KENNESAW STATE UNIVERSITY
BAGWELL COLLEGE OF EDUCATION
DEPARTMENT OF ELEMENTARY AND EARLY CHILDHOOD EDUCATION
FALL 2012
ECE 4315 –Sensorial Development
I.
COURSE TITLE:
II.
INSTRUCTOR: Feland L. Meadows, Ph.D.
PHONE: 678-797-2161
OFFICE: 3391 Town Pointe Parkway, Suite #4120
fmeadows@kennesaw.edu
III.
CLASS MEETINGS: : August - December, 2012; Mondays and Wednesdays 8:00 – 9:15
IV.
TEXTS:
Required Texts :
Ayers, Jean A. 2007. Sensory Integration and the Child: Understanding Hidden Sensory Challenges.
Los Angeles, CA: Western Psychological Services.
Lillard, Angeline Stoll. 2005. Montessori, the Science behind the Genius. New York, NY: Oxford
University Press, chapters 4 through 10.
Meadows, Feland. 2007. The Cultivation of Listening, Sight Singing and Notation with the Montessori
Bells and Boards. Kennesaw, GA: Pan American Montessori Society.
Montessori, Maria. 1995 The Discovery of the Child. Oxford, England: Clio Press, chapters 6
through 13 and chapters 21 and 23.
Suggested Texts:
Gardner, H. 1983. Frames of mind: The Theory of Multiple Intelligences. N.Y.: Basic Books
Kodály, Zóltan. 1970. The Music Education of Young Children. Budapest: Kodály Institute.
Lillard, Paula Polk. 1973. Montessori, a Modern Approach. New York, N.Y.: Schocken Books.
Additional readings in selected texts from the bibliography will be assigned.
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V.
PURPOSE/RATIONALE:
To help students understand the importance of sensorial development and the contributions that it
makes to language acquisition, the emergence and development of literacy, the development of
numeracy and the way that it supports children’s social connections and their symbolic representation
of ideas. To model strategies for the presentation of materials designed to help children develop each
of their senses. To offer candidates opportunities to develop musical skills that they can use to
enhance the sensorial development of their students.
VI.
CATALOG COURSE DESCRIPTION:
Candidates learn to use a rich array of developmentally appropriate materials that address each of the
child’s senses in ways that establish foundations for cognitive growth. Work with these materials
promotes the development that children need for the successful mastery of writing, reading and
mathematics skills. Candidates learn to give sensorial presentations with Geometry, Botany,
Geography, and Peace Education Curriculum materials and also learn to help children develop
listening, sight singing and musical notation skills.
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
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
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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. As a result, Montessori teachers do not have to resort to the “Positive Reinforcement”
and other kinds of teacher imposed “behavior management” strategies that teachers find it necessary
to use in other kinds of classrooms.
VII.
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, their daily activities in the 21st century. As a result, the
ISTE NETST 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 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.
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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 how sensorial experiences facilitate cognitive development;
2. know how to present materials which promote the sensorial development required for the
successful mastery of writing, reading and mathematics;
3. know how to present the vocabulary enriching classified nomenclature of the sensorial materials
which promote an understanding of language arts, mathematics, geometry, geography and biology;
4. demonstrate skill in helping children develop listening, sight singing and musical notation skills
with the Montessori bells and boards;
5. demonstrate skill in presenting all of the Sensorial materials modeled by the instructor.
MACTE Early Childhood 2.5 to 6 Competencies to be achieved in this course:
1. a, b, d;
2. b, c;
3. a, b, c, d, e.
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
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student achievement
Candidate designs effective instruction
Candidate implements effective instruction that positively impacts
the learning of all students
Candidate utilizes a variety of methods, materials, and technologies
Candidate utilizes a variety of strategies to assess student learning
Candidate uses the results of assessments to improve the quality of
instruction
2.6
2.7
2.8
2.9
2.10
Outcome
3:COLLABORATIVE
PROFESSIONAL
3.1
3.2
3.3
3.4
XI.
Candidate communicates effectively orally and in writing
Candidate reflects upon and improves professional performance
Candidate builds collaborative and respectful relationships with
colleagues, supervisors, students, parents and community
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.
XII.
REQUIREMENT/ASSIGNMENTS:
1) Class participation and discussion
Paying careful attention to lectures and presentations, taking careful notes and participating in class
discussions are important, because we believe that learning is an interactive endeavor which requires
the presence and participation of all class members to facilitate learning. All candidates 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 of the instructors as well as assigned
research and readings and the questions students bring to the class.
2) Prepare a review of -- Lillard, A.S. The Science behind the Genius, chapters 4 through 10.
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3) Participate in all required fieldwork experiences
a) Develop your ability to observe child behavior with understanding in the light of the knowledge
and insights you have gained in this course.
b) Observe one child and prepare an observation which includes his/her attitude in the class, the
selection of activities, work or failure to work, competence in the work selected, and demeanor after
completing the work, plus other aspects of the situation that you have observed as pertinent to the
situation.
4) Prepare a review of – Montessori, Maria. The Discovery of the Child, chapters 6 through 13 and
chapters 21 and 23.
5) Practice all of the materials presentations
a) Conduct an analysis of movement related to each presentation.
b) Practice, practice, practice with the materials daily.
c) Attend the practice session at the beginning of each class.
d) Present materials and teaching strategies to classmates.
e) Have your classmates serve as your control of error.
f) Be prepared to demonstrate your acquired skills in presenting materials with children.
6) Prepare effectively for tests and examinations.
Assignments:
1. All assignments must be typed double spaced in 12 pt. Times New Roman font.
2. Place your name, the course number and title and the date at the top RIGHT 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.
XIII.
EVALUATION AND GRADING:
%
20
20
20
20
20
Total 100
1) Class participation and discussion
2) Book Reviews
3) Field Work Reports
5) Completion of Teacher’s Manual
6) Practice with Materials and Final Examination
Grades will be assigned as follows:
91-100 A
81- 90 B
71- 80 C
61- 70 D
0 - 60 F
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XIV. 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.
XV. 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
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.
XVI. COURSE OUTLINE:
Weeks 1, 2 & 3 -- Developing the Visual Sense with:
Graduated cylinder blocks, cylinders, cubes, prisms, rods and color tablets;
Geometric solids, plane figures and constructor triangles;
Exponential, binomial, trinomial and trisected cubes;
Nature puzzles and Botanical insets;
Geographical land and water forms, globes and puzzle maps;
The Peace Curriculum materials.
Weeks 4, 5 & 6 -- Developing the Tactile Sense with:
Sandpaper boards and tablets
Textured fabrics and papers
Thermic bottles and tablets
Stereognostic materials
Geometry and Botany cabinets
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Week 7 -- Developing the Olfactory Sense with:
Smelling cylinders
Smelling candles
Essential oils
Fruits and vegetables
Week 8 -- Developing the Gustatory Sense with:
Tasting Bottles
Fruits and vegetables
Cookies and breads
Weeks 9 & 10 -- Developing the Auditory Sense with:
Graduated sound cylinders
Listening, matching, grading the diatonic bells
Naming and playing the diatonic bells
Singing songs in the pentatonic scale
Singing in the diatonic scale
Playing the bells as accompaniment to singing
Writing songs on the staff boards
Playing all of the intervals with the music charts
Playing musical guessing games
Weeks 11, 12 & 13 – Developing the Propioceptic and Vestibular Senses with:
Baric Tablets
Cubes, prisms, rods and cylinders
Geometric solids
Mystery bags
Musical rhythm exercises
Keeping time with the symmetrical pulse
Exercises on the line
The Rhythm Band
Week 14 – Practice with the Sensorial Materials
XVII. REQUIRED READINGS:
Required readings are the ones identified above.
XVIII. ADDITIONAL RESEARCH REFERENCES:
Berk, L. E. & A. Winsler. 1995. Scaffolding Children’s Learning: Vygotsky and Early Childhood
Education. Washington, D.C., NAEYC
Brazelton, T. Berry & Sparrow, Joshua D. 2002. Touchpoints – 3 to 6. Cambridge, Mass.: Perseus.
Bruner, J., K. Kaye, & K. Lyons. 1971. The Growth of Human Manual Intelligence. In Maya Pines,
Montessori, Maria. 1994 The Absorbent Mind. 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
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Montessori, Mario M., Jr. 1976. Education for Human Development. N.Y., NY: Schocken Books
Standing, E.M. 1984. Maria Montessori: Her Life and Work. New York, NY: New American
Library, Plume Books
Wertsch, J. V., & B. Rogoff 1984. Eds. in Children’s learning in the “zone of proximal
development” 1-6. San Francisco: Jossey-Bass.
Wittmer, D.S., & A.S. Honig. 1994. Encouraging positive social development in young children.
Young Children 49 (5): 4-12.
Wolery, M., & J. S. Wilbers, eds. 1994. Including children with special needs in early childhood
programs. Washington, D.C. : NAEYC
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