Course Syllabus

Fall 2024 | EDU-1030-VT01 - Introduction to Early Childhood Education

In Person Class

Standard courses meet in person at CCV centers, typically once each week for the duration of the semester.

Faculty

Kim Freeman
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.

Artificial Intelligence(AI) Policy Statement

CCV recognizes that artificial intelligence (AI) and generative AI tools are widely available and becoming embedded in many online writing and creative applications.

Prohibited: 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.

The nature of this course requires original, reflective thought. Grammarly, when used for spelling, punctuation, and sentence structure, is acceptable. This is your learning experience, and anyone other than you cannot authentically generate your thoughts and reflections.

Methods

• small and large group discussions
• interactive projects and/or activities
• multimedia presentations and resources
• readings, writing, and inquiry-based research
• professional work-based learning experiences
• interviews
• reflective journaling

Evaluation Criteria

This course uses a weighted categories system to calculate final grades.

Participation = 20%

Assignments = 40%

Midterm Project = 20%

Final Project = 20%

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

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

Full participation requires active and thoughtful engagement in class each week. The following habits and skills are important. You'll have the opportunity to self-assess and receive instructor feedback on each of these areas at the mid-point and the end of the semester.

• Attend class regularly, on-time and for the full session
• Complete all of the week's reading and assignments before the start of class
• Listen to others attentively and with an open mind
• Positively contribute to class discussions and activities
• Ask questions and seek help when you need it
• Challenge yourself to do your best work

Missing & Late Work Policy

• Late assignments can be submitted up to one week past the deadline. You will lose 10% each day that an assignment is late. After a week, it will no longer be accepted for credit.
• Late work is not accepted in the discussion forum. Interacting with classmates is an essential part of online discussions and cannot be made up after the fact.
• Extensions will be granted only in extenuating circumstances. If a lengthy medical problem or other emergent personal issue will result in missing weekly discussions and/or assignments, please contact your instructor as soon as possible.
• Students who know that they will not have course access for any given week should make arrangements with their instructor to complete assignments and participation requirements prior to the absence.

Experiential Learning Expectations

Hours: 11-14

Students will be asked to observe early childhood classrooms, interview early childhood educators, and assess physical ECE spaces. Observations of children and potential classroom lessons further supplement the experience of this course. These experiences intend to provide the student with deeper insight into ECE if they are currently working in the field or to enhance their understanding of the complexity of early childhood education for a student who may be exploring it. If a student cannot observe in an ECE program, alternative assignments can be created.

Accessibility Services for Students with Disabilities:

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