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North Idaho College • Coeur d'Alene • Social & Behavioral Sciences • Child Development


Early Childhood Curriculum CHD-115

  • Fall 2012

  • Section 01

  • 3.0 Credits

  • 08/25/2012 to 12/15/2012

  • Modified 08/24/2012



Contact Information


Instructor: Kathleen Miller Green

Email: kmgreen@nic.edu
Office: #112 Children
Phone: (208) 665-4527

Office Hours:

Monday, Wednesday, 1:00 PM to 2:30 PM, #112 Children's Center
Monday, Tuesday, 5:00 PM to 6:00 PM, #112 Children's Center

Meeting Times


Lecture Class

Wednesday, 6:00 PM to 9:00 PM, 102 Seiter Hall

Two mandatory Saturday classes are scheduled for September 22nd & October 13th from 9:00 a.m. to 2:30 p.m.  

Due to Saturday class requirements, this course will end early on Wednesday, November 28th.

Description


Students will examine the critical role of curriculum in meeting the physical, social, emotional, and cognitive needs of typically and atypically developing children from birth through age eight. Strategies for creating a child-centered approach to curriculum will be practiced including the use of space, materials, relationships, and routines. Students will gain experience in observing, documenting, and expanding upon children's development, ideas and works. Self reflection and hands-on learning are vital components of this course. Some class sessions will be held at the NIC Children's Center to facilitate this process. Prior completion or concurrent enrollment in CHD 134 is encouraged, but not required. Lecture: 3 hours per week

Materials


Theories of Childhood - An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky

Author: Carol Garhart Mooney
Publisher: Redleaf Press
ISBN: ISBN 0-13-172794-X
Availability: Bookstore, book swap & internet

Early Childhood Curriculum: A Creative-Play Model

Author: Carol E. Catron & Jan Allen
Publisher: Pearson Merrill Prentice Hall
Edition: 4th
ISBN: ISBN13: 978-0-13-171111-2
Availability: Bookstore, book swap & internet

Outcomes


CHD 115 Course Goals and Outcomes
Upon completion of this course, students will be able to do the following:
Acquire basic knowledge of facts and terms as they relate to curriculum for young children
o Students will participate in weekly lectures and discussions on such topics of developmentally appropriate practice, child development theories, the different approaches to curriculum, and the different kinds of curriculum components.
o Students will complete course activities, such as environmental investigations, written reflections on curriculum topics, and other assignments that relate to early childhood curriculum.
o Students will pass all quizzes and exams.
Demonstrate the ability to integrate information and ideas about curriculum as it relates to early childhood settings.
o Students will complete a floor plan and an analysis of an early childhood environment
o Students will complete an investigation of a toy store, create theme boxes, collect developmentally appropriate activities for children, and participate in curriculum activities in class.
o Students will create lesson plans and present these activities to the class.
o Students will write a Competency Statement on how they will promote physical and intellectual development in young children.
o Students will write a Competency Statement on how they will utilize curriculum to support the social and emotional growth of young children.
Strengthen research and technology skills
o Students will utilize the computer to find related information effectively.
o Using multiple community sources, students will collect items for their professional resource file.
o Students will bring in relevant information from outside sources for class presentations.
Encourage participation and teamwork of self and others
o Students will participate in weekly discussion
o Students will prepare a group presentation on a specific curriculum topic
o Students will have opportunities in class for group work

Assessment


Criteria

Students will be assessed as follows:  1) attendance, 2) 5 written paper assignments, 3) compilation of curriculum book reviews, and 4) compilation of Curriculum Activity Guides.

Peer review of book reviews and activity guides will take place each week after mid-term.

Course Policies


Mandatory Saturday Classes

Two mandatory Saturday classes, held at the North Idaho College Children's Center in Coeur d'Alene are required for this class.  The Saturday classes will be 1) September 22nd, and 2) October 13th from 9:00 a.m. - 2:30 p.m.

Due to required Saturday classes, the course will end early, on Wednesday, November 28th .

Electronics Policy

•In order to maximize learning, and reduce unnecessary distractions, the use of cell phones, PDA's, text messaging, or internet (not associated with class content or activities) is not permitted at any time during the class period.  If you need to be available for emergencies, please place phone on vibrate, and leave the classroom to take the call. 
•Laptops are permitted in class to take notes.  “Surfing the net” or other activities on your laptop (not related to class activities) is not permitted. 
•Students violating these policies will be asked to turn off their electronics or leave the classroom.

Schedule


This Course Outline is an estimate of where the class will be at any point in time during the Semester.  As an estimate, it is subject to change and/or modification.  Check with the instructor for any changes to the outline.

 

Class 1: August 29th

Getting acquainted

  • Course objectives and requirements
  • What is “Curriculum”?
  • Intro to Early Childhood Theorists

 

Reading assignment for next week:  Chapter 1 of ECC and Chapter 1 & 2 TOC

 

Class 2: September 5th

  • John Dewey
  • Maria Montessori
  • Erik Erikson
  • Lev Vygotsky
  • Jean Piaget
  • Fundamental      Underpinnings for Early Childhood

 

Reading assignment for next week:  Chapters 3 & 4 of TOC

Homework Assignment:  Write a 2 page paper on the Theorists assigned to you in class – reflect primarily on their approach to educating young children.

 

Class 3:  September 12th  

Turn in:  Report on and then turn in reflection paper on selected Theorist

  • Major Theoretical Perspectives
  • Approaches to Curriculum
  • How children and adults learn

 

Reading assignment for next week: Chapter 5 of TOC & Chapter 2 & 3 of ECC

Homework Assignment:  Write a 2 page paper comparing two of the Curriculum Approaches listed on your class handout.

 

Class 4:  September 19th

Turn in & discussion comparison paper on selected curriculum approaches

  • Fundamentals that shape curriculum – discovery,      curiosity and exploration
  • Developmentally Appropriate Practice (DAP)R

Reading assignment for Saturday’s Class:  Chapter 6 of ECC

                         

 September 22nd   – 1ST SUPER SATURDAY - Classes 5 & 6  At NIC Children’s Center – 9:00 a.m. – 3:30 p.m.

  • Defining      Play and the role of play in the learning process
  • Indoor environments
  • Learning spaces & Floor plans
  • Centers & Interest areas

 

Reading Assignment for next class:  read Chapter 7 of ECC

Homework Assignment

  1. Create      a thorough      DRAFT      floor plan of either an infant, toddler, or preschool classroom.  Clearly label all items in the room.  Be as specific as you can (windows,      doors, built-ins, sinks, etc).
  2. Begin a summary of what the room      looks like, why it is arranged the way it is, and the rationale for      the room arrangement (eventually will be a 3 page minimum).

 

Class 7:  September 26th   

Turn in:  Bring drafted Indoor Environment floorplan & write up - discussion with classmates

  • Outdoor environments

  • “No Child Left Outside”

  • Connection with Nature

  • Outdoor Play and Nature Activities

 

Reading assignment for next week:  read Chapter 9 of ECC

Homework Assignment

  1. Finalize      your indoor classroom design and written summary.  Be prepared to talk about your design in      class next week.
  2. DRAFT your design of an accompanying      outdoor learning environment for either toddlers or preschoolers that      matches your indoor environment.       Draw and thoroughly label your environment. 
  3. Begin a summary of your outdoor environment,      including a rationale for why you have designed this outdoor environment      for learning in this specific age group.

 

  

Class 8: October 3rd  

Turn in:  Bring Drafted Outdoor Environment  Plan – discuss rationale in class  

Turn in Final Indoor classroom floorplan and written summary

Designing a Managed Curriculum & Defining activities

·        Goals and elements of activities

·        Activity Documentation

·        Written curriculum guides

·        Curriculum Activity Guide practice & review

 

Homework Assignment: 

  1. Finalize your outdoor classroom design      and written summary (3 pages).  Be      prepared to talk about your design in class next week.
  2. Write, in your own words, a full and      complete description (give examples) of what is required for each section      of the Curriculum Activity Guide you will be using for the rest of the      semester.

 

 Class 9: October 10th

Turn In:  Present FINAL Outdoor Classroom Designs & Write Up

Turn in Curriculum Activity Guide explanation and examples – cross-check understanding of completion of Guides in class

 

Children’s Physical Development:

·        Small & Large Motor

·        Health, safety and nutrition

Homework Assignment

  1. Create/locate      2 fine motor, and      2 gross motor activities.  Vary the      topics of the activities across the areas of children’s development      addressed in class.  Write the      selected activities on Curriculum Activity Guide sheets.
  2. Locate      one children’s book related to fine motor development and one book related to gross motor      development – write a description and review of the books – this will be      explained more fully on Saturday. These assignments are due next Wednesday.

 

Saturday, October 13th  – 2ND SUPER SATURDAY:  At NIC Children’s Center - Classes 10 & 11   – 9:00 a.m. – 3:30 p.m.

  • Imbedding Early Childhood Literacy
  • Using books to support all domains of development
  • Choosing age-appropriate books
  • Reading aloud formally & informally
  • Evaluating books
  • Using books to support all domains of development       

Reading assignment for next class:  Chapters 10 & 15 of ECC

Homework Assignment:  Complete four Children’s Book Review forms for class on Wednesday

 

Class 12:  October 17th

 Turn in four Children’s Book Review forms (be prepared to discuss in class)

 Turn in 4 Physical Development Activity guides and 2 book reviews (be prepared to discuss in class)

·        Art /Aesthetics/Creativity

·        Hands-on art activities

 

 Reading assignment for next class:  read Chapters11 & 12 of ECC

Homework Assignment

  1. Create/locate      two (2) 2-dimensional and      two (2) 3-dimensional art activities.        Write the 4 selected activities on Curriculum Activity Guide      sheets. 
  2. Locate      two (2) children’s books related to art/drawing/painting/creating – write      a description and review of the books.

 

Class 13:  October 24th

Turn in 4 Art activity guides and 2 book reviews (be prepared to discuss in class)

·        Children’s Affective and Aesthetic Development

·        Creative Dramatics

·        Social Understanding

 

 Reading Assignment:  for next class, read Chapters 13 & 14 of ECC

Homework Assignment 

  1. Create/locate      2 creative-dramatic activities and 2 social understanding      activities.  Write the 4 selected      activities on Curriculum Activity Guide sheets.
  2. Locate      one (1) children’s book related to children involved in creative-dramatics      and      one (1) book related to social understanding/emotions – write a      description and review of the books.

 

Class 14:  October 31Halloween!!!  25 extra points if you come to class in COSTUME!!!

Turn in 4 Creative/Dramatic and Social Understanding activity guides and 2 book reviews (be prepared to discuss in class)

·        Movement

·        Music and rhythm

 

Homework Assignment

  1. Create/locate      2 movement, and      2 music/rhythm activities.  Vary the      topics of the activities across the areas of children’s development      addressed in class.  Write the      selected activities on Curriculum Activity Guide sheets. 
  2. Locate      one children’s book related to movement/dance/marching and one book related to      music/rhythm  – write a description      and review of the books.

 

 Class 15 – November 7th (Guest Lecturer – KMG in Atlanta)

 Turn in 2 movement and 2 music & rhythm activities and 2 book reviews (be prepared to discuss in class).

  • Children’s cognitive development
  • Children’s language development

 

Reading assignment for next week:  Re-read Chapter 9 of CYC

Homework Assignment

  1. Create/locate      1 Cognitive (knowing & thinking) activities, and 1 Language activities.  Write the selected activities on      Curriculum Activity Guide sheets. 
  2. Locate      one(1) children’s book related to children      thinking/imagining/problem-solving  and one (1) book related to      children and language(s) development       – write a description and review of the books.

 

Class 16 – November 14th

Turn in 1 Cognitive, 1 Language, 1 Creative Dramatic & 1 Socio-Dramatic Activity guide and 4 book reviews - be prepared to discuss in class. 

  • Early Childhood Math concepts
  • Math throughout the curriculum
  • Hands-on Math Activities

 

Homework Assignment

  1. Locate/create      5 math activities for each of the following groups:  infants, mobile infants, toddlers,      preschoolers, school age children.       Write the selected activities on Curriculum Activity Guide      sheets. 
  2. Locate      five books (5) - one related to math concepts or number learning for each      of the five age groups you wrote math activities for – write a      description and review of the books.

 

Last Class – November 28th

Turn in 5 Hands-on Math Activities and 5 book reviews – be prepared to discuss in class.

  • Young Children and Science
  • Science throughout the curriculum
  • Hands-on Science Activities

 

 Homework Assignment: 

  1. Locate/create 5 science activities for each of      the following groups:  infants,      mobile infants, toddlers, preschoolers, school age children.    Write the selected activities on      Curriculum Activity Guide sheets.
  2. Locate five (5) books related to      science/weather/nature/animal concepts (one for each of the age groups you      wrote science activities for) and write a description and review of the      books.

Hands-on Science activities (5) and science book reviews (5) will be due to Kathleen by Friday, December 14th

Additional Items


Division Policies


For a complete explanation of the North Idaho College Statement on Academic Honesty & Academic Integrity please ferfer to Policy 5.06 & Procedure 5.06.01: http://www.nic.edu/policy/ 

Academic Dishonesty
Violations of academic integrity involve using or attempting to use any method that enables an individual to misrepresent the quality or integrity of his or her work at North Idaho College. These violations include the following:

Cheating: using or attempting to use unauthorized materials, information, or study in any academic exercise.
Fabrication: falsifying or inventing any information or citation in an academic exercise.
Plagiarism: knowingly representing the words or ideas of another as one's own in an academic exercise.
Violation of Intellectual Property: stealing, altering, or destroying the academic work of other members of the community or the educational resources,materials, or official documents of the college. Facilitating Academic Dishonesty: knowingly helping another to attempt to violate any provisions of this policy.

Student Responsibility
As outlined in the Student Code of Conduct, all North Idaho College students have both rights and responsibilities: Please access www.nic.ferpa.StudentCode/index.htm for complete information that pertains to this subject.

North Idaho College, in compliance with the Americans with Disabilities Act of 1990 and Section 504/508 of the Rehabilitation Act of 1973, provides both services and accommodations to students who meet the guidelines provided in these acts.  For a complete description, please see:  http://www.nic.edu/policy/Section5/PL-5-13.pdf

Please contact the North Idaho College Center for Educational Access in Seiter Hall, Room 100 for assistance.  Phone:  208-769-5947

To withdraw from all courses a student must obtain a college withdrawal form from the Registrar's Office, secure the signatures of those persons indicated on the form, and return the form to the Registrar's office. No student may withdraw from the college after the final date of withdrawal from courses except for compelling and extraordinary reasons. In such circumstances a student must petition the Admissions and Academic Standards Committee for late withdrawal from college using the college withdrawal form available in the Registrar's Office.

For complete information regarding student withdrawals, please see the North Idaho College Policy 5.04.01:  http://www.nic.edu/policy/ 

Institutional Policies


Student Responsibilities

As students undertake to fulfill the obligations and duties outlined in this document, the college community of which they are a part undertakes to respect the basic freedoms of students. In recognition of students’ rights and dignity as members of the college, North Idaho College is committed to the principles found in the NIC Student Handbook.

Center for Educational Access/Disability Support Services

In compliance with the Americans with Disabilities Act of 1990 and Section 504/508 of the Rehabilitation Act of 1973, North Idaho College provides accommodations to eligible students who experience barriers in the educational setting due to learning, emotional / mental, physical, visual, or hearing disabilities.  Instructors will provide accommodations to students only after having received a Letter of Accommodation from the Center for Educational Access. 

If a student would like to request accommodations, he or she must contact the Center for Educational Access so that a Letter of Accommodation may be sent to the instructor.  Students requesting accommodations must contact the Center for Educational Access at the beginning of each semester.

Non-Payment

By registering at North Idaho College, you agree to provide payment by the due dates. You also understand that collection costs and legal fees will be added if the services of a collection agency are utilized.

If you are registered for a class and do not attend, you will still be liable for the tuition unless you drop the class.

Withdrawal

Last day for students to withdraw from semester-length classes:  http://www.nic.edu/calendar/

Instructor-Initiated Withdrawal: Instructors have the right to withdraw students for academic reasons up until the same date; in doing so, instructors must notify students through NIC e-mail within 48 hours of submitting documentation to the Registrar's office, and students have the right to appeal the instructor's decision. For more information, see the NIC Procedure: http://www.nic.edu/modules/images/websites/121/file/section5/5.04.02procedure.pdf.

Financial Aid Satisfactory Progress Policy: All withdrawals, whether for individual classes, total withdrawal from school, or instructor-initiated are not considered to be satisfactory progress for financial aid.  See the Financial Aid Satisfactory Progress Policy: http://www.nic.edu/Websites/index.asp?dpt=29&pageID=1336

Additional withdrawal information:  http://www.nic.edu/catalog

Incompletes

An incomplete is assigned only if the student has been in attendance and has done satisfactory work to within three weeks of the end of the semester (or proportional length of time for a course of less than a semester in length).  Incompletes are issued only in cases of extenuating circumstances, such as severe illness or injury.  Incompletes are not issued in cases in which the student is simply unable to complete his/her work within the specified semester or session.  If a final grade of "I" is recorded, the instructor will indicate in writing to the Registrar what the student must do to make up the deficiency.  The instructor will indicate in the written statement what permanent grade should be entered if the Incomplete is not removed by the deadline.

All incomplete grades must be removed within six weeks after the first class day of the following term, excluding the summer session.  If the Incomplete is not removed by that date, the grade reverts to the grade indicated by the instructor's written statement authorizing the incomplete.

Discrimination and Harassment

North Idaho College has a zero tolerance policy for any acts of discrimination or harassment of any kind.  For more information, please see the NIC Student Handbook, Code of Conduct Article III and Article VIII. Compliance efforts with respect to these laws and regulations are the responsibility of each member of the campus community and are under the direction of the Dean of Students Office for Student Issues (2nd floor, Edminster Student Union Building, (208) 676-7156) and the Human Resources Office (Sherman Administration Building, (208) 769-3304) for employee issues.

Institutional Statement


DROP FOR NON-PAYMENT:  By registering at North Idaho College, you agree to provide payment by the due dates. You will be dropped from classes if payment is not received by  5 p.m. Pacific Time on the third day of the semester. Students on the waitlist will be given the option to register for classes after students are dropped for non-payment.

REMOVAL FROM CLASS FOR NON-ATTENDANCE:  Attendance is based on your participation in this class. Failure to attend may result in your being removed from this class and may result in your financial aid award being reduced. You are responsible for confirming the accuracy of your attendance record.