KUTZTOWN UNIVERSITY
KUTZTOWN, PENNSYLVANIA
DEPARTMENT OF ELEMENTARY EDUCATION
COLLEGE OF EDUCATION
EEU 130 – Early Childhood Development: Theories and Practices
I. COURSE DESCRIPTION
A survey course focusing on early childhood educational continuum from infancy through age nine. Consideration will be given to historical backgrounds, existing programs, and relevant research in each approach. Candidates must know and understand child development, theories of learning, and developmentally appropriate practice when working in the field of early childhood education. Emphasis will be placed upon the role and value of play, working with families, and designing effective learning environments that meet the needs of all learners. Field experiences and observations in preschool programs, day care settings, nursery schools, kindergarten and primary classrooms are an integral part of the course. (10 hours of required fieldwork in Pre-K setting) Prerequisites: PSY011 & PSY 110 3 s.h. 3 c.h
II. COURSE RATIONALE
A growing recognition of the significance of the early childhood years on the social, emotional, physical and cognitive development of children has brought a new impetus to the field, as well as a proliferation of programs. It is important to assist early childhood educators to understand what is developmentally and educationally appropriate for young children, birth through age eight, so they can implement exemplary practices in their own programs and become better caregivers. This foundation course will help achieve these goals by providing information and practices related to early childhood issues, the history of the profession, infant and toddler development and education, preschool, kindergarten, and primary programs, child care, children's special needs, cultural and diversity, parent involvement and becoming a professional.
III. COURSE OBJECTIVES
Upon successful completion of this course, the teacher candidate will be able to:
Course Objectives/Learning Outcomes / PDE / NAEYC / INTASCA. Discuss and apply early childhood theory, research analysis and practice / IA
IB / 1 / 2
4
B. Discuss social, economic and cultural diversity and implications for learning / IA
IB / 1 / 2
C. Select, plan and implement lessons based on early childhood education foundations, theory, policy, and developmentally appropriate practice. / IIB / 4b / 4
7
2
D. Demonstrate the experiences children need, from birth to age nine, to prepare them to learn, read, and succeed in school. / IA
IB
IC / 1
4b / 2
4
E. Observe and complete field experience assignments in environments that are educationally-focused, respectful, supportive and challenging for all children / IIB
IID / 3 / 8
F. Discuss and follow NAEYC’s Code of Ethics when completing field experience in early childhood classrooms. / IIB
IID / 5 / 10
G. Identify the role and value of play, games and sports in child development and learning. / IIIB / 1 / 2
H. Identify a variety of assessments appropriate for early childhood education. / ID
IID / 3 / 8
I. Identify and use strategies that create positive climates for learning which involves establishing and maintain partnerships with families. / IID / 4a / 4
10
J. Use observation and recording techniques in a variety of settings in order to understand the meaning and degree of variation and exceptionality among individuals. / ID
IB
IID / 3 / 2
8
K. Discuss and design learning environments, pre-k through grade 4, that:
· demonstrate appropriate use of indoor and outdoor physical space and materials
· connect classroom arrangement and positive learning outcomes
· inclusive for diverse learners including differences in age, developmental, culture, and linguistics
· support emotional, social, language, cognitive, physical and creative development / IIA
IIB
IIC / 1
4b / 5
L. Discuss the models that support play-based, experience-based, and project-based curriculum that integrate all areas of development. / IIB / 1
4d / 2
M. Develop curriculum that includes both planned and spontaneous experiences that are meaningful and challenging for all children that lead to positive learning outcomes and develop positive dispositions towards learning within each content area. / IIB
IIC / 4b / 1
4
N. Discuss connections between classroom materials, learning standards, and instruction. / IIC / 4c / 4
National Association for the Education of Young Children (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
Sub-Standard 4a: Connecting with children and families
Sub-Standard 4b: Using developmentally effective approaches
Sub-Standard 4c: Understanding content knowledge in early education
Standard 5: Becoming a Professional
Pennsylvania Department of Education (PDE)
I. Knowing the Content
I.A. Foundations of Early Childhood Education including: historical, philosophical, social, and cultural
I.B. Typical and atypical development of children from birth through 3rd grade including: physical, cognitive, language, social-emotional, aesthetic
I.C. Factors that influence individual development and learning of children birth through grade 3 including: pre and postnatal biological and environmental, social and cultural, health, nutrition, and safety
I.D. Curriculum models and approaches, assessment and instructional practices including: developmental and learning theory, play theory, informal and formal assessment tools, individual and group guidance behaviors, problem-solving and conflict resolution techniques
II. Performances
II.A. Managing the instructional environment
II.B. Planning and implementing developmentally appropriate curriculum and instructional practices including
II.C. Selecting, implementing and adapting effective instructional strategies, curriculum resources and technologies in collaboration with other educators to meet the needs of diverse learners including
II.D. Use informal and formal assessment strategies to plan and individualize curriculum and teaching practice including
III Professionalism
III.A. Professional organizations, professional literature, technical resources, and student organizations
III.B. Integrity and ethical behavior, professional conduct as stated in Pennsylvania’s Code of Professional Practice and Conduct for Educations; and local, state, and federal laws and regulations
INTASC Principles
1. Subject matter
2. Student learning
3. Diverse learners
4. Instructional strategies
5. Learning environments
6. Communication
7. Planning Construction
8. Assessment
9. Reflection and professional development
10. Collaboration, ethics, and relationships
B. Relationship to Conceptual Framework
ELU 130 demonstrates the following categories in the conceptual framework in the following ways:
* Content Specialization- By completing field experience, students are able to apply theory to practice with young
children by completing the child analysis portfolio.
* Professional Methodology: Students complete hands-on field
experiences, complete research in current issues in early childhood
education, and discuss diversity issues.
* Communication- Students complete oral assignments, written
assignments, and exams.
* Interpersonal Skills: Students complete small group assignments and
work directly with young children in their field experience.
* Critical Thinking: Students demonstrated critical thinking skills in
classroom discussions and written assignments.
* Scholarly Inquiry: Students research current issues in early
childhood education and class discussion.
* Reflective Wisdom: Students use reflective skills in class
discussions and written assignments.
* Integration of Discipline: Students are able to discuss field
experience and teaching strategies in class discussions.
* Cultural Awareness and Acceptance: Students are exposed to a wide
variety of diverse literature and classroom environments.
* Organization and Classroom Management: Students are shown examples
of organization and classroom management in their field experiences.
* Technology: Students complete written assignments that require the
use of technology. Professor demonstrates the integration of technology in
class lectures.
IV. ASSESSMENT
Assessments of each teacher candidate’s level of accomplishment with reference to the course objectives will be based upon a subset of the following:
· Exams
· Design learning environments
· Cooperative project on current issues in ECE
· Field experience journal
· Design and implement early childhood learning experiences
V. COURSE OUTLINE:
I. Working with Young Children
A. What is early childhood education and care
B. Role of the early childhood professional
C. NAEYC Code of Ethics
II. Historical View of Early Childhood Education
A. Historical Trends
B. Life in the 1600s
C. Education in the 1700s
D. Education in the 1800s
I. Kindergarten
E. Education in the 1900s
I. Progressive
II. Developmental
F. Modern Movements and Trends
G. Today’s Issues
III. Early Childhood Theorists
A. Psychoanalytic Theories
B. Behaviorist Theories
C. Maturational Theories
D. Contextualize Theories
E. Humanist Theories
F. Developmental Systems Theories
G. Identity Theories
H. Multiple Intelligence Theories
IV. Constructivism
A. Constructivist Theory
B. Piaget
C. Vygotsky
D. Strategies for applying constructivist theory in the classroom
V. Early Childhood Play
A. The role of play in early childhood education
B. Play in the lives of children
C. Categories of Play
VI. Developmentally Appropriate Practice
A. Defining best practice
B. The DAP Framework: Theory and Practice
VII. Models of Early Childhood
A. Early Intervention
I. Early Head Start
II. Head Start
B. High/Scope Foundation
C. The Project Approach
D. Schools of Reggio Emilia
E. Montessori Education
F. Waldorf Education
VIII. Observation
A. Observing and Recording
B. Reasons to Observe and Record
C. How to Observe and Record
D. Types of Observation and Recording Tools
IX. Early Childhood Assessment
A. Roots of Assessment
B. The Assessment of Cycle
C. Purpose of Assessment
D. Assessment Tools
E. Communication Assessment Results
I. Families
II. Colleagues
X. Infants and Toddlers: Discovery.
A. Physical development.
B. Social development.
C. Intellectual development.
D. Emotional development.
E. Infant standards
F. Toddler standards
G. Play
H. Environments
I. Curriculum planning
XI. Preschool Years: Readiness for learning.
A. History of preschool education.
B. Increasing popularity of preschools.
C. Development of the preschools.
D. Preschool play and its importance.
E. Preschool goals.
F. Selecting a good early childhood program.
G. Effective environments
H. Effectiveness of preschool programs.
I. Issues of preschool education.
J. Physical development.
K. Social development.
L. Intellectual development.
M. Emotional development.
N. Preschool standards
O. Play
XII. Kindergarten Education.
A. History and future directions.
B. Development and readiness.
C. Program of kindergarten.
D. Bilingual education.
E. The transition for children.
F. Kindergarten standards
G. Effective learning environments
H. Play
XIII. The Primary Years. (Grades 1-4th)
A. Description of primary years.
B. Significance of primary years.
C. Characteristics of a good primary teacher.
D. Issues in primary education.
E. Home schooling.
F. Future of primary education.
G. Early learning standards
H. Effective learning environments
I. Play
XIV. Early Childhood Environments
1. Indoor Environments
a. Designing
b. Age Appropriate
2. Outdoor Environments
a. Designing
b. Age Appropriate
XV. Early Childhood Curriculum
A. Readiness Skills
B. DAP
C. Planning based on observation
D. Lesson planning
E. Responsive curriculum to children’s needs
F. PA Early Learning Standards
G. Ages and Stages
XVI. Child Care
A. Popularity of childcare.
B. Types of child care programs.
C. Federally supported childcare.
D. Employer-sponsored childcare programs.
E. Sick childcare.
F. Before and after school care.
G. The nanny movement.
H. Training and certification for early childhood personnel.
I. What constitutes quality childcare?
J. Information and referral systems for child care.
K. Childcare issues.
L. Future trends in child care.
XVII. Interest and Issues.
A. Popularity of early childhood education.
B. Terminology of early childhood education.
C. Ecology of early childhood.
D. The competent child.
E. Disappearance of childhood.
F. Stress of childhood.
G. Children's rights.
H. Contemporary influences on early childhood education.
I. Public schools and early childhood.
XVIII. Awareness of Children with Special Needs.
A. Special needs children.
B. Mainstreaming and inclusion.
C. Interest in special needs children.
D. Public laws for special needs children.
E. Importance of IEP.
F. Teaching children with disabilities
G. Gifted children.
H. Children with multi-cultural heritages.
I. Involving special needs families.
XIX. Parent Involvement: Successful programs.
A. Who is parent?
B. What is family?
C. Reasons for parent involvement.
D. Parent-teacher conferences.
E. Involving single parents.
F. Bilingual/Multicultural parents.
G. Cultural
H. Diversity
I. Involving fathers.
J. Family support programs.
XX. Contemporary Issues
A. Children of poverty.
B. Child abuse and neglect.
C. Missing children.
D. Sexism and sex role stereotyping.
E. Television and its impact.
F. Humane early childhood programs.
G. Advocacy
H. Children’s rights
I. Other
XXI. Becoming a Professional.
A. Current changes in education.
B. Qualities of the early childhood education.
C. Developing a philosophy of education.
D. Role/interfacing in the community.
E. The future of teaching.
.
VI. INSTRUCTIONAL RESOURCES
Abidin, R.R. (Ed.) (1989). Early Education and Development. Brandon,
VT: Psychology Press, Inc.
Barbour, N. & Seefeldt, C. (2003) (2nd Ed.). Developing Continuity Across Preschool
and Primary Grades. Wheaton, MD: Association for Childhood Education International.
Bauch, J.P. (Ed.) (1988). Early Childhood Education in the Schools.
Washington, DC: National Education Association.
Beaty, J.J. (2005) (6th Ed.). Observing Development of the Young Child. New York: Merrill.
Bergen, D. (1998). Play as a Medium for Learning and Development.
Portsmouth, NH: Heinemann Educational Books.
Berger, E.H. (2007) (7th Ed.). Parents as Partners in Education: The School and Home
Working Together. New York: Merrill.
Berk, L.E. (2007) (6th Ed.). Infants and Children: Prenatal Through Early Childhood. Boston: Allyn and Bacon.
Black, J., Puckett, M., and Bell, M. (2008) ( 5th Ed.). The Young Child:
Development from Prebirth through Age Eight. New York: Merill.
Brazelton, T.B., M.D. (1983). Infants and Mothers: Differences in
Development. New York: Delta.
Bredekamp,S. (Ed.) (1997). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. Washington, D.C.: National Association for the Education of Young Children.
Brewer, J.A. (2007) (6th Ed.). Introduction to Early Childhood Education: Preschool through Primary Grades. Boston: Allyn and Bacon.
Bronfenbrenner, U. (1970). Two Worlds of Childhood. New York: Russell Sage Foundation.
Charlesworth, R. (2007) (7th Ed.). Understanding Child Development. New York: Delmar.
Day, B. (1994) (4th Ed.). Early Childhood Education. New York: Merrill.
Dittman, L. (Ed.) (1984). The Infants We Care For. Washington, DC: NAEYC.
Edwards, C., Gandini, L., and Forman, G. (Eds.) (1998) (2nd Ed.).
The Hundred Languages of Children. Norwood, NJ: Ablex Publishing
Elkind, D. (2001). The Hurried Child: Growing Up to Fast Too Soon. Reading Mass.: Perseus Publishing.
Elkind, D. (1987). Miseducation: Preschoolers at Risk. New York: Knopf.
Essa, E. (2006) (5th Ed.). Introduction to Early Childhood Education. Albany, NY: Delmar.
Fennimore, B. S. (1989). Child Advocacy: For Early Childhood Educators. New York: Teachers College Press.
Glencoe Division of Macmillan/McGraw Hill. (1995). Child Development.