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Web Schedule Fall 2020

Revision Date: 12-Oct-20

EDU-1030-VO04Y - Introduction to Early Childhood Education

Online Class

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

Synonym: 203920
Location: Online
Credits: 3 (45 hours)
Day/Times: Meets online
Semester Dates: 11-03-2020 to 12-21-2020
Last day to drop without a grade: 11-12-2020 - Refund Policy
Last day to withdraw (W grade): 12-01-2020 - Refund Policy
Faculty: Tricia Pawlik-York | View Faculty Credentials
This section is waitlisted. Please contact your nearest center for availability..

Browse the Canvas 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 course will be taught using a combinations of:

* Weekly discussion board forums

* Assignments

* Observations and Reflections

* Critical thinking skills

Evaluation Criteria:

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

Weekly discussion board forums 40%

Course Assignments: 40%

Observations and Reflections 20%

Grading Criteria:

These are letter grade criteria that you have entered. They will be formatted as they appear below, in the finished course description.


A The student has an excellent command of all course objectives, as indicated by high levels of performance in all the domains (excellent written assignments, consistently informed and interested in class discussion, steady progress and high quality work) and has gone beyond the minimum acceptable performance with creative, critical and thorough work.

B The student has mastered all course objectives as indicated by very good performance in all domains. While the objectives have been well achieved, it may be the case that the performance across the domains is not consistent, that is, one area may show an acceptable level of mastery where the others show superlative work. Students earning this grade have demonstrated achievement of the objectives through performance that is generally complete and thorough. Because of omissions or inconsistency the student's work does not achieve the level required for the grade of A, nonetheless, the student has made steady, paced progress in achieving the objectives.

C The student has achieved or mostly achieved the objectives. This level of mastery indicates that the student has knowledge, but not expertise. Performance across the domains may be inconsistent, with no domain being of outstanding quality. Written assignments have most of the essential content required, but are lacking in depth, analysis or presentation. Some work is missing.

D The student has not achieved all the course objectives in a satisfactory manner. This level indicates the student's marginal knowledge of the content. Performance across the domains is inconsistent through there is evidence of effort. Written assignments have some of the required content but are not complete.

F The student has not achieved the course objectives as indicated by poor or deficient performance in all domains. The student has failed to meet the grading criteria listed above.


Fall 2020 textbook data will be available on July 6. 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.

EDU-1030-VO04Y 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: Patricia Pawlik-York
Hiring Coordinator for this course: Philip Crossman

Notes: I can be reached via email at

Attendance Policy:

Students should be regularly logging into this online class. Participation and strong engagement in the online classroom are essential components of a student's success in college and are completion requirements for courses at CCV. Students must complete all assignments in a timely manner and participate in discussion boards at least three times weekly on different days.


November 3-December 21, 2020

Course Outline and Weekly Objectives

· Students will:

  • Be introduced to the important aspects of early childhood care and education including sources of funding, roles, responsibilities, the NAEYC code of ethics, the skills needed for teachers of young children, and the training and professional development typically required of early childhood educators. Examine the historical roots of current practice by exploring the people (Comenius, Rousseau, Pestlozzi, Froebel, Montessori, McMillan, Vygotsky, Freud, Piaget, Dewey, Erikson, Maslow, and Bloom and more recent contributors such as Weikart, Katz, Frost, and Derman-Sparks) and the social/political events of the past (Child Study Movement, the Great Depression, World War II, The Launching of Sputnik, The War on Poverty, NCLB, and the Race to the Top Early Learning Challenge) that have shaped the field of early care and education.
  • · Examine five specific education models (The Montessori Program, The High/Scope Curriculum Model, Waldorf Education, The Bank Street Model, and The Reggio Emilia Program) and consider how the key elements of early childhood programs are reflected in the various approaches to early childhood education.
  • · Be introduced to developmentally appropriate practice (DAP), how it is informed by the field’s understanding of typical child development, and how it is guided by research and by the theorists in our field. Reflect on NAEYC’s 10 effective DAP strategies and consider how teachers are able to meet the diverse needs and interests of the children in our care no matter what the setting.
  • · Examine the concept, definition, and theories of play and consider its purpose in relation to child development. Learn about the theorists that have shaped current understanding of play as both cognitive and social including Froebel, Dewey, Erikson, Bruner, Vygotsky, and Elkind. Explore the benefits of play across developmental domains and discuss the teacher’s role in preparing for and facilitating quality play experiences.
  • · Examine several guidance applications and consider how to approach supporting child development in a way that preserves children’s sense of control over the environment while also helping children to develop the skills necessary to function in a community. Observe and reflect on teacher practices that sensitively guide the social and emotional development of children and support those that have experienced trauma.
  • · Be introduced to NAEYC’s statement on Responding to Linguistic and Cultural Diversity and to the Strengthening Families Framework and consider strategies for how to engage families and create early childhood learning environments that reflect and celebrate the diversity of the families that they serve. Examine the principles and practices that support their working effectively with children and families including integrating curriculum for individuals with special needs, collaborating with other professionals, connecting to early intervention services to support the development of children with diverse abilities, and using gender inclusive language and learning materials. Examine their own and others’ diverse identities, attitudes, and biases that shape their understanding.
  • · Focus on the intentional design of the early childhood indoor and outdoor physical spaces including an exploration of center-based early childhood programs and a discussion of developmental considerations made for infant/toddler/preschool/kindergarten/primary environments. Reflect on their legal responsibility to ensure that classrooms are safe and engaging through review and discussion of the Vermont State Child Care Licensing Regulations.
  • · Review NAEYC’s statement of Developmentally Appropriate Practice and discuss how it relates to the curriculum implementation cycle and to the guiding principles and purpose of the Vermont Early Learning Standards. Examine the practice and purpose of informal and formal observation and consider strategies for documenting observations in a way that moves teachers toward child-centered curriculum development, assessment, and relationship building.
  • · Discuss the teacher’s responsibility as a role model for good health and explore the practices that they can use in the classroom to support healthy physical development. Reflect on each level of the Center of the Social and Emotional Foundations for Early Learning’s pyramid model and examine the strategies that can be used within each for promoting social and emotional competence. Make connection to the Vermont Early Learning Standards.
  • · Focus on the idea of Math, Science, and Social Studies as "the cognitive curriculum". Analyze articles on STEM/STEAM in early childhood considering how art fits into a "cognitive curriculum" and discuss how STEAM relates to DAP and what it might look like to explore these concepts with young children. Make connections to the Vermont Early Learning Standards.
  • · Examine the theoretical perspectives on how children learn language (the behaviorists view, the maturationist theory, the interactionist theory, and the neural network view). Consider how the International Reading Association and the NAEYC and the Common Core standards for English language learning can inform the creation of language rich environments and learning opportunities. Discuss strategies and practices that support language learning and reflect on the individual and cultural considerations teachers need to keep in mind when designing language and literacy experiences for children. Make connections to the Vermont Early Learning Standards.
  • · Review the key messages of NAEYC and the Fred Rogers Center’s position statement on technology and interactive media in early childhood programs. Examine the key characteristics of creativity and analyze whether or not the use of technology in the classroom supports development of creativity. Reflect back on our past discussions about the value of play and those on STEM and STEAM and the development of "21st century skills." Make connections to the Vermont Early Learning Standards.
  • Review the NAEYC Position on Quality Rating and Improvement Systems and reflect on their beliefs about the systems as an indicator of early childhood program quality. Review and examine the Vermont Step Ahead Recognition System (STARS) application and discuss their experience with the state system and their understanding of the role it plays in holding programs accountable for providing quality care and education.
  • Reflect on and assess their skills and knowledge, considering what areas of growth they might benefit from focusing on in their continued development as professionals. Explore the Vermont Northern Lights Career Development Center’s guide to developing an Individual Professional Development Plan (IPDP) focusing on the definition and purpose of an IPDP and using the resource as a workbook to help them develop their own IPDP. Review several of the job opportunities found on the NAEYC Career Center job board and Vermont School Spring and reflect on the experience and education required to play each of the roles and on how visiting job sites might inform their development of their IPDP.

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.
  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 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.

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