COURSE SYLLABUS



COURSE SYLLABUS

Philander Smith College

Division of Education

Course Prefix and Number: ECED 333

Course Title: Developmentally Appropriate Practices

Credits: 3 hours

Classroom:

Instructor:

Email:

Office Location: Titus Academic Center

Office Hours: Office Hours are posted on office door and by appointment

Telephone Number:

Textbook:

Gestwicki, C. (2007). Developmentally appropriate practice: Curriculum and development in early education. (3rd. edition) Albany, NY: Thomson Delmar Publishers, Inc.

Course Description:

A study of developmentally appropriate practice for young children, birth through age 9. This course is an integrated curricular study of appropriate early childhood curriculum, materials, environments, assessments, expectations, instructional strategies, and considerations for early childhood educators. Appropriate field observations and experiences are an integral part of this course, and will be integrated with course content.

Teacher candidates will build the competencies necessary to meet state licensure standards and NAEYC guidelines for appropriate practices.

NAEYC: Standard 1. Promoting Child Development and Learning.

Standard 2. Building Family and Community Relationships.

Standard 3. Observing, Documenting, and Assessing to Support Young Children and Families.

Standard 4. Teaching and Learning.

Standard 5. Becoming a Professional.

Pathwise: Domain A. Organizing Content Knowledge for Student Learning

Domain B. Creating an Environment for Student Learning.

Domain C. Teaching for Student Learning.

Domain D. Teaching Professionalism.

Course Objectives:

The Students will:

1. Use knowledge of how children develop and learn to provide opportunities that support the physical, social, emotional, language, cognitive, and aesthetic development of all young children from birth through age 8.

(CF:2) (NAEYC: 1.1) ( Pathwise: Domain A)

2. Use knowledge of how young children differ in their development and approaches to learning to support the development and learning of individual children.

(CF:2) (NAEYC: 1.2) ( Pathwise: Domain A)

3. Create and modify environments and experiences to meet the individual needs of all children, including children with disabilities, developmental delays, and special abilities.

(CF:2,1) (NAEYC: 1.2.2, 2.1.5, 2.1.8) ( Pathwise: Domain A, B)

4. Apply knowledge of cultural and linguistic diversity and the significance of sociocultural and political contexts for development and learning, recognizing that children are best understood in the contexts of family, culture, and society.

(CF:2) (NAEYC: 1.3) ( Pathwise: Domain A)

5. Plan and implement developmentally appropriate curriculum and instructional practices, based on knowledge of individual children, the community, and curriculum goals and content.

(CF:2,4) (NAEYC: 2.1, 2.1.4, 2.1.5) ( Pathwise: Domain A, C)

6. Use and explain the rationale for developmentally appropriate methods that include play, small group projects, open-ended questioning, group discussion, problem solving, cooperative learning, and inquiry experiences to help young children develop intellectual curiosity, solve problems, and make decisions.

(CF:2,4) (NAEYC: 2.1.1) ( Pathwise: Domain A, C)

7. Use individual and group guidance and problem-solving techniques to develop positive and supportive relationships with children, encourage positive social interaction among children, promote positive strategies of conflict resolution, and develop self-control and self-esteem.

(CF:2,1) (NAEYC: 2.2) ( Pathwise: Domain A, B)

8. Establish and maintain positive, collaborative relationships with families and support parents in making decisions related to their child’s development and their parenting whenever possible or appropriate.

(CF:3) (NAEYC: 3.1) ( Pathwise: Domain D)

9. Reflect on practices, articulate a philosophy and rationale for decisions, and continually self-assess and evaluate the effects of choices and actions on others (young children, parents, and other professionals) as a basis for instructional planning and modification and continuing professional development.

(CF:3) (NAEYC: 5.1) ( Pathwise: Domain D)

10. Explain how to organize the learning environment using learning centers and child-directed activities.

(CF:2,1) (NAEYC: 2.1.3, 2.1.4) ( Pathwise: Domain A, B)

11. Explain the parent/family role and how it is nurtured in a specific early childhood setting.

(CF:3) (NAEYC: 3.1, 3.3) ( Pathwise: Domain D)

12. Demonstrate the ability to assess and use various media and instructional technologies in enhancing the classroom environment and curriculum.

(CF:2) (NAEYC: 2.1.6) ( Pathwise: Domain A)

13. Demonstrate developmentally appropriate methodologies for teaching and assessing young children.

(CF:2) (NAEYC: 2.1.1, 4.1) ( Pathwise: Domain A)

14. Demonstrate knowledge of how children make meaning in their various environments and construct understanding about the world based on their prior experiences.

(CF:2,4) (NAEYC: 2.1.3) ( Pathwise: Domain A, C)

15. Recognize developmentally appropriate and inappropriate practices for various ages and stages of children.

(CF:2) (NAEYC: 2.1, 2.4.1, 5.3) ( Pathwise: Domain A)

16. Demonstrate an understanding of the importance of teachers as advocates for developmentally appropriate curriculum and practices.

(CF:3) (NAEYC: 5.2, 5.7) ( Pathwise: Domain D)

Course Content

I. Defining Developmentally Appropriate Practice (DAP)

a. NAEYC Position Statement

b. Basic Principles of Development

c. The Results: DAP vs Inappropriate Practices

II. Understanding the Importance of Play in DAP

III. Planning for Developmentally DAP Curriculum

IV. DAP Physical Environments

V. DAP Social/ Emotional Environments

VI. DAP Cognitive/ Language/ Literacy Environments

VII. Helping Families and Communities Understand DAP

VIII. Various Curriculum Models

a. Montessori Approach

b. Bank Street Approach

c. Reggio Emilia Approach

d. High/Scope Approach

e. Creative Curriculum

f. Emergent Curriculum

g. Integrated Curriculum

Assignments, Evaluation Procedures, and Grading Policy:

Assessment Methods:

Course work will consist of text and supplemental readings, cooperative projects, homework assignments, classroom discussions, and focused field observations. Students will be required to pass 2-3 written examinations, reflect on issues and observations of developmentally appropriate practices and programs in a journal, and create learning centers for a particular age group utilizing DAP methodologies, assessment techniques, technologies, and materials. Students will be assessed on their understanding of appropriateness of materials chosen, environmental arrangements conducive to exploration and learning, their use of transitional activities, and classroom spatial and temporal considerations.

The following are some of the experiences and assignments which will be used to assess course objectives:

1. Written examinations (2-3) (Obj.: 1, 2, 4, 6, 10, 11, 14, 15, 16)

2. Reflective journaling connected to

a. focused field observations in a variety of classroom and agency settings (Obj.: 1, 2, 3, 4, 7, 9,14, 15)

b. attendance at a family/ school conference, IEP meeting, and/or parent open house (Obj.: 4, 8, 11)

c. issues of advocacy and ethics for teachers (Obj.: 4, 16)

d attendance at an NAEYC local affiliate meeting, conference, or other professional development opportunity (Obj.: 16)

3. Initial development of a professional development plan and a philosophy of educational “best” practices (Obj.: 9)

4. Development of an overall floor plan accommodating use of developmentally appropriate methodologies such as learning centers, play, and social interactions. Attention should be given to visibility, accessibility, transitions, traffic patterns, and other pertinent aspects of the learning environment.(Obj.: 3, 5, 6, 7)

5. Development of a learning center for a particular age level including materials, procedures, possible activities, storage, and assessments. This will be either a paired or small group cooperative learning activity. Students will observe children engaged in learning center activities and reflect on the effectiveness of their choices in the development of their center. (Obj.: 3, 5, 9, 10, 12, 13)

6. Development and presentation of a lesson incorporating developmentally appropriate methodologies for teaching and assessing young children, as well as adaptations for individual children for remediation or enrichment. (Obj.: 1, 3, 5, 13)

7. Evaluation of the developmental appropriateness and usefulness of various media and instructional technologies, including exposure to various assistive technologies. (Obj.: 12)

8. Development and presentation of an integrated thematic unit of study for a particular age group. (Obj.3, 5,6, 10, 13)

Grading: Course grades will be based on the accuracy and quality of written products the students create, as well as 2-3 examinations (100 pts. each). Grades will be assigned according to percentages.

A=90%-100%

B=80%-89%

C=70%-79%

D=60%-69%

F=below 60%

*Late assignments may result in a decrease of the total points earned for the assignment. Assignments more than two days late will not be accepted. Make-up tests will be given at the discretion of the instructor.

1. Two examinations. (100 points each x 2 = 200 total).

2. Development and presentation of DAP learning center lesson. (75 pts.)

3. Floor plan. Room arrangement should include learning centers, materials storage areas, areas for small and large group instruction, chalkboards, teacher’s desk, bookcases, storage for students’ personal belongings, and at least one teaching bulletin board. (50 pts. total)

a. Actual drawing on poster board. 20 pts.

b. Written plan of how you intend to manage numbers of children in each learning center and efficient movement from one activity to the next. Should include an explanation of types of materials to be found in each center as well as storage and room arrangement considerations. Typed. 30 pts.

4. Participation in class discussions of case studies, chapter questions, etc., and attendance (50 pts.)

5. Reflective journaling (50 pts.)

6. Professional development plan and philosophy of education (25 pts.)

7. Integrated thematic unit of study (100 pts.)

8. Read and summarize two journal articles from Young Children. Acceptable topics will be approved by the instructor. 1-2 pages in length, typed. Summary should include key points made by the article and your reaction to the article (50 points total).

Total Class points= 600

A=

B=

C=

Below a C grade student must retake the course.

Teaching Strategies

_X_Lecture _X_Small Group Activities

_X_Discussion/Questioning _X_Demonstration/Modeling/Model

_X_Cooperative Learning ___Technology/Media Presentation

_X_Role Playing _X_Team Teaching

_X_Problem Solving ___Individualized Instruction

___Discovery Learning __X_Other(s): Case study analysis

Guided field observations

Teaching Models:

_X_Direct instruction Model ___General Inquiry Model

_X_Inductive Model _X_Deductive Model

Disability Statement:

It is the policy of Philander Smith College to accommodate students with disabilities, pursuant to federal and state law. Also, any student who is physically challenged (i.e., hearing or visual impaired) should inform the instructor at the beginning of the course. This course adheres to the students with disabilities policy outlined in the 2006-2008 Philander Smith College Catalog.

Disruptions/Cell Phones:

Cellular phones are NOT ENCOURAGED in classrooms. Please place on silent mode or turn off such devices in class so that the learning environment for classmates may not be distracted. Such devices as Cell Phones, Pagers, MP-3 or I-POD PLAYERS and other electronic sounding devices are considered disruptions to classroom teaching and learning. Do NOT attempt to receive or to send cellular text messages while in class.

Bibliography:

Bredecamp, S. (1987). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Washington, DC: National Association for the Education of Young Children.

Bredecamp, S., & Rosegrant, T. (Eds.) (1992) Reaching potentials: Appropriate curriculum and assessment for young children. Vol. 1. Washington, DC: National Association for the Education of Young Children.

Catron, C. & Allen, J. (1999). Early childhood curriculum: A creative play model (2nd ed.) Columbus, Ohio: Prentice- Hall Inc.

Crary, E. (1992) (rev. ed.) Without spanking or spoiling: A practical approach to toddler and preschool guidance. Seattle, WA: Parenting Press.

Elkind, D. (1995). A sympathetic understanding of the child. Boston: Allyn & Bacon.

Fuller, M.L. & Olsen, G. (1998). Home-school relations: Working successfully with parents and families. Boston: Allyn & Bacon.

Gestwicki, C. (2007). Curriculum in early education. Albany, NY: Thomson Delmar Publishers, Inc

Gestwicki, C. (2007). Developmentally appropriate practice: Curriculum and development in early education. (3rd. edition) Albany, NY: Thomson Delmar Publishers, Inc.

Goodman, G. (1994). Inclusive classrooms from A to Z. Columbus, Ohio: Teachers’ Publishing Group.

Gordon, A & Browne, K.W. (1996). Guiding young children in a diverse society. Boston: Allyn and Bacon..

Riley, D., San Juan, R., Klinkner, J., & Ramminger, A. (2008). Social & emotional development: Connecting science and practice in early childhood settings. St. Paul, MN: Redleaf Press.

Wortham, S.C. (1996). The integrated classroom. Englewood Cliffs, NJ: Prentice-Hall, Inc.

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