Department of Elementary & Early Childhood Education s1

KENNESAW STATE UNIVERSITY

BAGWELL COLLEGE OF EDUCATION

DEPARTMENT OF ELEMENTARY & EARLY CHILDHOOD EDUCATION

SPRING SEMESTER 2005

I. Kennesaw State University

Department of Elementary and Early Childhood Education ECE 3313/01 and 04 The Preschool Curriculum

II. INSTRUCTOR: Dr. Raynice Jean-Sigur

a. OFFICE: Kennesaw Hall 2308

b. OFFICE PHONE: 770-420-4475

c. OFFICE HOURS: Mondays 9:00am-11:00am; Tuesdays Thursdays-8:30 am-9:00am and 12:30 pm- 2:30pm; Wednesdays 1:30 pm- 4:00pm; Fridays and other days by appointment. Please see the sign up sheet on office door and you may sign up for an appointment, call or e-mail.

d. EMAIL ADDRESS:

III. CLASS MEETING: Tuesdays and Thursdays 9:30am-10:45am Section 4

Tuesdays and Thursdays 11:00am-12:15pm Section 1

IV. TEXTS: (Required) Kostelnik, M. J., Soderman, A. K., & Whiren, A. P. (2004). Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education. Upper Saddle River, NJ: Prentice Hall.

(Recommended) Baptiste, N. E. & Reyes, L. (2002). Ethics in Early Care and Education. Upper Saddle River, NJ: Prentice Hall.

V. CATALOG COURSE DESCRIPTION: This course is designed to assist students in developing knowledge and understanding of the principles and components of preschool curricula and strategies of learning for preschool children. The field experience in a pre-kindergarten setting, a requirement of this course, is designed to assist the teacher facilitator in the application of developmentally appropriate practices with preschool children with and without disabilities.

While participating in all field experiences, you are encouraged to be involved in a variety of school-based activities directed at the improvement of teaching and learning. Activities may include, but are not limited to, tutoring students, assisting teachers or other school personnel, attending school board meetings, and participating in education-related community events. As you continue your field experiences, you are encouraged to explore every opportunity to learn by doing.

Verification of professional liability insurance is required prior to placement in the field experience. Please provide copy of membership number and/or copy of insurance card. (See attachment)

V. PURPOSE/RATIONALE: The purpose of this course is to provide the pre-service teacher facilitator with an opportunity to examine various preschool curriculum models, develop plans based on these models and to practice teaching strategies appropriate for preschool children. The course includes hands-on, site-based experiences because it is believed that such experiences enable pre-service teachers to apply classroom learning.

VI. CONCEPTUAL FRAMEWORK

The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise among candidates in initial and advanced programs as teachers and leaders who possess the capability, intent and expertise to facilitate high levels of learning in all of their students through effective, research-based practices in classroom instruction, and who enhance the structures that support all learning. To that end, the PTEU fosters the development of candidates as they progress through stages of growth from novice to proficient to expert and leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued development, not an end-state. To be effective, teachers and educational leaders must embrace the notion that teaching and learning are entwined and that only through the implementation of validated practices can all students construct meaning and reach high levels of learning. In that way, candidates are facilitators of the teaching and learning process. Finally, the PTEU recognizes, values and demonstrates collaborative practices across the college and university and extends collaboration to the community-at-large. Through this collaboration with professionals in the university, the public and private schools, parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of learning.

VIII. DIVERSITY:
A variety of materials and instructional strategies will be employed to meet the needs of the different learning styles of diverse learners in class. Candidates will gain knowledge as well as an understanding of differentiated strategies and curricula for providing effective instruction and assessment within multicultural classrooms. One element of course work is raising candidate awareness of critical multicultural issues. A second element is to cause candidates to explore how multiple attributes of multicultural populations influence decisions in employing specific methods and materials for every student. Among these attributes are age, disability, ethnicity, family structure, gender, geographic region, giftedness, language, race, religion, sexual orientation, and socioeconomic status. An emphasis on cognitive style differences provides a background for the consideration of cultural context.

Kennesaw State University provides program accessibility and accommodations for persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of services are available to support students with disabilities within their academic program. In order to make arrangements for special services, students must visit the Office of Disabled Student Support Services (ext. 6443) and develop an individual assistance plan. In some cases, certification of disability is required. Please be aware there are other support/mentor groups on the campus of Kennesaw State University that address each of the multicultural variables outlined above.

IX. USE OF TECHNOLOGY:

Integrated Use of Technology: The Bagwell College of Education recognizes the importance of preparing future educators and K-12 students to develop technology skills that enhance learning, personal productivity, decision making, their daily activities in the 21st century. As a result, the ISTE NETS*T Technology Standards for Teachers are integrated throughout the teacher preparation program enabling teacher candidates to explore and apply best practices in technology enhanced instructional strategies.

Specific technologies used within this course include:

· the development of presentations utilizing presentation software such as Power Point

· word processing software such as Microsoft Word

· research tools such as various internet search engines and WWW resources

· use of activities and resources with accompanying text website www.prenhall.com/kostelnik

X. IMPACT ON STUDENT LEARNING ANALYSIS:

It is our assumption that you are already assessing the influence of your instruction on your students’ learning and that you are considering what factors, such as student diversity, might affect your students’ achievement. For this assignment, you will select a lesson, activity, unit, or skill that you plan to teach this semester and analyze its impact on your students’ learning. Then, you will reflect on the impact on your students’ learning on that particular lesson, activity, unit, or skill using the “Impact on Student Learning Analysis” Rubric as a guide. You will want to consider how the differences that every student brings to the classroom setting may have influenced learning (see definition of “every student” at the top of attached “Impact on Student Learning” rubric). Unless your program area tells you differently, the length of the reflection is up to you, but it should be concise.

XI. FIELD EXPERIENCE STATEMENT

XII. PROFESSIONAL PORTFOLIO NARRATIVE:

A required element in each portfolio for TOSS, Student Teaching, and the Graduate Program is the portfolio narrative. The purpose of the portfolio narrative is to ensure that every candidate reflects on each of the proficiencies on the CPI with regard to what evidence the candidate has selected for his/her portfolio. In your portfolio, you need to include a brief narrative in which you reflect on each proficiency and how you make the case that the evidence you have selected in your portfolio supports a particular proficiency, using the Portfolio Narrative Rubric as a guide. Unless you are told differently by your program area, the length of the reflection is up to you, yet it should be concise.

XIII. ACADEMIC INTEGRITY

Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the University’s policy on academic honesty, including provisions regarding plagiarism and cheating, unauthorized access to University materials, misrepresentation/falsification of University records or academic work, malicious removal, retention or destruction of library materials, malicious/intentional misuse of computer facilities and/or services, and misuse of student identification cards. Incidents of alleged academic misconduct will be handled through the established procedures of the University Judiciary Program, which includes either an “informal” resolution by a faculty member, resulting in a grade adjustment, or a formal hearing procedure, which may subject a student to the Code of Conduct’s minimum one semester suspension requirement

X. ATTENDANCE POLICY

Expectations for attending class are in accordance with the statement on attendance set forth in the 2004-2005 Kennesaw State University Undergraduate Catalog. Every student is expected to attend all class sessions and related field experiences. Two class absences will be allowed. After the use of the two absences, five points will be deducted for each additional unexcused absence. You must submit a written note if you are not going to attend a class meeting or the five points will be deducted from your final total points for each unexcused absence.

XIV. DISRUPTIVE BEHAVIOR:

The University has a stringent policy and procedure for dealing with behavior which disrupts the learning environment. Consistent with the belief that your behavior can interrupt the learning of others, behavior which fits the University’s definition of disruptive behavior will not be tolerated. Refer to the Kennesaw State University Undergraduate Catalog, 2004-2005, for further detail.

Other General Policies and Regulations of Student Life have been developed by Kennesaw State University. These policies (Handling Student Code of Conduct Violations at KSU) include: 1Academic Misconduct, 2) Disruptive Behavior, 3) Sexual Assault, are found in the 2004 –2005 Kennesaw State University Undergraduate Catalog.

It is expected, in this class, that no professional should need reminding of any of these policies but the policies are there for your consideration. The activities of this class will be conducted in both the spirit and the letter of these policies

REQUIRED GOALS/COURSE OBJECTIVES:

The following Proficiencies are used to describe the goals and objectives:

1.1 Candidate possesses knowledge of discipline content, methods of inquiry, connections to other disciplines and applications to common like experiences.

1.2 Candidate knows and represents content accurately in multiple explanations, technology integration, and application of carious teaching strategies.

1.3 Candidate uses content and pedagogical knowledge to assist students in the mastery of subject matter knowledge.

2.1 Candidate demonstrates knowledge of how learners develop, learn, and think about subject content, as well as successful strategies to motivate students to learn.

2.2 Candidate uses knowledge of the influences of society, culture, community, and family on schools and learning to create and implement instruction that embodies multiple cultures and a rich, diverse curriculum.

2.3 Candidate creates effective, well-managed and active learning environments that reflect high expectations for student achievement.

2.4 Candidate designs and implements instruction that makes effective use of a variety of methods, materials and technologies to positively impact learning of all students.

2.5 Candidate utilizes a variety of assessments to evaluate student learning and uses the results to improve the quality of instruction that is differentiated to accommodate students’ diversities.

3.1 Candidate reflects upon and improves professional performance based on professional standards, feedback, best practices and effective communication.

3.2 Candidate builds collaborative and respectful relationships with colleagues, supervisors, students, parents and community members.

3.3 Candidate displays professional and ethical behavior consistent with recognized educational standards and codes of ethics.

As a result of the satisfactory fulfillment of the requirements of this course, the student will:

1. Demonstrate the understanding and application of theories and models for teaching in an early childhood setting. (CF2.1)

2. Demonstrate the ability to implement curriculum for young children in ways that will stimulate their cognitive, socio-emotional, and physical-motor growth, and promote their safety and health (CF2.5)

3. Demonstrate an understanding of the young child’s play as an integral part of learning (CF:2.1).

4. Demonstrate an understanding of the role of the teacher in working with parents of preschoolers (CF:2.2)

5. Design a preschool curriculum that addresses the social, emotional, intellectual, and physical development of the young child (CF: 1.1 and 1.2.)

6. Demonstrate knowledge and application of multicultural concepts in designing preschool curriculum (CF:1.1. and 2.2)

7. Demonstrate the ability to adapt curriculum to meet the needs of learners with special needs (CF: 1.1., 1.2 and 1.3 )

8. Demonstrate an understanding of preschool assessment instruments and use this knowledge to design developmentally appropriate assessment activities (CF: 1.1, 1.2 and 1.3)

9. Demonstrate an understanding of the nature of the preschool child and effective ways to guide preschool behavior (CF: 1.1)

VIII. Course Requirements/ Assignments

A. Class Participation (CF:3.2, 3.3 and 3.4)

1. Attendance: Attendance is required at each class meeting and each field experience to receive full credit for the class. Two class absences will be allowed. Five points will be deducted for each absence. STUDENTS MAY NOT BE ABSENT FROM SCHEDULED FIELDWORK EXCEPT WITH A DOCTOR’S EXCUSE.

2. Assigned readings: Students are expected to complete all assigned readings on time. Readings will be discussed in class.

3. Class discussions/activities: Students are expected to participate in and contribute to class discussions and activities. Quality of contributions is as important as quantity of contributions.

4. Professionalism: Students are expected to exhibit professional behavior which includes but is not limited to promptness, respect for others, attention to the needs of others, a positive attitude, a willingness to accept constructive criticism, and a desire to grow in professional knowledge and skills.

B Final Project (CF: 2.3, 3.1 and 3.2)

Teacher Candidates will develop a final project to further demonstrate their knowledge in working with young children. Candidates may develop a written unit plan or write a summary paper and develop a project submitted with a journal and documentation . Candidates must choose one and submit for a grade.

1. Written Plan: An appropriate written unit plan will be designed by students either individually or in small groups. Each unit must include at least one lesson plan per student and other related activities such as centers that reflect the intellectual, social, emotional and physical developmental needs of preschool children. This plan must include appropriate consideration of various multicultural and multiracial perspectives. Units should include the matrices on how play is incorporated in the unit. In addition lessons must consider inclusion of children with special needs and how they are accommodated. Each person should submit a research article and a summary. The research article should support the development of each lesson plan The unit MUST reflect classroom discussion related to unit planning (See guidelines provided in class) .