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Course Planning by Program

2022-23

Essential Objectives

Course Syllabus


Revision Date: 24-Oct-22
 

Fall 2022 | EDU-2045-VO05Y - 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: 11-01-2022 to 12-19-2022
Last day to drop without a grade: 11-10-2022 - Refund Policy
Last day to withdraw (W grade): 11-29-2022 - 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


*** This is a no cost textbook or resource class ***

EDU-2045-VO05Y 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

This course will be taught through weekly engagement within our online learning community as we learn and discuss various topics in early childhood curriculum development.

Discussion forums and written assignments are assigned weekly to assist students in meeting the Essential Objectives to pass this course and earn three college credits.


Evaluation Criteria

Course grading is based on total of 105 points

discussion forums: 11 @ 5 points = 55

written essays: 5 @ 10 points = 50


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

WEEK ONE - PART ONE: DEVELOPMENTALLY APPROPRIATE PRACTICE IN CONTEXT (weeks 1-3)

  • Textbook: review Preface, About This Book, Position Statement, Developmentally Appropriate Practice in Content
  • Chapter 1: Intentional Teaching: Complex Decision Making and the Core Considerations
  • Chapter 2: The Principles in Practice: Understanding Child Development and Learning in Context
  • Participate in three discussion forums: Welcome, Intentional Teaching, Principles in Practice
  • Complete written assignment #1: respond to vignettes

    
 

2

WEEK TWO

  • Chapter 3:Context Matters: Reframing Teaching & Appendix
  • Chapter 4:Teaching Content
  • Participate in two discussion forums: Reframing Teaching & Teaching Content
  • Complete written assignment #2: respond to vignettes

    
 

3

WEEK THREE

  • Chapter 5:The Power of Playful Learning
  • Participate in one discussion forum: Playful Learning
  • Complete written assignment #3: history of ECE

    
 

4

WEEK FOUR -DEVELOPMENTALLY APPROPRIATE PRACTICE IN ACTION (weeks 4-7)

  • Chapter 6:Creating a Caring, Equitable Community of Learners
  • Chapter 7:Engaging in Reciprocal Partnerships with Families and Fostering Community Connections
  • Participate in two discussion forums: community and families
  • written assignment #4
    
 

5

WEEK FIVE

  • Chapter 8:Observing, Documenting, and Assessing Children's Development and Learning
  • Chapter 9:Teaching to Enhance Each Child's Development and Learning
  • participate in two discussion forums: observation, documentation, assessment

    
 

6

WEEK SIX

  • Chapter 10:Planning and Implementing an Engaging Curriculum to Achieve Meaningful Goals
  • participate in one discussion forum: curriculum
  • written assignment #5

    
 

7

WEEK SEVEN

  • Chapter 11:Demonstrating Professionalism as an Early Childhood Educator
  • participate in two discussion forums: ECE Resources & professionalism
  • written assignment #6: IPDP and Northern Lights
  • course evaluation
    
 

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.