SHAW UNIVERSITY
EBK 325 --- Aesthetics Experiences for Young Children…3hrs
Online Course
Course Syllabus
Spring 2013
NOTES:

The course and title must be included in subject line of emails sent by students to instructor.

For course syllabus posted prior to the beginning of the semester, the instructor reserves the right to make minor
changes prior to or during the semester. The instructor will notify students, via e-mail or Moodle announcement,
when changes are made in the requirements and/or grading of the course.
INSTRUCTOR INFORMATION
Name:
Title:
Phone:
E-mail:
Office Hours:
Melvin Wallace
Student Development Coordinator/BK Professor
919-546-8538
mwallace@shawu.edu
Appointment upon request
I will respond to your email and phone calls within 24 to 48 hours.
INSTRUCTOR EDUCATION
ABD
MS
BA
Special Education/Conflict Resolution
Curriculum & Instructions (BK)
Liberal Studies
TEXTBOOK(S) AND/OR OTHER MATERIALS NEEDED
Title: Creative activities for young children, (9th ed.). Clifton Park, NY
Edition: 9th
Authors: Mayesky, Mary
Publisher: Delmar Publishing Company
ISBN 13: 9781428321809
ISBN 10: 1428321802
Copyright year: 2009
Students should have their textbook during the first week of class. Not having your textbook will not be an acceptable excuse
for late work. Students who add this course late should refer to the “Late Registration” section for further guidance.
ADDITIONAL READING

Various articles will be assignment during the semester
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LATE REGISTRATION

Students who register during late registration will already be behind. Students who fall into this category are
expected to catch up with all of the prior work and assignments within one week. There will be no exceptions.
ELECTRONIC OFFICE HOURS
 I will communicate with you via the course and your Shaw U email account. I monitor my email on a regular basis
and will return phone calls as soon as possible.
 Email and phone calls will be responded to within 24 to 48 hours
 Email correspondence to your instructor must indicate the course title in the subject area; please provide sufficient
information related to your question. Regarding phone calls, please leave a detailed message. Make sure to
include a phone number and the best times to contact you. Do not hesitate to contact me with any questions or
concerns.
PREREQUISITES

Basic knowledge of Moodle. Please contact the Department of Educational Technology for assistance.
GENERAL COURSE DESCRIPTION:
This course will provide teacher-learner the opportunity to observe aesthetic development in young children. The teacherlearner will discover that aesthetic development in young children denotes having feelings, ideas, and perceptions about
beauty (i.e. introducing creative activities in art, music, drama, and movement). In addition, this course will focus on
addressing the educational needs of the diverse-student population as well as the traditional-student population. Metaanalysis of research is pursued. The course is WEB enhanced.
NOTE: The mission statement and goals of the Department of Education are aligned with the mission statement and goals of
each of its programs.
CONCEPTUAL FRAMEWORK THEME FOR THE DEPARTMENT OF EDUCATION:
The theme/purpose of the conceptual framework under-girding the Department of Education’s programs is: to produce
graduates who are critical thinking problem solvers with the knowledge, pedagogical, and technological skills, and
professional dispositions needed to function as effective leaders and teachers in a diverse world.
DEPARTMENT OF EDUCATION MISSION STATEMENT
The Shaw University Department of Education builds on the knowledge, skills, and values that students acquire through their
liberal arts and science foundations. Teacher candidates graduating from the department will have the specialty area
knowledge and professional dispositions, experiences, and skills, including technological skills, necessary for employment in
their profession and for admission to graduate school. With the knowledge, skills, dispositions and experiences that
candidates acquire, they will be able to function as competent and effective teachers and leaders who think critically and
demonstrate effective problem-solving strategies that use technology to facilitate and enhance the learning of diverse
students.
DEPARTMENT OF EDUCATION
Program Learning Outcomes (PLO):
1.
2.
To produce teachers who demonstrate leadership.
To produce teachers who establish a respectful environment for a diverse population of students.
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3.
4.
5.
To produce teachers who know the content they teach.
To produce teachers who facilitate learning for their students.
To produce teachers who reflect on their practice.
Student Learning Outcomes: (This section list what students are expected to know, demonstrate and value upon
completion of the course). It also shows the link between the SLOs (Program Learning Outcomes) and the PLOs
(Program Learning Outcomes).
1.
2.
3.
4.
5.
Teachers embrace diversity in the school community and in the world. (NCPTS 2.b, NCATE 1c)
Teachers will adapt their teaching for the benefit of students with special needs. (NCPTS 2.d, NCATE 1d)
Teachers plan instruction appropriate for their students. (NCPTS 4.b, NCATE 1c, d, g)
Demonstrate awareness of categories and characteristics of disabilities in young children (BK 1.b)
Demonstrate awareness of how cultural, linguistic, and socio-economic factors influence learning and development.
(BK 1.c)
6. Use play and active learning processes as a foundation for all young children’s learning. (BK 5a)
7. Create and adapt integrated, meaningful, challenging, and engaging and developmentally supportive leaning
experiences. (BK 5.c)
8. Create and adapt developmentally supportive environments with attention to curriculum, interactions, teaching
practices, and learning materials. (BK 5.g)
9. Create, manage, and adapt environments with DAP interpersonal, spatial, and temporal organization. (BK 5h)
10. Understand that social and emotional learning is taking place at all times. (BK 5i)
11. Design indoor and outdoor spaces with many types of challenges and stimulation. (BK 5j)
12. BK teacher candidates understand the developmental sequence and use a wide range of learning experiences to
facilitate children’s emergent creativity in art. (BK 5.CD)
Linking Student Learning Outcomes (SLO) with Program Learning Outcomes (PLO)
Assessment of Student Learning
Student Learning Outcomes
Outcomes / Assignments
Program
Learning
Outcomes
Teachers embrace diversity in the school
community and in the world. (NCPTS 2.b;
NCATE 1c)
Teachers will adapt their teaching for the
benefit of students with special needs. (NCPTS
2.d, NCATE 1d)
Teachers plan instruction appropriate for their
students. (NCPTS 4b, NCATE 1c,d,g)
Demonstrate awareness of categories and
characteristics of disabilities in young children
(BK 1.b)
Demonstrate awareness of how cultural,
linguistic, and socio-economic factors
influence learning and development. (BK 1.c)
Use play and active learning processes as a
foundation for all young children’s learning.
(BK 5.a)
Aesthetic Experiences & Cultural
Differences
PLO 1, 2, 5
Aesthetic Experiences & Cultural
Differences
PLO 1, 2, 3, 5
Creativity Kit Project
PLO 1, 2, 3, 5
Aesthetic Experiences & Cultural
Differences Project
PLO 1, 2, 3, 5
Aesthetic Experiences & Cultural
Differences Project
PLO 1, 2, 3, 5
Aesthetic Experiences & Cultural
Differences Project
PLO 1, 2, 5
Create and adapt integrated, meaningful,
challenging, and engaging and developmentally
supportive leaning experiences. (BK 5.c)
Create and adapt developmentally supportive
environments with attn to curriculum,
Aesthetic Experiences & Cultural
Differences Project
PLO 1, 2, 5
Aesthetic Experiences & Cultural
PLO 1, 2, 5
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interactions, teaching practices, and learning
materials (BK 5.g)
Differences Project
Create, manage, and adapt environments with
DAP interpersonal, spatial, and temporal
organization (BK 5.h)
Aesthetic Experiences & Cultural
Differences Project
PLO 1, 2, 5
Understand that social and emotional learning
is taking place at all times (BK 5.i)
Aesthetic Experiences & Cultural
Differences Project
PLO 1, 2, 5
Design indoor and outdoor spaces with many
types of challenges and stimulation (BK 5.j)
Aesthetic Experiences & Cultural
Differences Project
PLO 1, 2, 5
BK teacher candidates understand the
developmental sequence and use a wide range
of learning experiences to facilitate children’s
emergent creativity in art. (BK 5.CD)
Aesthetic Experiences & Cultural
Differences Project
PLO 1, 2, 3, 5
STUDENT EXPECTATION STATEMENT
 Students are expected to participate in all course activities including: reading all the assignments, submitting
comments to the discussion forums, submitting all course assignments, and completing exams.

Students must be able to navigate Moodle and the Internet, read and follow the guidelines outlined in the syllabus
and specified in weekly course assignments, and ask questions if something is not clear. Please contact the Office of
Educational Technology for assistance at 919-546-8338.

Late Assignments: All course assignments must be submitted by the due date. Assignments submitted late will
receive a 20 point per day reduction in grade. No assignment will be accepted more than 7 days late, except in an
emergency situation – hospitalization or “act of God.” If an emergency situation arises, you must contact me prior
to the due date of an assignment or as soon as possible. Documentation of the emergency will be required.

Students are expected to communicate with the instructor via Moodle, e-mail exchanges, and/or phone. Be sure to
include the course # and title in the subject line of all e-mails. It is unlikely you will receive a response if this
information is not provided.

You are expected to check your Moodle course at least every 48 hours in case there is an update or assignment
added.

When team assignments are involved, students are expected to participate in a meaningful and timely manner with
their team members. Part of the grade for team assignments may be based on peer evaluations.

Discussions are an integral part of your online course experience and learning. Students will be required to
participate in weekly discussion forums. Meaningful responses of at least 250 words with reference citations will be
expected. You are also required to respond to at least two classmates. Weekly discussions will be used as course
attendance as well. Late discussions responses will not be accepted for a grade.
STUDENT/FACULTY INTERACTION
 Interaction will take place via e-mail, telephone, discussion board forums, comments on written assignments and
office visits (if needed and possible).
 Students will participate in this course by following the guidelines of this syllabus and any additional information
provided by the instructor.
 Students are expected to remain in regular contact with the instructor and class via e-mail or other communications
means, by participating in the discussion forums, submitting assignments and taking exams, all in a timely fashion.
 Instructor will respond to e-mail within 24 hours Mon-Thur, and 48 hours Fri-Sun.
 As instructor, I will communicate through the Moodle Announcement page and/ or via e-mail.
PLEASE CHECK YOUR E-MAIL AND THE ANNOUNCEMENTS SECTION of Moodle at least every 24 hours.
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ONLINE COURSES AT SHAW UNIVERSITY
All online courses at Shaw University use the Moodle Course Management System. In every course, students should read all
information presented in the Moodle course site and should periodically check for updates—at least every 48 hours.
SHAW E-MAIL
All students were required to obtain and use the SHAW U e-mail address that is automatically assigned to them as students.
All official correspondence (including bills, statements, e-mails from instructors and grades, etc.) will be sent ONLY to the
Shaw (shawu.edu) address.


E-mail is the only way the instructor can, at least initially, communicate with you.
You are able to have your email from your ShawU account forwarded to another email account. Please contact the
helpdesk or your instructor for assistance. After you log in to your ShawU e-mail account, click on “options” on the left
hand side of the page. Then click on “forwarding.” This will enable you to set up the e-mail address to which you will
forward your e-mail. Failure on your part to do so can result in your missing important information that could affect your
grade.
COURSE REQUIREMENTS

The Course Schedule indicates the timing for course assignments. Each assignment is summarized below. Detail of
these assignments will be located in your Moodle course.
ATTENDANCE POLICY

Although physical class meetings are not part of this course, participation in all interactive learning activities is
required. Students who do not actively participate may be dropped from the course. Each week you will be given a
discussion question to respond to. Your discussion question must be answered by Wednesday of each week (a
minimum of 250 words). You must respond to at least two classmates by midnight on Sunday.
MAKE-UP WORK POLICY

Missing any part of this schedule may prevent completion of the course. If you foresee difficulties of any type (such
as illness, employment change, etc.) which may prevent completion of this course, notify the instructor as soon as
possible. Failure to do so will result in failure for an assignment and/or failure of the course. See “Attendance,”
above.

If I have not heard from you by the deadline dates for assignments, exams, or forums, no make-up work will be
allowed (unless extraordinary circumstances existed, such as hospitalization). Requests for extensions must be made
in advance and accompanied by appropriate written documentation if the excuse is acceptable to the instructor.
"Computer problems" are not an acceptable excuse.

If allowance is made for you to submit make-up work, you will still be given the 10 point per day late penalty
deduction for submitting late.
INCOMPLETE GRADE POLICY


Missing any part of the Course Schedule may prevent completion of the course. If circumstances will prevent the
student from completing the course by the end of the semester, the student should complete a request for an
incomplete grade.
Note: A grade of incomplete or “I” is not automatically assigned to students, but rather must be requested by the
student and approved by the instructor. The instructor has the authority to accept or reject a request. It is ultimately
the instructor’s decision to grant or deny a request for an incomplete grade, subject to the policy rules (see student
handbook and catalog for incomplete policy).
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METHOD OF INSTRUCTION

This is an online class. It is not a “correspondence course” in which a student may work at his/her own pace. Each
week there will be assignments, on-line discussions, and/or exams with due dates. Refer to the schedule at the end
of this syllabus for more information.
METHOD OF EVALUATION (Students should check MOODLE for all due dates.)
Course Activity
%
Due Date Submitted
Discussion Board Assignments (Total of 10 DBA)
10
Quizzes (Q) – 2 Quizzes includes Midterm
10
Creativity Kit
10
See
Moodle
See
Moodle
4/19/13
Children’s Drawing
10
2/15/13
Art Activities in Practice
10
1/31/13
Aesthetic Experiences & Cultural Differences
10
4/20/13
Professional Development / Personal Evaluation
10
1/11/13
Class Participation
10
TBA
Mini Research
10
3/29/13
Final Exam
10
TBA
Total
Grade
100%
DETAILS OF ASSIGNMENTS
All course work must be submitted in Moodle. Email assignments will not be accepted.
***Creativity Kit 10 % (Student should be able to show evidence of collection throughout the semester. This may include
digital pictures of collected items.). The creativity kit is a collection of materials and activities for fostering creativity in
children. The materials should be developed with attention to neatness, durability, and appropriateness for children. The
materials should be stored in a large box with individual activities packaged separately. Materials will be graded using
common rubrics. While you may choose to include a wide assortment of objects and materials, the following are essential:
a)
Puppets. You should create two different types of puppets, i.e., stick puppet, hand puppet, finger
puppet.
b)
Collections of found objects. Some examples include, buttons, sea shells, objects that float and sink,
seeds to plant and classify, shapes, things to take apart and put together (old clocks, toys, motors, etc.),
magnets, and objects that are magnetically attracted and not attracted. You should have at least 5
different collections which have been neatly packaged. If you choose items like buttons or sea shells,
make sure to have a “jar” of buttons or at least 10 different types of sea shells.
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c)
Files. Using index cards make collections that are appropriate for preschool children of the following
(be prepared to teach the class each song, finger play, poem or movement activity):
 Poems, Songs, Finger plays
 Art Activities
d)
Websites. Identify 10 different websites that address promoting creativity in children. Briefly
summarize the information provided.
e)
Activity plans. Develop two different activity plans based on books for preschool children that will
appeal to their aesthetic awareness. Activity plans should accompany each book.
f)
Activity plans. Develop 5 different activity plans to accompany five materials you have collected in
your kit. Teach each of the activities you developed for your creativity kit to children. Write a
reflection for each activity you teach. Your instructor will provide you with an activity plan.
Standards: 4b (NCDPI Standards: 2.a, c; 3.a, b; 4.a, c / BK Standard 1a; 1b; 1c; 1d; 5g)
***Children’s Drawings 10%. Collect several samples of children’s scribbling. Separate them into the various stages of
scribbling. Title and number your collection then in 1-2 typed pages explain your reason(s) for assigning each sample
to a particular stage (NCDPI Standards: 2c; 3a / BK 4.a).
***Art Activities in Practice 10%. Visit at least one early childhood classroom and observe the art activities. Submit a 23 typed page paper of your observations. Include the following in your observation:
a)
Are the equipment and activities right for the age, ability, and interest levels of the children? Explain.
b)
Are the art materials right for the developmental stages of the children using them? Explain.
c)
Is the area well-planned for art activities considering the children’s developmental levels in art? Explain.
(NCDPI Standards: 3b/ BK 5.a, c, 5CD)
***Aesthetic Experiences & Cultural Differences 10%. Visit a program for preschoolers.
Observe activities that have been done for the holidays (-if it is not the holiday season, be sure to ask
questions as it pertains to holiday policy). In a 2-3 page typed paper address the following:
a) Can you see activities that provide evidence of a holiday policy?
Why or why not?
b) Do the activities reflect the ethnic and cultural make-up of the group?
Be specific in your reply. Are the activities developmentally appropriate? Explain why or why not?
Standards: NC 2b, 2d / BK 1b, 1c, 5a, 5c, 5g-j, 5CD (NCDPI Standards: 2a-b, 4a/ BK 1.c, 5.a, g, 5CD.5)
***Professional Development—Self Evaluation 10%. Rate yourself according to the steps that are identified in The
Conceptual Framework in relation to your professional development as a professional caregiver for young children. The
rating scale is from 0 (being the lowest) too 10 (being the highest). This is a one page evaluation on your professional
disposition (be sure to use APA writing guidelines (NCDPI Standards: 5a).
***Library Component. The librarian from the Curriculum Materials Center is prepared to assist you with library skills.
Show proof of your receiving information relating to the use of the library (it may be an email or special note).
The presentation will include:
 How to write, using the APA style (Publication Manual of the American Psychological Association, 6th ed.)
 How to search databases to locate sources
 How to locate sources in the Curriculum Materials Center
 Tips on how to use Microsoft Word
 To provide feedback on this library component, students will be asked to complete an evaluation form.

***Mini-Research/Mini-paper 10%. Select one topic provided course instructor; and research the topic. Submit a 5-7
page typed summary of your research and findings. Mini-Research One (Choose a topic centered on Early Childhood
Education) Ask the librarian to assist you with information on writing in APA Style (NCDPI Standards: 2a-b; 3d; and
5e / BK 1c; 1d, 5.CD).
***Class Participation 10%. Students are expected to participate actively in class and make meaningful contributions.
Class conversations reflect their commitment to education and to young children).
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***Discussion Board Forums 10% -Each week, you will be required to participate in a weekly discussion forum. The
discussion forum will be available from Monday to Sunday at midnight. Your initial response to the question must be
submitted by Wednesday. You must answer the question in 250 words or more. This is worth 10 points. You must also
respond to at least two classmates. No portion of the discussion assignment will be accepted late. It will also be counted as
your weekly attendance.
***Test (Final Exam/Quiz/and Midterm) 30%.
Quiz/Mid-term and Final Exam- There will be one exam given during exam times. The exams will consist of multiple
choices, true/false and short answer questions. The exams will be timed and taken in the Moodle Course Room under the
Quizzes tab.
ASSIGNMENT OF GRADES
All grades will be posted in the student grade book in Moodle and will be assigned according to the following or similar
scale:
A
90 – 100%
B
80 – 89%
C
70 – 79%
D
60 – 69%
F
59% and below
Teaching Methods
A variety of methods will be adopted, including lectures, class discussions/experiential
activities, in-the-field activities, and web-based technological applications that include use of
email and the Internet.
SUBMITTING ASSIGNMENTS

The Discussion forum assignments are to be posted in the Discussion forum area of Moodle.

Quizzes and Exams will be completed via Moodle.

Assignments will be listed and must be submitted via the Assignment feature in Moodle.

Assignments listed in the course schedule: Please note the due dates on them. Your responses must be typed, using
12pt font, double-spaced, in MS-Word format. Failure to comply will result in point deductions. The assignments
must be turned into the Assignments Section by mid-night of the due date.

Email submissions will not be accepted due to the possibility of viruses.
INTERNET AND COMPUTER ACCESS


This is an online class. Students must have access to a working computer and access to the internet. Students can use
the SHAW computer lab, a public library, etc., to ensure they have access.
“Not having a computer” or “computer crashes” are not acceptable excuses for late work. Have a backup plan in
place in case you have computer problems.
TECHNOLOGY REQUIREMENTS
Students must have:
 A reliable working computer that runs Windows XP or Windows Vista.
 A ShawU e-mail account that you can access on a regular basis.
 E-mail software capable of sending and receiving attached files.
 Access to the Internet with a 56.9 kb modem or better. (High speed connection such as cable or DSL preferred)
 A computer capable of running Netscape Navigator 7.0 or above, Internet Explorer 6.0 or above, or current versions
of Firefox or Mozilla. Students who use older browser versions will have compatibility problems with Moodle.
 Microsoft WORD software. (I cannot grade anything I cannot open! This means NO MS-Works, NO WordPad, NO
WordPerfect)
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
Virus protection software, installed and active, to prevent the spread of viruses via the Internet and e-mail. It should
be continually updated.
TECHNICAL SUPPORT INFORMATION
 If you experience technical problems, you should contact the Moodle Help Desk by email or telephone.
NON-HARASSMENT, HOSTILE WORK/CLASS ENVIRONMENT
Shaw University expects students to treat fellow students, their instructors, other faculty, and staff with respect. No form of
“hostile environment” or “harassment” will be tolerated by any student or employee.
AMERICANS WITH DISABILITY ACT (ADA)
Shaw University supports Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990,
which insure that postsecondary students with disabilities have equal access to all academic programs, physical access to all
buildings, facilities and events, and are not discriminated against on the basis of disability. Eligible students, with appropriate
documentation, will be provided equal opportunity to demonstrate their academic skills and potential through the provision of
academic adaptations and reasonable accommodations. Please contact the Office of Student Services for further information.
HONESTY AND PLAGIARISM
Plagiarism is defined as submitting anything for credit in one course that has already been submitted for credit in another
course, or copying any part of someone else’s intellectual work – their ideas and/or words – published or unpublished,
including that of other students, and portraying it as one’s own. Proper quoting is required, as described by the instructor.
Students must become familiar with what plagiarism is. Not knowing is not an excuse.
LIBRARY SUPPORT
The libraries at Shaw University provide access to materials and services that support the academic programs. This site
provides access to the various libraries at Shaw as well as the Catalog and Database.
http://www.shawu.edu/Academics/James_Cheek_Learning_Resource_Center.aspx
Course Schedule
Dates
Text Readings/Topics
Assignments
Chapter 1: The Concept of Creativity
Chapter 2: Promoting Creativity
Discussion Board 1: Discuss the Concept of
Creativity –what is creativity to you as an early
childhood educator?
Discussion Board 2: After reading chapter 2 – as
early childhood educator how do you promote
creativity (1 paragraph)?
Week 1
Assignment
- Professional Development—Self Evaluation
10%.
Week 2
Week 3
Chapter 3: The Concepts of Aesthetics
Chapter 4: Promoting Aesthetic
Experiences
Discussion Board 3: Explain the concept of
aesthetics (1 paragraph)?
Chapter 5: Children, Teachers, and
Creative Activities
Chapter 6: Creative Environments
Discussion Board 4: Chapter 7 – what is play and
what is the importance of play in the lives of young
learners?
Quiz 1 (Chapters 1 – 6)
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Week 4
Chapter 7: Play, Development, and
Creativity
Chapter 8: Using Technology to Promote
Creativity
Discussion Board 5: Chapter 11 – what is the
importance of developmental levels in the process
of developing art in the lives of children.
Assignment
- Art Activities in Practice 10%
Chapter 9: Art and Social-Emotional
Growth
and Art
Discussion Board 6: After reading chapter 15 –
explain the purpose of dramatic play and puppetry.
Week 5
Chapter 10: Art and Physical – Mental
Growth
Chapter 11: Developmental Levels
Week 6
Chapter 12: Program Basics
Chapter 13: Two-Dimensional Activities
Chapter 14: Three-Dimensional Activities
Chapter 15: Dramatic Play and Puppetry
Chapter 16: Creative Movement
Chapter 17: Creative Music
Discussion Board
Week 7
Chapter 18: Creative Language
Experiences
Chapter 19: Creative Science
Chapter 20: Creative Mathematics
Discussion Board 7: Chapter 16 & Chapter 17 –
why is creative movement and creative music
importance in the lives of young learners?
Week 8
Assignment
- Children’s Drawings 10%
Quiz 2 (Midterm)
Continue Reading From Week 8
Discussion Board 8: Chapter 18 & Chapter 19
highlight creative language and creative science and
creative math – why are these areas important im
the lives of young learners?
Week 9
Week 10
Week 11
Week 12
Assignment
- Mini-Research/Mini-paper 10%.
Chapter 21: Creative Food Experiences
Chapter 22: Creative Social Studies
Chapter 23: Creative Health and Safety
Experiences
Discussion Board 9: Explain of creative food
experiences; creative social studies; and creative
health and safety experiences.
Chapter 24: Creativity, Diversity, and the
Early Childhood Program
Chapter 25: Creative Multicultural
Curriculum Ideas
Chapter 26: Developmentally Appropriate
Celebrations
Discussion Board 10: Summarize chapter 24;
chapter 25; and chapter 26 as an early childhood
educator.
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Week 13
Assignment
- Creativity Kit 10 %
Week 14
Class Participation 10% is awarded this week.
Week 15
Final Exam
Final Exam/Date to be arranged
Week 16
PROFESSIONAL DISPOSITION STATEMENT
“The educator shall serve as a positive role model for students, parents and the community. Because the educator is entrusted
with the care and education of small children and adolescents, the educator shall demonstrate a high standard of personal
character and conduct.” (Shaw University Department Conceptual Framework, 2003)
Each student is expected to participate actively and professionally in discussions and classroom activities. This includes
active, respectful listening to others and coming to class prepared. It is expected that every participant will treat others with
respect even when disagreeing with ideas and viewpoints presented. Active participation is expected from all students
regardless of the deliver method; face-to-face, hybrid or online. Regular attendance is also a University requirement. See
Shaw Handbook. Absences will lower your grade.
Standards – NCPTS 1b, 1e, 2a, 2c, 2e, 4b, 4g, 5b; NCATE - 1g
A CONCLUDING LEGAL CAVEAT OF DISCLAIMER
The presentation order of topics outlined in the above syllabus is subject to change at the instructor’s discretion. That is to
say, we may spend more or less time on any given topic. Your deadlines, however, will never move forward. You will be
notified, when possible, via Moodle. The instructor is not responsible for typographical errors contained in this document or
for the availability of the campus network or Moodle. Please ask questions if you are confused about any part of this
document. Students are required to utilize undergraduate-level research skills (knowledge in data collection and application)
to develop and present information. WORK MUST BE SUBMITTED IN WORD 2007, WORD 2003-97, OR AS A
RICH TEXT FORMAT FILE. DO NOT SUBMIT WORK IN ANY OTHER FORMAT.
Instructional Approach: Inquiry Based Learning
Inquiry based learning encourages students to grasp significant principles and concepts, develop important meta-cognitive
skill and cultivate the ability to develop knowledge with others and transfer the knowledge to a wide audience. Inquiry based
learning promotes the development of lifelong learning skills, creative problem solving, self-directed learning, and
knowledge creation. It is based on the following five basic principles:
The driving question--investigation of original questions and problems that facilitate activities and the organization of
principles and concepts.
Investigation-- engaging in research to study the driving question.
Development of artifacts or products--represent tangible products that result from inquiries and reflect a personification of
the acquired knowledge.
Development of learning communities--organized work groups involving collaboration among student, teacher and
individuals outside the classroom to investigate the driving question. You will work with your fellow classmates and others
around the country this semester.
Cognitive tools--help students to represent their mastery of key points and share ideas with others. Our cognitive tools will
be the campus LAN, Moodle SPSS-PC and the World Wide Web.
Journal Assistance
Please USE NC-LIVE to retrieve your journal articles for this class. It can be found on the Shaw University web
site under the Library link. You will need the password for Shaw University if you log on when off campus. You
can get this information by calling the reference desk in the library. Download and submit a full-text PDF for all
articles chosen to support your paper. Below is a list of journal that you may find useful. This is by no means an
exhaustive list. ALL JOURNALS USED TO SUPPORT YOUR RESEARCH PAPER MUST BE
REFERRED IN NATURE.
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American Psychologist
American Educational Research Journal
Black Issues in Higher Education
Bulletin of the National Association of Secondary School
Principals (NASSP)
Educational Leadership
Journal of Education Finance
Journal of Educational Psychology
Journal of Educational Research
Journal of Experimental Educational Training Program
Journal of School Psychology
Phi Delta Kappan
Psychological Review
Review of Educational Research
School Board Journal
Multicultural Review
APA Website (http. //www.uwsp.edu/psych/apa4b.htm)
Relevant internet sources (e.g. www.schoolreport.com)
Department of Public Instruction (www.ncpublicschools.gov)
U. S. Department of Education Home Page (http://www.ed.gov/)
Classroom Decorum
To enhance the learning atmosphere of the classroom, students are expected to dress and behave in a fashion
conducive to learning in the classroom. More specifically, students will refrain from disruptive classroom behavior
(i. e., talking to classmates, disrespectful responses to teacher instructions; swearing; wearing clothes that
impede academic learning such as but not limited to, wearing body-revealing clothing and excessively baggy
pants; hats/caps, and/or headdress). Students will turn off telephones prior to entering the classroom. Students who
exhibit the behaviors described above, or similar behaviors will be immediately dismissed from class at the third
documented offense. The student will be readmitted to class only following a decision by the department chair. The
student may appeal the decision of the department chair to the Dean of the College offering the course, and,
subsequently, to the Office of the Vice President for Academic Affairs, and then to the President of Shaw
University. The decision of the President will be final. Failure to follow the procedures herein outlined will result
in termination of the appeal, and revert to the decision of the department chair.
Each behavior construed by the teacher/professor as non-contributive to learning will be recorded, properly
documented, and appropriately reported to the student and to the chair of the academic department offering the
course. The report will be in written form with a copy provided to both the student and the department chair. The
faculty member should retain a copy for his/her own records. Additional student behavior codes may be found in
Student Affairs.
Special Accommodations
Equal educational opportunity is provided to students with special needs due to disability. Please notify the
instructor if reasonable accommodation is needed to meet the requirements for this course.
BIBLIOGRAPHY
BIBLIOGRAPHY
Aslin, E. (1969). The aesthetic movement: Prelude to art nouveau. New York: Praeger.
Bredekamp, S. (Ed.). (1997). Developmentally appropriate practice in early childhood
programs serving children from birth through age one (Rev.ed.). Washington,
DC: National Association for the Education of Young Children (NAEYC).
Colbert, C., & Taunton, M. (1992). Developmentally appropriate practices for the
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Visual arts education of young children.
National Art Education Association.
NAEA Briefing Paper. Reston, VA:
Danielson, C. & Abrutyn, L. (1997). An introduction to using portfolios in the
classroom. Alexandria, VA: Association for Supervision & Curriculum
Development.
Day, M. (Ed.). (1997). Preparing teachers of art. Reston, VA: NAEA.
Di Leo, J. (1970. Young children and their drawings. New York: Brunner/Mazel
Publishers.
Edwards, C., L. Gandini, & G. Forman, eds. (1993). The hundred languages of children:
The Reggio Emilia approach to early childhood education. Norwood, NJ:
Ablex.
Feeney, S., & Moravcik, E. (1987, September). A thing of beauty: Aesthetic
development in young children. Young children, 6-15.
Hughes, F.P. (1995). Çhildren, play & development (2nd ed.). Boston: Allyn & Bacon.
May, R. (1975). The courage to create. New York: W.W. Norton.
Mayesky, M. (2002). Creative activities for young children (7th ed.). Clifton Park, New
York: Delmar Pub. Inc.
Kulp, C.N. (199, September). Looking for patterns. Teaching K-8, 68-69.
Schiller, M. (1995, March). An emergent art curriculum that fosters understanding.
Young Children, 50(3), 33-45.
Szekely, G. (1991). Discovery experiences in art history for young children. Art
Education, 44(5), 41-49.
Torrance, E.P. (1970). Encouraging creativity in the classroom. Dubuque, IA: William
C. Brown.
Electronic Resources/E-Books:
*AUTHOR
Dahlberg, Gunilla, 1945TITLE
Beyond quality in early childhood education and care [electronic
resource] : languages of evaluation / Gunilla Dahlberg, Peter
Moss and Alan Pence.
PUBLISHER London ; New York : Routledge, 2007.
*AUTHOR
Rogers, Sue, 1961TITLE
Inside role-play in early childhood education [electronic
resource] : researching young children's perspectives / Sue
Rogers and Julie Evans.
PUBLISHER London : Taylor & Francis e-Library, 2007.
*AUTHOR
Robinson, Kerry H.
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TITLE
Diversity and difference in early childhood education [electronic
resource] : issues for theory and practice / Kerry H. Robinson
and Criss Jones Díaz.
PUBLISHER Maidenhead : Open University Press, 2006.
*AUTHOR
Nutbrown, Cathy.
TITLE
Key concepts in early childhood education & care [electronic
resource] / Cathy Nutbrown.
PUBLISHER Thousand Oaks, CA : SAGE Publications, 2006.
*AUTHOR
Dahlberg, Gunilla, 1945TITLE
Ethics and politics in early childhood education [electronic
resource] / Gunilla Dahlberg and Peter Moss.
PUBLISHER London ; New York : RoutledgeFalmer, 2005.
*AUTHOR
Gullo, Dominic F.
TITLE
Understanding assessment and evaluation in early childhood
education [electronic resource] / Dominic F. Gullo.
PUBLISHER New York : Teachers College Press, c2005.
Suggested Websites/Additional Electronic Resources:
www.ascd.org
ASCD/Association for Supervision and Curriculum Development.
One of the best Web sites for information on assessment.
www.naeyc.org
NAEYC/National Association for the Education of Young Children.
Contains many good links. Go to the NAEYC Resources link and then to
Position Statements. Look for the “Code of Ethical Conduct,” a position
statement.
www.Highscope.org
High/Scope Educational Research Foundation (known as High/Scope)
This organization has published an assessment system that uses anecdotal records
as a primary observation tool.
www.naeyc.org
NAEYC/The National Association for the Education of Young Children.
Go to “NAEYC Resources” link, then to “Position Statements.” Look for “Guidelines for Appropriate
Curriculum Content and Assessment in Programs Serving Children Ages 3 Through 8.” Click on “View the
Full Position Statement.” This document describes appropriate assessment, which includes running records.
www.harvard.edu
Web page for Harvard and a pathway to Project Zero and Project Spectrum.
Project Spectrum uses both checklists and rating scales, as welll as other methods, in their assessment tools.
www.ericeece.org/reggio
ERIC Web site.
This is a section of the ERIC Web site with information and resources about the
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Reggio Emilia approach to early childhood. This site is excellent, with ERIC Digests, articles, and other
resources about documentation in the Reggio approach.
http://www.aacap.orgg
Facts for Families Fact Sheets.
This site is valuable and includes fact sheets that are free and maybe be reproduced. The entire list of fact
sheets available can be viewed at http://www.aacap.org/publications/factsfam/index.htm.
http://www.familyeducation.com/
http://www.parentsoup.com
http://www.parenthood.com
http://www.tnpc.com/
These websites have a little bit of everything – printables for the kids, recipes, parenting articles for all ages, a
message board, and more.
http://www.zerotothree.org/
This website focuses on babies and toddlers up to age three. Its parenting section includes articles on nutrition, brain
development, child care, sleep, and more.
http://www.familydoctor.org
http://www.kidshealth.org/
http://pediatrics.about.com/
http://www.aap.org/
These are the websites to go to if you have a question about your child’s health. They have articles about nutrition,
fitness, general health, growth and development, and more.
http://familyfun.go.com/
http://www.ParentsforParentsMag.com
http://www.parents.com/
Your favorite parenting magazines also have websites with articles, recipes, craft ideas, and more.
http://www.parentpreviews.com/
http://www.parentstv.org
http://www.family-movie-reviews.com/
http://www.commonsensemedia.org
We all need help navigating the media choices available to our children today. These websites review movies,
television shows, video games, and music to help us determine what is appropriate for our children.
http://www.collegesavings.org
This website includes information about 529 savings plans.
http://loveathome.com
This website focuses on families that have more than two children.
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http://www.parentsworld.com/
This website has articles and resources for single parents.
http://www.pta.org/
http://www.naeyc.org
http://www.nea.org/parents
http://www.nncc.org/
These websites focus on education and child care issues for your children.
http://www.ultimateparenting.com/
http://www.howtobehave.com/
These websites focus on specific discipline techniques. You can also find discipline articles on general parenting
websites.
http://step-parenting.com
http://www.stepfamily.org/
Action for Healthy Kids
www.actionforhealthykids.org
Association for Childhood Education International
www.acei.org
American Obesity Association
www.obesity.org
Assessing Young Children’s Progress Appropriately
www.ncrel.org
Best Children’s Music
www.bestchildrensmusic.org
Better Brains for Babies
www.fcs.uga.edu
The Association for the Study of Play
www.csuchico.edu
Center on the Social and Emotional Foundations for Early Learning
www.csefel.uiuc.edu
Center for the Study of Teaching, Evaluation & Educational Policy
www.csteep.bec.edu
Children’s Music Web
www.childrensmusic.org
The Collaborative for Academic, Social, & Emotional Learning
www.casel.org
Early Childhood Education Assessment Consortium
www.ccsso.org
International Child Art Foundation
www.icaf.org
International Reading Association
www.reading.org
Math and Literature Idea Bank
www.mathcats.com
Mathematical Perspectives Teacher Center
www.mathperspectives.com
Mind in the Making
www.mindinthemaking.org
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National Art Education Association
www.naea-reston.org
National Association for Bilingual Education
www.nabe.org
National Association for the Education of Young Children
www.naeyc.org
National Association for Sport and Physical Education
www.aahperd.org/
NASPE National Coalition for Parent Involvement in Education
www.ncpie.org
National Dance Education Organization
www.ndeo.org
Parents as Teachers
www.parentsasteachers.org
Read Write Think
www.readwritethink.org
Reading Is Fundamental
www.rif.org
Reading Rockets
www.readingrockets.org
Teaching Strategies
www.teachingstrategies.org
Important Dates To Remember:
 Last day to drop courses without a grade: ________________________.
Special Note: The Aesthetic Experiences and Cultural Differences Assignment; and Creativity Kit Project are
required evidences for the NCDPI.
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