MIDDLESEX COMMUNITY COLLEGE

EARLY CHILDHOOD EDUCATION PROGRAM

ECE 101D – INTRODUCTION TO EARLY CHILDHOOD EDUCATION

INSTRUCTOR: Dr. Ijey Nwachuku Office Hours: By Appointment

Online Phone: (860) 343-5814

Credits: 3 CRN#: 1128 Semester: SPRING 2007

E-mail: Use Webct mail. When WebCt is down use inwachuku@mxcc.commnet.edu

TEXT

Morrison, G. S. (2007). Early Childhood Education Today (10^th ed.). Prentice Hall

COURSE DESCRIPTION

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.

COURSE OBJECTIVES

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.

COURSE REQUIREMENTS/GRADING GRID/DESCRIPTION GRADING

A.	Attendance and class Participation, and Leading small group/team assignments on discussion board (activities will be assigned which will focus on Programs-In-Action [Using Programs in Action Internet Connections Chart/form], Diversity Tie-In, Ethical Dilemma, Competency Builder/Voice from the field, 5DVD, and discussion questions). 20 points for final team posting.	220 points
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
C. D	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. Well organized portfolio of every thing related to this course with table of content in one-word-file which must be submitted at the end of the semester.	165 points 30 points
E-1	Chapter Quizzes	85 points
E-2 E-3 E-4	1^ST TEST (40 multiple choice and 2 essay questions) 2^ND TEST (40 multiple choice and 2 essay questions) Final Exam (40 multiple choice and 2 essay questions)	100 points 100 points 100 points
	Total	1000 points

Total # of points Letter Grade

930 – 1000 A

900 – 929 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 20 points. Late posting for team assignments will be penalized. Any late posting (individual & team) will result to a lower grade (i.e. minus 2 points each day 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 page typed double spaced reflection (excluding the 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

INDIVIDUAL PROJECT/PRESENTATION:

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 May 11, 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 each day. 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.

CHAPTER QUIZZES, TWO TESTS, AND ONE FINAL EXAM

There will be 15 minutes chapter quizzes before Sunday of the week, 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 each day.

COURSE FORMAT

I will assume that students must have completed all the weekly assignments, quizzes, tests, exams by the due dates

COURSE OUTLINE

Date

Topics/Chapters

Assignments/Activities

Week 1

1/22-1/28

Introduction

You and Early Childhood education: What does it mean to be a professional?

CHAPTER QUIZ EACH WEEK

Small Group Activities will be assigned starting 2^nd 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. Read chapter 1 text, lecture notes, and take the quiz.

5. Small Group formation.

Week 2

1/29-2/4

Early Childhood Education Today

1. Discussion: Small Group Activities

(use at least 5 resources).

a. Is today’s childcare environment

father/male friendly? Group 1

b. Effects of absent fathers on the

growing child. Group 2

c. “They Are What They Eat”

Voice from the field – page 42

Group 3

2. Read chapter 2 text, lecture notes,

and take the quiz.

Week 3

2/5-2/11

Observing and Assessing Young Children.

The Past and the Present

Research project reminder

1. Discussion : Small Group Activities

a. group 1, Program in Action, pg. 23- 75

b. group 2, Ethical dilemma: “test or leave” pg. 81

c. group 3, Program in Action, pg. 100-101

2. Read chapters 3 & 4 text, lecture

notes, and take the quiz.

Week 4

2/12-2/18

Theories Applied to Teaching and Learning.

1. Discussion: Small Group Activities

a. group 1, Voice for field, pg. 123-124

b. group 2, Porgram in Action, pg. 131

c. group 3, Diversity teitu , pg. 128-129

2. Read chapter 5 text, lecture notes,

and take the quiz.

Week 5

2/19-2/25

Early Childhood Programs

DVD project group discussion begins.

1^ST TEST Reminder

1. DVD reflection on discussion board

a. Montessori – Group 1 pg 148-149

b. High/scope - Group 2 pg. 152-153

c. Reggio Emilia – Group 3 pg. 159-160

2. Read chapter 6 text, lecture notes, and

take the quiz.

Week 6

2/26-3/4

Child Care

Federal Government:

TEST - CHAPTERS 1-6

1. Read chapter 7 & 8 text, lecture

notes, and take the quiz

a. group 1 Voice for field, pg. 180- 181

b. group 2 Diversity tie-lu, pg. 193

c. group 3 Ethical Dilemma, pg. 197

d. group 1 Program in Action, pg. 206-207

e. group 3, Program in Action, pg.214-215

f. group 2, Program in action, pg. 210-211

2. 1^ST TEST–,

Week 7

3/5-3/11

Infants and Toddlers Dev.

DVD group project due

Research outline draft due

1. DVD reflection on discussion board

group 2 Voice for Field pg. 246-247
group 3, Diversity Tie lu pg. 254-255
group 1, Ethical Dilemma pg. 267

2. Read chapter 9 text, lecture notes,

and take the quiz.

Week 8

3/12-3/18

Preschool Years

1. Discussion: Small Group Activities

a. group 3, Program in Action, pg. 294-295

b. group 1, Program in Action pg. 301-303

c. group 2, Ethical Dilemma pg. 306

2. Read chapter 10 lecture notes,

and take the quiz.

Week 9

3/26-4/1

Kindergarten Education

1. Discussion: Small Group Activities

a. group 2, Program in Action, pg. 320-321

b. group 1, Voice for Field, pg. 332-333

c. group 3, Diversity Tielu pg, 334-335

2. Read chapter 11 lecture notes,

and take the quiz

Week 10

4/2-4/8

Primary Grades

10 Hours Fieldwork/report due

2nd TEST reminder

1. Discussion: Small Group Activities

a. group 1, Program in Action, pg. 360-361

b. group 2, Voice for Field, pg. 364

c. group 3, ethical Dilemma, pg. 366

2. Read chapter 12 lecture notes, and take the quiz

Week 11

4/9-4/15

Technology and Young Children

TEST – CHAPTERS 7-12

Research project reminder.

1. Read chapter 13 lecture notes, and take

the quiz.

a. group 3, program in Action, pg. 378-380

b. group 1, Diversity Tielu, pg. 381

c. group 2, Voice for Field, pg. 386-388

2. 2^ND TEST –

Week 12

4/16-4/22

Guiding Children’s Behavior

1. Read chapter 14 lecture notes,

and take the quiz.

2. Discussion: Small Group Activities

a. group 1, Program in Action, pg. 410-411

b. group 2, Program in action, pg. 412-413

c. Group 3, Ethical Dilemma, pg. 423

Week 13

4/23-4/29

Multiculturalism

1. Read chapter 15 lecture notes,

and take the quiz.

2. Discussion: Small Group Activities

a. group 1, Voice for Field, pg. 438-440

b. group 2, Diversity Tielu, pg. 447-448

c. group 3, Program in Action, pg. 449-450

Week 14

4/30-5/6

Children with Special Needs

Parent, Family, and Community Involvement

Research project reminder.

1. Read chapter 16 & 17 lecture notes,

and take the quiz

2. Discussion: Small Group Activities

a. group 3, Program in Action, pg. 470-471

b. group 2, Voice for Field, pg. 474-475

c. group 1, Ethical Dilemma, pg. 491

d. group 1, Program in Action, pg. 499-500

e. group 2, Program in Action, pg. 504-505

f. group 3, Ethical Dilemma, pg. 516

Week 15

5/7-5/13

Week 16

Individual Presentation

FINAL EXAM.

1. Individual Presentation outline and

PowerPoint posted on discussion

board.

2. FINAL EXAM reminder.

3. Final written report due May 13, 2007

FINAL EXAM – Friday May 11-Wednesday May 16.

NOTE: a. Class topics are TENTATIVE and are subject to change by the professor.

b. The following WebCT functions will be used during the semester:

calendar, assignments, announcements, e-mails, grades, discussion, etc.

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.”

ACADEMIC STANDARD

Information regarding academic ethics and classroom behavior: “At Middlesex Community College we expect the highest standards of academic honesty. Academic dishonesty is prohibited in accordance with the Board of Trustees” Proscribed Conduct Policy in Section 5.2.1 of the Board of Trustees’ Policy Manual. This policy prohibits cheating on examinations, unauthorized collaboration on assignments, unauthorized access to examinations or course materials, plagiarism, and other proscribed activities. Plagiarism is defined as the use of another’s idea(s) or phrase(s) and representing that/those idea(s) as your own, either intentionally or unintentionally.” (Board of Trustees’ Policy 5.2.1)

BIBLIOGRAPHY

Comenius, J. A., The Great Didactic of John Amos. Russell and Russell. 1967. p. 58

Driscoll, A., N. G. Nagel. Early Childhood Education Birth – Eight; The World of Children, Families, and Educators. Allyn and Bacon. 1999.

Essa, E. L. Introduction to Early Childhood Education. 3^rd ed. Delmar Publishers. 1999.

Hilderbrand, V., L. A. Phenice, M. M. Grey, R. P. Hines. Knowing and Serving Diverse Families. Prentice Hall. 2000.

Montessori, M. Dr. Montessori’s Own Handbook. Schocken Books. New York. 1965. p.131

Morrison, G. S. Fundamental of Early Childhood Education. 3^rd ed. Prentice Hall. 2003.

Richard, A. S. Understanding Children Through Observation. West Publishing Co. 1980.

Richmond, P. G., An Introduction to Piaget. Basic Books. New York. 1970. p. 68

Rothstein, R. “Reducing Poverty Could Increase Scholl Achievement.” New York Times. 7 March 2001. p. A18.

Rousseau, J. J. Dutton, Everyman’s Library. New York. 1933. p. 5

Rubin, K. H. “Play Behavior of Young Children.”

Schweinhart, L. J., H. V. Barnes, D. P. Weikart. Significant Benefits: The High/Scope Perry Preschool Study Through Age 27. High/Scope Press. 1993.

Seefeldt, C., N. Barbour. Early Childhood Education: An Introduction. 4^th ed. Prentice Hall. 1998

Wilgoren, J. “Quality Daycare; Early Childhood Education is Tied to Achievements as an Adult.” New York Times. 22 October 1999. p. A16

Zimiles, H. The Bank Street Approach. In J. L. Roopnarine and J. E. Johnson (eds) Approaches to Early Childhood Education. 2^nd ed. Merrill Publishing Co. p. 261 – 273. 1993.

Web site resources and other references are located on Readings for Further Enrichment at the end of each chapter.

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___________________________________________

_______________________________________________________________________

DATE TIME DAILY ACTIVITIES OBSERVED/PARTICIPATED (Just neatly

list ONLY all the daily activities observed/participated in and

do not describe children’s activities here)

TOTAL # OF HOURS:______________________

STUDENT'S SIGNATURE_________________________________________________

SUPERVISING TEACHER'S NAME_________________________________________

& SIGNATURE__________________________________________________________