MIDDLESEX COMMUNITY COLLEGE
EARLY CHILDHOOD EDUCATION PROGRAM
Online Course
Semester: Fall 2007
INSTRUCTOR: Dr. Ijey Nwachuku
Office Hours: By Appointment
Phone: (860) 343-5814
Credits: 3
CRN#: 3109
E-mail: Use Webct mail. When WebCt is down use inwachuku@mxcc.commnet.edu
Morrison, G. S. (2007). Early Childhood Education Today (10th ed.). Prentice Hall
The main goal of this course is to introduce students to early childhood education with emphasis on historical perspectives, theories, practice, and current trends and developments. Early childhood environments for children from birth through eight years of age will be studied. Various curricula materials will also be reviewed.
At the end of this course students will be able to:
§ Explain the roles of the early childhood education professional;
§ Describe critical issues facing children and families today;
§ Explore contemporary issues in early childhood education curriculum, teaching, and methods;
§ Describe the beliefs and theories of Luther, Comenius, Locke, Rosseau, Pestalozzi, Owen, Froebel, Montessori, Dewey, Piaget, Vygotsky, Maslow, Erikson, Gardner, Hirsch, etc. Discuss the influence of the past history of early childhood education on the future direction of the profession;
§ Identify and explain the main philosophical and pedagogical principles of the Montessori program;
§ Explain the importance of Piaget theory of cognitive development;
§ Compare and contrast the similarities, differences and strengths of ECE models;
§ Explain the similarities and differences among preschool, kindergarten and primary grade children;
§ Evaluate the issues and trends in children’s behavior guidance;
§ Discuss the implications of diversity on early childhood education; evaluate issues relating to teaching children with special needs; and review childcare practices among selected ethnic groups ( Mexican-American, Asian-American, Native- American, African-American, etc).
§ Discover why parent, family, and community involvement is important in early childhood development or education programs.
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A.
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Group Participation and Leading small group/team assignments on discussion board (activities will be assigned which will focus on Programs-In-Action, Diversity Tie-In, Competency Builder/Voice from the field, and 3DVD, and ). 30 points for final team posting. |
330 points
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B. |
Individual Research Project/Presentation on one of the historical figures in Early Childhood Education/Development. (PowerPoint presentation – 100 points, Written paper – 100 points) |
200 points |
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C.
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Field Observation/Participation -10 Hours (50 points - field work, 60 points – observation of a child in all developmental areas using program observation tools/checklists, and 55 points written summary). Observation sheets will be posted at the course site. |
170 points
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D-1 D-2 D-3 |
1ST TEST (40 multiple choice and 2 essay questions) 2ND TEST (40 multiple choice and 2 essay questions) Final Exam (40 multiple choice and 2 essay questions) |
100 points 100 points 100 points |
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Total |
1000 points |
Total # of points Letter Grade
950 – 1000 A
900 – 949 A-
870 – 899 B+
830 – 869 B
800 – 829 B-
770 – 779 C+
730 – 769 C
700 – 729 C-
670 – 699 D+
630 – 669 D
600 – 629 D-
0 – 599 F
Team Assignments/Participation: This will depend on your group summary posting which is worth 30 points. Each group member MUST find and post at least one article that is related to their group topic. Late posting for team assignments will be penalized. Any late posting (individual & team) will result to a lower grade (i.e. minus 5 points after the posting deadline) and may lead to a failing grade in this course. It is the responsibility of each team to work together on/before Thursday midnight as to allow team leader for each activity to post final summary by Sunday midnight.
Each group will write 2 typed double spaced reflection (plus a cover page which includes list of group members, assigned topic, course number/title, date, instructor, group number, creative objects/pictures choosen by the group to decorate their cover page) on their assigned topic. The reflection should consist of:
(a) A brief (one paragraph) overview of the case study or topic;
(b) Reflection on the assigned topics ie your group opinion; and
(c) Implementation - How the information would be useful in your future career.
The purpose of this assignment is to provide students the opportunity to further explore HISTORICAL FIGURES of interest in Early Childhood. Each individual is expected to research on any influential historical figures and their contribution to Early Childhood Education/Development field. This will be assigned to students on the second week of class. The presentation will be posted on discussion board to share. Each individual is required to submit at least a 10 page typed double spaced summary by December 15, 2007 (excluding pictures and other artifacts related to the historical figure but must be added to enhance your final report). Failure to submit your final paper on the due date will result to loss of 5 points. The project/presentation will be judged as follows:
I. Outline for the class – 20points;
II. Quality of information presented – 40 points;
III. PowerPoint presentation – 40 points
IV. 10 page typed summary on topic presented – 100 points
NOTE: All presentation must be in PowerPoint and must be posted on discussion board and submitted with the 10 page typed final report.
FIELDWORK
Each student is expected to complete 10 hours of fieldwork at Early Childhood Education setting of your choice but the actual observation MUST NOT BE IN YOUR OWN CLASSROOM. You are required to keep a comprehensive journal of all your activities, experiences, and reflection; at the end you must submit AT LEAST 3 or more page typed summary of your whole fieldwork experiences (NOT JUST NARRATIVE OF CHILDREN’S ACTIVITIES) plus your observation sheet(s). Students are responsible for scheduling their observation time with the classroom teachers/program Directors. Choose and observe a child in all developmental areas using the program observation tools or Connecticut Assessment framework Tools.
Two tests which will cover all materials reviewed (Specified by the course outline) and a final exam which will consist of all materials covered after the two tests.
NOTE: Assignments must be typed with 12-size font and double-spaced and must be submitted on due dates. Late submission of assignments will result in loss of 5 points.
I will assume that students must have completed all the weekly assignments, tests, and exams by the due dates
COURSE OUTLINE
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Date |
Topics/Chapters |
Assignments/Activities |
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Week 1 7/28-9/2/07 |
Introduction You and Early Childhood education: What does it mean to be a professional?
Small Group Activities will be assigned starting 2nd week. |
1. Obtain Course Textbook. 2. Who is Who in ECE – Assign individual research project to students (Historical Figures in ECE) 3. Discussion to introduce yourself. 4. Small Group formation. 5. Read chapter 1 & lecture notes |
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Week 2 9/4-9/9 |
Early Childhood Education Today
Small Group Activities (use at least 5 resources). |
1. Read chapter 2 & lecture notes 2. Small Group Activities a. Group1-Program in Action -pgs. 34-35 b. Group2-Voice from the Field -pg. 42 c. Group3-Diversity Tie-In -pg. 46 |
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Week 3 9/10-9/16 |
Observing and Assessing Young Children. The Past and the Present Research project reminder
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1. Read chapters 3, 4 & lecture notes 2. Small Group Activities a. Group1-Voice from the Field -pgs 60-61 b. Group2-Program in Action -pgs. 73- 75 c. Group3-Program in Action - pgs.100-101 |
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Week 4 9/17-9/23 |
Theories Applied to Teaching and Learning. |
1. Read chapter 5 & lecture notes 2. Small Group Activities a. Group1-Diversity tei-In -pgs. 128-129 b. Group2-Voice for field -pgs. 123-124 c. Group3-Porgram in Action -pg. 131 |
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Week 5 9/24-9/30 |
Early Childhood Programs Every group member must watch the DVD. 1ST TEST Reminder |
1. Read chapter 6 text & lecture notes 2. DVD reflection on discussion board a. Montessori – Group1 -pgs. 148-149 b. High/scope - Group2 -pgs. 152-153 c. Reggio Emilia – Group3 -pgs. 159-160 |
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Week 6 10/1-10/7 |
Child Care. Federal Government. TEST – CHAPTERS 1-6 NO GROUP WORK |
1. Read chapters 7 & 8 text and lecture notes 2. 1ST TEST– 10/1-10/7 |
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Week 7 10/9-10/14 |
Infants and Toddlers Dev.
Research outline draft due |
1. Read chapter 9 & lecture notes 2. Small group Activities a. Group1-Porgram in Action -pgs 260-261 b. Group2-Porgram in Action -pgs 263-265 c. Group3-Voice for field -pgs. 246-247 |
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Week 8 10/15-10/21 |
Preschool Years
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1. Read chapter 10 & lecture notes 2. Small Group Activities a. Group1-Program in Action -pgs. 301-303 b. Group2-Diversity tei-In -pgs. 280-281 c. Group3-Program in Action -pg. 294-295 |
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Week 9 10/22-10/28 |
Kindergarten Education
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1. Read chapter 11 & lecture notes 2. Small Group Activities a. Group1-Voice for Field -pgs. 332-333 b. Group2-Program in Action -pg. 320-321 c. Group 3, Diversity-Tie In pg. 334-335 |
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Week 10 10/29-11/4 |
Primary Grades 10 Hours Fieldwork/report due 2nd TEST reminder |
1. Read chapter 12 & lecture notes 2. Small Group Activities a. Group1-Program in Action -pgs. 360-361 b. Group2-Voice for Field -pg. 364 c. Group3-Program in Action -pgs. 342 |
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Week 11 11/5-11/11 |
Technology and Young Children TEST – CHAPTERS 7-12 NO GROUP WORK Research project reminder. |
1. Read chapter 13 & lecture notes. 2. 2ND TEST – 11/5-11/11 |
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Week 12 11/12-11/18 |
Guiding Children’s Behavior
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1. Read chapter 14 lecture notes. 2. Small Group Activities a. Group1-Program in Action -pgs. 410-411 b. Group2-Program in Action -pgs. 412-413 c. Group3-Program in Action -pgs 420-421 |
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Week 13 11/19-11/21 |
Multiculturalism
11/22-11/25----Thanksgiving |
1. Read chapter 15 & lecture notes. 2. Small Group Activities a. Group1-Voice from the Field -pgs. 438-440 b. Group2-Program in Action -pgs. 449-450 c. Group3-Voice from the Field pgs. 442-444 |
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Week 14 11/26-12/2 |
Children with Special Needs Parent, Family, and Community Involvement Research project reminder.
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1. Read chapter 16, 17, & lecture notes. 2. Small Group Activities: a. Group1-Program in Action -pgs. 470-471 b. Group2-Program in Action -pgs. 499-500 c. Group3-Program in Action -pgs. 504-505
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Week 15 12/3-12/15
Week 16 12/10-12/17 |
Individual Presentation
FINAL EXAM. |
1. Individual Presentation outline andPowerPoint posted on discussionboard.2. FINAL EXAM reminder. 3. Final written report due Dec. 15, 2007
FINAL EXAM – Monday December 10 to Monday December 17, 2007. |
NOTE: a. The following WebCT functions will be used during the semester: calendar,
assignments, announcements, e-mails, grades, discussion, etc.
b. Please remember to save all your work which you can print out or keep in your computer as your 1st ECE portfolio.
ADA ACCOMMODATION STATEMENT: “Students with physical or learning disabilities who may require accommodation are encouraged to contact the counseling office. After disclosing the nature of the disability, students are urged to discuss their needs with individual instructors. This should be done at the beginning of each semester. Instructors, in conjunction with appropriate college officials will provide assistance and/or accommodations to those students who have completed this process.”
1. Comenius, J. A., The Great Didactic of John Amos. Russell and Russell. 1967. p. 58
2. Driscoll, A., N. G. Nagel. Early Childhood Education Birth – Eight; The World of Children, Families, and Educators. Allyn and Bacon. 1999.
3. Essa, E. L. Introduction to Early Childhood Education. 3rd ed. Delmar Publishers.
1999.
4. Hilderbrand, V., L. A. Phenice, M. M. Grey, R. P. Hines. Knowing and Serving Diverse Families. Prentice Hall. 2000.
5. Montessori, M. Dr. Montessori’s Own Handbook. Schocken Books. New York. 1965. p.131
6. Morrison, G. S. Fundamental of Early Childhood Education. 3rd ed. Prentice Hall. 2003.
7. Richard, A. S. Understanding Children Through Observation. West Publishing Co. 1980.
8. Richmond, P. G., An Introduction to Piaget. Basic Books. New York. 1970. p. 68
9. Rothstein, R. “Reducing Poverty Could Increase Scholl Achievement.” New York Times. 7 March 2001. p. A18.
10. Rousseau, J. J. Dutton, Everyman’s Library. New York. 1933. p. 5
11. Rubin, K. H. “Play Behavior of Young Children.”
12. Schweinhart, L. J., H. V. Barnes, D. P. Weikart. Significant Benefits: The High/Scope Perry Preschool Study Through Age 27. High/Scope Press. 1993.
13. Seefeldt, C., N. Barbour. Early Childhood Education: An Introduction. 4th ed. Prentice Hall. 1998
14. Wilgoren, J. “Quality Daycare; Early Childhood Education is Tied to Achievements as an Adult.” New York Times. 22 October 1999. p. A16
15. Zimiles, H. The Bank Street Approach. In J. L. Roopnarine and J. E. Johnson (eds) Approaches to Early Childhood Education. 2nd ed. Merrill Publishing Co. p. 261 – 273. 1993.
INSTRUCTOR: Dr. Ijey Nwachuku
COURSE NUMBER/TITLE: ECE 101D – Introduction to Early Childhood Education
PURPOSE: Field Placement Time Sheet
DEPARTMENT: Early Childhood Education (Middlesex Community College)
STUDENT NAME___________________________________________________
SCHOOL/PROGRAM NAME__________________________________________
PROGRAM TOWN/PHONE___________________________________________
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DATE TIME DAILY ACTIVITIES OBSERVED/PARTICIPATED
(Just neatly list ONLY all the daily activities observed and
participated in and do not describe children’s activities here)
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TOTAL # OF HOURS:______________________
STUDENT'S SIGNATURE_________________________________________________
SUPERVISING TEACHER'S NAME_________________________________________
SUPERVISING TEACHER'S SIGNATURE___________________________________