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Essential Objectives

Course Syllabus


Revision Date: 27-May-24
 

Fall 2024 | EDU-1030-VO05 - 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: 09-03-2024 to 12-16-2024
Last day to drop without a grade: 09-16-2024 - Refund Policy
Last day to withdraw (W grade): 11-04-2024 - Refund Policy
This course has started, please contact the offering academic center about registration

Faculty

Heather Mattison
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 the scope and diversity of career opportunities in the field of early childhood education, the NAEYC Code of Conduct, and dispositions required for work in the field, through assignments such as informational interviews, job shadows, or other career exploration activities.


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


*** This is a no cost textbook or resource class. ***

This course only uses free Open Educational Resources (OER) and/or library materials. For details, see the Canvas Site for this class.


Methods

· Online discussions

· Readings, videos, and podcasts

· Written assignments


Evaluation Criteria

1) Class participation (45%) gives the student opportunities to demonstrate mastery of the course content through discussion, in-depth analysis of the content and expression of ideas about the material. Each of the 15 weeks is worth 3 points. Class participation is judged on criteria of attendance, preparation (being up to date on assignments), active participation in discussions (expressing ideas, questioning, showing interest, listening to others in-class, relevant comments, integrating ideas from different sources and scenario-based assessments).

2) Philosophy Statement (15%) gives the student the opportunity to demonstrate reflection of class materials and how it would be applied in practice.

3) Interview (15%) with a professional in the early childhood education field. This interview gives the student an opportunity to explore a career of interest in the field, including what education, experience and skills are necessary for the career.

4) Child Learning Profile (25%). Gives the student the opportunity to apply the materials from the class and discussions to how to teach a specific child.


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
  • Introductions
  • Historical Context of Early Childhood Education
  • Syllabus
  

Read:

Handbook of Early Childhood Education, Chapter “The Journey: Early Education for All Young Children” https://research.ebsco.com/linkprocessor/plink?id=b6f68f51-634d-3584-83f2-c794c63324e8

Watch:

A Brief History of Early Learning - Part 1 - https://youtu.be/LT6I2LcXt0w

A Brief History of Early Learning - Part 2 - https://youtu.be/ASnAxQeVTeE

  
  • Introduce yourself in Introductions Discussion
  • Ask any questions about assignments in Assignment Question and Answer Discussion
  • Post an image, gif, or short video illustrating the attitudes you have or have experienced towards early childhood education (birth to age 8) in the first online discussion, then describe why you posted it. Also, pose your own question about the historical context of early education or attitudes experienced and respond to at least three classmates.
 

2

Roles in Early Childhood Education

  

Read:

Watch:

Early Childhood Education Careers & Pathways with Let’s Grow Kids - https://youtu.be/39GiyFNPSj8

  

Post in the online discussion by Wednesday – Pick a career you aspire to in early childhood education. What did you find out about it from the reading? Why do you want to aspire to that position? What else would you like to know about it?

Post your own question by Friday and respond to at least three classmates by Monday.

Identify a person with a position you aspire to achieve that you can interview. Contact them for an interview.

 

3

Program Models

  

Read:

Watch:

  

In this week’s online discussion, pick one of the program models you read about or a different model you are interested in—research additional information about this model (The Hartness Library is super helpful for peer-reviewed articles). Please tell us what interests you and why you were drawn to this model. Posting a video or image is useful as well. Don’t forget to ask a question by Friday and respond to at least three classmates by Monday.

 

4

Child Development Overview

  

Read:

Watch:

  

In this week’s online discussion, you will tell us about a child; this can be your own child, a child you care for, or an imaginary child. How old are they? Describe the child’s development (hint: use the developmental milestones website). In what ways do you think they learn best (multiple intelligences) and use the brain development reading/videos? What did those resources make you think of regarding activities or ideas to support their development? Don’t forget to post your own question by Friday and respond to at least three classmates by Monday.

 

5

Developmentally Appropriate Practice

  

Read:

Watch:

  

The song The Itsy, Bitsy Spider (https://youtu.be/1MXzCD8IAcE) is an everyday activity used in early childhood education. Using this song as an example of the concept from DAP about Principles of Child Development and Learning and Implications That Inform Practice, there are many ways that I can use this song/fingerplay as a teacher. It is a story about a spider. Many children have some experience with spiders. However, it provides an opportunity to learn about spiders. Several domains of development can be used in this song – physical, cognitive, linguistic, and potentially social development. Physical – finger movements could be full body acting it out; cognitive understanding of the concepts of up, down, cause and effect of rain and sun; linguistic – the language used, and social development – how does the spider feel. The song can be adapted for various abilities and contexts – it can be acted out, change the words to another creature or maybe something more familiar than a water spout, the song in sign, use a chart to point to the sequence of the song, and more. The song engages the teacher and child and supports a sense of belonging and being cared for. The song can be adapted to make it more challenging instead of singing it, acting it out, or maybe making up new words for the song.

In this week’s online discussion, pick an activity or open-ended material that a child can explore. How does it meet the expectations of Developmentally Appropriate Practice (look at the Child Development and Learning and Implications section (https://www.naeyc.org/resources/position-statements/dap/principles)? What would you change about the activity or material if you could? Is this material or activity from your own culture, or is it from a different culture? Why did you pick it?

Don’t forget to post your own question by Friday and respond to at least three classmates by Monday.

At this point, you should have met with the individual you are interviewing for the interview assignment.

 

6

Importance of Play

  

Read:

Watch:

  

There are many skills and concepts that children should be learning in early childhood; however, teachers often struggle to support children in learning academic skills through play. In this week’s discussion, find an article or video that illustrates a child or children learning academic skills through play. Summarize the article or video and demonstrate why it is child-led play. You may want to revisit last week’s discussion about Developmentally Appropriate Practice to ensure your posting is also developmentally appropriate. Don’t forget to ask your own question by Friday and respond to at least three classmates by Monday.

Remember, your interview assignment is due next week. This week is a good time to write up what you learned.

 

7

Working with Families

  

Read:

Watch:

  

  • In this week’s online discussion post, one idea you found from the reading that you could use to connect with families. Why did you pick this idea? How will this idea support families in terms of protective factors? Will it help you understand their perspective?

    Don’t forget to post your own question by Friday and respond to at least three classmates by Monday.

  • Hand in your Interview assignment.

 

8

Diversity and Cultural Competence

  

Read:

Watch:

  

In this week’s online discussion, Consider the social, cultural, and linguistic contexts in which you grew up. Consider how your background and experiences may have enabled or created barriers to your success in school. How have those contexts influenced your beliefs about teaching and learning or childrearing practices?

Don’t forget to post your own question by Friday and respond to at least three classmates by Monday.

 

9

Health & Safety

  

Read:

Watch:

  

In this week’s discussion, pick a video from the Academy of Pediatrics about health or safety in early childhood education. Post the video (link to video American Academy of Pediatrics - YouTube) and explain why you chose it. Also, address if it is related to a regulation for child care programs or if it is a best practice. What would you do in your work with children in response to this video?

Don’t forget to post your own question by Friday and respond to at least three classmates by Monday.

 

10

Vermont Early Learning Standards

  

Read:

  

In this week’s discussion, you will use the child you picked for your Child Learning Profile and list some Early Learning Standards you would like the child to work towards. List any activity or activities you think might help work towards that standard.

Don’t forget to post your own question by Friday and respond to at least three classmates by Monday.

 

11

Environment

  

Read:

Watch:

  

Post your thoughts about the following question in this week's online discussion. Our environments impact our thoughts, emotions, activity levels, and learning. What are some things you prefer in your own environment that support you being calm and ready to learn? What would you do in a classroom to adapt that need to children?

Don’t forget to post your own question by Friday and respond to at least three classmates by Monday.

 

12

Curriculum

  

Read:

Watch:

  

During this week’s online discussion, go back to the child for your Child Learning Profile. Pick an activity for this child. It can be putting something into the environment or a teacher-planned activity. Describe the activity/item/environmental change or post a picture/link/video. Describe why you picked this for the child. How can you make it universal for all types of learners? What Vermont Early Learning Standard are you addressing?

Don’t forget to post your own question by Friday and respond to at least three classmates by Monday.

 

13

Early Intervention

  

Read:

Watch:

  
  • In this week’s online discussion, imagine (or think back to an experience you have had) that you did a developmental assessment on a child in your care, and there are some areas that you have concerns. What do you think about making a referral, talking to the child’s parents, or both? Post a gif, image, or video expressing that emotion. Why did you pick that to represent your emotion? What do you think the parent would like to convey their emotion?
    Don’t forget to post your own question by Friday and respond to at least three classmates by Monday.
  • Next week, you will pass in your Child Learning Profile. Pull together the information you have posted in the past to start your Child Learning Profile, revisit that information, and make any revisions based on your learning in this class. Your final profile will be one to two pages.
 

14

Ethics

  

Read:

Watch:

  
  • Hand in your Child's Learning Profile
  • In this week’s discussion, pick one of the topics from the Focus on Ethics | NAEYC. Describe the topic you chose, why you chose it, and the ethical considerations in the situation. Don’t forget to post your own question by Friday and respond to at least three classmates by Monday.
  • Next week, you will hand in your philosophy statement. This one-page essay describes how you believe children learn and the best way to teach young children.
 

15

Final Week – How Did It Go?

    
  • Hand in your Philosophy Statement
  • In this week’s discussion post, what went well in this class, and what are the recommendations for future classes?
 

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.


Participation Expectations

Class attendance: Any missed classes will affect your grade. We will be covering a lot of material over the course of the semester and most of it will not be able to be replicated through outside assignments. The course is designed to enhance learning through participation and when you miss class you will miss that learning opportunity. Three or more absences may result in failure of the class.Attendance is defined by full, on time participation in online discussions.



Missing & Late Work Policy

Assignments: It is expected that assignments will be handed in on time. You can expect your assignments to be returned to you on time, as well-one week after the due date. Assignments will be marked down to half of the points it would have been given if on time if handed in up to a week late. After a week the assignment will receive a zero. This is the policy regardless of the reason the assignment is late.


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.