COLLEGE OF EDUCATION. OFFICE HOURS: Mondays, By appointment: 3 p.m. - 5 p.m. at the EC Center

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1 COLLEGE OF EDUCATION DIVISION: PROGRAM AREA: Teacher Education Early Childhood Education COURSE #: ELE 6080 SECTION: 001 COURSE TITLE: Preprimary Goals & Practices REFERENCE NUMBER: TERM: Fall 2013 COURSE LOCATION: University Tower DAY: Tuesday TIME: 1:00 3:00 p.m. INSTRUCTOR: OFFICE ADDRESS: Placidia Frierson 243 Education OFFICE HOURS: Mondays, By appointment: 3 p.m. - 5 p.m. at the EC Center PHONE: (WSU-COE-Early Childhood Center) COURSE DESCRIPTION: ELE 6080 is a co-requisite with student teaching at the College of Education Early Childhood Center. It covers the following topics in-depth as they relate to preschool-age children: 1) ages & stages of development; 2) role of the teacher; 3)classroom design and organization; 4)curriculum development; 5)authentic assessment; 6) classroom management; 7) working with parents and support staff; 8) working with children with developmental delays and disabilities; and 9)cultural sensitivity. This course is designed to reinforce and expand upon the student teacher s experiences in the classroom. COURSE OUTCOMES: Readings, discussions and assignments for this course are designed to reinforce the College of Education s theme of The Effective Urban Educator: Reflective, Innovative, and Committed to Diversity.

2 Students will: COURSE OUTCOMES demonstrate understanding of the ages and stages of development of the preschool child when planning developmentally appropriate content area and developmental objectives for groups and individuals. apply knowledge of how young children learn when implementing instructional and behavioral management strategies. create an environment which supports a play-based approach to learning. MI TEACHER PREPERATION STANDARDS-EC ZS 1.1-Knowing and understanding young children s typical and atypical characteristics and needs Knowing and understanding the multiple influences on development and learning (i.e. cultural, linguistic, and economic context, health, learning styles, etc.) 1.3-Use developmental knowledge to create healthy, respectful, supportive, and challenging learning environments. 1.7-Application of their knowledge of theory and research to construct learning environments that provide achievable and challenging experiences for all children, including children with special abilities and children with disabilities or developmental delays. ASSIGNMENTS Reflective Journal Assignment #1: How Young Children Learn Discuss topic using content from text integrated with current experiences at the ECC. Class discussions of goals and issues related to specific lessons implemented in the classroom. Individualized lesson planned for Target Child Home-Visit Activity. Students will: describe the teacher s role in facilitating children s development. use knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful learning experiences, and individualize instruction to meet the needs of diverse children and the selected target child. 4.1-Use of a variety of guidance and problem solving strategies to develop positive and supportive relationships with and among children. 4.5-Use of developmentally effective approaches which foster language and communication development embedded in every aspect of the learning environment and curriculum. 4.9-Understanding and skill in setting up and adapting all aspects of the indoor and outdoor Journal #2: The Role of the Teacher Discuss topic using content from text integrated with current experiences at the ECC. Class discussions of goals and issues related to specific lessons implemented in the classroom. Individualized lesson planned for Target Child Home-Visit Activity.

3 apply knowledge of issues related to inclusion of children with developmental delays or disabilities when developing learning experiences. environment to promote learning and development across all content areas for all children. Understanding and skills must include adaptive and assistive devices for children with disabilities. Students will: articulate how staff, parentteacher and community relationships impact learning. apply understandings of issues related to cultural sensitivity, urban settings, and working with children and families from diverse backgrounds when planning learning experiences, and interacting with children and families Knowledge and skills to build meaningful learning environments and curriculum by focusing on children s characteristics, needs and interests; linking children s language, culture, and community to early childhood learning; use of social interaction s during routines and play experiences; incorporating technology and integrative approaches to content knowledge. 2.1-Knowing about and understanding diverse family and community characteristics. 2.2-Supporting and engaging families and communities through respectful, reciprocal relationships. 2.3-Involving families and communities in their children s development and learning. 2.9-Knowledge of the teacher s role in transitioning, including the creation of a required transition plan for children with disabilities. Reflective Journal #3: Parent/Teacher/Community Relationships Discuss topic using content from text integrated with current experiences at the ECC. Class discussions of goals and issues related to specific lessons implemented in the classroom. Individualized lesson planned for Target Child Home-Visit Activity. Parent-Teacher Conference Students will: practice authentic assessment and the portfolio process, identifying various strategies that can be used in 3.1-Knowledge and understanding of the goals and benefits of assessment, uses a systematic approach for connecting assessment to planning, Target Child Documentation Folio Assignment Parent-Teacher Conference

4 the process. utilize various forms of technology for the assessment process for children and the program. demonstrate the ability to evaluate development and learning when analyzing documentation for the indepth case study of a the target child. Students will: demonstrate the ability to reflect upon their teaching experiences in the classroom. demonstrate effective written and interpersonal communication skills. understand and articulate the issues related to working with other staff to create an effective learning environment and teaching team. implementing, and evaluating effective curriculum. 3.2-Knowing about and using observation, documentation, and other appropriate assessment tools and approaches. 3.4-Understanding and practicing responsible assessment to promote positive outcomes for each child. 3.5-Knowing about assessment partnerships with families and professional colleagues; able to appropriately use assessment and other supporting documentation for student instruction. 5.1 An awareness of the value of lifelong professional development, participation in collaborative communities, and reflective informed practice Knowledge and application of legal and ethical guidelines and professional standards related to children and families. 5.8-Self-reflective practices integrating knowledgeable, reflective, and critical perspectives on early education. 5.9-Knowledge and skills to participate as a team member to identify dynamics of team roles, interaction, communication, team building, problem solving, and conflict resolution. Individualized lesson planned for Target Child Home-Visit Activity. Parent-Teacher Conference Journal #4: Personal Growth & Development Discuss topic using content from text integrated with current experiences at the ECC.

5 REQUIRED TEXT: Bredekamp, Sue. (2011). Effective practices in early childhood education: building a foundation (2 nd ed.). Upper Saddle River, New Jersey: Pearson Education, Inc. RECOMMENDED TEXT: Grounlund, G. (2006). Making early learning standards come alive: Connecting your practices and curriculum to state guidelines. St. Paul, MN: Redleaf Press. COURSE ASSIGNMENTS: 1. Reflective Journal Four written reflections on topics related to classroom experiences. Requirements for this assignment will be provided in a separate handout. Each assignment has a total of 10 possible points: 2. Target Child Documentation Folio 45 Total points - Case study of a child which will include: Collecting and analyzing documentation on the child s growth and development. Using documentation and portfolio analysis to plan curriculum and strategies which support this child s development and interests. Participating in a home visit. Conducting a parent-teacher conference. Creating a documentation folio in PowerPoint format using a formal assessment tool. Specific requirements for this assignment will be provided in a separate handout. 3. Attendance at one Parent Event 10 points - Write a 3 page reflective paper describing what you learned as it relates to the content of the meeting, your observations of the types of parent-teacher/ family-family interactions that occurred, and the benefits for both families and teachers of the experience. Paper is due within 2 weeks of attending the event. 4. Class Participation 5 points 5. Points will be deducted for late assignments. CLASS POLICIES: 1. Attendance and promptness are expected. If unable to attend, please notify the instructor. 2. Assignments are to be turned in on specified due dates. Points will be deducted unless other arrangements have been made with the instructor. 3. Hard copy assignments must be written with a computer application using 12 point font and formatted with 1-inch margins, headings/sub-headings, and a title page. Please write carefully with correct

6 sentence and paragraph structure, grammar, and spelling. All uses of references need to follow APA conventions. 4. REQUIRED READINGS ARE TO BE DONE PRIOR TO EACH CLASS SESSION. LACK OF PREPARATION WILL RESULT IN LOSS OF POINTS FOR CLASS PARTICIPATION. Participation in class discussions is expected. STUDENT DISABILITY SERVICES If you have a documented disability that requires accommodations, you will need to register with Student Disability Services (SDS) for coordination of your academic accommodations. The SDS office is located in the Adamany Undergraduate Library. The phone number is or (videophone use only). Once your accommodation is in place, someone can meet with you privately to discuss your special needs. Student Disability Services mission is to assist the university in creating an accessible community where students with disabilities have an equal opportunity to fully participate in their educational experience at Wayne State University. RELIGIOUS OBSERVANCE POLICY - Because of the extraordinary variety of religious affiliations represented in the University student body and staff, the Academic Calendar makes no provisions for religious holidays. It is University policy, however, to respect the faith and religious obligations of the individual. Students with classes or examinations that conflict with their religious observances are expected to notify their instructors well in advance so that mutually agreeable alternatives may be worked out. PLAGIARISM - Plagiarism involves taking and using another s words or ideas as one s own. It can be deliberate or unintended. If you re in doubt about the use of a source, cite it. All forms of academic misbehavior are prohibited at Wayne State University, as outlined in the Student Code of Conduct ( Students who commit or assist in committing dishonest acts are subject to downgrading and/or additional sanctions as described in the Student Code of Conduct. GRADING SYSTEM: GRADING SCALE: Reflective Journals 40 pts =A Target Child Documentation Folio 45 pts 92-90=A- Attending 1 Parent Event (+ paper) 10 pts 89 87=B+ Class Participation 5 pts 86 83=B Total Points Possible 100 pts 82-80=B- * 79 77=C+ * 76 73=C * 72 70=C- * Below 70=D

7 WITHDRAWAL POLICY In the first two weeks of the (full) term, students can drop this class and receive 100% tuition and course fee cancellation. After the end of the second week there is no tuition or fee cancellation. Students who wish to withdraw from the class can initiate a withdrawal request on Pipeline. You will receive a transcript notation of WP (passing), WF (failing), or WN (no graded work) at the time of withdrawal. No withdrawals can be initiated after the end of the tenth week. Students enrolled in the 10th week and beyond will receive a grade. Because withdrawing from courses may have negative academic and financial consequences, students considering course withdrawal should make sure they fully understand all the consequences before taking this step. More information on this can be found at: STUDENT SERVICES The Academic Success Center (1600 Undergraduate Library) assists students with content in select courses and in strengthening study skills. Visit for schedules and information on study skills workshops, tutoring and supplemental instruction (primarily in 1000 and 2000 level courses). The Writing Center is located on the 2nd floor of the Undergraduate Library and provides individual tutoring consultations free of charge. Visit to obtain information on tutors, appointments, and the type of help they can provide.

8 ELE 6080 CLASS SCHEDULE FALL 2013 DATE TOPIC READINGS & ASSIGNMENTS 1/14 Review syllabus & assignments Introduction to the Field of Early Childhood Education History of ECE & Types of Programs The Changing Image of the Young Child Standards of Quality in ECE/NAEYC Code of Ethical Behavior Current Trends in ECE How Young Children Learn Developmentally Appropriate Practice Developmental & Learning Theories-Connecting to Practice 1/21 How Young Children Learn (cont ) Adapting for Individuals Supporting Children with Disabilities Embracing Cultural & Linguistic Diversity NAEYC Position Statement: Responding to Linguistic & Cultural Diversity Bring Week 1 Observation assignment to class Chapters 3 & 4 Chapters 5 & 6 Use Week 2 Observations, readings and NAEYC Position Statement to create a working document of actions you can take as a teacher to be aware of the unique individual, cultural and linguistic qualities of the child you have observed. How is the classroom learning environment responsive to that child s needs? What more can be done? (In-class group work) Reflective Journal #1 Due 1/28 The Role of the Teacher: Intentional Teaching Building Effective Relationships with Families Effective Communication Strategies Guiding Young Children High Quality Supportive Environments 2/4 The Role of the Teacher: Intentional Teaching (cont ) Effective Teaching Strategies Curriculum Models and Approaches 2/11 Assessing Learning & Development Purposes of Assessments Indicators of Effective Assessment Types of Assessments 2/18 Effective Curriculum Social-Emotional (SE) Learning and Social Studies (SS) Introduction to Teaching Strategies GOLD Chapters 7 & 8 PowerPoint: Family-School Partnerships Video: Supporting Children in Resolving Conflicts Chapters 9 & 10 Video: To See Takes Time: Growing Curriculum from Children s Theories Reflective Journal #2 Due Chapter 11 PowerPoint: Assessing Young Children s Development & Learning Chapter 14 Analyze TC observations and pictures for SE & SS using Teaching Strategies GOLD Assessment Checklists. 2/25 Independent Study Embracing the Community in Teaching and Learning: VISIT TO A COMMUNITY AGENCY OR BUSINESS

9 Make a list of 5-8 businesses, agencies and/or services within 6 miles of the center and describe how they could be used as curriculum resources and integrated as planned learning experiences. These could include on/off-site field trips. Choose one business to visit. Describe the value of the experience to students learning. Identify the related topic/content areas, goals or learning objectives (what is important for students to know and understand about the place or people in the business), and how students would be prepared before the experience. What will they do, observe, explore, etc during the experience? How you would follow up or assess learning afterwards? Be prepared to share ideas in class. 3/4 Effective Curriculum (cont ) Discuss assignment for Integrating the Community into the EC Curriculum Teaching Children to Communicate: Language, Literacy, and the Arts 3/11 Effective Curriculum (cont ) Teaching Children to Investigate and Solve Problems: Math, Science, & Technology 3/18 Effective Curriculum (cont ) Physical Development and Health Review questions and considerations for home-visit. Reflective Journal #3 Due PowerPoint: Integrating Community into the Early Childhood Curriculum Chapter 12 Analyze TC observations and work samples using Teaching Strategies GOLD. Finalize content of home-visit learning experience. Schedule appointments with family for home visit & conference. Chapter 13 Analyze TC observations and work samples using Teaching Strategies GOLD. Chapter 15 Analyze TC observations using Teaching Strategies GOLD. Reflective Journal #4 Due 3/25 Independent Study Target Child Assignment Finalize Parent-Teacher PPT using template on Blackboard (upload observations, work samples and photos) 4/1 Target Child Assignment Review questions/considerations for analyzing documentation using Teaching Strategies GOLD Assessment system AND PPT format for conference. Bring PPT and TC FOLIO contents to class to address final questions and confirm format with instructor. 4/8 4/15 Class Evaluation SPRING BREAK TARGET-CHILD FOLIO ASSIGNMENT IS DUE 4/22 Reflections on the Student Teaching Experience Personal Growth & Online COE ECC Survey

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