SOUTH CAROLINA STATE UNIVERSITY



South Carolina State UniversityDepartment of EducationECE 513.01: The Early Childhood CurriculumMonday5:30 PM-8:00 PMTurner Hall (Wing D) 228Instructor: Reginald Williams Location: 343 Turner Hall (Wing D)Office Hours: Monday, Tuesday, Friday: 9:00am-12:00pmTelephone: (803) 533-3805Email:rwill19@scsu.edu Required Textbook:Feeney, S., Moravcik, E., & Nolte, S.. (2014). Who am I in the lives of children? An introduction to early childhood education (10th Edition). Boston: Pearson. ISBN-13: 978-0134057248THEME: THE PROFESSIONAL EDUCATOR AS AN EFFECTIVE PERFORMER, REFLECTIVE DECISION MAKER, AND HUMANISTIC PRACTITIONERCourse Description ECE 513 Early Childhood Curriculum (3 credits) familiarizes prospective kindergarten teachers with basic principles underlying curriculum planning for children at this level including an overview of languages/literacy, math, science, social studies, performance/visual arts, and physical education foundational content/theory and basic curricular assessment/evaluation. (20 Hours of Pre-Clinical Practicum is Required)RationaleThis course is based on the assumption that effective teaching of young children is possible when candidates have a thorough pedagogical understanding of the following areas: a) the foundation of the curriculum, b) different theories of child development and learning, c) early childhood curriculum models, d) the subject content areas in early childhood education, e) how the teacher’s behavior affects development and learning, and f) the importance of involving families in the program and working cooperatively with the school and community. Additionally, this course embraces the School of Education Theme: The Professional Educator as an Effective Performer, Reflective Decision Maker, and Humanistic Practitioner. Course OverviewThis course is designed to expose candidates to a variety of curricular approaches. The candidates will complete many activities, including critiquing and revising a floor plan, creating language arts activities in the areas of reading, listening, speaking and writing, and developing and presenting several micro-teaching demonstrations. During their Pre-STEP experience, candidates will develop a case study on a young child. TECHNOLOGY (ISTE): I. Teachers plan and design effective learning environments and experiences supported by technology. II. Teachers implement curriculum plans that include methods and strategies for applying technology. South Carolina Teaching Standards 4.0 Please download full standard from SC Teaching Standards 4.0 Rubric.Planning ? Instructional Plans ? Student Work ? Assessment Environment ? Managing Student Behavior ? Expectations ? Environment ? Respectful Culture Instruction ? Standards & Objectives ? Motivating Students ? Presenting Instructional Content ? Lesson Structure & Pacing ? Activities & Materials ? Questioning ? Academic Feedback ? Grouping Students ? Teacher Content Knowledge ? Teacher Knowledge of Students ? Thinking ? Problem Solving Professionalism ? Growing and Developing Professionally ? Reflecting on Teaching ? Community Involvement ? School Responsibilities NCATE/CAEP Standards PDS1 Learning Community PDS2 Accountability & Quality Assurance PDS3 Collaboration PDS4 Diversity and Equity PDS5 Structure, Research and Roles EEDA Standards Concept 1 Career Guidance Concept 2 Curriculum Concept 3 Elements of the Career Guidance Model 5 Concept 4 Character Education Concept 5 Contextual Teaching Concept 6 Cooperative Learning Concept 7 Learning Styles Read to Succeed Literacy Standards for PreK-5 Teachers Standard 1: Foundational Knowledge Standard 2: Curriculum and Instruction Standard 3: Assessment and Evaluation Standard 4: Diversity Standard 5: Literate Environment Standard 6: Professional Learning and Leadership Standard 7: Dual Language Learners Standard 8: Home School ConnectionsSafe School Act Objective: To establish the basic structure for maintaining a safe, positive environment for students and staff that is free from harassment,intimidation or bullying.COURSE REQUIREMENTSStudents are expected to attend all classes, to arrive promptly, and to participate fully. You will receive one point for each class period in which you are late, 0.5 points if you are late, and zero points if you are absent. If you miss 1/3 of the class periods, then you will receive an automatic one grade deduction (i.e. a A is downgraded to a B). Please turn your cell phone off when class begins.Students must complete 10 hours of Pre-Step/Service Learning Experience. There are two exams for the this class which covers the content of class meetings: a mid-term and a final examFind a published floor plan and critique it based on the principles discussed in Chapter 3 of our textbook. Write a two-page overview of your critique. Use APA style. Then, revise the floor plan to fit your “ideal classroom.” Write a two page overview of the changes you made, the details that you left the same, and the rationale behind both. You must utilize concepts from Chapter 3 in your overview. I would encourage you to integrate into your overview concepts from current research (i.e. the last five years) in early childhood learning environments. If you integrate at least two scholarly research references within your report, you will receive a 1 POINT bonus. Create an agenda for a parent meeting.Develop and present two (2) micro-teaching demonstrations. You must turn in a lesson plan for each lesson. Create an interactive bulletin board for a South Carolina Curriculum Standard for the curricular area of your choice.Create an activity file for language arts that integrates the SC Curriculum Standards and Read to Succeed expectations. The file must include four (4) activities for the areas of reading, writing, listening and speaking. You have the flexibility to choose these. Develop a case study on a child with a diverse background. The case study must contain information in the areas of cognitive, social, emotional, fine motor, and gross motor development. This assignment will be completed during your 10 hours of Pre-STEP/Service Learning Experience. Curriculum Research Paper – You will be assigned a partner. Select two curriculum models (one each). You research your model and your partner goes and researches the other one. After you have done thorough investigation, come back together. Compare and contrast the two curriculums on (1) curriculum goals; (2) typical curriculum activities for math, literacy, social/emotional development, and physical development, and SC policy connections (i.e. Safe School Act and EEDA Standards); (3) type of training that a teacher must undergo; and (4) theoretical foundations. (OMIT)Develop/Revise a portfolio that reflects the NAEYC, INTASC, and ADEPT Standards.Place all of the items above in your portfolio. METHOD OF EVALUATION A. Floor Plan 5% B Agenda (Parent Meeting) 5% C. Micro-Teaching Demonstrations 5% D. Interactive Bulletin Board 5% E. Language Arts Activity File 10% F. Case Study 10% G. Curriculum Research Paper 10% H. Portfolio 20% J. Mid-term 10% K. Final Examination 15% J. Class Participation 15%VII. GRADING SYSTEM The grading system used in this course is consistent with the one established by SCSU.A90-100B+87-89B79-86C70-78DBelow 70REFERENCESCatron, C.E., & Allen, J. (2003). Early childhood curriculum: A creative model (3rd Ed.).NJ: Merrill/Prentice Hall.Copley, J. (2000). The young child and mathematics. Washington, DC: National AssociationFor the Education of Young Children.Croft, D.J. (2000). An activities handbook for teachers of young children (6th Ed.) NY: HoughtonMifflin Co. Driscoll, A., & Nagel, N.G. (2002). Early childhood education, birth – 8: The world of children, families, and educators. Boston: Allyn and Bacon. Essa, E. (1999). Introduction to early childhood education (3rd Ed.). Boston: Delmar Publishers. Evertson, C., Emmer, E.T., & Worsham, M.E. (2000). Classroom management for elementary teachers (5th Ed.). Boston: Allyn and Bacon. Hildebrand, V. (1997). Introduction to early childhood education. New Jersey: Macmillan Publishing Company. Katz, L.G., & McCellan, D.E. (1997). Fostering children’s social competence. Washington, D.C.: National Association for the Education of Young Children. Lesley, M.M. (1997). Literacy development in the early years. Boston: Allyn and Bacon. Mayesky, M. (1997). Creative activities for young children. New York: Delmar Publishers. McEwan, B. (2000). The art of classroom management: Effective practices for building equitable learning communities. Ohio: Prentice Hall. Morrison, G.S. (2001). Early childhood education today (8th Ed.). Ohio: Prentice Hall. Morrision, G.S. (2003). Fundamentals of early childhood education (3rd Ed.). NJ: Merrill/Prentice Hall. Olsen, G., & Fuller, M.L. (2003). Home-school relationships: Working successfully with parents and families (2nd Ed.). Boston: Allyn and Bacon. Peterson, E.A. (2003). A practical guide to early childhood curriculum: Linking thematic, emergent, and skill-based planning to children’s outcomes. Boston: Allyn and Bacon. Smith, S.S. (2001). Early childhood mathematics (2nd Ed.). Boston: Allyn and Bacon. Stanulis, R.N., & Manning, B.H. (2003). K-8 classroom methods: From teacher reflection to student responsibility. NJ: Merrill/Prentice Hall. Starko, A.J., Sparks-Langer, G.M., Pasch, M., Gardner, T.G., & Moody, C.D. (2003). Teaching as decision making: Successful practices for the elementary teacher. NJ: Merrill/Prentice Hall. OUTLINE OF COURSE CONTENT ECE 513.01 Fall 2013August 16 Course Overview/Assignments, SCST 4.0, Safe School Act, Read to Succeed, EEDAAugust 23 Logistics and PreSTEP Coordination August 30DUE: PARENT HOME AGENDABefore midnight via Blackboard September 6 chapter 1 and Chapter 2 September 13Chapter 3 and Chapter 4September 20Chapter 5 September 27 Chapter 8October 3 Reading DayOctober 11Mid term Examination October 18Chapter 9 and Chapter 10 October 25chapter 11 and 12 November 1No Assignments November 8Chapter 13 and 14 November 15No AssignmentsNovember 22No AssignmentsNovember 29Final Exam Posted December 6Final Exam December 8Child Study/Portfolio Due ................
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