DEPARTMENT OF CURRICULUM AND INSTRUCTION
COLLEGE OF EDUCATION
PITTSBURG STATE UNIVERSITY
SPRING 2010
______________________________________________________________________________
Course Number: CURIN 320-01
Title: Early Childhood Foundations and Curriculum
Credit Hours: 3
Course Time Schedule: M-W-F 11:00-11:50
Instructor: Dr. Frank Miller
Office Phone: 620-235-4493
Office: 112F Hughes Hall
Office Hours: M-W-F 10:00-11:00 2:00-3:00
E-Mail: fmiller@pittstate.edu
Tu -Th 9:00-12:00
______________________________________________________________________________
I.
COURSE DESCRIPTION
Covers the full spectrum of early childhood education from kindergarten through third
grade. History, curriculum, program applications, and current trends and issues are
examined. The course includes an overview of various curricular models with special
emphasis upon examining and designing curriculum materials that foster competence in
children in all areas of the self: physical, emotional, social, aesthetic, and cognitive.
Course may be taken for departmental honors.
II.
PREREQUISITES
Student must have completed or be concurrently enrolled in Explorations in Education
(CURIN 261) or Clinical Experience (CURIN 307).
III.
PURPOSE OF THE COURSE
The purpose of this course is to provide future early childhood education teachers with
the historical, philosophical, theoretical, and practical orientations that will enable them
to work with children from kindergarten through third grade. The course prepares
students to identify and implement effective early childhood education programs by
designing and using developmentally appropriate curriculum methods and materials.
IV.
COURSE OBJECTIVES
Upon completion of this course, the student will:
have a basic understanding of historical, philosophical, psychological, and social
foundations of early childhood education and how these foundations influence
current thought and practice;
understand that students’ physical, social, emotional, moral, and cognitive
development influence learning and know how to address these factors when
making instructional decisions (PE 2K2);
understand how children differ in their development and approaches to learning
and know how to create instructional opportunities that are adapted to diverse
learners (EC/LC 7K4);
create learning environments using concrete manipulative materials and the
integrative function of play as instruments for enhancing development and
learning;
Design, implement, and evaluate literacy experiences that are developmentally
appropriate (EC/LC 1P1);
select arts experiences appropriate to developmental levels of students (EC/LC
5P1);
select and/or create and evaluate developmentally appropriate content, learning
materials, and activities that meet individual needs of children within the context
of an integrated curriculum that includes curricular areas such as language arts,
mathematics, science, social studies, art, music, drama, and movement.
In addition to the objectives listed above, the course will also address the following PSU
Effective Teaching Skills Indicators:
1. Is dependable and punctual. (See Attendance Policy on page 3)
2. Maintains a consistently pleasant, positive, and professional demeanor. (See
Professionalism Policy on page 3)
10. Knows how to establish ongoing two-way communication with parents to
support student progress and conduct effective parent-teacher conferences.
15. Participates in self-evaluation and reflection to enhance competence in
instructional effectiveness.
23. Develops clear short and long-term instruction plans (e.g., lesson plans, units,
and/or modules) that include instructional materials, activities, and evaluation
techniques based on the curriculum objectives.
25. Selects materials and activities consistent with the objectives of the lesson and
the students’ prerequisite skills, attention span, and learning styles.
26. Has knowledge of and implements assorted instructional techniques and
technology to provide for instructional variation and integration with other
disciplines.
27. Reflects an understanding of learning theory and knowledge of human
development in planning for developmentally appropriate instruction.
38. Uses available educational technologies and teaching aids to enhance
instruction (e.g., computers, multimedia, the internet).
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V.
REQUIRED TEXTS AND MATERIALS
No textbook is required for this course. Required reading will consist of a number of
journal articles to be provided by the course instructor.
VI.
INSTRUCTIONAL RESOURCES
• Handouts from instructor
• Resource books, children’s books, and manipulative materials from Instructional
Resource Center (IRC)
• College of Education Computer Lab
• Videos and other audio/visual media
• Internet resources
• ANGEL Learning Management System
• Teacher candidates are required to maintain an electronic portfolio throughout their
teacher education program.
VII. TEACHING STRATEGIES
• Lecture and demonstration
• Reading in resource books and periodicals
• Discussion
• Cooperative learning projects and activities
• Student presentations
• Use of videos and other audio/visual media
• Multimedia presentations
VIII. REQUIREMENTS AND EVALUATION
A. ATTENDANCE
Regular attendance and participation in class activities are essential for successful
completion of this course. Students are expected to be in attendance for each class
session except in case of emergency. In accordance with Curriculum & Instruction
departmental policy, if a student has six absences (excused or unexcused), the
course instructor reserves the right to drop the student from the course.
B. PROFESSIONALISM
Students are expected to maintain a professional composure at all times. Examples of
professionalism include showing respect by listening to the instructor and other class
members when they are speaking to the class; participating in class activities and
discussions; refraining from working on other course assignments during class time;
arriving to class on time and staying for the entire class period, except in the case of
emergencies.
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C. ACADEMIC HONESTY
Students are expected to cite sources for activities and other resources used in this
course as appropriate.
D. ACTIVITIES
1. In-class projects and daily quizzes (20 points). Students must be in attendance to
receive credit for these activities.
2. Develop and present a group game. Have a copy of the directions for the activity
to give to the course instructor (5 points).
3. Develop a Thematic Unit Web on a topic of your choice (5 points).
4. Develop and present an extended literature activity related to a picture book of
your choice (5 points).
5. Present a drama activity appropriate for the age group of your choice (K-3).
Have a copy of the directions for the activity to give to the course instructor
(5 points).
6
Present a storytelling activity appropriate for the age group of your choice (K-3).
Have a copy of the directions for the activity to give to the course instructor
(5 points).
7. Develop and present a self-concept/self-awareness activity. Have a copy of the
directions for the activity to give to the course instructor (5 points).
8. Present an art activity appropriate for the age group of your choice (K-3). Have
a copy of the directions for the activity to give to the course instructor (5 points).
9. Design a math learning center to develop a mathematical concept or a science
learning center to develop a scientific concept. Each center should have three
activities with varying levels of difficulty to meet the needs of diverse learners.
Additional criteria for the centers will be provided in class (5 points).
10. Present a song or music activity appropriate for the age group of your choice (K- 3).
Have a copy of the words to the song or directions for the activity to submit to the
course instructor (5 points).
11. Present a sensory activity appropriate for the age group of your choice (K-3).
Have a copy of the directions for the activity to submit to the course instructor
(5 points).
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12. Make a resource file containing activities for five thematic units. Each unit
should have a minimum of five activities (e.g., finger plays, drama activities, art
activities, songs, games, etc.) related to the theme and appropriate for children in
grades K-3. Be prepared to share your resource file with the course instructor on
or before the due date (10 points).
* NOTE: Students must complete all of the above assignments in order to receive
credit for the course. Twenty percent (20%) of the points for any activity will be
deducted for each day the assignment is late.
E. EXAMINATIONS
There will be a mid-term examination (10 points) and a final examination
(10 points). Additional information and criteria for the examinations will be provided
in class.
F. SCORE POSTING AND GRADING
Scores are not posted in the Department of Curriculum and Instruction. Test scores
and feedback will be provided to the students by the course instructor. Final course
grades will be based on the following criteria:
In-Class Projects and Daily Quizzes ------------------Student Presentations and Assignments --------------Resource File --------------------------------------------Mid-Term Exam ----------------------------------------Final Exam -----------------------------------------------
20 points
50 points
10 points
10 points
10 points
The grading system for final course grades will be as follows:
A = 90-100 points
B = 80-89 points
C = 70-79 points
D = 60-69
F = 59% or lower
IX.
COURSE CONTENT
Jan 15:
Course Introduction
Jan 20, 22, 25:
Child Development Theories
Jan 27, 29:
Role of Play in Child Development
Feb 1, 3, 5:
Creating the Curriculum
Develop a Thematic Unit Web (in-class project)
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Feb 8:
Creating the Learning Environment
Feb 10, 12,
15, 17, 19:
Language and Literacy
Feb 22:
Extended Literature Activity presentations
Feb 24, 26:
Drama
Mar 1:
Drama Presentations
Mar 3, 5:
Storytelling
Mar 8:
Storytelling presentations
Mar 10, 12:
Social Studies
Mid-term Exams due on Mar 12
Mar 15-19:
Spring Break!
Mar 22:
Self-Concept/Self-Awareness Activity presentations
Mar 24, 26, 29:
Art
Mar 31, Apr 2:
Art Presentations
Apr 5, 7:
Math
Apr 9, 12:
Science
Apr 14, 16:
Music/Movement
Apr 16 - Math or Science Learning Center Plan due
Apr 19:
Music Activity presentations
Apr 21, 23:
Sensory Activities
Apr 26:
The First Days of School
Resource Files Due
Apr 28:
Sensory Activity presentations
Apr 30, May 3, 5:
Guiding Children’s Behavior
May 7:
Working with Parents and Other Adults in the Lives of Children
Week of May 10:
Final Exams