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Course Planning by Program

2024-25

Essential Objectives

Course Syllabus

Revision Date: 13-Apr-24

Fall 2024 | EDU-2045-VO02 - 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: 09-03-2024 to 12-16-2024
Last day to drop without a grade: 09-23-2024 - Refund Policy
Last day to withdraw (W grade): 11-04-2024 - Refund Policy
Open Seats: 16 (as of 04-25-24 5:05 PM)
To check live space availability, Search for Courses.

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

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.

Tutor.com: 24/7 Online Tutoring

CCV Learning Centers

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:

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

Week/Module	Topic	Readings	Assignments

1	NOTE:Syllabus is a tool to map out the semester. Changes may occur based on learning community. Check in often if you arefollowingthesyllabus.However, first document in Canvas module every week is a 'map of the week'. TheAssignments and Notesdocument will always state the assigned resources that may not appear on syllabus. WEEK ONE - PART ONE:DEVELOPMENTALLY APPROPRIATE PRACTICE IN CONTEXT: Intentional Teaching Textbook review Preface, About This Book, Position Statement, Developmentally Appropriate Practice in Content &Chapter 1Intentional Teaching: Complex Decision Making and the Core Considerations Participate in two discussion forums: Welcome & Intentional Teaching Previous Next

2	WEEK TWO -The Principles in Practice Textbook Chapter 2:The Principles in Practice: Understanding Child Development and Learning on Context Participate in one discussion forum Complete written assignment #1: Introduction to VELS

3	WEEK THREE -Context Matters Textbook Chapter 3:The Principles in Practice: Reframing Teaching in ECE &Appendix: Theoretical Frameworks for Understanding Child Development and Context Participate in one discussion forum

4	WEEK FOUR -Teaching Content in ECE Textbook Chapter 4:Teaching Content in ECE Participate in one discussion forum Complete written assignment #2

5	WEEK FIVE -The Power of Playful Learning Textbook Chapter 5:The Power of Playful Learning in the EC Setting Participate in one discussion forum Complete written assignment #3

6	WEEK SIX - CREATING A CARING, EQUITABLE COMMUNITY OF LEARNERS Textbook Chapter 6Creating a Caring, Equitable Community of Learners Participate in one discussion forum

7	WEEK SEVEN - Mid-Term Midterm Essay - Historical Overview of ECE/ASE

8	SECOND HALF OF SEMESTER DEVOTED TO STUDY: DAP IN ACTION WEEK EIGHT - Creating a Caring & Equitable Community of Learning Discussion Forum #7 - Community of Learners Care and Equity

9	WEEK NINE - Reciprocal Partnerships With Families and Community Discussion Forum #8 - Healthy Partnerships Assignment Notepad #6 - Overview of Northern Lights Final Project Overview and Instructions

10	WEEK TEN -TEACHING TO ENHANCE CHILD'S DEVELOPMENT/LEARNING Textbook Chapter 9: Teaching to Enhance Each Child's Development and Learning Participate in one discussion forum Complete written assignment #6

11	WEEK ELEVEN - Observe, Document and Assess Development and Learning Discussion Forum #10 - DAP & Assessments Assignment Notepad #7 - Vignette

12	WEEK TWELVE - Teach to Enhance Development & Learning Discussion Forum #11 - Strategies & Learning Formats Assignment Notepad #8 - Content Learning Through Active Play

13	WEEK THIRTEEN - Plan & Implement Engaging Curriculum - Meaningful Goals Discussion Forum # 12 - Creating Curriculum

14	WEEK FOURTEEN - Professionalism Discussion Forum #13 - Reflections on the topic of professionalism throughout the semester

15	WEEK FIFTEEN - Fare Thee Well & Curriculum Project Due Discussion Forum - This course began with a Welcome to all gathering to forum a learning community. Now, we book-end with Fare Thee Well as we acknowledge time spent getting to know each other and a good-bye! Final Curriculum Project - Due by end of week. Upload to designated Assignment Notepad.

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

Provide disability documentation to the Accessibility Coordinator at your academic center. https://ccv.edu/discover-resources/students-with-disabilities/
Request an appointment to meet with accessibility coordinator to discuss your request and create an accommodation plan.
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.