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Course Planning by Program

2024-25

Essential Objectives

Course Syllabus


Revision Date: 01-May-24
 

Fall 2024 | EDU-2045-VO04S - Curriculum Development for Early Childhood Education


Synchronous Class

Synchronous courses are delivered through a combination of online and regularly-scheduled Zoom sessions. In synchronous classes, students must attend Zoom sessions and actively engage with each other and faculty in course activities and discussions.

Location: Online
Credits: 3 (45 hours)
Synchronous Section: This course has schedule meeting dates and times online via Zoom. See below or consult Self Service - Search for Courses and Sections for specific dates and times.
In-Person Meeting Day/Times via Zoom: Tuesday, 06:00P - 08:00P
Semester Dates: 09-03-2024 to 12-10-2024
Last day to drop without a grade: 09-16-2024 - Refund Policy
Last day to withdraw (W grade): 11-04-2024 - Refund Policy
Open Seats: 13 (as of 07-21-24 3:05 PM)
To check live space availability, Search for Courses.

Faculty

Everett Ware
View Faculty Credentials
View Faculty Statement
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


*** 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.

Integrated: This course's generative AI policy acknowledges the use of AI is an essential skill in today's world. By using genAI for specific purposes, students become equipped with relevant skills and tools necessary to thrive in a technology-driven society. Emphasizing the mastery of generative AI should empower you to harness its potential, enhancing your problem-solving abilities and preparing you for future challenges and opportunities. Be aware, however, that any time generative AI is used at any point in the assignment without attribution it may be considered a violation of CCV's Academic Integrity Policy.


Methods

In-class time will be as collaborative and engaging as possible, activities will include:

  • Small and large group discussions via Zoom
  • Brief lectures and presentations
  • Short videos/films and reflection activities
  • Small group activities
  • Curriculum writing workshop and peer-review

Outside of class, you can expect to:

  • Complete weekly readings, as well as occasional videos and online modules
  • Reflect in weekly journal assignments
  • Complete research activities and assignments

Evaluation Criteria

This course will be graded using portfolio-based assessment, within a total points system.

Portfolio - 100 points

Participation & Engagement - 15 points

Attendance - 20 points

Portfolio Check-ins - 15 points

Total possible points = 150 points


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

What makes an ECE curriculum? History and evolution of ECE curriculum

  

No pre-reading is needed for week 1

  

Nothing is due before the first class.

 

2

Designing a physical environment & choosing materials

  

Chapter 5 of Paris & Beeve, environment videos

  

Recommended: portfolio assignment - classroom design and/or start on provocations/invitations assignment

 

3

Temporal environments, routines, schedules

  

temporal environments video

  

Recommended: portfolio assignment - classroom routine & schedule

 

4

Inclusive curriculum, universal design for learning (UDL)

    

Required: Portfolio check in #1

Recommended: portfolio assignment - start UDL lesson plan

 

5

Social environments & universal practices for social and emotional learning (SEL)

    

Recommended: portfolio assignment - start work on universal SEL & behavior response policies

 

6

Equitable behavior response practices

  

Chapter 6 of Paris & Beeve

  

Recommended: portfolio assignment - continue working on SEL & behavior response policy and/or work on full group connection activity plan

 

7

Connecting daily learning experiences to state and national standards

    

Required: Portfolio check in #2

Recommended: portfolio assignment - bridge to goals

 

8

Observation, assessment, & connecting families to learning

  

Chapter 17 of Paris & Beeve

  

Recommended: portfolio assignment - work on/ensure you've started observation & documentation project

 

9

Revisiting UDL, using visual supports, and assistive technology

    

Recommended: portfolio assignment - visual schedule (if not already complete)

 

10

Embedding learning opportunities in language and literacy & mathematical thinking

    

Recommended: portfolio assignment - activity/lesson plan

 

11

Embedding learning opportunities in nature and sciences, social studies, and creative expression

    

Required: portfolio check in #3

Recommended: portfolio assignment - activity/lesson plan

 

12

Evaluating curriculum using developmentally appropriate practice

    

Recommended: portfolio assignment - continue work on lesson plans

 

13

Diving deeper into curriculum models and approaches

    

Recommended: portfolio assignment - wrap up, finish, and revise

 

14

Self assessment and reflective practice

    

Required: PORTFOLIO DUE

 

15

Final wrap up and reflections

  

No readings for this week

  

Nothing due this week!

 

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

This is a synchronous online course, which will meet weekly via Zoom. For participation during each class, you will be expected to:
  • Have your camera on during all discussion portions of the class.
  • Your camera is optional while I am presenting and sharing my screen.
  • Please let me know if your internet bandwidth is a barrier to having your camera on.
  • Respond to questions and engage in discussion through verbal/audio response, and written chat when appropriate.
  • Participate actively in breakout group activities and discussions.
  • Be engaged and present while your camera is on.
  • Respond to any in-class polls or quizzes.
Attendance is an essential part of the course. You are expected to regularly attend every weekly meeting of the course, for the full two hours, and communicate with me via email/Canvas if you cannot attend.
Attendance is part of your final grade. You are allowed up to 2 absences without impact on your grade, as long as you communicate with me about your absence. Otherwise, the following penalties apply:
  • 0-2 absences (if you notified me via email) - 20/20 points
  • 1 absence (if you did not notify me) - 15/20
  • 2 absences (if you did not notify me) - 10/20
  • 3 absences - 5/20 points
  • 4 absences - 0/20 points
  • 5+ absences 0/20 points and will not be allowed to pass the course except under extenuating circumstances which you communicate with me and your advisor about to make a plan for making up class time.

Low Participation Days:

If you are not feeling well, an alternative to missing class can be having a “low-participation” day.

If you need a “low-participation” day due to feeling unwell (physical or mental health) or caring for another person/child, please let me know via email or private chat at the start of class; no further explanation is needed. You can have up to 2 low-participation days per semester without affecting your course participation grade and it will not count as an absence. During a low-participation day, you can keep your camera off and I will not call on you or expect a response from you. Please still be listening and engaging to the best of your abilities. This does not apply to any classes where you are due to present.



Missing & Late Work Policy

Late Work:

  • This is a portfolio based class and the portfolio will be due 1 week before the final class. Portfolios will not be accepted after this deadline. You cannot pass the class without submitting the portfolio. I encourage you to submit the portfolio early if needed.
  • Portfolio check ins will occur 3x throughout the semester, this will help you know you're on the right track to receive full credit for your portfolio. Portfolio check ins are 5 points each, and are time-sensitive, so they also will not be accepted as late work.
  • You will receive mid-term participation grades and mid-term narrative evaluations that will provide you with feedback on anticipated final grades.

This class will require you to take responsibility for your own time-management and self-imposed deadlines to stay on track. This model allows you a lot of freedom, but I know that this level of flexibility can be challenging as well. If you need a stricter schedule of deadlines, and you want to make a plan with me to meet your learning needs I am am happy to work with you on that. I value open communication deeply so if there is ever anything I can do to support your learning, please let me know.


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.