Curriculum proposal number____________________



Curriculum proposal number_______________

Cover Sheet for Curriculum Action Request (CAR) and Course Outline

This is a routing procedure; the official signature section is on the CAR form.

Course alpha and number __ED 264_______________ Proposal type _Course modification____

Author _Elaine Yamashita_________________ ext _208___ e-mail __yamash@hawaii.edu_______________________

Consulted with _ Colleagues at Honolulu, Hawaii, Kauai CCs __________________________________________________

_____ Written proposal reviewed by discipline representative to the Curriculum Committee Date

_____ Consulted with Articulation Coordinator (for General Education Core courses only) Date

_____ Written proposal discussed in unit Date

_____ Original CAR signed by Unit Chair Date

_____ Banner Form attached (for courses not degrees, certificates, or programs)

_____ Original and four copies of complete proposal forwarded to Curriculum Committee Date

_____ Passed by Curriculum Committee, CAR signed by Chair, Academic Senate Chair notified Date

_____ Approved by Academic Senate, CAR signed by Chair Date

_____ Forwarded to and received by Chief Academic Officer Date

_____ Reviewed and CAR signed by Chief Academic Officer Date

_____ Forwarded to and received by Chancellor Date

_____ Reviewed and CAR and Course Outline signed by Chancellor Date

_____ Signed originals returned to Curriculum Chair Date

Distribution/Information Posting/Follow-up

____ Copy of signed original Course Outline sent to author for his/her files Date

____ Disc with WORD document identical to signed original Course Outline received by

Curriculum Chair (two discs, if course is to be articulated) Date

____ Banner input completed Date

____ Catalog/Addendum input completed Date

____ E-mail notice of approval to entire college Date

____ Copy of original & disc forwarded to Articulation Coordinator, if necessary Date

____ Effective date of proposal posted on Curriculum Committee website Date

____ Databases: Curriculum Review Dates [Excel] and Yearly Curriculum Actions [Access] updated Date

____ Other ______________________________________________________________________ Date

____ Signed original and disc filed in master curriculum file in Dean of Instruction’s Office Date

Revised March 2003/AC

Curriculum proposal number____________________

Curriculum Action Request (CAR) (Form 4-93) - Maui Community College

1. Author(s)___Elaine Yamashita___________________________________________

2. Authors’ unit(s) __Social Science___________________________________

3. Date submitted to Curriculum Committee__Nov. 1, 2005____

4. a. General type of action? X course __program

b. Specific type of action

Addition Modification

__regular __number/alpha X prerequisites

__experimental X title __corequisites

__other (specify) __credits __program

___________ X description X other (specify)

Learner outcomes modified

5. Reason for this curriculum action

Modification of course for proposed common AS degree (Honolulu, Hawai'i, Kaua'i, Maui). New degree will continue to be an Early Childhood specialization in the Human Services A.S. Degree will articulate to UHWO Social Science degree, Early Childhood Specialization.

6. Existing course

ED 264 – Science and Math for Young Children 3_

alpha number title credits

7. Proposed new/modified course

ED 264 – Inquiry and Physical Curriculum 3__

alpha number title credits

8. New course description or page number in catalog of present course description, if unchanged.

Provides theoretical foundation and practice in the planning, implementation and assessment of the inquiry and physical curriculum. Students must have regular contact with preschool children for implementation of course assignments in a setting approved by the instructor

9. Prerequisite(s) ED 110 and ED 131, or consent

10. Corequisite(s)

11. Recommended preparation

12. Is this course cross-listed? ___yes X _no If yes, list course

13. Student contact hours per week

lecture_3 hours lab___hours lecture/lab___hours other___hours, explain

14. Revise current MCC General Catalog page(s)_45, 102________

15. Course grading ___letter grade only ___credit/no credit X either ___audit

16. Proposed semester and year of first offering? Fall_semester 2006_year

17. Maximum enrollment_30_ Rationale, if applicable

18. Special scheduling considerations? __yes X no If yes, explain.

19. Special fees required? __yes X no If yes, explain.

20. Will this request require special resources (personnel, supplies, etc.?) X yes __no

If yes, explain. This course has been an elective in the program and will now be required, so will be part of a regular rotation of classes. Additional lecturer or faculty may be needed to teach.

21. Is this course restricted to particular room type? __yes X no If yes, explain.

22. What method of delivery is appropriate for this course?

X traditional __HITS (interactive TV) __cable __on-line __any of these

__other, explain

23. X Course fulfills requirement for Human Services Early Childhood Specialization program/degree

__Course is an elective for __________________________________ program/degree

X Course is elective for AA degree

24. This course X increases __decreases __makes no change in number of credit required

for the program(s) affected by this action

25. Is this course taught at another UH campus? X yes __no

a. If yes, specify campus, course, alpha and number At Honolulu, Hawai’i, Kaua'i as ED 264

b. If no, explain why this course is offered at MCC

26. a. Course is articulated at

__UHCC __UH Manoa __UH Hilo UH WO X Other/PCC

b. Course is appropriate for articulation at

__UHCC __UH Manoa __UH Hilo __UH WO __Other/PCC

c. Course is not appropriate for articulation at

__UHCC __UH Manoa __UH Hilo __UH WO __Other/PCC

d. Course articulation information is attached? X yes __no

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Proposed by Approved by

________________________________ _________________________________

Author or Program Coordinator/Date Academic Senate Chair/Date

Requested by

_________________________________ _________________________________

Division or Unit Chair/Date Chief Academic Officer/Date

Recommended by

_________________________________ _________________________________

Curriculum Chair/Date Chancellor/Date

Revised Feb 2005/AC

Maui Community College

University of Hawai'i

Course Outline

|1. Alpha and Number |Education 264 |

| | |

|Course Title |Inquiry and Physical Curriculum |

| | |

|Credits |3 |

| | |

|Date of Outline |August 2005 |

|Course Description |Provides theoretical foundation and practice in the planning, |

| |implementation and assessment of the inquiry and physical |

| |curriculum. Students must have regular contact with preschool |

| |children for implementation of course assignments in a setting |

| |approved by the instructor. |

|Contact Hours/Type |3 hours/week - lecture |

|4. Prerequisites |ED 110 and ED 131 |

| | |

|Corequisites | |

| | |

|Recommended Preparation | |

Approved by ______________________________ Date___________________

5. General Course Objectives

Provides students with a basic understanding of and experiences in planning in the physical and inquiry curriculum.

6. Specific Course Objectives, Competencies, and Learner Outcomes

For assessment purposes, these are linked to #7. Recommended Course Content.

Student Learning Outcomes:

On successful completion of this course, students will be able to:

a. Articulate the theoretical underpinnings and the relationship to practice for each of the inquiry and physical curriculum areas

b. Utilize a diverse range of appropriate teaching strategies including designing (preschool) indoor and outdoor learning environments that serve as a primary delivery method for inquiry and physical curriculum

c. Plan inquiry and physical curriculum activities consistent with recognized early childhood education content standards

d. Write appropriate inquiry and physical curriculum plans based on observations of specific children

e. Engage with children during play, routines, and planned activities in ways that enhance inquiry and physical learning and development

f. Use a variety of techniques to assess children’s learning and to evaluate the inquiry and physical curriculum

g. Select activities integrated around a social studies or science topic meaningful to young children

7. Recommended Course Content and Approximate Time Spent on Each Topic

Linked to #6. Specific Course Objectives, Competencies, and Learner Outcomes.

|Introduction and Overview of the physical and inquiry curriculum (a-g) |1-2 weeks |

|Concepts and frameworks |2-3 weeks |

|Hawaii Preschool Content Standards for cognitive development and for physical | |

|development (a) | |

|Developmental stages of sensory, gross and fine motor development and cognitive| |

|development (a) | |

|Inquiry process (a) | |

|Teaching strategies/appropriate activities |10-12 weeks |

|Activity planning, implementation, assessment (b-g) | |

|Using the environment as a teaching tool (b-g) | |

|Organizing curriculum around science or social studies topics (g) | |

|Engaging children (b-g) | |

8. Text and Materials, Reference Materials, Auxiliary Materials and Content

Appropriate text(s) and materials will be chosen at the time the course is offered from those currently available in the field. Examples include:

Text:

Capen, Jack: Perceptual-Motor Lesson Plans Level I & II, Front Row Experience.

Cliatt, Mary Jo and Shaw, J.: Helping Children Explore Science, MacMillian Publishing.

Frost, Joe L.: Play and Playscapes, Delmar Publishers, 1993.

Koralek, Derry, and Colker, Laura. Spotlight on Young Children and Science. NAEYC, 2003.

Worth, Karen, and Grollman, Sharon. Worms, Shadows, and Whirlpools: Science in the Early Childhood Classroom. NAEYC, 2003.

Copley, Juanita. The Young Children and Mathematics. NAEYC, 2000.

Winnett, David, Rockwell, R., Sherwook, E. and Williams, R.: Discovery Science Exploration for the Early Years Grade Pre-Kindergarten, Addison-Wesley Publishing Company, 1996.

Wolf, Dennie Palmer and Neugebauer, B.: More Than Numbers: Mathematical Thinking in the Early Years, Child Care Information Exchange.

References:

Baker, K.R.: Let’s Play Outdoors, NAEYC.

Barratta-Lorten, Mary: Workjobs, Addison Wesley, 1972.

Charlesworth, Rosalind and Lind, K.: Math and Science for Young Children, Delmar Publishers.

Chen, JieQi, Isberg, E. and Krechevsky, M. : Project Spectrum: Early Learning Activities Vol 1 and 2, NAEYC, 1998.

Cliatt, Mary Jo Puckett and Shaw, J.: Helping Children Explore Science, MacMillan Publishing.

Copley, Juanita, ed.: Mathematics in the Early Years, NAEYC.

Edwards, Carolyn: Promoting Social and Moral Development in Young Children, Teachers College Press, 1086.

Engstrom, G.: The Significance of the Young Child’s Motor Development, NAEYC.

Goya, Mary E.: “Identifying and Expanding Science Interests: For Preschool Teachers and Children”, Master’s Project, Department of Curriculum and Instruction, University of Hawaii, 1978.

Gregson, Bob: The Incredible Indoor Games Book, Redleaf Press.

Harlan, Jean: Science Experiences for the Early Childhood Years, Charles E. Merrill Publishing Co.

Hildelrand, Verna: Introduction to Early Childhood Education, MacMillan Publishing 1991.

Hirsch, Elizabeth S.: The Block Book, Washington C.C., NAEYC, 1984.

Holt,-Gene, Bess, Science with Young Children, NAEYC.

Hull, Dorothy: Mud, Sand, and Water, NAEYC.

Kami, Constance: Number in Preschool and Kindergarten, Educational Implications of Piaget’s Theory, Washington, CD.C., NAEYC, 1982.

Miller, Karen: The Outside Play and Learning Book, Gryphon House, 1989.

Neugebauer, B.: The Wonder of It: Exploring How the World Works, Child Care Information Exchange.

Riggs, Maida L. Jump to Joy: Helping Children Grow Through Active Play, Prentice-Hall, 1980.

Rivkin, Mary S.: The Great Outdoors Restoring Children’s Right to Play Outside, NAEYC.

Schutte, Colarusso and Strawderman: Mathematics for Every Young Child.

Skeen, Patsy; Payne Anita; and Cartwright, Sally: Wood-working for Young Children, NAECY.

Sobell, Jeffi: Everybody Wins, Redleaf Press.

Vander Azog, Carla: A Social Studies Resource Guide for Teachers of Hawaii’s Young Children, Masters Project, Department of Curriculum and Instruction, University of Hawaii, 1977.

Warren, Jean: 1-2-3 Games, Redleaf Press.

Videos:

• Structured Play: Gross Motor Activities for Everyday NAEYC

• Exploring Science and Nature NAEYC

• Teaching the Whole Child in the Kindergarten NAEYC

9. Recommended Course Requirements and Evaluation

Specific course requirements are at the discretion of the instructor at the time the course is being offered. Suggested requirements might include, but are not limited to:

Class attendance, participation, group and individual projects and presentations, research papers, curriculum activity development, developing/comparing record keeping forms, exams, quizzes, class discussion, role-playing.

|Class attendance/participation: |Up to 20% |

|Quizzes, exams |20-45% |

|Projects, presentations, activities |20-45% |

10. Methods of Instruction

Instructional methods will vary considerably with instructors. Specific methods will be at the discretion of the instructor teaching the course and might include, but are not limited to:

Mini-lectures, videos, role-playing, large and small group discussions, oral and written self-reflections, demonstrations, guest speakers, games.

The following includes additional information in alignment with assessment principles and includes program, state, and national outcomes and/or standards

11. Program outcomes this course addresses:

1. Plan, implement and evaluate curriculum and learning environments to ensure that they promote health, safety, positive development and learning for all children.

2. Use formal and informal observation and assessment tools and methods to appropriately plan for individual children and groups of children, assess their progress, positively influence their development and learning, and communicate effectively with families and with other professionals.

12. Departmental or Program competencies the course addresses:

Relates to the Hawai'i Careers with Young Children Attitude, Skills and Knowledge for Early Care and Education Practitioners – Center Based (Birth – 5 years old) ASK Core Areas of Planning Learning Experiences, Learning Environments, Growth and Development,:

Planning Learning Experiences: The competent early childhood practitioner understands how children learn and plans meaningful , appropriate learning experiences that enhance children’s social, emotional, intellectual, and physical competence.

Learning Environment: The competent early childhood practitioner creates and adapts a learning environment and schedule that supports the development of particular children and groups of children, reflects their background, and responds to their changing needs and abilities.

Growth and Development: The competent early childhood practitioner understands and applies knowledge of human development in relationships with young children and families and to the design of environments and learning experiences.

Diversity: The competent early childhood practitioner respects the diversity of the children and families with whom they work and recognizes and appreciates their shared commonalities.

Relates to Hawai'i Preschool Content Standards – Curriculum Guidelines for Programs for Four-Year-Olds:

Guiding Principles:

#1 Programs should be designed to support the development of the “whole child.”

#5 Children learn best through play, active exploration of their environment, and thoughtfully planned activities

#7 Children experience the world as a whole

Content Standards:

Domain I: Physical health and well-being

Standard 3: Acquire basic self-help skills and routines

Standard 4: Develop strength and coordination of small muscles

Standard 5: Develop strength and coordination of large muscles

Domain V: Cognitive development

Symbolic Play, Mathematics, Science, Social Studies

Relates to NAEYC Associate Degree Standards:

Standard 1: Promoting Child Development and Learning

Standard 4: Teaching and Learning

Sub-standard 4b: Using developmentally effective approaches

Sub-standard 4c: Understanding content knowledge in early education

Sub-standard 4d: Building meaningful curriculum

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