KENNESAW STATE UNIVERSITY
BAGWELL COLLEGE OF EDUCATION
DEPARTMENT OF ELEMENTARY & EARLY
CHILDHOOD EDUCATION
SPRING SEMESTER 2005
I.
Kennesaw State University
Department of Elementary and Early Childhood Education ECE 3313/01 and 04 The
Preschool Curriculum
II.
INSTRUCTOR: Dr. Raynice Jean-Sigur
a.
OFFICE: Kennesaw Hall 2308
b.
OFFICE PHONE: 770-420-4475
c.
OFFICE HOURS: Mondays 9:00am-11:00am; Tuesdays Thursdays-8:30 am9:00am and 12:30 pm- 2:30pm; Wednesdays 1:30 pm- 4:00pm; Fridays and other days by
appointment. Please see the sign up sheet on office door and you may sign up for an
appointment, call or e-mail.
d.
EMAIL ADDRESS: rjeansig@kennesaw.edu
III.
CLASS MEETING: Tuesdays and Thursdays 9:30am-10:45am Section 4
Tuesdays and Thursdays 11:00am-12:15pm Section 1
IV.
TEXTS: (Required) Kostelnik, M. J., Soderman, A. K., & Whiren, A. P. (2004).
Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education.
Upper Saddle River, NJ: Prentice Hall.
(Recommended) Baptiste, N. E. & Reyes, L. (2002). Ethics in Early Care and
Education. Upper Saddle River, NJ: Prentice Hall.
V. CATALOG COURSE DESCRIPTION: This course is designed to assist students in developing
knowledge and understanding of the principles and components of preschool curricula and strategies
of learning for preschool children. The field experience in a pre-kindergarten setting, a requirement
of this course, is designed to assist the teacher facilitator in the application of developmentally
appropriate practices with preschool children with and without disabilities.
While participating in all field experiences, you are encouraged to be involved in a variety of schoolbased activities directed at the improvement of teaching and learning. Activities may include, but are
not limited to, tutoring students, assisting teachers or other school personnel, attending school board
meetings, and participating in education-related community events. As you continue your field
experiences, you are encouraged to explore every opportunity to learn by doing.
Verification of professional liability insurance is required prior to placement in the field
experience. Please provide copy of membership number and/or copy of insurance card. (See
attachment)
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V. PURPOSE/RATIONALE: The purpose of this course is to provide the pre-service teacher
facilitator with an opportunity to examine various preschool curriculum models, develop plans
based on these models and to practice teaching strategies appropriate for preschool children. The
course includes hands-on, site-based experiences because it is believed that such experiences
enable pre-service teachers to apply classroom learning.
VI. CONCEPTUAL FRAMEWORK
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to
developing expertise among candidates in initial and advanced programs as teachers and leaders
who possess the capability, intent and expertise to facilitate high levels of learning in all of their
students through effective, research-based practices in classroom instruction, and who enhance the
structures that support all learning. To that end, the PTEU fosters the development of candidates as
they progress through stages of growth from novice to proficient to expert and leader. Within the
PTEU conceptual framework, expertise is viewed as a process of continued development, not an
end-state. To be effective, teachers and educational leaders must embrace the notion that teaching
and learning are entwined and that only through the implementation of validated practices can all
students construct meaning and reach high levels of learning. In that way, candidates are
facilitators of the teaching and learning process. Finally, the PTEU recognizes, values and
demonstrates collaborative practices across the college and university and extends collaboration to
the community-at-large. Through this collaboration with professionals in the university, the public
and private schools, parents and other professional partners, the PTEU meets the ultimate goal of
assisting Georgia schools in bringing all students to high levels of learning.
VIII. DIVERSITY:
A variety of materials and instructional strategies will be employed to meet the needs of the
different learning styles of diverse learners in class. Candidates will gain knowledge as well as an
understanding of differentiated strategies and curricula for providing effective instruction and
assessment within multicultural classrooms. One element of course work is raising candidate
awareness of critical multicultural issues. A second element is to cause candidates to explore how
multiple attributes of multicultural populations influence decisions in employing specific methods
and materials for every student. Among these attributes are age, disability, ethnicity, family
structure, gender, geographic region, giftedness, language, race, religion, sexual orientation, and
socioeconomic status. An emphasis on cognitive style differences provides a background for the
consideration of cultural context.
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 support students with disabilities
within their academic program. In order to make arrangements for special services, students must
visit the Office of Disabled Student Support Services (ext. 6443) and develop an individual
assistance plan. In some cases, certification of disability is required. Please be aware there are
other support/mentor groups on the campus of Kennesaw State University that address each of the
multicultural variables outlined above.
IX.
USE OF TECHNOLOGY:
Integrated Use of Technology: The Bagwell College of Education recognizes the importance of
preparing future educators and K-12 students to develop technology skills that enhance learning,
personal productivity, decision making, their daily activities in the 21st century. As a result, the
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ISTE NETS*T Technology Standards for Teachers are integrated throughout the teacher
preparation program enabling teacher candidates to explore and apply best practices in technology
enhanced instructional strategies.
Specific technologies used within this course include:
 the development of presentations utilizing presentation software such as Power Point
 word processing software such as Microsoft Word
 research tools such as various internet search engines and WWW resources
 use of activities and resources with accompanying text website www.prenhall.com/kostelnik
X.
IMPACT ON STUDENT LEARNING ANALYSIS: It is our assumption that you are
already assessing the influence of your instruction on your students’ learning and that you are
considering what factors, such as student diversity, might affect your students’ achievement. For
this assignment, you will select a lesson, activity, unit, or skill that you plan to teach this semester
and analyze its impact on your students’ learning. Then, you will reflect on the impact on your
students’ learning on that particular lesson, activity, unit, or skill using the “Impact on Student
Learning Analysis” Rubric as a guide. You will want to consider how the differences that every
student brings to the classroom setting may have influenced learning (see definition of “every
student” at the top of attached “Impact on Student Learning” rubric). Unless your program area
tells you differently, the length of the reflection is up to you, but it should be concise.
XI.
FIELD EXPERIENCE STATEMENT
While participating in all field experiences, you are encouraged to be involved in a variety of
school-based activities directed at the improvement of teaching and learning. Activities may
include, but are not limited to, tutoring students, assisting teachers or other school personnel,
attending school board meetings, and participating in education-related community events. As you
continue your field experiences, you are encouraged to explore every opportunity to learn by doing.
A criminal background check will be conducted for students taking this course.
XII.
PROFESSIONAL PORTFOLIO NARRATIVE: A required element in each portfolio
for TOSS, Student Teaching, and the Graduate Program is the portfolio narrative. The purpose of
the portfolio narrative is to ensure that every candidate reflects on each of the proficiencies on the
CPI with regard to what evidence the candidate has selected for his/her portfolio. In your portfolio,
you need to include a brief narrative in which you reflect on each proficiency and how you make
the case that the evidence you have selected in your portfolio supports a particular proficiency,
using the Portfolio Narrative Rubric as a guide. Unless you are told differently by your program
area, the length of the reflection is up to you, yet it should be concise.
XIII.
ACADEMIC INTEGRITY
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”
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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
X. ATTENDANCE POLICY Expectations for attending class are in accordance with the statement
on attendance set forth in the 2004-2005 Kennesaw State University Undergraduate Catalog. Every
student is expected to attend all class sessions and related field experiences. Two class absences
will be allowed. After the use of the two absences, five points will be deducted for each additional
unexcused absence. You must submit a written note if you are not going to attend a class meeting
or the five points will be deducted from your final total points for each unexcused absence.
XIV.
DISRUPTIVE BEHAVIOR:
The University has a stringent policy and procedure for dealing with behavior which disrupts the
learning environment. Consistent with the belief that your behavior can interrupt the learning of
others, behavior which fits the University’s definition of disruptive behavior will not be tolerated.
Refer to the Kennesaw State University Undergraduate Catalog, 2004-2005, for further detail.
Other General Policies and Regulations of Student Life have been developed by Kennesaw State
University. These policies (Handling Student Code of Conduct Violations at KSU) include:
1Academic Misconduct, 2) Disruptive Behavior, 3) Sexual Assault, are found in the 2004 –2005
Kennesaw State University Undergraduate Catalog.
It is expected, in this class, that no professional should need reminding of any of these policies but
the policies are there for your consideration. The activities of this class will be conducted in both
the spirit and the letter of these policies
REQUIRED GOALS/COURSE OBJECTIVES:
The following Proficiencies are used to describe the goals and objectives:
1.1 Candidate possesses knowledge of discipline content, methods of inquiry, connections to
other disciplines and applications to common like experiences.
1.2 Candidate knows and represents content accurately in multiple explanations, technology
integration, and application of carious teaching strategies.
1.3 Candidate uses content and pedagogical knowledge to assist students in the mastery of
subject matter knowledge.
2.1 Candidate demonstrates knowledge of how learners develop, learn, and think about
subject content, as well as successful strategies to motivate students to learn.
2.2 Candidate uses knowledge of the influences of society, culture, community, and family on
schools and learning to create and implement instruction that embodies multiple cultures
and a rich, diverse curriculum.
2.3 Candidate creates effective, well-managed and active learning environments that reflect
high expectations for student achievement.
2.4 Candidate designs and implements instruction that makes effective use of a variety of
methods, materials and technologies to positively impact learning of all students.
2.5 Candidate utilizes a variety of assessments to evaluate student learning and uses the
results to improve the quality of instruction that is differentiated to accommodate
students’ diversities.
3.1 Candidate reflects upon and improves professional performance based on professional
standards, feedback, best practices and effective communication.
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3.2 Candidate builds collaborative and respectful relationships with colleagues, supervisors,
students, parents and community members.
3.3 Candidate displays professional and ethical behavior consistent with recognized
educational standards and codes of ethics.
As a result of the satisfactory fulfillment of the requirements of this course, the student
will:
1. Demonstrate the understanding and application of theories and models for teaching in an
early childhood setting. (CF2.1)
2. Demonstrate the ability to implement curriculum for young children in ways that will
stimulate their cognitive, socio-emotional, and physical-motor growth, and promote their
safety and health (CF2.5)
3. Demonstrate an understanding of the young child’s play as an integral part of learning
(CF:2.1).
4. Demonstrate an understanding of the role of the teacher in working with parents of
preschoolers (CF:2.2)
5. Design a preschool curriculum that addresses the social, emotional, intellectual, and physical
development of the young child (CF: 1.1 and 1.2.)
6. Demonstrate knowledge and application of multicultural concepts in designing preschool
curriculum (CF:1.1. and 2.2)
7. Demonstrate the ability to adapt curriculum to meet the needs of learners with special needs
(CF: 1.1., 1.2 and 1.3 )
8. Demonstrate an understanding of preschool assessment instruments and use this knowledge
to design developmentally appropriate assessment activities (CF: 1.1, 1.2 and 1.3)
9. Demonstrate an understanding of the nature of the preschool child and effective ways to
guide preschool behavior (CF: 1.1)
A.
1.
2.
3.
4.
VIII. Course Requirements/ Assignments
Class Participation (CF:3.2, 3.3 and 3.4)
Attendance: Attendance is required at each class meeting and each field experience to receive
full credit for the class. Two class absences will be allowed. Five points will be deducted for
each absence. STUDENTS MAY NOT BE ABSENT FROM SCHEDULED
FIELDWORK EXCEPT WITH A DOCTOR’S EXCUSE.
Assigned readings: Students are expected to complete all assigned readings on time.
Readings will be discussed in class.
Class discussions/activities: Students are expected to participate in and contribute to class
discussions and activities. Quality of contributions is as important as quantity of
contributions.
Professionalism: Students are expected to exhibit professional behavior which includes but is
not limited to promptness, respect for others, attention to the needs of others, a positive
attitude, a willingness to accept constructive criticism, and a desire to grow in professional
knowledge and skills.
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B
Final Project (CF: 2.3, 3.1 and 3.2)
Teacher Candidates will develop a final project to further demonstrate their knowledge in
working with young children. Candidates may develop a written unit plan or write a summary
paper and develop a project submitted with a journal and documentation . Candidates must
choose one and submit for a grade.
1.
Written Plan: An appropriate written unit plan will be designed by students
either individually or in small groups. Each unit must include at least one lesson plan per student
and other related activities such as centers that reflect the intellectual, social, emotional and
physical developmental needs of preschool children. This plan must include appropriate
consideration of various multicultural and multiracial perspectives. Units should include the
matrices on how play is incorporated in the unit. In addition lessons must consider inclusion of
children with special needs and how they are accommodated. Each person should submit a
research article and a summary. The research article should support the development of each
lesson plan The unit MUST reflect classroom discussion related to unit planning (See guidelines
provided in class) .
NOTE: All written work should reflect careful organization of material and the high
standards of investigation associated with college level studies. Papers should be typewritten, on
8 ½ X 11 inch white paper. Manuscripts must be proof-read to ensure accuracy in spelling,
punctuation, and grammar. Written work should be attractive and neat. Work shall not be
enclosed in plastic sheaths. Guidelines and assessment criteria for the assignment will be
provided and discussed in class.
OR
2.
Project Approach
Candidates will develop a written project to be utilized with young children. This project is
based on NAEYC published work of J.Helm and L. Katz (2004 Each project must include a
written paper of supporting documentation. The paper must address:
a. project topic selection
b. developing and planning the project
c. a field trip or visiting expert
d. child disposition and interest
e. a review , summary or evaluation of the project
f. issues address students with diverse cultural and learning needs
g. closing thoughts
Additional documentation verifying the implementation of the project may include (with
permission of the parents) pictures of the children’s work on the project, tape recordings
and hand written documentation of the project process.
2.
Teacher candidates will follow the Project Planning Journal format (see journal
information provided in class) and keep a planning journal. .The purpose of the journal is
to assist teacher candidates with the decision and planning process of developing a project
with young children. The planning journal will also help teacher candidates organize their
thinking and record information as the develop the project.
NOTE: All written work should reflect careful organization of material and the high
sstandards of investigation associated with college level studies. Papers should be
typewritten, on 8 ½ X 11 inch white paper. Manuscripts must be proof-read to ensure
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accuracy in spelling, punctuation, and grammar. Written work should be attractive and
neat. Work shall not be enclosed in plastic sheaths. Guidelines and assessment criteria for
the assignment will be provided and discussed in class.
3.
Presentation: Each person must present one activity of the project for the class. A
finished sample of the activity with all related materials should be included. Teacher
candidates should work to incorporate technology in their presentations. The
presentation will be evaluated by the professor and/or peers
C. Parent Project (CF: 1.1 , 1.2 and 2.1)
Teacher candidates will participate in planning and implementing an activity or survey
designed for parents. This activity should be related to the information presented with the
students at the field experience site. Teacher candidates shall provide the professor with the
information given, complete with references, copies of the materials to be used and any other
pertinent information. Guidelines and details will be discussed and shared in class.
D. Exams (all proficiencies)
Exams regarding the texts, notes and class activities will be given. These exams will be
based on class readings, lecture notes and class activities and discussions. Teacher candidates are
responsible for reading materials prior to class and participate in daily class activities to
successfully pass the tests. Teacher candidates are responsible for keeping up with assigned
readings, lecture notes and activities when a student is absent from class. Make up exams will
not be given unless there is an excused absence. Excused absences are under the discretion of
the instructor.
E. Field Experience (CF: All four Proficiencies) (120 points total)
1. Preschool Setting: Students are expected to work/teach with the whole class/small
groups or individual children under the guidance of the lead classroom teacher and/or
the center director. Students will be assigned to a preschool as a requirement for this
class. Students will participate at their assigned center for a minimum of 35 hours for
the semester. These hours may be completed as discussed in class and the handout
distributed explaining the same. Students will keep a reflective journal for this
experience. Entries in the journal WILL be related to the topics described below.
Attendance at all practicum experiences is required in order to receive full credit for
the class.
Note: Students MAY be required to have a criminal background check
completed before beginning fieldwork.
2. Reflective Journal: Each student will keep a reflective journal. The journal will be
evaluated on thoroughness, correct spelling, grammar, punctuation, how the topic
relates to the readings for the class, and thoughtfulness that reflects the ideas and
feelings of the student. Students can choose four out of the five journal entries will be
required and should be related to the following topics only. Entries are based on
observations, the text, and class discussions. Do not ask collaborating teachers about
topics if it takes time away from interacting with the children. Each journal entry is
worth 10 points. The five given topics are:
i. Teacher center/learner centered activities
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ii. Types of play and the role of the teacher
iii. Discipline and guidance
iv. Curriculum model used by the center
v. ethics and professionalism
3. Lesson Plans: Each student must plan and implement at least one lesson at the
preschool setting. This lesson will correspond with the curriculum utilized at the
preschool and should be different from the lessons included in the written unit plan
assignment. These lessons will be implemented during the second field experience
break from class and the instructor must be notified of the date and time in which the
lesson will be implemented, according to the date in the syllabus. The professor may
visit the site to observe and evaluate the lesson/activity.
4. Field Experience Documentation: Each student must supply the following
documentation of field experiences:
i. Verification of professional liability insurance
ii. Signed schedule
iii. Evaluation by collaborating teacher
IX.
Evaluation and Grading:
Candidates will be evaluated on:
Assignments
1. Attendance/Class Participation
2. Parent Project
3. Case Study Plan
4. Reading @ at 20 points
5. Final Project
6.Exams (final and Midterm)
Points
30
30
30
40
100
25 @each 50points
7. Field Experience
Verification of insurance
Signed schedule
8.Evaluation by collaborating Teacher
9.Reflective journal
10. Field Work ( Lesson implementation)
120 Total
5
5
30
50
30
Total
400 POINTS
Class Activities
Points Assessed
Course Objectives
Conceptual
Framework
Field Experience
Midterm
Parent Project
Attendance
Final Project
120
1-9
1 –9
1-7 and 9
1-9
1-3 5-9
All proficiencies
All proficiencies
CF 1.1; 1.2; 2.2;
CF: 4.4; 4.5
CF: 2.3; 3.1; 3.2;
30
30
120
A = 380-400
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B = 359-379
C = 338-358
D = 317-337
F = 316 and below
All assignments should be typed and should represent quality, college level work.
Late Work: Assignments are considered late if not turned in during class on due date. Faxed work
will not be accepted. There will be a 10% deduction of total possible points for each class period that
work is late.
Extra Credit: There are several opportunities for extra credit. Attendance at a pre-approved
conference or workshop for Early Childhood Education with a written summary is worth 5 points.
Student requests for extra credit must be pre-approved by the professor and due dates will be
discussed at that time.
X.
Academic Integrity: 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
material, 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.
XI.
Tentative class schedule and assignment due dates will be distributed in class. The class
schedule is tentative and subject to change. Students are expected to keep up with any
changes made and/ or announced in class. Students are responsible for making up work due
to absences.
XII.
Bibliography
Bowman, B., Donovan, S. & Burns, M. (2000). Eager to learn-Educating our preschoolers.
National Research Council.
Bredekamp, S. (1993). Developmentally Appropriate Practice in Early Childhood Programs
Serving Children from Birth through age 8. Washington, DC: NAEYC.
Bredekamp, S. (1992). Reaching Potentials: Appropriate Curriculum and
Assessment for Young Children. (Vol.1). Washington, DC: NAEYC.
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Page 9 of 12
Bredekamp, S. (1995). Reaching Potentials: Transforming Early
Childhood and Assessment. (Vol.2). Washington, DC: NAEYC.
Brown, J. (1992). Curriculum Planning for Young Children. Washington,
DC: NAEYC.
Byrnes, D. & Kiger, G. (1992). Common Bonds: Anti-Bias Teaching in
Diverse Society. Wheaton, MD: ACEI
Edwards,C., Gandini, L., & Forman, G. (1993). The Hundred Language
of Children: The Reggio Emilia Approach to Early Childhood Education. Norwood, NJ: Ablex.
Feeny,S. & Freeman,N. (1999). Ethics and the Early Childhood Educator
Using the NAEYC Code. Washington, DC: NAEYC.
Fox, J. & Diffily, D. (2001). Integrating the visual arts –building young children’s knowledge
skills and confidence. Dimensions. 3-10.
Gestwicki, C. (1999). Developmentally Appropriate Practice: Curricula
and Development in Early Education. (2nd ed.). Albany: Delmar.
Hohmann, M.& Weikart, D. ((1995). Educating Young Children. Ypsilanti,
MI: High/Scope Press.
Jones,E. & Nimmo,J. (1994). Emergent Curriculum. Washington, DC;
NAEYC.
McCracken, J. (1993). Valuing Diversity: The Primary Years. Washington,
DC: NAEYC.
Neugebauer,B. (1992). Alike and Different: Exploring Our Humanity with
Young Children. Washington, DC; NAEYC
Sloane, M. (2000). Making the most of learning centers. Dimensions of Early Childhood. 16-20.
Wolery,M. & Wilbers, J. (1994). Including Children with Special Needs in
Early Childhood Programs. Washington, DC: NAEYC.
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Tentative Schedule for ECE 3313 Spring 2005 Schedule
Week 1
Overview of Syllabus and Course requirements
Child Development/ How preschoolers learn
Week 2
Understanding Child Development and Play
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Week 3
Understanding Families , Diversity and Special Needs
Week 4
Curriculum Development
Quiz
Week 5
Language Arts/Social Studies
Article #1 due
Week 6
Mathematics
Week 7
Science and Technology
Article #2
Week 9
Art, Music and Transitions
Week at field placement site
Weeks of October 27-November 14 2003 at field placement site
Weeks 13-15 Unit planning and development
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