Course : Intro to the Young Child
- Course Number
- Section Number
- Spring 2020
- Dr. Daphney "Leann" Curry
- Days & Times
- Final Exam Day/Time
- Monday, May 11, 2020 12:00 am
Objectives The learner will:
- explain how theories of learning will influence the teaching and practice of early childhood education. (D, CA, Ex)
- compare and contrast the basic features of early childhood education models.(CA)
- explain how developmentally appropriate practice relates to classroom practice. (CA, D)
- analyze various methods of assessing development, learning, and behavior. (CA, D, Ex)
- describe the cognitive, language, and social milestones of infant and toddler development. (Ex, CA, D)
- explain the characteristics of preschool and primary children’s development. (Ex, D, CA)
- describe how play promotes children’s learning. (D, CA, Ex)
- examine appropriate goals, objectives, and curriculum for kindergarten programs.
- explain how to meet the needs of all children. (Ex, DCA)
- analyze strategies for the infusion of multicultural content in early childhood programs and activities. (CA, D)
- plan strategies for to develop the knowledge and skills necessary to successfully help guide their behavior. (D, CA)
- describe effective parent/family collaboration programs. (D)
- research societal issues that affect children, families, and schools. (CA, D)
EC-6 Pedagogical Knowledge
DOMAIN I—DESIGNING INSTRUCTION AND ASSESSMENT TO PROMOTE STUDENT
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
- 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.
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
- 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.
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.
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
DOMAIN II—CREATING A POSITIVE, PRODUCTIVE CLASSROOM ENVIRONMENT
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
- Creates a safe, nurturing, and inclusive classroom environment that addresses
students' emotional needs and respects students' rights and dignity.
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
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
- Effectively uses family support resources (e.g., community, interagency) to
enhance family involvement in student learning.
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)
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)
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)
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)
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.
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