COLLEGE OF SOUTHERN IDAHO
EARLY CHILDHOOD EDUCATION PROGRAM
EARC 109 – INTRODUCTION TO EARLY CHILDHOOD EDUCATION
LOCATION:
TIME:
SEMESTER:
CREDITS:
INSTRUCTOR:
Evergreen C76
Tuesday and Thursday, 2:00-3:20 p.m.
Fall 2006
3 Credits
Alice Anderson, M.Ed., M.A. Early Childhood Education
Office:
Aspen 122
Office Hours: Monday 1:00-2:00 p.m.
Tuesday, Wednesday, Thursday and Friday 10:0011:00 a.m.
Phone: (on campus): 732-6870
Phone: (off campus): 733-4482
Email address: aanderson@csi.edu
COURSE DESCRIPTION:
This course is a study of the foundations and professional careers in early childhood
education and early childhood special education.
HOURS REQUIRED EACH WEEK:
In addition to each hour spend in class time, students should plan to spend an additional
six hours per week in reading, completing assignments, and preparing for class.
PREREQUISITES: None
 COMPASS score below 61--Reading: READ 080, Developmental Reading (3 cr.)
Required
 COMPASS score below 70—Writing: ENGL 090 Developmental English (3 cr.)
Required
 COMPASS score below 26—Pre-Algebra: MATH 015, Pre-Algebra, or below 40
MATH 025 Beginning Algebra (3 cr.) Required
 COMPASS score below 84 or below—Vocabulary: ENGL 088, Basic Vocabulary
(3cr.) Required
 COMPASS score 67 or below—Spelling: ENGL 070, Spelling Development (3 cr.)
Required
REQUIRED TEXTBOOKS AND SUPPLIES:
 Bredekamp, S. & Copple, C. Ed. (1997) Developmentally Appropriate
Practice in Early Childhood Programs. Washington, D.C.: NAEYC.
 Gordon, A. M. and Browne, K. W. (2007) Beginning Essentials in Early
Childhood Education. Clifton Park, NY: Thomson/Delmar Learning
 Supplies include a three-hold binder, paper, pencils, pens and a small stapler.
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RECOMMENDED RESOURCE BOOKS:
 Derman-Sparks, L. (1989) Anti-Bias Curriculum. Washington, D.C.: NAEYC
 Dodge, D. T. (2002). The Creative Curriculum for Early Childhood.
Washington D.C.: Teaching Strategies, Inc.
COURSE OUTCOMES AND ASSESSMENTS:
Outcome 1: Students will demonstrate knowledge of what constitutes a developmentally
appropriate environment and curriculum for young children.
Assessment: Written assignments, test and appropriate responses to discussions of topics
related to a high quality early childhood program.
Outcome 2: Students will successfully access articles from a variety of websites.
Assessment: Written assignments, portfolio entries and appropriate responses to
discussions of related topics.
Outcome 3: Students will become knowledgeable of community programs and services
that are available to them to develop appropriate environments and curriculum for young
children.
Assessment: Identification of services from a variety of local, state, and national
agencies through testing and portfolio entries.
Outcome 4: Students will identify the historical events that influenced the development
of Early Childhood Education and the philosophers who influenced its development and
their individual philosophies.
Assessment: Identification of historical factors and philosophies influencing the
development of Early Childhood Education in class discussions and a written exam.
Outcome 5: Students will identify the requirements of the legislation affecting children
with disabilities and categories of eligibility.
Assessment: Class discussions and written exam.
POLICIES AND PROCEDURES:
 See Early Childhood Education Student Handbook.
 See College of Southern Idaho ASCSI Student Handbook.
 See College Catalog.
ATTENDANCE POLICY: The college does not designate absences as "excused" or
"unexcused." If it is necessary for a student to miss a class the instructor must be
contacted in advance of that absence in order for permission to be given to make up any
work missed because of that absence--this is especially true of tests. According to
college, policy, when the number of absences exceeds the number of weekly class
meetings the instructor may warn the student. When the number of absences exceeds
twice the number of weekly class meetings, the student may be dropped from the class.
LATE POLICY: Students are expected to turn in course assignments at the times
required by the instructor. Late work is accepted; however, a grade reduction will occur.
One point per school day will be deducted from the possible points for each assignment.
A "request for Extension of Time" form in included in the Early Childhood Education
student handbook.
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DISABILITY ACCOMMODATIONS: Any student with a documented disability may
be eligible for related accommodations. To determine eligibility and secure services,
students should contact the coordinator of Disability Services at the first opportunity after
registration for a class. Student Disability Services is located in the Taylor Building on
the Twin Falls campus. 208-732-6250 (voice) or 208-734-9929 (TTY), or email
aflannery@csi.edu.
HONESTY: As stated in the College of Southern Idaho catalog, students are expected to
be honest in all aspects of their college education. All work is evaluated on the
assumption that the work presented is the student's own. Anything less is unacceptable.
Students are subject to loss of credit for that assignment or for a test.
 Cheating--the improper use of books, notes other students' tests or aother aids during
an examination. It is the responsibility of the student to obtain approval for the use of
such aids prior to the time of the examination.
 Plagiarism--submission or presentation of a student assignment as one's own in which
substantial portions are paraphrased without documentation or are identical to
published or unpublished material from another source, including another student's
work.
LIBRARY USE: Students are encouraged to utilize the reference and periodical
sections of the college library in completing assignments that require the use of outside
materials for their completion.
ONLINE COURSE EVALUATION:
As part of the Outcomes Assessment for CSI, each student is requested to complete an online
class evaluation form at the end of the semester. Students will access the evaluation at
http://evaluation.csi.edu. The name and password is the same as for network email and
Blackboard. It is important to complete these evaluations so we can continually improve courses.
COURSE REQUIREMENTS:
1.
Complete all assigned reading from texts, handouts and web sites.
journal writing may be required.
2.
Complete written assignments for each topic area
3.
Complete discussion questions from the text to share with other
students in the class. (15 points each)
3.
Complete five video reviews.
4.
Complete three tests with 65% accuracy
5.
Submit a portfolio of required articles for the class
on a CD or diskette(2)
GRADING POLICIES:
Grading Scale:
A = 90-100%
B = 80-89%
C = 70-79%
D = 60=69%
F = below 60%
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Occasional
290 points
150 points
50 points
150 points
80 points
720 points
All assignments are given a point value indicating the percentage of the value received
(e.g., 23/25). Assignments plus three tests will comprise 720 possible points. Grade in
the course will be based on a percentage of 720 total points.
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EARC 109 Introduction to Early Childhood Education
Fall 2006
Tuesday/Thursday 2:00-3:20 p.m.
Evergreen C76, Mini-Cassia and Blaine Co.
DATE
TOPIC
ASSIGNMENT
Week 1
August 22
Tuesday
August 24
Thursday
Topic One: Introduction to
EARC 109 and course
requirements
What is Early Childhood
Education?
Early Childhood Education
Video: Uniqueness of the Early
Childhood Profession
Week 2
August 29
Tuesday
Careers in ECE
Video: Career Encounters
August 31
Thursday
Topic Two: History of Early
Childhood Education
Theories of ECE
Video: Everyone Rides the
Carousel
History of Early Childhood
Education, cntd.
Week 3
Sept. 5
Tuesday
Sept.7
Thursday
Week 4
Sept. 12
Tuesday
Topic Three: Foundations for
Developmentally Appropriate
Practice
Guidelines and Principles of DAP
Video: “Guidelines for Early
Childhood Teaching Practices
Foundations for Developmentally
Appropriate Practice
Video: “Developmentally
Appropriate Practice
Sept. 14
Thursday
Week 5
Sept. 19
Tuesday
Topic Four: Meeting the Diverse
Needs of All Children
Video: ABC’s of Inclusive
Care
Sept. 21
Thursday
Video: “Child Care and
Children with Special Needs
Anti-Bias Curriculum
Week 6
Sept. 26
Tuesday
Test Review
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Define Early Childhood
Education
ECE in the Community
Read: Beginning Essentials:
Chapter One and from
Blackboard Topic One Reading
Assignment and websites
DUE: Autobiography
Read: BE: p. 186.Careers
Opportunities in ECE
DUE: Topic One Written
Assignment Questions and BE
Chapter One Discussion
Question
Read: Topic Two Reading
Assignment and websites & BE:
Chapter Four
Influential persons in ECE
Child Care Trends and Issues
Sharing and Reflections
DUE: Topic Two Written
Assignment and Chapter Four
Discussion Question
Read: Topic Three Reading
Assignment and websites and BE:
Chapter Two and pp. 345 and
Developmentally Appropriate
Practice pp. 3-25.
DUE: Video Review #1
DUE: Topic Three Written
Assignments and Chapter Two
Discussion Question
Video Review #2
Guidelines for appropriate
classrooms for children ages 0-8
Read: Topic Four Reading
Assignment and websites and BE:
Chapter Three
ADA and IDEA
DUE: Video Review #3
Sept. 28
Thursday
Test #1
Week 7
Oct 3
Tuesday
Topic Five: Professional
Commitment and Responsibility
Code of Ethics
Oct. 5
Thursday
Topic Six: Early Childhood
Curriculum
Week 8
October 10
Tuesday
Oct. 12
Thursday
Week 9
Oct. 17
Tuesday
Curriculum Essentials
Project Approach
Oct. 19
Thursday
Week 10
Oct.24
Tuesday
Oct. 26
Thursday
Week 11
Oct. 31
Tuesday
Test #2
Nov. 2
Thursday
Week 12
Nov.7
Tuesday
The Role of Agencies in ECE
Nov. 9
Thursday
Week 13
Nov. 14
Tuesday
Nov. 16
Thursday
Video: “Toddler Curriculum—
Making Connections
Week 14
Nov. 21
Tuesday
Topic Seven: The Role of
Children’s Play
Children’s Play
Test Review
Topic Eight: Partnering with
Parents
Read Topic Five Reading
Assignment and websites and BE:
Chapter 5
Professional organizations
Advocacy
Read Topic Six and websites and
BE: Chapter 10
What is Curriculum?
DUE: Topic Five Written
Assignment and Chapter Five
Discussion Question
Read Topic Seven and websites
and BE: Chapter 10 pp. 354-357
DUE: Topic Seven Written
Assignment
Read Topic Eight and websites
and BE Chapter Eight
Parent as Teacher
Topic Nine: The Role of
Agencies in Early Childhood
Education.
Topic Ten: Infant and Toddler
Program and Practices
Video: “Infant Curriculum—
Great Explorations
Read Topic Nine Reading
Assignment and websites
DUE: Topic Eight Written
Assignment and Chapter Eight
Discussion Question
Share reports on agencies
Read Topic Ten Reading
Assignment and websites
Video Review #4
DUE: Topic Nine Written
Assignment
Video Review #5
DUE: Topic Ten Written
Assignment
Topic Eleven: Preschool
Programs and Practices
Video: Building Bridges to
Kindergarten
Preschool Programs
Test Review
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Read: Topic Eleven Reading
Assignment and websites
DUE: Topic Eleven Written
Assignment and Chapter
Three Discussion Question (no.
#2)
Nov. 23
Thursday
Week 15
Nov. 28
Tuesday
Nov. 30
Thursday
THANKSGIVING
VACATION
TEST #3
Topic Twelve: Kindergarten and
Primary School Education
Video: “Developmentally
Appropriate First Grade”
Read Topic Twelve Reading
Assignment
Week 16
Dec. 5
Tuesday
Topic Thirteen: The Role of
Observation and Assessment in
Early Childhood Education
Dec. 7
Thursday
Course Wrap-up
PLEASE COMPLETE
COURSE EVALUATION ON
LINE—GO TO THE CSI WEB
PAGE.
FINAL WEEK
Dec. 11-14
Read Topic Thirteen Reading
Assignment
DUE: Topic Twelve Written
Assignment
Discuss questions from Topic
Thirteen
DUE: Topic Thirteen Written
Assignment
Week 17
Final Week
DISCUSSION QUESTIONS:
Write a brief autobiography of yourself. Include your educational goals and educational
background. Share a little about your family background, hobbies, etc. and submit to the
instructor. Why are you taking this course?
Chapter One: History and Current Issues of Early Childhood Education
What is meant by the trilemma in Early Childhood Education? What are your suggestions for
solving this ongoing problem in Early Childhood Education?
Chapter Four: Developmental and Learning Theories
"Well, it looks nice enough, but don't they just play all day?" How would you defend the
importance of play for parents?
Chapter Two: Types of Programs
Define what is meant by educaring. Do you think this is an appropriate term for programs that
work with children ages 0-8 years? Why or why not? Respond to another student's comments on
whether this is an appropriate term for ECE programs.
Chapter Three: Defining the Young Child
How will knowing that children develop at different rates influence your planning of activities for
young children?
Chapter Five: Teaching: A Professional Commitment
The text states that "teachers are...advocates for children and also need to "support each other in
taking the initiative for (their) own profession's well-being." What does this responsibility mean to
you?
Chapter Ten: Curriculum Essentials
Write a brief paper on the four components of effective curriculum that would help a parent
understand how you facilitate children’s learning in your classroom.
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Chapter Eight: Families and Teachers: As Essential Partnership
After reading The Ten Essentials for Teacher-Family Collaboration select two of the principles
and briefly explain how you would apply them in your classroom. Give some specific ideas.
Chapter Six:
Teachers have noticed that several children consistently interrupt at story time with seemingly
irrelevant questions and constantly grab onto children seated nearby. What’s happening—and
why? What observational tools would you use to find out? What clues from individual behavior
would you look for? How would you look at the group as a whole? What other information would
you need?
Chapter Three: Defining the Young Children
What would be the advantages and disadvantages of giving parents a copy of developmental
charts such as the Word Pictures of Infants through Eight Years of Age?
PORTFOLIO REQUIREMENTS
Topic One: Introduction to Early Childhood Education
1. Website information on career opportunities
2. Three specific ECE related careers
3. Council for Exceptional Children on Inclusion of Children with Special Needs
Topic Two: The History of Early Childhood Education
4. Extension Cares Concept Paper on Play
5. Head Start—Current HS Initiatives and Early Start
6. No Child Left Behind
Topic Three: Foundations for Developmentally Appropriate Practices
7. Child and Family Web Guide—the information about the site and one article
concerning children ages 2-6
8. Center on the Social and Emotional Foundations for Early Learning--the information
sheet and one of the briefs as well as the handout that goes with it for your portfolio.
Topic Four: Meeting the Diverse Needs of All Children
9. The information about the Individuals with Disabilities Education Act
10. The explanation of what the IFSPs and IEPs mean
11. NICHCY—General Information about Disabilities (from your reading assignment on
Diversity)
Topic Five: Professional Commitment and Responsibility
12. Stand for Children—History and Goals
13. Kids Count Statistics for Idaho
14. Columbia News—Effects of Child Care on Infants
15. Council for Exceptional Children--concept paper on Challenging Behaviors
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Topic Six: Early Childhood Curriculum
16. The NAEYC and NAECS Position Statement on Learning Standards
17. The Early Childhood Education Curriculum Debate: Direct Instruction vs. ChildInitiated Learning
18. Idaho Early Learning Standards—if printed, just two or three pages
19. A copy of the Project Approach Home Page as well as the pages concerning a
definition and description of the project approach, the three phases, and a copy of a
documented project for preschoolers
Topic Seven: The Role of Children’s Play: A Source of Development and Learning
20. ACEI’s position statement regarding play
21. Nothing About Us Without Us—adaptations for disabilities
Topic Eight: Partnering with Families
22. Northwest Regional Laboratory--How families can be included in classroom, schools,
and school districts--a copy of each
23. IPUL: Idaho Parents Unlimited—What We Do
24. PAT: Parents As Teachers
Topic Nine: The Role of Agencies in Early Childhood Education
25. 2-1-1 Idaho Care line
26. Idaho State Department of Education—Some Things To Do Before Kindergarten
27. Bright Futures Tools and Resources
28. Bright Futures Education Center
29. IDAHO STARS
Topic Ten: Infants and Toddler Programs and Practices
30. Child Care is Rich in Routines
31. Caring for Infants and Toddlers in Groups
Topic Eleven: Preschool Programs and Practices
32. The Signs of a Good Preschool
33. The 7 Signs of a Bad Preschool
Topic Twelve: Kindergarten and Primary School Education
34. Access the Minnesota License Family Child Care Association, Inc. website and under
Programming Resource print Ages and Stages: Five-year-olds
35 Minnesota Ages and Stages: 6-9-year olds.
36. Helping Your Child Succeed in School
37. Differentiating Curriculum for Gifted Students
38. Teacher Guides: Language Arts/ Communication Standards
The Role of Observation and Assessment in Early Childhood Education
39. Reasons for Assessment
40. NAEYC’s Where We Stand on School Readiness
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