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Essential Objectives

Course Syllabus


Revision Date: 18-Jul-24
 

Fall 2024 | EDU-1030-VO07S - Introduction to Early Childhood Education


Synchronous Class

Synchronous courses are delivered through a combination of online and regularly-scheduled Zoom sessions. In synchronous classes, students must attend Zoom sessions and actively engage with each other and faculty in course activities and discussions.

Location: Online
Credits: 3 (45 hours)
Synchronous Section: This course has schedule meeting dates and times online via Zoom. See below or consult Self Service - Search for Courses and Sections for specific dates and times.
In-Person Meeting Day/Times via Zoom: Monday, 06:00P - 08:00P
Semester Dates: 09-09-2024 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
Open Seats: 2 (as of 07-21-24 4:05 PM)
To check live space availability, Search for Courses.

Faculty

Darcy Oakes
View Faculty Credentials
View Faculty Statement
Hiring Coordinator for this course: Leslie Johnson

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. ***

EDU-1030-VO07S 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

Methods:

Students will post to discussion forums, weekly to the entire class, or within small groups. Forum activities will include reflecting on readings from the text and online sources, responding to videos and podcasts, etc.


Evaluation Criteria

Evaluation Criteria:

30%Discussion Forum Online(10 x 3 points each)

30%Weekly Written Assignments(15 x 2 points each)

30%Early Childhood Research Project(1 x 30 points) (Due Week 14)

10%Final Reflection Journal Project(1X 10 points Due Week 15)


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

Course Overview &Effective models of early childhood education (ECE)

  

Optional: Begin reading our textbook, from the inside cover, through the "About this Book" beginning on page xi.

Important: Also readwww.developingchild.harvard.eduLinks to an external site..

Come to the class discussion prepared to discuss models of early childhood education.

  

Begin the Personal Reflection Journal and complete the VTSU library resources and skills quizzes.

 

2

Cultural, historical, and philosophical evolution of ECE

  

Optional: Continue reading our textbook, with a focus on chapter 1,To Be an Excellent Teacher in our text.

Important: Also readthis articleLinks to an external site.by Becton Loveless.

Come to the class discussion via zoom prepared to discuss the cultural, historical and philosophical evolution of ECE.

  

Work on ongoing assignments; weekly check in, personal reflection journal, etc.

 

3

Curriculum & Pedagogy

  

Optional: Continue reading our textbook, with a focus on page 139,Math for Preschool "Curriculum Focus Points"and pages 160-177Planning Curriculum to Achieve Important Goalsin our text.

Important: Please also spend some time exploring and reading materials related to curriculum on the NAEYC website. One example of excellent reading for this week isDiscovering Shapes and Space in Preschoolby Linda Dauksas and Jeanne White.Links to an external site.

Come to the class discussion on Zoom prepared to discuss early childhood education curriculum.

  

Work on ongoing assignments; weekly check in, personal reflection journal, etc.

 

4

Working with Families and Communities

  

Optional: Continue reading in our text, this week paying particular attention to pages 44-46, and especially the "Bridging Cultural Differences" inset on page 46.

Required: Please also read articles on this topic that you discover on the NAEYC website, includingNAEYC's position statement, "Advancing Equity in Early Childhood Education".Links to an external site.

Please come to our discussion prepared to discuss "Working with Families and Communities in a Culturally Competent Way".

  

Work on ongoing assignments; weekly check in, personal reflection journal, etc. Begin work on the resume workshop.

 

5

Health, Safety and Wellness

  

Optional and encouraged: Continue reading in our textbook, paying particular attention to the developmentally appropriate considerations for health and safety:

Infants, pages 62, 64, 88-89

Toddlers, pages 69, 105

Kindergartners, pages 190-232

Preschoolers, pages 114, 118, 163-164

Primary grade children, pages 261-63, 305

Required: Please also explore the NAEYC website for resources related to health and safety. One example isthis article,Understanding and Responding to Children Who Bite.Links to an external site.

  

Work on ongoing assignments; weekly check in, personal reflection journal, resume, final project, etc.

 

6

Theories of Child Development

  

Please continue reading in our textbook, as the entire textbook is centered around child development.

Much like our textbook, all of our work as early childhood educators is centered around child development.

Please pay particular attention to pages 10-16, "Principles of child development and learning that inform practice" from the NAEYC position statement.

Please continue exploring and reading resources on the NAEYC website. IncludeDAP: Observing, Documenting, and Assessing Children's Development and Learning.Links to an external site.

The CDC offers a helpful resource with information on child development:https://www.cdc.gov/ncbddd/childdevelopment/facts.htmlLinks to an external site.

  

Work on ongoing assignments; weekly check in, personal reflection journal, resume, final project, etc.

 

7

Developmentally Appropriate Practices (DAP)

  

Optional and encouraged: Continue reading in our textbook, with a particular focus on the sections on Developmentally Appropriate Practice (sections beginning on pages 75, 111, 149, 187, 217, 257, 289) and the FAQs about Developmentally Appropriate Practice on page 327.

Required: Please also reviewthis resource on Developmentally Appropriate Practice from NAEYCLinks to an external site..

Please come to the discussion prepared to discuss Developmentally Appropriate Practice.

  

Begin reaching out to an ECE professional to interview and observe.

Work on ongoing assignments; weekly check in, personal reflection journal, resume, final project, etc.

 

8

Role of Play in meeting National and State Standards

  

Please read:

Early Childhood Education: Striving to Balance Play with AcademicsLinks to an external site.

  

Work on ongoing assignments; weekly check in, personal reflection journal, resume, final project, etc.

 

9

Early Childhood Program Models

  

Please continue reading in our textbook, and also explore these online resources.

TheRead: The Sooner the Better: Early Childhood Education, A Key to Life-Long SuccessLinks to an external site.:

Studies show that high-quality education early in a child’s life leads to continued success later in school, at work, and leads to better well-rounded emotionally and socially. This article also points out that spending resources toward education earlier in life is much more fiscally responsible than paying later to help a struggling child catch up.

The authors mention several successful studies conducted about the advantages and disadvantages of early childhood education. Finally, it also includes a few nationwide organizations that commit to making high-quality childhood education accessible for all families, regardless of their situations. (from resilienteducator.com)

  

Work on ongoing assignments; weekly check in, personal reflection journal, resume, final project, etc.

 

10

Ethics & NAEYC Code of Conduct

  

Continue reading in our textbook, and also readNAEYC's "Code of Ethical Conduct and Statement of Commitment".Links to an external site.

Please come to the discussion prepared to discuss ethical conduct and ethics in the field of early childhood education.

  

Work on ongoing assignments; weekly check in, personal reflection journal, resume, final project, etc.

 

11

Diversity in early childhood education

  

Read this article on the NAEYC website:Links to an external site.

Come to class prepared to discuss the difference between "equitable" and "equal".

  

Work on ongoing assignments; weekly check in, personal reflection journal, resume, final project, etc.

 

12

Integrating Diversity, Early Intervention & Social Justice throughout the Curriculum

  

Please continue reading in our textbook, particularly on topics related to diversity and social justice.

We've done a lot of reading from the NAEYC resource. This week, let's please also explore and read some of the resources available on the VAEYC website.

For example, the VAEYC website highlights this article,How do young children see and understand diversity?Links to an external site.from theVAEYC websiteLinks to an external site..

  

Work on ongoing assignments; weekly check in, personal reflection journal, resume, final project, etc.

 

13

Trauma Informed Practice

  

Continue reading in our textbook, and on the NAEYC website.

Please pay particular attention to these two NAEYC articles:

Coping with ViolenceLinks to an external site.

Please also read these free, downloadable chapters: from the book:Trauma and Young Children: Teaching Strategies to Support and Empower

  

Work on ongoing assignments; weekly check in, personal reflection journal, resume, final project, etc.

 

14

Careers in the field of early childhood education

  

Continue reading in our textbook, and also read the Northern Lights at CCVNorthern Lights Career LadderLinks to an external site..

Come to the discussion prepared to talk about careers in early childhood education.

  

Resume and ECE professional interview are due.

 

15

Course Wrap Up & Dispositions for working in early childhood

    

Personal Reflection Journal, Final Project, and Final weekly check in are due.

 

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

Attendance

The classroom is the heart of the educational experience at CCV because it provides a formal setting for important exchanges among faculty and students. Regular and punctual attendance at all classes, essential for maximum academic achievement, is a major responsibility of students. Absences affect the contributions one can make in the classroom, and they significantly and demonstrably reduce the quality of the educational experience for everyone in the course. As a result, absence almost always affects the quality of performance.

As part of its commitment to a quality educational experience for all members of the CCV community, the College formally requires specific attendance policies to be developed by its professors. It is the student’s responsibility to adhere to each professor’s course attendance policy and to be in ongoing communication with their professors regarding attendance concerns and issues. The attendance policy for this class is as follows:

Attendance is mandatory.Please work to attend each of our 15 class meetings.

Attendance Policy:Regular attendance and participation in classes are essential components of a student's success in college and are completion requirements for courses at CCV. Please be aware that missing more than three (3) classes will result in a non-satisfactory grade.

Classroom Behavior/Professionalism

You are aspiring professionals, and it is expected that you will behave as such. Respect for yourself and others (including your faculty) is paramount. Please avoid using your phones in class, eating in distracting fashion, talking over others, etc. – it’s unprofessional and rude. Any issues will be handled directly and personally.



Missing & Late Work Policy

Late Work

We all lead busy lives, and time management is important. Late work will not be accepted without express permission in advance – don’t count on it. Instead, plan for on time.


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.