MIDDLESEXCOMMUNITY COLLEGE
EARLY CHILDHOOD EDUCATION PROGRAM
INSTRUCTOR: Dr. Ijey Nwachuku Office Hours: By Appointment
Online Course Phone: (860) 343-5814
Credits: 3 CRN#: 1129 Semester: Spring 2008
E-mail: Use WebCT mail. When WebCT is down use inwachuku@mxcc.commnet.edu
Course Description:
This course will explore the process a student must undertake to be credentialed as a Child Development Associate. In addition, the course will provide a thorough review of each of the eight content areas as identified by the Council for Early Childhood Professional Recognition; assist the student in the development of a Professional Resource File; and provide a meaningful field placement opportunity.
NOTE: Students will prepare to apply for the CDA Credential with one of the following
endorsements: center-based preschool, center-based infant/toddler, family day
care, or home visitor.
Textbook:
Segal, Marilyn. “All About Child Care and Education: A Comprehensive
Resource for Child Care Professionals” 2006 Pearson Education Inc.
For the Resource File:
1 4”- ring binder with plastic protective sheets OR
2 Large file box with hanging file folders and file folder
Required Item if applying for the CDA Credential:
1. CDA Application Packet: (Choose PS, I/T or FCC).
2. Can be purchased at the bookstore or from the CDA Council.
3. Mentor
4. CDA Advisor
Recommended Preparation for the On-Line Course:
Computer experience is a must. This course assumes a minimum level of proficiency skills. The following is a list of skills that you should be comfortable with to be successful in this course:
·Basic keyboard and mouse proficiency
·Word-processing (typing, cutting, copying, and pasting)
·Working with files (opening, saving, and “saving as”)
·Email (sending, receiving, replying, forwarding, and attaching files)
· Internet (navigating the www and understanding how it works)
Course Goal:
CDA candidates are expected to have the skills and knowledge necessary for a position working with infants, toddlers and preschool-aged children in a group setting. Therefore, the primary goal of this course is to ensure that, upon completion, the student (CDA Candidate) has obtained the competence required of a Child Development Associate (CDA). In addition, this course will guide the students in the development of their professional resource file and the completion of other necessary documentation and the final assessment process.
Course Objectives:At the of this course students will be to:
1) Explain the roles of the early childhood education professional;
2) Describe how young children grow, develop, and learn;
3) Identify developmentally appropriate ways in teaching young children;
4) Explore, identify, and explain the process to attain the nationally recognized Child Development Associate (CDA) credential given by the Council for Professional Recognition in Washington, D.C.;
5) Identify the skills required of a CDA credentialed person;
6) Identify and explain the six CDA Competency Goals and thirteen Functional Areas;
7) Prepare the required CDA Resource File.
Course Content: The following topics will be covered:
1. Overview of the Child Development Associate National Credentialing Program
a. History of the CDA Program
b. Glossary of CDA Terms
c. Advisor Eligibility Requirements
d. Council Representative Eligibility Requirements
e. Settings for CDA Assessment
f. CDA Assessment System
2. Eligibility and Documentation Requirements
a. Candidate Eligibility Requirements
b. Candidate Documentation Requirements
c. Direct Assessment Application Form
d. The Verification Visit
e. Renewal Procedures
3. CDA Competency Standards
Competency Goal I: Functional areas Safe, Healthy, and Learning Environment
Competency Goal II: Functional areas: Physical, Cognitive, Communication, and Creative
Competency Goal III: Functional areas: Self, Social and Guidance
Competency Goal IV: Functional area: Families
Competency Goal V: Functional area: Program Management
Competency Goal VI: Functional area: Professionalism
Course Requirements:
· Student Participation/Logging in (15 weeks x 5 points each = 75 points):During the school week, you are expected to log on to our WebCT Vista class 5 day of the week, (at least once a day, at your convenience). During the weekend, you may want to log on to check for any messages and announcements, but you are not required to respond to email requests at that time. You will need to spend at least 6-10 hours a week working online and offline on course related materials. Failure to log in once a day, Monday through Friday, may result to a loss of 75 points.
· Discussion Board Participation (13 topics/issues x 20 points each) = 260 points): There will be 13 topics/issues for discussion (13 Functional Areas discussion questions), each topic is worth 20 points, hence the total of 260 points. Students are required to post thoughtful, original comments (minimum of 150 words) in response to each topic/issue for discussion. (“Original” means that you do not simply reiterate someone else’s response/comments).
· Professional Resource File (405 points): This is a collection of materials that early childhood professionals use in their work with young children and families and is required to receive a CDA Credential. Each student (regardless of whether you are applying for the CDA Credential or not) will arrange material in one of two ways (e.g. 3-ring binder or contained inside folders in a file box) = 20 points.
It should be in three main parts:
¨ AUTOBIOGRAPHY--------------------------------------------------------20 points
¨ 13 STATEMENTS OF COMPETENCE (13 x 15 points each)------195 points
¨ 17 RESOURCE COLLECTION (17 x 10 points each)---------------170 points
· Chapter Quizzes (13 quizzes x 20 points = 260 points): Instructor will give 13 quizzes base on the 13 functional areas. Each quiz will consist of varying number of questions that will share the 20 points, which include Infant, Toddler, Family Child Care, as well as Preschool questions. It will be a test of knowledge and developmentally appropriate practices learned from the different early childhood training or courses.
Instructor’s Expectations of Students
1. Student participation is essential; it will be reflected in the grading process of the course.
During the school week, you are expected to log on to our WebCT Vista class every day at least once a day, at your convenience. During the weekend, you may want to log on to check for any messages and announcements, but you are not required to respond to email requests at that time. You will need to spend at least three hours a week working online and offline on course related materials. The cut-off days and time (11:59 p.m.) are clearly stated in course assignment schedule. Clear guidelines are made for all assignments, but you are encouraged to ask for clarification. Most of the course is conducted synchronously, which means that you can submit work at your convenience given the specified due dates and cutoff times.
There will be few synchronous (real time) activities such as online conferences and group meetings online, but efforts are made to accommodate your schedule. You are encouraged to contact the instructor if you have schedule conflicts so that alternate plans can be made.
2. Students are responsible for all reading assignments and for all materials presented in on the WebCTVista course site.
3. All assignments, whether written or reading are due on the dates indicated. Late assignments will result in a loss of 10 points for every week it is late.
4. All written assignments must be typed double-spaced, font type (Times New Roman) and font size 12. It is expected that students will submit work (if specified, as an attachment) that are neat, legible, and numbered consecutively. Good English grammar and correct spelling are required in all written work. All these contribute to the assignment grade.
5. Each student is expected to take all quizzes given throughout the semester on the dates indicated on the assignment schedule/course calendar. NO MAKE UP QUIZ WILL BE GIVEN.
6. Academic Honesty: Cheating and plagiarism are unacceptable. Any academically dishonest work will receive zero points.
7. Courtesy and respect is reciprocal and is the model for this class. Differences of opinions are respected. No “email” or “verbal” abuse allowed. The following are good guidelines to follow:
· If you disagree with someone, respond to the subject, not the person
· Avoid posting content that is harmful or abusive
· Avoid posting content that is ethically, racially or religiously offensive
· Avoid posting, transmitting, promoting or distributing content that is known to be illegal
· Avoid posting harassing, threatening or embarrassing comments
· Avoid posting content that is vulgar, sexually explicit or otherwise offensive
8. Any disagreement about grades or assignments should be discussed with the instructor individually.
9. Any disagreement with another student will be discussed and referred to appropriate personnel.
Course Evaluation Criteria:
|
CDA Resource File (405 points) ¨ 3-ring binder or contained inside folders in a file box). ¨ AUTOBIOGRAPHY ¨ 13 STATEMENTS OF COMPETENCE (13 x 15 points each) ¨ 17 RESOURCE COLLECTION (17 x 10 points each) |
20 points 20 points 195 points 170 points |
|
Chapter Quizzes (13 quizzes x 20 points each) |
260 points |
|
Discussion Board Participation (13 topics/issues x 20 points each) |
260 points |
|
Weekly Log IN (15 weeks x 5 points each) |
75 points |
|
Total |
1000 points |
Total # of Points Letter Grade
930 – 1000 A
900 – 929 A-
870 – 899 B+
830 – 860 B
800 – 829 B-
770 – 799 C+
730 – 769 C
700 – 729 C-
670 – 699 D+
630 – 669 D
600 – 629 D-
COURSE FORMAT
I will assume that students must complete all the weekly readings, journal, assignments, tests, and exams by the due dates
COURSE OUTLINE
|
Weekly Dates Friday - Thursday |
Reading Assignments |
Resource File Assignments Cut-off day Saturday of the week 11:59 p.m. |
Tests and Discussion topics/questions Cut-off day Thursday of the week 11:59p.m. |
|
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 |
Students Introductions. Introduction to CDA - Explore the website: www.cdacouncil.org Familiarize with the course syllabus. Read Section I: Child Care Revue. |
Submit Autobiography (300-320 words) |
Self introduction, summary of CDA website, section I review. Questions/answers on syllabus. |
|
Week 2 1/28 – 2/3 |
Chapter 1 Safe |
Submit Competency Statement for Functional area 1 |
Post response to discussion questions. Quiz Chapter 1 |
|
Week 3 2/3 – 2/10 |
Read Chapter 2 Healthy |
Submit Competency Statement for Functional area 2 |
Post response to discussion questions. Quiz Chapter 2 |
|
Week 4 2/11 – 2/17 |
Read Chapter 3 - Learning Environment NOTE: Submit combined statement of competency for Competency Goal I – 2/17/08 |
Submit Competency statement for Functional area 3 Submit Resources 1, 2, & 3 |
Post response to discussion questions Quiz Chapter 3 |
|
Week 5 2/18 – 2/24 |
Read Chapter 4 Physical |
Submit Competency Statement for Functional area 4 |
Post response to discussion questions. Quiz Chapter 4 |
|
Week 6 2/25 – 3/2 |
Read Chapter 5 Cognitive |
Submit Competency statement For Functional area 5 |
Post response to discussion questions Quiz Chapter 5 |
|
Week 7 3/3 – 3/9 |
Read Chapter 6 Communication |
Submit Competency statement For Functional area 6. |
Post response to discussion questions Quiz Chapter 6 |
|
Week 8 3/10 – 3/16 |
Read Chapter 7 - Creative NOTE: Submit combined statement of competency for Competency Goal II – 3/16/08 |
Submit Competency statement For Functional area 7 Submit Resources 4 & 5 |
Post response to discussion questions Quiz Chapter 7 |
|
Week 9 |
Read Chapter 8 Self |
Submit Competency Statement For Functional area 8 |
Post response to discussion questions. Quiz Chapter 8 |
|
3/24–3/30 |
SPRING RECESS |
SPRING RECESS |
SPRING RECESS |
|
Week 10 3/31 – 4/6 |
Read Chapter 9 Social |
Submit Competency statement For Functional area 9 |
Post response to discussion topics Quiz Chapter 9 |
|
Week 11 4/7 – 4/13 |
Read Chapter 10-Guidance NOTE: Submit combined statement of competency for Competency Goal III – 4/13/08 |
Submit Competency statement For Functional area 10 Submit Resources 6-10 |
Post response to discussion questions Quiz Chapter 10 |
|
Week 12 4/14 – 4/20 |
Read Chapter 11 - Families NOTE: Submit combined statement of competency for Competency Goal IV – 4/20/08 |
Submit Competency Statement for Functional area 11 Submit Resources 11 |
Post response to discussion questions Quiz Chapter 11 |
|
Week 13 4/21 – 4/27 |
Read Chapter 12 - Program Management NOTE: Submit combined statement of competency for Competency Goal V – 4/27/08 |
Put together Resource File Complete and organized at least 90% of what is required. Submit Resources 12 |
Post response to discussion questions Quiz Chapter 12 |
|
Week 14 4/28 – 5/4 |
Read Chapter 13-Professionalism NOTE: Submit combined statement of competency for Competency Goal VI – 5/4/08 |
Submit Competency statement For Functional area 13 Submit Resources 13-17 |
Post response to discussion questions Quiz Chapter 13 |
|
Week 15 5/5 – 5/11 |
Individual Consultation: Instructor will review resource files if needed. |
Bring Resource File after Mentor & CDA Advisor had completed all they are required to do if needed. |
Note:
a. All assignments should be submitted via Assignments drop box. Assignments submitted in my Email will NOT be graded.
b. All the assignments requiring word count should be counted and written down number of words at the end of the assignment before submission.
c. Assignment schedule is subject to change. Instructor will announce the changes and students are responsible for making a note of whatever changes.
Requirements for Professional Resource File
1. Preschool Endorsement
2. Infant/Toddler Endorsement
3. Family Child Care Endorsement
¨ 17 specific items organized by Competency Goal area and number each item so it can be easily located during the Council Representative’s Verification Visit.
¨ Please follow the format for Preparing the CDA Professional Resource File. All the activities here will help you put your Professional Resource File together and write your statement of competency for each of the six Competency Goals.
¨ Do not hesitate to channel all your questions/concerns to me no matter how unimportant it may look to avoid confusion.
¨ Do not forget your responsibility in completing your CDA credential application form with your mentor and CDA Advisor in preparation for submitting to Washington office at due date. Please always discuss with these two important people and make a good use of them.
¨ Indicate by 1/22/08 the CDA endorsement you are pursuing that will help you to know which, application package you will buy.
¨ Choose one person each week you will critique his/her discussion questions responses for the functional areas only (not the competency statements).
ADAACCOMMODATION 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.”
Supplemental Readings: Bibliography
Beaty, Janice J., Skills for Preschool Teachers. (Fifth edition), NY: Macmillan Pub. Co., 1995.
Bredekamp, Sue, and Copple, Carol. (Eds.). (1997) Developmentally Appropriate Practice in Early Childhood Programs. - Revised edition. NAEYC: Washington, D.C.
Chatfield, Mimi Brodsky. (1993) Teaching is the Key of Life. NAEYC: Washington, D.C.
Dodge, Diane Trister and Colker, Laura. (1991) The Creative Curriculum for Family Child Care. Teaching Strategies Inc.: Washington, D.C.
Dodge, Diane Trister and Colker, Laura. (2002) The Creative Curriculum for Preschool. Fourth Edition. Teaching Strategies Inc.: Washington, D.C.
Dodge, Diane, Trister, Dombro, Amy Laura and Koralek, Derry Gosselin. (1991) Caring for Infants and Toddlers. Volume II and I. Teaching Strategies Inc.: Washington, D.C.
Dodge, Diane Trister, Dombro, Koralek, Derry Gosselin, Pizzolongo, P. (2004) Caring for Preschool Children. Third Edition. Teaching Strategies Inc.: Washington, D.C.
Jones, Elizabeth, and Nimmo, John. (1994) Emergent Curriculum. NAEYC: Washington, D.C.
Herr, Judy. (2005) Working with Young Children. The Goodheart-Wilcox Company, Inc.: Illinois.
Mitchell, Anne, and David, Judy (Editors). (1992) Explorations with Young Children: A Curriculum Guide from the Bank Street College of Education. Gryphon House: Maryland.
Phillips, Carol Brunson (Editor). (1991) Essentials for Child Development Associates Working with Young Children. Council for Early Childhood Professional Recognition: Washington, D.C.