ECE 400: Curriculum and Instruction in Early Childhood Education (Preschool and Kindergarten)

Background Checks: Louisiana requires that everyone working in preschool settings, including teacher candidates, must have a criminal background check in order to comply with state legislation R.S. 15:587.1.  Thus, you will be required to have a state criminal background check completed to remain in this course. 

**IMPORTANT: Teacher Candidates must earn a score of 3 points out of a possible 4 on 80% of the total overall items for the field experience observations in order to earn a grade of C or better in ECE 400/411/420, regardless of a candidate’s final grade point average in these courses. This requirement can be met by earning no more than seven 2s and no 1s on the instrument. Any teacher candidate who earns a 1 on any item will also fail to meet the minimum requirements of the classes. If you fail to meet this minimum requirement, you will receive a D or F in all three classes.**

Medical Insurance:A completed medical insurance form must be turned in to one of the instructors by the assigned due date. Included with this form should be emergency contact information. See form located on Moodle.

Generic Syllabi Prerequisites: EDUC 320, EDUC 323, and Full SARTE status

Bredekamp, C. (2011). Effective practices in early childhood education: Building a

foundation. Upper Saddle River, NJ: Pearson Education, Inc. (Rental)

Schiller, Pam (1999). Start Smart! Building Brain Power in Early Years. Gyrphon House:

Beltsville, Maryland (purchase – either edition is acceptable)

Supplemental texts:

Chaille, C., & Britain, L. (2002). The young child as scientist: A constructivist approach

to early childhood science education. Allyn & Bacon.

Copple, C. & Bredekamp, S. (Eds). (2009). Developmentally appropriate practice in

early childhood programs. (3e). Washington, DC: National Association for the

Education of Young Children.

Gullo, D. (2006). K today: Teaching and learning in the kindergarten year.

Washington, D.C.: National Association for the Education of Young Children.

(purchase)

Helm, J.H. & Katz, L. (2000). Young investigators: The project approach in the early

years. New York: Teachers College Press. (purchase)

Kieff, J. & Casberge, R. M. (1999). Playful Learning and Teaching. Needham Heights,

MA: A Pearson Education Company.

Southeastern Louisiana University Field Experience Student Handbook: Moodle

Course Description:Development of curriculum and instructional practices in the preschool and kindergarten classroom settings; principles and methods of understanding and working with preschool children.

Course Overview:The early childhood profession is responsible for establishing and promoting standards of high quality professional practice in early childhood programs. These standards must reflect current knowledge and shared beliefs in what constitutes high quality, developmentally appropriate early childhood education in the context within which services are delivered.

The purpose of this course is to learn about the basic developmental stages of children and how to apply this information appropriately to instruction and curriculum development in practical settings. An integral part of this course is to provide students with the opportunity to develop skills related to developing appropriate curriculum. As students gain a broader understanding of young children, this knowledge will be reflected in their curriculum planning. The information in this course will be presented in a format that provides students with a global understanding of the rich diversity of all children.

Statement of Conceptual Framework:In order to successfully plan, develop, and implement curricula to meet the needs of diverse learners in today’s world and to prepare candidates for the future, the College of Education and Human Development (COEHD) has identified four critical components of The Effective Educator: Professional Standards (PS), Knowledge of Learner (KL), Strategies and Methods (SM), and Content Knowledge (CK). The Conceptual Framework provides direction for the development of effective professionals. Diversity is an integral part of each component, and Technology is emphasized throughout all programs in the educational Student Learning

Statement of Conceptual Framework

The COE’s Conceptual Framework provides direction for the development of effective professionals. It is a living document that continuously evolves as opportunities and challenges emerge. The four components of the CF are the institutional standards used for candidate assessment in undergraduate and graduate programs. They are Knowledge of the Learner (KL), Strategies and Methods (SM), Content Knowledge (CK), and Professional Standards (PS). Diversity, Technology, and Dispositions are included in the assessment process as themes that are integrated throughout all programs in the educational unit. 

Knowledge of LearnerCandidates’ understanding of the learner which is necessary to provide effective

and equitable instruction 

The educational unit prepares candidates to demonstrate and value sensitivity to the needs of all learners. Candidates acquire an understanding of learners as individuals and incorporate this knowledge as they progress through their educational experiences at Southeastern. As effective professionals, they continue that practice throughout their careers. Diversity and Dispositions are integral parts of the program, and Technology is integrated throughout the program.

Strategies and MethodsStrategies and methods appropriate to each program within the educational unit

which are necessary to develop effective professionals The effective professional demonstrates best practices through inquiry, creativity, and reflective thinking. Constructive and reflective problem-solving processes require the effective professional to consider and integrate complex information. Diversity and Dispositions are integral parts of the program, and Technology is integrated throughout the program.

Content KnowledgeCandidates’ thorough understanding of the content appropriate to the area of

specialization Candidates exhibit depth of knowledge in their area of specialization and breadth of understanding of general subjects within the educational unit. Diversity and Dispositions are integral parts of the program, and Technology is integrated throughout the program.

Professional StandardsEstablished criteria that guide effective professionals in each discipline area

The educational unit is based on professional standards that enable candidates to develop the knowledge, skills, and dispositions to become effective professionals. University course objectives and learner outcomes are aligned with national, state, and institutional standards. Candidates incorporate professional standards as they progress through their educational experiences at Southeastern and continue that practice throughout their careers. Diversity and Dispositions are integral parts of the program, and Technology is integrated throughout the program.

Student Learning Objectives:1. Recognize characteristics of an effective early childhood educator and effective

early childhood program.2. Demonstrate knowledge of child development, characteristics of the young child,

and developmentally appropriate practices.3. Show knowledge of the history of early childhood education and its impact on

current practices in the field.4. Exhibit knowledge of various appropriate assessment techniques.5. Select and create appropriate materials for an early childhood classroom.6. Demonstrate knowledge of valid classroom management techniques.7. Develop an integrated teaching unit appropriate for the early childhood level.8. Recognize special needs in children and demonstrate knowledge of how to meet

these needs.9. Demonstrate knowledge of how to involve parents in the classroom.10. Demonstrate knowledge of needs of children from multicultural backgrounds and

how to meet those needs.11. Demonstrate ability to observe, plan, teach, and evaluate developmentally

appropriate activities provided for children in an early childhood setting.12. Investigate current research in the field of early childhood education.13. Identify and incorporate opportunities to address performance indicators for

technology-literate children in early childhood settings.14. Identify and address state and national standards for early childhood education

and content areas as developmentally appropriate practices for early childhood education.

Suggested Assessment Strategies:The above objectives will be assessed through the following strategies:

A. Assessor rates products produced for demonstration using predetermined rubric.B. Assessor rates lesson plans using predetermined rubric.C. Assessor rates field experiences using predetermined rubric.

D. Candidate self-assesses academic growth through reflecting on field experiences and class assignments.

Specification for Written Assignments:All written assignments will be submitted as a .doc or docx email attachment. Each one needs to be typed and prepared in APA format. Minimally this includes the following: double-spaced, 12 point Times New Roman font, and the first word indented in each paragraph with 1 inch margins. Please center page numbers on the bottom of each page. All assignments must include the following elements in the heading: name, class number, title of assignment, and date. Written assignments will be evaluated on the following criteria:

Following directions Content Conventions of grammar and spelling Organization

Be sure to back up every assignment you complete. Do not trust your flash drive, hard drive, neighbor’s hard drive, or any other server without a backup. You will do much writing and re-writing this semester. Do not trust your files to one digital copy. Backing up is essential.

Late Assignments:All assignments are due on the day they are assigned. Late assignments will not be accepted. Students can request an extension prior to the due date but the extension will be given at the discretion of the instructor. A computer/printer problem does not make a legitimate excuse for lateness.

Policies of the Courses:These classes will follow all university policies.

Dropping the Course:If you choose to drop these courses, you must follow the proper procedures. Neither of us will drop the course for you.

Academic Integrity:Teacher candidates are expected to maintain the highest standards of academic integrity. Students are expected to maintain the highest standards of academic integrity. Behavior that violates these standards is unacceptable. Examples are the use of unauthorized material, communication with fellow students during an examination, attempting to benefit from the work of another student, and similar behavior that defeats the intent of an examination or other class work. Cheating on examinations, plagiarism, and improper acknowledgment of sources in essays and the use of a single essay or paper in more than one course without permission are considered very serious offenses and shall be grounds for disciplinary action as outlined in the current General Catalog.

Students agree by taking this course that all required papers may be subject to submission for textual similarity to SAFEASSIGN for the detection of plagiarism. All submitted papers will be included as source documents in the SAFEASSIGN reference database solely for the purpose of detecting plagiarism of such papers. Use of the SAFEASSIGN service is subject to the Terms of Use posted on SAFEASSIGN website.

Classroom Conduct:Teacher candidates are expected to fully participate in all classroom activities, and come to class prepared to discuss assigned material. Class will begin promptly, and all teacher candidates are expected to be ready to begin.

All cell phones should be silenced for the duration of the class. Place your phone on silent or vibrate when you walk through the door to prevent any disruptions during class.

The college campus is not a place for children. Teacher candidates are not to bring children into the classroom or allow them to remain in the building unattended.

Free discussion, inquiry, and expression are encouraged in this class. Classroom behavior that interferes with either (a) the instructor’s ability to conduct the class or (b) the ability of students to benefit from the instruction is unacceptable. Examples may include routinely entering class late or departing early; use of communication devices; repeatedly talking in class without being recognized; talking while others are speaking’ or arguing in a way that is perceived as “crossing the civility line.” In the event of a situation where a student legitimately needs to carry a communication device to class, prior notice and approval of the instructor is required. Classroom behavior which is deemed inappropriate and cannot be resolved by the student and the faculty member may be referred to the Office of Judicial Affairs for administrative or disciplinary review as per the Code of Student Conduct which may be found at http://www.selu.edu/admin/stu_affairs/handbook/

Accommodations for students with special needs:If you are a qualified student with a disability seeking accommodations under the Americans with Disabilities Act, you are required to self-identify with the Office of Disability Services, Room 117, Mims Hall. No accommodations will be granted without documentation from the Office of Disability Services. Please see me by the third class period.

Communication/contacting instructor:E-mail communication with students will be made through SLU e-mail addresses only. Contact the instructor if you have any questions or problems through e-mail, preferably, or by phone.Additional policies/procedures:

1. All coursework must be successfully completed prior to student teaching or internship.

2. All PRAXIS exams must be successfully completed prior to student teaching/internship.

3. All students MUST submit their portfolios electronically through PASS-PORT.4. It is the responsibility of the student to contact his/her advisor to review portfolio

contents and reflections at each gate.5. Students will be permitted to enroll in any EDUC, MAT, EPSY, and ECE course

only twice.6. Students will be permitted to repeat only two EDUC, EPSY, ECE or MAT

courses twice.7. Prerequisites for courses and academic policies are based on the current school

year catalogue.

It is also extremely important that you conduct yourself in a professional manner at all times. You will be graded on this aspect of your performance-this applies to all aspects of the course including classroom and field work. Please review the Southeastern Field Experience Student Handbook.

PASS-PORT REQUIREMENTS-Field Experiences:As you complete field experiences, you are required to enter them into PASS-PORT on a weekly basis. Don’t wait until the end of the semester. It is your responsibility to collect classroom student data on all field experiences. Field Experience Data Collection Forms, specifically Form C, are available on the Department of Teaching and Learning home page under Student Information, Field Experiences link.

PASS-PORT REQUIREMENTS-Professional Development Activities:As you complete any professional development activity, you are required to enter it into PASS-PORT.

PASS-PORT REQUIREMENTS-Questionnaires:At the beginning of the semester, log into PASS-PORT and complete any assigned questionnaire task. It is advisable to periodically check your task list for additional requests throughout the semester.

PASS-PORT REQUIREMENTS-Artifacts:Teacher candidates are required to upload portfolio specified artifacts (assignments) and/or any other artifact the instructor deems necessary for evaluation.

Getting Help with PASS-PORTYou can receive assistance in using PASS-PORT from various sources depending on your needs and questions. Use the list below to contact and/or seek assistance from the appropriate source:

PASS-PORT Training and/or assistance: Dr. Camille Yates (cyates@selu.edu). Check the NEWS section in PASS-PORT for scheduled training sessions.

Course Requirements: Assigned instructor

It is also recommended that you go through the on-line PASS-PORT Candidate Overview located at http://pass-port.org/training/candidate and/or download a copy of the PASS-PORT Candidate Manual.

Accessing and Paying for PASSPORT 1. Go to the PP login page for the SELU PASSPORT:  https://selu.pass-port.org

OR for Doctoral Students: Go to the EdD Consortium login page for Doctoral Students: https://selu-doc.pass-port.org

2. Use your w# with the w as the username.3. Your initial password is   pass-port   all lowercase with the hyphen. 4. You will be directed to go to your SLU Webmail to get the temporary password

that is sent to you.  5. Go back to the PP login page and use your w# and the temporary password to get

into PP.6. You will be directed to a page to choose the type of subscription (7 year license -

$108 or 1 year license - $38) and pay for it.  You may pay with a credit/debit card.OR if you have financial aid, you can go to the bookstore and obtain a ticket provided by iLAT with a code on it to use when paying.

This will give you access to PP.

PP Help/Training files on SLU PP Help page: http://www.selu.edu/acad_research/colleges/edu_hd/passport

o Video clips showing “How To” NEW!!!!!

References

Beaty, J. J. (2006). Observing development of the young child (6th ed.). Columbus, Ohio:

Pearson.

Berndt, T. (2002). Friendship quality and social development. Current directions in

psychological science.

Crain, W. (2004). Theories of development: Concepts and applications. Upper Saddle

River, NJ: Merrill Prentice Hall.

Curtis, D., & Carter, M. (2003). Designs for living and learning: Transforming early

childhood environments. MN: Redleaf Press

Erikson, E. (1963). Childhood and society (2nd ed.). NY: W.W. Norton.

Gallinsky, E. (2010). Mind in the making: The seven essential life skills every child

needs. New York: Harper Collins.

Gardner, H. (1999). Intelligence reframed. NY: Basic Books.

Gartrell, D. (2003). The power of guidance: Teaching social-emotional skills in early

childhood classrooms. Boston: Wadsworth Publishing.

Hale, L. (2001). Learning while black: Creating educational excellence for African-

American children. Baltimore: John Hopkins University.

Hartup, W. & Moore, (1990). Early peer relations: Developmental significance and

prognostic implications. Early Childhood Research Quarterly, 5(1), 1-18.

Hendricks, J. (2003). The whole child: Developmental education for the early years. (7th

ed.). NY: Merrill.

Katz, L. G., & Chard, S. C. (2000). Engaging children’s minds. The project approach.

(2nd ed.). CT: Ablex Publishing Co.

Kieff, J. E. & Casbergue, R. M. (2000). Playful learning and teaching: Integrating

into preschool and primary programs. MA: Pearson Education Company.

Lareau, L. (2003). Unequal childhoods: Class, race, and family life. CA: University of

California Press.

Lynch, E.W., & Hanson, M. (2005). Developing cross-cultural competence: A guide for

working with families of young children with disabilities (3rd ed.). Baltimore,

MA: Paul H. Brookes Publishing Co.

Maslow, A. (1968). Towards a psychology of being. Princeton, NJ: Van Nostrand

Reinhold.

Montessori, M. (1949). The absorbent mind. NY: Dell Publishing.

Peshkin, A. (1988). In search of subjectivity. One’s own. Educational Researcher, 17(7),

17-21.

Vygotsky, L. (1978). Mind in society: The development of higher psychological

processes. Cambridge, MA: Harvard University Press.

Wright, K., & Stegelin, D. (2003). Building school and community partnerships through

parent involvement (2nd ed). Upper Saddle River, NJ: Merrill/Prentice Hall.

Wortham, S. (2002). Early childhood curriculum: Developmental bases for learning and

teaching. Upper Saddle River, NJ: Merrill/Prentice Hall.