Course Outcomes Course Outcomes Aligned with the Education Department's Performance Expectations, NAEYC, CEC, and CCCT Standards, and with Related Key Experiences KEY: National, State, and Unit Standards Eastern Candidate Proficiencies (CF) Preservice Teacher Competencies (PSC) Common Core of Teaching (CCCT) NAEYC Standards Council for Exceptional Children Standards 1: Content Knowledge (CNK) 2: Pedagogical Knowledge (PDK) 3: Integration of Knowledge (INT) 4: Technology as a Tool to Teach (TTT) 5: Diversity (DIV) 6: Professionalism (PRF) 1: Development and Characteristics of Learners 2: Instruction 3: Classroom and Behavior Management 4: Assessment 5: Professional Behaviors and Responsibilities Domain 1: Content and Essential Skills Domain 2: Classroom Environment, Student Engagement, and Commitment to Learning Domain 3: Planning for Active Learning Domain 4: Instruction for Active Learning Domain 5: Assessment for Learning Domain 6: Professional Responsibilities and Teacher Leadership Standard 1: Promoting Child Development and Learning Standard 2: Building Family and Community Relationships Standard 3: Observing, Documenting, and Assessing to Support Young Children and Families Standard 4: Using Developmentally Effective Approaches to Connect with Children and Families Standard 5: Using Content Knowledge to Build Meaningful Curriculum Standard 6: Becoming a Professional Standard 1: Foundations Standard 2: Development and Characteristics of Learners Standard 3: Individual Learning Differences Standard 4: Instructional Strategies Standard 5: Learning Environments and Social Interactions Standard 6: Language Instructional Planning Standard 7: Assessment Standard 8: Professional and Ethical Practice Standard 9: Collaboration based
6.) Know and identify within a classroom the tenets of Developmentally Appropriate Practice (DAP) and effects on children, families, and other professionals, and the process for national accreditation, on these tenets. CF 1.1, 2.1, 2.2, 5.1, 6.1 NAEYC 4 & 5 CCCT 1 PSC 1 & 2 CEC Standard 4: Instructional Strategies-EC4S1 Field Experiences Parent Interview Matrix Final project 7.) Understand the prominent philosophies and the philosophical foundations of various Early Childhood programs and practices. CF 1.1, 2.1 NAEYC 4 & 5 CCCT 2 PSC 1 & 2 CEC Standard 1: Experiences Parent Interview Matrix project 8.) Appreciate multiculturalism, diversity in family culture, and structure, and understand and apply the anti-bias curriculum as a core component. CF 5.1, 6.1 NAEYC 2, 4, 5 CCCT 1, 2 PSC 1 CEC Standard 3: Individual Learning Differences-EC3S1 Field Experiences Parent Interview Matrix Final project Multicultural Bibliography 9.) Be able to articulate their own philosophical beliefs regarding child development and Early Childhood education and compare these to those of key theorists in the field. CF 1.1, 2.1 NAEYC 1, 6 PSC 1, 2, 6 CCCT 2 Field Experiences Parent Interview Matrix Final Project 10.) Understand the organization, governance, and funding of early childhood programs in schools and centers and of agencies and programs serving families. CF 6.1 NAEYC 6 PSC 6 CCCT 6 CEC Standard 9:Professional and Ethical Practice-ICC9S10 Field Experiences 11.) Understand the importance of establishing a physically and emotionally safe and healthy environment, including good nutrition, in centers, schools, and homes. CF 1.1, 2.2, 2.3 NAEYC 1 CCCT 1 PSC 1 CEC Standard 5: Learning Environments and Social Interactions-EC5S1, EC5S6 Field Experiences Parent Interview Matrix Final Project 12.) Observe and analyze physical and emotional health and safety factors within a classroom. CF 2.3, 6.1 1, 3 CCCT 1, 5 PSC 1, 4 CEC Standard 5: Learning Environments and Social Interactions-EC5S3, EC5S4,EC5S5 Experiences .
13.) Understand special health and safety practices required in infant and toddler programs. CF 2.2 NAEYC 1 PSC 3 CCCT 2 Field Experiences 14.) Understand NAEYC’s Code of Ethical Conduct and Connecticut’s Code of Professional Responsibility for Teachers and apply their tenets to the resolution of classroom and out-of-classroom dilemmas. CF 2.1, 6.1 NAEYC 6 PSC 3 CCCT 6 Experiences Parent Interview Final Project 15.) Acquire skills and understandings in forming and maintaining partnerships with parents, families, other professionals, and community agencies and be aware of models for parent education and support. CF 5.1, 6.1 NAEYC 2, 6 CCCT 1, 6 PSC 1, 5 CEC Standard 10: Collaboration- EC10S1 Parent Interview 16.) Understand the important advocacy role of childhood professionals, based on ecological and family system theories. CF 2.1, 5.1, 6.1 NAEYC 6 CCCT 6 PSC 5 CEC Standard 9: Professional and Ethical Field Experiences Parent Interview 17.) Understand the roles and responsibilities of early childhood education administrators, including their roles in supervising staff, volunteers, and students, evaluation of programs, and leadership in pursuing national accreditation. CF 6.1 NAEYC 6 PSC 5 CCCT 6 CEC Standard 9: Professional and Ethical Practice-ICC9S1 Field Experiences Parent Interview Required Texts: Gordon, A.M. & Williams-Browne, K. (2011). Beginnings and Beyond. Albany, NY: Delmar Publishers. 4th Edition Suggested Texts:
between caregiver and child. Student synthesizes the interview responses with class readings and discussions and demonstrates a high level of understanding of the importance of multicultural education Student connects the interview responses to class readings and discussions and demonstrates a high level of understanding of the importance of multicultural education Student begins to connect the interview responses with class readings and discussions and demonstrates a solid understanding of the importance of multicultural education Student only makes a few connections of the interview responses to class readings and discussions and begins to demonstrates understanding of the importance of multicultural education Student fails to make connections of the interview responses to class readings and discussion and/or an understanding of the importance of multicultural education Paper is detailed and reflects comprehensive format. There are no spelling or grammatical errors. follows format and has few spelling and/or grammatical errors. There are minimal spelling and/or grammatical errors evident. Paper reflects some consistency in format; several spelling and/or grammatical errors. Little organization in following format; many spelling and/or grammatical errors are evident. Comparative Analysis ---Child Development Theories to Peer Interviews 15 Points Purpose: This assignment will provide you the opportunity to summarize, compare and contrast key developmental theorists or philosophers in the early childhood field to each other and to the stated learning needs and style of ten of your peers (and yourself as well). For this assignment you will interview ten of your peers and ask them questions about their learning experiences and needs (see below). You will also ask yourself the same questions. Then you will look for common themes (i.e. what are some conditions that people discussed are most conducive to their learning?) Then you will apply your interview responses to the theorists focusing on the content as aligned with the seven major areas. This allows you to demonstrate your understanding of these important theories, summarize your own views in these areas and those of ten others, and synthesize class readings/discussions. Main Philosophers/Theories: Vygotsky, Piaget, Erikson, Montessori, Gardner, Reggio Emilia Guidelines: First, for each of the above philosophers, focus on information on the following categories:
Course Schedule Date Topic Assigned Readings Assignments August 29 Introduction to ECE-Review of Syllabus/Overview of Course September 3 and 5 Childhood Theoretical Foundations and Historical Perspectives Chp. 1 September 10 and 12 Families and Teachers: A Partnership in Communication Chp. 8 Have two field experiences set of schools/grade level September 17 and 19 Early Childhood Programs Developmentally Appropriate Practice Reggio Emilia Chp. 2 And Pages 329-331 September 24 and 26*** Constructivism: Theories of Piaget (Cognitive) and Vygotsky (Sociocultural) Chp. 4-Pages91-110 ***Parent Interview Due October 1 and 3 Creating Environments Chp. 9 October 8 and 10 Montessori Schools Gardner’s Multiple Intelligences Developmental and Learning Theories in Classrooms Chp. 111-132 Have third and fourth field experiences set up October 15 and 17*** Role of the Teacher Observation and Assessment Chp. 5-Pages 141-155 Chp. 6 ***DUE 1st Experience Paper October 22 and 24 Curriculum Play Chp. 10 & 11 October 29 and 31*** Defining the Young Child Chp. 3 ***Theories Peer Interview Due November 5 and 7 Language/Literacy Development Chp 13 November 12 and 14*** Children’s Social Development ***Thursday: 3-4 books from your Bibliography Chp. 14 *** Annotated Bibliography Due November 19 and 21 Guiding Young Children Chp. 7