Introduction to Early Childhood Education EDU 119-OL1 Spring Semester 2013 Class/credit hours: 4 hours

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1 Introduction to Early Childhood Education EDU 119-OL1 Spring Semester 2013 Class/credit hours: 4 hours Course Syllabus Instructor: Tina Winesette Office location: Office home number after Office Hours: Phone: 9:00am before 9:00pm please. No campus office Available as needed. TEXT: Beginning Essentials in Early Childhood Education by Ann Miles Gordon & Kathryn Williams Browne. Worth Publishers ISBN-10: DESCRIPTION: This course covers the foundations of the education profession, the diverse educational settings for young children, professionalism and planning developmentally appropriate programs for all children. Topics include historical foundations, program types, career options, professionalism and creating inclusive environments and curriculum responsive to the needs of all children and families. Upon completion, students should be able to design career plans and develop schedules, environments and activity plans appropriate for all children. This course is also available through the Virtual Learning Community (VLC). Special Needs Information: Students with special needs related to a diagnosed disability should contact Tommy Rains ( ; in student services for assistance. GOALS/STUDENT LEARNING OUTCOMES (Students will be able to demonstrate competency in the following areas): 1. Describe various dimensions of the early childhood profession (historical, theoretical, philosophical, social) and how these dimensions influence current thought and practice. 2. Identify the diverse program types available today and their respective licensing standards requirements. 3. Describe techniques of assessment used for both children and early childhood environments including observation, rating scales, and various other methods. 4. Practice designing schedules, activity plans, and environments based on developmentally appropriate practices with consideration to all domains of development in children. 5. Use NAEYC s Code of Ethical Conduct to evaluate different scenarios to determine appropriate responses. 6. Develop a personal career plan that includes self-assessment of skills and

2 interests, a mission statement, career goals, and ongoing professional development. 7. Determine positive behavior guidance responses and strategies to different situations based on developmentally appropriate practices and principles. 8. Describe the importance of family and community partnerships. REQUIREMENTS: Vocabulary Unit tests Chapter tests Quizzes and Activities Book Reviews (Written and Oral) Final EVALUATION: Regular participation/attendance is required to pass this course. Students in online classes are required to login at least weekly and to complete an assignment i.e. a discussion forum, a written homework assignment or a quiz to be considered present for purposes of attendance. Students who do not do so for two weeks consecutively, or three weeks total will be dropped for not maintaining participation. Online courses require ongoing attention from students in order to successfully complete them. All assignments will be given a point value; homework assignments and discussion boards count 10 points each and tests and projects count 100 points each. Grades are figured by adding a student s scores and dividing by the total points possible. Tests 50% Homework 10% Discussion Forums 10% Projects 20% Final 10% = A = B = C = D 59 and below= F Ground Rules: 1. No assignments will be accepted late without prior approval of instructor. You must request an extension on due dates prior to date due and receive approval. 2. Tests will not be given other than the announced dates and hour. You will be notified of the dates and times your tests will be available. All tests will be timelimited. You will be given usually one week to complete a given test. If you do not do so during this period, you will be given a 0. Be sure to read material being tested as you will be timed out if you spend excessive time having to look up Page 2

3 every question in your text. I expect you to be familiar enough with the material to avoid this. 3. It is your responsibility to complete and submit ALL assignments on time. 4. You are not required to purchase special software for this course but I use Microsoft Office 2010 in my office and at home. If you are using Microsoft Works (usually pre-installed on new computers) or other versions of MS Office or Word Perfect (or other word processors), you should save ALL files you send to me as RICH TEXT FORMAT or.rtf Look for the file in the Course Information area titled Saving Files in Rich Text Format. 5. You may use Netscape or Microsoft Internet Explorer or Mozilla Firefox (free) browsers but make sure you are using versions 5 or better. Computers that have a faster processor and a faster Internet connection such as cable or DSL work best. Dial-up connections can be a problem particularly if you have Call Waiting. You may need to contact your phone company about how to disable your Call Waiting when you are using your phone line for Internet access. ACADEMIC INTEGRITY: In addition to good academic performance, students should exhibit honesty and integrity. If there is any question that academic honesty and integrity are not honored, students may be required to redo any assignments in the presence of an instructor-selected monitor. Proof of dishonesty, including plagiarism, will make students subject to disciplinary action. Please consult your college catalog for more information. All assignments are expected to be completed solely by the student unless otherwise specified by the instructor. It is important that students understand that plagiarism will not be tolerated by any student. Plagiarism is the intentional copying or use of the writings, words, thoughts of another and representing them as their own. In other words, it is handing in an article you downloaded from the Internet with your name on it. It is copying more than a phrase from a book or magazine or research journal article and not citing the author in your references. It is purchasing a paper written by someone else and putting your name on it and turning it in. If you are uncertain how to write a paper properly consult the library staff or your instructor. There are strict rules for citing works which must be followed. Your instructor will be happy to provide you with information on this process. ACCESS/DISABILITY POLICY: The college s goal is to insure qualified students equal opportunity and access to all programs and facilities. Our goal is to integrate disabled students into the life of the College and help them participate and benefit from the programs and activities enjoyed by all. Students with special needs related to a diagnosed disability should contact Tommy Rains ( ; in student services for assistance. Page 3

4 HELP WITH PROBLEMS For any assistance needed with (Phillip Pope, Moodle (Maurice Mitchell, or Webadvisor (David Gooden, please see the BCC homepage. From the homepage click on the Distance Education Link and look for the link to 24/7 Moodle Support or IT helpdesk QUALITY ENHANCEMENT PLAN (QEP) R U Thnkn? Think Smarter BCC Quality Enhancement Plan The BCC Quality Enhancement Plan (QEP) is designed to enhance student learning and improve students problem solving skills. Faculty and staff will provide instruction and resources that promote critical thinking. Students will be introduced to the 4 P Problem Solving Action Plan to use when completing assignments and solving a variety of problems. The goal of the QEP is for students to demonstrate the use of problem solving and critical thinking skills in academic, professional, and personal environments. EDU 119: Introduction to Early Childhood Education Course Schedule (Subject to Change) Week 1 Icebreaker/Course Introduction Week 2 Week 3 Week 4 Week 5 Module 1: History and Issues in Early Childhood Education Module 1: : History and Issues in Early Childhood Education Module 1: : History and Issues in Early Childhood Education Module 1 Quiz Page 4

5 Week 6 Course Syllabus (cont.) Week 7 Week 8 Module 2 Quiz Week 9 Week 10 Week 11 Module 3 Quiz Week 12 Week 13 Week 14 Week 15 Week 16 Module 4 Quiz Module 5: Causes of and Strategies for Managing Challenging Behaviors Module 5: Causes of and Strategies for Managing Challenging Behaviors Module 5 Quiz Final Exam Page 5

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