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ECE 2205

I. Course Number and Title 2205/01: Organization and Administration of Early Childhood Programs

Department of Elementary and Early Childhood Education

Kennesaw State University

Spring Semester, 2005

II. INSTRUCTOR: Raynice Jean-Sigur, Ph.D

Office: Kennesaw Hall 2308

Office Phone: 770-420-4475

e-mail:rjeansig@Kennesaw.edu

III. Class Sessions: Monday and Wednesday 11:00am-12:15pm

Location: Kennesaw Hall 1103

Office Hours: Mondays-9:00am-11:00am Tuesdays, Thursdays 8:30am -9:00am and 12:30pm-2:00pm.

Fridays and other times-by appointment

(In order to be better prepared for our meetings, please utilize the sign up sheet posted outside my office door to arrangement meetings or e-mail requests)

IV. Text (recommended): Organization and Administration of Preschool Programs: A Custom Text for Kennesaw State University. Upper Saddle River, NJ: Merril-Prentice Hall.

V. Catalog Description:

This course addresses planning for child care facilities including staffing, licensing, organizing space and equipment, nutrition and health policies, parent and community relations. The purpose of this course is to provide the teacher/ facilitator with an opportunity to understand the importance and application of developmentally appropriate practices and examine the role and responsibilities of the early childhood education administrator and teacher in a preschool setting. Observations in preschools will be required. Verification of professional liability insurance is required before placement in observation.

VI. Conceptual Framework Summary:

Collaborative Development of Expertise in Teaching and Learning

The Kennesaw State University teacher education faculty is committed to preparing teachers who demonstrate expertise in facilitating learning in all students. Toward that end, the KSU teacher education community strongly upholds the concept of collaborative preparation requiring guidance from professionals inside and outside the university. In tandem with this belief is the understanding that teacher expertise develops along a continuum which includes the stages of preservice, induction, in-service, and renewal; further, as candidates develop a strong research-based knowledge of content and pedagogy, they develop their professional expertise in recognizing, facilitating, assessing, and evaluating student learning.

Knowledge Base:

Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise is central to analyzing the teaching-learning process, the teacher education faculty at KSU believes that the concept of expertise is central to preparing effective classroom teachers and teacher leaders. Researchers describe how during the continuum phases teachers progress from being Novices learning to survive in classrooms toward becoming Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is not an end-state but a process of continued development.

Use of Technology:

Technology Standards for Educators are required by the Professional Standards Commission. Telecommunication and information technologies will be integrated throughout the master teacher preparation program, and all candidates must be able to use technology to improve student learning and meet Georgia Technology Standards for Educators. During the courses, candidates will be provided with opportunities to explore and use instructional media, especially microcomputers, to assist teaching. They will master use of productivity tools, such as multimedia facilities, local-net and Internet, and feel confident to design multimedia instructional materials, create WWW resources, and develop an electronic learning portfolio.

Diversity Statement

Kennesaw State University provides program accessibility and accommodations for persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of services are available to help disabled students with their academic work. In order to make arrangements for special services, students must visit the Office of Disabled Student Support Services (ext. 6443) and arrange an individual assistance plan. In some cases, certification of disability is required.

VII. Goals and Objectives:

The KSU teacher preparation faculty is strongly committed to the concept of teacher preparation as a developmental and collaborative process. Research for the past 25 years has described this process in increasingly complex terms. Universities and schools must work together to successfully prepare teachers who are capable of developing successful learners in today’s schools and who choose to continue their professional development.

As a result of the satisfactory fulfillment of the requirements of this course, the student will :

a. Demonstrate the understanding of the history and development of preschool education (CF:2.2)

b. Design indoor and outdoor environments that take into account the developmental levels of children at various ages. (CF: 2.3)

c. Demonstrate an understanding of teaching and learning in the context of the school’s philosophy. (CF:2.1)

d. Identify characteristics and needs of the community where the preschool is located (CF:2.2)

e. Demonstrate an understanding of safety, health and nutritional needs of young children (CF:2.3)

f. Demonstrate an understanding of the role of the preschool director, teachers and other preschool staff. Understand the role of the director, as a liaison with state licensing and accreditation agencies (CF: 1.1).

g. Demonstrate knowledge of licensing and accreditation requirements (CF:3.2).

h. Demonstrate knowledge of Federal and State legislation affecting the care of preschool children in various settings. (CF:1.1)

i. Identify the characteristics of effective preschools. (CF 3.1)

j. Demonstrate an understanding of the importance of communication with families in programs serving young children with and without special needs. (CF:3.2)

VII. Course Requirements/Assignments*

Assignments that are submitted may be photocopied for accreditation and documentation purposes. Efforts will be made to hide or eliminate names of students in copied work for confidentiality purposes.

Complete two 3-hour observations at pre-school settings. Students must observe at two sites. The sites must represent different types of programs: e.g. Corporate sponsored, church sponsored, private, Head Start, or non profit, Lottery-funded. Students will complete a written observation report detailing similarities and differences. Students must also describe upon what educational theories the program is based and provide example of the aspects of the program that fit the model described. Students should include with the written summaries: signatures from the director verifying the visit and the length (see attached form), the description of the physical environment, the community setting, the classroom and the outdoor space, a summary of the activities the children were doing, any developmentally appropriate activities that you feel were appropriate and what curriculum is being utilized and what type of parental involvement is occurring. The summaries should be least three written pages for 50 points each. Rubrics for this assignment will be presented and discuss in class. (CF: 1.1, 2.1, 2.2, 3.1) In order to visit some preschool sites, teacher candidates will be required to have a criminal background check completed before beginning preschool observations. Teacher candidates must complete the criminal background history forms and submit to the instructor. Completed forms will be sent to the Kennesaw State University Center for Field Experiences and Partnerships (CEFP). Criminal background checks are conducted through the CEFP institute currently at no charge to the teacher candidate.

Please note that some early childhood education facilities may require additional background checks in order to observe at these facilities. These facilities may require a fee and additional forms. The teacher candidate may chose these sites with the awareness the he or she may need to go through the necessary procedures to observe at these sites. Please contact the instructor for additional questions or concerns.

B. Students will research a type of early childhood setting and present as a group information gathered. The students will present a thorough explanation of the early childhood setting including the

a. Key concepts and characteristics

b. The philosophy of the setting

c. Typical curriculum utilized

d. Typical location of the setting

e. Participants of the setting

f. Educational background needed to teach/work in the facility

g. A history of the development of the setting (why and how it was development)

h. Other information significant to the setting (licensure, accreditation)

Presentations should include some form of technological input. Some suggested ideas for topics will be discussed in class. Topics should be presented to the instructor in writing prior to the presentation date and presentation groups will be formed class. Rubrics for this assignments will be discussed and presented in class. (50 points ) (CF: 1.1, 2.1, 2.2, 2.3, 3.1, 3.2)

Resource Notebook

Teacher candidates will create a resource notebook that will contain components listed below. The notebook can be a binder with dividers for each component. Discussion of electronic resource notebook may be presented in class. Items should be placed in the specific order noted. Items for each component can be obtained through research articles, interviews, and creation of materials. Other specific requirements include 2 research articles related to the component areas and the use of technology in gathering and developing information for at least one component. A short synopsis must be included in each component area outlining the relevance of each item to the requirement. The synopsis should make clear the connection between the assignment and early childhood development as well as the purpose of skill addressed. The components listed may be incorporated into the online portfolio. (100 points total)

Notebook components:

Outdoor playground equipment appropriate for preschool children

This can include a critique of a company’s brochure that sells outdoor equipment, or a creation of the ideal outdoor preschool setting. Include the importance of physical development component of children in this category. A picture of the equipment (or sketch ) must be included .(IF TAKING PICTURES OF EQUIPMENT AT CENTER, PLEASE ASK PERMISSION FROM THE DIRECTOR. DO NOT TAKE PICTURES OF THE CHILDREN AT THE CENTER). This component of the notebook should thoroughly outline sections playground equipment, where the equipment was found, how relevant to the development of young children and all of the other considerations taken when selecting this particular equipment. (20 points)

Sketch and design a room arrangement for a preschool class. Factors such as safety, space and materials should be included (see chapter 5 in text for additional assistance). A description of the room arrangement and how it will meet the needs of diverse learners (cultural, language and students with special needs) (20 points)

Design a one week menu for a four year old preschool class. The menu should include breakfast, lunch and snacks. Safety and nutrition should be reviewed when developing this menu. Include in your synopsis ideas for encouraging nutrition with the parents of the preschoolers. (20 points)

Parent Interview and Parent Handbook development for Parents of Preschoolers (35 points)

Teacher candidates will be asked to interview at least one parent of a child ages (0-5) years of age in order to evaluate a parent handbook for parents of young children in a early childhood education setting. The parent interview guidelines and sample questions will be shared in class. The teacher candidate should utilize information attained from the parent interview in the evaluation of the parent handbook. Guidelines will be discussed in class. The summary of the evaluation of the parent handbook along with a copy of the parent interview should be turned in to the instructor for grading. Rubrics for this assignment will be discussed in class.

Reference list (5 points)

All resources utilized in the development of the resource notebook should be listed in the notebook. This requirement serves at least two purposes: (a) it allows for credit to be given to those information sources that have assisted in the development of the notebook and (b) provides a place for the teacher candidate to retrieve this information when needed.

There will be a midterm and final exam. Mid term and Final Examination 50 points each.

IX. Evaluation and Grading

|In Class Requirements and Assignments |

|Class Activities |Points Assessed |Course Objectives |

|Complete two preschool observations |50 points each |Objs:a,c,d, f, i |

|Critique and/or design outdoor playground equipment (resource notebook) |20 points |Objectives b, e |

|Sketch and design a room arrangement for a preschool class (resource notebook) |20 points |Objectives b,e |

|Design and develop a one week menu for four year old preschool class (resource notebook) |20 points |Objective e |

|Reference list in resource notebook |5 points |Objective c |

| | | |

|Parent Interview and Parent Handbook Evaluation |35 points |Objectives d,e,f,j |

| |(15 interview+ 20 | |

| |for evaluation) | |

|Review licensing and accreditation procedures and federal legislation for presentation as well|50 points |Objectives a-I |

|as research a preschool setting for presentation | | |

|Midterm and final examination |100 points (50 |Objectives a-I |

| |points each) | |

|Attendance |50 points |Objectivesa-I |

| | | |

Grades will be assigned as follows:

351-400 points A

301-350 points B

251-300 points C

201-250 points D

200 points and below F

All assignments should be typed and should represent quality, college-level work. Rubrics for grading assignments will be discussed and presented in class. Students are responsible for reviewing the syllabus and rubrics prior to turning in assignments for a grade. Assignments are considered late if not turned in by the assigned due date. There will be a 10% deduction of total possible points for each day that work is late. Faxed work will not be accepted.

X. Academic Honesty Statement

Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the University’s policy on academic honesty, including provisions regarding plagiarism and cheating, unauthorized access to University materials, misrepresentation/falsification of University records or academic work, malicious removal, retention, or destruction of library materials, malicious/intentional misuse of computer facilities and/or services, and misuse of student identification cards. Incidents of alleged academic misconduct will be handled through the established procedures of the University Judiciary Program, which includes either an “informal” resolution by a faculty member, resulting in a grade adjustment, or a formal hearing procedure, which may subject a student to the Code of Conduct’s minimum one semester suspension requirement. KSU expects that graduate students will pursue their academic programs in an ethical, professional manner. Any work that students present in fulfillment of program or course requirements should represent their own efforts, achieved without giving or receiving any unauthorized assistance. Any student who is found to have violated these expectations will be subject to disciplinary action.

XI. Class Attendance Policy

Attendance is required at class meetings and the observation experience to receive full credit for the class. Two unexcused class absences will be allowed. Students must be present at preschool observations. Five points will be deducted from each additional unexcused absence. Student that are absence are still responsible for assignments, notes and readings for the class.

Course Outline This outline is tentative and subject to change. The student is responsible for any notes, and handouts given in class. The student is also responsible for keeping up with any changes to this outline.

|Class Week |Topic |In-class activities |Class Assignment Due |

|1 |Course introductions, review syllabus |Ice breaker activity, lecture, |Chapter 1 readings and handouts |

| |Review chapter 1 |discussion | |

|2 |Continue chapter 1: Managing Children’s Centers|Select presentation groups, |Handouts and assigned readings |

| |in the 21century |lecture, discussion, group | |

| | |activity | |

|3 |Chapter 2: Types of Child Development Program | activity, lecture, discussion |Chapter 2 and handouts |

| | |group activities | |

|4 |Chapter 3:Applying Theories in Managing a Child|activity, lecture discussion |Handouts and assigned readings |

| |Development Center | | |

|5 |Infant and Toddler Development |Lecture, discussion, activity |Proof of liability insurance due |

| | | |readings |

|6 |Accreditation |Lecture and discussion group |Assigned readings and handouts |

| | |activity | |

| | | | |

|7 | Management of Facilities |Lecture and discussion |Assigned reading and handouts |

| | |Video group activities | |

|8 |Midterm-additional issues not covered before | |Assigned readings and handouts |

| |midterm | | |

|9 |Health and Safety |Lecture and discussion and group |Assigned readings and handouts |

| | |activities | |

|10 |Nutrition |Lecture and discussion and group |Assigned readings and handouts |

| | |activities | |

|11 | |Lecture and discussion and group |Assigned readings and handouts |

| |Special Needs |activities | |

| | | | |

|12 |Educational Programming |Lecture and discussion and group |Assigned readings and handouts |

| | |activities | |

|13 |Family Support |Lecture and discussion and group |Assigned readings and handouts |

| | |activities | |

| | |Guest Lecturer: Parent of Child in| |

| | |Preschool Education | |

|14 |Role of the Director |Lecture and discussion and group |Assigned readings and handouts |

| | |activities | |

| | |Guest Lecturer: Director of Early | |

| | |Child Care Center | |

|15 |Assessment and Evaluation |Lecture and discussion and group |Assigned readings and handouts |

| | |activities | |

|16 |Leadership-Presentations |Presentations |Review for final exam |

|17 |Review |Review |Review for final exam |

|18 |Last Class Day | | |

XIII. References/Bibliography

Barnett, W. S. & Hustedt, J.T. (2003). Preschool: The most important grade. Educational Leadership.

Bredekamp, S. (1993). Developmentally appropriate practice in early childhood programs serving children from birth through P- 8. NAEYC, Washington DC.

DiNatale, L. (2002). Developing high-quality family involvement programs in Early Childhood Education settings. Young Children.

Daria-Wiener, I. (2001). 10 signs of a great preschool. Parents.

Klein, A.S. (2002). Different approaches to teaching: Comparing three preschool program models. Earlychildhood News.

Jacobson, L (2002). Concerns turns to preschool facilities. Education Week.

New, R.S. (2003). ReggioEmilia: New ways to think about schooling. Educational Leadership.

Paciorek, K.M. & Munro, J. H. (2004). Annual Editions: Early Chilhood Education. (25ed). McGrow-Hall/Dushkin, Dubuque.

Spring Semester 2005

Record of Student Preschool Observations

Name of Student:________________________________________________________

Schools Observed 1)_________________________________________

2) _________________________________________

Dates Observed 1) _______________________________________

2)________________________________________

1)Signature_______________________________________________________________

Name Position Phone Number

2. Signature_______________________________________________________________

Name Position Phone Number

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