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EDU120
Introduction to Early Childhood Education -81795
Course Number
EDU 120 – Fall 2009 MW 1:25 – 2:40
Credits
3
Instructor
Elizabeth DeGiorgio
E-mail Address
degiorge@mccc.edu
Sessions: 8/31/09 – 12/16/09
Course/Faculty Website http://www.mccc.edu/~degiorge
Office
LA122
Campus
Mercer County Community College
Address
1200 Old Trenton Road
City/State/Zip
West Windsor, New Jersey
Office Phone
609-586-4800 x3862
Office hours:
Monday/Wednesday 2:45 – 3:45pm, Tuesday 4:00-5:00, Thursday 1:45-2:45
TEXTBOOK: Henniger, Michael. Teaching Young Children: An Introduction.,4e, Merrill
Early Childhood Policy Statements: www.naeyc.org/policy
II. Course Description:
This course helps the student examine the historical, philosophical, ethical and theoretical frameworks of
early childhood education and development. This course includes a survey of concepts, principles, and major
research findings on human development and education, ages 3-8. The students will explore developmentally
appropriate practices, risk factors, developmental patterns, accommodations for the needs of children with
disabilities and developmental delays, cultural and linguistic diversity, assessment, technology, and
environment. The course also provides an opportunity for the student to examine standards set forth by
various accrediting bodies including the New Jersey Department of Education (NJDOE), and the National
Association for the Education of Young Children (NAEYC).
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III. Purpose and Objectives:
The content of this course specifically addresses the following INTASC (Interstate New Teacher Assessment
and Support Consortium) Principles:
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The teacher understands the concepts, tools of inquiry and structures of the discipline and can create
learning experiences that make the subject meaningful for students.
The teacher understands how children learn and develop and provides learning opportunities that
support intellectual, social and personal development.
The teacher understands how students differ and creates instructional approaches that are adapted to
diverse learners.
The teacher understands and uses a variety of instructional strategies to encourage critical thinking,
problem solving, and performance skills.
The teacher creates a learning environment that encourages positive social interaction, selfmotivation, and active learning.
The teacher uses knowledge of effective communication techniques to foster active inquiry,
collaboration, and supportive instruction.
The teacher plans instruction based upon knowledge of subject matter, students, the community, and
curriculum goals.
The teacher uses formal and informal assessment strategies to assure intellectual, social, and physical
development of the learner.
The teacher is a reflective practitioner who seeks out opportunities to grow.
The teacher fosters relationships with school colleagues, parents, and agencies in the larger
community to support learning and well-being.
The content of this course specifically addresses the following NAEYC (National Association for the
Education of Young Children) Standards:
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Promoting Child Development and Learning
Building Family and Community Relationships
Observing, Documenting, and Assessing to Support Young Children
Becoming a Professional
Teaching and Learningo Connecting with Children and Families
o Using Developmentally Appropriate Approaches
o Understanding Content Knowledge
o Building Meaningful Curriculum
V. Field and Clinical Experiences:
A requirement for successful completion of Education 120 is active participation in a field experience in an
accredited area elementary or preschool classroom. Students will complete approximately 15 to 18 hours in
this field experience. Students will be expected to observe, assess, and report on one individual child in 5
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developmental domains and one early childhood program environment.
VI. Course Expectations:
1. Attendance and Participation: Students are expected to be present for all class sessions and to
participate fully in all class discussions and activities as well as to complete all readings. Prompt and
regular attendance in class and the field setting is required. For any absence to be considered excused,
notification must be given to the professor and your cooperating teacher prior to class. One
percentage point will be deducted from your final grade for each unexcused absence.
2. Field/Clinical Placement: Students are expected to complete approximately 15 to 18 hours of field
experience. Please document these hours weekly using the weekly time sheets. Professionalism:
Students are expected to demonstrate professional attributes including appropriate language and
dress, punctuality, planning, etc.
3. Academic Content Standards: As preparation for becoming a professional educator, students are
expected to become familiar with the early childhood and the academic content area standards as set
forth by the New Jersey Department of Education and to refer to these standards as they complete all
course assignments.
4. Completion of Assignments: All assignments must be submitted on time and grades will be
negatively affected by late or incomplete assignments.
5. Completion of Course Readings: The assigned readings are a vital part of
this course and many of the class activities are planned based on the readings. It is required that
students follow the course readings assigned in the syllabus. Students will be responsible for
thoroughly understanding and incorporating course readings into class discussions and assignments.
Failure to demonstrate knowledge and understanding of course readings will negatively affect grades.
VII. Course Requirements and Assignments: (Detailed descriptions and grading rubrics will be distributed
throughout the semester.)
1. Child study – Students will observe a typical, outgoing, primary English speaking preschool child in
an accredited NAEYC program at least 5 times(developmental domains) for a total of 15-18 hours.
The NJDOE early childhood standards will be used as checklists in literacy, cognition, and social
emotional development.
2. Environmental study – Students will complete an assessment of an early childhood facility with guidelines
provided. Early Childhood Environment: Students will work in teams to research and observe existing
classroom environments, compare and contrast positive and negative aspects of these environments, and
design your own ideal early childhood classroom including the kinds of furniture, shape of room, materials
available, and other resources.
3. Early Childhood Program Models Research and Poster Presentation: There are many popular approaches
to teaching young children that draw upon different types of teaching models (ex: Montessori, Bank Street,
High/Scope, Reggio Emilia, Dalton, etc). You are expected to work with a colleague to research one model
and prepare a poster summarizing the history, main philosophy and description of teaching methods.
Students should be prepared to present their model to the other students in the class.
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4. Reflective Microteaching: With a partner you will design and teach an early childhood lesson in literacy,
math, or science. You should submit the lesson plan prior to teaching the lesson in class.
5. Class Activities- book and toy reviews.
6. Portfolios (Due last class): Students are asked to create and/or maintain a professional portfolio that
reflects an understanding of the NAEYC standards. Support for the creation of a portfolio will be provided
throughout the semester
7. Midterm and Final Exams
VIII: Grading: Assessment will be provided using a variety of methods. A rubric will be distributed
providing detailed criteria for each assignment. The following percentages can be used as a guide to
determine letter grades:
TOTAL Percentage
FINAL GRADE
93-100
90-92
87-89
83-86
80-82
77-79
70-76
60-69
59 or less
A
AB+
B
BC+
C
D
F
IX. Assignment Due Dates and Grade Value:
Assignment
Early Childhood Program Models
Due Date
Points Value
25 points
Research and Poster Presentation
Toy analysis
10
Ideal Early Childhood Environment
50
Children’s books
20
Reflective Microteaching
50
Child study – 5 domains
125
Portfolio Submissions
25
Midterm an final exams
200
Attendance/participation
30
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X. Reading Assignments and Topic Discussion Outline:
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Overview of the Profession
Essentials of Early Childhood Education
The Scope of Early Childhood Education
Funding: Who Pays for Early Education
Teaching Young Children
Professional Preparation of Early Childhood Caregivers
Resources for Professional Development
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Historical Contexts
Historical Figures Influencing Early Childhood Education
Events Influencing Early Childhood Education
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Types of Programs
The Montessori Program
The High/Scope Curriculum
The Behaviorist Approach
The Bank Street Model
The Reggio Emilia Program
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Foundations
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Understanding How a Child Develops and Learns
The Developmentally Appropriate Classroom
Key Perspectives on Learning and Development
Children: Developmental Similarities and Differences
Learning About Children
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Play in Childhood
Defining Play
Why Children Play: Theories
Cognitive Play Types
Social Play Types
Benefits of Play
Facilitating Childhood Play
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Guiding Young Children
What Is Guidance?
Recognizing Feelings and Understanding Emotions
Guidance Strategies
Guiding Routines
Guiding Social Interactions
Group Guidance
Guidance for Children with Special Needs
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Working with Parents, Families, and Communities
Family Life Today
Is Involvement Worth the Effort?
Building Strong Two-Way Relationships
Effective Communication Methods
Factors Influencing Quality Involvement
Parent—Teacher Conflicts
Families of Children with Special Needs
Connecting with the Community
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Diversity and Young Children
Diversity as an Essential Element
Attitudes Toward Diversity
Encouraging an Acceptance of Diversity
Inappropriate Responses to Diversity
Integrating Diversity Throughout the Curriculum
English Language Learners
Individuals with Special Needs
Issues of Gender Equity
Working with Families and the Community
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Organizing for Instruction
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Planning the Physical Environment: Indoors
Planning Guidelines
The Centers-Based Classroom
Age-Related Considerations
Selecting Equipment and Materials
Creating an Inclusive Environment
Changing the Physical Environment
Health and Safety Issues
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Planning the Physical Environment: Outdoors
Importance of Outdoor Play
Planning Guidelines
Outdoor Play Areas
Developmental Considerations
Selecting Equipment and Materials
Planning for Change in the Outdoor Environment
Health and Safety on the Playground
Family and Community Involvement
Committing to the Outdoor Environment
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11 Activity Planning and Assessment
Creating a Developmentally Appropriate Curriculum
The Integrated Curriculum
The Project Approach
Scheduling Issues
Assessment
Involving Families
IV
The Curriculum
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Enhancing Physical Development
The Importance of Motor Skills
Foundation for Physical Fitness
The Components of Physical Development
Teaching Physical Development
Enhancing Physical Development Indoors
Enhancing Physical Development Outdoors
Teaching Children to Care for Their Bodies
Working with Parents and Families
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Supporting Emotional and Social Development
Helping Children with Emotional Development
Materials and Activities for Emotional Development
Toward Social Competence
The Social Development Curriculum
Stress as a Factor in Social and Emotional Development
Teachers’ and Caregivers’ Personal Development
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Mathematics, Science, and Social Studies Learning
Goals of the Cognitive Curriculum
The Constructivist Approach
Mathematics and Young Children
Science Learning
Young Children and Social Studies
Integrating Cognitive Learning Throughout the Curriculum
Familial Roles in Cognitive Development
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Language and Literacy Learning
Language Learning
Literacy Learning
Encouraging Family Involvement
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Using the Creative Arts to Support Development and Learning
What Is Creativity?
The Young Artist
Music and the Young Child
Activities in Art and Music/Creative Dramatics
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Using Technology to Support Development and Learning
Television and Young Children
The Video Game Dilemma
Can Computers Be Used in Developmentally Appropriate Ways?
Selecting Computers and Software Programs
Families and Technology
CLASS POLICIES:
SPECIAL ACCOMMODATIONS
In order to receive accommodations students must be registered with the appropriate disability
service provider on campus as set forth in the student handbook and must follow the college
procedure for self-disclosure. Students will not be afforded any special accommodations for
academic work completed prior to the completion of the documentation process with the
appropriate disability service office.
The College provides various kinds of student services and academic services, including learning
resources, tutorial services, writing assistance, and counseling. To maximize your academic
success, please check the college homepage for pertinent information so that you may benefit
from the free services and workshops provided.
ACADEMIC HONESTY
Plagiarism is the use of another’s words or ideas without acknowledgment. It is the equivalent of
theft. Some plagiarism is extreme and willful (i.e., buying term papers). Other forms of
plagiarism may arise from carelessness or ignorance (i.e., misusing quotation marks or citations).
Plagiarism of any kind is not acceptable nor will it be tolerated.
(Refer to handbook)
Attendance Policy
Attendance is mandatory
Your enrollment in this course constitutes a commitment to attend and participate in this class. It
is your responsibility to attend class regularly and to check online announcements frequently in
order to stay informed. Those students who attend on line class regularly tend to perform better
on tests. Students also need to participate in the discussions and complete assignments
Work Quality
It is assumed that all work will be of professional quality. All assignments must be typed and in
APA format. Any student’s work containing numerous spelling, typographical, or grammatical
(0) points will be earned.
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Late Assignments
Late quizzes or assignments will not be accepted.
Grading
The course grade will be determined by calculating the total points earned and dividing that total
by the total points possible.