Objectives  The learner will:

1. explain how theories of learning will influence the teaching and practice of early childhood education. (D, CA, Ex)
2. compare and contrast the basic features of early childhood education models.(CA)
3. explain how developmentally appropriate practice relates to classroom practice. (CA, D)
4. analyze various methods of assessing development, learning, and behavior. (CA, D, Ex)
5. describe the cognitive, language, and social milestones of infant and toddler development. (Ex, CA, D)
6. explain the characteristics of preschool and primary children’s development. (Ex, D, CA)
7. describe how play promotes children’s learning. (D, CA, Ex)
8. examine appropriate goals, objectives, and curriculum for kindergarten programs.
9. explain how to meet the needs of all children. (Ex, DCA)
10. analyze strategies for the infusion of multicultural content in early childhood programs and activities. (CA, D)
11. plan strategies for to develop the knowledge and skills necessary to successfully help guide their behavior. (D, CA)
12. describe effective parent/family collaboration programs. (D)
13. research societal issues that affect children, families, and schools. (CA, D)

Standards

EC-6 Pedagogical Knowledge

DOMAIN I—DESIGNING INSTRUCTION AND ASSESSMENT TO PROMOTE STUDENT

LEARNING

Competency 001

The teacher understands human developmental processes and applies this

knowledge to plan instruction and ongoing assessment that motivate students and

are responsive to their developmental characteristics and needs. (Ex, CA, D)

The beginning teacher:

• Understands the lifelong impact of the experiences provided in early childhood

through grade 4 on individual development and on society.

• Knows the typical stages of cognitive, social, physical, and emotional

development of students in early childhood through grade 4.

• Recognizes the wide range of individual developmental differences that

characterizes students in early childhood through grade 4 and the implications of

this developmental variation for instructional planning.

• Recognizes factors affecting the physical growth and health of students in early

childhood through grade 4 (e.g., nutrition, sleep, prenatal exposure to drugs,

abuse) and knows that students' physical growth and health impact their

development in other domains (e.g., cognitive, social, emotional).

• Recognizes factors affecting the social and emotional development of students in

early childhood through grade 4 (e.g., lack of affection and attention, limited

opportunity for verbal interactions, changes in family structure) and knows that

students' social and emotional development impacts their development in other

domains.

• Knows the stages of play development (i.e., from solitary to cooperative) and the

important role of play in young children's learning and development.

• Demonstrates knowledge of developmental changes in children's thinking

(i.e., from primarily concrete thinking to the ability to reason and think logically,

to understand cause and effect, and to organize information systematically).

• Analyzes how developmental characteristics of students in early childhood

through grade 4 impact learning and performance.

• Uses knowledge of the developmental characteristics and needs of students in

early childhood through grade 4 to plan meaningful, integrated, and active

learning and play experiences that promote the development of the whole child.

• Understands how development in any one domain (i.e., cognitive, social,

physical, emotional) impacts development in other domains.

Competency 002

The teacher understands student diversity and knows how to plan learning

experiences and design assessments that are responsive to differences among

students and that promote all students' learning. (Ex, CA, D)

The beginning teacher:

• Demonstrates knowledge of students with diverse personal and social

characteristics (e.g., those related to ethnicity, gender, language background,

exceptionality) and the significance of student diversity for teaching, learning, and

assessment.

• Accepts and respects students with diverse backgrounds and needs.
• Knows how to plan and adapt lessons to address students' varied backgrounds,

skills, interests, and learning needs, including the needs of English language

learners and students with disabilities.

• Understands cultural and socioeconomic differences (including differential

access to technology) and knows how to plan instruction that is responsive to

cultural and socioeconomic differences among students.

Competency 003

The teacher understands procedures for designing effective and coherent instruction

and assessment based on appropriate learning goals and objectives. (Ex, D)

The beginning teacher:

• Uses assessment to analyze students' strengths and needs, evaluate teacher

effectiveness, and guide instructional planning for individuals and groups.

Competency 004

The teacher understands learning processes and factors that impact student learning

and demonstrates this knowledge by planning effective, engaging instruction and

appropriate assessments. (CA, Ex, D)

The beginning teacher:

• Understands the role of learning theory in the instructional process and uses

instructional strategies and appropriate technologies to facilitate student learning

(e.g., connecting new information and ideas to prior knowledge, making learning

meaningful and relevant to students).

• Recognizes how various characteristics of students in early childhood through

grade 4 (e.g., attention span, need for physical activity and movement) impact

teaching and learning.

• Analyzes ways in which factors in the home and community (e.g., parent

expectations, availability of community resources, community problems) impact

student learning, and plans instruction and assessment with awareness of social

and cultural factors to enhance all students' learning.

• Analyzes ways in which various teacher roles (e.g., facilitator, lecturer) and

student roles (e.g., active learner, observer, group participant) impact student

learning.

DOMAIN II—CREATING A POSITIVE, PRODUCTIVE CLASSROOM ENVIRONMENT

Competency 005

The teacher knows how to establish a classroom climate that fosters learning, equity,

and excellence and uses this knowledge to create a physical and emotional

environment that is safe and productive. (CA, D, Ex)

The beginning teacher:

• Uses knowledge of the unique characteristics and needs of students in early

childhood through grade 4 to establish a positive, productive classroom

environment (e.g., encourages cooperation and sharing, teaches children to use

language to express their feelings).

• Knows characteristics of physical spaces that are safe and productive for

learning, recognizes the benefits and limitations of various arrangements of

furniture in the classroom, and applies strategies for organizing the physical

environment to ensure physical accessibility and facilitate learning in various

instructional contexts.

• Creates a safe, nurturing, and inclusive classroom environment that addresses

students' emotional needs and respects students' rights and dignity.

Competency 009

The teacher incorporates the effective use of technology to plan, organize, deliver,

and evaluate instruction for all students. (CA)

The beginning teacher:

• Applies procedures for acquiring, analyzing, and evaluating electronic information

(e.g., locating information on networks, accessing and manipulating information

from secondary storage and remote devices, using online help and other

documentation, evaluating electronic information for accuracy and validity).

• Knows how to use productivity tools to communicate information in various

formats (e.g., slide show, multimedia presentation, newsletter) and applies

procedures for publishing information in various ways (e.g., printed copy, monitor

display, Internet document, video).

• Knows how to incorporate the effective use of current technology; use technology

applications in problem-solving and decision-making situations; implement

activities that emphasize collaboration and teamwork; and use developmentally

appropriate instructional practices, activities, and materials to integrate the

Technology Applications TEKS into the curriculum.

DOMAIN IV—FULFILLING PROFESSIONAL ROLES AND RESPONSIBILITIES

Competency 011

The teacher understands the importance of family involvement in children's education

and knows how to interact and communicate effectively with families. (Ex, CA, D)

The beginning teacher:

• Applies knowledge of appropriate ways (including electronic communication) to

work and communicate effectively with families in various situations.

• Engages families, parents, guardians, and other legal caregivers in various

aspects of the educational program.

• Interacts appropriately with all families, including those that have diverse

characteristics, backgrounds, and needs.

• Communicates effectively with families on a regular basis (e.g., to share

Information about students' progress) and responds to their concerns.

• Conducts effective conferences with parents, guardians, and other legal

caregivers.

• Effectively uses family support resources (e.g., community, interagency) to

enhance family involvement in student learning.

ACEI Standards

Development, Learning and Motivation

1. Development, Learning and Motivation—Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation. (CA, D)

Curriculum Standards

2.8  Connections across the curriculum—Candidates know, understand, and use the connections among concepts, procedures, and applications from content areas to motivate elementary students, build understanding, and encourage the application of knowledge, skills, and ideas to real world issues. (CA, D)

Professional Standards

5.3.  Collaboration with families—Candidates know the importance of establishing and maintaining a positive collaborative relationship with families to promote the academic, social and emotional growth of children. (D, CA, Ex)

NAEYC Standards

Standard 1.  Promoting Child Development and Learning.  Candidates use their understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for all children. (CA, D, Ex)

Standard 2.Building Family and Community Relationships. Candidates know about, understand, and value the importance and complex characteristics of chil­dren’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning. (Ex, CA, D)

Standard 3.Observing, Documenting, and Assessing to Support Young Children and Families. Candidates know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence children’s development and learning.(CA, D, Ex)

Standard 4.Teaching and Learning. Candidates integrate their understanding of and relation­ships with children and families; their understanding of develop­mentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for all children. (CA, D, Ex)

Standard 5. Becoming a Professional. Candidates identify and conduct themselves as members of the early childhood profession. They know and use ethical guide­lines and other professional stan­dards related to early childhood practice. They are continuous, collaborative learners who demon­strate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies. (CA, D)

Assignments/Grading Procedures

1. Exam (34 points):

There will be four scheduled exams for this course. Each exam is worth 8.5 points. The format for each exam will be multiple-choice. Each student will have 90 minutes to take each online exam. Exams will be open at 6:00 a.m. and must be completed by 11:59 p.m. You will have 90 minutes to take each exam. Please do not take the exam with your fellow classmates. Exams are an individual effort. See the course outline above for exact exam dates.

2. Learning Assignments (Related Chapter Assignments) (38 points):

Everyone will be required to complete 5 assignments related to the course. These assignments should be submitted to me (via the  D2L-Assignment DropBox Link) on or before the due date (see course outline). Please have your assignments completed by the due date. Points will be taken off for late assignments. Each assignment should be thoroughly examined using information from past experiences and the text.  They should also be free of grammatical errors, titled, and double-spaced. Please see the course calendar for specific due dates and assignments. These assignments will be the basis for class activities and discussions. Each assignment is worth the following: Learning Assignment #1= 3 points, Learning Assignment #2= 3 points, Learning Assignment #3= 6 points, Learning Assignment #4=8 points, and Learning Assignment #5=18 points. See Learning Assignment Instructions Icon on D2L.

3.D2L Online Discussions (28 points):

Each student will be required to participate in online discussions related to the text and additional course materials. Using D2L, students will be required to post to each discussion board at least 6 times. See course calendar for actual dates. Online responses should be done throughout the week which allows you to interact with your peers more effectively. Posting all of your discussion responses on the same day is unacceptable. The discussion board should read like an online conversation, so each student should begin their posts immediately to allow other students adequate time to respond to your posts. Specific directions will be given with each discussion assignment.  Responses should reflect information related to the text/course materials and provide insight into your thoughts and concerns regarding the topic or issue presented (e.g. personal stories, experiences, opinions, quotes from the book, theorists, etc…). One word responses and incomplete answers are unacceptable. Make sure your posts push the discussion forward. “Good point, Tom!” is an example of a less desirable post. A more desirable response would be: “I agree, Tom. Our text does support…… Piaget’s theory of Cognitive development states that…At my daycare I saw an example of….” Students will be required to participate in 8 online discussions.  Please see the course calendar for online discussion dates and topics. Each discussion will be worth 3.5 points.

Participation Policy (Read Welcome Letter on Course Content Page —D2L)

• Although the course requires a thorough understanding of the readings and assignments, online discussions will provide the basis for learning and assessment.
• Because of the absence of in class collaboration and face-to-face communications, participation in the discussion boards is crucial to the successful completion of this course.

Assignments must be submitted on time to receive full credit. All assignments must be turned in no later than one week past the deadline. Points will be deducted for late assignments. Assignments turned in more than two weeks after the deadline will not be accepted.

Note: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance.

Plagiarism is the use of someone else's thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in "Works Cited")-whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.

Student Honor Creed

As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so."

As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception.

Thus, We, the Students of Midwestern State University, resolve to uphold the honor of the University by affirming our commitment to complete academic honesty. We resolve not only to be honest but also to hold our peers accountable for complete honesty in all university matters.

We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one's own, work or ideas which are not entirely one's own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student.

We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed.

Written and adopted by the 2002-2003 MSU Student Senate.

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Disability Support Services in Room 168 of the Clark Student Center, (940) 397-4140.

The professor considers this classroom to be a place where you will be treated with respect as a human being - regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, political beliefs, age, or ability. Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the professor's expectation that ALL students consider the classroom a safe environment.

All instructors in the Department have voicemail in their offices and MSUTexas e-mail addresses. Make sure you add your instructor's phone number and e-mail address to both email and cell phone lists of contacts.

All students seeking a Bachelor's degree from Midwestern State University must satisfy a writing proficiency requirement once they've 1) passed the 6 hours of Communication Core and 2) earned 60 hours. Students may meet this requirement in one of three ways: by passing the Writing Proficiency Exam, passing two Writing Intensive Courses (only one can be in the core), or passing English 2113. If you have any questions about the exam, visit the Writing Proficiency Office website at https://msutexas.edu/academics/wpr, or call 397-4131.

Senate Bill 11 passed by the 84th Texas Legislature allows licensed handgun holders to carry concealed handguns on campus, effective August 1, 2016. Areas excluded from concealed carry are appropriately marked, in accordance with state law. For more information regarding campus carry, please refer to the University’s webpage at https://msutexas.edu/campus-carry/rules-policies.

If you have questions or concerns, please contact MSU Chief of Police at police@msutexas.edu.