|Student Learning Outcomes -|
- Examine the value of play as a vehicle for developing skills, knowledge, dispositions and strengthening relationships among young children.
- Demonstrate an understanding of ethical and professional standards based upon NAEYC's Code of Ethical Conduct.
|Description - |
|An examination of the underlying theoretical principles of developmentally appropriate practices applied to early childhood programs and environments. Emphasizing the key role of relationships, constructive adult-child interactions, and teaching strategies in supporting physical, social, creative and intellectual development of the child. Includes a review of the historical roots of early childhood programs and the evolution of the professional practices promoting advocacy, ethics and professional identity.|
|Course Objectives - |
|The student will be able to: |
- Assess early care and education settings.
- Examine the value of play as a vehicle for developing skills, knowledge, dispositions and strengthening relationships among children.
- Examine the relationship between the child's development and the creation of learning opportunities in the classroom.
- Identify developmentally appropriate practice and its application in early care and education settings.
- Identify, examine and assess various types of early care and education programs.
- Identify the underlying theoretical perspectives in forming a professional philosophy.
- Critique issues in implementing high quality early care and education programs.
- Evaluate the role and characteristics of the early care and education teacher.
- Examine guidance and interaction strategies to increase children's social competence and promote a caring classroom community.
- Analyze the relationships between observation, planning, implementation and assessment in developing effective teaching strategies and positive learning and development.
|Special Facilities and/or Equipment - |
|Course Content (Body of knowledge) - |
- Assess early care and education settings. (Lec)
- The influence of environment on behavior and learning
- Components of the daily routine
- Room arrangement and classroom environment
- Environmental safety and health standards
- Developmentally appropriate teaching materials
- Inclusion for children with disabilities and special needs
- Culturally relevant environments
- Examine the value of play as a vehicle for developing skills, knowledge, dispositions, and strengthening relationships among children. (Lec)
- Definition of play
- Play as a vehicle for development and learning
- Examine the relationship between the child's development and the creation of learning opportunities in the classroom. (Lec)
- Major theories in child development
- Developmentally appropriate practices for typical and atypical development
- Roles and responsibilities of the teacher in an early care and education setting
- The needs of the whole child
- Strategies for supporting children with special needs and disabilities
- Identify developmentally appropriate practice and its application in early care and education settings. (Lec)
- Principles of child development and learning
- Domains of children's development (whole child) within cultural contexts
- Developmental process
- Varying developmental rates
- Individuality in children's development
- Unique needs of children ages birth to 3, preschool age and children in after-school care
- Developmentally, culturally, linguistically appropriate practice -DCLAP
- Active learning and culturally transmitted knowledge
- Modalities of learning
- Development and learning within the context of community
- Guidelines for professional decision making
- How to construct developmentally appropriate curriculum
- Identify, examine and assess various types of early care and education programs. (Lec)
- Licensing, regulations, and personnel requirements in early care and education programs
- Delivery systems in early care and education
- Early care and education program types
- Characteristics of early care and education programs serving children with special needs.
- Identify various indicators of quality early childhood practices and strategies that support all children
- Early childhood accreditation, assessment tools, state foundations
- Identify the underlying theoretical perspectives in forming a professional philosophy. (Lec)
- Major current and historical models, influences and approaches in early care and education
- Historical trends and figures
- School readiness and brain development research
- Develop personal teaching philosophy and professional goals
- Critique issues in implementing high quality early care and education programs. (Lec)
- Quality indicators for early care and education programs
- Key elements of culturally sensitive curriculum
- The importance of family, culture and community interrelations
- Principles of family centered care
- Evaluate the role and characteristics of the early care and education teacher. (Lec)
- Career options/paths in the field of early care and education
- National Association for the Education of Young Children-Code of Ethical and Professional Behavior
- Professionalism and ongoing professional development
- Examine guidance and interaction strategies to increase children's social competence and promote a caring classroom community. (Lec)
- The importance of relationships and interactions
- Positive guidance strategies
- Critical nature of relationships, attachment, responsiveness and respectful relationships
- Constructivism theory as the basis for guidance
- Steps to supporting conflict resolution
- Strategies for encouraging cooperative behavior and problem solving
- How to support the social emotional needs of young children
- Partnerships between staff and families and collaboration with other professionals
- Analyze the relationships between observation, planning, implementation and assessment in developing effective teaching strategies and positive learning and development. (Lec)
- The interrelationship of planning, observation, and assessment
- Essential components in program planning
- The role of assessment in learning
- The role and implementation of reflective practice
- Objective observation strategies
- Types of observations
|Methods of Evaluation - |
- Student participation
- Reports on assigned topics
- Writing assignments based on field experiences such as teacher interviews and environmental assessments
- Written child observation
- Final evaluation paper
|Representative Text(s) - |
|Copple, Carol, and Sue Bredekamp. Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. 3rd Ed. Washington, D.C.: National Association for the Education of Young Children, 2010. |
Feeney, Stephanie, Christensen, Doris, and Moravacik, Eva. Who Am I in the Lives of Children?. 9th ed. Upper Saddle River, New Jersey: Pearson Prentice Hall, 2012.
Gordon, Ann Miles, and Browne,Kathryn Williams. Beginnings and Beyond: Foundations in Early Childhood Education.8th ed., New York, NY: Delmar Publishers, 2010.
|Disciplines - |
|Child Development |
|Method of Instruction - |
- Cooperative learning and small group activities
- Discussion of assigned readings
- Oral presentations
- Final assessment paper
- Field trips
- Guest speakers
|Lab Content - |
|Not Applicable. |
|Types and/or Examples of Required Reading, Writing and Outside of Class Assignments - |
- Reading and study of the text.
- Reading and written response to test questions, assignments and relevant articles and online reading material.
- Reaction writing assignments to guest speakers, video viewings, and experiences such as research projects and field trips.
- Research, planning and written evaluation of individual or group creative projects.