ECED 105 Introduction to Early Childhood Education Winter 2015 Tuesdays 1-3:50

Transcription

1 ECED 105 Introduction to Early Childhood Education Winter 2015 Tuesdays 1-3:50 Instructor: Gayle Dilling Voic Office: SBCDC #103 Office hours: Mondays 10-12, Wednesdays 4-5, and Thursdays 1-2. These are the best times to drop in for advising and/or assignment assistance. Otherwise, please make an appointment with Kara at Course description: this course is an overview of the foundations of early childhood education. Students will examine theories defining the field, issues and trends within the field, best practices, and program models. As a part of this course, students will observe children, professionals and programs in action. Text: Feeney, Stephanie, Christensen, Doris and Moravcik, Eva, Who am I in the Lives of Children? 8 th or 9 th edition. Hybrid format: this course is a hybrid course. Students will meet for face to face instruction once a week for a three hour block. The remainder of the course content will be completed on Canvas. Student Outcomes/Core Competencies Student Outcomes (The student will.... ) explain current theories and ongoing research in early care and education as it applies to children, families and early childhood programs. describe how children learn and develop through play and the role of play in early childhood programs. develop an awareness of early childhood environments based on best practices in early childhood education. observe, analyze, and compare early childhood program models. identify developmentally appropriate problem solving alternatives for guidance and discipline techniques used in family and classroom settings. describe the observation, assessment, and teaching cycle and apply this model when planning curriculum and activities for young children. describe the professional code of ethics for early care and education and demonstrate how the code can be applied to ethical dilemmas. describe the major historical figures and events in early childhood education and their impact on current issues and trends as well as advocacy. Washington State Core Competency I. Child Growth & Development 3.f 3.f I. Child Growth & Development 1.f II. Curriculum & Learning Environment 2.k, 3.i I. Child Growth & Development 3.g II. Curriculum & Learning Environment 2.d, 2.f, 2.j, and 2.m VII. Program Planning & Development 3.a, 3.e, 3.f VI. Interactions 1.b., 2.d., 2.f., and 2.i VII. Program Planning & Development 2.c, 2.e 1.f, 2.e, and 3.a 1.g, 3.c, 3.d VII. Program Planning & Development 3.a 3.c

2 Olympic College Core Abilities: Core abilities address the broad-based general education requirements that will prepare a student to pursue her/his chosen profession or field of study and to develop themselves as individuals and as citizens. They are taught across programs and disciplines so that each Olympic College student can expect to work towards improving and applying these core abilities regardless of their program or area of concentration. This course meets the following Core Abilities: Thinking Information Literacy & Technology Course policies: most policies can be found in my introduction letter to student. My main philosophy is that I am here to teach, and you are here to learn. Students will submit a signed course policies document as acceptance and understanding of these policies. These policies will be strictly followed: Students are responsible for attending class. If absent, students are responsible for missed notes, work due and any announcements made in class. Please do not assume we did nothing important that day, as each class session is carefully planned and organized by the instructor. Attendance will be taken by student signature and is factored as part of the final grade for the course. Professionalism will be exhibited by both instructor and student, and the expectation of classroom etiquette will be strictly followed. Students can expect that the instructor will come to class prepared to teach and the instructor will assume that students will come to class prepared to learn. The instructor values classroom participation. However, please be conscience of your own classroom participation and consider the following: it is not acceptable to be a passive (as in not speaking at all during small or large group instruction) or distracted (as in texting during class or leaving class early) participant, nor is it acceptable to overshare or use the class time as a personal therapy session. By the way, no matter how sophisticated a texter you feel you might be, I am a mother of a teenager and I can tell when you text under the table or in your lap or pocket. Don t do it. Your cell phone must be set to vibrate if there is a child care/family related issue. Otherwise, it is off in the building the entire building (that means from the moment you come through the reception doors until after you leave the reception area). We are present in the lives of children in this building and that means being respectful of those who work and play here. Assignments are due when they are due not a moment later. Sometimes students choose to turn in an assignment late. With that choice, the consequence of a lowered grade follows. Assessments: students will be evaluated on the following course requirements: Weekly ECE program journals Weekly assignments Weekly Chapter Quizzes Exploration Paper Prospectus Exploration Paper Attendance/Participation Final Exam Total Points Possible 10 pts. each 30 pts. each 15 pts. Each 15 pts. 100 pts. 50 pts. 75 pts. 740 pts.

3 Course Topics and Schedule Week Date Topic Reading 1 1/6 Overview of course and introduction to Canvas Chapter 1 Review of syllabus and outcomes What makes an ECE teacher? 2 1/13 The field of Early Childhood Education Chapter 2 Program choices in early education Bring a signed course documents policy with you to class 3 1/20 The history of early childhood Chapter 3 Educational models Government involvement in early childhood 4 1/27 Developmental theory Chapter 5 5 2/3 Observing and assessing children Chapter 4 6 2/10 Guiding children s behaviors Chapter 6 7 2/17 Health, safety and well-being of children Chapter 7, 8 Recognizing child abuse/neglect The learning environment The nurturing environment 8 2/24 Understanding play Chapter 9 Types of play/play problems Scaffolding play Exploration paper prospectus due 9 3/3 Curriculum and planning Chs. 10, /10 Professionalism Chapter 14 Ethics in earl childhood/confidentiality Exploration Paper Due 3/17 Final Exam due online by midnight Assignment/Grading Criteria In general, work receiving a grade of A will be neatly prepared, well organized, free of grammatical/spelling and syntax errors, typewritten (unless otherwise specified), indicate critical thinking, and will be submitted on time.

4 Weekly ECE Program Journals Beginning in week 2, at the conclusion of each class session, the instructor will provide an opportunity to observe a classroom program and/or philosophy of early childhood education. Students will submit on Angel by the next class session, a journal that reflects that particular program or approach. It will consist of three paragraphs organized in the following manner: Paragraph one: write a brief summary of the scenario. Paragraph two: address one or two things you liked best about this particular scenario. Paragraph three: do you have any questions about what you saw and/or share an anecdote about when you may have seen this approach in action. Chapter Quizzes At the conclusion of each chapter, students will take a 15 point quiz on the reading and course lecture. The quizzes are timed at 30 minutes and can be found on Canvas. Weekly Assignments Each week, students will complete an assignment that relates to the chapter in the text and the week s notes/lecture. Some will be submitted on Canvas, others may be done in class or turned in the following week. Exploration Paper This 3 to 5 page research paper will include 3 to 5 pages of content and works cited page written in MLA format. Students will write a paper about an early education topic that interests them. A rubric and specific criteria will be distributed in class, and can be found in Canvas. You will submit a prospectus for the paper mid-way through the quarter that will include the title, references and organizational outline of the paper. Additional Information: Student Olympic College has a new student policy: communication with students will be conducted through OC accounts only. Please check daily. OC automatically provides accounts when students register and pay their tuition and fees. I will not communicate with you using your personal home accounts. If you have questions or problems, you can contact the Help Desk at helpdesk@oc.ctc.edu or call For more information on how to access your student account go to: Computers/Printer in Room 105E The computers in the back of the classroom are for ECE student use only. They are to be used only during breaks in class sessions. Students are not allowed to use the computers while instructors are teaching. Large (over 10 pages) printing jobs are not allowed. ADA Statement: any student who feels that they need an accommodation based on the impact of a disability should contact the office of ACCESS Services in the Humanities Building, Room 114, or call

5 Final Grades: determined by adding the number of points students earn divided by number of points possible. This will give a percentage which can be converted into the decimal grade found on your transcript. The grading scale follows: Final Grading Scale % earned Decimal Letter % earned Decimal Letter % earned Decimal letter A B D A C D A C D A C D A C D B C D B/B C D B C F B C F B D F B D F B D Vanish 0.0 F