MIDDLESEXCOMMUNITY COLLEGE

EARLY CHILDHOOD EDUCATION PROGRAM

ECE 101D – INTRODUCTION TO EARLY CHILDHOOD EDUCATION

INSTRUCTOR: Dr. Ijey Nwachuku Office Hours: By Appointment

Online Course Phone: (860) 343-5814 Credits: 3 CRN#: 1127 Semester: SPRING 2008

E-mail: Use Webct mail. When WebCt is down use inwachuku@mxcc.commnet.edu

TEXT

Morrison, G. S. (2007). Fundamentals of Early Childhood Education (5^th ed.). Prentice Hall

COURSE DESCRIPTION

The main goal of this course is to introduce students to early childhood education with emphasis on historical perspectives, theories, practice, and current trends and developments. Early childhood environments for children from birth through eight years of age will be studied. Various curricula materials will also be reviewed.

COURSE OBJECTIVES

At the end of this course students will be able to:

§ Explain the roles of the early childhood education professional;

§ Describe critical issues facing children and families today;

Explore contemporary issues in early childhood education curriculum, teaching, and methods;
Examine the Timeline of the early childhood education historical figures, their beliefs and theories from Martin Luther (1524) to Montessorians around the world celebrate 100 years of Montessori education. Discuss the influence of the past history of early childhood education on the future direction of the profession;

§ Identify and explain the main philosophical and pedagogical principles of the Montessori program;

§ Explain the importance of Piaget theory of cognitive development;

§ Compare and contrast the similarities, differences and strengths of ECE models;

§ Explain the similarities and differences among preschool, kindergarten and primary grade children;

§ Evaluate the issues and trends in children’s behavior guidance;

§ Discuss the implications of diversity on early childhood education; evaluate issues relating to teaching children with special needs; and review childcare practices among selected ethnic groups ( Mexican-American, Asian-American, Native- American, African-American, etc).

§ Discover why parent, family, and community involvement is important in early childhood development or education programs.

COURSE REQUIREMENTS/GRADING GRID/DESCRIPTION GRADING

A	Discussion Topics/Questions (25 points each)	325 points
B	Field Observation/Participation -10 Hours Observation of a child in all developmental areas (physical, social, emotional, cognitive, language) using program observation tools or Checklists plus 2 page written summary of the whole experience.	75 points 100 points
C	Individual Research Project/Presentation on one of the historical figures in Early Childhood Education/Development. (PowerPoint presentation – 100 points, Written paper – 100 points)	200 points
D	Mid-Term (75 multiple choice questions each 2 points) Final Exam (75 multiple choice questions each 2 points)	150 points 150 points
	Total	1000 points

Total # of points Letter Grade

950 – 1000 A

900 – 949 A-

870 – 899 B+

830 – 869 B

800 – 829 B-

770 – 779 C+

730 – 769 C

700 – 729 C-

670 – 699 D+

630 – 669 D

600 – 629 D-

0 – 599 F

Weekly Discussion Topics/Questions:

¨ Each week, each student is expected to choose one topic from the four listed issues from each chapter (4 weeks cycle).

¨ Each student should then respond to the assigned weekly discussion question(s) after he/she must have read the topic from the course textbook.

¨ You are required to post a response to each discussion topic/questions and critique two other course-mate response (Student response-15 points and critique-5 points each critique) .

¨ Your discussion responses will reference your reading from your text and other resources used.

¨ Each posting to a course-mate must identify who is being responded to and who is posting.

¨ All discussion assignments are due at 11:59pm on the dates indicated in course outline.

¨ Incomplete work and posting will be penalized (i.e. minus 5 points after the posting deadline). It is your responsibility to complete your final posting on the discussion board on/before the deadline.

¨ The discussion question(s) is for Competency Building (see course outline and chapter discussion website for the questions).

NOTE: All final discussion questions responses must be posted on discussion board

for the rest of the class to read but will be graded instructor.

FIELDWORK

¨ Each student is expected to complete 10 hours of fieldwork at Early Childhood Education setting of your choice.

¨ During this process choose and observe a child (preferably a child with special needs) in all developmental areas (physical, social, emotional, cognitive, language, adaptive skills) using program observation tools or Connecticut Assessment framework Tools.

¨ This does not mean you should not observe what the other children are doing during this period.

¨ In general pay attention to everything that will be happening in the program.

¨ You are required to keep a comprehensive journal of all your activities, experiences, and reflection.

¨ At the end you must submit at least2 or more page typed summary of your whole fieldwork experiences (YOUR OWN REFLECTION/OPINION NOT JUST NARRATIVE OF CHILDREN’S ACTIVITIES).

¨ Students are responsible for finding field sites and scheduling their observation time with the classroom teachers/program Directors.

Individual Research Project/Presentation:

The student will early in the semester be assigned a topic of importance and personal value relative to the education, care or welfare of young children. The student will then thoroughly research this chosen topic and prepare a report. The purpose of this assignment is to provide students the opportunity to further explore HISTORICAL FIGURES of interest in Early Childhood.

Each individual is expected to research on the assigned influential historical figures and their contribution to Early Childhood Education/Development field. This will be assigned second week of class.

The presentation will be posted on discussion board to share. Each individual is required to submit a 5 page typed double spaced summary. Final report should include captioned pictures and other artifacts related to the historical figure to enhance your report but they do not count as part of the 5 pages. Failure to submit your final paper on the due date will result to loss of 5 points. The project/presentation will be judged as follows:

I. A one page handout/outlinefor the class------- ------------40 points

II. Quality & Quantity of PowerPoint presentation------------60 points

IV. 5 page typed final report--------------------------------------100 points

NOTE: All presentation must be in PowerPoint (should be at least 10 useful and

meaningful slides) and posted on discussion board.

Mid-Term and Final Exam

Mid-Term------------------------------------------------------------------Chapters 1-7

Final Exam------- ---------------------------------------------------------Chapters 8-13

NOTE: Assignments must be typed with 12-size font and double-spaced and must be submitted on due dates. Late submission of assignments will result in loss of 5 points.

COURSE FORMAT

I will assume that students must complete all the weekly readings, journal, assignments, tests, and exams by the due dates

ONLINE COURSE OUTLINE

Weekly Dates

Friday - Thursday

Topics/Chapters

Assignments/Activities

1/10 Course Site on Vista OPENS

Navigate and get to know the different tools on Vista

Week 1

Tuesday, 1/22 classes officially starts

1/22 – 1/27

Getting to know class members.

Overview of Course-Home-Page. Familiarize yourself with syllabus.

1. Obtain Course Textbook.

2. Discussion to introduce yourself.

3. Questions/Answers regarding syllabus.

4. Weekly discussion topics/questions

will be starting 2^nd week.

Week 2

1/28 – 2/3

You &Early Childhood Education: Becoming a Professional.

Chapter 1 & lecture notes.

Weekly discussion topics/questions.

Week 3

2/3 – 2/10

Early Childhood Education Today: Understanding Current Issues.

Chapter 2 & lecture notes.

Weekly discussion topics/questions Research topics assigned.

Week 4

2/11 – 2/17

History and theories: Foundations for Teaching and Learning.

Chapter 3 & lecture notes.

Weekly discussion topics/questions.

Week 5

2/18 – 2/24

Implementing Early Childhood Programs: Applying Theories to Practice.

Chapter 4 & lecture notes.

Weekly discussion topics/questions.

Week 6

2/25 – 3/2

Standards & You: Teaching Children to Learn. Chapter 5 & lecture notes. Also read NAEYC Code of Ethical Conduct/Statement of Commitment –page 367.

Weekly discussion topics/questions.

Week 7

3/3 – 3/9

Observing &Assessing Young Children: Guiding, Teaching, and Learning. Chapter 6 & lecture notes.

Weekly discussion topics/questions.

Week 8

3/10 – 3/16

Infants &Toddlers: Critical Years for Learning.

Chapter 7 & lecture notes.

Weekly discussion topics/questions.

Week 9

3/17 – 3/23

Preschool Years: Getting Ready for School & Life.

Chapter 8 & lecture notes.

Weekly discussion topics/questions. MID-TERM EXAM – chapters 1-7 (OPEN ALL WEEK & DUE 3/23/08).

3/24– 3/30

SPRING RECESS

Week 10

3/31 – 4/6

Kindergarten Today: Meeting Academic &Developmental Needs

Chapter 9 & lecture notes.

Weekly discussion topics/questions.

Week 11

4/7 – 4/13

The Early Elementary Grades:1 to 3: Preparation for Life. Chapter 10 & lecture notes.

Weekly discussion topics/questions.

Week 12

4/14 – 4/20

Educating Children with Diverse Background and Special Needs: Ensuring All Children Learn.

Chapter 11 & lecture notes.

Weekly discussion topics/questions.

10 Hours Fieldwork/report due

Week 13

4/21 – 4/27

Guiding Children’s Behavior: Helping Children Act Their Best.

Chapter 12 & lecture notes.

Weekly discussion topics/questions.

Research Outline posted for class.

Week 14

4/28 – 5/4

Parents, Families, & Community: Building Partnerships for Student Success.

Chapter 13 & lecture notes.

Weekly discussion topics/questions.

Week 15

5/5 – 5/11

Research Presentation

Research Presentation due 5/5/08 Research Report due 5/11/08

FINAL EXAM – chapters 8-13 (OPEN ALL WEEK & DUE

NOTE:

a. The following WebCT functions will be used during the semester: calendar,

assignments, announcements, e-mails, grades, discussion, etc.

b. Please remember to save all your work on one file which you can print out or

keep in your computer as your 1st Early Childhood Education portfolio.
c. Field Observation report and Research Paper should be submitted via Assignments drop box as indicated in Assignments file. These two assignments submitted in my Email will NOT be graded.

WRITTEN COMMUNICATION STANDARDS: Proper written communication is a vital professional skill. All written course work must include Standard English Practices. These include: spelling and punctuation, capitalization, sentence and paragraph structure, grammar, clarity of expression, and organization.

MINIMUM STUDY TIME:This class is an online class which means it meets every day of the week at the comfort of your own home. It is very imperative that you study in order to learn the material. A general "rule of thumb" is that for every one hour you spend in class, you should spend a minimum of two hours studying for the class. This means that you should spend at least six hours each week studying for this course. You must spend time and learn the materials in the textbook, readings, and study PowerPoint notes as well as what is covered in course. Research shows that the more time a college student spends studying, the more the student learns.

ADA ACCOMMODATION STATEMENT: “Students with physical or learning disabilities who may require accommodation are encouraged to contact the counseling office. After disclosing the nature of the disability, students are urged to discuss their needs with individual instructors. This should be done at the beginning of each semester. Instructors, in conjunction with appropriate college officials will provide assistance and/or accommodations to those students who have completed this process.”

ACADEMIC STANDARD: Information regarding academic ethics and classroom behavior: “At Middlesex Community College we expect the highest standards of academic honesty. Academic dishonesty is prohibited in accordance with the Board of Trustees” Proscribed Conduct Policy in Section 5.2.1 of the Board of Trustees’ Policy Manual. This policy prohibits cheating on examinations, unauthorized collaboration on assignments, unauthorized access to examinations or course materials, plagiarism, and other proscribed activities. Plagiarism is defined as the use of another’s idea(s) or phrase(s) and representing that/those idea(s) as your own, either intentionally or unintentionally.” (Board of Trustees’ Policy 5.2.1)

BIBLIOGRAPHY

1. Comenius, J. A., The Great Didactic of John Amos. Russell and Russell. 1967. p. 58

2. Driscoll, A., N. G. Nagel. Early Childhood Education Birth – Eight; The World of Children, Families, and Educators. Allyn and Bacon. 1999.

3. Essa, E. L. Introduction to Early Childhood Education. 3^rd ed. Delmar Publishers.

1999.

4. Hilderbrand, V., L. A. Phenice, M. M. Grey, R. P. Hines. Knowing and Serving Diverse Families. Prentice Hall. 2000.

5. Montessori, M. Dr. Montessori’s Own Handbook. Schocken Books. New York. 1965. p.131

6. Morrison, G. S. Fundamental of Early Childhood Education. 3^rd ed. Prentice Hall. 2003.

7. Richard, A. S. Understanding Children Through Observation. West Publishing Co. 1980.

8. Richmond, P. G., An Introduction to Piaget. Basic Books. New York. 1970. p. 68

9. Rothstein, R. “Reducing Poverty Could Increase Scholl Achievement.” New York Times. 7 March 2001. p. A18.

10. Rousseau, J. J. Dutton, Everyman’s Library. New York. 1933. p. 5

11. Rubin, K. H. “Play Behavior of Young Children.”

12. Schweinhart, L. J., H. V. Barnes, D. P. Weikart. Significant Benefits: The High/Scope Perry Preschool Study Through Age 27. High/Scope Press. 1993.

13. Seefeldt, C., N. Barbour. Early Childhood Education: An Introduction. 4^th ed. Prentice Hall. 1998

14. Wilgoren, J. “Quality Daycare; Early Childhood Education is Tied to Achievements as an Adult.” New York Times. 22 October 1999. p. A16

15. Zimiles, H. The Bank Street Approach. In J. L. Roopnarine and J. E. Johnson (eds) Approaches to Early Childhood Education. 2^nd ed. Merrill Publishing Co. p. 261 – 273. 1993.