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Course Planning by Program

2024-25

Essential Objectives

Course Syllabus

Revision Date: 05-Jan-24

Spring 2024 | 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: 01-23-2024 to 05-06-2024
Last day to drop without a grade: 02-11-2024 - Refund Policy
Last day to withdraw (W grade): 03-24-2024 - Refund Policy
This course has started, please contact the offering academic center about registration

Faculty

Anne Demars
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

EDU-1030-VO01 Link to Textbooks/Resources Information for this course in eCampus.

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

The class format for this class will be a combination of discussion boards, quizzes and written assignments. This course will be asynchronous. This means that our class will not be happening at the same time. You can create your own schedule of when to do your reading and assignments which will be outlined weekly in the modules.

The use of generative AI is not allowed in this course, with the exception of spellcheck, grammar check and similar tools. This course rests in the value of students engaging in the learning process without relying on AI-generated content. Students will develop critical thinking and problem-solving skills independently, owning their learning journey from start to finish. If you use these tools, your actions would be considered academically dishonest and a violation of CCV’s Academic Integrity Policy.

If you have questions about the course or any of the content, please do not hesitate to email.

Evaluation Criteria

All assignments are due on the due date specified in our class. If you turn an assignment in late you will have points deducted. Since we are online, it is important that you get your assignments done in a timely manner so that you can stay on track and not get behind! A 10% late penalty will be applied each day an assignment is late.

Grading Criteria

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

High Low

A+ 100 98

A Less than 98 93

A- Less than 93 90

B+ Less than 90 88

B Less than 88 83

B- Less than 83 80

C+ Less than 80 78

C Less than 78 73

C- Less than 73 70

D+ Less than 70 68

D Less than 68 63

D- Less than 63 60

F Less than 60

P 100 60

NP Less than 60 0

Weekly Schedule

Week/Module	Topic	Readings	Assignments

1	Get to know each other and our interest in Early Education. Tasks of an Early Educator What is developmentally Appropriate Practice (DAP) Working with Families and as part of a team Qualities that make a Good Teacher of Young Children Attitudes toward Diversity The impact of life experiences	Read Chapter One,Who am I in the Lives of Children? by Stephanie Feeney, Eva Moravcik, Sherry Nolte	Two Discussion Forums: Getting to Know Each Other and Description of a Teacher Chapter One quiz (due date is in two weeks since some students may still be waiting for their textbook)

2	Types of Programs for Young Children (ages birth to five) Center-based education and care vs. home-based education and care Programs for Children Ages Five to Eight years old Programs for children that have diverse abilities Early intervention Program Accountability Educational Standards	Read Chapter Two,Who am I in the Lives of Children? by Stephanie Feeney, Eva Moravcik, Sherry Nolte	Discussion forum, Early Childhood Experiences WatchThe Promise of Preschool with John Merrow Explore regulations and guidelines for Early Education assignment about early intervention and special education for young learners

3	History of Early Education The origins of early childhood education The Renaissance and the Reformation The Age of Enlightenment The Industrial Revolution Educational Movements that shaped the field of early education Three European Approaches (Montessori, Waldorf, and The Reggio Emilia Approach) Child Care in the United States	Read Chapter Three,Who am I in the Lives of Children? by Stephanie Feeney, Eva Moravcik, Sherry Nolte	Discussion forum -Explore three European Approaches assignment Origins of Child Care in the United States and Child Care in Times of National Emergency Chapter Three Quiz

4	Why study Child Development Principles of Child Development Heredity and Environment Theories of Development Development of the Whole Child	Read Chapter Four,Who am I in the Lives of Children? by Stephanie Feeney, Eva Moravcik, Sherry Nolte	Discussion Forum- Your Developmental Milestones Getting to know Theorists of Childhood Development Chapter Four Quiz

5	Observing and Assessing Young Children The purpose of assessment authentic assessment Standardized Assessments	Read Chapter Five, Who am I in the Lives of Children? by Stephanie Feeney, Eva Moravcik, Sherry Nolte	Observe a Child Assignment

6	The Foundation of Child Guidance Relationships Honoring and understanding differences Social and Emotional Intelligence Self-Identity and Resiliency Guidelines for Behavior and Managing Inappropriate Behavior Classroom Climate	Read Chapter Six,Who am I in the Lives of Children? by Stephanie Feeney, Eva Moravcik, Sherry Nolte	Discussion Forum- Impact of Relationships Communication is a Powerful Guidance Tool assignment Bullying Assignment Chapter Six Quiz

7	Why Study Safety, Health, and Well-Being? Safe Places for Children Safe indoor and outdoor environments practices that promote safety Following Healthy Routines Help Children Learn to be Healthy Well-Being The importance of Touch Good transitions that support well-being Supporting Children during Times of Crisis	Read Chapter Seven ,Who am I in the Lives of Children? by Stephanie Feeney, Eva Moravcik, Sherry Nolte	Discussion Forum- How are you taking care of yourself? Supporting children in crisis and those that have experienced trauma assignment Chapter Seven True/False Quiz

8	The Learning Environment The indoor and outdoor learning environment Different aged students need Different Environments/Settings The Daily Schedule	Read Chapters Eight,Who am I in the Lives of Children? by Stephanie Feeney, Eva Moravcik, Sherry Nolte	Discussion Forum- Your favorite childhood place Build your dream Outdoor Learning Environment for Young Children assignment Learning Spaces for Infants assignment Reflect about a Learning Environment assignment Chapter Eight Quiz

9	Understanding and Supporting Play	Read Chapter Nine, Who am I in the Lives of Children?by Stephanie Feeney, Eva Moravcik, Sherry Nolte	Discussion Forum- Your Play in Younger Years! Gender-Stereotyped Play assignment Chapter Nine Quiz

10	What is Curriculum? The Physical Development Curriculum The Communication Curriculum The Creative Arts Curriculum The Inquiry Curriculum	Read Chapter Ten,Who am I in the Lives of Children? by Stephanie Feeney, Eva Moravcik, Sherry Nolte	Discussion Forum- Share a Topic Idea with Others Anti-bias Curriculum assignment Chapter Ten Quiz

11	Why Teachers Plan What can influence planning What Goes into a plan? Writing Plans	Read Chapter Eleven (second half),Who am I in the Lives of Children?by Stephanie Feeney, Eva Moravcik, Sherry Nolte	Discussion Forum- The importance of planning and integrating curriculum The Word UP! assignment Learning Intent assignment

12	Including all Children Dual Language Learners Children with Disabilities Working with Families of Children with Disabilities	Read Chapter Twelve (the first half),Who am I in the Lives of Children? by Stephanie Feeney, Eva Moravcik, Sherry Nolte	Discussion Forum- Reflect upon your own Abilities Meaningful Inclusion in Early Education assignment Chapter Twelve Quiz

13	Children with other Special Needs (not covered in first half of Chapter Twelve) Children Who have been Abused or Neglected Children with Acute or Chronic Health Conditions	Read Chapter Twelve (second half),Who am I in the Lives of Children?by Stephanie Feeney, Eva Moravcik, Sherry Nolte	Discussion Forum- Who with diverse abilities has inspired you? Children that have been abused or neglected assignment Last Quiz! Chapter Twelve Quiz

14	Understanding Families/Understanding Yourself Building Relationships with Families and Engaging Families in your program Supporting Families	Read Chapter Thirteen, Who am I in the Lives of Children?by Stephanie Feeney, Eva Moravcik, Sherry Nolte	Discussion Forum-Understanding Families/Understanding Yourself Building Relationships with Families assignment Family Diversity assignment The Brain on Poverty assignment

15	Current Realities in Early Education Becoming a Professional	Read Chapter Fourteen,Who am I in the Lives of Children?by Stephanie Feeney, Eva Moravcik, Sherry Nolte	Code of Ethics assignment

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

Provide disability documentation to the Accessibility Coordinator at your academic center. https://ccv.edu/discover-resources/students-with-disabilities/
Request an appointment to meet with accessibility coordinator to discuss your request and create an accommodation plan.
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.