The World Needs Visionaries

Claflin University
School of Education
Spring 2016
Course Number/Name:
EDEC 320 Early Childhood Curriculum
Class Time:
Monday, Wednesday, and Friday 10:00am-10:50am
Class Location:
116 Bowen Hall
Instructor:
Mrs. Ione D. Saxon
Contact Information:
isaxon@claflin.edu , 535-5113, 138 Bowen Hall
Office Hours:
MW 12:00pm-3:00pm
TR
11:00am-12:00pm
Fridays-by appointment only
Appointments available upon request
To access this course on Moodle, visit http://claflin.edu/
Required Textbook
Eliason, C., & Jenkins, L. (2016). Early Childhood Curriculum, 10th edition. Boston:
Pearson.
Additional Materials: 3 ring, 3inch notebook, K-2 Manuscript tablet, Dividers
COURSE DESCRIPTION
Prerequisite: Students study the fundamental concepts of child development as they
relate to the basic theories and principles underlying early child-hood curriculum
planning and teaching. Students explore a variety of curriculum alternatives
appropriate for infants, toddlers, preschool, kindergarten, and primary school
children, which will meet the needs of children from diverse backgrounds. Field
experience required. Three hours.
COURSE PURPOSE and OBJECTIVES
This course is designed to help teacher candidates understand and analyze
curriculum to determine its underlying meanings, biases, uses, and eventual
effectiveness. Candidates will be exposed to various theories, curriculums and
strategies to work effectively with parents and in the community. Concepts are
related to institutional; state (ADEPT, EEDA, NAEYC, and INTASC) standards.
*The students will demonstrate a knowledge base and skills necessary to:
Learn foundations of early childhood education.
Recognize childrens individual differences and the implications they have on
curriculum planning.
Analyze various curriculum models and their effectiveness.
Plan, evaluate and reflect on developmentally appropriate, content specific
strategies in early childhood classrooms.
Spring 2016 Course Syllabus
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Develop an understanding of organizations and administration of programs in
early childhood education.
Become exposed to attitudes and behaviors that create an advocacy in the
field of early childhood education.
Overview of the standards to which this course is aligned
Outcomes of the
Claflin University
School of Education
(CUSOE)
Domain I: Teacher as
Leader
Domain II: Teacher as
Reflective Practitioner
Domain III: Teacher as
Moral Service Provider

South Carolinas ADEPT

Performance System
(APS)
APS 1: Long-range planning
APS 2: Short-range planning
of
Instruction
APS 3: Planning assessments
and using data
APS 4: Establishing and
maintaining high
expectations for learners
APS 5: Using instructional
strategies to facilitate
learning
APS 6: Providing content for
learners
APS 7: Monitoring,
assessing, and enhancing
learning
APS 8: Maintaining an
environment that promotes
learning
APS 9: Managing the
classroom
APS 10: Fulfilling
professional responsibilities

South Carolinas
Education and
Economic Development
Act (EEDA)
Standard 1: Career
Guidance Process
Standard 2: Curriculum
framework for career
clusters of study and IGP
Standard 3: Career
Guidance Model
Standard 4: Character
education
Standard 5: Contextual
teaching
Standard 6: Cooperative
learning
Standard 7: Learning style

Interstate New
Teacher Assessment
and Support
Consortium
(INTASC)
Standard 1: Learner
Development
Standard 2: Learning
Differences
Standard 3: Learning
Environments
Standard 4: Content
Knowledge
Standard 5:
Application of Content
Standard 6:
Assessment
Standard 7: Planning
instruction
Standard 8:
Instructional
strategies
Standard 9:
Professional Learning
and Ethical Practice

Standard 10:
Leadership and
Collaboration
NAEYC STANDARDS FOREARLY CHILDHOOD PROFESSIONAL PREPARATION
PROGRAMS
Standard 1 Promoting Child Development and Learning
Standard 2 Building Family and Community Relationships

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The World Needs Visionaries

Standard 3 Observing, Documenting and Assessing to Support Young Children
and Families
Standard 4 Using Developmentally Effective Approaches to Connect with
Children and Families
Standard 5 Using Content Knowledge to Build Meaningful Curriculum
Standard 6 Becoming a Professional

ALIGNMENT MATRIX

1.

2.
3.

4.

Student Learning Outcomes

Course Assessment

Learn fundamental, philosophical

and sociological principles and
foundations of the early childhood
field.
Design classroom environment

Educational Historical
Founders Research

Demonstrate
through
reflective
writing
on
FE
classroom
observations
todays
ECE
classrooms
Interview
an
Early
Childhood
Educator

5.

Discuss and show how assessment

guides instruction

6.

Discuss
the
importance
of
communicating with parents in their
childrens education.
Develop case study to show
knowledge of child development
stages.
Learn/discuss different types of ECC
programs and environments

7.
8.
9.

Discuss, describe effective qualities

of early childhood professionals

Spring 2016 Course Syllabus

EDEC 320

Classroom Design
Layout
Field Experience
Reflection Journal
Write a report on the
interviewees career
path
Quizzes and
Examinations
Family Newsletter
Developmental Case
Study
Class Role Play/
Scenarios/Presentation
s
Essay

Relevant
Standard(s)
NAEYC 5a
CUSOE 1, APS 7
INTASC 3
CUSOE 1, APS 7
INTASC 3, NAEYC
4c
CUSOE 2, APS 5
INTASC 2,
NAEYC 6
CUSOE 1, APS 7,
INTASC 3, NAEYC
5,6
CUSOE 1, APS 5
INTASC 6, NAEYC
3
CUSOE 1, APS 5
INTASC 4,
NAEYC 2c
CUSOE 2, APS 7
INTASC 1, NAEYC
1a, 3
CUSOE 2, APS 6
INTASC 5,
NAEYC 5, 6a,b
CUSOE 1, APS 7,
INTASC 3
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The World Needs Visionaries

1
0.
1
1.

Create
a
developmentally
appropriate lesson for students in
Field Experience Classroom
Create an electronic portfolio to
represent
the
personal
and
professional
growth
that
has
occurred while in this course.

Micro-Teaching Lesson
Portfolio

NAEYC 4b,c,d
CUSOE 1, APS 6,
INTASC 5, APS 7
NAEYC 4b,c,d
CUSOE 1,2, APS
6, 7 INTASC 5,
NAEYC 6

Expectations for Professionalism

You are expected to exhibit professional conduct at all times. This refers to, but is
not limited to class time, field experience, and other professional activities. Please
remember that professional conduct includes behavior, attitude, and dress.
During class, field, and professional experiences, cell phones, and other
communication devices should be turned OFF and stored out of sight. Accepting or
delivering phone calls, messages, photos, etc. is both unprofessional and
unacceptable.
You are expected to conform to all the policies of Claflin University, including the
Code of Honor. If you have not read this policy, please do so. It can be accessed at
http://www.claflin.edu/AboutUs/ClaflinCode.html
Assurance Statement for Students with Disabilities
Claflin University adheres to all applicable federal, state, and local laws, regulations
and guidelines with respect to providing reasonable accommodations for students
with disabilities. Students with disabilities should register with the ADA Student
Services Coordinator and contact their instructor(s) in a timely manner to arrange
for appropriate accommodations. If you need accommodations in this class related
to a disability, please make an appointment as soon as possible. The ADA Student
Services Coordinator is Mrs. Sadie Jarvis. She can be reached at
sdjarvis@claflin.edu, (803) 535-5285, or in the Student Center.
Early Alert Program
As a part of our renewed focus on engaged learning, Claflin University has enhanced
and expanded its current Early Alert Program. This program is designed to assist
with your success and will be given a high priority as a strategy for this class.
Should the instructor determine that you might benefit from taking advantage of
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these support services and campus resources, you will be referred for such
additional support as a means to assist with successful completion of this course. It
is further expected that you will comply with the referral and take advantage of the
services offered. Please understand that such referrals are not a form of
punishment, rather, they are intended to help you reach and achieve your academic
and personal goal.
Writing Center
The Writing Center, located in the Grace Thomas Kennedy building, room 228, is an
excellent on-campus resource for help with writing and/or building reading
comprehension and proficiency, and it is free!!! Peer and faculty consultants are
available to help you brainstorm, organize, and work through some common writing
and reading hurdles. However, be aware that the Writing Center is not a
proofreading or writing service. They are concerned with helping you become a
better writer. They will provide valuable feedback and assistance on any kind of
writing activity. You may make a 20-30 minute appointment with a consultant by
emailing writingcenter@claflin.edu, or calling 535-5422, or you may simply walk-in
and be served on space-time availability. Hours of Operation: M-Th 9-10pm; F 9-5.
Statement of Use of Photographic and Video Images
I may photograph, video, or otherwise record course activities and experiences.
These images may be used in course-related presentations. These images may also
be used in my professional portfolio to document my instructional practices,
interactions with students, etc. Items to be included in my portfolio will be selected
to emphasize my pedagogy, not your progress, participation, etc. If you object to
being included in my portfolio, please submit a signed note to me as soon as
possible. Your refusal or consent will have no impact on your course grade.
Attendance
Students are required to attend class. Attendance will be taken at each class. If you
are absent, it is your responsibility to get notes for the missed class from another
student as well as to request handouts or any articles from me that were distributed
in class. 2 times tardy will equal one absence. Persons who find themselves 10
minutes late for class do not need to come to class. Late arrivals disrupt the
learning environment and this behavior is not encouraged.
Please arrive on time for class.

#PLEASE NOTE!
I do not give grades of INCOMPLETE except in extremely unusual
circumstances. It is up to you to plan accordingly and finish all work during
the semester.
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Assignments are due at the beginning of class on the dates listed in the
schedule. Be sure to turn in each assignment in its entirety. Late submissions
will lose 10% of the total possible points each day they are late. After two
days, late assignments will NOT be accepted. Unless the student has a
legitimate excuse and has notified me prior.
I pay attention to correct use of language. You are encouraged to reread
assignments before they are submitted.
Unless otherwise indicated, all assignments are to be typewritten and labeled
with your name, date, course name/number, and assignment title. Citations
and references should be included on assignments, when necessary. (APA 6th
edition)
If
you
need
more
information
on
APA
visit
www.owl.english.purdue.edu
You are responsible for appropriately stapling or binding your work
before it is submitted.
Moodle, an online course management system, will be used in this course.
You will be expected to check Moodle on a weekly basis for updates,
announcements, and documents. Your grades will be posted on Moodle to
assist you in keeping track of your progress in this course. (I maintain a roll
book(hard copy) to monitor grades, attendance, etc.
Computer problems occur; however, they are not a valid excuse for work that
is not submitted in a timely manner.

COURSE REQUIREMENTS
Assignments
1) Professional Commitment
To demonstrate professional commitment, you must demonstrate
professional conduct at all times. This includes:
Participating respectfully in all class activities. Points will be
deducted as needed.
Being prepared and fully present for class activities. Points will be
deducted as needed.
Regular, on-time attendance (refer to Claflins policy on class
attendance in the student handbook). When possible, be sure to
notify me by email or phone prior to any class you must miss. Point
deductions will occur at the end of the semester and will be
reflected in your final grade.

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EDEC 320

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The World Needs Visionaries

Reading assignments will be given in class. Chapters from texts and

assigned articles should be read prior to class lecture and
discussion.
Students are responsible for all materials assigned, including text
and any supplemental readings. Class participation is strongly
encouraged.
Assignments should be typed and checked for grammar and
spelling.

2) Field Experience
During the course of the semester, you will be participating in 10 hours of
field experience.
You will be responsible for documenting these experiences and submitting
them for evaluation the guidelines for your field experience assignment are
detailed below.
Field Experience Application Level lll
At this level, you are expected to teach small and large groups.
This is not the time to sit and observe.
It is your responsibility to apply for a field placement in a timely manner.
Failure to do so will have a negative impact on your ability to successfully
complete the field experience and course requirements. This will affect
your course grade. The application should be completed, and submitted
to me no later than January 20th.
At the end of FE, candidates will need to provide a completed and
signed copy of their mentor teachers evaluation of their experience. It
is your responsibility to provide a copy of this evaluation to the
instructor.
Copy of Micro Teaching video lesson is due by the specified due
date.
No excuses!
FAILURE TO COMPLETE THE REQUIRED TEN HOURS WILL HAVE A
NEGATIVE IMPACT ON YOUR FINAL GRADE.
3) My Best Teacher
DUE: January 15
Recall and reflect on a teacher who was influential in your life. Explain why that
person had an impact on your life and how special teachers can leave an impact on
the lives of their students. Write a one-two page paper about this teacher.

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EDEC 320

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The World Needs Visionaries

4) Classroom Floor Plan
10

DUE: February

Design an indoor classroom floor plan. Provide a typed description (1-2

pages) of the classroom you have created. Explain any accommodations
that have been made for students with special needs. The layout should
be carefully organized, labeled and the space should be arranged to meet
the developmental needs of the group of children it is intended.
The floor plan and description will be evaluated using the rubric posted on
Moodle and at the end of this syllabus. Attach a copy of the rubric with your
assignment. USE THE RUBRIC TO PLAN YOUR WORK!
5) Educational Historical Founders Research

DUE: February 5

Choose one of the persons from the handout list of Educational Historical Figures.
You will record specific information about this person using the exercise sheet at the
end of this syllabus. In a class session, you will present your findings to the class
about the person in history that has contributed to early childhood education. You
will have ten minutes to share your information. A copy of the research should be
presented to the instructor, before the presentation begins.
6) Interview an Early Childhood Professional

DUE: February 15

Interview an early childhood professional about his/her career with the questions
provided at the end of this syllabus. Each person is expected to ask at least 10
questions and acquire responses from the ECE person interviewed. Students will
record questions and complete responses from the interview to submit to the
instructor.
6) Parent Agenda
DUE: January 25
Write a letter to families inviting them to a parent- teacher meeting. Also create a
copy of an agenda for that parent meeting. The rubric for this assignment is
attached to the syllabus.
6) Family Newsletter
February 26

DUE:

The Family Newsletter (FN) is designed to provide opportunities to demonstrate

your knowledge and understanding of family and community characteristics, and of
the many influences that affect the family structure. The newsletter will serve as a
communication tool between the classroom, families and community.
Emphasis should be placed on educational issues, ideas for working with diverse
learners, ELL, developmental delays, updates from the teacher, thematic units of
Spring 2016 Course Syllabus
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The World Needs Visionaries

study, home and school activities, and community resources. See the rubric on
Moodle for specific details.
7) Quizzes(6)
DUE: See
calendar
To monitor comprehension of the reading assignments, quizzes will be administered
periodically. The quiz will address the assigned readings and may consist of one or
more item types including multiple choice, true/false, matching, short answer, or
essay. Students arriving after the quiz has begun will have only the remaining time
to complete the quiz. A missed quiz must be made up within one week and
only after an official excuse has been received. Make up quizzes will not
be administered during class time.
8) Article Critique

DUE: March 21

Critique one of the articles on any current research/ topic in early childhood
education provided by the instructor. Guidelines for writing critiques are included
within this syllabus.
9) Reflection Journal
DUE:
February
29 & April 8
Candidates will maintain a journal to record Field Experience observations,
experiences and in-class assignments and activities. Your reflections will assist you
as you move through this course of study.
Questions that guide your
reflections are included within this syllabus.
10) Child Case Study -

DUE: April 11&13

With the assistance of your mentor teacher, you are to identify a child for a case
study. Emphasizing childrens characteristics and needs, diversity, and family

dynamics, you will demonstrate your knowledge of developmental and

contextual factors that impact the learning of young children. After
completing observations and assessments, you will create a profile which
includes the following: physical, social, emotional, cognitive, and language
development descriptions. Full details for this activity are posted on Moodle.
Note: Student selection should be made within the first three
Additional points will be awarded for the presentation of this project.
11) Micro-Teaching Lesson

DUE: April 1, 4, 6

Develop a lesson to teach to the class. You may choose the grade level Pre-K-3 and
content area to teach to the class or video yourself in the FE classroom. This lesson

Spring 2016 Course Syllabus

EDEC 320

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The World Needs Visionaries

will be shared with your peers during class. The rubric for this assignment will
be provided by the instructor.
12) Early Childhood ePortfolio/ Presentation
DUE: April 15
Students are expected to compile their best work to be included in this portfolio.
Information regarding the contents of the portfolio are included in this syllabus.
12) Mid-Term Examination
DUE: March 1
13) Final

Examination

DUE: TBA

________________________________________________________________________________
METHOD OF EVALUATION
Assignments

30%

ECE Portfolio

5%

Presentations

20%

Final Exam

10%

Quizzes

15%

Class Participation

20%

Total

GRADING SCALE
A
90-100
B+
85-89
B
80-84
C+
75-79
C
70-74
D+
65-69
D
60-69
F
0-59

Spring 2016 Course Syllabus

EDEC 320

100%

900-1000
850-899
800-849
750-799
700-749
650-649
600-649
599 AND BELOW

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The World Needs Visionaries

TENATIVE COURSE SCHEDULE

WEEK OF
1

Monday, January 11
Introductions, Getting to
Know You

Wednesday, January 13
Getting to Know You

Friday, January 15
Getting to Know You

ACTIVITY
1.
2.
3.
4.
5.

Welcome to course; Introductions

Icebreaker- Truth or Lie
Discuss syllabus and assignments
Distribute Field Experience Application
Homework: Write a one-page paper on How Would
Your Friends Describe You?
6. Assign: My Best Teacher
1. Share: Homework Assignment
2. Small Group: Qualities of effective EC teachers;
Learning Style Inventory
3. Review Syllabus
4. Discuss Time management
1. Managing Time
2. Review Learning Style Inventory
3. Administer Quiz S on syllabus
4. Assign: Founders Research
5. Assign: Read Chapter 1 independently
6. Collect Field Experience applications

Monday, January 18
ML King Holiday
Wednesday, January 20
Developmentally
Appropriate Practice
(DAP)

Friday, January 22
Developmentally
Spring 2016 Course Syllabus
EDEC 320

HOLIDAY- CLASSES CANCELLED

1.
2.
3.
4.

Discuss: Founders in ECE

How do Young Children Learn?
Discuss Chapter 1
Discuss laws, court cases that have effected early
childhood
5. Arranging the Environment and DAP
6. Small Group: p31 # 6 ( 15mins)
7. Assign: Classroom Floor Plan due 2/10
1. Edisto Primary Literacy Fair
2. Assign Chapter 5
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The World Needs Visionaries

Appropriate Practice
(DAP
Monday, January 25
Current Issues in Early
Childhood
Wednesday, January 27
Current Issues in Early
Childhood
Friday, January 29
Current Issues in Early
Childhood
Diversity and Special
Needs
Monday, February 1
EARLY WARNING WEEK
Wednesday, February 3
History and Theory
Friday, February 5
History and Theory

Monday, February 8
NO FACE TO FACE
CLASS
Wednesday, February 10
Theory to Practice
Friday, February 12
Theory to Practice

Monday, February 15
Standards
Wednesday, February 17
Standards
Friday, February 19
Standards

Spring 2016 Course Syllabus

EDEC 320

1.
2.
3.
4.
1.
2.

Discussion on Chapter 5 pp111-115

Small Groups: Discuss Working with Parents
Design: Parent letter; agenda
Handout: Working with Parents
Quiz #1 Chapters 1&5
Begin reading chapter 2 independently

1. Discuss chapter 2 pp33-40

2. Small Group: Identify laws that effect Early Childhood
(HIPPA, IDEA, Comp
3. Distribute: NAEYC Code of Ethics
1. Chapter 2 pp41-48
2. Role Play-Parent Conference
3. Read Chapter 3 independently
1.
1.
2.
3.
1.
2.

Power-point on Chapter 3 pp50-58

Due: Education Founders Research
Presentation on EC Founders
Small Group-P63-#3
Assignment #1 p.63 #4 due 2/12 ( Use Common
Core Standards)
Begin reading Chapter 4 independently
Discuss Chapter 4 pp65-72
TWS Components
Unit and Lesson Planning ( See Appendix A p389)

3.
1.
2.
3.
4.
1. Continue discussion on Chapter 4 pp73-79
2. Discuss curriculum models- High-Scope, Creative
Curriculum, Montessori, Project Approach, etc.)
3. Independent Reading pp78-83
4. Quiz #2-Chapter 4
1. Think-Pair-Share-Small Group #4 p90
2. Technology in EC classroom p88-89
3. Due: Interview with Early Childhood
Professional
1. Lesson Planning
2. Planning Learning Activities with DAP
3. Read Chapter 6 independently pp127-167
1. Read Chapter 7 independently
2. Fabulous Friday- Catch-up with any missed
assignments
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Monday, February 22
Observing and Assessing

1. Chapter 7 pp171-178
2. Assignment#2 Student Learning Activity p187 #2&3

Wednesday, February 24

1. Discuss Chapter 7 pp179-184

2. In-Class :Discussion on listening, speaking, reading
and writing
3. Quiz #3 on Chapter 7
4.
1. Due : Assignment#2
2. Due: Newsletter
3. Discuss Chapter 8 pp188-197
4. Distribute and discuss handout on RTI
1. Discuss Chapter 8 pp 199-208
2. FE #1 p219 in journal
3. Complete SLA #5 on p219
4. Due: Check #1- Reflection Journal
1. Administer Midterm Examination (Chapters 18)
2.
1. Fabulous Friday- Chapter 9 pp223-230

Observing and Assessing

Friday, February 26
Observing and Assessing
8

Monday, February 29
MIDTERM WEEK BEGINS
Infants and Toddlers
Wednesday, March 2
Infants and Toddlers

9
1
0

Friday, March 4
Infants and Toddlers
Monday- Friday,
March 7-11
Monday, March 14
Preschoolers
Wednesday, March 16
Preschoolers

1
1

1. Chapter 10 pp-238-254
2. Chapter 9- Saxon pp 231-235
1. Chapter 10

Friday, March 18
Preschoolers

1. Chapter 11 pp256-280

Monday, March 21
Kindergarten Today

1. Chapter 11
2. Due: Article Critique

Wednesday, March 23
Kindergarten Today
Friday, March 25

1
2

SPRING BREAK -NO CLASSES

Monday, March 28
Grades 1-3
Wednesday, March 30
Grades 1-3

Spring 2016 Course Syllabus

EDEC 320

1.

Quiz 4- Chapter 9,10 &11

GOOD FRIDAY- CLASSES CANCELLED

1. Chapter 12 Student Presentation

1. Chapter 13 Student Presentation pp 315-343
2. Chapter 13- Life Science pp281
3.
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The World Needs Visionaries

1
3

1
4

1
5

Friday, April 1
Grades 1-3
Monday, April 4
Classroom Management

1. MICRO-TEACHING LESSON
2. Quiz 5
1. MICRO-TEACHING LESSON

Wednesday, April 6
Classroom Management
Friday, April 8
Families and Community

1. MICRO-TEACHING LESSON

Monday, April 11
Families and Community

1.
2.
3.
1.
2.

Wednesday, April 13
Families and Community
Friday, April 15
Families and Community
Monday, April 18

1. Chapter 12
2. Due: Reflection Journal
3. Due: Field Experience Evaluation(level 111)

Chapter 14 pp349-351
Due: Case Study
Chapter 14 pp349-351
Quiz 6

1. Due: EC Portfolio
CASE STUDY PRESENTATIONS

Wednesday, April 20
PORTFOLIO PRESENTATIONS
Friday, April 22
READING DAY

In the event of extenuating circumstances, the schedule may be modified.

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CLASSROOM FLOOR PLAN RUBRIC

Identify the following key components when designing the PHYSICAL ENVIRONMENT
for learners.
COMPONENT

POINTS POSSIBLE
100

Research- based rationale for design

is addressed in write-up

25

Grade Level identified

10

Important components are labeled.

15

Equipment is appropriate (height) for

identified grade level. (Classroom

10

Spring 2016 Course Syllabus

EDEC 320

POINTS EARNED

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items such as chairs, desks,
bookcases, center materials, are
neatly labeled and printed in general
proportion.)
Learning areas / learning centers
identified (1-5)=5 pts
(7or more)= 10 pts
Floor plan is neat, orderly and well
prepared.

10

Presentation

15

15

Total Points

Name________________________________________________________________________

HANDOUT: Historical Figures and Their Influences on Early Childhood Education

STUDENT___________________________________________________________________________________

NAME OF ECE HISTORICAL FIGURE:_________________________________________________________

BIRTH/DEATH:____________________________________________________________________________

TITLE OF BOOK:___________________________________________________________________________

AUTHOR:__________________________________________________________________________________
Spring 2016 Course Syllabus
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COPYRIGHT:_______________________________________________________________________________

PUBLISHER:________________________________________________________________________________

WEBSITE ADDRESS:_________________________________________________________________________
SUMMARY OF KEY FACTS ABOUT HISTORICAL FIGURE:_____________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

Modified from Middlesex Community College 2012

Historical Figures in Early Childhood Education

Johann Pestalozzi
Friedrich Frobel
Elizabeth Peabody
Maria Montessori
Lucy Sprague Mitchell
Patty Smith Hill
Caroline Pratt
Spring 2016 Course Syllabus
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The World Needs Visionaries

John Locke
John Amos Comenius
John Dewey
Lev Vygotsky
Erik Erickson
Jean Piaget

EARLY CHILDHOOD EDUCATION (ECE) PROFESSIONAL PORTFOLIO

The following sections will be required in your portfolio:
Resume( use as first page- unlabeled)
Table of Contents
Professional Knowledge and Artifacts :
This section contains major assignments from class such as the
Class Room Layout, Interview with EC Professional, Class
Schedule, Parent Agenda, EC Founders Research, NAEYC PreProfessional Standards, NAEYC Code of Ethics etc.
NAEYC Key Assessments:
This section will contain Key Assessments Developmental Case
Study, and Family Newsletter
Instructional Practices/Strategies:

Spring 2016 Course Syllabus

EDEC 320

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The World Needs Visionaries

This section should contain assignments you have presented in
class, demonstrated to children during FE, Observation
Checklists, Final FE Evaluation form, and Reflective Lesson
Plans, etc.
Syllabus EDEC 320
PLEASE NOTE!
Each of the sections identified above must be tabbed within the binder. You
may use clipart, and/or borders on the title page of each section, place
plastic sheet protectors on each page for easy viewing, place multiple copies
of the same sheet in one plastic sleeve. ALL WORK SHOULD BE TYPED AND
PLACED NEATLY WITHIN THE BINDER.
The scoring rubric to this assignment can be viewed below:
CATEGORY
Resume
Table of Contents

AVALIABLE POINTS
15
5

Professional Knowledge
Key Assessments
Instructional Practices
Course Syllabus
Neat, Minimal Errors

20
20
20
10
10

POINTS EARNED

Modified from Middlesex Community College 2012

EDEC 320 COURSE OUTLINE

WEEK 1 Introductions/Getting to Know You

Getting to Know Students
Learning Styles
Time Management
Syllabus

Spring 2016 Course Syllabus

EDEC 320

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The World Needs Visionaries

WEEK 2-Becoming A Professional
Managing Time
Discussion: Becoming a Professional
ECE Laws, Ethical Codes
NAEYC Pre-Professional Standards

WEEK 3- Understanding& Applying Developmentally Appropriate Practices

How Children Learn
Learning About Yourself Through Journaling
Curriculum Programs
Standards-

WEEK 4 History and Theory

ECE Founders, Beliefs,
Show YouTube Video: Piaget
Erik Erikson: A Lifes Work

WEEK 5 APPLYING THEORY TO PRACTICE

Comparing various Curriculum Models
Adapting to Individual Differences
Planning Effective Curriculums

WEEK 6- STANDARDS
COMMON CORE, SC Academic, GOOD START, GROW SMART

Spring 2016 Course Syllabus

EDEC 320

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The World Needs Visionaries

WEEK 7- OBSERVING AND ASSESSING

WEEK 8- INFANTS AND TODDLERS

WEEK 9- PRESCHOOLERS

WEEK 10- KINDERGARTEN TODAY

WEEK 11- GRADES 1 TO 3

WEEK 12- DIVERSITY AND SPECIAL NEEDS

WEEK 13- CHILDRENS BEHAVIOR

WEEK 14- PARENTS, FAMILIES AND THE COMMUNITY

Spring 2016 Course Syllabus

EDEC 320

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The World Needs Visionaries

WEEK 15 FINAL PROJECTS PRESENTATIONS

Spring 2016 Course Syllabus

EDEC 320

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