(EDI 612) Curriculum Development for Early Childhood Education
Syllabus of Record
Catalog Description: Theoretical background and content of curriculum approaches in
early childhood programs. Analysis and evaluation of early childhood curricular materials.
Experience in designing and sequencing activities for young children. Three credits.
Unit Mission, Philosophy, Values:
Our Mission:
“Teaching, Leading and Learning in a Democratic Society”
The College of Education prepares candidates who enhance the individual growth of their
students while working to establish policies and practices that promote the principles of
democratic education. The College articulates this mission as Teaching, Leading, and
Learning in a Democratic Society.
Philosophy:
Student Potential, Ethical Implications
Believing that schools function as social and political entities as well as for the growth of
individuals, the College of Education prepares teachers and leaders
a) to enhance the academic and personal potential of their students
b) to evaluate the social and ethical implications of educational policies and practices.
Values:
“Expertise, Equity, Liberal Education, Social Responsibility”
The College of Education values expertise to guide our practice, equity to guide our
interactions, liberal education to guide our perspectives, and social responsibility to guide
our commitment to democratic education. We value these ideals in our preparation of
candidates, our development of faculty, and our relationships with the larger community we
serve.
Unit and Program Standards:
Unit Standards: Michigan Department of Education (MDE), National Council for the
Accreditation of Teacher Education (NCATE)
Advanced Program Standards: National Board for Professional Teaching Standards (NBPTS)
Course Standards and Assessments:
NAEYC Standard 1: Promoting Child Development and Learning
1c: Using developmental knowledge to create healthy, respectful, supportive, and
challenging learning environments.
NAEYC Standard 3: Observing, documenting, and assessing to support young children and
their families.
3a: Understanding goals, benefits, and uses of assessment.
3b: Knowing about and using observation, documentation, and other appropriate
assessment tools and approaches.
3c: Understanding and practicing responsible assessment.
NAEYC Standard 4: Teaching and Learning
4a: Connecting with children and families
4b: Using developmentally effective approaches
4c: Understanding content knowledge in early childhood
4d: Building meaningful curriculum
NBPTS 2: Teachers Know the Subjects They Teach and How to Teach Those
Subjects to Students
2a:
Teachers appreciate how knowledge in their subjects are created, organized
and linked to other disciplines
2b:
Teachers command specialized knowledge of how to convey a subject to
students
2c:
Teachers generate multiple paths to knowledge
NBPTS: 3: Teachers are Responsible for Managing Student Learning
3b:
Teachers orchestrate learning in group settings
3c:
Teachers place a premium on student engagement
Common Course Assessment: Thematic Unit
Major
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Topics:
Theories and Trends in Early Childhood Education
Theories and Trends in Early Childhood Curriculum
Developmentally Appropriate Practices
Curriculum Domains (language, physical development, cognitive development,
creative arts, social and emotional development)
Special Populations and Learning Styles
Classroom Culture and Community
Working with Parents
Curriculum assessment
Course Knowledge Base:
Bredekamp, Sue & Copple, C. (1997). Developmentally Appropriate Practice in Early
Childhood Programs. Washington, DC: National Association for the Educator of
Young Children.
Fisher, Julie. (2000). Starting from the Child? Great Britain: Open University Press.
Helm, Judy Harris & Katz, L. (2001). Young Investigators: The project Approach in the
Early Years. New York: Teachers College Press.
Hendrick, Joanne. (1996). The Whole Child. Englewood Cliffs, New Jersey: Prentice-Hall
Hyson, Marilou. (2004). The Emotional Development of Young Children: Building an
Emotion-Centered Curriculum. New York: Teachers College Press.
Jones, Elizabeth & Nimmo, J. (1994). Emergent Curriculum. Washington, DC: National
Association for the Education of Young Children.
Krogh, Suzanne Lowell. (1995). The Integrated Early Childhood. New York: McGraw-Hill.
Michigan State Board of Education: Early Childhood Education, Parenting and
Comprehensive School Health Unit. (1992). Early Childhood Standards of Quality:
For Prekindergarten through Second Grade. Lansing: Michigan Department of
Education.
McGinnis, Ellen & Goldstein, A. (2003). Skillstreaming in Early Childhood. Champaign, IL:
Research Press.
Rand, Muriel. (2000). Giving It Some Thought. Washington, DC: National Association for
the Education of Young Children.
Wolfgang, Charles & Wolfgang, M. (1999). School for Young Children: Developmentally
Appropriate Practices. Boston: Allyn and Bacon.
Wolfgang, Charles H. (2004). Child Guidance Through Play. Boston: Pearson.
Wolery, Mark & Wilbers, J. (1994). Including Children with Special Needs in Early Childhood
Programs. Washington, DC: National Association for the Education of Young
Children.