SYLLABUS FOR CDEC 1311
Educating Young Children
Hybrid Course
Semester Hours Credit: 3
Lecture Hours: 48
Lab Hours: 16
IndependentStudy
Course Dates/Times: 1-18 to 3-11-2016
Office hours: Wednesdays 6:30-7:30 pm
with additional weekly CTC Blackboard
discussion and assignments
Instructor: Zora Gaymon
Instructor Email: zora.gaymon@europe.ctcd.edu
gaymonz@yahoo.com
Phone: cell 016094849015
Home-06383927500
INSTRUCTOR BIOGRAPHY
Name & Surname: Zora Naseema Gaymon
Affiliation: Central Texas College
Education:
Doctorate : Teacher Leadership
M.A in Special Education/Autism, University of Maryland College Park: 2012 M.A in Curriculum
Development, Michigan State University: 1987 B.A in Special Education & Elementary Education, George
Washington University: 1984
Skills: Effective at multitasking; balanced degree studies. An educator who enjoys working with students
from Kindergarten to university level, and is committed to expanding the knowledge of students and
instructors by guiding them through academic challenges.
I.
INTRODUCTION
A.
An introduction to the profession of early childhood education, focusing on
developmentally appropriate practices, types of programs, historical perspectives,
ethics, and current issues. The student will define development and
developmental domains; discuss contributions of historical and contemporary
theorists to the field of early childhood education; explain features of a
developmentally appropriate program for children; describe types of early
childhood programs; identify current trends and issues in the early childhood
profession; and explain characteristics and developmental stages of an early
childhood professional.
II.
B.
This course is a required course for the AAS Degree and Certificates of
Completion in the Child Development professions field.
C.
This course is occupationally related and serves as preparation for careers in Child
Development professions.
D.
Prerequisite(s): None
LEARNING OUTCOMES
A.
Upon successful completion of this course, Educating Young Children, the
student will be able to:
1.
Define development and developmental domains.
2.
Discuss contributions of historical and contemporary theorists to the field of early
childhood education.
a.
b.
c.
d.
e.
f.
4.
Describe types of early childhood programs.
a.
b.
5.
Define developmentally appropriate.
Discuss how knowledge of child growth and development impacts
developmentally appropriate practices.
Describe developmentally appropriate practices as they apply to
infants/toddlers, preschool and school-age children, and children with
special needs.
Explain how developmentally appropriate programs are impacted by
differences in family structures and social and cultural backgrounds.
Explain how play is the foundation for children’s learning.
Compare a developmentally appropriate classroom with one which is not
developmentally appropriate in relation to room arrangement, materials,
and equipment.
Identify types and characteristics of different early childhood programs.
Contrast early childhood programs.
Identify current trends and issues in the early childhood professions.
a.
b.
c.
6.
Explain the characteristics and developmental stages of an early childhood
professional.
a.
b.
c.
d.
e.
f.
g.
h.
i.
III.
Identify child care research findings, and report on the effects of child care
on children, their families, or society.
Identify current legislation in the field of the early childhood.
Discuss public policy, how it is developed, and its impact on children and
families.
List characteristics of an early childhood professional.
Discuss career opportunities for the early childhood professional.
List educational and experience requirements for early childhood
positions.
Discus the Texas Career Development System, including the practitioner’s
portfolio.
Describe the profession’s code of ethnical conduct and its application in
every day practice.
Discuss the role of early childhood professional organizations in the
development of an early childhood professional.
Describe the purpose of and opportunities for professional growth and
development.
Identify skills needed to located and obtain employment.
Describe advocacy as it relates to an early childhood professional.
INSTRUCTIONAL MATERIALS
A. The instructional materials identified for this course are viewable through
http://www.ctcd.edu/academics/booksinstructional-materials/
Required Student Textbook: (green font indicates the eBook information)
Effective Practices in Early Childhood
Education: Building a Foundation
Effective Practices in Early Childhood
Education: Building a Foundation (bundle for my
land and etext)
IV.
Bredekamp
2nd
Pearson
2012
9780132853330
Bredekamp
2nd
Prentice
Hall
2013
0132996081
9780132996082
COURSE REQUIREMENTS
A.
Your first responsibility is scholarship. The grade you receive for this course will
not be the grade of the instructor, but rather the grade you and you alone make.
B.
You should attend class regularly in both face-to-face and online Central Texas
College (CTC) Blackboard classes. Online attendance involves logging into your
Blackboard class and participating in discussions, submitting assignments, etc. Be
prepared to also take any unannounced quizzes relating to text assignments and
lecture material presented from the beginning of the course. Please refer to ‘Class
Attendance and Course Progress’ under the Academic Policies section in our current
CTC Course Catalog.
C.
You are encouraged to give your best effort throughout the course. From the
beginning, you should plan for a steady, organized, and continuous effort, which in
the long run will prove more effective for your final grade than a last minute crashcram policy. Your course grade is not determined solely by exam grade. Such
factors as class participation, initiative, attendance, and individual research papers or
projects will be considered in grade computation.
D.
From time to time, special library and/or outside assignments will be made to
members of the class individually and/or in groups. You are expected to read all
assignments and fulfill your responsibilities to any group assignment.
E.
You are expected to read all assigned material and bring your textbook/reading
materials to class. Keep informed on all assignments, especially after an absence.
F.
Good class notes are indispensable for earning a good grade, since both the material
assigned and that discussed in class will be the basis for examination material.
G.
Scholastic Honesty: All students are required and expected to maintain the highest
standards of scholastic honesty in the preparation of all coursework and during
examinations. The following are considered examples of scholastic dishonesty:
Plagiarism: The taking of passages from the writing of others without giving
proper credit to the sources.
Collusion: Using another’s work as one’s own, or working together with
another person in the preparation of work, unless such joint preparation is
specifically approved in advance by the instructor.
Cheating: Giving or receiving information on examinations.
V.
H.
Special Work: A term paper or other project, per requirements of the instructor, will
be required. The subject must be appropriate for the course material. Check with
the instructor when you have made a selection. The value is indicated in the
semester grade computation and has considerable weight on your final average.
I.
All 16 lab hours must be completed. It would be ideal to accomplish this at an
accredited Child Development Center. However, if you are able to observe students
in an established early childhood environment this will be acceptable, as long as it
has been approved by the course instructor.
COURSE FORMAT – Hybrid with BLACKBOARD
This course has been developed as a hybrid course. Hybrid courses combine face-to-face
classroom instruction with assignments and interaction with instructor via CTC
Blackboard. It is the student’s responsibility to make sure that they have access to CTC
Blackboard and that they are familiar with the contents and assignments. It is also the
student’s responsibility to log into CTC Blackboard at least once a week to ‘attend’ the
online class portion and to participate in the online Blackboard discussions and
assignments. Failure to do so will violate the attendance policy and will have a negative
impact on the course grade.
The course will meet for eight weeks once a week for a three hour face-to-face session. In
addition, instructional strategies will include weekly CTC Blackboard assignments and
discussion boards to accomplish the remaining instruction per week.
VI.
EXAMINATIONS
A.
There will be a minimum of two major examinations and a written paper or project as
follows:
1.
Mid-term exam on February 8, 2016
2.
Final exam on March 7, 2016
3.
Research Paper due on February 28, 2016
B.
A student must be present for all examinations. Students who know in advance that
they will be absent from an examination due to valid reasons must arrange to take an
early examination. Unexpected absences due to illness or extenuating circumstances
will require the student to see the instructor about individual make-up work.
C.
Students without excused absences will be given a zero for the missed examination.
D.
Examinations will consist of both objective (true/false, multiple choice, fill in-theblank, and matching) and subjective (short answer and essay) questions. Students
must be able to communicate both orally and in written form, thus some questions
requiring the composition and writing of an essay answer will be required.
VII. SEMESTER GRADE COMPUTATIONS
The final grade in this course will be based on the following:
Assignments 6
380
Discussions 6 @ 20 each
160
Attendance/Participation 20 each
160
Plagiarism Quiz
20
Midterm
100
Finals
150
Lab hours
30
_____________________________________________
Total possible points:
1000 points
Percentage:
100%-90%
89%-80%
79%-70%
69%-60%
Points:
1000-900 points
899-800 points
799-700 points
699-600 points
Bellow 59%
Below 599 points
Grade:
A - Superior
B – Above Average
C - Average
D – Passing, but
unsatisfactory
F - Failure
A term paper or term project is expected from all students. Students may vary in their
competency levels on these abilities, so the instructor may need to revisit the term paper
concept during the course.
VIII. NOTES AND ADDITIONAL INSTRUCTIONS FROM COURSE INSTRUCTOR
A. Tuition refunds are made only in the case of class cancellation or official and timely
withdrawal from CTC or from a course. Please refer to the current course catalog for
more details.
B. GoArmyEd students should contact their education counselor before withdrawing and
are required to withdraw through the GoArmyEd portal.
Please note: a military withdrawal does not override CTC’s grading policy.
For self-pay students, refunds are computed from the date the Application for
Withdrawal or Refund is filed with the CTC Field Representative or designated Student
Services Officer. Special conditions apply to students who receive federal, state, and/or
institutional financial aid.
Tuition and fees paid directly to the Institution by the Veterans Administration, Title
IV (Financial Aid Programs, a sponsor, donor, or scholarship shall be refunded to the
source rather than directly to the students.
C. Course Withdrawals, Student Responsibilities: It is the student’s responsibility to
officially withdraw from a course. The instructor cannot initiate a withdrawal based upon
a student’s request. Rather, students must initiate the withdrawal with the designated
Education Center Representative, through the CTC Field Representative or the Student
Services Officer for that region.
Applications for Withdrawal will be accepted at any time before the completion of 75%
of the course, after which time the student will be assigned an “FN”- “Failure for Nonattendance.”
D. Incomplete / Course in Progress Grade Policy: An “IP” or “Incomplete” grade may be
assigned by an instructor if a student has made satisfactory progress in a course with the
exception of a major quiz, final exam, or other project. The “IP” grade may also be
assigned based on circumstances beyond a student’s control, such as personal illness,
death in the immediate family, or military orders. Notice of absences, with supporting
documentation, may be required by the instructor. The instructor makes the final decision
concerning the granting of the incomplete grade. With an “Incomplete” grade, students
are required to complete a set amount of work before the instructor will submit an official
letter grade.
E. Cellular phones, beepers, and other electronic devices will be turned off while the
student is in the classroom or laboratory unless the student is using the device for class
purposes. No texting or social networking is allowed during class.
F. Instructor Discretion: The instructor reserves the right of final decision in course
requirements.
G. Civility: Individuals are expected to be cognizant of what a constructive educational
experience is and respectful of those participating in a learning environment. Failure to
do so can result in disciplinary action up to and including expulsion.
IX.
COURSE OUTLINE
Note:
The instructor has the right to change the course schedule. Any changes will be
announced in class. If the student misses a class period and changes are announced, it is
the student’s responsibility to receive the missed information from a classmate or the
instructor.
Hybrid courses combine face-to-face classroom instruction with assignments and
interaction via CTC Blackboard. It is the student’s responsibility to make sure that they
have access to internet so that they may communicate, via CTC Blackboard, with the
instructor. The class is broken down into eight sessions. See below for course outline.
SESSION 1 – Monday 18 January, 2016
Intro and Lesson One: Chapter 1 and 2
a) Class will meet face-to-face on January 18 from 6:00 to 9:00
b) CTC Blackboard Discussion Board posts and responses due by friday at midnight
(European time)
c) CTC Blackboard assignment # 1 is due Sunday midnight (European time)
d) Plagiarism Quiz is due Sunday midnight
The Early Childhood Education Professions; Foundations
1.
Unit Objectives: Upon successful completion of this unit, the
student will be able to:
a.
Chapter One: Continuity and Change in Early Childhood
Education
(1)
Describe the field of early childhood education.
(2)
Identify standards for high-quality early childhood
programs, and explain their importance.
(3)
Identify the dimensions of intentional teaching.
(4)
Describe the culture of the early childhood profession.
(5)
Discuss research supporting the lasting benefits of early
childhood education.
(6)
Explain the role of early education in promoting social
justice.
(7)
Identify current trends in early childhood education.
(8)
Explain how early childhood education practice today
reflects both continuity and change.
b.
Chapter Two: Building on a Tradition of Excellence
(1)
Explain why it is important to learn from the past.
(2)
Describe the effects the changing view of childhood has
had on services and programs for children.
(3)
Explain the beliefs of Comenius, Pestalozzi, Froebel, and
Montessori, and discuss how they influenced early
childhood education in the United States.
(4)
Describe how the progressive education movement and the
work of John Dewey have influenced early childhood
education today.
(5)
Identify the events and people that propelled the
kindergarten, nursery school, and child-care movements.
Discuss the roles that Patty Smith Hill and Lucy Sprague
Mitchell play in the history of early childhood education.
(6)
Discuss the trends in early childhood history that came
together to launch the national Head Start program.
SESSION 2 – Monday 25 January, 2016
Chapter 3 and 4
a) Class will meet face-to-face on 25 January from 6:00 to 9:00
b) CTC Blackboard Discussion Board posts are due by Friday at midnight (European time)
c) CTC Blackboard assignment # 2 is due Sunday midnight (European time)
The Early Childhood Education Profession (continued) Chapter 3 and
Learning and Developing from Birth to Age 8: Who We Teach: Chapter 4
1.
Unit Objectives: Upon successful completion of this unit, the student will
be able to:
a.
Chapter Three: Understanding and Applying Developmentally
Appropriate Practice
(1)
Define developmentally appropriate practice.
(2)
Identify the behaviors of intentional teachers.
(3)
Apply developmentally appropriate practice to make
decisions.
(4)
Identify the different roles of an early childhood teacher.
(5)
Describe what it means to “widen the lens,” and explain
why this is a useful way of thinking.
(6)
Discuss research about developmentally appropriate
practice.
b.
2.
Chapter Four: Applying What We Know about Children's
Learning and Development
(1)
Define development and learning, and explain the
connection between these processes.
(2)
Explain what a theory is and the relationship between
theory, research and practice.
(3)
Describe brain development in early childhood, and discuss
its implications for teaching.
(4)
Identify and apply components of the major theories of
development.
(5)
Identify and apply components of the major theories of
learning.
(6)
Explain the importance of play in child development and
learning, and identify ways in which teachers promote play.
(7)
Discuss principles of practice that can be derived from
theories of learning and development and how they inform
practice.
(8)
Discuss the Reggio Emilia approach in terms of how it
applies theory to practice, as well as exemplifies practice
leading theory.
Learning Activities:
a.
b.
c.
Classroom lecture/discussion
Student homework study
Lab assignment
SESSION 3 – Monday 1 February, 2016
Chapter 5 and 6
a) Class will meet face-to-face on 1 February from 6:00 to 9:00
b) CTC Blackboard Discussion Board posts are due by Thursday at midnight (European
time)
c) CTC Blackboard assignment # 3 is due Sunday midnight (European time)
Learning and Developing from Birth to Age 8:
Who We Teach Chapter Five and Six
1.
Unit Objectives: Upon successful completion of this unit, the student will
be able to:
a.
Chapter Five: Adapting for Individual Differences
(1)
Identify the kinds and sources of individual differences
among children.
(2)
Describe what teachers need to know about variation
among children, and identify ways to accommodate
individual differences.
(3)
Describe Gardner’s theory of multiple intelligences, and
discuss its implications for practice.
(4)
Describe ways of using differentiated instruction to adapt
for individual differences in ability, interest, and
personality among children.
(5)
Describe practices that are required by law for children
with disabilities and special needs.
(6)
Identify effective practices for teaching children with
special needs that can be applied to teaching all children.
b.
Chapter Six: Embracing a Culturally and Linguistically Diverse
World
(1)
Define culture, and describe ways in which cultural
contexts influence children’s learning and development.
(2)
Describe similarities and differences in rules for behavior
among various cultural groups.
(3)
Explain how one’s own cultural background influences
one’s thinking and behavior.
(4)
Explain why teachers should understand and be sensitive to
children’s linguistic and cultural diversity.
(5)
Define cultural competency, and identify effective cross
cultural communication strategies.
(6)
Describe ways of resolving contradictions and conflicts that
arise when on is working cross-culturally.
(7)
Identify developmentally appropriate, culturally responsive
learning goals that support children’s identity, help them
learn to value and respect diversity, and counter stereotypes
and biases.
2.
Learning Activities:
a.
b.
c.
Classroom lecture/discussion
Student homework study
Lab assignment
SESSION 4 – Monday 8 February, 2016
MID-TERM EXAM
Chapter 7 and 8
a) Class will meet face-to-face on 8 February, 015 from 6:00 to 9:00
b) Blackboard Discussion Board posts are due by Thursday at midnight (European time)
c) Blackboard peer response to Discussion Board posts are due by Friday midnight
(European time)
d) CTC Blackboard assignment # 3 is due Sunday midnight (European time)
Intentional Teaching: How to Teach
Chapter 7 and Chapter 8
1.
Unit Objectives: Upon successful completion of this unit, the student will
be able to:
a.
Chapter Seven: Building Effective Partnerships with Families
(1)
Describe characteristics of contemporary families, and
discuss the role of families in their children’s development.
(2)
Describe ways of developing reciprocal relationships, and
identify elements of family-centered practice.
(3)
Identify effective strategies for maintaining two-way
communication with families.
(4)
Describe ways that teachers can involve families in their
children’s care and education.
(5)
Discuss ways for teachers to build partnerships with
families that achieve both their goals and parents’ goals for
children.
b.
Chapter Eight: Creating a caring Community of Learners:
Guiding Young Children
(1)
Identify the elements of a caring community of learners.
(2)
Explain the importance of creating a caring community of
learners.
(3)
Discuss how the Teaching Pyramid model helps teachers
create a caring community, promote social competence,
and address children’s challenging behaviors.
(4)
Describe ways that teachers build positive relationships
(5)
(6)
2.
with young children.
Describe ways of arranging the learning environment and
daily schedule to help children do their best and prevent
behavior problems.
Discuss effective strategies for guiding children’s behavior
and promoting each child’s social-emotional development.
Describe the use of individualized interventions with
children who exhibit persistent challenging behaviors.
Learning Activities:
a.
b.
c.
Classroom lecture/discussion
Student homework study
Lab assignment
SESSION 5 – Monday 15 February, 2016
Chapter 9 and 10
a) Class will meet face-to-face on 15 February, 2015 from 6:00 to 9:00
b) Blackboard Discussion Board posts are due by Thursday at midnight (European time)
c) Blackboard peer response to Discussion Board posts are due by Friday midnight
(European time)
d) Blackboard assignment # 4 is due on Sunday at midnight
Intentional Teaching: How to Teach
Chapter 9, 10 and 11
Teaching to Enhance Learning and Development
1.
a.
b.
Unit Objectives: Upon successful completion of this unit, the
student will be able to:
Chapter Nine:
(1)
Discuss ways in which teaching is both an art and a
science.
(2)
Identify effective teaching strategies for helping children
achieve learning and developmental goals.
(3)
Describe ways that teachers create contexts for learning in
engaging learning environments.
(4)
Explain the use of grouping as an instructional strategy.
(5)
Describe play as a teaching strategy.
(6)
Identify ways in which teachers use technology to teach
young children
Chapter Ten: Planning Effective Curriculum
(1)
(2)
(3)
(4)
(5)
(6)
(7)
c.
2.
Describe curriculum and how it is used, and explain
scientifically based curriculum.
Explain how various approaches to curriculum planning
engage children’s interest and promote their leaning.
Identify and describe indicators of effective curriculum.
Explain how standards and Objectives influence curriculum
planning.
Describe different curriculum models in terms of focus and
goals.
Describe ways for teachers to use content knowledge and
child development knowledge in planning effective
curriculum.
Identify strategies to use in adapting curriculum for
individual and cultural variation among children.
Chapter Eleven: Assessing Children's Learning and
Development
(1)
Define assessment literacy, and identify the terms teachers
must know and use to become assessment literate.
(2)
Identify the most important indicators of effective
assessment.
(3)
Identify purposes for assessing young children.
(4)
Describe effective strategies for gathering and recording
evidence to support children’s learning and development.
(5)
Describe ways in which teachers use assessment to improve
children’s outcomes and individualize teaching.
(6)
Define standardized testing, and describe its appropriate
and inappropriate uses.
Learning Activities:
a.
b.
c.
Classroom lecture/discussion
Student homework study
Lab assignment
SESSION 6 – Monday 22 February, 2016
Chapter 12, 13 and 14
a)
b)
c)
d)
Class will meet face-to-face on 22 February, 2015 from 6:00 to 9:00
Blackboard Discussion Board posts are due by Thursday at midnight (European time)
Blackboard peer response to Discussion Board posts are due by Friday midnight
Blackboard assignment # 5 and # 6 are due Sunday midnight (European time)
Implementing an Effective Curriculum: What to Teach
1.
Unit Objectives: Upon successful completion of this unit, the
student will be able to:
a.
Chapter Twelve: Teaching Children to Communicate: Language,
Literacy and the Arts
(1)
Describe language development from birth to age 8.
(2)
Identify effective strategies for promoting children’s
language learning.
(3)
Describe ways in which teachers can support English
language learners in the classroom.
(4)
Identify the skills that predict later success in reading and
writing.
(5)
Identify and describe teaching strategies that are effective
in promoting early literacy skills.
(6)
(7)
b.
Describe effective literacy instruction in the primary
grades.
Explain how children communicate through the arts, and
identify strategies for teachers to use in engaging children
in the arts.
Chapter Thirteen: Teaching Children to Investigate and Solve
Problems: Mathematics, Science and Technology
(1)
Recognize causes of the achievement gap in math and
science, and explain how early education can narrow the
gap.
(2)
Describe connections between cognitive development and
learning mathematics and science.
(3)
Describe teaching strategies and curriculum that are
effective in helping children learn math.
(4)
Describe teaching strategies and curriculum that are
effective in helping children learn science.
(5)
Describe how technology can be effectively integrated into
teaching mathematics and science.
c.
Chapter Fourteen: Teaching Children to Live in a
Democratic Society: Social-Emotional Learning and Social
Studies
(1)
(2).
(3)
Describe children’s social and emotional development.
Explain the importance of play in children’s social and
emotional development and learning.
Describe ways in which teachers use the continuum of
social and emotional development to foster children’s
learning.
(4)
(5)
(6)
2.
Identify effective strategies for teaching social problemsolving skills.
Describe the content of the social studies curriculum in
early childhood.
Identify effective and developmentally appropriate
Strategies for teaching social studies.
Learning Activities:
a.
Classroom lecture/discussion
b.
Student homework study
c.
Lab assignment
SESSION 7 – Monday 29 February, 2016
Chapter 15 and 16
Please come prepared to present assignment # 7 in class tonight
a) Class will meet face-to-face on 29 February, 2016 from 6:00 to 9:00
b) CTC Blackboard Discussion Board posts are due by Thursday at midnight (European
time)
c) Blackboard peer response to Discussion Board posts are due by Friday midnight
(European time)
d) Completed Lab Hours – Log Sheet due on Friday midnight (European time)
Implementing an Effective Curriculum: What to Teach
a.
Chapter Fifteen: Teaching Children to Be Healthy and Fit:
Physical Development and Health
(1)
Identify the benefits of a healthy lifestyle and
explain why it is particularly important to
educate children about healthy living today.
(2)
Describe the sequences of gross motor, fine motor,
and perceptual motor development in young
children.
(3)
Explain ways in which teachers can foster the
development of children’s motor skills.
(4)
Describe indoor and outdoor play in terms of how it
contributes to children’s physical development,
fitness, and health.
(5)
Identify strategies that promote wellness and
(6)
prevent illness and injury.
Describe ways that curriculum can promote
physical development, fitness, and health.
b.
Chapter Sixteen: Putting it all together in Practice: Making a
Difference for Children
(1)
Compare and contrast teaching infants and toddlers,
preschoolers and kindergarteners, and children in the
primary grades. Identify considerations in selecting an age
group to teach.
(2)
Describe the NAEYC Code of Ethical Conduct, and
explain how it should be used.
(3)
Define informed advocacy, and identify advocacy roles of
early childhood professionals.
(4)
Explain what it means to become a professional early
childhood educator. Identify the obligations and
commitments that are required of early childhood educators
2.
Learning Activities:
a.
b.
c.
Classroom lecture/discussion
Student homework study
Lab assignment
SESSION 8 – Monday 7 March, 2015
FINAL EXAM
a) Class will meet face-to-face on 7 March, 2016 from 6:00 to 9:00
b) Blackboard Discussion Board posts and peer responses are due by Tuesday at midnight
In-class session: Review Chapter 1-16