Course Syllabus Curriculum Resources for Early Childhood Programs CDEC 1313 Semester with Course Reference Number (CRN) Summer, 2011 Instructor contact information (phone number and email address) Professor Leslie E. Comfort Office Location and Hours 3214 Austin St., D110 Mondays and Wednesdays, 2-3 p.m. Course Location/Times EDC Building, D116 Monday-Thursday, 9:00 a.m. – 11:30 a.m. Course Semester Credit Hours (SCH) (lecture, lab) If applicable Credit Hours 3.00 Lecture Hours 2.00 Laboratory Hours 3.00 Total Course Contact Hours 80 Continuing Education Units (CEU): if applicable None Course Length (number of weeks) 5 Type of Instruction Lecture/Lab 83742 713-718-6234 leslie.comfort@hccs.edu CDEC 1313 page 2 Course Description: A study of the fundamentals developmentally appropriate curriculum design and implementation in early care and education programs for children. Course Prerequisite(s) None Academic Discipline/CTE Program Learning Outcomes NAEYC Standard 4: Teaching and Learning Course Student Learning Outcomes (SLO): 4 to 7 1. Define developmentally appropriate practices. 2. Describe the process of child-centered curriculum development. 3. Develop guidelines for creating developmentally appropriate indoor and outdoor environments. 4. Apply an understanding of teacher roles in early childhood classrooms. 5. Prepare a developmentally appropriate schedule including routines and transitions. 6. Select, plan, implement, and evaluate developmentally appropriate learning experiences for children. Learning Objectives (Numbering system should be linked to SLO e.g., 1.1, 1.2, 1.3, etc.) 1.1 Describe developmentally appropriate practices as they apply to infants/toddlers., preschool and school age children. 1.2 Evaluate classrooms to determine their placement on a continuum from developmentally appropriate to inappropriate in relation to room arrangement, activities, materials and equipment. 2.1 Compare curriculum approaches/models (e.g., child centered, project approach, teacher directed). 3.1 Describe the relationship between children’s ages and developmentally appropriate indoor and outdoor learning environments. 3.2 Define learning centers and/or activity zones and their relationship to learning through play. 4.1 Describe various roles of teachers in early childhood classrooms. 4.2 Practice teacher roles in early childhood classrooms. 5.1 Describe developmentally appropriate routines for use in classrooms. 5.2 Define and describe how to use transitions in classrooms. 5.3 Develop an appropriate schedule for a specific group of children. 6.1. Develop lesson plans for a specific group of children. SCANS and/or Core Curriculum Competencies: If applicable SCANS Define developmentally appropriate practices. Workplace Competencies - Resources -Allocates Material & Facility Resources Describe the process of child-centered curriculum development. Workplace Competencies - Resources -Allocates Material & Facility Resources Develop guidelines for creating developmentally appropriate indoor and outdoor environments. Workplace Competencies - Systems -Improves & Designs Systems Apply an understanding of teacher roles in early childhood classrooms. Foundation Skills - Thinking -Decision Making CDEC 1313 page 3 Prepare a developmentally appropriate schedule including routines and transitions. Workplace Competencies - Systems -Improves & Designs Systems Select, plan, implement, and evaluate developmentally appropriate learning experiences for children. Workplace Competencies - Systems -Improves & Designs Systems Course Calendar DATE June 6 June 7 June 8 June 9 June 10 June 13 June 14 June 15 June 16 June 17 June 20 June 21 June 22 June 23 June 24 June 27 June 28 June 29 June 30 July 1 July 5 July 6 July 7 ASSIGNMENT DUE Introduction to the Course No Class – Online Assignment Chapter 1 / Lab Discussed Chapter 2 / KWL Chart Discussed “Introductions” Web Discussion (10) / HCC E-mail (5) / SmarterMeasure (10) / “TV” Web Discussion (20) Chapter 3 / Thematic Web Discussed Chapter 4 / Children’s Books & Professional Resources Discussed Chapter 5 / Prop Box Discussed Chapter 6 / Thematic Unit Plan (105) / Activity Plan Binder Discussed “Holidays” Web Discussion (20) Mid-Term Exam on Chapters 1 – 6 (120) No Class – Online Assignment / Module 1 (100) Thematic Activity Plans Discussed Chapter 7 / Activity Plan Binder (50) “ADD” Web Discussion (20) Chapter 8 / Model Classroom Discussed Chapter 9 / Lab (100) Thematic Prop Box Presentation (50) Chapter 10 / Arrange Model Classroom (30) / Thematic Activity Plans (150) “Dress-up” Web Discussion (20) No Class – Online Assignment / Module 2 (75) Chapters 11 & 12 (No assignments may be submitted after this date.) Final Exam on Chapters 7 – 12 (120) (Numbers in parenthesis represent the total points that can be earned for an assignment or a test.) Web Discussions and other Online Assignments cannot be submitted late, and no partial points will be awarded. Instructional Methods Web-enhanced (49% or less) Face to Face CDEC 1313 page 4 Required Component This course includes at least one of the following required components: practicum assignment, key assessment, field experience hours, and/or First Aid/CPR certification. If this assignment is not completed with 70% of possible points, you will not receive a passing grade in this class. Your instructor will explain the required component identified for this course-practicum assignment and key assessment. Student Assignments Thematic unit, arrange model classroom, web-discussions, activity plans, 3-hour center observation, curriculum research, web-based modules Student Assessment(s) Mid-term and final exams (multiple choice & true/false), student assignments, and pop-quizzes Instructor's Requirements Class attendance is crucial for many of the assignments. Program/Disciplin e Requirements: If applicable NOTICE This course of study would not be appropriate for anyone who falls into the following category as noted by the Texas Department of Family and Protective Services. "No person with a conviction or who is under indictment for, or is the subject of an official criminal complaint alleging violation of any of the crimes listed as a felony against the person or felony violation of the Texas Controlled Substance Act may be present while children are in care." HCC Grading Scale A = 100- 90 4 points per semester hour B = 89 - 80: 3 points per semester hour C = 79 - 70: 2 points per semester hour D = 69 - 60: 1 point per semester hour 59 and below = F 0 points per semester hour IP (In Progress) 0 points per semester hour W(Withdrawn) 0 points per semester hour I (Incomplete) 0 points per semester hour AUD (Audit) 0 points per semester hour IP (In Progress) is given only in certain developmental courses. The student must re-enroll to receive credit. COM (Completed) is given in non-credit and continuing education courses. To compute grade point average (GPA), divide the total grade points by the total number of semester hours attempted. The grades "IP," "COM" and "I" do not affect GPA. Instructor Grading Criteria FINAL GRADE POINTS: 1000 – 900 = A 899 – 800 = B 799 – 700 = C 699 – 600 = D 599 and below = F CDEC 1313 page 5 Instructional Materials Jackman, H. L. (2009). Early childhood curriculum: A child’s connection to the world (4th ed.). Clifton Park, N.Y.: Delmar Learning. Brigance, A. H. (2004). Brigance Diagnostic Inventory of Early Development II. North Billerica, MA: Curriculum Associates, Inc. HCC Policy Statement: see below Access Student Services Policies on their Web site: http://hccs.edu/student-rights Distance Education and/or Continuing Education Policies Access DE Policies on their Web site: http://de.hccs.edu/Distance_Ed/DE_Home/faculty_resources/PDFs/DE_Syllabu s.pdf Access CE Policies on their Web site: http://hccs.edu/CE-student-guidelines