EEC1000 Introduction to Early Childhood Education
Credit Hours: Three (3)
Prerequisites: None
Course Description
This course provides the student with a general introduction to the young child and the early childhood classroom, family and societal influences on young children, principles of child growth and development, role of play in young children’s learning, methods of observing and recording behavior, techniques of guiding behaviors, and characteristics of appropriate early childhood programs and teachers.
Instructor Information
Instructor: GRETEL NARANJO Term: Summer 2016
Office Hours: 5:00 – 5:40 PM Office Location:
Class Location: Room 3208 Campus: InterAmerican
Phone: 786-571-6466 Class Times: 5:40 PM – 9:00 PM
E-mail: Class Days: Wednesdays
National, State, and College Standards
Florida Educators Accomplished Practices - FEAP
Professional Education Competencies- PEC
Florida Subject Matter Competencies –
· Preschool Education [Birth to Age 4]- PS
· PreKindergarten/Primary [Age 3 to Grade 3]- PK
Florida Performance Standards for ESOL Teachers –
· Domain and Standards- ESOL DS
· Competencies and Skills- ESOL CS
Florida Reading Competencies P-12 - READ
Miami Dade College Learning Outcomes:
1. Communicate effectively using listening, speaking, reading, and writing skills. / 2. Use quantitative analytical skills to evaluate and process numerical data. / 3. Solve problems using critical and creative thinking and scientific reasoning. / 4. Formulate strategies to locate, evaluate, and apply information. / 5. Demonstrate knowledge of diverse cultures, including global and historical perspectives.6. Create strategies that can be used to fulfill personal, civic, and social responsibilities. / 7. Demonstrate knowledge of ethical thinking and its application to issues in society. / 8. Use computer and emerging technologies effectively. / 9. Demonstrate an appreciation for aesthetics and creative activities. / 10. Describe how natural systems function and recognize the impact of humans on the environment.
National Association for the Education of Young Children:
1. Promoting child development and learning. / 2. Building family and community relationships. / 3. Observing, documenting, and assessing to support young children and families. / 4. Teaching and learning. / 5. Becoming a professional.
COURSE COMPETENCIES:
Upon completion of this course, the student will:
Competency 1: Summarize the concepts of developmentally and culturally appropriate practices by:
a. Discussing the characteristics of developmentally appropriate practices that guide effective instruction.
b. Describing the anti-bias curriculum approach to early childhood education.
c. Identifying child-initiated, child-centered, adult supported activities observed while at work in an early childhood classroom.
d. Identifying the components of effective organization and management (e.g., classroom environments, routines, rituals, schedules.)
e. Demonstrating appropriate manuscript printing and explaining its importance in literacy development.
f. Discussing the various types of early care and education programs.
Competency 2: Compare and contrast the historical influences on the field of Early Childhood Education by:
a. Researching the contributions of significant historical figures (e.g., Froebel, Pestalozzi, Montessori, Owen, Dewey, and Malaguzzi).
b. Comparing and contrasting the contributions of historical influences.
Competency 3: Analyze the stages of child growth and development by:
a. Identifying basic principles and milestones of child growth and development (e.g., social-emotional, cognitive, physical, creative) for the typical developing child.
b. Examining the developmental domains (e.g., affective, cognitive, psychomotor).
c. Discussing influential developmental theorists (e.g., Piaget, Erikson, Vygotsky, Maslow, Ainsworth, Gardner, Skinner, and Bandura and their contributions to our understanding of children and learning).
d. Relating the uniqueness of each child to factors such as family culture, temperament, learning styles, and others, and how each contributes to individual differences in development and learning.
e. Identifying developmental alerts.
f. Examining the influence of brain research on theories of cognitive and social competence, the principles of how children learn, and the development and implementation of instructional strategies.
Competency 4: Analyze the role of play in young children’s learning by:
a. Discussing how play promotes cognitive, physical, social, emotional, and creative development in young children.
b. Describing the developmental sequence and stages of play.
c. Explaining the importance of play in promoting children’s development.
d. Differentiating between child-initiated play activities and teacher-directed activities.
e. Selecting activities that promote active learning through play, such as independent exploration, discovery, and multisensory involvement.
f. Developing a document panel based on the observation of children’s play.
Competency 5: Demonstrate positive guidance techniques by:
a. Examining the relationship between positive guidance and the child’s developing sense of competency, self-esteem, and self-control.
b. Explaining the relationship between child development and realistic behavioral expectations for children.
c. Identifying techniques and strategies that promote conflict resolution and prosocial behavior.
d. Discussing the role of the classroom environment in influencing behavior.
e. Identifying developmentally appropriate components of a positive and effective classroom behavioral management plan.
Competency 6: Explain family and societal influences on the lives of young children by:
a. Discussing the variety of family systems and how the dynamics of these systems impact the developing child.
b. Examining the influence of societal factors such as media, technology, social policies, and violence on the developing child.
Competency 7: Observe and record behavior by:
a. Identifying types of observation.
b. Differentiating between subjective and objective observations.
c. Demonstrating the ability to write an objective observation on an individual child.
Competency 8: Define the teacher’s role as a professional by:
a. Explaining the type of professional behavior expected of an adult in the classroom (e.g.,
b. Demonstrating professional characteristics such as responsibility, cooperation, and dependability.
c. Sharing experiences with others in a professional manner including showing respect for child, family and center confidentiality.
d. Identifying professional early childhood organizations on the local, state, and national level and analyzing their position statements.
e. Identifying opportunities for professional growth.
REQUIRED TEXTBOOKS:
Gordon Biddle, K; (2014) Early Childhood Education: Becoming a Professional. SAGE. This book will be used again in EEC1200.
Copple, C. & Bredekamp, S. (2009). Developmentally Appropriate Practices in Early Childhood Programs: Serving Children from Birth through Age 8. (Third Edition). NAEYC. This book will be used again in other EEC courses!!!
VIDEO RESOURCES:
“Celebrating Early Childhood Teachers”
“Early Childhood Professionals: Sowers of the Future” Kaplan
“Career Encounters: ECE” NAEYC
“Tools for Teaching DAP” Mariner’s Star
“Dump the Dittoes” MDC
“Sensory Play: Constructing Realities” NAEYC
“Painting a Positive Picture”
“Getting Along Together” PBS Whole Child Series
“Vygotsky: An Introduction”
“Creativity and Play” PBS Whole Child Series
“Building Inner Controls” PBS Whole Child Series
“Dealing With Feelings” PBS Whole Child Series
“Guidance: Painting a Positive Picture” NAEYC Childcare Collection
ELECTRONIC RESOURCES:
Ages and Stages Photo Gallery:
http://pediatrics.about.com/od/agesandstages/ig/Ages-and-Stages-Photos/?rd=1
Talaris: www.talaris.org
Whole Child/ Creativity and Play: http://www.pbs.org/wholechild/providers/play.html
Taking Play Seriously: http://www.nytimes.com/2008/02/17/magazine/17play.html?ref=magazine
The Child’s Right to Creative Thought and Expression: http://www.acei.org/creativepp.htm
Bank Street Corner – Discipline: http://www.bankstreetcorner.com/dealing_w_discipline.shtml
Aesthetic Codes in Early Childhood Classrooms – Sections1, 2 and 3: http://www.designshare.com/Research/Tarr/Aesthetic_Codes_1.htm
The Food and Restaurant Project: http://ecrp.uiuc.edu/v7n1/nacif.html
El proyecto de alimentos y restaurants: http://ecrp.uiuc.edu/v7n1/nacif-sp.html
NAEYC: www.naeyc.org
NAEYC’s Position Statement “Code of Ethical Conduct”
http://www.naeyc.org/about/positions/pdf/PSETH05.pdf (English)
http://www.naeyc.org/about/positions/pdf/conductaEtica.pdf (Span.)
Constructivist Philosophy: http://faculty.mdc.edu/jsulliva
Encyclopedia on Early Childhood Development: http://www.child-encyclopedia.com/en-ca/home.html
Head Start Conflict Management: http://www.headstartinfo.org/pdf/conflict-final.pdf
PBS Whole Child Series: Dealing with Feelings: http://www.pbs.org/wholechild/providers/dealing.html
The Power of Documentation: www.chicagometroaeyc.org
Negotiating with Toddlers–Head Start: http://www.headstartinfo.org/publications/hsbulletin68/hsb68_10.htm
Bank Street Corner – Discipline: http://www.bankstreetcorner.com/dealing_w_discipline.shtml
The Whole Child – Building Inner Controls: http://www.pbs.org/wholechild/providers/building.html
Center for Effective Discipline: http://www.stophitting.com/
Center on the Social and Emotional Foundations for Early Learning: http://csefel.uiuc.edu/
Conscious Discipline: http://www.beckybailey.com
Violence Prevention in Early Childhood
http://www.actagainstviolence.com/materials/publications/act/violenceprevention_childhood.pdf
Zero to Three – Self control: http://www.zerotothree.org/tips
PBS Whole Child – Getting Along Together: http://www.pbs.org/wholechild/providers/getting.html
What Does Research Say about Early Childhood Education?
http://www.ncrel.org/sdrs/areas/stw_esys/5erly_ch.htm
Association for Childhood Education International: http://www.acei.org/brainspeaks.pdf
Children’s Right to Creative Expression: http://www.acei.org/creativepp.htm
Hothousing Young Children: http://www.ericdigests.org/pre-928/young.htm
The Prodigy Puzzle (NY Times article)
http://www.nytimes.com/2005/11/20/magazine/20prodigies.html?ex=1133240400&en=0a3d1a121a3d8ce3&ei=5070
High/Scope: www.highscope.org
Observing and Recording the Behavior of Young Children: http://store.tcpress.com/0807735752.shtml
Pioneers in Our Field – Lev Vygotsky: http://content.scholastic.com/browse/article.jsp?id=3549
Social Development Theory (Vygotsky): http://tip.psychology.org/vygotsky.html
Froebel Foundation USA: http://www.froebelfoundation.org/
Robert Owen and New Harmony: http://www.infed.org/thinkers/et-owen.htm
Jean Piaget: http://www.piaget.org
Montessori International Index: http://www.montessori.edu/
Howard Gardner’s Project Zero: http://www.pz.harvard.edu/index.htm
Learning Modalities (Gardner): http://www.pbs.org/teachersource/prek2/issues/1101issue.shtm
Vygotsky Resources: http://www.kolar.org/vygotsky/ http://tip.psychology.org/vygotsky.html
John Dewey Resources: http://cuip.uchicago.edu/jds/links.php
Rudolph Steiner: http://www.rsarchive.org/
Froebel’s Gifts: http://www.geocities.com/Athens/Forum/7905/gifts/
Sigmund Freud and the Unconscious: http://cepa.newschool.edu/~quigleyt/vcs/psychoanalysis.html
Erik Erikson: http://www.psy.pdx.edu/PsiCafe/KeyTheorists/Erikson.htm
Behaviorist Theory and Skinner: http://www.psy.pdx.edu/PsiCafe/KeyTheorists/Skinner.htm
Constructivist Theory: http://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/sc5model.htm
Multiple Intelligences – Howard Gardner: http://www.pz.harvard.edu/PIs/HG.htm
Attachment Theory- Bowlby and Ainsworth: http://www.psychology.sunysb.edu/attachment/online/inge_origins.pdf
The Role of Pretend Play in Children’s Cognitive Development: http://ecrp.uiuc.edu/v4n1/bergen.html
Head Start: http://www.acf.dhhs.gov/programs/hsb/
Universal PreK: www.preknow.org
Top 10 Signs of A Good Kindergarten Classroom:
http://www.kidsource.com/kids ource/content3/10.signs.kinder.k12.4.html
Caldecott Medal: http://www.ala.org/ala/alsc/awardsscholarships/literaryawds/caldecottmedal/caldecottmedal.htm
NAEYC Position Statement-Developmentally Appropriate Practices (DAP):
http://www.naeyc.org/about/positions/pdf/PSDAP98.PDF
Florida Childcare Training: www.myflorida.com/childcare/training
COURSE OUTLINE:
The instructor reserves the right to make changes in the order of topic presentation and assignments.
Class /Date
/ Topic / Assignment1 / 05/11 /
Introduction to course
Service LearningField Placement
Description of Projects & About Me book presentation schedule
Guidelines to Working with Young Children
Constructivist Philosophy of ECE / http://faculty.mdc.edu/jsulliva
Read Section on Constructivist Philosophy
Read: http://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/sc5model.htm
2 / 05/18 / Characteristics of a Good Teacher
Professionalism
History of Early Childhood Education
Sign up for Historical Figures project / Ch. 1 Early Childhood Education: Becoming a Professional
NAEYC Position Statement Code of Ethical Conduct (ECEBP Appendix)
Ch. 2 (ECEBP)3 / 05/25 / Developmentally and Culturally Appropriate Practices
Types of Programs / Ch. 3 (ECEBP)
Ch. 3 and 4; Ch. 5 pp. 75-183
Developmentally Appropriate Practice (DAP)
Return Field Placement Forms
Assignment #3: Autobiography Due
4 / 06/01 / Developmental Theorists
Child Development & Milestones
Exam One /
Ch. 4 (ECEBP) Ch. 5 (ECEBP)
5 / 06/08 / Brain ResearchDevelopmental Domains / Assignment # 1: “About Me” Book presentations I
6 / 06/15 / Observation /
Ch. 6 (ECEBP)
Bring in a sample of the assessment/observation tool you use in your class7 / 06/22 / Historical Figures
Play Documentation
Explanation of Documentation Project / Ch. 10 (ECEBP)Assignment #2: Historical Figures Group Presentation Due
8 / 06/29 / Behavior and Positive Guidance
Exam Two / Ch. 9 (ECEBP)
pp. 95,158-159 (DAP)
9 / 07/06 / Behavior and Positive Guidance / Assignment # 4 & 5: Observation I & Observation II Due
Assignment # 1: “About Me” Book presentations II
10 / 07/13 / Social Forces - Trends & Issues
Exam Three / Ch. 15 (ECEBP)
Assignment # 7: Research on Trends & Issues Due
11 / 07/20 / Play Documentation Critique
(Bring what you have completed so far to class today) / Assignment # 6: Play Documentation Presentations
12 / 07/27 / Play Documentation Presentations
Service Learning Reflections
Semester Reflections / Assignment # 6: Play Documentation Presentations Field Experience Hours DueAttendance Mandatory
REQUIRED ASSIGNMENTS:
Assignment #1: About Me Book
NAEYC POA 1
Description: Learning is based on the establishment of relationships. Establishing relationships with children creates an environment of acceptance, tolerance, and respect. This assignment will provide you an opportunity to create a relationship with children by sharing about yourself with them. You will create a picture book about yourself to share with children in a classroom.
Directions: To create your About Me book, follow the criteria below including meaning, structure, and process. A grading rubric will be given to you.
a) Meaning: The picture book must communicate who you are in some way: it could be descriptive, autobiographical, a metaphor....but it must convey the message, “This is me!” Since you are writing it for young children to enjoy, the pictures are very important and the text and format must be age appropriate. Complete a timeline or story map of your life and choose one incident that might be developed into a story. Remember: we do not want an autobiography, rather a story about one part of your life that shares a little bit about you! You may look at developmentally appropriate picture books for the age group you choose, and use these as models in order to generate ideas for your own book. Be original and creative with your own story.
Note: Think about making a dual language version of your book.
b) Structure: The picture book must be; bound in an interesting format, durable for use in the classroom, well-planned and well-written, adhering to the conventions of grammar, syntax, and spelling, inviting, and illustrated in some way (e.g., creative, imaginative, kinesthetic).
c) Process: After creating the book you will share it with children. Write a reflection on the writing and reading experience. Your books will be displayed and shared with colleagues in class.
Assignment #2: Historical Figures Paper and Group Presentation
NAEYC POA 5
Description: This project is designed to help you better understand the history of Early Childhood Education. Many important historical people will be discussed in class. Select ONE of them from the following: Johann Pestalozzi, Friedrich Froebel, Robert Owen, John Dewey, Maria Montessori, Loris Malaguzzi, Lucy Sprague Mitchell. The person you select is to be used as the focus of the Paper and Presentation.
Directions: Write a short (2-3 pages) paper summarizing the significance of the person in field of Early Childhood. Use three sources of information, and use APA format. The paper should include the four bullets listed below for the presentation plus a reflection.
After writing your paper, all class members who have researched the same historical figure will meet together as a group. The group will discuss the information you have researched, what information should be shared with the class, and how it should be presented in an engaging and interesting way. The presentation should include:
· Name of theorist
· Historical period (time and place) in which s/he lived and the view of the child (how children learn, a children’s place, children’s roles, behavioral expectations) in this time frame
· Description of his/her view of the child and his/her theory concerning children and learning
· Discuss in what ways the theorist contributed to Early Childhood Education