DelawareSyllabus Enhancement Checklist

 / Step / Considerations
Establish course context /
  • Who takes this course? Where does it fall in the sequence of the program?

Describe the gist of the course /
  • What are the major concepts or values students should take away from this course?

Review the course description /
  • Does the course description match the gist?
  • Does the course description underscore how the course is grounded in evidence-based practices? Delaware early childhood quality frameworks?
  • Does the course description match the values for cultural, linguistic, and ability diversity?
  • Do they clearly articulate the ages of children to be addressed?

Review the objectives/
learning outcomes /
  • Do the objectives/outcomes match the gist?
  • Do the objectives/outcomes reflect an emphasis on evidence-based practices? Delaware early childhood quality frameworks?
  • Do the objectives/outcomes reflect the values for cultural, linguistic, and ability diversity?
  • Are the objectives/outcomes measurable? Are they reasonable?

Review the assignments /
  • Do the assignments provide opportunities to measure achievement of each learning objective/outcome?
  • Do the assignments incorporate opportunities for both knowledge acquisition and knowledge application? Do any of them presume prior knowledge or experience?
  • Do the assignments occur in a logical sequence?
  • Do the assignments match the gist? Include emphasis on evidence-based practices? Include an emphasis on Delaware early childhood quality frameworks? Reflect the values for cultural, linguistic, and ability diversity?
  • Do the rubrics incorporate an emphasis on the content and the values for cultural, linguistic, and ability diversity?

Instructional sequence and resources /
  • Does the sequence of instruction flow logically?
  • Is the content thoughtfully distributed across the course?
  • Do the instructional resources (activities, readings, handouts, guest speakers) consistently reflect program values for cultural, linguistic, and ability diversity? Evidence-based practices? Delaware early childhood quality frameworks?
  • Do print materials (text, readings) support the objectives/outcomes and the values?
  • Are field experiences thoughtfully aligned with course experiences to promote discussion, reflection, and evidence-based practices?

Course Assignment – Student Learning Outcome – Field Experience Alignment Chart

Course Number/Title

Assignment / Alignment with Student Learning Outcomes / What does the assignment measure? / What, if any, are the field experiences related to this assignment?
1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / Knowledge Acquisition / Knowledge Application
1.
2.
3.
4.
5.
6.
7.
8.

1

From All to Each and Every:

Resources for Growing Professionals Who Can Individualize

Why the Shift?

  • DEC/NAEYC. (2009). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Chapel Hill: The University of North Carolina, FPG Child Development Institute.
  • NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Washington, DC: Author.
  • NAEYC. (2009). Standards for early childhood professional preparation. Washington, DC: Author.
  • NAEYC. (2010). Standards for initial & advanced early childhood professional preparation programs. Washington, DC: Author.

A Terrific Resource

Boat, M. B. ,Dinnebeil, L. A., & Bae, Y. (2010). Individualizing instruction in preschool classrooms.Dimensions of Early Childhood, 38(1), 3-13.

Four Key Concepts to Keep in Mind

  1. Use tools and strategies that are asset-based
America’s Hispanic Children: Gaining Ground, Looking Forward
Being Black Is Not a Risk Factor: A Strengths-Based Look at the State of the Black Child
The Foundations for School Readiness: Fostering Developmental Competence in the Earliest Years

Highlighting the Positive Development of Minority Children
I’m Tyler
My Name is Jude
Rose’s IEP
Soyul and Teacher Yvette. St. Paul, MN: Redleaf Press.

  1. Keep it real Bunnett, R. (1995). Friends at school. New York: Star Bright Books.

  1. Use extensions

  1. Maintain the emphasis on quality
Educational Services, Inc. (2000). A creative adventure: Supporting development and learning through art, music, movement and dialogue. Alexandria, VA: Head Start Information & Publication Center.

Five Evidence Based Practices that Support Each Child

  1. Universal Design for Learning
/ Building Inclusive Childcare Universal Design for Learning

Conn-Powers, M., Cross, A.F., Traub, E.K., & Hutter-Pishgahi, L. (2006, September). The universal design of early education: Moving forward for all children. Beyond the Journal: Young Children on the Web.
Dinnebeil, L. A., Boat, M. B., & Bae, Y. (2013). Integrating principles of universal design into the early childhood curriculum. Dimensions of Early Childhood, 41(1), 3-13

Supporting Early Literacy Through Universal Design & Assistive Technology
Universal by Design: Inclusive Approaches that Support Each Preschool Child
  1. Assistive Technology
/ AT for infants/toddlers
AT for preschool
Assistive technology for infants, toddlers, and young children
CONNECT Module 5: Assistive Technology

Mulligan,S. (2003). Assistive technology: Supporting the participation of children with disabilities. Beyond the Journal: Young Children on the Web.
  1. Embedded Learning
/ CONNECT Module 1: Embedded Interventions

Embedded Instruction: Doing What Comes Naturally
Embedded Instruction for Early Learning
Embedded Learning Opportunities (videos, PowerPoints)
Just Being Kids: Supports & Services for Infants and Toddlers and Their Families in Everyday Routines, Activities & Places
Research evidence on embedded instruction for early learning
  1. Scaffolding
/ Campbell, P. H., Milbourne, S. A., & Kennedy, A. A. (2012). CARA’s kit for toddlers: Creating adaptations for routines and activities. Baltimore: Brookes.
Center for Early Literacy Practice Guides with Adaptations
Leong, D. J., & Bodrova, E. (2012). Assessing and scaffolding make-believe play. Young Children, 67(1), 28-34.
Milbourne, S.A., & Campbell, P.H. (2007). CARA’s kit: Creating adaptations for routines and activities. Missoula, MT: DEC.
  1. Family Engagement
/ CONNECT Module 4: Family-Professional Partnerships

Family Engagement, Diverse Families, and Early Childhood Education Programs: An Integrated Review of the Literature
The Impact of Family Involvement on the Education of Children Ages 3 to 8: A Focus on Literacy and Math Achievement Outcomes and Social-Emotional Skills

National Center on Parent, Family and Community Engagement

Three Kinds of Resources to Support Individualizing

  1. Your Tax $$ at Work Learning
/ CONNECT Modules
Center on Early Literacy Learning
Center on the Social and Emotional Foundations of Early Learning
National Professional Development Center on Inclusion
  • DEC/NAEYC. (2009). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Chapel Hill: The University of North Carolina, FPG Child Development Institute.
  • Foundations of Inclusion Birth to Five

SCRIPT-NC
Technical Assistance Center on Social Emotional Development for Young Children
  1. Not Just for Head Start
/ Early Childhood Learning and Knowledge Center
National Center on Cultural and Linguistic Responsiveness

  • 60 minutes from catalog to classroom

  • The Importance of Home Language series

  • Strategies for Supporting All Dual Language Learners
National Center on Parent, Family and Community Engagement

National Center on Quality Teaching and Learning

  • 15 Minute In-Services (expansions, asking questions, engaging children in conversations)

  • Front Porch series
  • Head Start Center on Inclusion
  • Teacher Time webinars

  1. Videos
/ California Map to Inclusion and Belonging – Video Collection
Results Matter video library
University of Northern Iowa Empowering Preschool Quality
  • (to view clips online)
  • (to order free DVDs)
Video Library

Handout developed by Camille Catlett (919) 966-6635

This handout may be downloaded at

Page 1

Handout developed by Camille Catlett (919) 966-6635

This handout may be downloaded at

Page 1