EASTERN
Office Hours: Eastern Hall # 5 Email: Picardt@easternct.edu
Tuesday 12-2
Wednesday 10-12
Friday 12-1
Other times by
appointment only.
Catalog Description:
An introduction to the
field of early childhood education. Examines
the historical, philosophical, anthropological, and psychological foundations
of early childhood education. Explores issues in the field,
ethics, and the organization and governance of American public schools and
child care centers. Addresses legal, philosophical, and practical issues
related to the integration of children and education of children with special
needs, and the health and safety of all children.
Field experiences required.
Course Objectives:
1.
Describe and analyze the historical,
psychological, and philosophical roots of current practice in early childhood
education
2.
Examine constructivist and sociolinguistic
perspectives on learning and make comparisons to other theoretical practices
3.
Investigate the organization and
administration of early childhood programs, including public school programs,
infant and child care, kindergartens, and head start
4.
Identify and discuss key issues in early
childhood education including culture, gender, diversity, and ethics in the
profession
5.
Understand legal responsibilities in the
identification and reporting of child neglect and abuse.
Required
Gordon, A.M. & Williams-Browne,
K. (2000).
Beginnings and Beyond.
Course
Requirements:
1. Class participation and
attendance
In-class discussions and activities are critical for learning. Regular attendance and active participation in discussion and small group work are expected. If you are unable to attend class please make every effort to inform me before class. If not possible, contact me within two days of the absence. Excessive absence (over two absences) will result in a lower grade. For each absence beyond the first two, 5 points will be deducted you’re your final grade. For example, if you have missed four classes and have a 90, an A-, your final grade will be 80, B-. Please refer to attached Early Childhood Education Attendance Policy.
2.
One-Pagers
and One-Pager Responses 5
points
You will write weekly papers (due on
Thursdays) on topics of your own choosing although they must be based on the readings.
You may also include responses referring to our class discussions, field
experiences, research, questions, concerns, triumphs, failures, or anything
else you deem fit. These papers MUST be contained in a journal or folder for
easy review at the end of the semester. One-pagers will be no less than one
page but don’t need to be more. These will not be polished pieces, but writings
that allow you to reflect, respond, and create consistently. They will not be
graded except in that you did them. One-pagers are not due on Thursday’s
when assignments are due. Each week you will make 5 or 6 copies: one for
yourself, one for me, and one for 3 or 4 of your peers. At the end of each
one pager you will write one thing that you believe about education and how children
learn. At the end of the semester we will review the one-pagers and write a
brief but insightful, personal self-reflection on your evolving philosophy of
teaching/learning. These statements will be used and must be evident in your
Final Report. Three missed one-pagers will result in the loss of these 5
points.
3. Field Experiences 40
points
a. Every student must complete
one observation in a public school setting (k-3) for a 3 hour time period.
b. A second observation must be
in a family child care home setting, a day care center, a family resource
center, a before/after school program, a resource room, or in a different
public school setting.
c. You will interview an
administrator in a public school, or a director of a childcare program. Do not
interview a teacher for this assignment but an administrator only.
d. You will interview a parent of a child (infant
to age 8) who attends day care, preschool, public, or private school. This
assignment involves the following steps: Read or reread chapter 8 of your text
before the interview. Send a copy of page 270, How You
Can Help-From a Parent Perspective to the parent to read prior to your
discussion (if not possible, at least bring it and ask them to read it before
you start). As in the letter (pg 270), ask the parent to tell you some of
his/her suggestions and needs from their child’s teacher(s). Hopefully this
will lead to a nice, productive discussion. Then ask the following questions;
Why do you think it is important that teachers have good working relationships
with parents? How do parents get interested and involved in classrooms? What
can teachers do to help facilitate communication/parent involvement when many
parents are working during the day?
Due Dates: Feb 11; March 4; March 20; April 8
Note:
You may interchange the sequence in which you submit these reports.
4. Early Childhood Matrix 15
points
Develop
a matrix or graphic organizer to compare philosophies, practices and policies
of people studied in class. See attached matrix description. Due: April
17
5. Final Report/Project 20
points
You are just beginning to develop your philosophy of education and learning. This philosophy is evolutionary and will always be changing. Reread your entire journal of one-pagers and your peers’ responses. Using a highlighter, identify themes that emerge. Engage in a quick-write: write down everything that comes to mind with respect to your philosophy of education, teaching, and learning (This will be an integration of what you learned this semester and what you believe). Do this in one seating. Now, how would you like to present your evolving philosophy. You may create a song, poems, story, poster, a computer presentation, class lesson or activity, etc. Be creative. In what concrete way do you feel you’d like to present your philosophy??
We
will discuss this more in class. It essentially involves two parts; 1)You will present your project to a small group of the class
at the end of the semester and; 2) You will hand in a one to two page
philosophy statement stating what you have learned/believe about early
childhood teaching and learning. You will be asked to self-evaluate using the
attached rubric and I will also use this rubric to evaluate your presentation. Be prepared to answer very specific questions
regarding constructivism and Developmentally Appropriate Practice. Due
dates: April 29 & May 1 (sign-up)
6. Four quizzes will be given during the semester. Each quiz is worth 5 points.
Quiz Total: 20 Points
**NOTE:
All assignments unless otherwise noted should be typed, double-spaced and
handed in on due dates.
Grading
Procedure:
A 95 and above C+ 78
A- 90 and above C 75
B+ 88 C- 72
B 85 D+ 68
B- 80 D 65
If you are a student with a disability and believe you
will need accommodations for this class, it is your responsibility to contact
the Office of Disability Services at (860) 465-5573. To avoid any delay in the
receipt of accommodations, you should contact the office of Disability as soon
as possible. Please understand that I cannot provide accommodations based upon
disability until I have received an accommodation letter from the Office of
Disability Services. Your cooperation is appreciated.
Date |
Topic |
Assigned Assignments |
|
Jan
21 & 23 |
Overview Introduction |
Chp. 1 |
|
Jan
28 & 30 |
Historical
Perspectives |
Chp. 4 pp.
598-601 Have
at least 1 field experience set up |
|
Feb
4 & 6 |
Historical
Perspectives |
Chp. 14 Have
second field experience set up |
|
Feb
11* & 13 |
Historical
Perspectives Constructivism Piaget |
Handouts Chp 2 *DUE
Field Experience |
|
Feb
18 & 20 |
Vygotsky Sociolinguistic Modeling |
Handouts Chp. 3 & 4(review) Have
third field experience set up |
|
Feb
25 & 27 |
Developmentally
Appropriate Practice |
Handouts (Review
Chp. 4-Gardner) Have
fourth field experience set up |
|
March
4* & 6 |
The
Environment Montessori Reggio Emilia |
Handouts Chp 9 *DUE
2nd Field Experience |
|
March
11 & 13 |
Role
of the Teacher |
Chp 5 & 7
p. 602 Handouts |
|
March
18 & 20* |
Observation Early
Literacy |
Chp 6 & 13 Handouts **DUE
3rd Field Experience |
|
March
25 & 27 |
Spring Break |
|
|
April
1 & 3 |
Curriculum Play |
Chp 11 & 12 Handouts |
|
April
8* & 10 |
Parent
Involvement Assessment/Evaluation
|
Chp 8 Chp 10 **Due
4th Field Experience |
|
April
15 & 17* |
Technology Multiculturalism |
Chp. 15
pp 603-4 Handouts *
Matrix due |
|
April
22 & 24 |
Children
with special needs Health Ethical
concerns |
Chp 7 |
|
April
29* & May 1* |
Summary |
**Due
Final Presentations Hand
In: Philosophy Statement |