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Course Planning by Program

2023-24

Essential Objectives

Course Syllabus


Revision Date: 07-Jan-24
 

Spring 2024 | EDU-2045-VO01 - Curriculum Development for 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

Jannice Ellen
View Faculty Credentials

Hiring Coordinator for this course: Philip Crossman

Course Description

This course explores philosophical principles and practical demands of building curricula for early childhood education. Based on integrated state and national standards, emphasis is on developing a child-centered and developmentally appropriate curricula for the early years from infancy to age eight. Recommended Prior Learning: a course in child development.


Essential Objectives

1. Discuss the historical influences and evolution of early childhood education as it connects to curriculum development, theories, and practices.
2. Design curricula based on theories and research in child development that consider universal design, learning style modalities, language and literacy, mathematical thinking, nature and sciences, social studies and creative expression for early education.
3. Discuss the roles of environment (indoors and outdoors), schedule, and routine in curriculum development and implementation.
4. Assess an early education curriculum for its effective use of state and national standards (VELS and NAEYC Developmentally Appropriate Practices).
5. Practice creating meaningful content and learning experiences for children using an ongoing cycle of observation, reflection, documentation, and response.
6. Compare and contrast models of curricula, including open-ended, played-based, and more structured academic approaches.
7. Describe a variety of media and instructional technologies that may be used to enhance learning environments and curricula.
8. Explore collaborative strategies for engaging and communicating with families about curriculum planning and implementation.
9. Reflect on one’s professional role as teacher and use self-assessment techniques to enhance curricula for the children and families served in one’s practice.


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-2045-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

  • multimedia presentations and academic resources
  • inquiry-based research
  • weekly engagement with learning community


Evaluation Criteria

* Grading is based on a total of 100 points *

Discussion Forums: 12 @ 5 points = 60 points

To receive 5 points for each week's discussion forum(s) you must be present during the week & participate fully in discussion forums. Engagement in an academic community of learning requires participation spread out over the week to converse with members in our online learning community.

BEGIN: read/view ALL assigned resources for the week.

INITIAL RESPONSE: must include information from assigned textbook/resources each week. Your opinions and experiences add depth and dimension to your response, however in college courses, students are graded on academic content.

  • INITIAL RESPONSE posted in discussion forum on or prior toTHURSDAY.
  • CITE SOURCES: Refer to weekly assigned sources
  • ILLUSTRATE: understanding the subject material through use of key concepts, quotes, vocabulary, and the ability to relevantly connect the topic to other subjects and experiences.
  • Minimum of 400 word initial post.

FOLLOW UP ON INITIAL POST to questions/comments to your initial response throughout the week

  • Respond to instructor and peer responses to your initial post: add new ideas, ask questions for clarity or deeper meaning.
  • Discussion forums are the HEART of online learning where students and instructor (learning community) conduct 'conversations' throughout the week.

RESPOND: to at least 3 of your classmates initial responses.

  • Add to what has been written by the original respondent and include ideas from assigned text/resources.
  • Continue the conversation! Add new ideas; ask questions for clarity or deeper meaning.
  • Conversations/discussion forums end on Sunday evening; strive to add responses early in the week to support learning community conversations.
  • 150 word minimum

Written Assignments: 6 @ 5 points = 30 point

  • Edit assignment prior to submitting to designatedAssignment Notepad.
  • Tutoring service is an excellent resource if you want/need to work on academic writing skills.
  • Full Credit is earned when new learning and insights are reflected in content and academic material is woven in with quotes and cited sources

Quality of Writing:Formal college level writing:no abbreviations, complete sentences/paragraphs, no generalizations and MLA or APA format and CCV essay guidelines are followed.

Final Curriculum Project: 10 points

Late Work Policy

Students are encouraged to request extension if a personal issue prevents completion of the week's requirements. When appropriate, instructor will allow the following week to complete work. Send a Canvas message to instructor immediately and explain reason and when work will be completed. The following options are available:

Discussion forums: due to the 'conversation' element can not be made up. A few points are earned if the initial post is completed before Thursday of the following week.

Written assignments: completed within the following week with instructor approval earn full credit. Written assignments are graded prior to the beginning of the following week and often request edits. If students decide to complete edits, as per request, full credit is earn when completed by the end of the week.


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

PART ONE: Introduction to Early Childhood Education

WEEK #1 ~ Introduction to VELS & Historical/Current View of ECE

  • Vermont Early Learning Standards (VELS) & chapter 1
  • discussion forums: Welcome! & historical/current view of ECE
  • written assignment #1: VELS
    
 

2

Week # 2 ~ DAP & Curriculum Supported Environment

  • textbook: chapter 1
  • discussion forum #2 DAP and curriculum supported environment
    
 

3

Week # 3 ~ Family, School, Community Partnerships

  • textbook: chapter 2
  • discussion forum #3
  • written assignment #2: Northern Lights essay
    
 

4

Week #4 ~ Assessments (DAP)

  • textbook: chapter 3 and 4
  • discussion forum #4 and #5
  • description of final project and sample lesson plan
    
 

5

PART TWO: PERSONAL AND SOCIAL DEVELOPMENT

Week #5 ~ Appreciating Differences/Myself and Others

  • textbook: chapter 5 & 6
  • discussion forum #6 Physical Health and Nutrition
  • written assignment #3 Social Emotional Health
    
 

6

PART THREE: COGNITIVE AND LITERACY DEVELOPMENT

Week #6 ~ Language & Literacy Development

  • textbook chapters 7 & 8
  • discussion forum #7
  • written assignment #4:lesson plan practice (English/Language Arts/ Literacy
    
 

7

Week #7 ~ Midterm

TBA

    
 

8

PART FOUR: SCIENCE AND MATH DEVELOPMENT

Weeks #8 & 9 ~ Science(s) and Math

textbook chapters 9, 10, 11, 12

  • discussion forum #8 and #9
  • written assignment #5: lesson plan practice(s) (the sciences)
    
 

10

Week # 10 ~ Mathematics

  • textbook chapter 13
  • discussion forum #10
  • written assignment #6: lesson practice practice (mathematics)
    
 

11

PART FIVE: AESTHETIC AND CREATIVE DEVELOPMENT

Week #11 ~ Music and Movement

  • textbook chapter 14
  • discussion forum #11
  • written assignment #7:lesson plan practice(music & creative development)
    
 

12

Weeks #12 & 13 ~ Creativity, Art, and Dramatic Activities

  • textbook chapter 15
  • discussion forum #12
  • written assignment #8:lesson plan practice(arts and drama)
    
 

14

Week # 14 ~ Catch-up

  • complete course evaluation
    
 

15

Week #15 ~ Final Week

  • Completed Curriculum Project due end of week
  • reflection on the process discussion forum
  • fare thee well discussion forum ~
    
 

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
  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.