THE UNIVERSITY OF TEXAS AT EL PASO



THE UNIVERSITY OF TEXAS AT EL PASO

ECED 2330 Introduction Early Childhood Education

COURSE: ECED Introduction Early Childhood Education (for EC-6 Majors)

TIME: Individual choice as long as deadlines are kept

PLACE: Online

E-MAIL: tainsa@utep.edu

OFFICE HOURS: “Ask Me” Online [all “Ask Me” posts in the Discussion area of the course will be answered within 48 hours Monday through Friday]

or Phone 747-5426 (Teacher ED) 747-7678 (my office)

or come by Office 610 Education Bldg.

TEXT: Bredekamp, Sue. (2011) Effective Practices in Early Childhood Education with Myeducationlab ()

Pearson ISBN 13:978-0-205-51532-5

Learning Objects: Prepare to Pass and Soul Tending Teacher incorporated in your online course

Web Texts: Texas Essential Knowledge and Skills

Pre-K Guidelines

Texas Teacher Certification Exams 100 and 101.

Visit the web resources and record or print out the areas in which you need to acquire skills.

Welcome learning community! I hope you are as happy to be here as I am to have you in the course.

COURSE DESCRIPTION (Catalog)

This course will cover the history of early childhood education and the personalities that were influential in the development of that history that are important to the introduction of early childhood education. This course covers the foundations of the early childhood profession in education. Additionally, the evaluation of early childhood environments will be presented as will be the curriculum that guides children’s learning and development. Individual differences, particularly those of the language minority children that are indigenous to the US/Mexico border area, will be addresses in light of Developmentally Appropriate Practices and their implications for scientific discoveries and personal insights. Also includes interaction with and evaluation of models and curricula that are promoted in the early childhood community.

Student Learning Outcomes

Learning outcomes are statements that specify what learners will know or be able to do as a result of a learning activity. Outcomes are usually expressed as knowledge, skills, or attitudes.

Upon completion of ECED 2330 students will have:

• knowledge and understanding about the physical, social-emotional, behavioral, cognitive and language development of young children

• knowledge and understanding about the environmental factors that have an impact upon young children's growth and development

• knowledge and understanding of the development and maintenance of positive, proactive behaviors and relationships with young children

• skills in reflection, communication, and interaction

• knowledge and use of professional vocabulary

• skills in decision making and evaluation

• skills in test analysis and practice for certification exams.

• respect for individuality; student’s own individuality and talents for teaching, and the uniqueness of young children and their families and cultures

• design experience for one-on-one and group activities (e.g., meaningful and purposeful conversations, dramatic play, language play, stories, songs, rhymes, games, discussions, questioning, sharing information) to build on children’s current oral language skills.

• knowledge and use of instructional materials and strategies that promote children's oral language development and reflect cultural diversity;

• knowledge and use of instructional strategies to build on children's cultural, linguistic, and home backgrounds to enhance their development, including using the home language to develop English.

• understanding of how to foster collaboration with families and with other professionals to promote all children's language and learning development.

Assessment of Student Learning Outcomes:

|Learning Outcome |Achieved by |Measured by |

|Knowledge and understanding about the |Highlight Discussion Online Journal |Discussion/Activity Rubric |

|physical, social-emotional, behavioral, | | |

|cognitive and language development of |Viewing Videos and answering Reflective | |

|young children Knowledge and understanding|Questions | |

|about the environmental factors that have | |Reflection Rubric |

|an impact upon young children's growth an |Professional Vocabulary in Early Childhood| |

|development Knowledge and understanding of|Education activity | |

|the development and maintenance of | | |

|positive, proactive behaviors and | |Glossary Assessment |

|relationships with young children |Prepare to Pass certification exam | |

| |practice. | |

| | | |

| |Final Reflection Exam |Participation in and Discussion of |

| | |activity |

| | | |

| | |Final Reflection Exam Rubric |

|Design experience for a variety of | Highlight Discussion Online Journal |Discussion/Activity Rubric |

|one-on-one and group activities (e.g., | | |

|meaningful and purposeful conversations, | | |

|dramatic play, language play, stories, | | |

|songs, rhymes, games, discussions, | | |

|questioning, sharing information) to build| | |

|on children’s current oral language | | |

|skills. | | |

|Knowledge and use of instructional | Highlight Discussion Online Journal |Discussion/Activity Rubric |

|materials and strategies that promote | | |

|children's oral language development; |Viewing Videos and Answering Reflective | |

|reflect cultural diversity; and respond to|Questions |Reflection Rubric |

|the strengths, needs, and interests of | | |

|individual children, including English |Final Reflection Exam | |

|Language Learners; strategies to build on | | |

|children's cultural, linguistic, and home | |Rubric Assessment |

|backgrounds to enhance their oral language| | |

|development, including using the home | | |

|language to develop English | | |

|Respect for individuality; student’s own |Soul Tending Teacher |STT Assessment |

|individuality and talents for teaching, | | |

|and the uniqueness of young children and | | |

|their families and cultures | | |

|Understanding of how to foster |Highlight Discussion Online Journal |Discussion/Activity Rubric |

|collaboration with families and with other| | |

|professionals to promote all children's |Viewing Videos and Answering Reflective | |

|academic and oral language development. |Questions |Reflection Rubric |

| | | |

| |Final Reflection Exam | |

| | | |

| | |Rubric Assessment |

|skills in reflection, communication, and |Soul Tending Teacher activity |STT Assessment |

|interaction | | |

|skills in decision making and evaluation | | |

| |Viewing Videos and Answering Reflective | |

| |Questions |Reflection Rubric |

| | | |

| | | |

| |Highlight Discussion Online Journal | |

| | |Discussion/Activity Rubric |

|knowledge and use of professional | Prepare to Pass Practice |Participation in and Discussion of PTP |

|vocabulary used in skills in test analysis| |activity |

|and practice for certification exams | | |

| |Professional Vocabulary in Early Childhood| |

| |Education activity |Glossary Use Assessment |

Attendance Policy

To be successful in this course: class functionality, assignments and activities rely heavily on your early understanding of expectations.  You are also responsible for doing all the work and reading the material every week.  Please check course announcements at least 2 non-consecutive days a week to keep abreast of any changes in course content or deadlines.

Deadline Policy

All on-line assignments are due by Noon (Mountain Time) on the deadline date (unless otherwise stated in the particular assignment directions!!).

Please ensure that you carefully read all instructions for each assignment, particularly the due dates and times.  Reading instructions is your responsibility and you should not assume due dates or times.

Cheating/Plagiarism

Cheating is unethical and not acceptable.  Plagiarism is using information or original wording in a paper without giving credit to the source of that information or wording; it is also not acceptable.  Do not submit work under your name that you did not do yourself.  You may not submit work for this class that you did for another class.  If you are found to be cheating or plagiarizing, you will be subject to disciplinary action, per UTEP catalog policy.  Refer to further information.

In addition, you may also see the Regent Rules and Regulations at utsystem.edu/bor/

Students with Disabilities

If you have or believe you have a disability; you may wish to identify yourself.  You can do this by contacting the Disabled Student Services Office (DSSO) to show documentation of a disability or to register for testing and services.  Students who have been designated as disabled must reactivate their standing with the DSSO yearly. If you feel that you may have a disability requiring accommodations and/or modifications, contact DSSO at 915-747-5148.  You also can visit the DSSO website at the DSSO office in Room 108 East Union Building.

Required Software and E-mail

E-mail account:  If you don't have a UTEP e-mail account, GET ONE IMMEDIATELY.

Here's how:

• Go to .

• Create your account (remember that your date of birth is in the form mm/dd/yyyy: two digits for the month, then day, then year).

• After you create your account, you must wait 48 hours, then go back to the site and click on "Check on existing account." Enter your UTEP Student ID Number (e.g. 80XXXXXX) and date of birth, and you will get your login name and password. Please let one of us know if you have any difficulty. You may also call the UTEP HELP desk at 1-915-747-5257.

• The HELP desk hours are given below: M-F 7:00am - 8:00pm (Mountain Time)

SAT 9:00am - 1:00pm (Mountain Time)

SUNDAY CLOSED

Software Requirements

You will need the following software to efficiently work in this course.   All the needed programs are free downloads and can be downloaded from the URL's I have provided here.  In some cases the computer you are currently using may have some or all of these programs already installed.

 The following are a set of URL's to assist you in downloading the most current version of the software you may need:

Adobe Acrobat Reader.  You can get the program by going to then clicking on the icon on the left side of the screen which says "Get Adobe Reader". Follow instructions to install the reader.

Macromedia Flash Player. You can get the player by going to then clicking on "Download Flash Player". Follow instructions to install the player.

Apple Quicktime Player.  You can get this player by going to .  Once there, click on the "Quicktime" tab on the top of the page and then click on "QuickTime Player FREE premier multimedia player, and follow instructions.

Microsoft Office   I recommend buying this if you do not have any word processing software or presentation software.  I recommend it purely because it is pretty cheap in the bookstore.  You can generally buy this whole package for about $20 which is way less than the store price.

If you prefer to not buy this because you use something else or are just an anti Microsoft person, you can download the PowerPoint viewer from the Microsoft website.  The PowerPoint viewer is essential, since some of the lecture files are in PowerPoint format.

Being Successful in an Online Course

Online learning is not a spectator sport. It is everyone's responsibility to participate as fully as they can so everyone can get the most from the experience. Here are some simple rules to follow to ensure your participation and engagement in the learning process:

• Ask questions: If you don't know the answer, someone else will.  The “ASK ME” area of the discussion board is the forum for asking questions related to content OR any problems you are having.  Make sure that you have clearly indicated the subject of your message.

• Reach out to others: Offer a fact, article, link or other item that can help others learn something you can share.

• Be appropriate: The online classroom is not the place for insulting or insensitive comments, attacks, or venting. Inappropriate behavior will usually subject to disciplinary action, as well.

• Be diplomatic: When sending messages on emotionally charged topics, make sure you write the message and then walk away for at least an hour before re-reading the message and then sending it.  Re-reading emotionally charged messages ensures that they are constructive instead of destructive. Think of the person at the other end.

• Stay focused: Stay on topic to increase the efficiency of your learning.

• Students often like to converse socially.  To do this, you are strongly encouraged to go to Rosa's Cantina and socialize with your classmates online. This is not a graded area.  I occasionally drop in and socialize with you all.

Time Management

The rule of thumb for time planning for a course is approximately 3 hours for every credit hour taken.  This is a standard figure recommended across the board by American universities.  So for this course you should expect to spend

3 hours of class time + 9 hours of study and prep time = 12 hours per week.

Preview of Learning Activities

1. Questions and Activities for Review and Reflection

To assess your understanding of each chapter, go to the Book Specific Resources section in the Myeducationlab for your course, select the appropriate chapter and then complete the multiple choice questions and do the assigned activities for the week that are assigned for the chapter. Submit this in Assignment.

2. Glossary Assignment

In every discipline, a professional vocabulary exists. In order to traverse the subject area, a student must know the words found in the research, reports, and test questions (like the TExES Exam. It is with that in mind that the Glossary Assignments are used for learning or reviewing the vocabulary of this discipline.

Turn to the end of each chapter in your book. You will find approximately a dozen terms to be defined. Make a definitional sentence using each word that lets me know that you know the meaning of the word. DO NOT copy the definition in your Glossary. There is no thinking or learning in doing that. Learn the definition and use the word meaningfully in a sentence. Imagine that you are discussing the profession or asking a question at a conference. You will be doing that soon. Better yet, use some of the words in your daily conversation and report on the reaction of others. This is worth a (one-time) point in the discussion section.

3. Highlight Discussion-Journal in the Discussion section.

Each unit will have highlights or activities that students will want to try out or discuss further. Both students and instructor may introduce questions, topics, additional information, or new revelations, epiphanies, or insights to this area. This discussion is the basis for the final reflection that is due at the end of the course.

4. Prepare to Pass Certification Exam Practice and Reflection

“Prepare to Pass Learning Object interaction” was created to cover all (6) areas of certification testing and all competencies of early childhood education; Professional Pedagogy and Responsibilities, Language Arts, Mathematics, Social Science, Science, and Fine Arts/Physical Education/Health. It is an interactive practice exam for all domains of the TExES Certification Exam. Students may take the exam as many times as they want to and the answers contain drop-down competencies for student reference information. Each question provides immediate feedback. Group critiquing of the questions and discussion of the competencies cause students to enter into supportive group problem solving in the Discussion area. The Learning outcome is to test students understanding of the developmentally appropriate learning and teaching concepts and practices in early childhood classrooms through grade 6. Students also practice test taking skills using the Prepare to Pass Learning Object.

5. Soul Tending Teacher- Activities (One introductory (YOU); and 10 student selected STT Activities.)

Soul Tending Teacher is a journaling learning object for students to discover inner teaching wisdom. Students have a wealth of wisdom and truth to share and the diverse philosophical activities are used to help them evaluate gifts that are inherent in every human being. The exercises offer a new way for students to look within and think about their talents and gifts that they can bring to teaching. Evidence that Soul Tending Teacher enhances student learning is present in the comments that I receive about the depth of engagement during the process. For example, “I learned that I was meant to be a teacher. It is a heart thing; my heart is in it way more than I ever thought. Thank you for this. No other teacher does this for us.”

6. Final Reflection Exam:

Your final is a summary reflection of the semester using material from your journal. The thesis sentence is “The 20 most important skills I have gained in ECED 2330 in order of their importance to me; and, how I will use them in teaching. The work will come from the 16 chapters that we studied, PTP, STT, Myeducationlab, and Importance of Professional Vocabulary. Each of the 20 paragraphs should not take up more than a half page of your reflection; making the reflection journal about 10 pages long.

Ask Me

At the top of the Discussion section, you will find Ask Me. Often students have similar questions and concerns about assignments or projects. Please ask questions in this "¿Ask Me?" thread. Fellow students will benefit from your questions and my answers. Sometimes students even answer each other’s questions. There is no such thing as a "dumb" question. So, please Ask Me.

Rosa’s Cantina

Rosa’s Cantina: Are you familiar with the song about El Paso by Marty Robbins? One of the lyrics goes, "Night time would find me in Rosa's Cantina..." Since this class originates in El Paso, I hereby declare Rosa's Cantina open for business in this course. Rosa's Cantina is an online place where students can go to talk--about anything. Since the discussion sections are dedicated to assignments, you all need a place to go to visit with each other about anything you like or don't like about life, learning or your current activity. Feel free to make friends and bring up what's on your mind in Rosa's Cantina. I will visit here too because sometimes I need to take a break. I am sure that you could use a break as well.

Message Guidelines

In posting messages to the online discussion activities, please follow these guidelines:

1. Post your initial message as early in the week as possible so people will have time to read and respond to your contribution. Post additional messages throughout the week that are either new contributions or replies to someone else.

2. Keep your messages concise and clearly written. Most ideas can be stated in a couple of paragraphs, although sometimes a longer message may be needed to develop your thoughts adequately. Keep in mind that people are more apt to read and digest shorter messages than long ones.

3. Be respectful of other's ideas, opinions, and beliefs. It's fine to disagree with someone, but please respect their right to think differently.

4. Be an active group member, contributing substance and support to group work. The course is designed for collaborative learning, where each person plays an active role in group activities. Shoulder your fair share of responsibilities.

5. A message that demonstrates substance contributes to the understanding and application of ideas by doing one or more of the following:

o Reflection about meaning: Describe thoughtfully what something means or new insights it provides, or raise a question as a seed for clarification or further discussion.

o Analysis: Discuss relevant themes, concepts, main ideas, components, or relationships among ideas. Or, identify hidden assumptions or fallacies in reasoning.

o Elaboration: Build on ideas of others or ideas found in the readings by adding details, examples, a different viewpoint, or other relevant information.

o Application: Provide examples of how principles or concepts can be applied to actual situations, or discuss the implications of theory for practice.

o Synthesis: Integrate multiple views to provide a summary, a new perspective, or a creative refashioning of ideas.

o Evaluation: Assess the accuracy, reasonableness, or quality of ideas.

6. Notify the course instructor as far in advance as possible of any time exceeding 4 days in which participation will not be possible during an online course.

7. Avoid using all caps. IT SEEMS LIKE SHOUTING!

8. Maintain the privacy of participants, including privacy of comments made during electronic conversation that is to be shared only with those participating in the course.

9. Abide by Family Educational Rights and Privacy Act rules which find academic information is confidential and forbids disclosure of academic information without the participant's consent.

10. Use emoticons if you wish to convey emotion, especially if you want people to know that you are using humor or joking:

:-)   happy, humorous

:-(   unhappy

:-O shocked

;-)    winking

:-}    wry, ironic

Message Guidelines Copyright of Dr. Chris Olgren University of Wisconsin-Madison

Distance Education Certificate Program, DEPD 101, Fall 2003.

Grading

The following 100 points may be earned by completing the activities below.

|GRADEBOOK ITEMS |Points | |

|Questions and Activities for Review and Reflection (QARR) | | |

|and/or/Myeducationlab 26 [2| | |

|points per unit (13 units) entry] in Assignments; | | |

| | | |

|Highlight Discussion-Journal in the Discussion section 13 | | |

|[1 point per unit (13 units) Discussion postings] | | |

|Prepare to Pass Reflections (1 points per 6 areas) in Discussion Area 6 | | |

|Glossary Terms in Assignments (1 point per 13 units+ 1 point | | |

|for Glossary Try-it-Out in Discussion) 14 | | |

|Soul Tending Teacher posted in Assignments with voluntary | | |

|Discussion. You =1 point and 10 choices =10 points 11 | | |

|Final Reflection Exam 30 | | |

|Total:   |100 | |

Grade Point Breakdown: || 90-100: A   || 80-89 B || 70-79 C || 60-69 D  || < 59:  F ||

 

Course Schedule and Grading Changes

The course instructor reserves the right to adjust the course syllabus or change assignments as needed. I will be sure to give you plenty of notice prior to any changes. Remember that our course syllabus and class schedule are living documents and can change to meet your needs!

What should you expect from me as the instructor?

1. I will provide you clear instructions on class expectations.

2. I will check my e-mail at least three times per week-days and will answer back to you as soon as possible.

3. If it is possible and within reason, I will return phone calls related to class activities in a timely manner.

4. I will provide graded feedback on your performance in a timely manner.

5. I will keep you informed about your graded progress in the class at all times, and will make time to discuss your needs.

6. I will leave myself open to suggestions about improvement of the class and class related activities.

7. I will do all I can to ensure your learning and success in this class.

COURSE CALENDAR: SEE YOUR ONLINE COURSE CALENDAR ALSO TO CLARIFY THE EXACT DATES OF DUE ASSIGNMENTS

COURSE CALENDER:

Week/Unit Date Chapter

1. Introduction Activities

Review Syllabus

Buy Book this week or drop

Review all Assignments

Log in to Myeducationlab

2. Reading: Chapter 1 “Continuity and

Change in Early Childhood Education

Chapter 2 “Building on a Tradition of Excellence

1. Questions and Activities for Review and Reflection (QARR)/Myeducationlab in Assignments

Myeducationlab go to login and go to Topic 8: Developmentally Appropriate Practice/Teaching Strategies. Click on assignments and activities. View video titled

Implementing Developmentally Appropriate Practice. This activity contains 3 questions.

In Chapter 2, the following Assignments and Activities are available:

in Topic 1: History, Today’s Kindergarten Classroom This activity contains 3 questions.

in Topic 1: History Montessori Classroom this activity contains 5 questions.

Answer all questions and submit in Assignments by Friday at NOON (2pts)

2. Glossary terms posted in Assignments

3. Highlight Discussion-Journal Online

3. Reading: Chapter 3, “Understanding and Applying Developmentally Appropriate Practice”

Chapter 4, Applying What We Know about Children’s Learning and Development “

1. Questions and Activities for Review and Reflection in Assignments/Myeducationlab

Myeducationlab go to login and go to:

A. in Topic 4: Observation/Assessment

Observing Children in Authentic Contexts This activity contains 3 questions.

Portfolio Exhibitions This activity contains 3 questions.

Is This Child Mislabeled? This activity contains 2 questions.

Assessment in Reggio Emilia This activity contains 3 questions.

Parent–Teacher Conference This activity contains 3 questions.

Confidentiality and Assessment This activity contains 3 questions.

B.) In Chapter 4, the following Assignments and Activities are available:

Topic 2: Child Development/Theories

Development of Infants and Toddlers This activity contains 4 questions.

Promoting Children’s Play This activity contains 4 questions.

Answer questions and submit to Assignments

2. Glossary terms in Assignments

3. Highlight Discussion Online-Journal

4. Preview only Prepare to Pass Practice and ask any questions you may have in the PTP Discussion Section

5. Preview only Soul Tending Teacher. Read “Introduction” and ask questions in the STT Discussion Section

4. Reading: Chapter 5 “Adapting for

Individual Differences”

1. Questions and Activities for Review and Reflection in Assignments/Myeducationlab

Myeducationlab go to login in go to: For chapter 5

A.)in Topic 2: Child Development/Theories Applying Multiple Intelligences Theory This activity contains 3 questions.

B.) in Topic 11: Special Needs/Inclusion Identification and Early Intervention for Children with Disabilities This activity contains 4 questions.

2. Glossary terms in Assignments

3. Highlight Discussion Online-Journal

4. Prepare to Pass Practice PPR and ask questions in the Discussion Section

5. Soul Tending Teacher “You” gets posted to Assignments for a grade; and to voluntary discussion if you so choose.

5. Reading: Chapter 7 “Building Effective Partnership with Parents”

1. Questions and Activities for Review and Reflection in Assignments/Myeducationlab

Myeducationlab go to login and go to:

In Chapter 7, the following Assignments and Activities are available:

A.) in Topic 3: Family/Community Parent-Teacher Conference This activity contains 4 questions.

2. Glossary terms in Assignments

3. Highlight Discussion Online-Journal

4. Prepare to Pass Practice Literacy and ask questions in the Discussion Section

5. Soul Tending Teacher “your choice of units in STT.” Do one section activity and SAVE IT to turn in to Assignments at the end of the semester. You may enter voluntary comments about your choice in the STT-YOU Discussion Section

6. Read: Chapter 8,” Creating a Caring Community of Learners”

1. Questions and Activities for Review and Reflection in Assignments/Myeducationlab

Myeducationlab go to go to topics

Topic 9 Guiding Children

see Video - Nurturing Relationships

see video - Peaceful Conflict Resolution

see video – Managing Challenging Behavior: the teacher’s role

2. Glossary terms in Assignments

3. Highlight Discussion Online-Journal

4. Prepare to Pass Practice Math and ask questions in the Discussion Section

5. Soul Tending Teacher -Choose a new unit that you want to work on and ask questions in the Discussion Section- turn it in to Assignments

7. Reading: Chapter 6 “Embracing a Culturally and Linguistically Diverse World”

1. Questions and Activities for Review and Reflection in Assignments/Myeducationlab

A.) Topic 10: Cultural and Linguistic Diversity Understanding Culture This activity contains 4 questions.

B.) Incorporating Children's Culture within Teaching Practices This activity contains 3 questions.

C.) in Topic 10: Cultural and Linguistic Diversity Supporting Cultural Diversity in the Classroom

This activity contains 3 questions

Answer questions and submit in Assignments

2. Glossary terms in Assignments

3. Highlight Discussion Online -Journal

4. Prepare to Pass Practice Social Science and ask questions in the Discussion Section

5. Soul Tending Teacher (choose a unit) and ask questions in the Discussion Section; turn it in to the Assignment section.

8. Reading: Chapter 9 Teaching to Enhance Learning Development

1. Questions and Activities for Review and Reflection at end of chapter in Assignments

2. Glossary terms in Assignments

3. Highlight Discussion Online-Journal

4. Prepare to Pass Practice Science and ask questions in the Discussion Section

5. Soul Tending Teacher (choose one) turn in to Assignments and ask questions in the Discussion Section

9. Spring Break - Enjoy!

10. Reading: Chapter 13 Teaching Children to Investigate and Solve Problems: Mathematics, Science and Technology

1. Questions and Activities for Review and Reflection in Assignments/Myeducationlab

Myeducationlab go to

Topic 7 Curriculum and Content

see video Planning and Teaching the Inquiry Curriculum

2. Glossary terms in Assignments

3. Highlight Discussion Online-Journal

4. Prepare to Pass Practice Health/Art/Music and ask questions in the Discussion Section

5. Soul Tending Teacher (choose one) turn in to Assignments and ask questions in the Discussion Section

11. Reading: Chapter 14. Teaching Children to Live in a Democratic Society: Social-

Emotional Learning and Social Studies

1. Questions and Activities for Review and Reflection in Assignments/Myeducationlab

Myeducationlab go to

Topic 9 Guiding Children

see video promoting socially appropriate Behavior in Kindergarten

Topic 7 Curriculum and Content

see video Teaching Social Studies

2. Glossary terms in Assignments

3. Highlight Discussion Online-Journal

4. Prepare to Pass Practice Health/Art/Music or review Social Studies and ask questions in the Discussion Section

12. Reading: Chapter 15 Teaching Children to Be Healthy and Fit: Physical Development

and Health

1. Questions and Activities for Review and Reflection in Assignments/Myeducationlab

Myeducationlab go to

Topic 7 Curriculum and Content

see video Get up and Move!

See video integrating the arts

Topic 2 Child development Theories

see video Promoting Children’s Play

see video Physical Development

2. Glossary terms in Assignments

3. Highlight Discussion Online-Journal

4. Prepare to Pass Practice Health/Art/Music if you did not finish and ask questions in the Discussion Section

5. Soul Tending Teacher choose one and turn it in to Assignments and ask questions in the Discussion Section

13. Reading: Chapter 10 Planning Effective Curriculum

1. Questions and Activities for Review and Reflection/Myeducationlab

Myeducationlab go to

Under Topic 2 Child Development view video and answer questions for:

“Cognitive and Language Development”

Under Topic 6 Curriculum and Planning view the video and answer questions for: “Planning the Curriculum: Methods Effective Teaching Strategies and Standards”

2. Glossary terms in Assignments

3. Highlight Discussion Online-Journal

4. Prepare to Pass Review Practice and ask questions in the Discussion Section

5. Soul Tending Teacher (choose one) for Assignments and ask questions in the Discussion Section

14. Reading: Chapter 11 “Assessing Children’s Learning and Development

1. Questions and Activities for Review and Reflection in Assignments/Myeducationlab

Myeducationlab go to

Under topic 4 Observation/ Assessment watch the video and answer questions for:” Hearing and Vision Screening” in Assessment

2. Glossary terms in Assignments

3. Highlight Discussion Online-Journal

4. Prepare to Pass Practice and ask questions in the Discussion Section

5. Soul Tending Teacher (choose unit) post to Assignment and ask questions in the Discussion Section

15. Reading: Chapter 12 “Teaching Children to Communicate: Language, Literacy and the Arts

1. Questions and Activities for Review and Reflection in Assignments at end of chapter.

2. Glossary terms in Assignments

3. Highlight Discussion Online-Journal

4. Prepare to Pass Practice and ask questions in the Discussion Section

5. Soul Tending Teacher (choose one) and ask questions in the Discussion Section

16. Reading: Read chapter 16 “Putting It All Together in Practice: Making

A Difference for Children”

1. Questions and Activities for Review and Reflection in Assignments/Myeducationlab

Myeducationlab go to

Under topic 2 Child Development Theories view video and answer questions for: “Opportunities for Authentic Assessment”

2. Glossary terms in Assignments

3. Highlight Discussion Online-Journal

4. Prepare to Pass Practice and ask questions in the Discussion Section

5. Soul Tending Teacher (choose your last one) post to Assignments and ask questions in the Discussion Section

All work must be completed and turned in on the last day of class, May 5.

Final Exam: Your final is a summary reflection of the semester using material from your journal. The thesis sentence is “The 20 most important skills I have gained in ECED 2330 in order of their importance to me; and, how I will use them in teaching. The work will come from the 16 chapters that we studied, PTP, STT, Myeducationlab, and Importance of Professional Vocabulary. Each of the 20 paragraphs should not take up more than a half page of your reflection; making the reflection journal about 10 pages long. It will be due on the 10th of May at 12:00 NOON.

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