1
Section 61: W. 5:00 p. m.- 8:50 p. m. in Room Ed 305
S p r i
n g 2 0
0
Instructor: Professor Telia Y Chilton
Office:
Office Hours: TBA
Time:
Phone: 708-209-5059
E-mail: teliachilton@sbcglobal.net
ECH 4002 or consent of department. Admission to the College of Education.
1.
Burris, Anita C. (2005). Understanding the Math You Teach. Upper Saddle River, NJ:
Prentice Hall.
2. Victor, E., Kellough, R. D. & Tai, R. H. (1995). Science – 8: An Integrated Approach.
Upper Saddle River, NJ: Prentice Hall.
3. Seefeldt, C., Castle, S. & Falconer, R. (2010). Social Studies for the Preschool/Primary Child.
(8 th
ed.). Upper Saddle River, NJ: Prentice Hall.
Methods and materials for teaching mathematics, science and social studies at the primary level are studied. Twenty clock hours of tutoring per term required for MAT/Focus students.
Enrollment in this course is restricted to students who have been admitted to the College of
Education. Uncertified undergraduate and graduate students must meet requirement for admission to the College of Education in order to remain in this course. Admission to the Graduate Division or a Graduate Program does not constitute admission to the College of Education. Students who are not certified receive a letter of acceptance from the Office of Teacher Certification, ED 208. A substitute, provisional, or transitional bilingual certificate does not waive admission requirements.
If you have not been admitted to the College of Education or registered your Initial or Standard
Teacher Certification in ED 208, you must drop this course immediately or you will receive an administrative withdrawal from this course. If you receive an administrative withdrawal you will not eligible for a tuition refund and your credit hour load for financial assistance will be reduced.

Program Objectives:
2
The early childhood education program has been designed for students to become reflective practitioners who:
1.
Identify how students differ in their approaches to learning according to diverse needs, abilities, learning styles cultural and linguistic backgrounds, ages and stages.
2.
Articulate and utilize the knowledge of subject areas described in the Illinois Learning
Standards, in developing lesson plans and units of instruction through grade three.
3.
Evaluate, select and use a variety of instructional strategies to students’ development of critical thinking, problem solving and performance skills.
4.
Create instructional opportunities that are adapted to diverse learners and age groups.
5.
Use appropriate technologies to enhance both student’s learning and their own professional competence.
6.
Plan a learning environment that is responsive to the needs of children from diverse cultural and linguistic backgrounds, differing abilities, and learning styles, taking into consideration physical arrangement of the classroom, materials and equipment available, scheduling and routines.
7.
Create a classroom environment in which children feel comfortable, valued, engaged and challenged, and in which they are given opportunity to learn on their own and from one another.
8.
Use knowledge of effective written, verbal, nonverbal and visual communication techniques to foster inquiry, collaboration and supportive interaction with children and parents, taking into consideration a range of different perspectives, beliefs and values.
9.
Use assessment strategies including observations, performance based assessment and standardized tests to monitor childrens' progress in all areas of development and achievement on state learning standards.
10.
Foster relationships with parents, colleagues, and agencies in the larger community to support students’ learning and well being.
11.
Articulate and apply NAEYC's Code of Ethical Conduct to make difficult day to day teaching decisions as well as long term practice.
12.
Practice reflective teaching which includes honest self reflection, self evaluation and life long learning.
13.
Understand education as a profession and articulate theoretical as well as practical knowledge underlying professional practice to families, colleagues and other professionals.
14.
Make ongoing contribution to the field of education by mentoring peers and beginning teachers, making presentations to parents and colleagues at meetings, conferences.
15.
Demonstrate desirable teacher dispositions essential for effective teaching.
Student Outcomes:
1. Articulate, select and integrate knowledge of child development and learning in individual, family, cultural and community contexts, as it relates to curriculum planning, instruction and assessment.
2. Select and plan appropriate curriculum and assessment techniques for children with diverse cultural and linguistic backgrounds, differing abilities and learning styles, promoting physical and

mental health; and integrate in-depth knowledge of subject areas described in the Illinois Birth to
3
3 Program Standards, Illinois Early Learning, and Illinois Learning Standards through third grade
(English language arts , mathematics, science, social science, physical development and health, the fine arts and social-emotional domains).
3. Implement appropriate curriculum and assessment techniques through effective teaching approaches and methods for promoting children’s learning in different content areas and for enhancing different aspects of children’s development who come from for diverse cultural and linguistic backgrounds, differing abilities and learning styles.
4. Identify and implement a variety of strategies and methods for creating and managing a positive learning environment in the classroom, where children from diverse cultural and linguistic backgrounds, and with different learning abilities and styles feel comfortable, valued, engaged and challenged, and in which they are given opportunities to learn from one another and on their own.
5. Use knowledge of effective nonverbal, verbal, written, visual and electronic communication techniques to foster active inquiry, collaboration and supportive interaction with children, parents, professional colleagues and the community, taking into account a range of different perspectives, beliefs and values.
6. Interpret, select and use formal and informal assessment methods and instruments to monitor children’s progress on state learning standards and in all areas of learning and development to include use of observation, performance based assessment, and standardized tests. Use a variety of strategies to assess and monitor program effectiveness.
7. Initiate, sustain, and support positive and effective relationships with children, families, and professional colleagues, and agencies in the larger community to support students’ learning and well being.
8. Continually evaluate pedagogical choices, demonstrate knowledge and commitment to
NAEYC’s Code of Ethical Conduct, and actively seek out opportunities for professional growth which include honest self reflection, self evaluation, and lifelong learning.
9. Demonstrate an awareness and commitment to developing desirable teacher dispositions, thus acquiring qualities and attributes that are essential for effective teaching
Students are expected to attend each class regularly. To have an absence excused, a student must have a legitimate excuse, including a written statement from a health professional, a qualified employer and the like. Each unexcused absence will result in two points being deducted from the student’s final grade. In the event that a student is unable to attend class, he/she will be expected to arrange for the make-up of the material in a professional manner. The instructor will drop any student, with more than two absences.
Students will be expected to be punctual and remain in the classroom for the entire specified class time. Students who walk into the class 15 minutes after attendance has been taken will be marked “tardy”.
More than three (3) tardies will be counted as unexcused absence. Without prior arrangement with the instructor students should not leave before the class ends.
For further details refer Class Schedule Bulletin for the semester.

EMERGENCY EVACUATION:
All emergencies occurring on campus, life threatening and non-life threatening, should be reported to the campus police by calling ext. 2111 from any campus phone and either 911 or (773) 995-2111 from a cell phone. Evacuate a
4 building when the fire alarm sounds, you smell gas or smoke, see fire or is instructed to do so by staff or emergency personnel. You may also receive instructions over the university’s public address system and Rave, the emergency notification system. (To sign up for the Chicago State University Emergency Notification Program visit: www.getrave.com/login/csu < http://www.getrave.com/login/csu > .) If possible, assist individuals with disabilities who require assistance to egress from an upper floor or sub-ground level floor of a building. Once an evacuation has been mandated, all evacuees should meet at a designated location where attendance must be taken. If anyone is missing, emergency personnel must be informed immediately.
American Disability Act (ADA) policy:
The College of Education is strongly committed to taking all reasonable steps to ensure that our students are able to work to their fullest potential. The Abilities Office provides services for all students in attendance at Chicago State University with verified disabilities. Please direct all requests for accommodations related to a disability to the Abilities Office. Information is available online at [http://www.csu.edu/abilities/]
College Of Education Background Check Policy :
Effective Fall 2009, the College of Education requires that all students participating in field placement experiences with individuals under the age of 21, either on or off campus, provide proof of “cleared” fingerprint criminal background check results before beginning the first field experience, and prior to admission to the College of Education. This is consistent with the state law that requires Illinois school districts to conduct criminal background investigations of applicants for certified and non-certified positions.
College of Education Electronic Device Policy:
All cell phones must be silenced or set to vibrate during class time. If you make or accept a call during class time, you must leave the classroom for the duration of the call. During testing, all electronic devices, such as cell phones, PDAs, palm pilots, etc. must be put away and not used. If an electronic device is visible during testing, or if you leave the classroom during testing for any reason, you may not complete the test. Any violation of this policy on the use of electronic devices will affect your grade and standing in the program according to course, department, college, and university regulations and guidelines.
Additional University, College, and Departmental Policy Statements:
Policy statements that may impact education majors and students in this course, in particular, can be found online at [http://www.csu.edu/CollegeOfEducation/policy.htm]. Please note: It is the
students responsibility to review these published policies.
Conceptual Framework
All activities in the College are guided by the belief that we prepare A ll C andidates to S ucceed, which translates into the PACTS acronym. The PACTS acronym also represents the strands for the College of Education’s Conceptual Framework which serves as a model for how the College

of Education prepares all candidates to succeed in helping urban children learn. This preparation
5 is characterized and distinguished by 5 core themes: (P) Professionalism, (A) Assessment, (C)
Content knowledge, (T) Technology, and (S) Standards. The PACTS Conceptual Framework supports the mission statement of the College of Education
[http://www.csu.edu/CollegeOfEducation/] and the mission statement of the university
[http://www.csu.edu/strategicplanningresources/missionstatement.htm].
Core themes 1-5 are integrated throughout the course experiences.
Professional Standards:
National Council for Accreditation of teacher Education (NCATE) http://www.ncate.org
National Association for the Education of Young Children (NAEYC) http:// www.naeyc.org
Nation Boards for Professional Teaching Standards (NPTS) http://www.nbpts.org
Illinois Professional Teaching Standards (IPTS) http://www.isbe.state.il.us/profprep/pdfs/ipts.pdf
Illinois State Board of Education Content Area Standards http://www.isbe.state.il.us/profprep/standards.htm
Chicago State University Conceptual Framework PACTS Strand http://www.csu.edu/CollegeOfEducation/
A.
Supplemental course policies
Class Schedule B.
C.
D.
E.
Instructions for assignments
Bibliography
Acknowledgement statement
Supplemental course policies
All assignments should be turned in on the due date no make-ups , except for unavoidable circumstances such as hospitalization or the like, where student had no control over the situation.
Students should have an excellent attendance record, and a valid reason of why they should be offered an incomplete, before one can be assigned.
1. Understand the influence of physical setting, schedule, routines and transitions or children
2. in primary grades.
Select, evaluate and develop standard based and developmentally appropriate content and materials, equipment and environments to promote math concepts and demonstrate activities at primary level.

3.
4.
5.
Select, evaluate and develop standard based and developmentally appropriate content and
6 materials, equipment and environments to promote science concepts and demonstrate activities at primary level.
Select, evaluate and develop standard based and developmentally appropriate content and materials, equipment and environments to promote social studies concepts and demonstrate activities at primary level.
Select, evaluate and develop standard based and developmentally appropriate content, materials, equipment and environments to foster the social, emotional, cognitive, communication, adaptive, and motor development and leaning of children with special needs at primary level.
6.
7.
8.
Course Assessment Plan: Documenting faculty Impact on student/candidate learning
Objective Assessment Standards
IPTS= Illinois professional teaching standards
ICS= Illinois content area standards
ILS= Illinois learning standards
Criteria for grading
(Points % of final grade
1
2
MAT/Focus students will observe and participate under the supervision of certified teachers in a primary school setting, grades 1-3 (20 clock hours field work).
(Undergraduate and certification Students are required to take ECH 374/G -Field
Practicum ECH)
Midterm test IPTS= 2, 3, 4
ICS= 8, 11
ILS= 6, 7, 8, 9, 10
IPTS= 4, 5, 6, 7, 8
20%
20%
3
Math lesson plan and demonstration in class, for primary, Math game for K-3
Science lesson plan and demonstration in class, for primary
ICS= 8
ILS= 6, 7, 8, 9, 10
IPTS= 4, 5, 6, 7, 8
ICS= 4
ILS= 11, 12, 13
10%
4
5
Use knowledge about theories and principles of growth and development in planning an integrated teaching unit for primary grades.
Understand and develop primary grade curriculum to meet the specific needs of all children including those with cultural and linguistic diversity, disabilities, developmental delays or special abilities, including integrating goals from IEP.
Social science lesson plan and demonstration in class, for primary
IPTS= 4, 5, 6, 7, 8
ICS= 5
ILS= 14, 15, 16, 17, 18
Integrated thematic unit for primary IPTS= 4
10%
15%

6 grades
Final test & Attendance
ICS= 1
ILS= 6,7, 11,12, 14, 15
IPTS= 4, 5, 6, 7, 8
ICS= 1, 4, 5, 8, 11
ILS= 11, 12, 13, 14, 15, 16, 17, 18
7 Journals, lessons taught in a primary classroom (graduates and the
MAT program students only)
COURSE REQUIREMENTS:
ICS: 12,13 &14
IPTS= 10, 11
CRITERIA FOR GRADING: GRADING POLICY
25%
7
1. Mid Term Examination
2. Final Examination
3. Integrated Teaching Unit
4. Math Game
5. Demonstration Lesson Math
6. Demonstration Lesson Science
7. Demonstration Lesson S. Studies
8. Class Attendance, punctuality,
Unacceptable
20 %
20 %
15 %
10%
10 %
10 %
10 %
Participation & dispositions etc.
Performance Level
Target
Acceptable
05%
Grade Distribution
A = 90% =180 - 200
B = 80% =160 - 179
C = 70% =140 - 159
A = 90 - 100
B = 80 - 89
C = 70 - 79
D = 60 - 69
F = 59 and below
D = 60% =120 – 139
F = 50% =119 & below


Session Topic – Materials must be read by the date listed
Jan. 20 Introduction to the course
Jan. 27 Burris – Chapters 1-4
Feb. 3 Burris Chapters 5-8
Feb. 10 Burris Chapters 9-11
Feb. 17 Math Game Due
Math Lesson Plan and Demonstration
Feb. 24 Midterm Examination
Mar. 3 Victor, Kellough, Tai - Chapters 4-9
Mar. 10 Victor, Kellough,Tai - Chapters 10-16
Mar.17 Spring Break
Mar. 24 Science Lesson Plans and Demonstrations Due
8
Assignment/assessment
Due date/Session
Overview of Requirements
Syllabus review/signing
Q/A
Interactive Discussion
ISBE Goals/objectives
Thematic Unit Guidelines/
Group Assignments
Math Concepts
Lesson Plan Review
ISBE Goals/objectives
Questioning, Strategies,
Planning, Assessment
Lesson Procedures
Specific Science Lessons
Interactive Discussion
Lesson Plan Review
Assessment/Rubric
Implementation

Mar. 31 Seefeldt – Chapters 1-3
April 7 Seefeldt- Chapters 4-6
April 14
April 28
Seefeldt Chapters 7-10
April 21 Social Studies Lesson and Demonstration
Thematic Units Due
Graduate Presentations

May 5 Graduate Presentations

May 12
May 19
Review of Math, Social Studies and Science,
Interactive, oral review
FINAL EXAMINATION
Oral and written examination
Comprehensive
Integrated Review
Of Concepts
N
9
Planning and Assessment
Resources for Learning
Lesson Plan Review
Thinking and Concept
Formation
Lesson Plan Review
History,Geography,
Economics,
Government Concepts
Assessment/Rubric
Implementation
Thematic Unit Due
Interactive/Integrated
Thematic Unit
Demonstrations

10
*
*
*
*
*
Name of the student ___________________________________
Name of the game _____________________________________
Grade _______________________________________________
Number of players _____________________________________
What possible concept(s) could be develop by playing this game?
______ Classification
______ Counting
______ Adding-on
______ Multiplication
______ Sequence
______ Place Value
______ Creating Relationship
______ One-to-one Correspondence
______ Addition
______ Doubling
______ Subtraction
______ Estimation
______ Recognize numerals
______ Partition of a set/whole
______ Quantifying Objects
______ Others
* What strategies can you employ to make the game easier and harder?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
______________________________________________________________________

11
___________
___________
___________
___________
___________
____________________________________________________________________________
10 ___________
______________________________________________________

12

13
Include course, student's name, the topic, but not limited to these
Should include A, B and C separately
A. Theme (topic) and grade level
B. Significance of the theme: Why the selected topic is important for the particular age group, and should be more than 5 lines typed
C. Broad goal: What children will achieve working through the unit in the domains of knowledge/ understanding, skills, attitudes and appreciation etc. E.G. The students will develop an understanding and appreciation of community helpers.
D: The “Thematic Web” diagram (be creative and use technology)

The web includes 6 subject areas: Math, Science, Social Studies, Language Arts, Health and Safety and Fine Arts

Each subject area should include 3 teaching/learning activities
E: Goals, Learning Standards, Benchmarks, Performance Descriptors and Instructional
Objectives

Follow the same order stated in the lesson plan

Demarcate separate sections for Math, Science and Social studies

Each subject area should include at least two different goals, two different learning standards and three different benchmarks

Section 1 : Vocabulary list should be developed under the three subject areas separately :
Math, Science and Social Studies and the definitions given . These concepts/words should be picked from the lessons

Section 2 : Should include sample of your bulletin board created on 11" X 8" sheet of paper and handout attached. Should show the interactive activities on the board.

Section 3 : How you plan, organize and use the center/s for teaching math, science and social studies in your theme should be explained in a separate sheet. How you incorporate centers is your own idea. It may be one, two or three centers depending how you planned your activities. You can add diagrams or art to express your ideas. The item list should be included


Three for each subject area Math, Science and Social Studies

Instructional objectives should be specific and written in behavioral terms. Instructional objectives are stated in complete sentences that include the verb, will to indicate what each
14 student is expected to be able to do as a result of the instructional experience. Instructional objectives "must always be measurable", and must coincide with the state goals and academic standards. E.G. Students will identify main idea from oral story and pictures of – “The Snowy
Day” (KG).

Teaching strategies are what teacher does to get the concept across. E.G. Questioning, modeling, discovery, hands-on, and lecture etc. See the following pages for descriptions.

Resources and materials include books, audio-visual aids, supplies, etc., needed for successful implementation of the unit and lesson.

Guidance suggestions include behavior limits such as “taking turns”, “Share scissors”, and
“raise hand to ask a question”.

Assessment strategies include observation, anecdotal records, rating scales, checklists, tests, student's self analysis etc., to see what students have learned and how they learn. Assessment needs to be authentic.

Annotated bibliography gives a brief explanation of the references used. E.G. Pierre, Richard
(1994). Being Healthy: Teacher’s Resource Book. Atlanta, Georgia: Harcourt Brace and
Company. The resource leads the reader step-by-step from the description of activities to the evaluation of the students.

Classroom activity sample/s, assessment tools and homework sample/s should be attached to the lesson plan

Specific activity/s should be planned for exceptional learners and higher level learners

Under each include 5-6 lines summary of the reference
Note: Attach the Unit Evaluation Sheet to the end.

15
A TEACHING STRATEGY : Is what the teacher does to get the concept across. E.G. lecture, guided inquiry, questioning, modeling, systematic problem solving
* K-W-L Strategy (Know-Want-Learn).
What I know.
What I want to know.
What I have learned.
(You have a subject-list everything you know (pre-reading), then read and list what you read that you did not know.)
* SQ3R Strategy is a self-instructional study procedure. The student learns to survey (S) the material and formulate questions (Q) to be answered while reading the material; then the student read (R1) the material, recites (R2) the answers to the questions, and finally reviews (R3) material to check the answers.
* (QAR) (Question-Answer relationship).
Questions taken form text are classified according to relationship between the question and the source of the answer given--
1.
2.
Textually explicit information ("Right There")
Textually implicit information (Think & Search)
3. Scrip tally implicit information--that is, information already in the mind of the reader (Or my own.)
* Concept Attainment Strategy or Concept Mapping : Is a visual or graphic illustration of the hierarchy of concepts from general to most specific. It is helpful in children ’ s ability to organize and to represent their thoughts and connect new knowledge to past experience. The general procedure is to have children
(1) identify important concepts in materials being studied. (2) Rank -order the concepts from the most general to the most specific. This technique is found useful for helping children in changing their misconceptions
* Graphic Organizer :
* Semantic Maps : Maps or diagrams of ideas that help us to remember terms, concepts, ingredients, and relationships. These maps help children to learn content or knowledge, to plug it into their brain or memorize it.
* Quick Write : Close the book and write what you remember.
* Cloze : Fill in the blanks.
* Venn Diagram : When subjects have certain attributes that are alike and others that are different, the children can use 2 or 3 interlocking circles to indicate the contrasts and similarities.
* Think-Pair-Share : (technique for met cognitive development.) A concept or idea is presented by the teacher, and students are paired to think about and discuss the concept. The students share what they already know or have experienced about that concept, and then share that information with the rest of the class.
* Jigsaw: (technique for met cognitive development.) Individuals or small groups of students are given responsibilities for separate tasks which lead to a larger task or understanding, thereby putting together parts to make a whole.

16
* List-Group-Label : Reorganizing the information in any way. You have to know the characteristics.
* (Directed Reading Thinking Activity) DRTA/Predicting Writes : Teacher stops students at key point in a reading, an activity or a lecture and invites them to write briefly what they think will happen next, and discuss it a bit in a small or whole group setting.
* Instructional Scaffolding: The teacher first provides a verbal structure (scaffold) that gives a foundation for class discussion and then gradually withdraws the structure as the students show they are able to build structures on their own.
* Inquiry Teaching : Includes student-and-teacher questioning and discussion.
* Reciprocal Teaching : The teacher and the students share the teaching responsibility and all are involved in asking questions, clarifying, predicting and summarizing as they read texts. Students are encouraged to ask thoughtful questions as well as to respond to questions asked by others. (In classroom dialogue, students take turns at predicting, questioning, summarizing, and clarifying).
Brainstorming : Members generate ideas related to a key word and record them.
Chunking: Students apply mental organizers by clustering information into chunks for easier manipulation and remembering.
Memory Strategies : The teacher and students model the use of acronyms, rhymes, or clustering of information into categories to promote learning.
Questioning: To guide student thinking and learning.
Re-reading:
Summarizing:
Predicting:
*MNEMONICS : Learning by rote is easier if one can connect that which is to be memorized to some prior knowledge. Strategies used to bridge the gap between rote learning and meaningful learning are known as mnemonics. E.G. names of great lakes are HOMES (Huron, Ontario, Michigan, Erie, and Superior).
Visual Mnemonics such as remembering that Italy is shaped like a boot are useful.
PROBLEM SOLVING : Is the ability to define or describe a problem, determine the desired outcome, select possible solutions, test solutions, evaluate outcomes and revise these steps where necessary.
*COMPARING AND CONTRASTING : Finding similarities and differences between items are found and recorded.

17
______________________________________________________________________________
Evaluative Criteria Points Allocated Points Earned
______________________________________________________________________________
1. Each Subpart of the unit is thematically coherent and follows the given guidelines 3 ___________
_____________________________________________________________________________
2. Lesson Plans are appropriately and fully developed 3 ___________
_____________________________________________________________________________
3. Assessment and teaching strategies are clearly defined and address the stated objectives 3 ___________
_____________________________________________________________________________
4. Free of mechanical and usage errors 1
Annotated bibliography included 2
3 ___________
_____________________________________________________________________________
5.
Bulletin board, learning center 2
3 ____________
Overall quality of unit 1
Total points ____________
______________________________________________________________________________
Comments:
Grade:

18
1.
Bredekamp, S. & Rosegrant, T. (Eds), (1992). Reaching Potential: Appropriate Curriculum and Assessment for Young Children . NAEYC, 1 .
2.
Bredekamp, S. & Rosegrant, T. (Eds), (1995). Reaching Potentials: Transforming Early
Childhood Curriculum and Assessment. NAEYC, 2.
3.
Carin, A.A. (1997). Teaching science through discovery (8th edition). Upper Saddle River,
NJ: Prentice-Hall, Inc.
4.
Charlesworth, R. (1996), Experiences in Math for Young Children . Delmar Publishers.
5.
Cook, R.E., Tessier, A. & Klein, D. (1996). Adapting Early Childhood Curricula for Children in Inclusive Settings . Prentice Hall Inc.
6.
DeMele ndez, R.W., & Ostertag, V. (1997). Teaching Young Children in Multi-Cultural
Classrooms: Issues, Concepts, and Strategies . Delmar Publishers.
7.
Dunlap, L.L. (1997). An Introduction to Early Childhood Special Education . Allyn and
Bacon.
8.
Ebenezer, J.V. & Connor, S. (1998). Learning to Teach Science . Upper Saddle River, NJ:
Prentice-Hall, Inc.
9.
Gertz, S. E. , Portman, D. J. & Sarquis, M. (1996). Teaching Physical Science Though
Children's Literature.
United States of America, Terrific Science Press.
10.
Harlan, J.D. & Rivkin, M.S. (1996). Science Experiences for the Early Childhood Years.
Prentice Hall Inc.
11.
Heddens, J.W. & Speer, W.R. (1997). Today s Mathematics Part 1: Concepts and classroom methods (9th edition). NJ: Prentice-Hall.
12.
Jackson, M. (1993). Creative Display & Environment . Portsmough, NH: Heinemann
13.
Kamii, C. & DeVries, R. (1980). Group Games in Early Education: Implications of Piaget s theory. Washington, DC, NAYEC.
14.
Kamii, C. (1985). Young Children Continue to Reinvent Arithmetic: 2nd grade . Columbia
University, NY: Teachers college.
15.
Lind, L. K. (1996). Exploring Science in Early Childhood: A Developmental Approach .
Delman Publishers, 1996.
16.
Peterson, E.A. (1996) Early Childhood planning, methods, and materials . Needham Heights,

19
MS: Allyn & Bacon.
17.
Puckett Cliatt, M.J. & Shaw, J.M. (1992). Helping Children Explore Science . MacMillian
Publishing Company. 1992.
18.
Martin, R., Sexton, C. & Gerlovich, J. (2002). Teaching Science for All Children: Methods for
Constructing Understanding . Boston, Allyn and Bacon.
19.
Schultz, K.A. Colarusso, R.P. & Strawderman, V, W. (1989). Mathematics for every Young
Child . MacMillian Publishing Company.
20.
Schlank, C.H. & Metzger, B. (1997) Together and Equal: Fostering cooperative Play and
Promoting Gender equity in Early Childhood Programs, Ally and Bacon.
21.
Wolery, M. & Wibers, J.S., Including Children with Special Needs in Early Childhood
Programs.
Washington, DC: NAEYC.
22.
Wortham, S.C. (1996). The Integrated Classroom: The Assessment-Curriculum Link in Early
Childhood Education . Prentice Hall, Inc.

Attachment E. Acknowledgement Statement:
20
Student Copy
I, __________________________________________________ acknowledge that I have read the syllabus and will be held responsible for the information contained therein. I know that it is my responsibility to drop the course, if necessary.
My professor may contact me at the following phone numbers or email address:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________
Student signature
________________________ __________________
Professor Signature Date
_____________________________________________________________________________________
_____________________________________________________________________________________
Instructor Copy
I, __________________________________________________ acknowledge that I have read the syllabus and will be held responsible for the information contained therein. I know that it is my responsibility to drop the course, if necessary.
My professor may contact me at the following phone numbers or email address:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________
Student Signature
________________________ __________________
Professor Signature Date