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Web Schedule Fall 2018

Revision Date: 12-Jul-18

EDU-1030-VG01 - Introduction to Early Childhood Education

Synonym: 179320
Location: Bennington
Credits: 3 (45 hours)
Day/Times: Thursday, 06:00P - 08:45P
Semester Dates: 09-06-2018 to 12-13-2018
Last day to drop without a grade: 09-24-2018 - Refund Policy
Last day to withdraw (W grade): 11-05-2018 - Refund Policy
Faculty: Alyson Grzyb | View Faculty Credentials
This course has started, please contact the offering academic center about registration

Comments: no class 11/22

Browse the Moodle Site for this class.

Course Description:

This course is an overview of early childhood education and the ways in which early childhood experiences can enhance the development of the whole child. Students will examine the provision of early education and services for children from conception to age eight. Topics include child development, national and state standards, curriculum development, early intervention, regulation, and career exploration.

Essential Objectives:

1. Discuss the cultural, historical, and philosophical evolution of early childhood education.
2. Explore early education programs in the context of family and community relationships.
3. Understand the theories of child development and how they relate to the implementation of Developmentally Appropriate Practices (DAP).
4. Discuss national and state standards for the provision of education to young children and how early childhood education programs meet these standards (VELS & NAEYC for children and professionals).
5. Review the elements of early childhood education curricula, the theoretical framework for different approaches to what is taught, and the pedagogy of inclusion and universal design.
6. Analyze evidence-based research on effective models of early education.
7. Examine the early intervention system and the provision of services to support the development of children with diverse abilities and/or affected by trauma.
8. Discuss the regulation of programs, staff, and facilities to ensure health and safety, including the role of the state in policy development and regulation enforcement.
9. Explore careers in the field of early childhood education, the NAEYC Code of Conduct, and dispositions required for work in the field.


 This class will incorporate the following instructional approaches:

  • lecture and whole group discussion
  • small group projects and discussions
  • reading assignments
  • writing assignments, both formal and informal
  • video viewing and live observations, and
  • reflection


Accomplishment of course objectives will be evaluated on the basis of:

·       Attendance and class participation 15%

·       Observations and reflections 30%

·       In class journal assignments 10%

·        Written assignments (philosophy statement, lesson plans, classroom design) 30%

·       Final project - position paper 15%


Grading Criteria:

 A+ 97-100, exceptional work

A 93-96, excellent work

A- 90-92, great work

B+ 87-89, very good work

B 83-86, good work

B- 80-82, decent work

C+ 77-79, satisfactory work

C 73-76, mediocre work

C- 70-72, meets the minimum expectations

D 60-69, unsatisfactory work

F 0-59, does not meet expectations of the class


Fall 2018 textbook data will be available on June 4. On that date a link will be available below that will take you to eCampus, CCV's bookstore. The information provided there will be for this course only. Please see this page for more information regarding the purchase of textbooks.

The last day to use a Financial Aid advance to purchase textbooks is the 3rd Tuesday of the semester. See your financial aid counselor at your academic center if you have any questions.

Contact Faculty:

Email: Alyson Grzyb
Hiring Coordinator for this course: Jeanette Jenkins


 Week 1 – September 6


·      Get to know each other – pair share

·      What do we already know about early childhood education?

·      What do we want to know about early childhood education?

·      Essentials of Early Care and Education

·      Journal reflections

·      Review syllabus and assignments


·      Read Chapter 2

·      Answer question in moodle and comment on others

·      Write a Personal Educational Philosophy Statement (5-7 paragraphs) – see Moodle for examples and suggestions


Week 2 – September 13

Historical Context

·      Pair/small group work on personal educational philosophy statements

·      Historical figures

·      Historical events



·      Read Chapter 3

·      Re-write Personal Educational Philosophy Statement after feedback from peers – due September 20


Week 3 – September 20

Early Childhood Program Models

·      Montessori

·      High Scope

·      Waldorf

·      Bank Street

·      Reggio Emilia

·      Journal reflections


·      Read Chapter 4

·      Make plans for first observation


Week 4 – September 27

Understanding how children develop and learn

·      Major contributors to learning theories

·      Stages of development

·      Journal reflections


·      Read Chapter 5

·      Observation & reflection paper due Oct. 4


Week 5 – October 4


·      What is play?

·      Importance of play

·      Facilitation of play

·      Journal reflections


·      Read Chapter 6


Week 6 – October 11


·      Meaning and importance of guidance

·      Types of guidance & when to use them

·      Journal reflections


·      Read Chapter 7


Week 7 – October 18

Working with Families and Communities

·      Types of families

·      Building relationships

·      Engaging families

·      Connecting with the community

·      Journal reflections


·      Read Chapter 8

·      Propose a final project plan



Week 8 – October 25


·      Culture, values, and beliefs

·      Similarities and differences

·      Exposure and social justice

·      Journal reflections


·      Read Chapter 9

·      Classroom design project due November 1


Week 9 – November 1

Indoor Environment

·      What should be considered?  What would you expect to see?

·      Differences by age group

·      Safety

·      Environment as a third teacher

·      Journal reflections


·      Reach Chapter 10

·      Observation & reflection paper due November 8


Week 10 – November 8

Outdoor Environment

·      Importance of outdoor experiences

·      What should be considered?  What would you expect to see?

·      Difference by age group

·      Safety & supervision

·      Journal reflections


·      Read Chapter 11

·      Observation & reflection paper due November 15


Week 11 – November 15

Developmentally Appropriate Curriculum and Activity Planning

·      Children’s needs and interests

·      Observations and assessments

·      Planning lessons

·      Journal reflections


·      Write a lesson plan due November 29

·      Read Chapters 12 & 13


Week 12 - November 22 – Thanksgiving  ***ONLINE ASSIGNMENTS THIS WEEK***

Health, Wellness, and Social-Emotional Development

·      Importance of physical movement

·      Importance of healthy practices

·      Safety

·      Dealing with feelings

·      Stress

·      Journal reflections


·      Read Chapters 14 & 17


Week 13 – November 29

Math, Science, Social Studies and Technology

·      Math, science and social studies for young children

·      Vermont Early Learning Standards

·      Screen time

·      Journal reflections


·      Read Chapters 15 & 16

·      Work on final projects


Week 14 – December 6

Language, Literacy, and the Creative Arts

·      Language and literacy studies for young children

·      Process versus product

·      Visual arts, music, and drama and dance

·      Journal reflections


·      Complete final projects – due May 2


Week 15 – December 13

Final Projects


·      Presentation of final projects

·      What did we learn?

Please note: In order to receive accommodations for disabilities in this course, students must make an appointment to see the Americans with Disabilities Coordinator in their site and bring documentation with them.

Academic Honesty: CCV has a commitment to honesty and excellence in academic work and expects the same from all students. Academic dishonesty, or cheating, can occur whenever you present -as your own work- something that you did not do. You can also be guilty of cheating if you help someone else cheat. Being unaware of what constitutes academic dishonesty (such as knowing what plagiarism is) does not absolve a student of the responsibility to be honest in his/her academic work. Academic dishonesty is taken very seriously and may lead to dismissal from the College.

Course description details subject to change. Please refer to this document frequently.

To check on space availability, choose Search for Classes.

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