Course Syllabus
Curriculum Resources for Early Childhood Programs
CDEC 1313
Semester with
Course Reference
Number (CRN)
Spring, 2011
Instructor contact
information
(phone number
and email
address)
Professor Leslie E. Comfort
Office Location
and Hours
3214 Austin St., D110
Mondays and Wednesdays, 12-1 and 4-6 p.m.
Course
Location/Times
EDC Building, D116
Wednesdays, 9:00 a.m. – 12:00 p.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)
16
Type of
Instruction
Lecture/Lab
73502
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
January 19
January 26
January 28
February 2
February 9
February 11
Feb. 14-25
February 16
February 23
February 25
March 2
March 9
March 11
March 23
March 25
March 30
Apr. 4-15
April 6
April 8
April 13
April 20
April 22
April 27
May 4
May 6
May 11
ASSIGNMENT DUE
Introduction to the Course
Chapter 1 Practicum Discussed
“Introductions” Web Discussion (10)
Chapter 2 / Lab Discussed
Chapter 3 / The Classroom Environment (50) / KWL Chart
Discussed
“ESL” Web Discussion (10) / HCC E-mail (5) /
SmarterMeasure (10)
Practicum at HCC Lab School (25)
Chapter 4 / Thematic Web Discussed
Chapter 5 / Children’s Books & Professional Resources
Discussed
“Holidays” Web Discussion (10)
Chapter 6 / Lab (100) / Interest Area Discussed
Test on Chapters 1 – 6 (120) / Prop Box Discussed
“Messy” Web Discussion (10)
Chapter 7 / Thematic Unit Plan (105) / Activity Plan Binder
Discussed
“ADD” Web Discussion (10)
Chapter 8 Practicum Discussed
Practicum at HCC Lab School (25)
Chapter 9 / Activity Plan Binder (50) / Thematic Activity
Plans Discussed
“TV” Web Discussion (10)
Chapter 10
Arrange Interest Area (70) / Thematic Activity Plans (150)
“Environment” Web Discussion (10)
Thematic Prop Box Presentation (100)
Chapters 11 & 12
(No assignments may be submitted after this date.)
“Dress-up” Web Discussion (10)
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 cannot be submitted late, and no
partial points will be awarded
Instructional
Methods
Web-enhanced (49% or less)
Face to Face
Required
Component
This course includes at least one of the following required components:
practicum assignment, key assessment, field experience hours, and/or First
CDEC 1313 page 4
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, classroom floorplanning, activity plans, 3-hour center observation, HCC Lab School practicum,
curriculum research
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
Instructional
Materials
Jackman, H. L. (2009). Early childhood curriculum: A child?s connection to the
world (4th ed.). Clifton Park, N.Y.: Delmar Learning.
CDEC 1313 page 5
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