ECE 2205
I.
Course Number and Title 2205/01: Organization and Administration of Early Childhood Programs
Department of Elementary and Early Childhood Education
Kennesaw State University
Spring Semester, 2005
II.
INSTRUCTOR:
Raynice Jean-Sigur, Ph.D
Office: Kennesaw Hall 2308
Office Phone: 770-420-4475
e-mail:rjeansig@Kennesaw.edu
III.
Class Sessions:
Monday and Wednesday 11:00am-12:15pm
Location: Kennesaw Hall 1103
Mondays-9:00am-11:00am Tuesdays, Thursdays 8:30am -9:00am and 12:30pm2:00pm.
Fridays and other times-by appointment
(In order to be better prepared for our meetings, please utilize the sign up sheet
posted outside my office door to arrangement meetings or e-mail requests)
Office Hours:
IV.
Text (recommended):
Organization and Administration of Preschool Programs: A Custom Text for
Kennesaw State University. Upper Saddle River, NJ: Merril-Prentice Hall.
V.
Catalog Description:
This course addresses planning for child care facilities including staffing, licensing, organizing space and
equipment, nutrition and health policies, parent and community relations. The purpose of this course is to
provide the teacher/ facilitator with an opportunity to understand the importance and application of
developmentally appropriate practices and examine the role and responsibilities of the early childhood
education administrator and teacher in a preschool setting. Observations in preschools will be required.
Verification of professional liability insurance is required before placement in observation.
VI.
Conceptual Framework Summary:
Collaborative Development of Expertise in Teaching and Learning
The Kennesaw State University teacher education faculty is committed to preparing teachers who demonstrate
expertise in facilitating learning in all students. Toward that end, the KSU teacher education community
strongly upholds the concept of collaborative preparation requiring guidance from professionals inside and
outside the university. In tandem with this belief is the understanding that teacher expertise develops along a
continuum which includes the stages of preservice, induction, in-service, and renewal; further, as candidates
Jean-Sigur
Page 1
6/27/2016
develop a strong research-based knowledge of content and pedagogy, they develop their professional expertise
in recognizing, facilitating, assessing, and evaluating student learning.
Knowledge Base:
Teacher development is generally recognized as a continuum that includes four phases: preservice, induction,
in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of
expertise is central to analyzing the teaching-learning process, the teacher education faculty at KSU believes
that the concept of expertise is central to preparing effective classroom teachers and teacher leaders.
Researchers describe how during the continuum phases teachers progress from being Novices learning to
survive in classrooms toward becoming Experts who have achieved elegance in their teaching. We, like
Sternberg (1998), believe that expertise is not an end-state but a process of continued development.
Use of Technology:
Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the master teacher preparation
program, and all candidates must be able to use technology to improve student learning and meet Georgia
Technology Standards for Educators. During the courses, candidates will be provided with opportunities to
explore and use instructional media, especially microcomputers, to assist teaching. They will master use of
productivity tools, such as multimedia facilities, local-net and Internet, and feel confident to design multimedia
instructional materials, create WWW resources, and develop an electronic learning portfolio.
Diversity Statement
Kennesaw State University provides program accessibility and accommodations for persons defined as
disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990.
A number of services are available to help disabled students with their academic work. In order to make
arrangements for special services, students must visit the Office of Disabled Student Support Services (ext.
6443) and arrange an individual assistance plan. In some cases, certification of disability is required.
VII. Goals and Objectives:
The KSU teacher preparation faculty is strongly committed to the concept of teacher preparation as a
developmental and collaborative process. Research for the past 25 years has described this process in
increasingly complex terms. Universities and schools must work together to successfully prepare teachers who
are capable of developing successful learners in today’s schools and who choose to continue their professional
development.
As a result of the satisfactory fulfillment of the requirements of this course, the student will :
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
Jean-Sigur
Demonstrate the understanding of the history and development of preschool education (CF:2.2)
Design indoor and outdoor environments that take into account the developmental levels of children
at various ages. (CF: 2.3)
Demonstrate an understanding of teaching and learning in the context of the school’s philosophy.
(CF:2.1)
Identify characteristics and needs of the community where the preschool is located (CF:2.2)
Demonstrate an understanding of safety, health and nutritional needs of young children (CF:2.3)
Demonstrate an understanding of the role of the preschool director, teachers and other preschool
staff. Understand the role of the director, as a liaison with state licensing and accreditation agencies
(CF: 1.1).
Demonstrate knowledge of licensing and accreditation requirements (CF:3.2).
Demonstrate knowledge of Federal and State legislation affecting the care of preschool children in
various settings. (CF:1.1)
Identify the characteristics of effective preschools. (CF 3.1)
Demonstrate an understanding of the importance of communication with families in programs
serving young children with and without special needs. (CF:3.2)
Page 2
6/27/2016
VII. Course Requirements/Assignments*
Assignments that are submitted may be photocopied for accreditation and documentation
purposes. Efforts will be made to hide or eliminate names of students in copied work for
confidentiality purposes.
Complete two 3-hour observations at pre-school settings. Students must
observe at two sites. The sites must represent different types of programs: e.g. Corporate
sponsored, church sponsored, private, Head Start, or non profit, Lottery-funded. Students
will complete a written observation report detailing similarities and differences. Students
must also describe upon what educational theories the program is based and provide
example of the aspects of the program that fit the model described . Students should
include with the written summaries: signatures from the director verifying the visit and
the length (see attached form), the description of the physical environment, the
community setting, the classroom and the outdoor space, a summary of the activities the
children were doing, any developmentally appropriate activities that you feel were
appropriate and what curriculum is being utilized and what type of parental involvement
is occurring. The summaries should be least three written pages for 50 points each.
Rubrics for this assignment will be presented and discuss in class. (CF: 1.1, 2.1, 2.2, 3.1)
In order to visit some preschool sites, teacher candidates will be required to have a
criminal background check completed before beginning preschool observations.
Teacher candidates must complete the criminal background history forms and
submit to the instructor. Completed forms will be sent to the Kennesaw State
University Center for Field Experiences and Partnerships (CEFP). Criminal
background checks are conducted through the CEFP institute currently at no charge
to the teacher candidate.
Please note that some early childhood education facilities may require additional
background checks in order to observe at these facilities. These facilities may require
a fee and additional forms. The teacher candidate may chose these sites with the
awareness the he or she may need to go through the necessary procedures to observe
at these sites. Please contact the instructor for additional questions or concerns.
B.
a.
b.
c.
d.
e.
f.
g.
h.
Students will research a type of early childhood setting and present as a group information
gathered. The students will present a thorough explanation of the early childhood setting
including the
Key concepts and characteristics
The philosophy of the setting
Typical curriculum utilized
Typical location of the setting
Participants of the setting
Educational background needed to teach/work in the facility
A history of the development of the setting (why and how it was development)
Other information significant to the setting (licensure, accreditation)
Presentations should include some form of technological input. Some suggested ideas for topics will be
discussed in class. Topics should be presented to the instructor in writing prior to the presentation date
and presentation groups will be formed class. Rubrics for this assignments will be discussed and
presented in class. (50 points ) (CF: 1.1, 2.1, 2.2, 2.3, 3.1, 3.2)
C.
Jean-Sigur
Resource Notebook
Teacher candidates will create a resource notebook that will contain components listed below. The
notebook can be a binder with dividers for each component. Discussion of electronic resource
Page 3
6/27/2016
notebook may be presented in class. Items should be placed in the specific order noted. Items for
each component can be obtained through research articles, interviews, and creation of materials.
Other specific requirements include 2 research articles related to the component areas and the use of
technology in gathering and developing information for at least one component. A short synopsis
must be included in each component area outlining the relevance of each item to the requirement.
The synopsis should make clear the connection between the assignment and early childhood
development as well as the purpose of skill addressed. The components listed may be incorporated
into the online portfolio. (100 points total)
Notebook components:
Outdoor playground equipment appropriate for preschool children
This can include a critique of a company’s brochure that sells outdoor equipment, or a creation of the
ideal outdoor preschool setting. Include the importance of physical development component of
children in this category. A picture of the equipment (or sketch ) must be included .(IF TAKING
PICTURES OF EQUIPMENT AT CENTER, PLEASE ASK PERMISSION FROM THE
DIRECTOR. DO NOT TAKE PICTURES OF THE CHILDREN AT THE CENTER). This
component of the notebook should thoroughly outline sections playground equipment, where the
equipment was found, how relevant to the development of young children and all of the other
considerations taken when selecting this particular equipment. (20 points)
Sketch and design a room arrangement for a preschool class. Factors such as safety, space and
materials should be included (see chapter 5 in text for additional assistance). A description of the
room arrangement and how it will meet the needs of diverse learners (cultural, language and students
with special needs) (20 points)
Design a one week menu for a four year old preschool class. The menu should include breakfast,
lunch and snacks. Safety and nutrition should be reviewed when developing this menu. Include in
your synopsis ideas for encouraging nutrition with the parents of the preschoolers. (20 points)
Parent Interview and Parent Handbook development for Parents of Preschoolers (35 points)
Teacher candidates will be asked to interview at least one parent of a child ages (0-5) years of age in
order to evaluate a parent handbook for parents of young children in a early childhood education
setting. The parent interview guidelines and sample questions will be shared in class. The teacher
candidate should utilize information attained from the parent interview in the evaluation of the parent
handbook. Guidelines will be discussed in class. The summary of the evaluation of the parent
handbook along with a copy of the parent interview should be turned in to the instructor for grading.
Rubrics for this assignment will be discussed in class.
Reference list (5 points)
All resources utilized in the development of the resource notebook should be listed in the notebook.
This requirement serves at least two purposes: (a) it allows for credit to be given to those
information sources that have assisted in the development of the notebook and (b) provides a place
for the teacher candidate to retrieve this information when needed.
There will be a midterm and final exam. Mid term and Final Examination 50 points each.
IX. Evaluation and Grading
In Class Requirements and Assignments
Class Activities
Jean-Sigur
Page 4
Points
Assessed
Course Objectives
6/27/2016
Complete two preschool observations
Critique and/or design outdoor playground equipment (resource notebook)
Sketch and design a room arrangement for a preschool class (resource
notebook)
Design and develop a one week menu for four year old preschool class
(resource notebook)
Reference list in resource notebook
Parent Interview and Parent Handbook Evaluation
Review licensing and accreditation procedures and federal legislation for
presentation as well as research a preschool setting for presentation
Midterm and final examination
Attendance
50 points
each
20 points
20 points
Objs:a,c,d, f, i
20 points
Objective e
5 points
Objective c
35 points
(15
interview+
20 for
evaluation)
50 points
Objectives d,e,f,j
100 points
(50 points
each)
50 points
Objectives a-I
Objectives b, e
Objectives b,e
Objectives a-I
Objectivesa-I
Grades will be assigned as follows:
351-400 points A
301-350 points B
251-300 points C
201-250 points D
200 points and below F
All assignments should be typed and should represent quality, college-level work. Rubrics for grading assignments will
be discussed and presented in class. Students are responsible for reviewing the syllabus and rubrics prior to turning in
assignments for a grade. Assignments are considered late if not turned in by the assigned due date. There will be a
10% deduction of total possible points for each day that work is late. Faxed work will not be accepted.
X. Academic Honesty Statement
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as published in the
Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the University’s policy on
academic honesty, including provisions regarding plagiarism and cheating, unauthorized access to University materials,
misrepresentation/falsification of University records or academic work, malicious removal, retention, or destruction of
library materials, malicious/intentional misuse of computer facilities and/or services, and misuse of student
identification cards. Incidents of alleged academic misconduct will be handled through the established procedures of
the University Judiciary Program, which includes either an “informal” resolution by a faculty member, resulting in a
grade adjustment, or a formal hearing procedure, which may subject a student to the Code of Conduct’s minimum one
semester suspension requirement. KSU expects that graduate students will pursue their academic programs in an
ethical, professional manner. Any work that students present in fulfillment of program or course requirements should
represent their own efforts, achieved without giving or receiving any unauthorized assistance. Any student who is
found to have violated these expectations will be subject to disciplinary action.
XI. Class Attendance Policy
Jean-Sigur
Page 5
6/27/2016
Attendance is required at class meetings and the observation experience to receive full credit for the class.
Two unexcused class absences will be allowed. Students must be present at preschool observations. Five
points will be deducted from each additional unexcused absence. Student that are absence are still
responsible for assignments, notes and readings for the class.
Course Outline This outline is tentative and subject to change. The student is responsible for any notes,
and handouts given in class. The student is also responsible for keeping up with any changes to this
outline.
Class Week
Topic
In-class activities
Class Assignment Due
1
Course introductions, review syllabus Ice breaker activity,
Chapter 1 readings and
Review chapter 1
lecture, discussion
handouts
2
Continue chapter 1: Managing
Select presentation
Handouts and assigned
Children’s Centers in the 21century
groups, lecture,
readings
discussion, group activity
3
5
Chapter 2: Types of Child
Development Program
Chapter 3:Applying Theories in
Managing a Child Development
Center
Infant and Toddler Development
6
Accreditation
4
7
Management of Facilities
activity, lecture,
discussion group activities
activity, lecture
discussion
Chapter 2 and handouts
Lecture, discussion,
activity
Lecture and discussion
group activity
Proof of liability insurance
due readings
Assigned readings and
handouts
Lecture and discussion
Video group activities
Assigned reading and
handouts
Handouts and assigned
readings
8
Midterm-additional issues not
covered before midterm
9
Health and Safety
Lecture and discussion
and group activities
Assigned readings and
handouts
10
Nutrition
Lecture and discussion
and group activities
Assigned readings and
handouts
Lecture and discussion
and group activities
Assigned readings and
handouts
11
Special Needs
Assigned readings and
handouts
12
Educational Programming
Lecture and discussion
and group activities
Assigned readings and
handouts
13
Family Support
Lecture and discussion
and group activities
Guest Lecturer: Parent of
Child in Preschool
Education
Assigned readings and
handouts
Jean-Sigur
Page 6
6/27/2016
14
Role of the Director
Lecture and discussion
and group activities
Guest Lecturer: Director
of Early Child Care
Center
Lecture and discussion
and group activities
Assigned readings and
handouts
15
Assessment and Evaluation
16
Leadership-Presentations
Presentations
Review for final exam
17
Review
Review
Review for final exam
18
Last Class Day
Assigned readings and
handouts
XIII. References/Bibliography
Barnett, W. S. & Hustedt, J.T. (2003). Preschool: The most important grade. Educational Leadership.
Bredekamp, S. (1993). Developmentally appropriate practice in early childhood programs serving
children from birth through P- 8. NAEYC, Washington DC.
DiNatale, L. (2002). Developing high-quality family involvement programs in Early Childhood
Education settings. Young Children.
Daria-Wiener, I. (2001). 10 signs of a great preschool. Parents.
Klein, A.S. (2002). Different approaches to teaching: Comparing three preschool program models.
Earlychildhood News.
Jacobson, L (2002). Concerns turns to preschool facilities. Education Week.
New, R.S. (2003). ReggioEmilia: New ways to think about schooling. Educational Leadership.
Paciorek, K.M. & Munro, J. H. (2004). Annual Editions: Early Chilhood Education. (25ed).
McGrow-Hall/Dushkin, Dubuque.
Jean-Sigur
Page 7
6/27/2016
Spring Semester 2005
Record of Student Preschool Observations
Name of Student:________________________________________________________
Schools Observed 1)_________________________________________
2) _________________________________________
Dates Observed
1) _______________________________________
2)________________________________________
1)Signature_______________________________________________________________
Name
Position
Phone Number
2. Signature_______________________________________________________________
Name
Position
Phone Number
Jean-Sigur
Page 8
6/27/2016