Monday-Thursday 8:00 a.m. to 10:00 a.m.
Course/Catalog Description: Implementing the Texas early childhood curriculum with an emphasis on developmentally appropriate practice. The course will include the following: planning the learning environment, developing learning activities, organizing the school day, and interpreting children’s growth to parents.
Learner Outcomes: During the scope of this course, students will have the opportunity to:
National Association for the Education of Young Children (NAEYC) Standards:
Standard 1 -Promoting Child Development and Learning: Candidates use their understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for all children. As a result, candidates will:
Standard 1 will be met through class activities, chapter assignments, and exams.
Standard 2 - Building Family and Community Relationships: Candidates know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning. As a result, candidates will:
Standard 2 will be met through class activities class activities and exams.
Standard 3 - Observing, Documenting, and Assessing to Support Young Children and Families: Candidates know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence children’s development and learning. As a result, candidates will:
Standard 3 will be met through field experience, reflection journal, chapter assignments, lesson presentation, exams, and class activities.
Standard 4 - Teaching and Learning: Candidates integrate their understanding of and relationship with children and families; their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for all young children. As a result, candidates will:
Standard 4 will be met through class activities, chapter assignments, lesson presentation, and exams.
EC-4 Pedagogy and Professional Responsibilities
The following objectives will be met through class activities, chapter assignments, exams, and lesson presentations.
Domain 1 – Designing Instruction and Assessment to Promote Student Learning
Competency 001: The teacher understands human developmental processes and applies this knowledge to plan instruction and ongoing assessment that motivate students and are responsive to their developmental characteristics and needs. The beginning teacher:
Competency 002: The teacher understands student diversity and knows how to plan learning experiences and design assessments that are responsive to differences among students and that promote all students’ learning. The beginning teacher:
Competency 003: The teacher understands procedures for designing effective and coherent instruction and assessment based on appropriate learning goals and objectives.
The beginning teacher:
Competency 004: The teacher understands learning processes and factors that impact student learning and demonstrates this knowledge by planning effective, engaging instruction and appropriate assessments. The beginning teacher:
Domain II – Creating a Positive, Productive Classroom Environment
Competency 005: The teacher knows how to establish a classroom climate that fosters learning, equity, and excellence and uses this knowledge to create a physical and emotional environment that is safe and productive. The beginning teacher:
Competency 006: The teacher understands strategies for creating an organized and productive learning environment and for managing student behavior. The beginning teacher:
Domain III – Implementing Effective, Responsive Instruction and Assessment
Competency 007: The teacher understands and applies principles and strategies for communicating effectively in varied teaching and learning contexts. The beginning teacher:
Competency 008: The teacher provides instruction that actively engages students in the learning process. The beginning teacher:
Domain IV – Fulfilling Professional Roles and Responsibilities
Competence 011: The teacher understands the importance of family involvement in children’s education and knows how to interact and communicate effectively with families. The beginning teacher:
Domain I – English Language Arts and Reading
Competency 001 (Oral Language): The teacher understands the importance of oral language, knows the developmental processes of oral language, and provides children with varied opportunities to develop listening and speaking skills. The beginning teacher:
Competency 004 (Literacy Development): The teacher understands that literacy develops over time, progressing from emergent to proficient stages, and uses a variety of approaches to support the development of children’s literacy. The beginning teacher:
Domain II – Mathematics
Competency 012 (Mathematics Instruction): The teacher understands how children learn mathematical skills and uses this knowledge to plan, organize, and implement instruction and assess learning. The beginning teacher:
Domain III – Social Studies
Competency 016 (Social Science Instruction): The teacher uses social science knowledge and skills to plan, organize, and implement instruction and assess learning. The beginning teacher:
Domain IV – Science
Competency 020 (Science Instruction): The teacher uses knowledge of science content and methods to plan effective, engaging, and safe instruction and to assess learning. The beginning teacher:
Domain V – Fine Arts, Health, and Physical Education
Competency 024 (Visual Arts): The teacher understands concepts, processes, and skills
involved in the creation, appreciation, and evaluation of art and uses this knowledge to plan and implement effective art instruction. The beginning teacher:
Competency 025 (Music): The teacher understands concepts, processes, and skills involved in the creation, appreciation, and evaluation of music and uses this knowledge to plan and implement effective learning experiences in music. The beginning teacher:
Competency 027 (Physical Education): The teacher uses knowledge of the concepts, principles, skills, and practices of physical education to plan and implement effective and engaging physical education activities for young children. The beginning teacher:
I. Thematic Unit & Presentation: – 45%:
Chapter Activities = 20%
Thematic Unit Preparation, Lesson Plan, & Presentation = 25%
II. Book Talk – 10%
III. Prop Box – 25%
IV. Final Exam – 20%
Students will be required to participate in the following assignments:
***Each subject/content area will need to include the following:
Each group member will need to be involved with the planning of the activities and each group member will need to sign the activities that are turned in to me. If the activities are not specific enough or if I see any problems with the activities turned in to me, I will return them to your group with suggestions. If suggestions are made, they will need to be redone and turned in the following week. If deadlines are missed, points will be deducted. Please see course calendar for due dates.
*** An abridged (summarized) curriculum planning web will also be created and given to each class member during thematic unit presentations along with a list of books related to your unit.
Examinations (20%): There will be one scheduled exam for this course – final exam. The format for the exam will be multiple-choice. A Scantron will be required for the exam. See the calendar for the exam date.
Thematic Unit Book Talk Presentation (10%): Each student will be required to give a short, 5 minute book talk on a book related to your thematic unit. The book talk will include a brief summary of the book along with a detailed explanation of how you would use the book in your classroom. This will be an oral presentation; however, a written one-page paper will accompany your presentation. See handout.
Thematic Unit Prop Box Presentation (25%): Each group will be required to prepare one prop box including materials related to your thematic unit. Each group member will be required to create an activity plan explaining how you will use the prop box in a lesson/activity. Each group member will share their prop box activity plan during the thematic unit presentations. Remember that the purpose of a prop box is to encourage dramatic/imaginative play. Please keep this in mind when preparing the prop box and activity plan. See handout.
Thematic Unit Lesson Presentation (45%): Each group will be required to prepare a thematic unit appropriate for an early childhood classroom:
Each small group will be required to:
Each group member will be required to:
All assignments will be organized in a portfolio and turned in no later than due date on course calendar.
Class Activities/Participation: Although the course requires a thorough understanding of the readings and assignments, participation in class discussions/activities will provide the basis for learning and assessment. Most sessions will be interactive in nature and difficult to “make up” if you miss. Class participation is essential to learning. Sharing of your ideas from personal experiences working with children and your ideas from the textbook information will benefit all of us. Please be ready to participate in class discussions and small group activities.
• Although the course requires a thorough understanding of the readings and assignments, class activities will provide the basis for learning and assessment. Most sessions will be interactive in nature and difficult to "make up" if you miss. Be on time and don't leave early. Students who arrive 15 minutes after class has started or leave 15 minutes before it ends will be counted absent.
• Therefore, class attendance is crucial to successful completion of this course.
• Students enrolled at Midwestern State University should make every effort to attend all class meetings. Attendance will be graded as follows: 1 absence = - 2 points from final grade; 2 absences = additional 8 points from final grade; 3 absences= additional 10 points from final grade; 4 absences = dropped from class. For example, if you have two absences, 10 points will be deducted from your final grade. This policy applies to excused and unexcused absences; however, work cannot be made up for unexcused absences.
• In addition, after your third absence or sixth tardy, you will be administratively dropped from the course
Other Class Policies:
Please turn off all communication devices (cell phones) during class.
Please note: By enrolling in this course, the student expressly grants MSU a ‘limited right’ in all intellectual property created by the student for the purpose of this course. The ‘limited right’ shall include but shall not be limited to the right to reproduce the student’s work product in order to verify originality, authenticity, and educational purposes.