COURSE SYLLABUS Dine College Course Title: ECE 108-­‐Field Experience I Section: Credits: 2-­‐4 Time: Meeting days: Location: Instructor: Phone: Email: Office: Address: Tsaile, AZ 86556 Office Hrs: Prerequisite: ECE 111 and another ECE program core course Background check Verification of Tuberculin Test Catalog Description: This course is designed to assist candidates in applying content from ECE coursework to the daily experiences of teaching in a birth to preschool setting. Candidates are expected to apply theory, materials, and research discussed in the coursework, assess applicability, and critique for best practices in teaching and learning for young children. The course can be applied toward CDA Subject Areas 5, 6, and 7 (managing an effective program, maintaining a commitment to professionalism, and observing and recording children’s behavior), and provide CDA assessment preparation. It also counts toward an Arizona ECE endorsement. Course Goals as related to Dine Philosophy: The course will integrate the Dine holistic teaching in accordance with the pedagogical paradigm. Students will understand self and others through the teaching of Blessing way teachings and Protection way teachings. Purpose of the course: The student will • Work in the capacity of primary care/teacher for a group of children ages three through five years. • Be give continuous on-­‐going information, assessment, and feedback regarding work with young children. • Have opportunities to share experiences with others in the field. At the completion of the course students will be able to: • Recognize their personal strengths and challenges in working with young children and families. • Use journaling as a method of program assessment. • Develop positive working relationships with teachers/care givers. • Analyze work settings as they relate to environment, developmental appropriateness, curriculum, guidance, health and safety. • Apply personal philosophy of early care and education to practice with young children. • Evaluate personal and professional characteristics and skills from direct and on-­‐going work with young children. Expectations of Students: • Students will be placed within the laboratory setting with a lead teacher for over-­‐site of their progress and participation. • Students will be expected to document by way of journaling a minimum of 8 hours per week of fieldwork with the children. • Students must notify field site IN ADANCE of absence and arrange for make up time. • Students will participate in a weekly round table discussion. • Read text independently and discuss as round table. Course Content: 1. Assignments: Students will complete program assignments promptly and responsibly. Any questions regarding assignments are to be clarified with the instructor. 2. Attendance: Students will document a minimum of10 hours of field work with children throughout the semester. 3. Round Table Forum: Students will participate in weekly round table discussions based upon fieldwork observations and experiences. 4. Journaling: Daily entries in work will document your experiences. Consider at least 15 minutes of writing each 2 to 4 hours of teaching. 5. Readings: Text reading assignment will be read by mid-­‐semester. 6. Evaluation: There will be two Student Teaching Evaluations during the semester at the Classroom and at the en of the semester. The college supervisor will conduct the evaluation. Expect the instructor to drop by your work site to do observations. NAEYC STANDARDS for Early Childhood Programs Age Groups: I=Infant T=Toddlers/twos P=Preschool K=Kindergarten 6.A. Preparation, Knowledge, and Skills or Teaching Staff 6.A.01 I T P K All teaching staff know and use ethical guidelines in their conduct as members of the early childhood profession. (For NAEYC’s code of Ethical Conduct, please visit: http://www.naeyc.org/positionstatements/ethical_conduct) 6.A.03 I T P K Before working alone with children, new teaching staff are given an initial orientation that introduces them to fundamental aspects of program operation, including • Program philosophy, values, and goals; • Expectations for ethical conduct; • Health, safety, and emergency procedures; • Individual needs of children they will be teaching or caring for; • Accepted guidance and classroom management techniques; • Daily activities and routines of the program; • Program curriculum; • Child abuse and neglect reporting procedures; • Regulatory requirements. 6.A.04 I T P K Substitutes, volunteers, and other adults are given a preliminary orientation that introduces then to fundamental aspects of program operation before they begin working with children. The orientation includes • Health, safety, and emergency procedures; • Accepted guidance and classroom management techniques; • Child abuse and neglect reporting procedures; • Regulatory requirements. 6.A.09 I T P K All teaching staff who supervise or mentor other staff members have specialized college-­‐level course work or professional development training and preparation in adult supervision, mentoring, and leadership development. Specialized college-­‐level course work may include either core courses that cover these topics or courses that address these topics for courses that address these topics specifically. LEARNING IN THE CONTENT AREAS: 0005. Understand second-­‐language acquisition and how to facilitate the English language development of young children with diverse linguistic backgrounds. Required Textbooks and materials: • Your Early Childhood Practicum and Student Teaching Experience: Guidelines for Success. By Carroll Tyminski: 3nd ed. ISBN-­‐13: 978-­‐0-­‐13-­‐286995-­‐9 •
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Other resources: (will be given by instructor) NAEYC-­‐Play-­‐The seed of learning NAEYC-­‐Sensory Play: Constructing Realities NAEYC-­‐Places to grow-­‐The learning environment NAEYC-­‐Discipline: Appropriate Guidance of Young Children NAEYC-­‐Toddler Curriculum: Making Connections NAEYC-­‐Seeing Infants with New Eyes with Magda Gerber NAEYC-­‐Infant Curriculum: Great Explorations NAEYC-­‐Appropriate Curriculum for Young Children: The role of the Teacher Instructor will give other handouts. STUDENT WORK/ASSIGNMENTS Work/Assignment Attendance & participation (@ 60pts) Weekly journal (@ 15pts) Placement (75pts) Working Portfolio (@100pts) Self Evaluation (@100) Points 360 90 75 100 100 TOTAL: 725 ATTENDANCE POLICY: Attendance and full participation is required for every class meeting. If weather or other circumstance forces us to cancel a class meeting, we will reschedule. Students are expected to attend all sessions. Attendance will be noted each session as follows: • +30 points if present for entire class, • +15 points if late or leave early, GRADING CRITERIA: A Pre-­‐determined number of points are given for all activities, projects, quizzes, and exams. All assignments are due on the date indicated. A late assignment will be reduced by 10% for each weekday until it is turned in. GRADING SCALE: (passing grade is “C” or better) A = 90 – 100% B = 80 – 89% C = 70 – 79% ACADEMIC INTEGRITY: See student catalogue. Prepared by: Date: Division Director: Date: