Course ID Number



CDT 1113

Master Course Syllabi

Early Childhood Profession

Instructor: Office Location:

Office Hours: Phone:

Class Time(s)/Sections: Email:

Lab:

Course Description:

This course is an introduction to the profession of early childhood, types of early childhood programs, and theories of child development. Students are required to observe, assess, and record child behavior through laboratory experience. Room arrangements, software, play, and safety are some of the topics explored. (3 sch: 2 hr. lecture, 2 hr. lab)

Prerequisite: None

Textbook(s) and Material(s):

Eva L. Essa (2008). Introduction to Early Childhood Education 6th Ed., Delmar Learning, Clifton Park, NY. ISBN 10 1-4283-6053-0

Student Learning Outcomes:

1.Explain the Early Childhood Education Technology (CDT) program philosophy and policies.

2. Identify expected behaviors of CDT students, children, parents, teachers, and instructors according to program policies.

3. Demonstrate knowledge and ability to adhere to professional ethics and confidentiality standards.

4. Apply systematic approach to observing and recording child behavior.

5.Apply various methods of observational techniques.

6. Record observation findings using a variety of methods. Discuss early childhood education and childcare movements to include history, theories, and practice.

7. Identify philosophers of Early Childhood Education.

a. Using the Interne, identify developmentally appropriate practice as described by the National Association for the Education of Young Children (NAEYC).

b. Explain the importance of lesson plans, behavioral goals, and objectives.

8. Describe types of early childhood programs and employment opportunities.

a. Analyze the various types of childcare services including public, private, church sponsored, home-based, corporate, franchised, military, etc.

b. Explore employment opportunities in the childhood profession career ladder.

Attendance:

Regular class attendance and punctuality are expected. All arrangements for completing missed work are to be made with the instructor. It is the student’s responsibility to initiate these arrangements.

Excessive absences may result in loss of credit for the course concerned as well as loss of grant refunds and /or financial aid eligibility.

NOTE: In the event of inclement weather, the President may cancel classes. Students are advised to listen to the TV or radio for an announcement. Absence without an official closure is treated as an unexcused absence unless there is a danger for the student to drive.

When s student’s unexcused absences in an academic or technical course equal two times the number of times the course meets per week, not to exceed six absentees for three-hour courses of eight absentees for four-hour courses, the student will be dropped from the course.

Student who has been reported as having excessive absences has the right to appeal within three days of the drop date. For more information concerning the appeal process, the student is to contact the appropriate.

A student is counted tardy from class if he is later than fifteen (15) minutes arriving to class. Three tardies will constitute as one absence.

Absence from Class for School Sanctioned Activities

Students who are absent from class due to participation in an officially sanctioned school activity must present notice of the event to the instructor (at least one week prior is desirable) and request advance assignments. If the student is passing the course, the request for make-up will be honored. If missing the class will endanger the student's academic success, the instructor will notify the activity sponsor; the sponsor and the instructor will determine a decision regarding the student’s participation in the activity. In general, the decision will reflect the philosophy that students attend college for educational purposes, and participation in activities outside the classroom is recognized as a lower priority.

Make-up Policy:

The student will have one day to make-up work with the lowing of one letter grade. Failure to make-up any work will result in a zero (F) being recorded for the grade. The student who has an excused absence will be granted two days to make-up work without having their grade lowered. (Make-up work will be at the discretion of the instructor.)

Cheating Policy/Plagiarism:

Coahoma Community College considers academic honesty to be essential for each student’s intellectual development. As an institution fundamentally concerned with the free exchange of ideas, the college depends on the academic integrity of each of its members.

In the spirit of this free exchange, students of Coahoma recognize the necessity and accept the responsibility for academic honesty. A student who enrolls at Coahoma thereby agrees to respect and acknowledge the research and ideas of others in his or her work and to abide by those regulations governing work agreeable by the college, instructor or program.

Electronic Devices in Class:

The use of cellular phones, pagers, CD players, radios, and similar devices is prohibited in the classroom and laboratory facilities.

Non-Discrimination/Disability Policy:

The Board of Trustees of Coahoma Community College has adopted a policy assuring that no one shall, on the grounds of race, color, national origin, sex, or disability, be excluded from participation in, be denied benefits of, or otherwise be subject to discrimination in any program, activity, or employment of Coahoma Community College.

Coahoma Community College is committed to ensuring equal access to an education for enrolled or admitted students who have verified disabilities under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. College policy calls for reasonable accommodations to be made for eligible students with verified disabilities on an individual and flexible basis. To receive disability support services, a student must register with the designated OCR (Office of Civil Rights) coordinator and provide appropriate documentation verifying the disability.

For additional information, review the Coahoma Community College 2011 – 2013 Catalog and/or contact the OCR (Office of Civil Rights) coordinators: Academic Coordinator – Evelyn Washington at 621-4148 or e-mail ewashington@coahomacc.edu; Career and Technical Coordinator – Anne S. Clark at 621-4220 or e-mail ashelton-clark@coahomacc.edu.

Instructional Techniques:

Lectures

Seminars

Use of Technology (e. g. PowerPoint, Tape Recorders. “Video” VCR/DVD, Computers, etc.)

Cooperative Learning

Lab activities

Method(s) of Evaluation:

Types of student-involved assessments (e. g. performance assessment, reflection, oral, written, etc.)

Pencil and Paper Test

Grading Scale/System:

All letter grades will be administered for the course on the following basis:

92-100 = A = 4 Quality points

83-91 = B = 3

74-82 = C = 2

65-73 = D = 1

Below 65 = F = 0

Grading Breakdown:

1st half-Mid-Term Final Exam = 40%; HW, Quizzes, Assignments, Reports, Projects, etc. = 40%; Attendance = 20%!

(After Mid-Term) Final Exam = 40%; Same as above!

This outline is intended as a guideline for the course. The university/college/institution and the instructor reserve the right to make modifications in content, schedule, and requirements as necessary to enhance each student’s educational experience and student learning outcomes.

| PART 1 |CHAPTER 1: The Scope of and Need for Early Childhood Education |

|The What of Early Childhood Education | |

| PART II |CHAPTER 2: The Children |

|The Who of Early Childhood Education |CHAPTER 3: The Families |

| |CHAPTER 4: The Teacher/Caregivers |

| PART III |CHAPTER 5: Rationale Supporting Early Childhood Education |

|The Why of Early Childhood Education |CHAPTER 6: Goals, Objectives, and Evaluation |

| PART IV |CHAPTER 7: The Physical Environment |

|The Where of Early Childhood Education | |

| PART V |CHAPTER 8: Scheduling and Curriculum Planning |

|The How of Early Childhood Education - |CHAPTER 9: Creative Development through the Curriculum |

|Curriculum |CHAPTER 10:Physical Development through the Curriculum |

| |CHAPTER 11:Cognitive Development through the Curriculum |

| |CHAPTER 12:Language Development through the Curriculum |

| |CHAPTER 13:Social Development through the Curriculum |

| PART VI |CHAPTER 14:Guiding Routines and Group Activities |

|The How of Early Childhood Education – |CHAPTER 15:Guiding Social Behaviors |

|Guidance |CHAPTER 16:Helping Children Cope with Stress |

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