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)
14. Explain how early literacy foundations impact student’s academic success (Ex, D, CA)
15. Analyze and understand the importance of fostering collaborations with families and other professionals to promote students’ ability in all ELAR areas. (CA, EX, D)

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.

Using Developmentally Effective Approaches. Candidates use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. (CA, D, Ex)

Standard 4.Using Context Knowledge to Build Meaningful Curriculum. 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 6.

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)

WCOE Standards (InTASC):

The outcomes for graduates of professional programs are based upon knowledge, skills, and dispositions in the following elements:

• Learner Development - understand how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and design and implements developmentally appropriate and challenging learning experiences.

• Learning Differences - understand individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

• Learning Environment - work with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

• Content Knowledge - understand the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

• Application of Content - understand how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

• Assessment - understand and use multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

• Planning for Instruction - plan instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

• Instructional Strategies - understand and use a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

• Professional Learning and Ethical Practice - engage in ongoing professional learning and use evidence to continually evaluate his or her practice, particularly the effects of his or her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
• Leadership and Collaboration - seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Assessment

Exams (Ex)-34 points

Learning Assignments [Related Chapter Assignments (CA)]- 38 points Discussions (D)-28 points

Grading Procedures

1. Exam (34 points):

There will be four scheduled exams for this course (completed via the Test link on D2L). 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 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.

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

Everyone will be required to complete 5 assignments related to the course. The Drop Box icon contains full descriptions and documents related to the five learning assignments. These assignments will be submitted via the D2L Drop Box 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.

1. 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, and etcetera. 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.

Total Points for Final Grade:

Participation and Late Work Policy:

Please complete all assignments on time. Assignments and Exams will be deducted by 25% for each late day. Complete readings prior to class schedule to ensure participation in course related content and activities.

Participation Policy - (Read Welcome Letter on Course Home 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.

• Instructor Drop. An instructor may drop a student any time during the semester for excessive absences or failure to participate in online classes, for consistently failing to meet class assignments, for an indifferent attitude, or for disruptive conduct. The instructor must give the student a verbal or written warning prior to dropping the student from the class. An instructor’s drop of a student takes precedence over the student-initiated course drop of a later date. The instructor will assign a grade of either WF or F through the first 8 weeks of a long semester, the first 6 weeks of a 10 week summer term, or the 11th class day of a 4 or 5 week summer term consisting of 20 days. After these periods the grade will be an F. The date the instructor drop form is received in the Office of the Registrar is the official drop date.

• Please complete all assignments on time. Assignments will be deducted by 25% for each late day. Complete readings prior to class schedule to ensure participation in course related content and activities.

Participation and Late Work Policy:

Please complete all assignments on time. Assignments and Exams will be deducted by 25% for each late day. Complete readings prior to class schedule to ensure participation in course related content and activities.

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.