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SYLLABUS FOR CDEC 1311Educating Young Children

Hybrid CourseSemester Hours Credit: 3

Lecture Hours: 48Lab Hours: 16

Location: Grafenwoehr Education Center

Course Dates/Times: 1-18 to 3-11-2016

In Class sessions:

Wednesday 1-20; Mondays 1-25, 2-1, 2-8; Wednesday 2-17; and Mondays 2-22, 2-29, 3-7

with additional weekly CTC Blackboard

discussion and assignments

Instructor: Birgit Keiser

Office Hours: by appointment

Instructor Email: [email protected]

Phone: 01757683766

INSTRUCTOR BIOGRAPHY

Birgit Keiser received her undergraduate degree in Social Work from a college in Nuremberg/ Germany. She earned a M.S. in Special Education from Portland State University with a focus on Early Childhood Education. She has worked as Research Scholar in Developmental Disabilities at the Oregon Health Sciences Universities. Her passion is working with young children with and without disabilities. She has worked as an early childhood teacher in an inclusive pre-school setting. In addition, she has provided assessment and consultation services for students with and without disabilities. Over the years she has taught a variety of parenting classes. She has five children ages 4-15.

I. INTRODUCTION

A. An introduction to the profession of early childhood education, focusing on developmentally appropriate practices, types of programs, historical perspectives, ethics, and current issues. The student will define development and developmental domains; discuss contributions of historical and contemporary theorists to the field of early childhood education; explain features of a developmentally appropriate program for children; describe types of early childhood programs; identify current trends and issues in the early childhood profession; and explain characteristics and developmental stages of an early childhood professional.

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B. This course is a required course for the AAS Degree and Certificates of Completion in the Child Development professions field.

C. This course is occupationally related and serves as preparation for careers in Child Development professions.

D. Prerequisite(s): None

II. LEARNING OUTCOMES

A. Upon successful completion of this course, Educating Young Children, the student will be able to: 1. Define development and developmental domains.

2. Discuss contributions of historical and contemporary theorists to the field of early childhood education.

a. Define developmentally appropriate.b. Discuss how knowledge of child growth and development impacts

developmentally appropriate practices.c. Describe developmentally appropriate practices as they apply to

infants/toddlers, preschool and school-age children, and children with special needs.

d. Explain how developmentally appropriate programs are impacted by differences in family structures and social and cultural backgrounds.

e. Explain how play is the foundation for children’s learning.f. Compare a developmentally appropriate classroom with one which is not

developmentally appropriate in relation to room arrangement, materials, and equipment.

4. Describe types of early childhood programs.

a. Identify types and characteristics of different early childhood programs.b. Contrast early childhood programs.

5. Identify current trends and issues in the early childhood professions.

a. Identify child care research findings, and report on the effects of child care on children, their families, or society.

b. Identify current legislation in the field of the early childhood.c. Discuss public policy, how it is developed, and its impact on children and

families.

6. Explain the characteristics and developmental stages of an early childhood professional.

a. List characteristics of an early childhood professional.b. Discuss career opportunities for the early childhood professional.c. List educational and experience requirements for early childhood

positions.CDEC 1311 2nd Ed. (03.14) of 15

d. Discus the Texas Career Development System, including the practitioner’s portfolio.

e. Describe the profession’s code of ethnical conduct and its application in every day practice.

f. Discuss the role of early childhood professional organizations in the development of an early childhood professional.

g. Describe the purpose of and opportunities for professional growth and development.

h. Identify skills needed to located and obtain employment.i. Describe advocacy as it relates to an early childhood professional.

III. INSTRUCTIONAL MATERIALS

A. The instructional materials identified for this course are viewable throughhttp://www.ctcd.edu/academics/booksinstructional-materials/

Required Student Textbook: (green font indicates the eBook information)

Effective Practices in Early Childhood Education: Building a Foundation

Bredekamp

2nd Pearson 201

2 9780132853330

Effective Practices in Early Childhood Education: Building a Foundation (bundle for my land and etext)

Bredekamp

2nd

Prentice Hall

2013

01329960819780132996082

IV. COURSE REQUIREMENTS

A. Your first responsibility is scholarship. The grade you receive for this course will not be the grade of the instructor, but rather the grade you and you alone make.

B. You should attend class regularly in both face-to-face and online Central Texas College (CTC) Blackboard classes. Online attendance involves logging into your Blackboard class and participating in discussions, submitting assignments, etc. Be prepared to also take any unannounced quizzes relating to text assignments and lecture material presented from the beginning of the course. Please refer to ‘Class Attendance and Course Progress’ under the Academic Policies section in our current CTC Course Catalog.

C. You are encouraged to give your best effort throughout the course. From the beginning, you should plan for a steady, organized, and continuous effort, which in the long run will prove more effective for your final grade than a last minute crash-cram policy. Your course grade is not determined solely by exam grade. Such factors as class participation, initiative, attendance, and individual research papers or projects will be considered in grade computation.

D. From time to time, special library and/or outside assignments will be made to members of the class individually and/or in groups. You are expected to read all assignments and fulfill your responsibilities to any group assignment.

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http://www.ctcd.edu/academics/booksinstructional-materials/

E. You are expected to read all assigned material and bring your textbook/reading materials to class. Keep informed on all assignments, especially after an absence.

F. Good class notes are indispensable for earning a good grade, since both the material assigned and that discussed in class will be the basis for examination material.

G. Scholastic Honesty: All students are required and expected to maintain the highest standards of scholastic honesty in the preparation of all coursework and during examinations. The following are considered examples of scholastic dishonesty:

Plagiarism: The taking of passages from the writing of others without giving proper credit to the sources.

Collusion: Using another’s work as one’s own, or working together with another person in the preparation of work, unless such joint preparation is specifically approved in advance by the instructor.

Cheating: Giving or receiving information on examinations.

H. Special Work: A term paper or other project, per requirements of the instructor, will be required. The subject must be appropriate for the course material. Check with the instructor when you have made a selection. The value is indicated in the semester grade computation and has considerable weight on your final average.

I. All 16 lab hours must be completed. It would be ideal to accomplish this at an accredited Child Development Center. However, if you are able to observe students in an established early childhood environment this will be acceptable, as long as it has been approved by the course instructor.

V. COURSE FORMAT – Hybrid with BLACKBOARD

This course has been developed as a hybrid course. Hybrid courses combine face-to-face classroom instruction with assignments and interaction with instructor via CTC Blackboard. It is the student’s responsibility to make sure that they have access to CTC Blackboard and that they are familiar with the contents and assignments. It is also the student’s responsibility to log into CTC Blackboard at least once a week to ‘attend’ the online class portion and to participate in the online Blackboard discussions and assignments. Failure to do so will violate the attendance policy and will have a negative impact on the course grade.The course will meet for eight weeks once a week for a three hour face-to-face session. In addition, instructional strategies will include weekly CTC Blackboard assignments and discussion boards to accomplish the remaining instruction per week.

VI. EXAMINATIONS

A. There will be a minimum of two major examinations and a written paper or project as follows:

1. Mid-term exam on February 8, 2016

2. Final exam on March 7, 2016

3. Research Paper due on February 28, 2016CDEC 1311 2nd Ed. (03.14) of 15

B. A student must be present for all examinations. Students who know in advance that they will be absent from an examination due to valid reasons must arrange to take an early examination. Unexpected absences due to illness or extenuating circumstances will require the student to see the instructor about individual make-up work.

C. Students without excused absences will be given a zero for the missed examination.

D. Examinations will consist of both objective (true/false, multiple choice, fill in-the-blank, and matching) and subjective (short answer and essay) questions. Students must be able to communicate both orally and in written form, thus some questions requiring the composition and writing of an essay answer will be required.

VII. SEMESTER GRADE COMPUTATIONS

The final grade in this course will be based on the following:

Components: Points % Due Dates

Assignment # 1Comparison of Materials –Froebel and Montessori

50 5% 1/31

Assignment # 2NAEYC position statement

50 5% 2/7

Assignment # 3Scaffolding observation

50 5% 2/14

Assignment # 4Guidance strategies

50 5% 2/21

Assignment # 5Research Paper

60 6% 2/28

Assignment # 6Hand-out

40 4% 2/28

Assignment # 7Power-point presentation

50 5% 2/29

Calendar of Assignments 30 3% 1/24Plagiarism Statement Quiz (on-line on blackboard) 20 2% 1/24Mid-term Exam 100 10% 2/8Final Exam (proctored) 150 15% 3/7Discussion Board Question and peer responses (weekly – 10 points per discussion board question and 10 points per peer response)

160 16%

Completion of lab hours on time 30 3% 3/4Attendance (20 points per in-class session) 160 16% weeklyTotal Points: 1000 100%

Percentage: Points: Grade:100%-90% 1000-900 points A - Superior89%-80% 899-800 points B – Above Average79%-70% 799-700 points C - Average

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69%-60% 699-600 points D – Passing, but unsatisfactory

Bellow 59% Below 599 points F - Failure

A term paper or term project is expected from all students. Students may vary in their competency levels on these abilities, so the instructor may need to revisit the term paper concept during the course.

VIII. NOTES AND ADDITIONAL INSTRUCTIONS FROM COURSE INSTRUCTOR

A. Tuition refunds are made only in the case of class cancellation or official and timely withdrawal from CTC or from a course. Please refer to the current course catalog for more details.

B. GoArmyEd students should contact their education counselor before withdrawing and are required to withdraw through the GoArmyEd portal.

Please note: a military withdrawal does not override CTC’s grading policy.For self-pay students, refunds are computed from the date the Application for Withdrawal or Refund is filed with the CTC Field Representative or designated StudentServices Officer. Special conditions apply to students who receive federal, state, and/orinstitutional financial aid.

Tuition and fees paid directly to the Institution by the Veterans Administration, Title IV (Financial Aid Programs, a sponsor, donor, or scholarship shall be refunded to the source rather than directly to the students.

C. Course Withdrawals, Student Responsibilities : It is the student’s responsibility to officially withdraw from a course. The instructor cannot initiate a withdrawal based upon a student’s request. Rather, students must initiate the withdrawal with the designated Education Center Representative, through the CTC Field Representative or the Student Services Officer for that region.

Applications for Withdrawal will be accepted at any time before the completion of 75% of the course, after which time the student will be assigned an “FN”- “Failure for Non-attendance.”

D. Incomplete / Course in Progress Grade Policy : An “IP” or “Incomplete” grade may be assigned by an instructor if a student has made satisfactory progress in a course with the exception of a major quiz, final exam, or other project. The “IP” grade may also be assigned based on circumstances beyond a student’s control, such as personal illness, death in the immediate family, or military orders. Notice of absences, with supporting documentation, may be required by the instructor. The instructor makes the final decision concerning the granting of the incomplete grade. With an “Incomplete” grade, students are required to complete a set amount of work before the instructor will submit an official letter grade.

E. Cellular phones, beepers, and other electronic devices will be turned off while the student is in the classroom or laboratory unless the student is using the device for class

CDEC 1311 2nd Ed. (03.14) of 15

purposes. No texting or social networking is allowed during class.

F. Instructor Discretion : The instructor reserves the right of final decision in course requirements.

G. Civility : Individuals are expected to be cognizant of what a constructive educational experience is and respectful of those participating in a learning environment. Failure to do so can result in disciplinary action up to and including expulsion.

IX. COURSE OUTLINE

Note: The instructor has the right to change the course schedule. Any changes will be announced in class. If the student misses a class period and changes are announced, it is the student’s responsibility to receive the missed information from a classmate or the instructor.

Hybrid courses combine face-to-face classroom instruction with assignments and interaction via CTC Blackboard. It is the student’s responsibility to make sure that they have access to internet so that they may communicate, via CTC Blackboard, with the instructor. The class is broken down into eight sessions. See below for course outline.

SESSION 1 – Wednesday 1-20 Intro and Lesson One: Chapter 1 and 2

a) Class will meet face-to-face on 1-20 from 18:00 to 21:00 b) CTC Blackboard Discussion Board posts are due by Saturday at midnight (European

time)1. CTC Blackboard peer response to Discussion Board posts is due by Sunday

midnight (European time)c) Plagiarism Quiz is due Sunday midnight d) Calendar of Assignments is due Sunday midnight

The Early Childhood Education Professions; Foundations

1. Unit Objectives: Upon successful completion of this unit, the student will be able to:

a. Chapter One: Continuity and Change in Early Childhood Education

(1) Describe the field of early childhood education.(2) Identify standards for high-quality early childhood

programs, and explain their importance.(3) Identify the dimensions of intentional teaching.(4) Describe the culture of the early childhood profession.(5) Discuss research supporting the lasting benefits of early

childhood education.(6) Explain the role of early education in promoting social

justice.(7) Identify current trends in early childhood education.

CDEC 1311 2nd Ed. (03.14) of 15

(8) Explain how early childhood education practice today reflects both continuity and change.

b. Chapter Two: Building on a Tradition of Excellence(1) Explain why it is important to learn from the past.(2) Describe the effects the changing view of childhood has

had on services and programs for children.(3) Explain the beliefs of Comenius, Pestalozzi, Froebel, and

Montessori, and discuss how they influenced early childhood education in the United States.

(4) Describe how the progressive education movement and the work of John Dewey have influenced early

childhood education today.(5) Identify the events and people that propelled the

kindergarten, nursery school, and child-care movements. Discuss the roles that Patty Smith Hill and Lucy Sprague Mitchell play in the history of early childhood education.

(6) Discuss the trends in early childhood history that came together to launch the national Head Start program.

SESSION 2 – Monday 1-25 Chapter 3 and 4

a) Class will meet face-to-face on 1-25 from 18:00 to 21:00 b) CTC Blackboard Discussion Board posts are due by Thursday at midnight (European

time)a. CTC Blackboard peer response to Discussion Board posts are due

by Friday midnight (European time)c) CTC Blackboard assignment # 1 is due Sunday midnight (European time)

The Early Childhood Education Profession (continued) Chapter 3 and Learning and Developing from Birth to Age 8: Who We Teach: Chapter 4


a. Chapter Three: Understanding and Applying Developmentally Appropriate Practice

(1) Define developmentally appropriate practice.(2) Identify the behaviors of intentional teachers.(3) Apply developmentally appropriate practice to make

decisions.(4) Identify the different roles of an early childhood teacher.(5) Describe what it means to “widen the lens,” and explain

why this is a useful way of thinking.(6) Discuss research about developmentally appropriate

practice.

CDEC 1311 2nd Ed. (03.14) of 15

b. Chapter Four: Applying What We Know about Children's Learning and Development

(1) Define development and learning, and explain the connection between these processes.

(2) Explain what a theory is and the relationship between theory, research and practice.

(3) Describe brain development in early childhood, and discuss its implications for teaching.

(4) Identify and apply components of the major theories of development.

(5) Identify and apply components of the major theories of learning.

(6) Explain the importance of play in child development and learning, and identify ways in which teachers

promote play.(7) Discuss principles of practice that can be derived from

theories of learning and development and how they inform practice.

(8) Discuss the Reggio Emilia approach in terms of how it applies theory to practice, as well as exemplifies

practice leading theory.

2. Learning Activities:

a. Classroom lecture/discussionb. Student homework studyc. Lab assignment

SESSION 3 – Monday 2-1 Chapter 5 and 6

a) Class will meet face-to-face on 2-1 from 18:00 to 21:00 bb) CTC Blackboard Discussion Board posts are due by Thursday at midnight (European

time) c) CTC Blackboard peer response to Discussion Board posts are due by Friday midnight

(European time)d) CTC Blackboard assignment # 2 is due Sunday midnight (European time)

Learning and Developing from Birth to Age 8: Who We Teach Chapter Five and Six


a. Chapter Five: Adapting for Individual Differences(1) Identify the kinds and sources of individual differences

among children.(2) Describe what teachers need to know about variation

among children, and identify ways to accommodate individual differences.

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(3) Describe Gardner’s theory of multiple intelligences, and discuss its implications for practice.

(4) Describe ways of using differentiated instruction to adapt for individual differences in ability, interest, and personality among children.

(5) Describe practices that are required by law for children with disabilities and special needs.

(6) Identify effective practices for teaching children with special needs that can be applied to teaching all children.

b. Chapter Six: Embracing a Culturally and Linguistically Diverse World

(1) Define culture, and describe ways in which cultural contexts influence children’s learning and development.

(2) Describe similarities and differences in rules for behavior among various cultural groups.

(3) Explain how one’s own cultural background influences one’s thinking and behavior.

(4) Explain why teachers should understand and be sensitive to children’s linguistic and cultural diversity.

(5) Define cultural competency, and identify effective cross cultural communication strategies.

(6) Describe ways of resolving contradictions and conflicts that arise when on is working cross-culturally.

(7) Identify developmentally appropriate, culturally responsive learning goals that support children’s identity, help them learn to value and respect diversity, and counter stereotypes and biases.



SESSION 4 – Monday 2-8 MID-TERM EXAMChapter 7 and 8

a) Class will meet face-to-face on 2-8 from 18:00 to 21:00 b) Blackboard Discussion Board posts are due by Thursday at midnight (European time)c) Blackboard peer response to Discussion Board posts are due by Friday midnight

(European time)d) CTC Blackboard assignment # 3 is due Sunday midnight (European time)

Intentional Teaching: How to TeachChapter 7 and Chapter 8

CDEC 1311 2nd Ed. (03.14) of 15


a. Chapter Seven: Building Effective Partnerships with Families(1) Describe characteristics of contemporary families, and

discuss the role of families in their children’s development.

(2) Describe ways of developing reciprocal relationships, and identify elements of family-centered practice.

(3) Identify effective strategies for maintaining two-way communication with families.

(4) Describe ways that teachers can involve families in their children’s care and education.

(5) Discuss ways for teachers to build partnerships with families that achieve both their goals and parents’

goals for children.

b. Chapter Eight: Creating a caring Community of Learners: Guiding Young Children

(1) Identify the elements of a caring community of learners.(2) Explain the importance of creating a caring community of

learners.(3) Discuss how the Teaching Pyramid model helps teachers

create a caring community, promote social competence, and address children’s challenging behaviors.

(4) Describe ways that teachers build positive relationships with young children.

(5) Describe ways of arranging the learning environment and daily schedule to help children do their best and prevent behavior problems.

(6) Discuss effective strategies for guiding children’s behavior and promoting each child’s social-emotional development.Describe the use of individualized interventions with

children who exhibit persistent challenging behaviors.



SESSION 5 – Wednesday 2-17Chapter 9 and 10

a) Class will meet face-to-face on 1-20 from 18:00 to 21:00 b) Blackboard Discussion Board posts are due by Thursday at midnight (European time)c) Blackboard peer response to Discussion Board posts are due by Friday midnight

(European time)d) Blackboard assignment # 4 is due on Sunday at midnight

CDEC 1311 2nd Ed. (03.14) of 15

Intentional Teaching: How to TeachChapter 9, 10 and 11

Teaching to Enhance Learning and Development


a. Chapter Nine: (1) Discuss ways in which teaching is both an art and a

science.(2) Identify effective teaching strategies for helping children

achieve learning and developmental goals.(3) Describe ways that teachers create contexts for learning in

engaging learning environments.(4) Explain the use of grouping as an instructional strategy.(5) Describe play as a teaching strategy.(6) Identify ways in which teachers use technology to teach

young children

b. Chapter Ten: Planning Effective Curriculum

(1) Describe curriculum and how it is used, and explain scientifically based curriculum.

(2) Explain how various approaches to curriculum planning engage children’s interest and promote their leaning.

(3) Identify and describe indicators of effective curriculum.(4) Explain how standards and Objectives influence curriculum

planning.(5) Describe different curriculum models in terms of focus and

goals.(6) Describe ways for teachers to use content knowledge and

child development knowledge in planning effective curriculum.

(7) Identify strategies to use in adapting curriculum for individual and cultural variation among children.

c. Chapter Eleven: Assessing Children's Learning and Development

(1) Define assessment literacy, and identify the terms teachers must know and use to become assessment literate.

(2) Identify the most important indicators of effective assessment.

(3) Identify purposes for assessing young children.(4) Describe effective strategies for gathering and recording

evidence to support children’s learning and development.(5) Describe ways in which teachers use assessment to improve

children’s outcomes and individualize teaching.(6) Define standardized testing, and describe its appropriate

and inappropriate uses.CDEC 1311 2nd Ed. (03.14) of 15



SESSION 6 – Monday 2-22 Chapter 12, 13 and 14

a) Class will meet face-to-face on 2-22 from 18:00 to 21:00 b) Blackboard Discussion Board posts are due by Thursday at midnight (European time)c) Blackboard peer response to Discussion Board posts are due by Friday midnightd) Blackboard assignment # 5 and # 6 are due Sunday midnight (European time)

Implementing an Effective Curriculum: What to Teach


a. Chapter Twelve: Teaching Children to Communicate: Language, Literacy and the Arts

(1) Describe language development from birth to age 8.(2) Identify effective strategies for promoting children’s

language learning.(3) Describe ways in which teachers can support English

language learners in the classroom.(4) Identify the skills that predict later success in reading and

writing.(5) Identify and describe teaching strategies that are effective

in promoting early literacy skills.

(6) Describe effective literacy instruction in the primary grades.

(7) Explain how children communicate through the arts, and identify strategies for teachers to use in engaging

children in the arts.

b. Chapter Thirteen: Teaching Children to Investigate and Solve Problems: Mathematics, Science and

Technology(1) Recognize causes of the achievement gap in math and

science, and explain how early education can narrow the gap.

CDEC 1311 2nd Ed. (03.14) of 15

(2) Describe connections between cognitive development and learning mathematics and science.

(3) Describe teaching strategies and curriculum that are effective in helping children learn math.

(4) Describe teaching strategies and curriculum that are effective in helping children learn science.

(5) Describe how technology can be effectively integrated into teaching mathematics and science.

c. Chapter Fourteen: Teaching Children to Live in a Democratic Society: Social-Emotional Learning and Social Studies

(1) Describe children’s social and emotional development.(2). Explain the importance of play in children’s social and

emotional development and learning.(3) Describe ways in which teachers use the continuum of

social and emotional development to foster children’s learning.

(4) Identify effective strategies for teaching social problem-solving skills.

(5) Describe the content of the social studies curriculum in early childhood.

(6) Identify effective and developmentally appropriate Strategies for teaching social studies.

2. Learning Activities:a. Classroom lecture/discussionb. Student homework studyc. Lab assignment

SESSION 7 – Monday 2-29Chapter 15 and 16Please come prepared to present assignment # 7 in class tonight

a) Class will meet face-to-face on 2-29 from 18:00 to 21:00 b) CTC Blackboard Discussion Board posts are due by Thursday at midnight (European

time)c) Blackboard peer response to Discussion Board posts are due by Friday midnight

(European time)d) Completed Lab Hours – Log Sheet due on Friday midnight (European time)

Implementing an Effective Curriculum: What to Teach

CDEC 1311 2nd Ed. (03.14) of 15

a. Chapter Fifteen: Teaching Children to Be Healthy and Fit: Physical Development and Health

(1) Identify the benefits of a healthy lifestyle and explain why it is particularly important to

educate children about healthy living today.(2) Describe the sequences of gross motor, fine motor,

and perceptual motor development in young children.

(3) Explain ways in which teachers can foster the development of children’s motor skills.

(4) Describe indoor and outdoor play in terms of how it contributes to children’s physical development,

fitness, and health.(5) Identify strategies that promote wellness and

prevent illness and injury.(6) Describe ways that curriculum can promote

physical development, fitness, and health.

b. Chapter Sixteen: Putting it all together in Practice: Making a Difference for Children(1) Compare and contrast teaching infants and toddlers,

preschoolers and kindergarteners, and children in the primary grades. Identify considerations in selecting an age group to teach.

(2) Describe the NAEYC Code of Ethical Conduct, and explain how it should be used.

(3) Define informed advocacy, and identify advocacy roles of early childhood professionals.

(4) Explain what it means to become a professional early childhood educator. Identify the obligations and commitments that are required of early childhood educators



SESSION 8 – Monday 3-7FINAL EXAM

a) Class will meet face-to-face on 3-7 from 18:00 to 21:00 b) Blackboard Discussion Board posts and peer responses are due by Tuesday at midnight

In-class session: Review Chapter 1-16

CDEC 1311 2nd Ed. (03.14) of 15

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