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2018-19

Web Schedule Summer 2018


Revision Date: 29-Mar-18

EDU-2045-VO01X - Curriculum Development for Early Childhood Education


Synonym: 164095
Location: Online
Credits: 3 (45 hours)
Accelerated Section: This course has special meeting dates and times. See comments below or consult VSC Web Services - Search for Sections in the VSC portal for specific dates and times. If you have any questions call the site office offering the course.
Semester Dates: 05-22-2018 to 07-09-2018
Last day to drop without a grade: 05-31-2018 - Refund Policy
Last day to withdraw (W grade): 06-19-2018 - Refund Policy
Faculty: Jannice Ellen | View Faculty Credentials
This course has started, please contact the offering academic center about registration

Browse the Moodle Site for this class.

Course Description:

In this course, learners develop an understanding of the philosophical principles, societal expectations, and practical demands of building curriculum for early childhood education. Emphasis is on developing a child-centered, integrated, and developmentally appropriate curriculum for the early years from infancy to age eight. A variety of curricular approaches will be modeled and assessed.

Essential Objectives:

1. Discuss the historical influences and evolution of early childhood education as it connects to curriculum development, theories, and practices.
2. Describe key concepts (goals, objectives, articulation, etc.), data sources (society, subject matter, state and national guidelines, etc.) and specific models of curricular development, along with their rationales and limitations.
3. Design a curriculum based on theories and research in child development that is inclusive and based on children's interests, strengths, and needs (e.g. learning style modalities, multiple intelligences, exceptionalities, learning domains, etc.) that incorporates the Vermont Early Childhood Learning Standards.
4. Articulate the definition of play, its importance in curriculum for children, and how children construct their knowledge through play.
5. Design and experiment with a variety of open-ended learning rersources and materials for children including the use of technology.
6. Assess the effectiveness of a curriculum and make apprpriate changes to increase learning (e.g. using an ongoing cycle of observation, reflection, and response).
7. Reflect on the many roles of the teacher, including teacher as researcher and develop a personal-professional philosophy of education and curriculum.

Additional Instructor Pre-Assignments/Notes/Comments:

Pre-course assignments:

Complete prior to first class:

  • ~ Review Essential Objectives listed in Course Description
  • ~ Review all Course Documents located in Moodle first section; study Evaluation Criteria
  • ~ Set aside required study time of 12-15 hours per week
 ~ Questions, concerns, clarifications? email:  Jannice.Ellen@ccv.edu
 
Due to the professional content of this course and the intense material covered in CCV accelerated courses, order and review of textbook and course resources well in advance of first class.
 
Required Textbook:
 
Required Websites:
  •  Vermont Northern Lights Career Development Center:  http://northernlightscdc.org
  • Vermont Bright Futures Child Care System: http://www.brightfutures.dcf.state.vt.us/
  • Early Childhood Core Competencies:                                                                                                 http://northernlightscdc.org/wp-content/uploads/2013/08/CKA-and-C-Booklet-Final-8-13.pdf
  • Teaching Channel https://www.teachingchannel.org
  • http://education.Vermont.gov/documents/edu-early-education-vels.pdf 
  • Vermont School Wellness Policy Guidelines - Vermont Department of ...
    han.vermont.gov/local/school/documents/school_wellness_policy_guidelines.pdf

 

 

 

Methods:

This course will be taught with a combination of:

weekly discussion forums  ~  small group forums ~  critical, creative and reflective assignments ~ Hartness Library ~ final project: curriculum design

 

Evaluation Criteria:

Course grading is based on total of 100 points

discussion forums:    7 @ 7 points =

        written assignments:   5 @ 7 points = 

        final project:                  16      points                          

 

 

Grading Criteria:

A+ through A-: For any work to receive an "A," it must clearly be exceptional or outstanding work. It must demonstrate keen insight and original thinking. It must not only demonstrate full understanding of the topic or issues addressed, but it must also provide a critical analysis of these. In addition, an "A" grade reflects a student's ability to clearly and thoughtfully articulate his or her learning.

B+ through B-: For any work to receive a "B," it must be good to excellent work. It must demonstrate strong originality, comprehension, critical thinking, and attention to detail. In addition, a "B" grade reflects a student's ability to clearly articulate his or her learning.

C+ through C-: For any work to receive a "C," it must meet the expectations of the assignment. It must demonstrate solid comprehension, critical thinking, and attention to detail. In addition, a "C" grade reflects a student's ability to adequately articulate his or her learning.

D+ through D-: For any work to receive a "D," it must marginally meet the expectations of the assignment. It demonstrates minimal comprehension, critical thinking, and attention to detail. In addition, a "D" grade may reflect a student's difficulty in articulating his or her learning.

F: Work that receives an "F" grade does not meet the expectations or objectives of the assignment. It demonstrates consistent problems with comprehension, organization, critical thinking, and supporting details. In addition, an "F" grade reflects a student's inability to articulate his or her learning. Students are strongly urged to discuss this grade with their instructor and advisor.

P: Equivalent to D (+/-) or better and therefore course will not count as credit for specific program requirements or competence area requirements.

NP: indicates failure to meet course objectives and/or failure to meet grading criteria for successful completion as described in the instructor's course description.

A+ = 100 points 
A = 93 to 99 points 
A- = 91 to 92 points 
B+ = 89 to 90 points 
B = 83 to 88 points 
B- = 81 to 82 points 
C+ = 79 to 80 points 
C = 73 to 78 points 
C- = 70 to 72 points 
D = 60 to 69 points 
F = 0 to 59 points

Textbooks:

Summer 2018 textbook data will be available on April 9. 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.

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: Jannice Ellen
Hiring Coordinator for this course: Philip Crossman

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. Curriculum Development for Early Childhood Education is an intense professional study that requires regular attendance. More than ONE absence may lead to a failing grade. If the quality of participation is infrequent or incomplete on any given week, the instructor reserves the right to mark as an absence. 

 
 
 

Syllabus:

''

 

reading/resources: 

  • textbook: Chapter 1, pages 1-15 Philosophy 
  • Online resources

written assignment: 

 

  • develop a personal philosophy of early childhood education

 

discussion forums:

  • getting to know you
  • what's in your box? 

Week Two and Three: Phase One - Theory

  reading/resources: 

  • textbook: Phase 1: Theory; chapters 2, 3, 4 (pages 16 - 73) 
  • textbook: Phase 1: Theory; chapters 5, 6 (pages 76 - 147) 
  • online resources

  written assignments: 

  • assessment of Northern Lights
  • wrap up theory

discussion forums:

  • MI quiz and narrative results: add personal MI results to box
  • check your box
  • talent or intelligence
  • inter/intra and Nature 

Week Four: Phase Two - Planning

reading/resources:

  • textbook: chapters 7, 8, 9: Phase Two- Planning
  • online resources
  • final project description/resources due last week of course 

written assignment: 

  • E.O. Articulate the definition of play, its importance in curriculum for children, and how children construct their knowledge through play. 

discussion forums:

  • E.O. Design and experiment with a variety of open-ended learning resources and materials for children including the use of technology

Week Five: Phase Three - Curricular Implications 

  reading/resources:

  • textbook: chapter 10: Phase Three: Curricular Implications
  • online resources: Grit and Growth Mindset/transitions

  written assignment: 

  • E.O. Assess the effectiveness of a curriculum and make appropriate changes to increase learning

discussion forums: 

  • teachers gifts, strengths, challenges in curriculum implications
  • mindfulness, grit/growth mindset/transitions in the center/classroom 

Week Six: Phase Four - Assessment 

reading/resources:

  • textbook: chapter 11: Phase Four - Assessment

written assignment:

  • re-visit educational philosophy

discussion forums

  • historical slide show-small group discussion
  • open ended resources  

Week Seven: Final Week

written assignment

  • final project due; E.O.Design a curriculum based on theories and research in child development that is inclusive and based on children's interests, strengths, and needs
  • complete course evaluation

discussion forums:

  • Fare Thee Well- Wisdom

 

 

Please note: In order to receive accommodations for disabilities in this course, students must make an appointment to see the Americans with Disabilities Coordinator in their site and bring documentation with them.

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.

To check on space availability, choose Search for Classes.


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