educ 380 course outline october 2011

8/2/2019 EDUC 380 Course Outline October 2011

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Section 1 Course Specification

Name of the University Asia-Pacific International University

Faculty Faculty of Education and Psychology

Section1 Course Identification and General Information

1 Course code and name: EDUC 380 Pre-school and Kindergarten Education

2 Number of Credit: 2 cr.

3 Curriculum and category of the course: Bachelor of Arts in Psychology and Education

4 Responsible teacher:

Lecturer: Naltan Lampadan

Email: [email protected]: Off. 1132 Home extension: 4714 Mobile phone: 0896132657

Class time: Tues. 3:00-4:50, Th. 3 - 3:50 pm

5 Semester / Student classification: Second-semester, Junior class

6 Pre-requisite: None

7 Co-requisite: None

8 Place: Admin #307

9 Date of course development or revision: October 11, 2011

Section3Aims and Objectives

Course Aims:

This course will introduce students to the study of how pre-school and kindergarten children develop. It

also explores the principles underlying developmentally appropriate practice. It introduces and provides

guidelines for students in their decisions in regard to classroom and other settings for young children.

2 Objective of the development of the course

1. Communicate a broad overview of the field of early childhood including the different professional levels

and education requirements.

2. Describe the learning process as well as effective teaching techniques that support learning for early

childhood learners.

3. Describe societal changes that influence early childhood education and be able to explain contemporary

trends in early childhood education.

4. Identify major founders of early childhood education their contributions and influences on early


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childhood education today.

5. Describe and evaluate educational philosophies of early childhood education.

6. Describe the specific developmental stages that pre-school & kindergarten children go through and

identify the general abilities and interests of children in each age group (stage).

8. Create/apply brain maps as a teaching/learning tool.

10. Begin creating & assembling an early childhood professional portfolio of teaching resources.

11. Realize the importance of informing and including families in their childs education and learn/articulate

methods of doing that.

12. Observe and assess young children.

13. Visit different types of early childhood environments; reflect and journal their impression according to

developmentally appropriate practices.

14. Demonstrate knowledge of academic disciplines and related content for pre-school & kindergarten age

children.

15. Develop a holistic approach to teaching and learning with/through play.

Section 3 Course Composition

1Course Description: This course examines current education thought regarding the role of the teacher

and the purpose of pre-school. Consideration is given to developmentally appropriate curriculum materials

and teaching procedures with emphasis on multi-grade and multi-cultural conditions.

2 Number of hours

Lecture

32 hrs

Additional

LectureNone

Field work, practicum, laboratory

Observations, Bulletin Board &Micro-Teaching

Self Study

66 hrs

3 Number of advising hour per week: 1 hour per week

Section4Student Learning Outcomes

1ETHICAL AND MORAL

The Ethical and moral that needed to develop

Although the particulars may vary, all ethics codes for dealing with pre-school / kindergarten children

focuses on ensuring confidentiality; providing safe and beneficial experiences; and treating people with

respect regardless of sex, race, culture, religion, and ability.

1.2 Teaching Method

1.2.1 Written work & Reading assignments1.2.2 Observation and interview1.2.3 Cooperative learning1.2.4 Lectures presentations1.2.5 Class discussions


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1.3Evaluation Method

1.3.1 Written work & Reading assignments1.3.2 Observation and interview1.3.3 Class activity and participation1.3.4 Group work: Bulletin Board and discussion1.3.5 Quiz, Tests & Exam1.3.6 Presentations2 KNOWLEDGE

2.1Knowledge Acquisition: The student will be able to...

Communicate a broad overview of the field of early childhood including the different professional levels and

education requirements.

- Describe the learning process as well as effective teaching techniques that support learning for early

childhood learners.

- Describe societal changes that influence early childhood education and be able to explain contemporary

trends in early childhood education.

- Identify major founders of early childhood education their contributions and influences on early

childhood education today.

- Describe the specific developmental stages that pre-school & kindergarten children through and identify

the general abilities and interests of children in each age group (stage).

- Create or apply brain maps as a teaching/learning tool.

- Develop a holistic approach to teaching and learning with or through play

2.2 Teaching Method

2.2.1 Instructor presentations2.2.2 Reading assignments2.2.3 Projects2.2.4 Presentations2.2.5 Observations2.3 Evaluation Method

2.3.1 Observation and interview2.3.2 Quizzes, Tests & Exam2.3.3 Bulletin Board2.3.4 Written Reports2.3.5 Field Trip and field experience2.3.6 Oral presentation2.3.7 Micro-teaching3 COGNITIVE SKILLS

3.1 Intellectual Skill Development

- To place more emphasis on childrens understanding of concepts rather than on rote learning


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- Develop positive learning attitudes and practices in the classroom.

- Encourage intellectual autonomy when expanding childrens general cognitive skills

- Evaluate various pre-school & kindergarten programs according to Developmental Appropriate Practices

(DAP)

- Develop and use critical thinking skills when selecting and assessing pre-school & kindergarten programs

for developmentally appropriate practice.

3.2 Teaching Method

3.2.1 Cooperative learning3.2.2 Instructor presentations3.2.3 Cass discussions3.2.4 Interviews and Observations3.3 Evaluation Method

3.3.1 Observation and interview3.3.2 Cooperative learning3.3.3 Quizzes, Tests & Exam3.3.4 Bulletin Board3.3.5 Written Personal Philosophy & Portfolio3.3.6 Field experience3.3.7 Presentations3.3.8 Micro Teaching (Lesson Plan)4 INTERPERSONAL SKILLS AND RESPONSIBILITY

4.1 Interpersonal skills and responsibility development

- Cooperating with others; using basic manners, and learning how to learn from and with others civility: It

includes compassion, patience, and acts of kindness and helpfulness

- Respect for children; honesty; enthusiasm, motivation and, most essential, is caring for all children

- Good physical and mental health

- Being able to discuss and debate in a collegial manner

4.2 Teaching Method

4.2.1 Cooperative learning4.2.2 Field experiences4.2.3 Group work: Bulletin Board4.2.4 Individual Class Presentation4.2.5 Micro Teaching4.2.6 Observation and Interview4.3 Evaluation Method

4.3.1 Observation and interview4.3.2 Cooperative learning4.3.3 Personal Philosophy of Early childhood education


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4.3.4 Presentation: Self-assessment & peer assessments4.3.5 Micro-Teaching: Journal writing4.3.6 Group work (bulletin Board)4.3.7 Class activity: Participation and Discussion4.3.8 Tests & Exam5ANALYTICAL, COMMUNICATION, AND INFORMATION TECHNOLOGY SKILLS

5.1 Analytical, Communication, and Information Technology Skill development

- Be able to select the appropriate presentation tools

- Be able to use appropriate information technology for oral and written reports

- Be able to communicate effectively both orally and in writing

5.2 Teaching Method

5.2.1 Observation and interview5.2.2 Lecturer and Discussion5.2.3 Class activity: Cooperative learning5.2.4 Observation Journal and Report5.2.5 Oral presentations5.2.6 Personal Philosophy5.3 Evaluation Method

5.3.1 Observation and interview Report5.3.2 Cooperative learning and Participation5.3.3 Presentations: Play, puppet, LC demo and Music5.3.4 Bulletin Board5.3.5 Quiz, Tests & Exam5.3.6 Micro-Teaching (Rubric)

Section5Teaching Plan and Evaluation

Days Date Chapter/Topic(s) Teaching Method & Activity Participants Remarks

1 Oct 18 Introduction &

Orientation

Lecturer-led worship

Orientation

Lecturer

Students

Course Outline

2 Oct 20 Historical figures that

made contributions to

EC

Lecture/Presentation &

Discussion

Lecturer

Students

3 Oct 25 Learning and

Development Theories,

Educational

philosophies &


Discussion

Lecturer

Students


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curriculum approaches

of ECE

4 Oct 27 The Four Dimension of

Professionalism


Discussion

Lecturer

Students

5 Nov. 1 DevelopmentallyAppropriate Practice

Lecture/PresentationDiscussion

LecturerStudents

6 Nov. 3 TEST 1

7 Nov. 8 The Development

Stages of Play

Lecture/Presentation

Discussion

Lecturer

Students

Personal philosophy of

Education Draft 1

8 Nov. 10 Schedules and

Routines

Lecture/Presentation Lecturer

Students

9 Nov. 15 Communication withparents

Lecture/Presentation Lecturer &Students

Bulletin BoardGroup 1

10 Nov. 17 TEST 2

11 Nov. 22 Arrangement of Indoor

and OutdoorSpace


Discussion

Lecturer &

Students FOF

Nov.21-2612 Nov. 24 Plan of Assessment

and Evaluation


Discussion

Lecturer &

Students

13 Nov 29 Integrating Language

and Literacy

Experiences


Discussion

Dr. Bradley &

Students

14 Dec. 1 Test 3

15 Dec. 6 Young brains: a primer Lecture/power point

discussion

Lecturer &

Students

Bulletin Board

Group 2

16 Dec. 8 Reggio Emilia

Approach

Lecture/presentation

Video clips

Lecturer &

Students

17 Dec. 13 The Montessori

Methods

Lecture/presentation

Video clips

Lecturer &

Students

18 Dec. 15 TEST 4

19 Dec. 20 Introduction to Puppet Lecture/presentation

Video clips

Lecturer &

Students


Education Draft 2


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20 Dec 22 Introduction to Puppet Lecture/presentation

Video clips

Lecturer &

Students

Bulletin Board

Group 3

Dec 23-Jan 8 MID SEMESTER BREAK (2 Weeks)

21 Jan 10 Puppet

Show/presentation

Student presentation

Individual/group

presentation; Peer

evaluation (rubric)

Campus Kids &

Students &

Campus Kids

Presentation

22

Jan. 12 Music and Movement

Lecturer Presentation

Composing music and

Movement & Video Clips

Individual &

Group work

Bulletin Board

Group 4

23

Jan. 17 Music and Movement

Student presentation

Individual/group

presentation; Peer

evaluation (rubric)

Students

24 Jan. 19 Creative Dramatic

and Dramatic Play

Lecturer presentation

Cooperative learning

Discussion

Lecturer &

Students

25

Jan. 24 Play (Creative Drama)

Student Presentation Part 1

Individual/group

presentation; Peer

evaluation (rubric)

Lecturer &

Students

Observation,

Interview &

Teaching Reports

-due

26 Jan. 26 Field Trip (TBA) Observation

Montessori Center

Lecturer &

Students

Field Trip

27 Jan 31

Play (Creative Drama)

Student Presentation Part 2

Individual/group

presentation; Peer

evaluation (rubric)

Lecturer &

Students


Education FINAL

28 Feb. 2

Learning Centers

Lecturer Presentation

Cooperative learning &

Discussion

Group/students

discussion

planning

Bulletin Board

Group 5

29 Feb. 7 Learning Centers-

presentation

Group Presentation

Learning Centers

peer evaluations

Student-

initiated

activity

30 Feb. 9 Test 5

31 Feb. 14 SeniorStudents Examination Day & Exam Review Portfolio Due

32 Feb 16 Class End and Exam Preparation Day


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33 Feb 17-

24

FINAL EXAMINATION

Total40 hours

2 Evaluation Plan

No. Student Learning

Outcomes

Evaluation

Method Description of the activity

Evaluation

Schedule/Due Eval. %

1

1.3.3, 2.3.5, 3.3.2,

3.3.3, 3.3.6, 4.3.1,4.3.6, 4.3.7, 5.3.2,

5.3.5

Class activity &

Attendance

Quiz, class discussion, participation & field

trip

On going & TBA 10%

2

1.3.4, 2.3.3, 3.3.2,

3.3.4, 3.3.6, 4.3.2,

4.3.6, 5.3.4

Bulletin Board

Working in a group. Theme or topic of the

bulletin board needs to be approved by the

lecturer.

5 Groups 8%

31.3.2, 2.3.1, 2.3.4,

3.3.1, 4.3.1, 5.3.1

Observations &

Interview

Micro-

Teachings

2 observations at AIMS (Kindergarten

section) & an interview with homeroom

teacher (a rubric and a specific list ofquestion will be provided).

(1)One teaching in Kindergarten (Sabbath

school/AIMS)

-Lesson Plan

- Written report of teachings

-Evaluation form by the homeroom teacher

Due

Jan 24 12%

4

1.3.1, 2.3.4, 3.3.5,

4.3.3,

Portfolio &

Personal

Philosophy

- All activities need to be documented

(handouts, written and pictured materials).

- Written personal philosophy in regard to

Childhood education

Feb 14 8%

51.3.6, 2.3.6, 3.3.7,

4.3.4, 5.3.3

Presentations

There are four Presentations:

(1)Puppet Show,

(2) Music & Movement,

(3) Creative Drama/Play,

(4) Learning Centers

TBA 12%


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No. Student Learning

Outcomes

Evaluation

Method Description of the activity

Evaluation

Schedule/Due Eval. %

61.3.5, 2.3.2, 3.3.3,

4.3.8, 5.3.5Tests (5) Five Tests

Nov. 3, 17

Dec. 1, Dec. 15

Feb 9

20%

71.3.5, 2.3.2, 3.3.3,

4.3.8, 5.3.5Final exam

S

eniorsS

tudentsFebruary 16

EXAM: Feb 17-24

30%

Section 6 Teaching and Learning Resources

1 Text Book: None

Important Information and Books:

Dillon, S. P. (1999). Little hearts for Jesus. Review and Heard Publishing Association.

Fisher, B. (1998).Joyful learning in kindergarten. (Revised ed.). Portsmouth, NH: Heinemann.

Jackman, H. L. (2005). Early education curriculum: A childs connection to the world. (3rd ed.).

Singapore: Thomson Delmar Learning.

Kostelnik, M. J., Soderman, A. K., & Whiren, A.P. (2007). Developmentally appropriate curriculum: Best

practices in early childhood education. (4th

ed.). New Jersey: Pearson.

Morrison, G. S. (2006). Fundamentals of early childhood education. (5th ed.). New Jersey:

Pearson.

3Recommend Information and Book: WEB sites for early childhood education

Section 7 Course Evaluation and Improvement

1 Student Evaluation

Group discussion between teacher and students

Reflection from the students feedback

Course and Teacher Evaluation Survey

2 Teaching Evaluation

Examination result

The result from the verification of the examination (to test the validity and reliability of the exam)

Evaluation from the examination committee


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3 Teaching ImprovementTeaching and learning management seminar

Research within and outside the class room

Professional reading

4 Course examination verification processMarking verification from other teachers

Departmental committee: check the learning result from the examination, answer, report, and behavior

evaluation result5 Course Effectiveness revision and improvement planYearly course improvement from the recommendation and the re-examination as a result from no. 4

Assessment Scheme:

ATTENDANCE & PARTICIPATION. It carries 10% of the final grade. It is important that students both

attend and participate in classroom activities in order to gain the full impact of the learning

endeavor. The student is allowed four absences during the course of the semester. Two tardies

equal one absence. In case of excessive absences, the student needs to initiate consultation with the

lecturer on the possibility of dropping the class. Students are ultimately responsible for the personal

decision to register, pass, withdraw, or fail the class.

TEST: It carries 20% of the final grade. Tests will be given in class to assess the students

understanding of the lesson.

PORTFOLIO AND PERSONAL PHILOSOPHY: It carries 8% of the final grade. Students will compile a

portfolio for this course: collection of all the handouts and materials of this class that includes a

personal philosophy of Early Childhood education.

BULLETIN BOARD: It carries 8% of final grade. Students will work with the assigned group to display

a chosen and approved topic/theme in the bulletin board.

OBSERVATION AND INTERVIEW & MICRO-TEACHING: It carries 12% of the final grade. Students will

observe two preschool-kindergarten classes. The students will write a report about it (Rubric is

provided). Students will participate and teach in Cradle roll or kindergarten Sabbath school or teach

at AIMS (Kindergarten Level). Students will complete at least one teaching. Student will write a

report about this experience. The supervising/Homeroom teacher will complete an evaluation form

for the students.


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PRESENTATION: It carries 12% of the final grade. Students will demonstrate puppet show, dramatic

play, music and movement and learning centers.

FINAL EXAM: It carries 30% of the final grade.


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DUE DATES: All assignments are due at the beginningof class on the date specified in the syllabus.

Points will be deducted for late submission (10% per/day). If you foresee a problem with an

assignment, please contact me immediately before the due date, and we can discuss the possibility

of an extension with some points deduction.

POLICY ON ACADEMIC HONESTY: Academic honesty is required in all assignments, tests, and

exam. Academic dishonesty may take several forms and these forms include, but are not l imited to,

plagiarism, cheating in examinations, falsification of data, and incorrectly ascribing authorship in

group projects. Please refer to AIU 2009-2010 Academic Bulletin, pages 53 -55, for more information

on academic honesty.

All works to be submitted must include the following declaration:

I certify that this assignment is my own work and is free from plagiarism. I understand that the

assignment may be checked for plagiarism by electronic or other means. The assignment has notpreviouslybeen submitted for assessment in any other course or institution. I have read and

understood Asia-Pacific International Universitys academic integrity policy.

Signature: __________________________ Date: ____________________

MOBILE PHONE POLICY: All mobile phones must be switched off while class is in session.

ETHICAL CONDUCT: The course instructor and the students in this course conduct themselves with

integrity. We do our very best to be fair, honest and impartial in our dealings, and we treat others

with dignity and respect. We give other people the care and courtesy that we would wish to receive.

DRESS CODE: Students are expected to cooperate with AIU full heartedly by putting on the

prescribed uniform at appropriate times. Failure to cooperate undoubtedly calls for discipline as

described in the University Handbook. Please abide by the code. Your cooperation will be

appreciated.

Grading System

Grade Percent C+ 65% - 69%A 90% - 100% C 60% - 64%

A- 85% - 89% C- 55% - 59%

B+ 80% - 84% D+ 50% - 54%

B 75% - 79% D 45% - 49%

B- 70% - 74% F 44% - below

educ 380 course outline october 2011

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