classroom Management: Students are shown examples
of organization and classroom management in their field experiences.
* Technology: Students complete written assignments that require the
use of technology. Professor demonstrates the integration of technology in
class lectures.
IV.
ASSESSMENT
Assessments of each teacher candidate’s level of accomplishment with reference to the
course objectives will be based upon a subset of the following:
 Exams
 Design learning environments
 Cooperative project on current issues in ECE
 Field experience journal
 Design and implement early childhood learning experiences
V.
COURSE OUTLINE:
I.
II.
III.
Working with Young Children
A. What is early childhood education and care
B. Role of the early childhood professional
C. NAEYC Code of Ethics
Historical View of Early Childhood Education
A. Historical Trends
B. Life in the 1600s
C. Education in the 1700s
D. Education in the 1800s
I.
Kindergarten
E. Education in the 1900s
I.
Progressive
II.
Developmental
F. Modern Movements and Trends
G. Today’s Issues
Early Childhood Theorists
A. Psychoanalytic Theories
B. Behaviorist Theories
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IV.
C.
D.
E.
F.
G.
H.
Constructivism
A.
B.
C.
D.
Maturational Theories
Contextualize Theories
Humanist Theories
Developmental Systems Theories
Identity Theories
Multiple Intelligence Theories
Constructivist Theory
Piaget
Vygotsky
Strategies for applying constructivist theory in the classroom
V.
Early Childhood Play
A. The role of play in early childhood education
B. Play in the lives of children
C. Categories of Play
VI.
Developmentally Appropriate Practice
A. Defining best practice
B. The DAP Framework: Theory and Practice
VII.
Models of Early Childhood
A. Early Intervention
I.
Early Head Start
II.
Head Start
B. High/Scope Foundation
C. The Project Approach
D. Schools of Reggio Emilia
E. Montessori Education
F. Waldorf Education
VIII.
Observation
A.
B.
C.
D.
IX.
Observing and Recording
Reasons to Observe and Record
How to Observe and Record
Types of Observation and Recording Tools
Early Childhood Assessment
A. Roots of Assessment
B. The Assessment of Cycle
C. Purpose of Assessment
D. Assessment Tools
E. Communication Assessment Results
I.
Families
II.
Colleagues
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X.
Infants and Toddlers: Discovery.
A. Physical development.
B. Social development.
C. Intellectual development.
D. Emotional development.
E. Infant standards
F. Toddler standards
G. Play
H. Environments
I. Curriculum planning
XI.
Preschool Years: Readiness for learning.
A. History of preschool education.
B. Increasing popularity of preschools.
C. Development of the preschools.
D. Preschool play and its importance.
E. Preschool goals.
F. Selecting a good early childhood program.
G. Effective environments
H. Effectiveness of preschool programs.
I. Issues of preschool education.
J. Physical development.
K. Social development.
L. Intellectual development.
M. Emotional development.
N. Preschool standards
O. Play
XII.
XIII.
Kindergarten Education.
A. History and future directions.
B. Development and readiness.
C. Program of kindergarten.
D. Bilingual education.
E. The transition for children.
F. Kindergarten standards
G. Effective learning environments
H. Play
The Primary Years. (Grades 1-4th)
A. Description of primary years.
B. Significance of primary years.
C. Characteristics of a good primary teacher.
D. Issues in primary education.
E. Home schooling.
F. Future of primary education.
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G. Early learning standards
H. Effective learning environments
I. Play
XIV. Early Childhood Environments
1. Indoor Environments
a. Designing
b. Age Appropriate
2. Outdoor Environments
a. Designing
b. Age Appropriate
XV.
Early Childhood Curriculum
A. Readiness Skills
B. DAP
C. Planning based on observation
D. Lesson planning
E. Responsive curriculum to children’s needs
F. PA Early Learning Standards
G. Ages and Stages
XVI. Child Care
A. Popularity of childcare.
B. Types of child care programs.
C. Federally supported childcare.
D. Employer-sponsored childcare programs.
E. Sick childcare.
F. Before and after school care.
G. The nanny movement.
H. Training and certification for early childhood personnel.
I. What constitutes quality childcare?
J. Information and referral systems for child care.
K. Childcare issues.
L. Future trends in child care.
XVII.
Interest and Issues.
A. Popularity of early childhood education.
B. Terminology of early childhood education.
C. Ecology of early childhood.
D. The competent child.
E. Disappearance of childhood.
F. Stress of childhood.
G. Children's rights.
H. Contemporary influences on early childhood education.
I. Public schools and early childhood.
XVIII. Awareness of Children with Special Needs.
A. Special needs children.
B. Mainstreaming and inclusion.
C. Interest in special needs children.
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D.
E.
F.
G.
H.
I.
Public laws for special needs children.
Importance of IEP.
Teaching children with disabilities
Gifted children.
Children with multi-cultural heritages.
Involving special needs families.
XIX.
Parent Involvement: Successful programs.
A. Who is parent?
B. What is family?
C. Reasons for parent involvement.
D. Parent-teacher conferences.
E. Involving single parents.
F. Bilingual/Multicultural parents.
G. Cultural
H. Diversity
I. Involving fathers.
J. Family support programs.
XX.
Contemporary Issues
A. Children of poverty.
B. Child abuse and neglect.
C. Missing children.
D. Sexism and sex role stereotyping.
E. Television and its impact.
F. Humane early childhood programs.
G. Advocacy
H. Children’s rights
I. Other
XXI. Becoming a Professional.
A. Current changes in education.
B. Qualities of the early childhood education.
C. Developing a philosophy of education.
D. Role/interfacing in the community.
E. The future of teaching.
.
VI.
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NON-PRINT REFERENCES
Video Selections
PBS- "Growing Years Series"
a) Four Preschools
b) Development through Play
c) Children in Families
d) Individual Differences
e) Child's Mind - Part 1
"Caring for Infants and Toddler - A Discussion with Bettye Caldwell"
Kutztown University Early Learning Center Tape Series
a) A Day at Nursery
b) Play
c) Kindergarten
d) Growing years...An introduction to E.L.C.
"Life's First Feelings" Nova, February 11, 1986.
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NAEYC #801
"A Journey Through The First Year of Life". Burton White
"Who Cares For The Children?" PBS April 13, 1988
"Mastering the Tasks of Toddlerhood." Bettye Caldwell
Filmstrip/Tape/Slides


"How Does Play Promote Development?" Media PAK #3, Charles Merrill Publishing.
International Early Childhood Programs. (Great Britain, France, Austria, China)
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