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Course Planning by Program

2023-24

Essential Objectives

Course Syllabus


Revision Date: 23-Jan-24
 

Spring 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: 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

April Zajko
View Faculty Credentials
View Faculty Statement
Hiring Coordinator for this course: Kate Hughes

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

This course uses one or more textbooks/books/simulations, along with free Open Educational Resources (OER) and/or library materials.

Spring 2024 textbook/book details will be available on 2023-11-06. On that date a link will be available below that will take you to eCampus, CCV's bookstore. The information provided there will be specific to this class. Please see this page for more information regarding the purchase of textbooks/books.

EDU-2045-VO02 Link to Textbooks for this course in eCampus.

For Open Educational Resources (OER) and/or library materials details, see the Canvas Site for this class.

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:

  • Reading assignments from required textbook

  • Discussion forums

  • Multimedia presentations and resources

  • Weekly written assignments that synthesize course content

  • Inquiry-based research

  • Student led presentations

  • Curriculum development activities and reflection completed through discussion forums

  • Integrated curriculum development completed individually

  • Engaged and supportive learning community by active participation in weekly discussion forums. Remember, though this is an online course, your voice, experience, and viewpoint is an important part of our class community. Be sure to share your views in our weekly discussions!


Evaluation Criteria

Evaluation Criteria:

30% Weekly Discussion Forums - original post & response posts to two peers (15 x 2 points each)

30% Weekly Written Assignments (6 x 5 points each) {Due weeks: 2,3,4,5,6,7}

10% Presentation

30% Integrated Curriculum Unit (6 x 5 points each) {Due weeks: 9, 10, 11, 12, 13, 14}


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

Evolution of Early Childhood Education (ECE)

  

Read the Vermont Early Learning Standards (VELS) - pages 1-20

  

Assignment: Introduction in

Discussion Forum #1

 

2

Domains of Learning & Vermont Early Learning Standards (VELS)

  

Read the VELS: Section I - Developing Self & Approaches to Learning - pages 21-49

Review the article,”Making Learning Visible in Kindergarten Classrooms Embedding and Meeting Curriculum through Inquiry, Play-Based Learning”

  

Assignment: Weekly Written Assignment

Discussion Forum #2

 

3

Developmentally Appropriate Practice (DAP)

  

Read from the required textbook: A Practical Guide to Early Childhood Curriculum by Eliason & Jenkins ~ Chapter 1: Early Childhood Education & DAP

  

Assignment: Weekly Written Assignment

Discussion Forum #3

 

4

Curriculum Development & Universal Design for Learning: Designing Standards Based, Integrated Curriculum Units that foster DAP, Inquiry & Play

  

Read the article, “Integrated Curriculum in the Primary Program”

  

Assignment: Weekly Written Assignment

Discussion Forum #4

 

5

Curricular Models

  

Read Chapter 4: Planning the Curriculum

  

Assignment: Weekly Written Assignment

Discussion Forum #5

 

6

Intentional Teaching ~ Cycle of Observation & Response

  

Read Chapter 3: Assessment

  

Assignment: Weekly Written Assignment

Discussion Forum #6

 

7

Curriculum and Connecting with Families & Communities

  

Read Chapter 2: Family, School, and Community Partnerships

Read the article by Laurel Bongiorno: “Talking with Parents about Play & Learning”

  

Assignment: Weekly Written Assignment

Discussion Forum #7

Mid-term grades will assess content through Week 7 ~ be sure all Weekly written assignments are turned in by the end of week 7.

 

8

Role of the Teacher in DAP Classrooms & Rhythm of the ECE Day

  

Read the article: “Shifting Role of the Teacher: Guide by their Side (Not Sage on the Stage)”

  

Discussion Forum #8

 

9

Social & Emotional Development

  

Read Chapters 5: Appreciating Differences

Read the VELS: Section I - Developing Self & Approaches to Learning - pages 21-49

Read the VELS: Social Studies - pages 113-124

  

Assignment: Integrated Curriculum Unit ~ Lesson Plan: Social & Emotional

Discussion Forum #9

 

10

Physical Development, Health, Nutrition & Safety

  

Read Chapter 6: Physical, Health, Nutrition, & Stress

Read the VELS: Growing, Moving, & Being Healthy - pages 39-49

  

Assignment: Integrated Curriculum Unit ~ Lesson Plan: Physical Development

Discussion Forum #10

 

11

Language & Literacy Development

  

Read Chapter 7 & 8: Language & Literacy Development

Read the VELS: Language & Literacy Development - pages 50-76

  

Assignment: Integrated Curriculum Unit ~ Lesson Plan: Language & Literacy

Discussion Forum #11

 

12

Creative Expression & The Arts

  

Read Chapter 14: Music & Movement

Read Chapter 15: Creativity, Art, and Dramatic Activities

Read the VELS: Creative Arts & Expression- pages 77-86

  

Assignment: Integrated Curriculum Unit ~ Lesson Plan: Creative Expression

Discussion Forum #12

 

13

Children as Mathematical Thinkers

  

Read Chapter 13: Teaching Mathematics

Read the VELS: Mathematics - pages 88-102

  

Assignment: Integrated Curriculum Unit ~ Lesson Plan: Math

Discussion Forum #13

 

14

Children as Scientists

  

Review Chapters 9-12: Physical Science, Earth & Space, Life Science

Read the VELS: Science - pages 103-112

  

Assignment: Integrated Curriculum Unit ~ Lesson Plan: Science

Discussion Forum #14

 

15

Reflection on Designing Standards Based Integrated Curriculum that foster Inquiry & Play

  

Reading: no new reading

  

Discussion Forum #15

Final day to turn in assignments for the semester is Monday, May 6, 2024!

 

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

To earn full participation points students:

Assignments:

  • Read the assigned material and demonstrate an understanding of those resources in your written assignments and posts. Readings and resources should be cited using APA format.

  • All written assignments must be your own writing, reflecting your thoughts about how the course material impacts your understanding.

  • Students are encouraged to synthesize the course content and think about how this new information from the weekly module could be applied in a real world setting. Relevant and meaningful applications of the course assignments will help students feel more prepared for the workforce.

  • Guidelines for assignments will be clearly articulated by your instructor and you are encouraged to ask questions if you need additional support.

Weekly Discussion Forums:

  • Discussion forums require students to engage with one another to digest the course content and reflect on how others see things differently.

  • Students will write their original post in response to the prompt provided.

  • Discussion forum posts need to be substantive and demonstrate college-level writing. A substantive post is well-developed, a minimum of 150 words, and references the reading or another appropriate source.

  • There are TEN discussion forums during this 15 week course. These forums are designed for meaningful and engaged learning. The prompts are formulated in a way that students are encouraged to give specific ideas for how to implement one aspect of curriculum development.

  • Full participation points for discussion forums requires you to provide 'feedback replies' for at least TWO other students each week in the Discussion Forum. Through your replies to other students' work, students convey additional knowledge, extend the conversation, provide an alternative view, and give suggestions. or note something that resonated with them. Language should be somewhat formal and professional. Cite all resources using APA format.

  • You are welcome to post early and/or more frequently as your schedule allows, but you will not receive full credit for participation if you do not meet these minimum requirements and or due dates.

As a positive community of learners, your instructor expects you to:

  • Listen to others responses in the discussion forum with an open mind

  • Form positive responses that offer support or ask for clarity in a kind way

  • Positively contribute to discussion forums and activities with your unique views and thoughts

  • Ask questions and seek help when you need it, either in the forum or via email directly to the instructor.

  • Challenge yourself to do your best work ~ the more you put into a course, the more you will get out of it!



Missing & Late Work Policy

  • Turning in assignments on time is important in online classes. Late assignments can be submitted up to one week past the deadline but will lose 25% of the possible points.
  • If no assignments are turned in by the deadline for the week, the student will be marked Absent. Missing more than 20% of the course due to absences will jeopardize a student's ability to earn a satisfactory final grade. If students are marked absent for THREE weeks they will not be able to pass this course.
  • Extensions will be granted only in extenuating circumstances. If a lengthy medical problem or other emergent personal issue will result in missing weekly 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.

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.