KENNESAW STATE UNIVERSITY
BAGWELL COLLEGE OF EDUCATION
DEPARTMENT OF ELEMENTARY AND EARLY CHILDHOOD EDUCATION
FALL 2012
I.
COURSE NUMBER & TITLE: ECE 3405 – A Conceptual Framework for Early
Childhood Education
II.
INSTRUCTOR: Feland L. Meadows, Ph.D.
PHONE: 678-797-2161
FAX:
678-797-2199
OFFICE: 3391 Town Pointe Parkway, Suite #4120
fmeadows@kennesaw.edu
III.
CLASS MEETINGS: August - December, 2012; Mondays and Wednesdays 5:00 – 6:15
IV.
TEXTS:
Required Texts:
Gatto, John T. 2001. Dumbing us Down – The Hidden Curriculum of Compulsory Schooling.
Gabriola Island, B.C., Canada: New Society Publishers.
Lillard, A.S. 2005 Montessori, the Science Behind the Genius. NY, NY: Oxford University Press.
Montessori, Maria. 2005. The Secret of Childhood. Chennai, India: Orient Longman Private Ltd.
Mooney, Carol G. 2000. Theories of Childhood. St. Paul, MN: Redleaf Press.
Warner, Sylvia Ashton .1963. Teacher. New York, N.Y.: Simon & Schuster
Suggested Texts:
AMI, 2005. Maria Montessori – 1870 – 1952. Amsterdam, Netherlands: Association Montessori
International
Bransford, J. D., Brown, A. L. and Cocking, R. R. Eds. 2000. How People Learn: Brain, Mind,
Experience, and School. Washington, D.C.: National Academy Press.
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Readings on the Web:
http://www.developingchild.net/reports.shtml
http://www.bgcenter.com/Vygotsky_Vision.htm
http://www.psy.pdx.edu/PsiCafe/KeyTheorists/Vygotsky.htm
http://copland.udel.edu/%7Ejconway/EDST666.htm#dislrn
V.
PURPOSE/RATIONALE:
Students who aspire to work with young children need to understand how they develop and learn.
This course will provide them with the research based information they need to understand how
children develop and learn. It will also introduce them to the Montessori System of Education that
has been so effective in the education of young children throughout the world. The Conceptual
Framework presented in this course will provide students with the insights that will facilitate their
comprehension of other courses offered in this 0-5 Teacher Preparation program.
VI.
CATALOG COURSE DESCRIPTION:
New insights into the nature of child development reveal that respect for the child’s inner teacher
serves as the integrating principle for the effective education of young children. Students learn the
importance of the prepared environment as the third essential element in the teaching learning
equation. They discover that the sensitive periods are the most powerful times for learning. This
Conceptual Framework undergirds the research based, proven Montessori System of Education.
VII. CONCEPTUAL FRAMEWORK SUMMARY:
Collaborative Development of Expertise in Teaching and Learning
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to
developing expertise among candidates in initial and advanced programs as teachers and leaders who
possess the capability, intent and expertise to facilitate high levels of learning in all of their students
through effective, research-based practices in classroom instruction, and who enhance the structures
that support all learning. To that end, the PTEU fosters the development of candidates as they
progress through stages of growth from novice to proficient to expert and leader. Within the PTEU
conceptual framework, expertise is viewed as a process of continued development, not an end-state.
To be effective, teachers and educational leaders must embrace the notion that teaching and learning
are entwined and that only through the implementation of validated practices can all students
construct meaning and reach high levels of learning. In that way, candidates are facilitators of the
teaching and learning process. Finally, the PTEU recognizes values and demonstrates collaborative
practices across the college and university and extends collaboration to the community-at-large.
Through this collaboration with professionals in the university, the public and private schools, parents
and other professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in
bringing all students to high levels of learning.
Philosophy of Montessori Classroom Management
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The Montessori classroom is a carefully Prepared Environment in which a rich array of graded,
structured materials that are related to both the curriculum areas and the children’s stages of
development are available for presentation one-on-one to each child by the teacher. Teachers
prepare individualized education plans for every child based upon their observation of the child’s
interests and level of development. As a result, children are happy and are much more engaged in
their work than children in classrooms where there is only one lesson plan for the entire class and
some of the children misbehave because they are either bored or do not understand what is going on!
In a Montessori multiage classroom a great deal of positive peer modeling is taking place that
benefits the younger children. The older children, who have been in that class with that teacher for
one or two years, have a very positive influence upon the younger children in the class. Thus, the
younger children quickly learn to emulate the peaceful disposition and the orderly behavior of their
older peers.
VIII. DIVERSITY:
A variety of materials and instructional strategies will be employed to meet the needs of the different
learning styles of diverse learners in class. Candidates will gain knowledge as well as an
understanding of differentiated strategies and curricula for providing effective instruction and
assessment within multicultural classrooms. One element of course work is raising candidate
awareness of critical multicultural issues. A second element is to cause candidates to explore how
multiple attributes of multicultural populations influence decisions in employing specific methods
and materials for every student. Among these attributes are age, disability, ethnicity, family
structure, gender, geographic region, giftedness, language, race, religion, sexual orientation, and
socioeconomic status. An emphasis on cognitive style differences provides a background for the
consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined
as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities
Act of 1990. A number of services are available to support students with disabilities within their
academic program. In order to make arrangements for special services, students must visit the Office
of Disabled Student Support Services (ext. 6443) and develop an individual assistance plan. In some
cases, certification of disability is required.
IX.
USE OF TECHNOLOGY:
Integrated Use of Technology: The Bagwell College of Education recognizes the importance of
preparing future educators and K-12 students to develop technology skills that enhance learning,
personal productivity, decision making and their daily activities in the 21st century. As a result, the
ISTE NETS*T Technology Standards for Teachers are integrated throughout the teacher preparation
program enabling teacher candidates to explore and apply best practices in technology enhanced
instructional strategies. Specific technologies used within this course include exploration and use of
instructional media, especially microcomputers, to assist candidates in their acquisition and
understanding of the scientific foundations of Early Childhood Education. Candidates will also
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develop skills in the use of productivity tools such as multimedia, local-net and Internet, and will feel
confident to design multimedia presentations, use and create www resources, and develop an
electronic learning portfolio.
Uses of Technology in the Montessori Teacher Education Program
Students bring their notebook computers to class where they are given documents for 6 Student
Manuals which contain the essential information about every material and presentation that they will
learn to give over the two year period of study. Each of the presentation texts has a section in which
students can key in their description and understanding of each of the more than 1,250 presentations
that the Instructors will model for them in class.
Students are required to search internet sources for information related to certain themes that their
Instructors present in class. They also must search for picture resources with which to illustrate
certain aspects of their teachers’ manuals and to use in the manufacture of Sensorial, Language,
Mathematics and Science teaching/learning materials that they will use with the children.
X.
COURSE GOALS/OBJECTIVES:
Upon completion of this course, candidates will:
1. understand the conceptual framework which serves as the foundation for a research based, system
for the education of young children;
2. discover how the Montessori System of Education has introduced constructivist teaching/learning
strategies in education;
3. understand the foundations for successful second language acquisition;
4. develop new insights into the nature of the stages of childhood growth and development which
lead to a more effective approach to the education of young children;
5. recognize the importance of the first five years of life in which the child’s mind is so fully focused
upon exploring the environment, assimilating and sorting information, constructing intelligence,
establishing character and determining personality;
7. understand the difference between the historic, industrial model of education and the Montessori
inspired model of individualized education.
8. understand that the sensitive periods of development provide the most powerful times for learning;
9. recognize that respect for the child's inner teacher is the integrating principle for the effective
education of young children;
10. discover Montessori’s the historic contributions to the education of young children;
11. understand how the child’s inner need for movement through orderly, purposeful (practical life)
activities produces the emergence and development of concentration which has a transforming effect
upon the child’s demeanor, behavior, social interactions and cognitive development;
12. understand the importance of providing children with a prepared environment as the third
essential element in teaching;
13. understand how developmentally appropriate activities with scientifically designed manipulative
materials in the classroom provide children with the most effective, means for their self-construction;
14. understand why the teacher/guide, herself/himself must be transformed!
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15. appreciate the importance of efforts to develop a peaceful world by transforming the
consciousness of our society from a society of war to one of peace, one child at a time.
MACTE Competences to be achieved in this course
Infant – Toddler (Birth to Three)
1. a, b, c, d;
2. a, b, d;
3. a, b;
4. a, b, c.
XI.
1.
2.
3.
4.
Early Childhood (2.5-6)
a, b, c, d;
a, b, c, d, e;
a, b, c, d, e, f;
a, b, c.
GOALS AND OBJECTIVES:
The following Proficiencies are used to describe the goals and objectives:
Outcome 1: SUBJECT
MATTER EXPERT
1.1
Candidate demonstrates broad, in-depth, and current knowledge of
discipline content
1.2
Candidate represents content accurately
1.3
Candidate connects content to other disciplines and applies it to
common life experiences
1.4
Candidate uses pedagogical content knowledge effectively
Outcome 2: FACILITATOR
OF LEARNING
2.1
Candidate demonstrates knowledge of how learners develop, learn
and think
2.2
Candidate successfully motivates students to learn
2.3
Candidate creates and implements instruction that embodies
multiple cultures and a rich, diverse curriculum
2.4
Candidate creates effective, well-managed and active learning
environments
2.5
Candidate creates environments that reflect high expectations for
student achievement
2.6
Candidate designs effective instruction
2.7
Candidate implements effective instruction that positively impacts
the learning of all students
2.8
Candidate utilizes a variety of methods, materials, and technologies
2.9
Candidate utilizes a variety of strategies to assess student learning
2.10
Candidate uses the results of assessments to improve the quality of
instruction
Outcome
3:COLLABORATIVE
PROFESSIONAL
3.1
Candidate communicates effectively orally and in writing
3.2
Candidate reflects upon and improves professional performance
3.3
Candidate builds collaborative and respectful relationships with
colleagues, supervisors, students, parents and community
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3.4
XII.
members
Candidate displays professional and ethical behavior
ATTENDANCE POLICY:
Classroom attendance and participation is absolutely essential to your success in this course. KSU
policy requires every student to attend all class sessions and related field experiences.
MACTE accreditation requires you to attend a minimum of 90% of the time in order to qualify for
certification. This means that you can only be absent 2 times. The only excused absences are
documented personal illness, bereavement, military duty, or jury duty. Any unexcused absence will
result in the lowering of your grade by 5 points. Anyone who is absent 25% of the time will not pass
this course.
Professional conduct requires that you show respect for others. This includes coming to class on
time, staying for the entire class period, paying attention and remaining engaged in the class activities
and cooperating with colleagues in class. In the event of an absence, you are responsible for all
material, assignments, and announcements presented in class.
XIII.
REQUIREMENT/ASSIGNMENTS:
1) Class participation and discussion
Paying careful attention to lectures and presentations and participating in discussions in class are
important, because learning is an interactive endeavor which requires the presence and participation
of all class members to facilitate learning. You are required to read related chapters of the textbooks
and assigned readings before the class meetings. Classroom discussions will be based upon lectures
and presentations as well as assigned research, readings and questions students bring to class.
2) Prepare reviews of assigned books by Gatto, Lillard and Mooney
a) communicate clearly the premise and purpose of each text,
b) evaluate the influence that the author’s message should have upon education,
c) describe how your work as a teacher can benefit from the author’s ideas.
3) Prepare a “Reader’s Digest Condensed Book” of The Secret of Childhood.
a) Include every heading and sub-heading in the book and either quote an especially important or
memorable passage or summarize the content under each heading.
b) Be prepared to give an explanation and “chapter and verse” of each concept in class.
4) Participate in all required fieldwork experiences:
a) Report an observation of one child at work
5) Prepare effectively for tests and examinations
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Assignments:
1. All assignments must be typed double spaced in 12 pt. Times New Roman font.
2. Place your name and the title of the course at the top of the first page.
3. Staple the pages of each work together. DO NOT place them in a plastic folder.
4. Be sure to keep a hard copy of each paper you turn in.
5. Each paper should represent your best efforts to produce the highest possible quality of work.
6. Late Work: Assignments are considered late if not turned in during class on the due date.
There will be a 10% deduction of total possible points for each day that work is late.
Assignments are always accepted early.
7. Tests: All tests must be taken on the day and time they are scheduled. No rescheduling of
tests/quizzes will occur.
XIV.
EVALUATION AND GRADING:
1. Class participation and discussion
2. Book Reviews
3. Condensed Book and Defense
4. Tests and Final Examination
%
25
25
25
25
Total 100
Grades will be assigned as follows:
91-100 A
81- 90 B
71- 80 C
61- 70 D
0 - 60 F
XV.
ACADEMIC INTEGRITY:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as
published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct
addresses the University’s policy on academic honesty, including provisions regarding plagiarism
and cheating, unauthorized access to University materials, misrepresentation/falsification of
University records or academic work, malicious removal, retention, or destruction of library
materials, malicious/intentional misuse of computer facilities and/or services, and misuse of student
identification cards. Incidents of alleged academic misconduct will be handled through the
established procedures of the University Judiciary Program, which includes either an “informal”
resolution by a faculty member, resulting in a grade adjustment, or a formal hearing procedure, which
may subject a student to the Code of Conduct’s minimum one semester suspension requirement.
XVI. DISRUPTIVE BEHAVIOR:
The University has a stringent policy and procedure for dealing with behavior that disrupts the
learning environment. Consistent with the belief that your behavior can interrupt the learning of
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others, behavior fitting the University’s definition of disruptive behavior will not be tolerated. Refer
to the Kennesaw State University Undergraduate Catalog, 2008-2009, pages 271-283 for further
detail.
Other General Policies and Regulations of Student Life have been developed by Kennesaw State
University. These policies (Handling Student Code of Conduct Violations at KSU) include:
1Academic Misconduct, 2) Disruptive Behavior, 3) Sexual Assault, are found on pages 271-283 of
the 2008-2009 Kennesaw State University Undergraduate Catalog.
It is expected, in this class, that no professional should need reminding of any of these policies but
the policies are there for your consideration. The activities of this class will be conducted in both the
spirit and the letter of these policies.
XVII. COURSE OUTLINE:
Week 1
* An Introduction to the Montessori Classroom Environment.
* What is Montessori Education?
Week 2
* The Montessori System of Education: An Overview.
* Evaluation of a Model Early Childhood Education Program for At-Risk Children in California.
Week 3
* Research Based, Scientific Foundations for Early Childhood Education.
* Maria Montessori – The Morning Star of Constructivist Education
Week 4
* Foundations for Successful Second Language Acquisition
* A Conceptual Framework for Bilingual Education--From BICS to CALP with Sheltered English.
Week 5
* The Stages of Human Growth and Development.
* Nutrition + Stimulation = Intelligence.
Week 6
* Young Children are Different, Have You Noticed? What is essential is invisible to the eye.
* The Characteristics of the Normalized Child
Week 7
* The Four Levels of Education.
* What Are Schools Really Like?
Week 8
* The Sensitive Periods of Development: THE Most Powerful Time for Learning.
* Mind, Brain and Education
Week 9
* Maria Montessori: Her Life and Work.
Week 10
* Motor Development and Refined Control of Movement through Exercises of Practical Life.
Week 11
* The Prepared Environment as Faith.
Week 12
* The Sensorial Foundations of Intellectual Life as Hope.
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Week 13
* The Transformation of the Guide as Love
* Characteristics of the Ideal Montessori Teacher
Week 14
* Peace through Education, Dream or Reality?
XVIII. REQUIRED READINGS:
Required readings are the ones identified above. Some additional assignments will be made from the
following sources:
Henniger, Michael L. 2002. Teaching Young Children. NJ: Merrill Prentice Hall.
Montessori, Maria. 1989. The Child in the Family. Oxford, England: Clio Press
Standing, E.M. 1984 Maria Montessori: Her Life and Work. Fairfield, PA: Plume.
XIX. ADDITIONAL REFERENCES:
Berk, L. E. & A. Winsler. 1995. Scaffolding Children’s Learning: Vygotsky and Early Childhood
Education. Washington, D.C., NAEYC.
Bodrova, Elena & Leong, Deborah J. 2007.Tools of the Mind – The Vygotskian Approach to Early
Childhood Education. Second Edition. Upper Saddle River, NJ: Pearson – Prentice Hall.
Brainerd, C. J. 1978. Piaget's Theory of Intelligence. New Jersey: Prentice Hall.
Brazelton, T. Berry & Sparrow, Joshua D. 2002. Touchpoints – 3 to 6. Cambridge, Mass.: Perseus.
Bruner, J. & Maya Pines. 1971. The Development of Intelligence in Babies, in Segal, J. (Ed.)
Mental Health Program Reports, Washington, D.C.: U.S.D.H.E.W.
Bruner, J., K. Kaye, & K. Lyons. 1971. The Growth of Human Manual Intelligence in Maya Pines,
Bruner, J. 1973. Going Beyond the Information Given. New York: Norton.
Gardner, H. 1983. Frames of mind: The Theory of Multiple Intelligences. N.Y.: Basic Books
Goertz, Donna Bryant. 2001. Children Who Are Not Yet Peaceful. Berkeley, CA: Frog Ltd. Books.
Kohn, Alfie. 2000. The Schools Our Children Deserve. N.Y.: Houghton Mifflin.
Kohn, Alrie, 2006. The Homework Myth – Why our kids get too much of a bad thing. Cambridge,
MA: Perseus Books.
Kramer, R. 1988. Maria Montessori, A Biography. N.Y. Addison-Wesley.
Meadows, F. 1993 Evaluation of a Model Early Childhood Education Program for At-Risk Children in
California. Irvine, CA: IUSD Monograph.
Montessori, Maria. 1994 The Absorbent Mind. Oxford, England: Clio Press
Montessori, Maria. 1995 The Discovery Of The Child. Oxford, England: Clio Press.
Montessori, Maria. [1914] 1965. Dr. Montessori’s Own Handbook. N.Y.: Schocken Books.
Montessori, Maria. 1915. The California Lectures of Maria Montessori, 1915. Oxford: Clio Press.
Montessori, Maria. 2004. Education and Peace. Oxford England: Clio Press.
Montessori, Mario M., Jr. 1976. Education for Human Development. NY: Schocken Books
Sigel, I. and R. Cocking. 1977. Cognitive Development from Childhood to Adolescence:
A Constructivist Perspective. New York: Holt, Rinehart and Winston.
Swope, Kathy & Miner, Barbara. 2000. Failing our Kids: Why the Testing Craze Won’t Fix Our
Schools. Milwaukee, WI: Rethinking Schools, Ltd.
Wertsch, J. V., & B. Rogoff 1984. Eds. in Children’s learning in the “zone of proximal
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development”, 1-6. San Francisco: Jossey-Bass.
Wolery, M., & J. S. Wilbers, eds. 1994. Including children with special needs in early childhood
programs. Washington, D.C : NAEYC.
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