Instructor: Belinda Hammond

Email:

Voicemail: (805) 637-1039

General Course Information

Course Title:Principles and Practices of Teaching Young Children

Course Description:This course provides an examination of the underlying theoretical principles of developmentally appropriate practices applied to programs and environments emphasizing the key role of relationships, constructive adult-child interactions and teaching strategies in supporting physical, social, creative, and intellectual development for all children. This course includes a review of the historical roots of early childhood programs and the evolution of the professional practices promoting advocacy, ethics and professional identity.

Text:Teaching Young Children: An Introduction to the Early Childhood Profession , 2nd edition, by Margaret B. Puckett & Deborah Diffily, Thomson/Delmar Learning, 2003.

Course Objectives:Upon completion of this course, students will be able to:

  • Identify the historical roots of early childhood education
  • List different program types, delivery systems, and licensing and regulation structures in early childhood settings
  • Demonstrate awareness of developmental ages and stages
  • Define developmentally, culturally and linguistically appropriate practices
  • Describe why access to play is important for all children and ways of using a play-based curriculum as a vehicle for developing skills, dispositions, and knowledge
  • Describe adaptations (programmatic, curricular, and environmental strategies) needed to support children with diverse abilities and characterstics
  • Identify and compare effective policies, practices, and environments in early childhood settings
  • Describe the characteristics of effective relationships and interactions between early childhood professionals, children, families, and colleagues and examine the importance of collaboration
  • Describe the relationship of observation, planning, implementation, and assessment in effective programming.
  • Compare and contrast principles of positive guidance strategies
  • Identify practices promoting positive classroom management, guidance, communication and problem solving skills
  • Develop strategies to maintain communication and access with English language learning families and children
  • Demonstrate skills to maintain positive team relations
  • Explain child development as a profession, including ethics and professional organizations
  • Compare and contrast theoretical perspectives
  • Develop a professional philosophy

Course Requirements:

Class Participation:Class participation is an essential element of this course and will be reflected in your final grade. To participate in this course, you must post an original response to each Lesson discussion topic, and you must reply to at least three responses each lesson from your classmates. You can find the posted topics in the DISCUSSION BOARD link - each Lesson's DISCUSSIONS will be available to you during the same time each lesson is open. While you will be able to access past discussions, anything posted after the discussion has officially closed will not receive credit (remember - you can't make up a discussion in a traditional class - it would be like talking to yourself!). Each posting should include a thoughtful response, meaning more than simply "I agree/disagree", and while you're welcome to post such a response, this won't be counted towards your discussion participation points. Points will be updated every Monday through Friday by noon to reflect work completed, including discussion postings.

Current Event Discussion Post: This discussion board will be active throughout the semester, but only 1 original post and 6 replies to classmates are required during the semester (these can be done throughout the semester & don’t need to be in any specific single week). Find and an online article (newspaper, journal article, etc) that discusses some aspect of this course. Be sure to summarize the article and provide a link to the article. Be sure to include the story’s relevance to this course along with ideas on how to the information gained from the article can be “put to use” either in the classroom or at home for the little ones we provide care for!

Email Assignment: There is one email assignment for this course. The details for this assignment are identified in Lesson 01.

Reading/Lecture Requirements:Just as in any course, you are required to complete reading requirements. However, since this course is online, you will also be responsible for reading and participating in lectures online. A new lecture can be found by 9am on the date it opens (see calendar), and will include additional websites and information for you based upon the reading from that lesson.

  • Lab Requirements:During the course of the semester, you will be required to complete 30+ hours of lab time in a Child Development program (you may complete the hours at the center of your choice. The 30 hours must be spread out over the course of the entire semester. You may choose to complete your hours in a variety of ways; however you MAY NOT complete more than 4 hours in any given week and each session MUST be at least 1 hour long. There will be 8 lab assignments that you will be responsible to complete during the semester, and no more than one lab assignment can be completed in a week - all 8 labs are due on Sunday, July 24, 2011 (and should be submitted via email as an attachment – pdf, rtf, or doc files ONLY). Since a confirmation is also required, it is recommended that you submit your 8 labs as a single email addressed to your supervisor & cc Belinda, with the message requesting the supervisor “reply all” to verify your hours – this way, you’ll know when the verification comes through (or know if you need to follow up).

.

  • Lab Assignment #1 - Spend some time (at least 1 hour) observing 1 child. What developmental stage of play is the child exhibiting? Give examples to back up your observation.
  • Lab Assignment #2 - During the course of your lab time this week, look for evidence of a posted daily schedule. Clarify your findings with the teacher and record your findings along with descriptions of what occurs during the day. Also include the time of day you were observing and what part of the schedule did you participate in.
  • Lab Assignment #3 - Describe and list all of the supplies and equipment that are available to the children in the science area of the classroom. Also, describe any science activities that you observed both indoors and/or outdoors. Include evidence of animals or pets. Describe how the children were actively using this learning center. How did you participate with the children in this learning center?
  • Lab Assignment #4 - Look around the classroom. Record at least 4 different kinds of art projects displayed around the room. Look for evidence on the walls, hanging from above, on tables or counter tops. Describe each type of art and what materials were used. If you are unsure, ask the classroom teacher. Observe the self-directed art area. How are the children using the materials in this area? How did you participate with the children in this learning center?
  • Lab Assignment #5 - Look for evidence of sensory experiences throughout the classroom. Describe in detail what you found. Also, observe the block area in the classroom. How many children were using the center at one time? How many were boys and how many were girls? What were they building? How were they using the materials? How did you participate with the children in this learning center?
  • Lab Assignment #6 - Describe the music and movement opportunities that you can find for children. Did the children or the teachers initiate these activities? Did you observe any evidence of music used during a transition time? How did you participate with the children during these activities?
  • Lab Assignment #7 - Spend some time in the Dramatic Play area. What types of props did you find? How were the children using the materials available to them? How many children were in the area? How many were boys and how many were girls? How did you participate with the children in this learning center?
  • Lab Assignment #8 - Maintain a written log of your hours as you complete them, and email all 8 labs to your supervisor and Belinda as detailed above.

Written Requirements:In addition to the Lab Assignments, there will be four written assignments for this course. These are to be done as specified below.

  • Parents as Partners Assignment - due Sunday, June 26, 2011 (send via email as an attachment – pdf, rtf, or doc files ONLY)
  • Working with parents can be one of a teachers most satisfying responsibilities. The potential is clearly present for a dynamic partnership between the most important adults in a child's life. The common goal is obvious: the welfare of the child.
  • To assist you in defining your role as an early childhood educator in relationship with parents, answer the following questions in a 4-5 page, double spaced, typed paper. Remember to be respectful of the knowledge, skills and sense of caring that parents bring to the relationship.
  • Your paper must be typed, 4-5 pages in length, and in a 12 or 14 size font.You may use your book and class notes to answer the questions. You will be graded on your ability to completely answer each question in a clear, knowledgeable and well-written fashion. All papers will be graded on your ability to clearly and accurately answer each question.
  • You should work independently, and direct any questions or clarification of assignment to your instructors.
  • Describe three ways you would encourage parents to participate in your classroom. In each case, cite the advantages for the (a) children, (b) parents and (c) teacher/caregiver. What are the disadvantages?
  • What are three ways you would encourage and support families of diverse backgrounds feel welcome in your classroom? What are the benefits to the children? To the families? Lastly, reflect on the difficulties you might have to overcome as you support diverse families?
  • Reflect on your own schooling and your parent's involvement in your school experience. Provide one example and share about how you felt about it at the time. As you look back at this experience, is there anything you wish you could change? How do you think your own life experience will influence your expectations of the parents you work with in your classroom?
  • Environment Assignment - due Sunday, July 10, 2011 (send via email as an attachment – pdf, rtf, or doc files ONLY)
  • For young children, the environment is the place where they play out the themes of childhood: their interests, triumphs, problems and concerns. An environment for young children, therefore, includes all of the conditions that affect their surroundings and the people in it.
  • DIRECTIONS: To encourage you to think about the importance of environments as an early childhood educator, answer the following questions in a typed 2-3 page paper. Use a 12 or 14 size font, double-spaced. You may use your book and class notes to answer the questions. You should work independently, and direct any questions or clarification of assignment to your instructor.
  • Discuss the three elements of classroom environment:
  • the physical,
  • the temporal and
  • the interpersonal.
  • Physical environment is about the actual space, temporal environment is about how the space effects cognitive development, and interpersonal space is about how the space encourages little ones to interact with one another....
  • Regarding these three elements, describe an appropriate environment for each of the following three age groups:
  • the one-year-old child
  • the three-year-old child
  • the five-year-old child
  • Briefly describe in detail what is an anti-bias environment? How would you create an anti-bias environment for all children? Be specific and include information from the text and class discussion.
  • Lesson Plans #1 - due Sunday, July 24, 2011 (send via email as an attachment – pdf, rtf, or doc files ONLY
  • Lesson Plans #2 - due Sunday, July 31, 2011 (send via email as an attachment – pdf, rtf, or doc files ONLY)
  • In your role as an early childhood educator, you will be responsible for planning and implementing activities for young children. To give you some practice, complete the following assignment. You should complete this lesson with children ages birth – 8 years of age. Please allow 5-20 minutes for each lesson plan activity. Each lesson plan is worth 25 points.
  • You have two (2) opportunities to plan, implement and evaluate appropriate activities for young children.
  • #1 Lesson Plan - Create and implement one lesson plan for one of the following areas: Physical/Motor Development OR Cognitive Development
  • #2 Lesson Plan - Create and implement one lesson plan for one of the following areas: Language Development OR Emotional, Social, Creative, Spiritual Development
  • Before you complete the activity with young children, develop the lesson plan using the sample lesson plan posted below the syllabus. Allow yourself ample time to develop your lesson plans.
  • Immediately after implementing your lesson, you should complete the Lesson Plan Evaluation and make any notes necessary for you to complete a one-page summary as described on the Lesson Plan Evaluation.

oYou will be graded on five areas of this assignment:

oThe Lesson Plan format-

oyour ability to choose an age appropriate activity and

oan appropriate activity for the developmental area you choose.

oThe Lesson Plan Evaluation-

  • your notes and thoughtful reflections
  • typed one-page summary
  • Professionalism-
  • your ability to complete the lesson plan and reflect on the activity in a well thought out, succinct and clearly written fashion. Your work should be proof read.

LESSON PLAN EVALUATION

______Area of Development

Describe the Activity: ______

How many children participated? ______

Did any children choose not to participate in the activity? ______

How involved did the children become? Very____ Briefly_____ Watched only_____

How long was the activity? ______

How were children invited to the activity? ______

What were the childrenπs reactions? Describe what they said and did. ______

List the skills focused on in the activity, specifically, what skills were necessary for children to be successful? Give an example.______

Was the objective(s) of the lesson achieved? Provide an example.______

If you did this lesson again, what would you change?

One-page Summary: Answer the following five (5) questions. You must type your responses to receive full credit. Please contact your instructor for this class if you have any questions or concerns.

If needed, use your text, ≥Beginnings and Beyond≤ to reflect on the following questions:

Briefly describe a general description of the center you visited.

Was the lesson developmentally appropriate? Provide TWO specific examples.

Reflect on the activity and anything you felt went especially well. List TWO examples.

Did you enjoy yourself? Please explain.

Does teaching at this age level interest you? Why or why not.

Examinations:There will be 10 lesson exams (15 minute time limit) and one final (cumulative) exam for this course (with a 2 hour time limit). These are NOT open book exams, and the time limits will be enforced (unless you submit documentation from the college verifying a special need which requires extended exams times). Upon completion of each exam, you will see a score as your grade - if you see a lock instead of a grade after submitting an exam, contact Belinda immediately.There are no make ups allowed for examinations, so please make note of when this exam is available online!

Late Assignments/Extra Credit:Late written/lab assignments will be accepted through the end of the semester, but points will be taken off for each lesson the assignment is late.There are no make ups for missed discussions, quizzes/exams for this course. There is no Extra Credit will be available for this course.

BASIS for GRADING:

Discussion Participation 5 points each (x15 = 75 points total)

Email 5 points

Lesson Quiz 5 points each (x10 = 50 points total)

Parents as Partners Assignment 50 points

Environment Assignment 50 points

Lesson Plans 25 points each (x2 = 50 points total)

Lab Assignments 1-8 85 points

Current Event 35 points

Final Examination 100 points

90%-100% (450-500 points) A

80%-89% (400-449 points) B

70%-79% (350-399 points) C

60%-69% (300-349 points) D

59% & below (less than 300 points) F

It is the student’s responsibility to drop all classes in which he/she is no longer participating.

It is the instructor’s discretion to withdraw a student after the add/drop deadline due to excessive absences.

Students who remain enrolled in a class beyond the published withdrawal deadline, as stated in the class schedule, will receive an evaluative letter grade in this class.