Spring, 2009

KEAN UNIVERSITY

UNION, NEW JERSEY

Field Experiences in Multi-cultural Early Childhood Settings

Course Number:EC2900

Semester Hours:Three

Prerequisites:ENG 1030, COM 1402, GPA 2.75 or higher

Limitation on Enrollment:12

Required:Required of all students in Early Childhood before

formal admission to major.

Catalog Description:

An observational and analytical study of teaching and learning based on developmental

principles. Six full days of guided visits in multi-cultural urban and suburban settings for

young children.

N.B. In order to insure full class participation, any student with a disability condition requiring special accommodations (e.g. tape recorder, special adaptive equipment, special

note taking or test taking procedures) is strongly encouraged to contact the professor at

the beginning of the course.

KEAN UNIVERSITY

UNION, NEW JERSEY

EC 2900: Field Experiences in Multi-cultural Early Childhood Settings

I.COURSE OBJECTIVES: Students will achieve growth toward becoming informed, dynamic professionalsas evidenced by demonstrating proficiency in knowledge, skill application and dispositions to teaching.

Students will:

A.analyze their motives for entering the teaching profession, and identify the

qualities and capacities necessary for effective teaching and continued professional and personal development, including the professional and philosophical basis for ethics in education. (K/D/S)

B.identify teaching approaches and curriculum models, including introduction to the New Jersey Core Curriculum Content Standards (NJCCCS), based on developmental concepts appropriate for students at various age and grade levels, and describe the dynamics of classroom, home and community life that effect development and learning. (K)

C.identify major historic, social and philosophical foundations of education that contribute to the current school process. (K)

D.describe the social and political structure of education, including legal,

administrative, state standards (NJCCCS), and fiscal functions at the Federal, State and District level that impact on teacher function and participation. (K)

E.describe student populations, teaching approaches, and curriculum content appropriate for diverse settings (K)

F.explain significant differences between urban and suburban schools, including: setting, financial support and community dynamics. (K/D/S)

G.identify key factors that characterize effective early childhood programs. (K/D/S)

H.demonstrate skillful use of technology in executing and reporting on a research project based on observations made during visits. (K/D/S)

I.develop a portfolio based on observations, inquiries, readings and reflection(K/D/S)

II.COURSE CONTENT

A.Motivation, professional development and ethics in practice

1.Characteristics and development of teacher competence

2.Identity and integrity in professional teacher role

3.Demands of the teacher role for a continuous process of learning

4.Cultural, intellectual, emotional and social factors reflected in the teaching/learning process

5.Ethics in education and the NAEYC Code of Ethical Conduct

B.Teaching approaches, curriculum models, and the dynamics of classroom, home and community

1.Developmentally appropriate basis for instructional strategies

a.creating a caring community of learners

b.teaching to enhance development and learning

c.planning curriculum to achieve important goals

d. assessing development and learning

e. establishing reciprocal relationships with families

2.Instruction reflecting curriculum goals and objectives and New Jersey Core Curriculum Content Standards

3.Classroom instruction, management and conflict resolution in partnership with families and community

C.Foundations of education.

1.Social, cultural and philosophical forces shaping education

2.Schools and social change in historical perspective

3.Families, schools and student development

D.Social and political functions of the school

1.School as protector and socialization agent for society

2.Fiscal supports and constraints

3.Social impact and control in the educational process

4.Role of school in the protection and guidance of students

5.Governance, control, and policy in education.

  1. Constitution, law and education policy, including NJCCCS
  1. Administration, policy and funding at the District, State and Federal levels

6.Role of the teacher in professional organizations and education

policy

E.Student characteristics and needs, and diversity in curriculum content and

classroom settings

1.Race, ethnicity, culture, and language background of students

2. Second language acquisition and development

3.Social/economic forces and social class

4.Fairness and the anti-bias orientation

5.P.L. 94-142: provisions and implementation

6.Inclusion: opportunities and issues

7.Participatory democracy in global context

F.Education in urban and suburban settings

1.The physical setting and its impacts

2.Types of support from community

3.Students, teachers and school dynamics

G.Effective early childhood education

1.Teacher/student interactions and teaching strategies

2.Materials, equipment and creative settings

3.Family and community relationships

H.Appropriate scholarship and communication in early childhood education

1.Techniques of observation

2.Reflective analysis of field based practice in a variety of contexts

3.Self-assessment

4.Identification of issues in field, and sources of scholarly information and research

5.Preparation of school-based descriptive research

7.Use of technology in completion of written and oral reports

I.Portfolio development.

III.METHODS OF INSTRUCTION

A.Readings from selected sources on basic introductory issues

B.Classroom mini-lectures, discussions and exercises to involve students in introspection, critical thinking, and dialogue

C.Guided full-day observations of experienced teachers in public school classrooms, with opportunity to participate in various classroom activities

D.Written field observation logs and reflective journals on readings and other class activities,

  1. Web-enhancement with Blackboard and other connections to internet technology
  1. Presentations by school personnel
  1. Individual conferences

IV.METHODS OF EVALUATION

  1. Rubric evaluation of field observation logs (K/S)
  1. Instructor evaluation of written reflections and research project (K/S/D)
  1. Instructor evaluation of participation in all class activities, including field observations (K/S/D)
  1. Rubric evaluation of philosophy statement (K/S/D)

E. Instructor evaluation of course portfolio, including rubric evaluation of introduction to portfolio (K/S/D)

F.Writing and oral language self-assessment checklist, completed by student and professor. (K/S/D)

G.Teaching Performance Center Competency Assessment

H.Teacher Work Sample (TWS) Portfolio Assessment

V.SUGGESTED TEXTS

Cohen, D. H., Stern, V., Balaban, N., & Gropper, N. (2008). Observing and

recording the behavior of young children (5th ed.). New York: Teachers College Press.

Copple, C. & Bredekamp, S. (Eds.). (2009). Developmentally appropriate

practice in early childhood programs ( 3rd ed.). Washington, DC: National Association for the Education of Young Children.

Derman-Sparks, L. (1989). Anti-bias curriculum: Tools for empowering young children. Washington, DC: National Association for the Education of Young Children.

VI.BIBLIOGRAPHY

A. Print

Chen, J. & McNamee, G. D. (2008). Bridging: Assessment for teaching and

learning in earl childhood classrooms, PreK-3. Washington, DC: National Association for the Education of Young Children.

Ass

Children’s Defense Fund. (2009). The state of America’s children 2008.

Washington, DC: Author.

Connolly, P. & Hayden, J. (2007). From conflict to peace building: The power of

early childhood initiatives – Lessons from around the world. Redmond, VA: World Forum Foundation.

Dragan, P. B. (2005). Teaching English language learners in the primary

classroom. Portsmouth, NH: Heinemann.

Epstein, A. S. (2009). Me, you, us: Social-emotional learning in preschool.

Ypsilanti, MI: High/Scope Press.

Freeman, N. & Feeney, S. (2005). Ethics and the early childhood educator

(2005 Code ed.). Washington, DC: National Association for the Education of Young Children.

Genishi, C. & Dyson, A. H. (2009). Children, language and literacy: Diverse

learners in diverse times. New York: Teachers College Press.

Gonzalez-Mena, J. (2008). Foundations of early childhood education: Teaching

children in a diverse society (4th ed.). Boston: McGraw Hill.

Grant, K. B. & Ray, J. A. (2110). Home, school, and community collaboration:

Culturally responsive family involvement. Los Angeles: Sage.

Gronlund, G. (2006). Make early learning standards come alive: Connecting

your practice and curriculum to state guidelines. Washington, DC: National Association for the Education of Young Children.

Jablon, J. R., Dombro, A. L., & Dichtelmiller, M. L. (2007). The power of

observation for birth through eight (2nd ed.). Washington, DC: Teaching Strategies, Inc.

Jalongo, M. R. (2008). Learning to listen, listening to learn: Building essential

skills in young children. Washington, DC: National Association for the Education of Young Children.

Keyser, J. (2006). From parents to partners: Building a family centered early

childhood program. St. Paul, MN: Redleaf Press.

Martin, A., Ashelman, P., & Searson, M. (Eds.). (2004). Perspectives on Early

Childhood Practice: Handbook of essential readings. Dubuque, IA: Kendall Hunt Publishing.

McAfee, O., Leong, D. J., & Bodrova, E. 2004). Basics of assessment: A primer

for early childhood professionals. Washington, DC: National Association for the Education of Young Children.

Meisels, S. J. & Atkins-Burnett, S. (2005). Developmental screening in early

childhood: A guide (5th ed.).Washington, DC: National Association for the

Education of Young Children.

Neuman, S. B. & Roskos, K. (2007). Nurturing knowledge: Building a foundation

for school success by linking early literacy to math, science, art and social studies. New York: Scholastic.

Noel, J. (Ed.). (2008). Multicultural education (2nd ed.). Boston: McGraw Hill.

Rasminsky, J. S. (2006). Challenging behavior in young children:

Understanding, preventing, and responding effectively (2n ed.). New York: Allyn & Bacon.

Tabors, P. O. (200 ). One child, two languages: A guide for early childhood

educators of children learning English as a second language. Baltimore, MD: Paul H. Brooks

Riley, D., San Juan, R. R., Klinkner, J., & Ramminger, A. (2008). Social &

emotional development: Connecting science and practice in early childhood settings. St. Paul, MN: Redleaf Press.

Sandall, S., Hemmeter, M.L., Smith, B. J., & McLean, M. E. (2005). DEC

Recommended Practices: A Comprehensive Guide for Practical Applications in Early Intervention/Early Childhood Special Education (Rev. ed.) Arlington, VA: Council for Exceptional Children.

Wiltz, N. W., Watson-Thompson, O., Cawley, H. S., & Skelley, H. A. (2008).

Developing and presenting a professional portfolio in early childhood education. Upper Saddle River, NJ: Pearson.

Wien, C. A. (Ed.). (2008). Emergent curriculum in the primary classroom:

Interpreting the Reggio Emilia approach in schools. New York: Teachers College Press.

Wurm, J. P. (2005). Working in the Reggio way: A beginner’s guides for

American teachers. St. Paul, MN: Redleaf Press.

B.Seminal Works

Bredekamp, S. & Rosegrant, T. (eds.) (1992). Reaching potentials: Appropriate

curriculum and assessment for young children. Vol. 1. Washington, DC: NAEYC.

Chandler, P. (1994). A place for me: Including children with special needs in

early care and education settings. Washington, DC: National Association for the Education of Young Children.

Comer, J.P. & Pouissant, A.F. (1992). Raising Black children. New York: NY:

Penquin/Plume Books

Couchenour, D. & Chrisman, K. (2002). Healthy sexuality development: A guide

for early childhood educators and families. Washington, DC: National Association for the Education of Young Children.

Crawford, S.H. (1996). Beyond dolls and guns: 101 ways to help children avoid

gender bias. Portsmouth, NH: Heinemann.

Derman-Sparks, L. (1989). Anti-bias curriculum: Tools for empowering young

children. Washington, DC: NAEYC.

Duckworth, E. (1996). The having of other wonderful ideas and other essays on

teaching and learning. 2nd Edition. New York, NY: Teachers College Press.

Edwards, C., Gandini, L., & Forman, G. (Eds.). (1998). The hundred languages

of children: The Reggio Emilia approach – advanced reflections. Westport, CT: Ablex Publishing.

Epstein, J. L. (2001). School family, and community partnerships: Preparing

educators and improving schools. Boulder, CO: Westview Press.

Hyson, M. (2003). Washington, DC: National Association for the Education of

Young Children.Preparing early childhood professionals: NAEYC’s standards for programs. Washington, DC: National Association for the Education of Young Children.

Kagan, S.L. & Cohen, N.E. (eds.) (1996). Reinventing early care and education:

A vision of a quality system. San Francisco, CA: Jossey-Bass Publishers.

Kami, C. (1982). Number in preschool and kindergarten: Educational

implications of Piaget’s theory. Washington, DC: National Association for the Education of Young Children.

Koralek, D., Dodge, D., & Colker, L. (1995). The what, why, and how of high-

quality early childhood education: A guide for on-site supervision (Rev. ed.). Washington, DC: National Association for the Education of Young Children.

New Jersey State Department of Education. (1996). Core Curriculum Content

Standards. PTM 1400.06. Trenton, NJ.

Paley, V.G. (1992). You can’t say you can’t play. Cambridge, MA: Harvard

University Press.

Papert, S. (1993). The children’s machine: Rethinking school in the age of the

computer. New York, NY: Basic Books/Harper Collins Publishers.

Posner, G.J. (1996). Field experience: A guide to reflective teaching. 4th Edition.

White Plains, NY: Longman Publishers.

Rogers, C. S. & Sawyers, J. K. (1988). Play in the lives of children. Washington,

DC: National Association for the Education of Young Children.

Wilson, P. (1996). When sex is the question. Santa Cruz, CA: ETR Associates.

C.Publications of Professional Organizations

Association for Childhood Education International, Wheaton, MD.

Childhood Education

Journal of Research in Early Childhood

National Association for the Education of Young Children, Washington, DC

Early Childhood Research Quarterly

Teaching Young Children

Young Children

National Council on Family Relations, Minneapolis, MN

Family Relations: Interdisciplinary Journal of Applied Family Studies

Journal of Family Theory & Review

D.Videos

Anti-Bias Curriculum

Looking at the Basics of Developmentally Appropriate Practice

E. Websites

Association for the Children of New Jersey

Children’s Defense Fund

Council for Exceptional Children

Education Law Center

National Association for the Education of Young Children

National Council on Family Relations

New Jersey Association for the Education of Young Children

New Jersey Department of Education

New Jersey Core Curriculum Content Standards

Purdue University Online Writing Lab

Prevent Child Abuse New Jersey

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