HD 449-01, Seminar in Early Childhood Education
Spring 2008
Instructor Information:
Teresa Ashford
Education/Human
Development Building, Room 219
Phone: 360-546-9718
Fax: 360-546-9076
Office Hours:
M, W, 12:00-1:00 p.m., or by appointment
Email:ashfordt@vancouver.wsu.edu or ashford_wsu@comcast.net
Home Page: http://www.vancouver.wsu.edu/adjunct/ashford/ashford.html
Course Information:
Schedule:
T,Th 1:25-2:40 p.m.
Location:
Multi-media Classroom Building, Room 23
Course Description:
Identification and examination of historical influences, program models, contemporary issues and trends in early childhood education, with an emphasis on child, family, and community concerns (upper division; three semester credits).
Course Objectives :
Students participating in this course will:
- Examine philosophical approaches to the education of children ages 2 – 8 years of age, including Developmentally Appropriate Practice and Early Care and Education.
- Develop an awareness of historical and theoretical frameworks, which affect the development of early education models and programs for children and their families.
• Study in depth the current issues affecting the development and early education of children.
• Provide specific information, issues, and trends in early childhood in compliance with the Early Childhood Endorsement (P – 3) requirements (K – 8 certification).
Required Texts and Other Materials:
Required Text:
Follari, L. M. (2007). Foundations and best practice in early childhood education: History, theories, approaches to learning. Pearson Education Inc.: Upper Saddle River, NJ.
Paciorek, K. M. & Munro, J. H. (Eds.). (2008). Annual editions: Early childhood education: 2007/2008. McGraw-Hill: Dubuque, IA.
Important Web Links:
(a) APA:
http://owl.english.purdue.edu/owl/resource/560/01/
http://library.curtin.edu.au/referencing/apa.pdf
(b) Department of Human Development Resource Links
http://www.vancouver.wsu.edu/hd/resource.htm
Classroom Requirements:
Reasonable Accommodation:
Reasonable accommodations are available for students who have a documented disability. Please notify the instructor during the first week of class of any accommodations needed for the course. Late notification may cause the requested accommodations to be unavailable. All accommodations must be approved through Disability Services, located in the Student Resource Center on the Lower Level of VSSC. (360) 546-9138.
Inclement Weather:
When students have questions about classes being held during inclement weather, please contact the faculty support for the department. Faculty support will have information regarding class closures and will post that information on their voice mail messages. In Human Development, contact: Lynda Dezellem, 360/546-9721.
Student Conduct and Academic Dishonesty:
Per the WSU Vancouver Student Handbook, students are, "Expected to show due respect for ... the rights of others.” Students should be familiar with the Washington State University standards of conduct. The following web site outlines the student conduct and academic integrity process: http://www.vancouver.wsu.edu/ss/student_conduct.htm.
Academic Integrity:
Academic integrity is the cornerstone of the university and will be strongly enforced in this course. Any student caught cheating on any assignment will be given an "F" for the course and will be referred to the Office of Student Conduct.
Academic Calendar:
The WSU academic calendar for the current semester is located at the following web site: http://www.vancouver.wsu.edu/ss/calendars.htm. Please refer to this document for important campus dates and deadlines throughout the semester.
Electronic Mail:
All students are required to be on e-mail to further communication between students and instructor. Students at WSU Vancouver have access to free e-mail by going to the following web site: http://www.vancouver.wsu.edu/vis/vit/accounts.htm. A home e-mail account is also acceptable.
Procedures for Submitting and Retrieving Papers and Assignments:
The Human Development Department maintains a student drop box for students submitting assignments to Human Development faculty. Students use the student drop box on the second floor of the EHD building. Directions are located on the top of the box. The box is checked several times daily and the contents distributed according to the faculty name you have placed on the envelope. DO NOT submit assignments by putting them in the file cabinet. The file cabinet is used only for returning graded assignments to students and for students to pick up copies of non-graded class materials such as class notes, etc. All graded material will be returned in an envelope with each student’s name and the course number on the outside and placed in alphabetical files by last name. IT IS HIGHLY RECOMMENDED THAT YOU SAVE A COPY OF ALL ASSIGNMENTS TURNED IN ON A DISC AND KEEP A PAPER (HARD) COPY. All student papers will be maintained in the HD file cabinet for six weeks following the posting of grades at the end of each semester. At the end of six weeks, all papers, tests, etc. will be shredded.
A Note About Plagiarism and Cheating (Adapted from University of Iowa):
Plagiarism and Cheating are serious offenses that may be penalized severely. You are plagiarizing or cheating if you:
- present someone else's words or ideas as your own, in writing or in speaking
- present ideas without citing the source
- paraphrase without crediting the source
- use direct quotes with no quotation marks
- use direct quotes without footnotes or other textual citation of the source
- present work in a group project that is not your own or the work of the group
- submit the same paper for credit in more than one course without discussing this option with the instructors involved
- submit material written by someone else as your own (this includes purchasing a term or research paper)
- submit a paper or assignment for which you have received so much help that it is no longer your own work
- do not do an equal part of the work on a group project
- copy someone else's exam or graded homework
- purposefully allow another student to copy your work or submit work you have written as his/her own
Late Assignments:
All assignments will be considered LATE (a loss of 10% of the overall score per day late) if they are not received by the START OF CLASS on the date specified on the syllabus. All assignments may be faxed - please put the instructor’s name on your fax cover page.
Missing Exams:
There is only one exam in this course and it is a take-home, therefore, I am not foreseeing this will be an issue. QUIZZES AND IN-CLASS ASSIGNMENTS CAN NOT BE MADE UP.
Required Assignments:
~ Take-home Final Exam: (100 points)
The comprehensive final exam will be take-home, hence open book and open note formats. You MUST do your readings, watch films, attend class, and take good notes to be successful at these exams.
~ Interest Project & Presentation: (125 points)
The Interest Project provides you an opportunity to learn more about an issue you are interested in. Choose a topic in the field of early childhood education that you would like to learn more about and feel would be of interest to your peers. You will need to do the following:
- Interest project should be in the following package: A plastic or paper covered project folder with 3-hole clips. Absolutely NO other packages will be accepted! It must be a MINIMUM of 5 FULL pages, NOT including the cover page or reference page.
- Your paper must be word-processed with a standard font (12 point) and double-spaced using proper APA format. Useful APA links are included earlier in the syllabus. I HIGHLY recommend you review APA prior to and during the course of writing this paper.
- As part of your project materials you will need an APA-formatted cover sheet listing the following information: (a) name, (b) course number, and (c) project title.
- The topic MUST relate to information covered within the scope of this course.
- A minimum of five outside professional references are to be utilized. The textbooks do not count as references.
- I HIGHLY recommend using headings to act as a pseudo-outline to guide your paper. It will keep you focused, will provide for a smoother, more linear paper, and it will be easier for me to read.
- Your paper will be due April 17, 22, or 24, 2008
- February 14, 2008: Turn in a brief description of what your interest project topic will be. An example follows:
~ “I will be researching the No Child Left Behind Act. I will give an overview of the Act, explore arguments for and against the Act, review positive and negative outcomes, and explore alternatives to federally mandated benchmarks.” - March 4, 2008: Submit a list of at least 5 professional resources you will be using for your interest project. Your list should be submitted using proper APA format.
What is a Professional Resource?
Professional Examples NON-Professional Examples - Peer-reviewed publications - Wikipedia - Scholarly research - People magazine - Empirical journal articles - www.adhdinfo.com - Journals such as: Child Development, Developmental Psychology, Early Education and Development, Early Childhood Research Quarterly, etc. - The Columbian Example:
Boston Women’s Health Book Collective. (1998) Our bodies, ourselves for the new century: A book by and for women. New York: Touchstone Books. Brumberg, J. J. (1997). The body project: An intimate history of American girls. New York: Random House. Smith, M. T. ( 2005). First moon: Celebration and support for a girl's growing-up journey. New World Library. Stice, E., Presnell, K., & Bearman, S. K. (2001). Relation of early menarche to depression, eating disorders, substance abuse, and comorbid psychopathology among adolescent girls. Developmental Psychology, 37 (5), 608 – 619. Yeung, D. Y. L., Tang, C. S., & Lee, A. (2005). Psychosocial and cultural factors influencing expectations of menarche: A study of Chinese premenarcheal teenage girls. Journal of Adolescent Research, 20 (1), 118 – 135. 10. March 20, 2008: Submit an outline of your interest project paper.
- Useful links on creating research paper outlines:
(a) http://owl.english.purdue.edu/owl/resource/544/01
(b) http://iws2.ccccd.edu/vtopfer/F05Psy2301_S51/Research Paper Outline-05.htm
(c) http://faculty.plattsburgh.edu/michael.morales/psy304_research paper.html
11. You will provide a "lecture" for the class on this topic. Prepare a ten minute oral presentation of the information. The oral presentations will occur April 17 through April 24.
12. Prepare a one-page handout summarizing the information for distribution to your classmates on the day of your presentation. You are responsible for providing enough copies for your classmates and the instructor.
Topics that may be considered for this project include (but are not limited to):
| Kindergarten transition/readiness | Home schooling | Family childcare |
| Assessment issues | Homelessness and education | Early literacy |
| Inclusive classrooms | Parent/teacher relationships | Guidance/discipline |
Graded upon the following criteria: (125 points total)
INTEREST PROJECT DESCRIPTION (Due February 14, 2008)
- (5 points) Complete description of topic to be explored submitted on time.
LIST OF AT LEAST 5 PROFESSIONAL RESOURCES (Due March 4, 2008)
- (5 points) At least 5 professional resources to be used for your interest project are submitted on time and in APA format.
OUTLINE OF INTEREST PROJECT (Due March 20, 2008)
- (5 points) A complete and thorough outline of your interest project is submitted on time. It should be evident that the interest project criteria and your topic have influenced your outline.
PAPER (75 points total)
- (10 points) Completion of required components
~ Cover sheet, references, proper spelling and grammar, APA format, proper page length, etc.
~ Can I easily read it? - (5 points) Introduction to the topic
~ Should introduce the reader to the topic that will be addressed, as well as provide a clear outline of what is to lie ahead in the paper. Does it “hook” the reader in? - (40 points) Review of professional resources and findings
~ Are citations clear? Can I tell where you obtained your information?
~ Is the research current?
~ Are there at least five references and are they from a variety of sources?
~ Is there an over-reliance on one particular author?
~ Are the sources professional?
~ Is the information utilized in a variety of ways? (a) Summarizing main points of an article, and (b) direct quotes. Not an over-dependence on one style.
~ NO secondary citations. - (15 points) Implications and recommendations
~ Do you have ideas (recommendations) for further research that is needed in relation to your topic? Are there gaps in the available research?
~ Do you have any ideas about how this research “implicates” best practice?
~ How does this research affect children (and families) and how can it help them? - (5 points) Summary
~ Summarizing your main points and concluding your paper clearly.
PRESENTATION (25 points total)
- (5 points) Professionalism of presentation
- (5 points) More than one teaching style utilized
- (5 points) Presence and clarity
~ Enthusiasm for the subject, eye contact, movement, positive affect, articulation, annunciation, etc. - (5 points) Preparation
~ Well-organized and planned - (5 points) Presentation is engaging
~ “Hooks” the audience in, flows smoothly from one concept to the next, etc.
HANDOUT (10 points total)
- (7 points) Summary of most important information
~ Materials correlate with the presentation, easy to read, well-organized, proper spelling and grammar, etc. - (3 points) Resources listed properly
Issue Reviews: (100 points total)
The purpose of this activity is for you (and your classmates) to become more aware of current issues in early childhood education. The first 20 minutes of class on Tuesdays will be used to share a current issue in early childhood education with your classmates and instructor. You can find these issues in newspapers, magazines, journals, websites, newsletters, etc. Make sure, however, that your source is credible and professional. You will need to find at least four different sources for your articles throughout the semester. Make sure you read the article, write a review on it, and are prepared to summarize it and discuss its implications in the field of early childhood education with the class.
In addition, you will prepare a one-page MAXIMUM, double-spaced review of the article and submit the review, along with your article.
Some tips on questions to think about when reviewing an article (Source: Amanda Graham and Yukon College, 1997-2004):
STEP 1: Consider the article as a whole
(a) Who is writing the article?
(b) What are his/her qualifications?
(c) Who is the target audience?
(d) What is the article about?
(e) What sources does the author use?
STEP 2: Determine the Overall Purpose, Structure and Direction of the Article
(a) What is the author’s main point or thesis?
(b) What evidence has the author used?
(c) What limits did the author place on the study?
(d) What is the author’s point of view?
STEP 3: Critiquing and Evaluating
(a) Was there anything left that was unfinished? Did the author raise questions that were not answered in the scope of the paper?
(b) Did it make sense?
(c) What are the implications of this article? Can real people improve their lives with this information?
I will collect your articles and reviews every week. There are 12 opportunities to do issue reviews and you MUST do 10 in order to receive full credit. If you would like extra credit, you may do up to 11 issue reviews.
In-class Assignments:
There will be 75 points of in-class work that will not be announced. These may include small group exercises, pop quizzes, and/or short essays. You will be given time to complete these assignments in class. In-class assignments MAY NOT be made up.
Top of Page
Grading:
Requirement Summary:
| Assignment | Points | Total Points | Grade Percentage |
|---|---|---|---|
| Exams | 100 | 100 | 25% |
| Interest Project and Presentation | 125 | 125 | 31.25% |
| Issue Reviews | 10 @ 10 | 100 | 25% |
| In-Class Assignments | Points will vary | 75 | 18.75% |
| Total Points Possible | 400 | 400 | 100% |
Grading Scale:
The standard Human Development grading scale:
| Grade | Percent |
|---|---|
| A | 100-94 |
| A- | 93-90 |
| B+ | 89-87 |
| B | 86-83 |
| B- | 82-80 |
| C+ | 79-77 |
| C | 76-73 |
| C- | 72-70 |
| D+ | 69-67 |
| D | 66-60 |
| F | 59 or below |
Schedule:
KEY |
|---|
| - A.E.: Annual Editions: Early Childhood Education (text) - Foundations: Foundations and Best Practices in Early Childhood Education (text) |
Tentative Course Outline
| Week | Date | Readings/Assignments |
|---|---|---|
| 1 | Jan 8 | First Day of Class Business |
| Jan 10 | Historical Overview Foundations, pgs. 1-8; Chapter 2 |
|
| 2 | Jan 15 | Programs for Infants & Toddlers A.E., #13 and 34 Issue Review #1 Due |
| Jan 17 | Mixed-Age Settings | |
| 3 | Jan 22 | What is Best Practice? A.E., #21, 25, 26, and 41 Foundations, pgs 8-10; Chapter 5 Issue Review #2 Due |
| Jan 24 | Looking at Developmentally Appropriate Practice | |
| 4 | Jan 29 | Behavior and Guidance A.E., #27, 28, 29, 30 and 33 Issue Review #3 Due |
| Jan 31 | Behavior and Guidance, continued | |
5 |
Feb 5 | Anti-Bias Education A.E., #4, 9, 12, and 15 Foundations, p. 10-13 Handout (Holiday Celebrations) Issue Review #4 Due |
| Feb 7 | Anti-Bias Education, continued | |
| 6 | Feb 12 | Anti-Bias Education, continued Issue Review #5 Due |
| Feb 14 | Anti-Bias Education, continued Interest Project Topic Due |
|
| 7 | Feb 19 | Testing, Assessment, and Standards A.E., #7, 16, and 19 Foundations, p. 14-17 Issue Review #6 Due |
| Feb 21 | Testing, Assessment, and Standards, continued | |
| 8 | Feb 26 | Head Start and Early Intervention Foundations, Ch 6 A.E., #2 and 6 Issue Review #7 Due |
| Feb 28 | Head Start and Early Intervention, continued | |
| 9 | Mar 4 | High Scope Foundations, Ch 7 A.E., #3 Issue Review #8 Due Interest Project Reference List Due |
| Mar 6 | High Scope, continued | |
| Mar 10-14 | Spring Vacation, No Class | |
10 |
Mar 18 | The Project Approach Foundations, Ch 8 A.E., #39 Handout Issue Review #9 Due |
| Mar 20 | The Project Approach, continued Interest Project Outline Due |
|
11 |
Mar 25 | Reggio Foundations, Ch 9 Handout Issue Review #10 Due |
| Mar 27 | Reggio, continued | |
12 |
Apr 1 | Montessori Foundations, Ch 10 Issue Review #11 Due |
| Apr 3 | Montessori, continued | |
13 |
Apr 8 | Waldorf Foundations, Ch 11 |
| Apr 10 | Waldorf, continued | |
14 |
Apr 15 | "Hot" Issues, Student Choice, and Potential "Catch-up" Readings: T.B.A. |
| Apr 17 | PRESENTATIONS Interest Project Due |
|
15 |
Apr 22 | PRESENTATIONS AND WRAP-UP Interest Project Due |
| Apr 24 | PRESENTATIONS AND WRAP-UP Interest Project Due |
|
16 |
April 28 - May 2 | Final Exam DATE: TBA (Take-home Exam) |
Useful Links:
You may find some useful information at web sites listed on the department resources page.