SCHOOL OF EDUCATION



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EEC1000 Introduction to Early Childhood Education

Credit Hours: Three (3)

Prerequisites: None

Course Description

This course provides the student with a general introduction to the young child and the early childhood classroom, family and societal influences on young children, principles of child growth and development, role of play in young children’s learning, methods of observing and recording behavior, techniques of guiding behaviors, and characteristics of appropriate early childhood programs and teachers.

Instructor Information

Instructor: GRETEL NARANJO Term: Summer 2016

Office Hours: 5:00 – 5:40 PM Office Location:

Class Location: Room 3208 Campus: InterAmerican

Phone: 786-571-6466 Class Times: 5:40 PM – 9:00 PM

E-mail: Gnaranj3@mdc.edu Class Days: Wednesdays

National, State, and College Standards

Florida Educators Accomplished Practices - FEAP

Professional Education Competencies- PEC

Florida Subject Matter Competencies –

• Preschool Education [Birth to Age 4]- PS

• PreKindergarten/Primary [Age 3 to Grade 3]- PK

Florida Performance Standards for ESOL Teachers –

• Domain and Standards- ESOL DS

• Competencies and Skills- ESOL CS

Florida Reading Competencies P-12 - READ

Miami Dade College Learning Outcomes:

| | | | | |

|1. Communicate effectively |2. Use quantitative |3. Solve problems using |4. Formulate strategies to |5. Demonstrate knowledge of|

|using listening, speaking, |analytical skills to |critical and creative |locate, evaluate, and apply |diverse cultures, including |

|reading, and writing skills.|evaluate and process |thinking and scientific |information. |global and historical |

| |numerical data. |reasoning. | |perspectives. |

| | | | | |

|6. Create strategies that |7. Demonstrate knowledge of |8. Use computer and |9. Demonstrate an |10. Describe how natural |

|can be used to fulfill |ethical thinking and its |emerging technologies |appreciation for aesthetics |systems function and |

|personal, civic, and social |application to issues in |effectively. |and creative activities. |recognize the impact of |

|responsibilities. |society. | | |humans on the environment. |

National Association for the Education of Young Children:

| | | | | |

|1. Promoting child |2. Building family and |3. Observing, documenting, |4. Teaching and learning. |5. Becoming a professional.|

|development and learning. |community relationships. |and assessing to support | | |

| | |young children and families.| | |

COURSE COMPETENCIES:

Upon completion of this course, the student will:

Competency 1: Summarize the concepts of developmentally and culturally appropriate practices by:

a. Discussing the characteristics of developmentally appropriate practices that guide effective instruction.

b. Describing the anti-bias curriculum approach to early childhood education.

c. Identifying child-initiated, child-centered, adult supported activities observed while at work in an early childhood classroom.

d. Identifying the components of effective organization and management (e.g., classroom environments, routines, rituals, schedules.)

e. Demonstrating appropriate manuscript printing and explaining its importance in literacy development.

f. Discussing the various types of early care and education programs.

Competency 2: Compare and contrast the historical influences on the field of Early Childhood Education by:

a. Researching the contributions of significant historical figures (e.g., Froebel, Pestalozzi, Montessori, Owen, Dewey, and Malaguzzi).

b. Comparing and contrasting the contributions of historical influences.

Competency 3: Analyze the stages of child growth and development by:

a. Identifying basic principles and milestones of child growth and development (e.g., social-emotional, cognitive, physical, creative) for the typical developing child.

b. Examining the developmental domains (e.g., affective, cognitive, psychomotor).

c. Discussing influential developmental theorists (e.g., Piaget, Erikson, Vygotsky, Maslow, Ainsworth, Gardner, Skinner, and Bandura and their contributions to our understanding of children and learning).

d. Relating the uniqueness of each child to factors such as family culture, temperament, learning styles, and others, and how each contributes to individual differences in development and learning.

e. Identifying developmental alerts.

f. Examining the influence of brain research on theories of cognitive and social competence, the principles of how children learn, and the development and implementation of instructional strategies.

Competency 4: Analyze the role of play in young children’s learning by:

a. Discussing how play promotes cognitive, physical, social, emotional, and creative development in young children.

b. Describing the developmental sequence and stages of play.

c. Explaining the importance of play in promoting children’s development.

d. Differentiating between child-initiated play activities and teacher-directed activities.

e. Selecting activities that promote active learning through play, such as independent exploration, discovery, and multisensory involvement.

f. Developing a document panel based on the observation of children’s play.

Competency 5: Demonstrate positive guidance techniques by:

a. Examining the relationship between positive guidance and the child’s developing sense of competency, self-esteem, and self-control.

b. Explaining the relationship between child development and realistic behavioral expectations for children.

c. Identifying techniques and strategies that promote conflict resolution and prosocial behavior.

d. Discussing the role of the classroom environment in influencing behavior.

e. Identifying developmentally appropriate components of a positive and effective classroom behavioral management plan.

Competency 6: Explain family and societal influences on the lives of young children by:

a. Discussing the variety of family systems and how the dynamics of these systems impact the developing child.

b. Examining the influence of societal factors such as media, technology, social policies, and violence on the developing child.

Competency 7: Observe and record behavior by:

a. Identifying types of observation.

b. Differentiating between subjective and objective observations.

c. Demonstrating the ability to write an objective observation on an individual child.

Competency 8: Define the teacher’s role as a professional by:

a. Explaining the type of professional behavior expected of an adult in the classroom (e.g.,

b. Demonstrating professional characteristics such as responsibility, cooperation, and dependability.

c. Sharing experiences with others in a professional manner including showing respect for child, family and center confidentiality.

d. Identifying professional early childhood organizations on the local, state, and national level and analyzing their position statements.

e. Identifying opportunities for professional growth.

REQUIRED TEXTBOOKS:

Gordon Biddle, K; (2014) Early Childhood Education: Becoming a Professional. SAGE. This book will be used again in EEC1200.

Copple, C. & Bredekamp, S. (2009). Developmentally Appropriate Practices in Early Childhood Programs: Serving Children from Birth through Age 8. (Third Edition). NAEYC. This book will be used again in other EEC courses!!!

VIDEO RESOURCES:

“Celebrating Early Childhood Teachers”

“Early Childhood Professionals: Sowers of the Future” Kaplan

“Career Encounters: ECE” NAEYC

“Tools for Teaching DAP” Mariner’s Star

“Dump the Dittoes” MDC

“Sensory Play: Constructing Realities” NAEYC

“Painting a Positive Picture”

“Getting Along Together” PBS Whole Child Series

“Vygotsky: An Introduction”

“Creativity and Play” PBS Whole Child Series

“Building Inner Controls” PBS Whole Child Series

“Dealing With Feelings” PBS Whole Child Series

“Guidance: Painting a Positive Picture” NAEYC Childcare Collection

ELECTRONIC RESOURCES:

Ages and Stages Photo Gallery:



Talaris:

Whole Child/ Creativity and Play:

Taking Play Seriously:

The Child’s Right to Creative Thought and Expression:

Bank Street Corner – Discipline:

Aesthetic Codes in Early Childhood Classrooms – Sections1, 2 and 3:

The Food and Restaurant Project:

El proyecto de alimentos y restaurants:

NAEYC:

NAEYC’s Position Statement “Code of Ethical Conduct”

(English)

(Span.)

Constructivist Philosophy:

Encyclopedia on Early Childhood Development:

Head Start Conflict Management:

PBS Whole Child Series: Dealing with Feelings:

The Power of Documentation:

Negotiating with Toddlers–Head Start:

Bank Street Corner – Discipline:

The Whole Child – Building Inner Controls:

Center for Effective Discipline:

Center on the Social and Emotional Foundations for Early Learning:

Conscious Discipline:

Violence Prevention in Early Childhood



Zero to Three – Self control:

PBS Whole Child – Getting Along Together:

What Does Research Say about Early Childhood Education?



Association for Childhood Education International:

Children’s Right to Creative Expression:

Hothousing Young Children:

The Prodigy Puzzle (NY Times article)



High/Scope:

Observing and Recording the Behavior of Young Children:

Pioneers in Our Field – Lev Vygotsky:

Social Development Theory (Vygotsky):

Froebel Foundation USA:

Robert Owen and New Harmony:

Jean Piaget :

Montessori International Index:

Howard Gardner’s Project Zero:

Learning Modalities (Gardner):

Vygotsky Resources:

John Dewey Resources:

Rudolph Steiner:

Froebel’s Gifts:

Sigmund Freud and the Unconscious:

Erik Erikson:

Behaviorist Theory and Skinner:

Constructivist Theory:

Multiple Intelligences – Howard Gardner:

Attachment Theory- Bowlby and Ainsworth:

The Role of Pretend Play in Children’s Cognitive Development:

Head Start:

Universal PreK:

Top 10 Signs of A Good Kindergarten Classroom:

ource/content3/10.signs.kinder.k12.4.html

Caldecott Medal:

NAEYC Position Statement-Developmentally Appropriate Practices (DAP):



Florida Childcare Training: childcare/training

COURSE OUTLINE:

The instructor reserves the right to make changes in the order of topic presentation and assignments.

|Class |Date |Topic |Assignment |

|1 |05/11 |Introduction to course | |

| | |Service Learning |Read Section on Constructivist Philosophy |

| | |Field Placement | |

| | |Description of Projects & About Me book presentation |Read: |

| | |schedule |

| | |Guidelines to Working with Young Children |ence/sc5model.htm |

| | |Constructivist Philosophy of ECE | |

|2 |05/18 |Characteristics of a Good Teacher |Ch. 1 Early Childhood Education: Becoming a Professional |

| | |Professionalism |NAEYC Position Statement Code of Ethical Conduct (ECEBP |

| | |History of Early Childhood Education |Appendix) |

| | |Sign up for Historical Figures project |Ch. 2 (ECEBP) |

|3 |05/25 |Developmentally and Culturally Appropriate Practices |Ch. 3 (ECEBP) |

| | |Types of Programs |Ch. 3 and 4; Ch. 5 pp. 75-183 |

| | | |Developmentally Appropriate Practice (DAP) |

| | | |Return Field Placement Forms |

| | | |Assignment #3: Autobiography Due |

|4 |06/01 |Developmental Theorists |Ch. 4 (ECEBP) Ch. 5 (ECEBP) |

| | |Child Development & Milestones | |

| | |Exam One | |

|5 |06/08 |Brain Research |Assignment # 1: “About Me” Book presentations I |

| | |Developmental Domains | |

|6 |06/15 |Observation |Ch. 6 (ECEBP) |

| | | |Bring in a sample of the assessment/observation tool you |

| | | |use in your class |

|7 |06/22 |Historical Figures |Ch. 10 (ECEBP) |

| | |Play Documentation |Assignment #2: Historical Figures Group Presentation Due |

| | |Explanation of Documentation Project | |

| 8 |06/29 | |Ch. 9 (ECEBP) |

| | |Behavior and Positive Guidance |pp. 95,158-159 (DAP) |

| | |Exam Two | |

| 9 |07/06 |Behavior and Positive Guidance |Assignment # 4 & 5: Observation I & Observation II Due |

| | | |Assignment # 1: “About Me” Book presentations II |

| 10 |07/13 |Social Forces - Trends & Issues |Ch. 15 (ECEBP) |

| | |Exam Three |Assignment # 7: Research on Trends & Issues Due |

| 11 |07/20 |Play Documentation Critique |Assignment # 6: Play Documentation Presentations |

| | |(Bring what you have completed so far to class today) | |

| 12 |07/27 |Play Documentation Presentations |Assignment # 6: Play Documentation Presentations |

| | |Service Learning Reflections |Field Experience Hours Due |

| | |Semester Reflections |Attendance Mandatory |

REQUIRED ASSIGNMENTS:

Assignment #1: About Me Book

NAEYC POA 1

Description: Learning is based on the establishment of relationships. Establishing relationships with children creates an environment of acceptance, tolerance, and respect. This assignment will provide you an opportunity to create a relationship with children by sharing about yourself with them. You will create a picture book about yourself to share with children in a classroom.

Directions: To create your About Me book, follow the criteria below including meaning, structure, and process. A grading rubric will be given to you.

a) Meaning: The picture book must communicate who you are in some way: it could be descriptive, autobiographical, a metaphor....but it must convey the message, “This is me!” Since you are writing it for young children to enjoy, the pictures are very important and the text and format must be age appropriate. Complete a timeline or story map of your life and choose one incident that might be developed into a story. Remember: we do not want an autobiography, rather a story about one part of your life that shares a little bit about you! You may look at developmentally appropriate picture books for the age group you choose, and use these as models in order to generate ideas for your own book. Be original and creative with your own story.

Note: Think about making a dual language version of your book.

b) Structure: The picture book must be; bound in an interesting format, durable for use in the classroom, well-planned and well-written, adhering to the conventions of grammar, syntax, and spelling, inviting, and illustrated in some way (e.g., creative, imaginative, kinesthetic).

c) Process: After creating the book you will share it with children. Write a reflection on the writing and reading experience. Your books will be displayed and shared with colleagues in class.

Assignment #2: Historical Figures Paper and Group Presentation

NAEYC POA 5

Description: This project is designed to help you better understand the history of Early Childhood Education. Many important historical people will be discussed in class. Select ONE of them from the following: Johann Pestalozzi, Friedrich Froebel, Robert Owen, John Dewey, Maria Montessori, Loris Malaguzzi, Lucy Sprague Mitchell. The person you select is to be used as the focus of the Paper and Presentation.

Directions: Write a short (2-3 pages) paper summarizing the significance of the person in field of Early Childhood. Use three sources of information, and use APA format. The paper should include the four bullets listed below for the presentation plus a reflection.

After writing your paper, all class members who have researched the same historical figure will meet together as a group. The group will discuss the information you have researched, what information should be shared with the class, and how it should be presented in an engaging and interesting way. The presentation should include:

• Name of theorist

• Historical period (time and place) in which s/he lived and the view of the child (how children learn, a children’s place, children’s roles, behavioral expectations) in this time frame

• Description of his/her view of the child and his/her theory concerning children and learning

• Discuss in what ways the theorist contributed to Early Childhood Education

Assignment #3: Autobiography

NAEYC POA 5

Description: Self-awareness and reflection is critical to being a competent teacher. In this assignment, you will have the opportunity to clarify your ECE identity.

Directions: Write an autobiography to include information about who you are at the present time, your career goals, and information about the events, people, etc. in your life that have influenced your decision to work with young children. This statement becomes part of your Florida Child Care Professional Certificate (FCCPC) resource file. The autobiography needs to be between 300-500 words in length, typed, and proofread for clarity, correct grammar, syntax, spelling, and punctuation.

Assignment #4: Observation Project I

NAEYC POA 3

Description: Early Childhood professionals must be good observers. Observation is the most frequently used and most rewarding method of assessing children’s growth, development, and learning. You will objectively record what you observe during a 15 minute observation of an infant or toddler.

Directions: You will be conducting a narrative observation of an individual child. (use initials to protect child’s confidentiality) This is a detailed “running record” account of behavior recorded in a sequential manner as it happens. The observer sits or stands apart from the child, writing down all behaviors that occur(s) within a 15 minute period. Keep sentences short and abbreviate words to keep up with the action. Use this observation to answer the following questions:

1. What did you see that represented emotional development? (Feelings, engagement, discoveries, curiosity) (S3b)

2. What did you see that represented social development? (association with others) (S3b)

3. What did you see that represented physical development? (movement, gross and fine motor) (S3b)

4. What did you see that represented cognitive development? (exploration, problem solving)

5. What are the benefits of this type of observation? (S3a)

6. How might you use this information to help you plan to meet the individual needs of the child? (S3c)

Write a reflection on this experience. In your reflection, include your answers to the questions and how you will share the information with parents and incorporate the use of child observations as you develop professionally. (S3b, S3d)

Assignment #5: Observation Project II

NAEYC POA 3

Description: This assignment is a continuation of using the narrative observation. The focus this time is on teacher-child/children interaction.

Directions: Write a 15 minute narrative of a teacher-child/children interaction. Be professional and respect confidentiality. DO NOT observe during a teacher directed activity. The observer sits or stands apart from the interaction, writing down all behaviors/interactions that occur within a 15 minute period. After you have recorded an objective record of events, write down your thoughts. Use this observation to analyze the teacher-child/children observation based on the criteria in your DAP textbook (pp.150-152) for “Creating a Caring Community of Learners.” In a one to two page summary, compare and contrast the observed behavior with criteria mentioned. Include a statement about how you can create a caring community of learners in your present or future classroom.

Assignment #6: Play Documentation Project

NAEYC POA 4

Description: Play is the foundation of good early childhood programming. In today’s society, the importance of play is often questioned. Early childhood educators need to be secure in their understanding of the benefits of play in order to validate a play-based curriculum. The purpose of the documentation board project is to answer the question, “What is the value of play?”

Directions: This project will be based on your observation of a play experience of a child/children and explaining the benefits of this play experience through a visual presentation. The outline for the project is as follows:

1. Observe a play experience involving one child or several children in a class. This experience could involve materials such as blocks, play dough, manipulatives, dress up props, outdoor equipment/materials, etc. Make sure you interact with the child(ren) to demonstrate your knowledge, understanding and use of positive relationships and supportive interactions (S4a).

2. Write down what you see and what the child/children says/say to demonstrate knowledge, understanding, and use of effective approaches and strategies for early education. This could be one-time play experience that you observe or it may take place more than once (S4b).

3. Provide visual documentation of the play experience, (i.e. 6 – 8 photos, or dated samples or artifacts of work, with an explanation of what is taking place, why it is significant, and the children’s words to demonstrate knowledge, understanding, and use of effective approaches and strategies for early education. Documentation should illustrate how the child/children used the materials and what growth/learning occurred in the developmental domains. (S4b)

(Be sure that permission is secured from the child/children’s families and administration if you take pictures of the children.)

4. Summary of developmental experience, growth, or learning taking place in each developmental area as a result of this particular play. Include all four domains: Physical development (including gross and fine motor), Social development, Emotional development, and Cognitive development (including language and creativity) (S4c)

5. Using a tri-fold board, present the documentation board project in class.

6. Evaluation of the Documentation Project will be based on all the following components:

a. Play Narrative – i.e., how did play develop, the age of child/children, setting, etc.

b. 6 – 8 Photos, or dated samples or artifacts of work.

c. A short explanation for each photo or dated sample, quotes of the children’s verbal interactions.

d. Summary of growth or learning taking place in each developmental area: Physical development (including gross and fine motor), social development, emotional development, and cognitive development (including language and creativity) to show understanding. (S4c).

e. Based on the knowledge gained from the growth or learning that took place in each developmental area, how and what would you do to scaffold the child/children’s learning (i.e. activities, materials in the class, etc) (S4d).

f. Construction: Neatly trimmed, uncluttered, CORRECT SPELLING!

g. Presentation: Time 3-5 minutes, and ability to explain without reading the value of the play experience through the developmental domains.

Assignment #7: Research on Trends & Issues in Family Engagement Practices

Description: The dramatic shifts that families have endured over the past several years have considerably changed the nature of the relationship between school and family. Early Childhood educators need to become more adept at using family engagement practices that are supportive, comprehensive and authentic.

Directions:

1. Read Ch. 15 of Early Childhood Education: Becoming a Professional.

2. Study and understand the three environmental systems theories: Vygotsky’s Sociocultural theory, Bronfrenbrenner’s bioecological theory, and the Family Systems Theory.

3. Choose one of the following three issues: Same-sex parents, grandparents as caregivers, or divorce and it’s impact on young children.

4. Research the chosen issue online.

5. Write a three-page paper (a) analyzing the chosen issue within the context of each of the three theories, (b) describing the family engagement practices that you will use to work with families, (c) discussing what knowledge and skills you have obtained from the research, (S5d) (d) how it has furthered your professional development, (S5d) and (e) how you might share this knowledge with your colleagues and families. (S5c).

6. The research paper should be written in APA format.

EARLY CHILDHOOD PORTFOLIO NOTEBOOK:

As you progress through Early Childhood Education courses, you will create an Early Childhood Portfolio. The professor of each course will assign specific projects and activities for inclusion in the Portfolio. If you are working toward the completion of a Florida Childcare Professional Certificate (FCCPC) or National Child Development Associate (CDA), this will fulfill their portfolio requirement. There are three parts to the FCCPC Early Childhood Portfolio: (1) the autobiography, (2) the Statements of Competence, and (3) the Resource Collection: Part I- Professional and Part II- Activities.

In order to create the Portfolio, students will use a three-ring binder with dividers clearly marked to organize this portfolio.

FIELD EXPERIENCE REQUIREMENT:

All students who are not employed in an Early Childhood center must complete 20 hours in an approved classroom. Placement will be coordinated by the professor. This experience is designed to:

• help you better understand the concepts presented in this course

• provide you with a site to practice skills learned in this course

• provide you with the opportunity to examine your personal commitment regarding working with young children

• enable you to provide a valuable service to the community

The 20 volunteer hours count toward the required total of 480 hours of experience working with children for the Florida Child Care Professional Credential (FCCPC) or National Child Development Associate (CDA). The required total of 480 hours must be documented BEFORE the final observation/evaluation in EDG2943 for FCCPC or National CDA evaluation.

Students who are employed in an Early Childhood center must provide a completed “Verification of Employment” document that validates employment and successful completion of background check.

FINGERPRINTING:

All pre-service teachers who are completing School of Education (SOE) service learning/field experience hours in Miami Dade County Public Schools (M-DCPS) are required to be fingerprinted and background checked, Level 2 Screening by approved agencies. Effective October, 2011, new cards are valid

for (5) years. Upon arrival at the school, students must present the fingerprinting clearance card to be recorded in the school’s Application Tracking System (ATS). This is the only clearance verification document needed to work in the classroom. Students enrolled in courses at the School of Education, can ONLY get fingerprinted at:

MDCPS 1501 NE 2nd Avenue Suite 141, Miami, FL, Phone: 305-995-7472. Walk-ins only, no appointment needed, 7:00 AM to 4:00 PM.

EVALUATION:

The final grade will reflect the results of exams, projects, meeting “due dates,” punctuality, and attendance:

Assignments Possible Points

Three exams (50 points each) 150 points

About Me Book 24 points

Historical Figures Paper & Group

Presentation 30 points

Autobiographical Statement 18 points

Observation Project I 21 points

Observation project II 15 points

Play Documentation Presentation 27 points

Trend & Issues Research 24 points

Total 309 points

Grading Scale and Incomplete Policy

Points Earned: Grade:

279 - 309 A

249 - 280 B

219 - 248 C

189 - 218 D (must repeat course)

< 189 F (must repeat course)

Incomplete Policy

An incomplete grade (I) can only be assigned under the following conditions:

The student:

• Must have documentation explaining the extenuating circumstances

• Must agree to complete missing work by a date specified by the instructor.This agreement must be formalized by completing Miami Dade College’s Agreement for a Grade of Incomplete form.

• An “I” will NOT be assigned in order for students to complete field hours because required completion of these must occur during enrollment in the course.

Examinations

Examinations will be used to aid in the assessment of this course. Examinations are designed to examine your knowledge, application, analysis, and synthesis of the material presented in class, text, and other course materials. The examinations will be composed of objective items (multiple choice, matching), short response items, true/false with explanations, and essay questions.

Written Assignment Criteria

Written materials should reflect student’s knowledge of the subject as well as the use of analysis, interpretation, synthesis, and evaluation. Materials should contain correct spelling, punctuation, grammar, and usage. All written papers should contain the students’ own thought and words unless quotation marks are used. All references including the Internet must be cited. Papers must be typed and follow the American Psychological Association (APA) format. All assignments are due on the date stated in the syllabus. Points will be deducted for late assignments.

Projects and Assignments

All projects and assignments must be completed to receive a grade. Projects must be presented on the assigned dates. Late projects will require written documentation as to the reason the projects was late (ex. medical reasons).

All students are expected to take exams on the assigned dates. Make-up exams will be given only for documented excused absences and must be taken within one week of the missed exam. In the event that the professor is delayed in coming to class, students are expected to wait for 15 minutes before considering the class dismissed.

COURSE EXPECTATIONS:

Students are expected to attend every class. It is the student’s responsibility to notify the instructor in advance of any absence and to take the necessary steps to make-up all assignments missed. After the last drop date, no “W” grade will be given. All cellular phones must be silenced during the class period. Students are expected to read the assigned chapters of the required textbook and to complete all assignments on time. Students who need help completing assignments as well as those who need help with class work are encouraged to get help in their campus support labs.

Attendance is critical for the successful completion of the competencies required for this course. Much of our work this semester will be covered as we gather together as a class and entire curriculum areas will be covered in one class period. If you miss a class, you are still responsible for any material presented or assignments due for the day. Excessive absenteeism will result in Instructor Withdrawal or a failing grade.

You are expected to come to class on time and stay until the class is over. Arriving late or leaving class early is a distraction to others.

Note: If you are taking this course during a short term and/or for certification/re-certification purposes you MAY NOT have any absences. ONE ABSENCE will place you in non-completion of the course and you will have to re-enroll at a later time. (Only exceptions made will be for extenuating family/medical emergencies with supporting documentation and only for a five hour period).

Methods of Instruction

Any of the following instructional techniques may be utilized as they fit within the context of the session:  class discussions, text-based discussions, lectures, cooperative learning groups, student presentations, debates, reflections, and analysis.  Presentations will address the needs of all learners including learners with diverse linguistic backgrounds and exceptional learners.  Students are expected to participate during each class.  All assigned reading must be completed before class.

Alternate Instruction/Learning Support Center

Students who need help completing assignments or with class work are encouraged to seek help in their campus support labs.

Americans with Disabilities Act (ADA) Statement

Students with Disabilities: Miami Dade College seeks to provide equal access to its programs, services and activities for people with disabilities. If you need accommodations in this class, reasonable prior notice needs to be given to the instructor as well as the ACCESS (Disability) Services Department. Please call or visit the ACCESS (Disability) Services Department on each campus where you are taking classes. Please do not wait until it is time to take a test to contact the ACCESS (Disability) Services Department.

ACCESS Numbers at each campus:

Wolfson-(305) 237-3072, Room 1180

InterAmerican-(305) 237-6360, Room 1111

Homestead-(305) 237-5175, Room A112

Kendall-(305) 237-2767, Room 2121

North, Hialeah, & West-(305) 237-1272, Room 6112

Note: It is the student’s responsibility to self-identify at each campus where they are taking classes. The student must go into the ACCESS Department and fill out an Authorization of Release of Information form, which will be faxed to the student’s home campus.

COURSE POLICIES:

The instructor supports the Miami Dade College’s policies regarding academic integrity and honesty. These include the policies regarding cheating, plagiarism, and fabrication of information. It is the student’s responsibility to understand fully what these policies are. As such, you are encouraged to obtain a copy of the Student Rights and Responsibilities Handbook and read these policies carefully and thoroughly.

• Cheating – the improper taking or tendering of any information or material which shall be used to determine academic credit. Taking of information includes, but is not limited to, copying graded home learning assignments from another student; working together with another individual(s) on a take-home test or home learning assignment when not specifically permitted by the instructor; looking or attempting to look at another student’s paper during an examination; and looking or attempting to look at text or notes during an examination when not permitted. Tendering of information includes, but is not limited to, giving your work to another student to be used or copied; giving someone answers to examination questions either when the examination is being given or after having taken an examination; giving or selling a term paper or other written materials to another student; and sharing information on a graded assignment.

• Plagiarism – the attempt to represent the work of another as the product of one’s own thought, whether the other’s work is published or unpublished, or simply the work of a fellow student. Plagiarism includes, but is not limited to, quoting oral or written materials without citation on an examination, research paper, home learning, or other written materials or oral presentations for an academic requirement; submitting a paper which was purchased from a term paper service as your own work; and submitting anyone else’s paper as your own work.

• Copyright law – an attempt to represent the work of another as the product of one’s own thought, whether the other’s work is written, found on the Internet, or simply the work of a fellow student. It is not limited to quoting oral or written materials. It includes photographs, clip art, and music samples. For an academic requirement; submitting a paper, image, and/or music which was copied from a website as your own work; submitting anyone else’s paper as your own work is considered a breach of copyright law unless they fall into the guidelines of the Teach Act- .

All class notes, lecture outlines, class assignments, examinations, and any other course information are copyrighted material and may not be copied or distributed in any format and for any purpose.

I am concerned about your progress in this course, so please contact me if you need assistance. I am looking forward to working with you this semester.

EEC1000

Introduction to Early Childhood Education

Year/Semester

Please complete, sign, and return the form below to the professor.

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I have read the syllabus and understand the requirements, expectations, and objectives of the course and will comply.

______________________________________________________________________Student’s Name Student’s Signature Date

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