• Introductions and Course Overview

• History and Origins of Early Childhood Education

• Introduction to the National Association for the Education of Young Children (NAEYC)

• Introduction to Developmentally Appropriate Practice (DAP)

• Read Chapter 1: History of Early Childhood Education

• Learning Tasks: Website Exploration - NAEYC About Us, DAP an Introduction, DAP with Infants and Toddlers, DAP with Preschoolers

My Pedagogic Creed

Review John Dewey's Pedagogic Creed on page 20 of your text book. (Pedagogic means relating to teaching)

Write your own pedagogic creed. List your five (5) most important beliefs about educating young children.

Week 1 Discussion: Developmentally Appropriate Classrooms

• Variations in Early Childhood Programs

• DAP in Action: What it Looks Like

• Assessing Program Quality

Read Chapter 2: Types of Programs

Learning Tasks:

1) Read the DAP Article and print/complete the mini crossword puzzle

2) View the "Building Positive Relationships" video

3) STARS is Vermont’s quality recognition system for child care, preschool, and afterschool programs. Explore the STARS resources below and review a STARS application for a program option of your choice.

4) Explore the NAEYC Early Learning Program Accreditation information on the NAEYC website.

The Interview

Part of the NAEYC accreditation process is for programs to assess what they are doing well, and what they could improve on. Family and Teaching Staff surveys can provide some great feedback. This week, conduct a phone interview with a parent or teacher from an early childhood program using the appropriate posted surveys.

Week 2 Discussion: Program Options

• Developmental Ages and Stages: Major Milestones

• Children with Diverse Abilities

• Inclusion

Read Chapter 3: Defining the Young Child

Learning Tasks:

1. Explore the network of Parent Centers serving families of children with disabilities

2.Read the article - Inclusion Tips for Teachers

3.Explore the Center for Disease Control and Prevention's new Milestones Tracker App and their free library of developmental milestones photos and videos.

Using Word Pictures

Select (2) children who are approximately the same age. (Newborn to Age 8) Using Word Pictures (pages 76-83 in your text), compare their physical, cognitive, language, social and emotional development. How are they alike? How are they different? What conclusions do you draw based on your findings?

If you are not currently working in an early childhood classroom, you may select children of friends or family members, and discuss their developmental milestones with a parent.

Week 3 Discussion

Developmental and Learning Theories

Read Chapter 4: Developmental and Learning Theories

Learning Tasks:

1. View video - Secure, Insecure, Avoidant Ambivalent Attachment in Mothers Babies

2.Watch a children's cartoon this week and consider what messages they are receiving about gender identity.

3.Review Gardner's multiple intelligences on p. 120 and consider how this might help you set up your classroom environment and plan learning activities.

4.Using the posted handout, give positive reinforcement to a child or someone you care about 5 X during the week.

Developmental Topics

Based on this week's reading in Chapter 4, complete the following:

In a concise paragraph, and in your own words, describe each of the major developmental topics and it's connection to early childhood education. Write (1) descriptive paragraph for each of the following:

1. Attachment
2. Moral Development
3. Play
4. Identity

Week 4 Discussion

• Who are the Teachers?

• Vermont's Early Childhood Professional Development System

• Core Knowledge Areas and Competencies

• Early Childhood Career Ladder

Read Chapter 5 - Teaching: A Professional Commitment

Read Article: Addressing Ethical Issues

Learning Tasks:

1) Explore the Northern Lights at CCV website and complete the posted Scavenge Hunt.

2.Explore the posted NAEYC Code of Ethical Conduct and use the document to help you with your assignment this week.

Ethical Dilemma

Use the NAEYC Code to guide your thinking and decision making in this situation “Make Sure My Child Drinks Her Milk”."

Week 5 Discussion

• Purpose of Observation

• Types of Observation

• Teaching with Intention

• Child Assessment

Read Chapter 6: Observation and Assessment of Children

Read Article: Observation-The Heart of Responsive Care

Learning Tasks:

1.View the Documenting Children's Learning video

2. Review the posted observation forms

Observation and Reflection

Using one of the sample forms as a guide, complete a narrative child observation (up to 5 minutes)

Submit a written reflection. Describe your experience, and consider any "I wonder.." questions that came up for you.

(You may use one of the posted videos if you do not have access to children this week)

Week 6 Discussion

• Child Guidance

• Classroom Strategies for Preventing Challenging Behavior

• Positive Behavior Support

Read Chapter 7: Guiding Children's Behavior

Learning Tasks:

1.Explore the Pyramid Model Overview. Watch the Practical Strategies for Teaching Social and Emotional Skills video and explore the Teaching Tools.

Midterm Assignment

Read the Article: Understanding Temperament in Infants and Toddlers

Print and complete a Temperament Continuum Handout (located in the article) on a young child that you know well, OR by interviewing a parent about their own young child.

1. Describe any of the child's temperament characteristics that could be considered as challenging in the home or classroom environment. Give examples of what this might look like.
2. Are there any prevention or intervention strategies that could be used in the home or classroom that would create a better fit, and prevent challenging behaviors? Give examples.

On the same form (in a different color) chart yourself in each category on the Temperament Continuum.

1. Describe any of your own temperament characteristics that were considered challenging by your teachers or parents when you were a child. Give examples of what this might have looked like.
2. Have there been any prevention or intervention strategies that have helped to create a better fit for you at home or school? Give examples.

Week 7 Discussion: Positive Guidance

• Family Diversity

• School-Home Partnerships

• Parent Involvement

• Communicating with Families

Read Chapter 8: Families and Teachers: Partners in Education

Learning Tasks:

1.Vermont 211 is the number to dial to find out about hundreds of important community resources, like emergency food and shelter, disability services, counseling, senior services, health care, child care, drug and alcohol programs, legal assistance, transportation agencies, educational and volunteer opportunities, and much more. Explore the Vermont 211 website.

2.In the film Our Family, children share stories about all kinds of families. Today's children come from families living in one home or two, some are being raised by one mom or one dad, or they might have two parents/caregivers or live with grandparents or other family members. Others have parents/caregivers of different ethnic backgrounds, or who are lesbian, gay, bisexual or transgender. And some children are adopted or live in blended families. This short film is a collaboration between Our Family Coalition and Not In Our Town to encourage conversation about the many diverse family constellations, to give children the opportunity to see and appreciate their own families, and to be open and respectful to those who are different from them.

3.Parents and other close family members are children's first teachers. Director Jamie Klein discusses the importance of building strong, trusting relationships with families. When early childhood administrators and teachers provide a variety of opportunities for families to become involved in classrooms and in programs, parents gain an understanding of what their children are learning, and they have the ability to extend the learning at home. View the film "Involving Families".

Relationship-Based Competencies that Support Family Engagement

Teachers, child care providers, and other professionals who teach and care for children in group settings can use this guide to learn more about the knowledge, skills, and individual practices they need to engage with parents and families. They can also use the self-assessment tools to review their progress in each competency and find areas for professional growth.

Using the Self-Assessment Tool as a guide, pick one Competency (Knowledge, Skills, or Practices) from each area that you would like to learn more about. Reflect on why your selections are important to you.

Week 8 Discussion: Communication

• Learning Environments

• Health and Safety

Active Supervision

Before completing the assignment, read through the Active Supervision Toolkit

1. Read the vignette. From the list below, identify the specific strategies used.

• Engage and Redirect
• Anticipate
• Listen
• Scan and Count
• Set up the Environment
• Position Staff

Learning Environment Resources

After exploring some of the learning environment resources, identify a new idea or action that seems important you. Include an overview of key points, why you think this is important, and how it relates to developmentally appropriate practice.

Week 9 Discussion - Behavior

• Curriculum: The Framework for Teaching and Learning

• Engaging Children's Learning

• Teaching with Intention

• Developmentally Appropriate Curriculum Models

Read Chapter 10 - Curriculum: Creating a Context for Learning

Learning Tasks:

1. Watch the posted videos - Curriculum Development: An Introduction, Learning Environments and Curriculum, So Many Ways to Learn

2.If you are an early childhood teacher in Vermont, the "Vermont Early Learning Standards" (better kown as the VELS), are your framework for curriculum and instruction. While they do not dictate how you should teach, they do guide and inform what early childhood experiences you should support, facilitate and provide; and what you should teach. VELS also inform how your curriculum and instruction should be tailored, how play can be incorporated into your curriculum and instruction, and how educational practices should be aligned with these Standards. Explore the VELS!

3.Determine and propose your Final Projects this week.

VELS Reflection

1. After exploring the VELS resources, reflect on something new that you learned.

2. How you might use the VELS in your practice as an early childhood educator?

Week 10 Discussion: Curriculum Models

• Physical Activity/Movement

• Outdoor Curriculum: Reconnecting with Nature

• Mind-Body Connection

• Playground Safety

Read Chapter 11- Planning for the Body: Physical/Motor Development in Action

Learning Tasks:

1.View the following videos related to this week's topics:

Making Health Easier: Healthy Changes Start in Preschool (3-5)

Physical Activity in the Childcare Setting (Birth-5)

Sensory Integration (Birth-6)

Motor Development and Coordination

After viewing all posted videos, review the Motor Development and Coordination section of the VELS posted above. Select an age group.

Select at least one skill for your age-group relating to each goal below.

Goal 1: Children develop strength, coordination, and control of their large muscles.

Goal 2: Children develop strength, eye-hand coordination, and control of their small or fine motor muscles.

How many different ways can you teach the skill? Brainstorm some activities/experience that you could plan. Identify if this will happen indoors or outdoors, independently or in a group, what materials you might need, etc. Be creative and let your ideas flow!

Week 11 Discussion: Physical Activity

• Cognitive Development

• STEM (science, technology, engineering and math)

• Project-Based Learning

Read Chapter 12: Planning for the Mind: Cognitive Development in Action

Learning Tasks:

1.View the posted short videos highlighting developmentally appropriate ways to introduce STEM experiences in early childhood settings.

2.Inquiry based learning (also called project-based) is an approach to learning that emphasizes the child's role in the learning process. Rather than the teacher telling children what they need to know, students are encouraged to explore the material, ask questions, and share ideas. View the posted Project-Based Learning Videos.

Assignment TBD

Week 12 Discussion: Technology

• The Development of Language and Literacy

• Fostering Language and Literacy Skills

Read Chapter 13 - Planning for the Mind: Language and Literacy Development in Action

Read the Language/Literacy section of the VELS

Learning Tasks:

1. Watch the posted "Language for Learning" videos

2. Explore the posted Language/Literacy Resources for Families

Parent Handout

After completing your reading, viewing the posted videos, and exploring the resources for families, develop a 1 page informational handout for parents about children's language and literacy development.

Week 13 Discussion: Selecting and Reading Children's Books

• Psychosocial Development

• Planning for Children's Social and Emotional Growth

• What is Emotional Intelligence?

Final Projects Due

Week 14 Discussion: Feelings

Final Projects

Your assignment this week is to view each others final projects, and add your questions or comments .