Introduction to the Young Child

Course Details

Course Number: ECED 5103  Section Number: X20

Spring 2012

Location: Ferguson Hall

Classroom Number: Internet Class

Days & Times:

Internet course



Course Attachments

Class Schedule  Spring 2012 Calendartablewebpagegraduate-20120404-135028.pdf

Textbooks

MSU Faculty Member
Leann Curry   
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Course Objectives

 

Conceptual Framework Overview

 

The outcomes for graduates of professional programs are based upon knowledge, skills, and dispositions in the following elements:

  • Learning Environment – Graduates of West College of Education (GWCOE) create challenging, supportive, and learner-centered environments in diverse settings
  • Individual Development - GWCOE demonstrate knowledge of individual differences in growth and development
  • Diverse Learners - GWCOE recognize the value and challenges of individual differences:
  • Reflection - GWCOE engage in individual and group reflection to improve practice.
  • Collaboration, Ethics, Relationships - GWCOE develop positive relationships, use collaborative processes, and behave ethically.
  • Communication - GWCOE communicate effectively both verbally and nonverbally through listening, speaking, reading, and writing.
  • Professional Development - GWCOE actively engage in continuous learning and professional development.
  • Strategies and Methods - GWCOE use a variety of instructional strategies aligned with content to actively engage diverse learners.
  • Content Knowledge - GWCOE demonstrate mastery of the content area(s) and remain current in their teaching fields.
  • Planning Process - GWCOE demonstrate effective planning as part of the instructional cycle.
  • Assessment - GWCOE demonstrate formative and summative techniques to plan, modify, and evaluate instruction.

 

 

Objectives  The learner will:

  1. explain how theories of learning will influence the teaching and practice of early childhood education. (D, CA, PP)
  2. compare and contrast the basic features of early childhood education models.(CA)
  3. explain how developmentally appropriate practice relates to classroom practice. (CA, D)
  4. analyze various methods of assessing development, learning, and behavior. (CA, D)
  5. describe the cognitive, language, and social milestones of infant and toddler development. (CA, D)
  6. explain the characteristics of preschool and primary children’s development. (D, CA)
  7. describe how play promotes children’s learning. (D, CA)
  8. examine appropriate goals, objectives, and curriculum for kindergarten programs.
  9. explain how to meet the needs of all children. (D, CA)
  10. analyze strategies for the infusion of multicultural content in early childhood programs and activities. (CA, D)
  11. develop and plan strategies to develop the knowledge and skills necessary to successfully help guide their behavior. (D, CA)
  12. describe effective parent/family collaboration programs. (D)
  13. research societal issues that affect children, families, and schools. (CA, D)

 


Course Expectations

 

Assessment

Learning Assignments [Related Chapter Assignments (CA)]- 38 points

Discussions (D)-28 points

Position Paper (PP) -34 points

 

Assignments/Grading Procedures

 

1. Learning Assignments (Related Chapter Assignments) (38 points):

Everyone will be required to complete 5 assignments related to the course. These assignments should be submitted to me (via the Web CT-Assignment Link) on or before the due date (see course outline). Please have your assignments completed by the due date. Points will be taken off for late assignments. Each assignment should be thoroughly examined using information from past experiences and the text.  They should also be free of grammatical errors, titled, and double-spaced. Please see the course calendar for specific due dates and assignments. These assignments will be the basis for class activities and discussions. Each assignment is worth the following: Learning Assignment #1= 3 points, Learning Assignment #2= 3 points, Learning Assignment #3= 6 points, Learning Assignment #4=8 points, and Learning Assignment #5=18 points. See Learning Assignment Instructions Icon on Web CT.

 

 

2. Web CT Online Discussions (28 points):

Each student will be required to participate in online discussions related to the text and additional course materials. Using Web CT, students will be required to post to each discussion board at least 6 times. See course calendar for actual dates. Online responses should be done throughout the week which allows you to interact with your peers more effectively. Posting all of your discussion responses on the same day is unacceptable. The discussion board should read like an online conversation, so each student should begin their posts immediately to allow other students adequate time to respond to your posts. Specific directions will be given with each discussion assignment.  Responses should reflect information related to the text/course materials and provide insight into your thoughts and concerns regarding the topic or issue presented (e.g. personal stories, experiences, opinions, quotes from the book, theorists, etc…). One word responses and incomplete answers are unacceptable. Make sure your posts push the discussion forward. “Good point, Tom!” is an example of a less desirable post. A more desirable response would be: “I agree, Tom. Our text does support…… Piaget’s theory of Cognitive development states that…At my daycare I saw an example of….” Students will be required to participate in 8 online discussions.  Please see the course calendar for online discussion dates and topics. Each discussion will be worth 3.5 points.

 

3. Position Paper (34 points): This course is a dual listed course meaning that some participants are taking this course as a graduate course.  Graduate students will be required to complete one position paper using the criteria below. More information will be given during our face-to-face meeting. Please see the course calendar for due dates.

 

Position Paper

  1. Issue Criteria-(4 points)
    1. Real issue, related to early childhood education, with genuine controversy & uncertainty
    2. Distinctly identifies two positions

 

  1. Organization/Content- (27 points)
    1. Introduction (8 points)
      1. Introduces topic and establishes audience
      2. Provides background on the topic
      3. Asserts the thesis (your viewpoint)

 

  1. Counter Argument (6 points)
    1. Summarizes the counterclaims
    2. Provides supporting information for counterclaims
    3. Refutes the counterclaims
    4. Gives evidence for argument
      1. includes at least 5 credible sources to support your argument
      2. Each source used is cited
  2. Your Argument (6 points)
    1. Includes at least three assertions to justify your argument
    2. Each assertion is supported by research
    3. Assertions include your opinion
  3. Conclusion (7 points)
    1. Restates argument
    2. Provides plan of action

 

  1. Editing- (3 points)
    1. Spelling
    2. Grammar & Syntax
    3. Vocabulary

Grading Standards

 

Assignments/Grading Procedures

 

1. Learning Assignments (Related Chapter Assignments) (38 points):

Everyone will be required to complete 5 assignments related to the course. These assignments should be submitted to me (via the Web CT-Assignment Link) on or before the due date (see course outline). Please have your assignments completed by the due date. Points will be taken off for late assignments. Each assignment should be thoroughly examined using information from past experiences and the text.  They should also be free of grammatical errors, titled, and double-spaced. Please see the course calendar for specific due dates and assignments. These assignments will be the basis for class activities and discussions. Each assignment is worth the following: Learning Assignment #1= 3 points, Learning Assignment #2= 3 points, Learning Assignment #3= 6 points, Learning Assignment #4=8 points, and Learning Assignment #5=18 points. See Learning Assignment Instructions Icon on Web CT.

 

 

2. Web CT Online Discussions (28 points):

Each student will be required to participate in online discussions related to the text and additional course materials. Using Web CT, students will be required to post to each discussion board at least 6 times. See course calendar for actual dates. Online responses should be done throughout the week which allows you to interact with your peers more effectively. Posting all of your discussion responses on the same day is unacceptable. The discussion board should read like an online conversation, so each student should begin their posts immediately to allow other students adequate time to respond to your posts. Specific directions will be given with each discussion assignment.  Responses should reflect information related to the text/course materials and provide insight into your thoughts and concerns regarding the topic or issue presented (e.g. personal stories, experiences, opinions, quotes from the book, theorists, etc…). One word responses and incomplete answers are unacceptable. Make sure your posts push the discussion forward. “Good point, Tom!” is an example of a less desirable post. A more desirable response would be: “I agree, Tom. Our text does support…… Piaget’s theory of Cognitive development states that…At my daycare I saw an example of….” Students will be required to participate in 8 online discussions.  Please see the course calendar for online discussion dates and topics. Each discussion will be worth 3.5 points.

 

3. Position Paper (34 points): This course is a dual listed course meaning that some participants are taking this course as a graduate course.  Graduate students will be required to complete one position paper using the criteria below. More information will be given during our face-to-face meeting. Please see the course calendar for due dates.

 


Final Exam5/7/2012  all day

Submission Format Policy

Assignments/Submission Format and Policy

1. Learning Assignments (Related Chapter Assignments) (38 points):
Everyone will be required to complete 5 assignments related to the course. These assignments should be submitted to me (via the Web CT-Assignment Link) on or before the due date (see course outline). Please have your assignments completed by the due date. Points will be taken off for late assignments. Each assignment should be thoroughly examined using information from past experiences and the text.  They should also be free of grammatical errors, titled, and double-spaced. Please see the course calendar for specific due dates and assignments. These assignments will be the basis for class activities and discussions. Each assignment is worth the following: Learning Assignment #1= 3 points, Learning Assignment #2= 3 points, Learning Assignment #3= 6 points, Learning Assignment #4=8 points, and Learning Assignment #5=18 points. See Learning Assignment Instructions Icon on Web CT.


2. Web CT Online Discussions (28 points):
Each student will be required to participate in online discussions related to the text and additional course materials. Using Web CT, students will be required to post to each discussion board at least 6 times. See course calendar for actual dates. Most discussions will last for two weeks (see course outline). Each discussion will begin on a Monday and end on a Sunday. Online responses should be done throughout the week which allows you to interact with your peers more effectively. Posting all of your discussion responses on the same day is unacceptable. The discussion board should read like an online conversation, so each student should begin their posts no later than the first Wednesday to allow other students adequate time to respond to your posts. Specific directions will be given with each discussion assignment.  Responses should reflect information related to the text/course materials and provide insight into your thoughts and concerns regarding the topic or issue presented (e.g. personal stories, experiences, opinions, quotes from the book, theorists, etc…). One word responses and incomplete answers are unacceptable. Make sure your posts push the discussion forward. “Good point, Tom!” is an example of a less desirable post. A more desirable response would be: “I agree, Tom. Our text does support…… Piaget’s theory of Cognitive development states that…At my daycare I saw an example of….” Students will be required to participate in 8 online discussions.  Please see the course calendar for online discussion dates and topics. Each discussion will be worth 3.5 points.


3. Position Paper (34 points): This course is a dual listed course meaning that some participants are taking this course as a graduate course.  Graduate students will be required to complete one position paper using the criteria below. More information will be given during our face-to-face meeting. Please see the course calendar for due dates. The position paper will be submitted online through Web CT.

Position Paper
I. Issue Criteria-(4 points)
 a. Real issue, related to early childhood education, with genuine controversy & uncertainty
 b. Distinctly identifies two positions

II. Organization/Content- (8 points)
 a. Introduction
  i. Introduces topic and establishes audience
  ii. Provides background on the topic
  iii. Asserts the thesis (your viewpoint)

 b. Counter Argument
  i. Summarizes the counterclaims
  ii. Provides supporting information for counterclaims
  iii. Refutes the counterclaims
  iv. Gives evidence for argument
   1. includes at least 5 credible sources to support your argument
   2. Each source used is cited
 c. Your Argument
  i. Includes at least three assertions to justify your argument
  ii. Each assertion is supported by research
  iii. Assertions include your opinion
 d. Conclusion
  i. Restates argument
  ii. Provides plan of action

III. Editing- (3 points)
 a. Spelling
 b. Grammar & Syntax
 c. Vocabulary



Note: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance.

Late Paper Policy

Assignments must be submitted on time to receive full credit. All assignments must be turned in no later than one week past the deadline. Points will be deducted for late assignments. Assignments turned in more than two weeks after the deadline will not be accepted.


Plagiarism Policy Plagiarism is the use of someone else's thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in "Works Cited")-whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.

Student Honor Creed

As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so."

As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception. Thus, We, the Students of Midwestern State University, resolve to uphold the honor of the University by affirming our commitment to complete academic honesty. We resolve not only to be honest but also to hold our peers accountable for complete honesty in all university matters. We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one's own, work or ideas which are not entirely one's own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student. We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed. Written and adopted by the 2002-2003 MSU Student Senate.

Students with Disabilities The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Disability Support Services in Room 168 of the Clark Student Center, 397-4140.

Safe Zones Statement The professor considers this classroom to be a place where you will be treated with respect as a human being - regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, political beliefs, age, or ability. Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the professor's expectation that ALL students consider the classroom a safe environment.

Contacting your Instructor All instructors in the Department have voicemail in their offices and MWSU e-mail addresses. Make sure you add your instructor's phone number and e-mail address to both email and cell phone lists of contacts.

Attendance Requirements

 

Participation Policy (Read Welcome Letter on Course Content Page —Web CT)

 

  • Although the course requires a thorough understanding of the readings and assignments, online discussions will provide the basis for learning and assessment.
  • Because of the absence of in class collaboration and face-to-face communications, participation in the discussion boards is crucial to the successful completion of this course.

 


Other Policies

 

Participation Policy (Read Welcome Letter on Course Content Page —Web CT)

 

  • Although the course requires a thorough understanding of the readings and assignments, online discussions will provide the basis for learning and assessment.
  • Because of the absence of in class collaboration and face-to-face communications, participation in the discussion boards is crucial to the successful completion of this course.

 

 

Plagiarism Statement

“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.” (from Student Handbook)

 


Writing Proficiency Requirement All students seeking a Bachelor's degree from Midwestern State University must satisfy a writing proficiency requirement once they've 1) passed English 1113 and English 1123 and 2) earned 60 hours. You may meet this requirement by passing either the Writing Proficiency Exam or English 2113. Please keep in mind that, once you've earned over 90 hours, you lose the opportunity to take the $25 exam and have no option but to enroll in the three-credit hour course. If you have any questions about the exam, visit the Writing Proficiency Office website at http://academics.mwsu.edu/wpr, or call 397-4131.

Calendar AttachmentCourse Outline-spring 2012Intro-20120813-102038.htm