Introduction to Early Childhood Education: Education 231
Megan Wereley: mwereley@wooster.edu, ext. 2229
Fall 2005: MWF, 9-10:50 a.m.; TTH, 9:30-10:50 a.m.
Room: Morgan 301/208
Office: Morgan 225

Office hours are generally from 1:00-4:00 pm on M, W, F and 2:30- 3:30 pm on T, Th. These times may vary as I am in the schools during the semester. You are also welcome to drop by Morgan 225 at other times during the week. Please let me know if you would like to meet with me so that we can agree upon a mutually convenient time. You can contact me by e-mail (mwereley@wooster.edu) or leave a telephone message at extension 2229.

» Academic Catalogue Description

I. Required Readings:

Available in Wilson Bookstore:

Henniger, Michael. Teaching Young Children: An Introduction.

    Merrill-Prentice Hall. Columbus, Ohio. 2005.

Kidder, Tracy. Among Schoolchildren. Avon Publishing. New York. 1990.

Powell, Rebecca. Straight Talk: Growing as Multicultural Educators.

    Peter  Lang Publishing. 2001.

Available on ERES (selected readings):

Aronson, Susan (Ed). Healthy Young Children: A Manual for Programs.

    NAEYC. Washington, D.C. 2002.

Bracey, Gerald. "Investing in Preschool". The American School Board Journal.

    January 2003.

Barnett, Steven and Hustedt, Jason. "Preschool: The Most Important Grade."

    Educational Leadership. April 2003.

Black, Susan. "Too Soon to Test." The American School Board Journal.

    January 2003.

Bodrova, Elena and Leon, Deborah. "The Importance of Being Playful"

     Educational Leadership. April 2003.

Frieman, Barry and Berkeley, Terry.  "Encouraging Young Fathers to Participate in

    the School Experiences of  Young Children." Early Childhood Education

    Journal. Spring 2002.

Hardy, Lawrence. "Overburdened, Overwelmed". The American School Board

    Journal. April 2003.

Hatch, Amos, J. "Accountability Shovedown: Resisting the Standards Movement in

    Early Childhood Education." Phi Delta Kappan. February 2002.

Moyer, Joan. "The Child Centered Kindergarten: A Position Paper".  In

    Early Childhood Education- Annual Edition-2002/2003. McGraw-Hill/Dushkin.

Paciorek, Karen and Munro, Joyce. Sources: Notable Selections in Early Childhood

    Education. Dushkin/McGraw-Hill.Guilford. 1999.

Tobin, Joseph, Wu, David, and Davidson, Dana. Preschool in Three Cultures.

     Yale University Press. New Haven. 1989.

Wilson, Ruth. "The Role of Emotional Competence in the Development of the Young

    Child". Early Childhood News. January/February 2003.

Available Online:

Academic Content Standards:
www.ode.state.oh.us/ece/standards

www.ode.state.oh.us/academic_content_standards

Early Childhood Policy Statements: www.naeyc.org/policy

II. Course Description:

This course helps the student examine the historical, philosophical, ethical and theoretical frameworks of early childhood education and development. This course includes a survey of concepts, principles, and major research findings on human development and education, ages 3-8. The students will explore developmentally appropriate practices, risk factors, developmental patterns, accommodations for the needs of children with disabilities and developmental delays, cultural and linguistic diversity, assessment, technology, and environment. The course also provides an opportunity for the student to examine standards set forth by various accrediting bodies including the Ohio Department of Education (ODE), the National Council for the Accreditation of Teacher Education (NCATE), and the National Association for the Education of Young Children (NAEYC).

III. Purpose and Objectives:

The Department of Education Mission Statement: The Department of Education provides opportunities for its students to learn and teach within a liberal arts environment that values independence, leadership, inquiry, and tradition.

This course is one of twelve professional education courses required in the Early Childhood program. This particular course is one of the four specific to Early Childhood.

Following the guidelines of the National Association for the Education of Young Children (NAEYC), the National Council for the Accreditation of Teacher Education (NCATE), the Ohio Department of Education (ODE) Standards for Teaching Licensure, and the Educational Testing Services (ETS) Praxis Domains, the Early Childhood Program at Wooster focuses upon the following:

1. child development and learning
2. curriculum development and implementation
3. family and community relationships
4. assessment and evaluation
5. professionalism
6. field and clinical experiences

The content of this course has also been designed to align with the following College of Wooster Department of Education’s Key Elements:

• Reflective professionals
• Active Researcher
• Knowledgeable decision makers
• Autonomous decision makers
• Independent thinkers
• Effective and professional communicators

In addition, coursework for Education 231 considers the following Praxis II domains:

1. Domain A: Organizing Content Knowledge for Student Learning
2. Domain B: Creating an Environment for Student Learning
3. Domain C: Teaching for Student Learning
4. Domain D: Teacher Professionalism

The content of this course specifically addresses the following INTASC (Interstate New Teacher Assessment and Support Consortium) Principles:

• The teacher understands the concepts, tools of inquiry and structures of the discipline and can create learning experiences that make the subject meaningful for students.
• The teacher understands how children learn and develop and provides learning opportunities that support intellectual, social and personal development.
• The teacher understands how students differ and creates instructional approaches that are adapted to diverse learners.
• The teacher understands and uses a variety of instructional strategies to encourage critical thinking, problem solving, and performance skills.
• The teacher creates a learning environment that encourages positive social interaction, self-motivation, and active learning.
• The teacher uses knowledge of effective communication techniques to foster active inquiry, collaboration, and supportive instruction.
• The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
• The teacher uses formal and informal assessment strategies to assure intellectual, social, and physical development of the learner.
• The teacher is a reflective practitioner who seeks out opportunities to grow.
• The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support learning and well-being.

The content of this course specifically addresses the following NAEYC (National Association for the Education of Young Children) Standards:

• Promoting Child Development and Learning
• Building Family and Community Relationships
• Observing, Documenting, and Assessing to Support Young Children
• Becoming a Professional
• Teaching and Learning-
• Connecting with Children and Families
• Using Developmentally Appropriate Approaches
• Understanding Content Knowledge
• Building Meaningful Curriculum

V. Field and Clinical Experiences:

A requirement for successful completion of Education 231 is active participation in a field experience in an area elementary or preschool classroom (Preschool – Grade 3). You will complete approximately 50 hours in this field experience.

Field experiences are defined as a scene of practical work or observation outside of the more formal college classroom settings. You will be expected to observe, plan and teach lessons to small and whole groups, work with individual students, be evaluated by college and classroom teachers, and complete assignments and paperwork related to this experience. You will be supervised and evaluated by a college supervisor and a classroom/cooperating teacher.

Another requirement for successful completion of Education 231 is participation in early childhood support experiences (formally clinical hours) within the college classroom setting. You will complete approximately 25 hours of support experiences.

Support experience is defined as observation, training, and experiences in the college classroom.

VI. Course Expectations:

1. Attendance and Participation: You are expected to be present for all class sessions and to participate fully in all class discussions and activities as well as to complete all readings. Your ideas are valuable and it is important for you to be present to share them! Prompt and regular attendance in class and the field setting is required. For any absence to be considered excused, notification must be given to the professor and your cooperating teacher prior to class. One percentage point will be deducted from your final grade for each unexcused absence.
2. Field/Clinical Placement: You are expected to complete approximately 50 hours of field experience. Excellent attendance in your field placement is expected. Please be sure to arrive at your field placement on time. Please document these hours weekly using the electronic weekly time sheets available at http://www.wooster.edu/education/weekly/.
3. Professionalism: You are expected to demonstrate professional attributes including initiative, motivation, appropriate language and dress, punctuality, planning, etc. You are also expected to be familiar with the Praxis III and INTASC performance assessment criteria.
4. Academic Content Standards: As preparation for becoming a professional educator, you are expected to become familiar with the early childhood and the academic content area standards as set forth by the Ohio Department of Education. Please refer to these standards as you complete all course assignments. A full copy of these standards may be located on the ODE website (address listed with the required reading section of this syllabus).
5. Completion of Assignments: All assignments must be submitted on time. Any assignment can be brought to the professor in advance for review and discussion. If you have any questions or concerns about specific assignments that are not addressed in class, please clarify your questions with the professor either during class or by scheduling a meeting at another time. Your grade will be negatively affected by late or incomplete assignments.
6. Completion of Course Readings: The assigned readings are a vital part of
   this course and many of the class activities are planned based upon the assumption that you have read the assigned readings. It is required that you follow the course readings assigned in the syllabus. You will be responsible for thoroughly understanding and incorporating course readings into class discussions and assignments. Failure to demonstrate knowledge and understanding of course readings will negatively affect your grade.
7. Learning Disabilities: If you are a student with a documented disability, please register with Pam Rose, Director of the Learning Center. The Learning Center is located in the Rubbermaid Student Services Building (ext 2595) and is the office that will assist you in developing a plan to address your specific academic needs.
8. Code of Academic Integrity: Students are expected to follow the Code of Academic Integrity outlined in the Scot’s Key. Cheating is unprofessional and unacceptable behavior. Such activity will result in failure of the specific assignment and/or the entire course.
9. Sakow Pilot Project: This course is part of the College of Wooster’s Sakow Software pilot program (a software system similar to Blackboard). To this end, each student in this class will be asked to utilize the course Sakow site for interactive online journaling as well as to check for announcements, course syllabus updates, assignment sheets, etc. You will receive guidance related to using this software throughout the semester.
10. Electronic Portfolio Pilot Project: This course continues to be a part of the Department of Education’s pilot project related to electronic portfolios. In this class, you will be required to complete (or update) your own electronic portfolio that showcases your development as an educator and highlights your understanding of professional standards. Education 231 focuses specifically on the NAEYC professional standards. You will receive guidance and support related to the creation and maintenance of your e-portfolio throughout the semester.

VII. Assignments:

(Detailed descriptions and grading rubrics will be distributed throughout the semester.)

Early Childhood Theorist Power Point Presentation: (Due Friday September 23rd):  Many different educational theorists have contributed their historical ideas to current educational practice in early childhood education. You are asked to research one theorist (assigned in class) to create a power point presentation outlining the historical context, early influences, main tenets and current applications of the theoristÕs ideas. This power point will be presented to your colleagues during class and then archived on Sakow for use as a reference for other assignments in this class.

Ongoing Reflective Book Critique/Journal-Among Schoolchildren (Due weekly during field experience): Throughout our field experience, we will be reading Tracy KidderÕs Among Schoolchildren on an ongoing basis. Each week you will be asked to reflect upon one chapter of KidderÕs book as well as apply it to your own experiences in the field. You are asked to submit a short (2-3 paragraphs) reflection online via Sakow to me (and your classmates) by the end of each week of field.

Field Artifact Weekly Presentations (Due at least three times during the semester as assigned in class): During the time you are in the field you are asked to gather "artifacts" related to the early childhood setting and teaching experience. These "artifacts" might include a relevant journal or newspaper article, a description and/or work sample from a lesson you have taught, a planning resource used by your cooperating teacher, an interesting teaching strategy, etc. Three times during the time we are in the field, you are asked to share and explain one artifact to your colleagues during our Friday classes as well as to briefly summarize your experiences in the field. A sign-up sheet will be distributed prior to our first week of in the field. You will be evaluated on the relevance of your artifact to early childhood teaching as well as your ability to present and explain its significance in an interesting manner.  Accompanying your presentation, you are expected to submit a brief typed summary (1 page) describing the artifact, reflecting upon how it is meaningful to you or your students, and suggesting an NAEYC standard with which it might identified.

Early Childhood Program Models Research and Poster Presentation (Due Friday, October 7^th ): There are many popular approaches to teaching young children that draw upon different types of teaching models (ex: Montessori, Bank Street, High/Scope, Reggio Emilia, Dalton, etc). You are expected to work with a colleague to research one model and prepare a poster summarizing the history, main philosophy and description of teaching methods. You should be prepared to present your model to the other students in the class.

Ideal Early Childhood Environment Design Project (Due Friday, November 4^th): You will work in teams to research and observe existing classroom environments, compare and contrast positive and negative aspects of these environments, and design your own ideal early childhood classroom including the kinds of furniture, shape of room, materials available, other resources, etc. Your group should be prepared to present your design to your colleagues as well as complete a detailed written explanation supporting your ideas.

Reflective Microteaching (Due during Week of November 28^th ): As a part of your field experience, you are asked to teach at least two lessons. After teaching one of these lessons in the field, you are asked to critique yourself reflecting upon ways that you might modify/improve your lesson before teaching it again. You will then teach the same lesson to the students in our class applying the modifications. You should submit the first lesson plan and your self-critique/reflection to the professor prior to teaching the lesson in class. After teaching the lesson the second time, you are asked to reflect upon whether or not your modifications were effective.

Portfolios (Due Friday, December 8^th ): You are asked to create and/or maintain a professional electronic portfolio that reflects your understanding of the NAEYC standards.  Throughout the semester, please gather artifacts that you feel further your understanding of the NAEYC standards and your development as a professional educator. You are asked to reflect upon each of the NAEYC standards and include a supporting artifact that illustrates your professional development in each area outlined by the standards. Your portfolio should build upon your portfolio work in other education courses. Support for the creation of an electronic portfolio will be provided throughout the semester.

Praxis II Case Study Analysis (Due During Week of Final Exams): In preparation for the Praxis II Exam which all teaching licensure candidates are required to take at the culmination of the licensure program, you will be asked to complete a written analysis of several case studies related to situations relevant to teaching in an early childhood setting. You analysis will draw primarily from assigned reading and class discussion throughout the semester as well as your teaching experiences "in the field".

VIII: Grading:

Assessment will be provided using a variety of methods. A rubric will be distributed providing detailed criteria for each assignment. The following percentages can be used as a guide to determine letter grades:

IX. Assignment Due Dates and Grade Value:

X. Reading Assignments and Topic Discussion Outline:

Week 1- August 29^th — September 3^rd   Role of the Early Childhood Educator

Required Reading- Henniger- Chapters 1&2

                            Tobin, Wu, and Davidson, pp 2-11

Week 2-September 5^th- September 9^th   Importance of Play

Required Reading- Henniger-Chapter 5

                            Bodrova and Leong- "Importance of Being Playful" (on ERES)         

September 6^th- Electronic Portfolio Training (in class)

Week 3-September 12^th- September 16^th   The Kindergarten Controversy

Required Reading- Paciorek and Munro pp. 81-113 (on ERES)

                            Moyer, Joan. "The Child Centered Kindergarten: A Position Paper"  (on ERES)

                            Hardy- "Overburdened and Overwelmed" (on ERES)

September 13^th- Overseas Student Teaching Presentation (in class)

Week 4-September 19^th- September 23^rd Theory and Child Development

Required Reading- Henniger- Chapter 4

September 20^th -Electronic Portfolio Training (in class)

September 23^rd- Early Childhood Theorist Power Point Due

Week 5- September 26^th- September 30^th  The Emotional Development of Children

Required Reading- Henniger- Chapters 6 &13

                            Wilson- "The Role of Emotional Competence in the Development of

                                         Young Children" (on ERES)

Field Experience Begins!

September 30th- Artifact Presentations Due (assigned students only)

October 2nd - Reflective Book Critique/Journal-Among Schoolchildren Due

Week 6- October 3^rd- October 7^th   Early Childhood Program Models

 Required Reading- Henniger- Chapter 3

October 7^th - Artifact Presentations Due (assigned students only)

October 7^th -Early Childhood Program Model Poster Presentation Due

October 9^th - Reflective Book Critique/Journal-Among Schoolchildren Due

Week 7-October 10^th- October 14^th  Working With Families of Young Children

Required Reading- Henniger- Chapter 7

                                     Frieman and Berkeley- "Encouraging Fathers to Participate" (ERES)

October 14th   - Artifact Presentations Due (assigned students only)

October 16th   - Reflective Book Critique/Journal-Among Schoolchildren Due

Week 8- October 17^th Ð October 21^st  Early Childhood Learning Standards

Required Reading- Hatch- "Accountability Shovedown" (on ERES)

                                     Black- "Too Soon to Test"(on ERES)

October 21st   - Artifact Presentations Due (assigned students only)

October 23rd   - Reflective Book Critique/Journal-Among Schoolchildren Due

Week 9- October 24^th- October 28^th Understanding Early Childhood as a Unique Developmental Stage             

Required Reading- Barnett and Hustedt- "Preschool- The Most Important Grade" (ERES)  

                                     Bracey, Gerald - "Investing In Preschool" (on ERES)

October 24^th & 25^th - Fall Break

October 28th   - Artifact Presentations Due (assigned students only)

October 30th   - Reflective Book Critique/Journal-Among Schoolchildren Due

Week 10- October 30^th — November 4^th The Early Childhood Environment

Required Reading- Henniger- Chapters 9&10

                                     Aronson pp. 27-34- "Preventing Injuries" (on ERES)

                                     Powell- "The Environment"

November 4th   - Artifact Presentations Due (assigned students only)

November 4th - Early Childhood Ideal Environment Projects Due

November 6th   - Reflective Book Critique/Journal-Among Schoolchildren Due

Week 11-November 7^th — November 11^th  Working With Diverse Learners

Required Reading- Henniger- Chapter 8 

November 11th   - Artifact Presentations Due (assigned students only)

November 13th   - Reflective Book Critique/Journal-Among Schoolchildren Due

Week 12- November 14^th- 18^th Technology in The Early Childhood Years

Required Reading- Henniger- Chapter 17

November 18th   - Artifact Presentations Due (assigned students only)

November 20th   - Reflective Book Critique/Journal-Among Schoolchildren Due

Week 13- November 21^st-25^th  Assessment and Observation

Required Reading- Paciorek and Munro pp. 196-208- "Assessment" (on ERES)

November 19^th -23^rd- Ohio State Department of Education Departmental Review

November 23^rd-25^th- Thanksgiving Break

Last week of field experience!

Week 14-November 28^th — December 2^nd  A Brief Look at Curriculum

Required Reading- Henniger- Chapter 12

Suggested Reading- Henniger- Chapter 14, 15

November 28^th-December 2^nd Ð Reflective Microteaching Due

November 28^th- Field Evaluation Due

Week 15- December 2^nd- December 9^th  Educational Policy and Young Children

Required Reading- www.naeyc.org/policy- selected position statements

December 8^th- Electronic Portfolios Due                                     

Week 16- December 12^th- 16^th  Final Exam Week

Tuesday, December 13th- Praxis II Case Study Analysis Due to Morgan 225 by 7pm