Department
of Education
EDU 319
Problems in Early Childhood
Education
Office Hours: Mon: 11:30 AM – 1:30 PM Mon:
3:30 PM- 6:00 PM
Thur11:30 AM - 1:00 PM Thurs:
3:00 PM- 6:00 PM
Semester: Spring 2008 Class
Meeting Time: Internet/Discussion:
Thursday
The
Conceptual Framework Theme
The theme/purpose of the conceptual framework undergirding 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 teachers in a diverse world.
Department of Education
The Shaw University Department of Education builds on the knowledge, skills, and values that students acquire through their liberal arts and science foundations. Candidates graduating from the department will have the specialty area knowledge, professional skills, and experiences that will enable them to function as competent and effective teachers who think critically and demonstrate effective problem-solving skills.
Departmental
majors may choose a specific concentration from four different specialty
areas. Each student is encouraged to
choose one of the specialty areas listed below by the end of his/her sophomore
year.
Birth through Kindergarten Education (B-K)
Elementary Education (K-6)
Graduate
students may pursue a Master of Science in Curriculum and Instruction with a
concentration in Early Childhood Education.
[The
Secondary English Education (9-12) and Secondary Mathematics Education (9-12)
programs are housed in the content areas.
The University suspended the Special Education: General Curriculum
(K-12) Program, effective in fall 2006.]
Department
of Education/Program Goals
The goals of the Department of Education are:
1. to align the institutional mission and goals with state, regional, national, and departmental standards and requirements;
2. to prepare candidates to work in schools as teachers who know and can demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all P-12 students learn;
3. to implement an assessment system that collects and analyzes data on applicant qualifications, candidate and graduate performance, and unit operations to evaluate and improve the unit and its programs;
4. to collaborate with school partners to design, implement, and evaluate field experiences and clinical practice so that teacher candidates develop and demonstrate the knowledge, skills, and dispositions necessary to help all students learn;
5. to design, implement, and evaluate curriculum and experiences for candidates to acquire and apply the knowledge, skills, and dispositions necessary to help all students learn;
6. to maintain a qualified faculty that models best professional practices in scholarship, service, and teaching; and
7. to maintain the leadership, authority, budget, personnel, facilities, and resources for the preparation of candidates to meet professional, state, and institutional standards.
NOTE: The mission
statement and goals of the Department of Education are aligned with the mission
statement and goals of each of its programs.
Seefedt, Carol A., and Galper Alice. (1997). Continuing
issues in early childhood education, (2nd ed.).
Additional readings may be assigned in class.
Livetext
Online Course
General
Course Description
This course is designed to investigate issues, problems, and trends in early childhood education. By studying the people and events that influence early childhood education and the philosophers and their contributions to child development, students will use critical thinking and problem solving skills to develop solutions to current issues and trends in early childhood education. Students will also study the various facets of learning: cognition, language, cultural and societal influences and personality development. Through coursework and assignments, students will be able to demonstrate their knowledge of the role of the teacher in early childhood settings.
Upon completion of this course students will be able to:
1. Demonstrate their knowledge of current issues and trends in early childhood.
2. Demonstrate their knowledge of the role of the teacher in early childhood education settings.
3. Advocate for young children and their families.
4. Demonstrate the development of a professional code of ethics related to education social services and intervention for young children and their families.
5. Identify national and state standards in early childhood education.
6. Identify philosophers and their contributions to the field of child development and early childhood education.
7. Examine innovate programs for teaching young children in early childhood education settings.
8. Demonstrate an understanding of the standards for accredited early childcare centers by the National Academy of Early Child Care Programs.
DELIVERY OF INSTRUCTION
The delivery of instruction encourages students to actively participate in dialogue, pose questions and share their own perspectives and views on various issues regarding programs for B – K. Written activities, reading assignments, case studies, technology and lectures serve as sources for much of the class dialogue. The activities involving field experiences are a vehicle to assist students to critically reflect and understand the relationship between theory and practice.
Core Standards and Indicators
Standard 1: Teachers are successful in teaching a diverse population of students.
Indicator 1: Teachers demonstrate their belief that diversity in the classroom, in the school, and in the society is strength.
Indicator 2: Teachers treat students as individuals.
Indicator 3: Teachers know and respect the influence of race, ethnicity, gender, religion, and other aspects of culture on a child’s development and personality. They understand how an individual’s belief system affects behavior.
Standard 2: Teachers are reflective in their practice.
Indicator 1: Teachers analyze the results of teaching.
Indicator 2: Teachers collaborate with their colleagues.
Indicator 3: Teachers use research in their classroom.
Indicator 4: Teachers continue to grow professionally.
Diversity Standards and
Indicators
Standard 3: Teachers understand how students’ cognitive, physical, socio-cultural, linguistic, emotional, and moral development influences learning and address these factors when making instructional decisions.
Indicator 1: Teachers seek and apply good matches among instructional goals, methods, materials, and students’ skills and abilities.
Standard 4: Teachers work collaboratively to develop linkages with parent/caretakers, school colleagues, community members and agencies that enhance the educational experiences and well being of diverse learners.
Indicator 1: Teachers develop strategies to communicate with the families of their student, help them understand and value the educational process and encourage their participation in a variety of school activities.
Indicator 2: Teachers recognize and value the family’s role in education and offer them suggestions on how to help their children complete school-related task.
Standard 5: Teachers acknowledge and understand that diversity exist in society and utilize this diversity to strengthen the classroom environment to meet the needs of individual learners.
Indicator 1: Teachers become knowledgeable of diverse cultures and encourage families to share the richness of their background.
Indicator 2: Teachers promote appreciation and respect for diversity by rejecting the use of stereotypes.
Technology Standards and
Indicators
Standard 6: Teachers demonstrate a sound understanding of technology operations and concepts.
Indicator 1: Teachers demonstrate introductory knowledge, skills and understanding of concepts related to technology (as described in the ISTE National Education Technology Standards for Students).
Indicator 2: Teachers demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.
Standard 7: Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning.
Indicator 1: Teachers facilitate technology-enhanced experiences that address content standards and student technology standards.
Standard 8: Teachers use technology to enhance their productivity and professional practice.
Indicator 1: Teachers use technology resources to engage in ongoing professional development and lifelong learning.
Indicator 2: Teachers continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.
Indicator 3: Teachers apply technology to increase productivity.
Birth –Kindergarten Program
Standards and Indicators
Standard 9: Birth-Kindergarten professionals understand assessment processes including their goals, benefits, and uses.
Indicator 1: Are knowledgeable of informal and formal assessment procedures and the need for collaboration with families and other professionals.
Indicator 2: Teachers understand that appropriate assessment is an embedded (rather than pull-out) process that supports children’s development and learning.
Standard 10: Birth-Kindergarten professionals prepare for teaching and learning by connecting with all young children with and without disabilities including those at risk and their families.
Indicator 1: Teachers establish principles for guiding ALL young children’s behavior, problem solving with children and fostering independence.
2: Use responsive techniques to enhance social interaction among adults and All young children to create a caring community of learners.
Standard 10: Birth-Kindergarten teachers prepare for teaching and learning by creating an integrated curriculum and responsive environment.
Indicator 1: Use
play/active learning processes as a foundation for ALL young children’s learning
Indicator 2: Plan a suitable
balance between child-initiated and adult-initiated activities.
Indicator 3: Create and adapt
integrated, meaningful, challenging, and engaging developmentally supportive
learning experiences.
Indicator 4: Integrate content from disciplines that set the stage for
subsequent academic development to include emergent reading, writing,
mathematics, the arts (visual art, music, movement, drama, dance), science, and
social studies.
Indicator 5: Create and adapt developmentally supportive environments
with attention to curriculum, interactions, teaching practices, and learning
materials.
Indicator 6: Create, manage, and
adapt environments with developmentally appropriate interpersonal, spatial, and
temporal organization.
COURSE REQUIREMENTS
This
course engages students in thinking about current issues and trends in early
childhood education through keeping a Reflective Teaching Portfolio. The course
also helps students apply the theoretical base through cooperative learning
group activities.
All assignments should be
included in an electronic portfolio as well as in a notebook binder. A copy of
your Permission Slip (included in this syllabus) should be included in this
portfolio. Assignments must be typed, using a 12 font. Assignments should
include a cover page with the student’s name, date, assignment title, course
number, and semester. Each assignment should be proofread and free of grammatical
errors. All assignments are be submitted
in LiveText (not applicable to non-degree seeking students). Non-degree seeking
student will submit their assignments through Blackboard Digital Dropbox.
Common rubric stored in LiveText will be used to assess each assignment.
Assessed work product will be sent to students via LiveText or Blackboard
Digital Drop Box.
For
all assignments involving children for the Code of Ethics developed by the
National Association of Young Children should be observed, and the Standard of
Professional Conduct: Section 0602.
A. Students will select eight articles related to early childhood curriculum issues (identified below) from current educational journals. Articles should be take from at least five different journal with no two articles from the same journal
Topics include:
·
Room
arrangement.
·
Environmental
materials
·
Home
connections to units taught.
·
Lesson
planning (daily, weekly, unit)
·
Structure/daily
routine
·
Adaptations
for students with special needs
·
Evaluating
the effectiveness of the learning environment
·
Behavior
management in the early childhood setting
B. Reflective papers should include
the following information:
·
Title
·
Author(s)
·
Journal
and publication information:
·
Synopsis: Opening sentences or a paragraph stating the
purpose of the article
·
An
overview of the article (subjects, instrument used, and findings)
·
Final
paragraphs that (a) summarize the article—implication/application to practice
and (b) present your evaluative reaction in terms of how the article extended
your understanding of the early childhood curriculum.
·
State
standards and indicators covered
C.
Each
reflective paper should be in a Word file, double-spaced, and no more than
three pages.
(Core
Standards 3, 5; Diversity Standards 2, 3, 4; Technology Standards 1, 3, 5; B-K
Standards 2, 4)
B.
3.
Research Paper.
The research paper should follow APA format and must be at least 20 pages in length. The research paper should include a literature review (what current research has to say about your topic).
Suggested
Research Paper Topics
1. Teaching as a Profession (Viewing Education through Professional Lenses)
2. Professional Dilemmas in Education (Challenges Affecting Teachers)
3. The
Beginnings of Education in the
4. The
Role of Education in the
5. Education for Diverse Populations
6. Recent Trends in Education
7. Schools of Philosophy and their Influence on Education
8. Authoritarian Education Theories
9. Non-authoritarian Educational Theories
10. Using Philosophy in the Classroom
11. Social Challenges Facing Schools
12. School Culture
13. Educational Challenges
14. Teachers as Social Activists
15. The Structure of the American Education System
16. The Financing of Education: Sources of Funds and the Move from Equity to Adequacy
17. Legal Aspects of Education
18. Teachers’ Rights and Responsibilities
19. Students’ Tights and Responsibilities
20. Types of Curriculum Programs
21. Alternative Curriculum Design
22. Models of Learning
23. Instructional Technology
24. Standards-Based Education
25. The Changing Face of Student Assessment
26. Research on Instructional Practices
27. Communicating with Parents of English Language Learners
28. Harassment in Schools
29. The Three Cs of Safe Schools: Cooperation, Conflict Resolution, and Civic Values
30. Magnet Schools Boost Achievement--for Whom
If you wish to write on a topic not included in this list, talk to me before you start.
(Core
Standards 3, 5; Diversity Standards 2, 3, 4; Technology Standards 1, 3, 5; B-K
Standards 2, 4, 6)
4. Journal Article
Reviews
Five research-based journal article reviews are required. Read and report on five current journal articles using the following Shaw University Department of Education format:
A.
Title of Article:
B.
Author(s):
C.
Journal:
D.
Synopsis:
E.
Subjects:
F.
Instrument:
G.
Findings:
H.
Implication/Application:
I.
Reaction:
All journal articles website must be attached to the article
review. Each part in the format for
article reviews (A-I) should be addressed. (5 pts).
5.
Library Component. The librarian (Ms. Mair) from the
·
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
·
Printout of Web
sites that provide tips on writing research papers
·
Tips on how to
use Microsoft Word.
To
provide feedback on this library component, students will be asked to complete
an evaluation form.
(Technology
Standard 5)
(Core Standards 3, 5; Diversity Standards 2, 3, 4; Technology Standards 1, 3, 5; B-K Standards 2, 4, 6)
7. Professional Dispositions (Checklist of Indicators)
Each student is expected to participate actively and professionally in class discussions and other applied in-class activities. This includes active, respectful listening to others and coming to class prepared for discussion. It is expected that every participant will treat others with respect even when disagreeing with ideas or viewpoints presented. Regular attendance is a class requirement due to the many activities that will take place in class. Regular attendance is also a
University
requirement. See Graduate
Handbook. Absences will lower your
grade.
(Core Standards 3, 5; Diversity Standards 4; Technology Standards 3, 5; B-K Standard 4)
TOPICAL COURSE OUTLINE
|
Date |
Topics and |
Assignment Due |
|
1/17/08 |
Introduction to class (classroom Chat) Conceptual Framework Standards, Professional Disposition, Code of Ethics Standards |
Self Evaluation of the Conceptual Framework Census Data Forms Work Sample Permission Form |
|
1/24 |
Theories (Philosophers and their Contributions to Early Childhood Education) |
Philosophy of Education |
|
1/31 |
|
Journal article #1 |
|
2/7 |
Teaching strategies for young children |
Journal article # 2 |
|
2/14 |
Advocacy Code of Ethics |
Journal article # 3 |
|
2/21 |
Teaching the whole child |
Journal Article #4 |
|
2/28 |
Characteristics of the field of early childhood special education |
Turn in research paper (5 pages) |
|
3/6 |
MIDTERM |
|
|
3/13 |
National Standards in Early Childhood Education |
Journal Article #5 |
|
3/20 |
Low Birth Weigh babies Ear Infections |
Journal Article #6 |
|
3/21-3/30 |
Spring Break |
|
|
4/10 |
Reading Problems |
Journal article # 7 |
|
4/17 |
Environment |
Journal article # 8 |
|
4/24 |
Video/Media/TV-Screen Time |
Turn in all work products with disk or jump drive |
|
5/8 |
Final Exam |
|
|
|
|
|
EVALUATION
Assignments
and Possible Points. A total possible point is 100.
|
Assignment |
Points |
|
Reflective (8) |
40 points ( 5 Points each) |
|
Philosophy of Education |
15 points |
|
Research |
25 points |
|
Mid-Term |
10 points |
|
Final |
10 points |
|
|
|
Grading Scale: A = 90-100
B = 80- 89
C = 70- 79
D = 60- 69
COURSE EXPECTATIONS
1. Course