Untitled

Web Schedules

Fall 2023
Spring 2024
Summer 2024

One Credit Courses

Fall 2023
Spring 2024
Summer 2024

No Cost Textbook/Resources Courses

Fall 2023
Spring 2024
Summer 2024

Low Cost Textbook/Resources Courses

Fall 2023
Spring 2024
Summer 2024

Course Planning by Program

2023-24

Essential Objectives

Course Syllabus


Revision Date: 30-Jul-23
 

Fall 2023 | EDU-1030-VO01 - Introduction to Early Childhood Education


Online Class

Online courses take place 100% online via Canvas, without required in-person or Zoom meetings.

Location: Online
Credits: 3 (45 hours)
Day/Times: Meets online
Semester Dates: 09-05-2023 to 12-18-2023
Last day to drop without a grade: 09-25-2023 - Refund Policy
Last day to withdraw (W grade): 11-06-2023 - Refund Policy
This course has started, please contact the offering academic center about registration

Faculty

Tricia Pawlik
View Faculty Credentials
View Faculty Statement
Hiring Coordinator for this course: Philip Crossman

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 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, including the need for cultural competence when supporting and collaborating with individuals from diverse backgrounds.
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.


Required Technology

More information on general computer and internet recommendations is available on the CCV IT Support page. https://support.ccv.edu/general/computer-recommendations/

Please see CCV's Digital Equity Statement (pg. 45) to learn more about CCV's commitment to supporting all students access the technology they need to successfully finish their courses.


Required Textbooks and Resources

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


Methods

This course will include:

- Weekly discussion boards. Students must post responses at least three times per week.

- Observations and reflections

-Assignments (e.g., Personal Philosophy Statement, Lesson Plan, Individual Professional Development Plan)


Evaluation Criteria

Grading will be calculated in the following manner:

-Discussions 40% of total grade

-Assignments 40% of total grade

-Observations and Reflections 20% of total grade


Grading Criteria

CCV Letter Grades as outlined in the Evaluation System Policy are assigned according to the following chart:

 HighLow
A+10098
A Less than 9893
A-Less than 9390
B+Less than 9088
B Less than 8883
B-Less than 8380
C+Less than 8078
C Less than 7873
C-Less than 7370
D+Less than 7068
D Less than 6863
D-Less than 6360
FLess than 60 
P10060
NPLess than 600


Weekly Schedule


Week/ModuleTopic  Readings  Assignments
 

1

Overview and History of ECE

  

Course Text:Henniger, M. (2018).Teaching young children: An introduction. (6th ed.). Upper Saddle River, NJ: Pearson.

  • Chapter 1: Overview of the Profession
  • Chapter 2: Historical Contexts

Online Resource:

  

Weekly discussion

 

2

Looking at Program Models

  

Course Text:

Henniger, M. (2018).Teaching young children: An introduction. (6th ed.). Upper Saddle River, NJ: Pearson.

  • Chapter 3: Early Childhood Program Models
  

Weekly discussion and personal philosopy draft

 

3

Exploring Early Childhood Development

  

Course Text:Henniger, M. (2018).Teaching young children: An introduction. (6th ed.). Upper Saddle River, NJ: Pearson.

  • Chapter 4: Understanding How a Child Develops and Learns
  

Weekly discussion/Observation and Reflection assignment

 

4

Play in Childhood

  

Course Text:Henniger, M. (2018).Teaching young children: An introduction. (6th ed.). Upper Saddle River, NJ: Pearson.

  • Chapter 5: Play in Childhood
  

Weekly discussion/Final philosophy statement due

 

5

Guiding young children

  

Course Text:Henniger, M. (2018).Teaching young children: An introduction. (6th ed.). Upper Saddle River, NJ: Pearson.

  • Chapter 6: Guiding Young Children
  

Weekly discussion/Observation and reflection assignment

 

6

Families, Communities and Diversity

  

Course Text:Henniger, M. (2018).Teaching young children: An introduction. (6th ed.). Upper Saddle River, NJ: Pearson.

  • Chapter 7: Working With Families and Communities
  • Chapter 8: Diversity and Young Children

Online Resources:

NAEYC: Responding to Linguistic and Cultural Diversity

  

Weekly discussion

 

7

Designing learning environments

  

Course Text:Henniger, M. (2018).Teaching young children: An introduction. (6th ed.). Upper Saddle River, NJ: Pearson.

  • Chapter 9: Planning the Physical Environment Indoors
  • Chapter 10: Planning the Physical Environment Outdoors

Online Resources:

Vermont Agency of Human Services Department of Children and Families. (2016) Child care licensing regulations: Center based child care and preschool programs. Retrieved fromhttp://dcf.vermont.gov/sites/dcf/files/CDD/Docs/Licensing/CBCCPP_Regulations_FINAL.pdf

  

Weekly discussion/Observation and Reflection assignment

 

8

Developmentally Appropriate Practice

  

Course Text:Henniger, M. (2018).Teaching young children: An introduction. (6th ed.). Upper Saddle River, NJ: Pearson.

  • Chapter 11: Developmentally Appropriate Curriculum

Online Resources:

  

Weekly discussion/Physical safe design assignment

 

9

Physical, Social and Emotional Development

  

Course Text:Henniger, M. (2018).Teaching young children: An introduction. (6th ed.). Upper Saddle River, NJ: Pearson.

  • Chapter 12: Health and Wellness
  • Chapter 13: Supporting Emotional and Social Development
  

Weekly discussion/Video reflection

 

10

Math, Science and Social Studies

  

Course Text:Henniger, M. (2018).Teaching young children: An introduction. (6th ed.). Upper Saddle River, NJ: Pearson.

  • Chapter 14: Mathematics, Science, and Social Studies Learning

Online Resources:

Jolly, Anne. (2014). STEM vs STEAM: Do the arts belong? Retrieved fromhttp://www.edweek.org/tm/articles/2014/11/18/ctq-jolly-stem-vs-steam.htmlLinks to an external site.

Mason, C. & Harris, O. (2016). Six models for early childhood STEAM. Retrieved fromhttp://www.seenmagazine.us/Articles/Article-Detail/ArticleId/5936/SIX-MODELS-FOR-EARLY-CHILDHOOD-STEAMLinks to an external site.

Vermont Agency of Education. (2015).Vermont Early Learning Standards (VELS). Retrieved fromhttp://education.vermont.gov/sites/aoe/files/documents/edu-early-education-early-learning-standards.pdf

  

Weekly discussion

 

11

Language and Literacy

  

Course Text:Henniger, M. (2018).Teaching young children: An introduction. (6th ed.). Upper Saddle River, NJ: Pearson.

  

Weekly discussion

 

12

Creative arts and Technology

  

Course Text:

Henniger, M. (2018).Teaching young children: An introduction. (6th ed.). Upper Saddle River, NJ: Pearson.

  • Chapter 16: The Creative Arts
  • Chapter 17: Technology and Young Children

Online Resources:

National Association for the Education of Young Children (NAEYC) & The Fred Rogers Center. (2012). Key messages of the NAEYC/Fred Rogers Center position statement on technology and interactive media in early childhood programs. Retrieved fromhttps://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/topics/PS_technology_WEB.pdfLinks to an external site.

Vermont Agency of Education. (2015).Vermont Early Learning Standards (VELS). Retrieved fromhttp://education.vermont.gov/sites/aoe/files/documents/edu-early-education-early-learning-standards.pdfLinks to an external site.

Boulder Journey School. (2019). Embrace technology as a language.

http://educators.boulderjourneyschool.com/technology.html

  

Weekly discussion/Lesson plan assignment due

 

13

Quality Rating Systems

  

Online Resources:

STep Ahead Recognition System Website

https://dcf.vermont.gov/cdd/providers/care/STARSLinks to an external site.

NAEYC Position on Quality Rating and Improvement Systems

https://www.virtualeduc.com/v7/resources/data/OA.2/NAEYCPosition.htm

  

Weekly discussion

 

14

Professional development

  

Online Resources:

Vermont Northern Lights Career Development Center. (2019). Core knowledge and competencies for early childhood educators. Retrieved fromhttps://northernlightsccv.org/wp-content/uploads/2018/09/CKC-Competencies-Tool-9.26.18.pdfLinks to an external site.

Vermont Northern Lights Career Development Center. (2018). Professional dispositions. Retrieved fromhttps://northernlightsccv.org/wp-content/uploads/2018/09/Professional-Dispositions-9.26.18.pdfLinks to an external site.

Vermont Northern Lights Career Development Center. (2019). IPDP (Individual Professional Develoment Plan) Fact Sheet. Retrieved fromhttps://northernlightsccv.org/wp-content/uploads/2018/09/IPDP_Fact-Sheet.pdfLinks to an external site.

TEMPLATE: Develop an Individualized Professional Development Plan (IPDP)

https://northernlightsccv.org/wp-content/uploads/2019/05/IPDP-CKA-form-5.30.19.pdf

  

Weekly discussion/Individual Professional Development Plan assignment due

 

15

Review and Reflection

  

Review of Course Learning Resources

  

Weekly discussion

 

Attendance Policy

Regular attendance and participation in classes are essential for success in and are completion requirements for courses at CCV. A student's failure to meet attendance requirements as specified in course descriptions will normally result in a non-satisfactory grade.

  • In general, missing more than 20% of a course due to absences, lateness or early departures may jeopardize a student's ability to earn a satisfactory final grade.
  • Attending an on-ground or synchronous course means a student appeared in the live classroom for at least a meaningful portion of a given class meeting. Attending an online course means a student posted a discussion forum response, completed a quiz or attempted some other academically required activity. Simply viewing a course item or module does not count as attendance.
  • Meeting the minimum attendance requirement for a course does not mean a student has satisfied the academic requirements for participation, which require students to go above and beyond simply attending a portion of the class. Faculty members will individually determine what constitutes participation in each course they teach and explain in their course descriptions how participation factors into a student's final grade.

Accessibility Services for Students with Disabilities:


CCV strives to mitigate barriers to course access for students with documented disabilities. To request accommodations, please
  1. Provide disability documentation to the Accessibility Coordinator at your academic center. https://ccv.edu/discover-resources/students-with-disabilities/
  2. Request an appointment to meet with accessibility coordinator to discuss your request and create an accommodation plan.
  3. Once created, students will share the accommodation plan with faculty. Please note, faculty cannot make disability accommodations outside of this process.


Academic Integrity


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.