EDEC 430 Preschool Curriculum
Benedict College
Department of Education
205 Bacote Hall
Spring, 2002
Monday, Wednesday, Friday 10:00 10:50
"Think about what you do and why you do it." Floyd, Grade 3
Short, K. G., & Burke, C. (1991). Creating curriculum: Teachers and students as a community of learners. Portsmouth, NH: Heinemann.
Instructor: Dr. Gloria Swindler Boutte
Office: Center of Excellence (corner of Taylor and Gregg)
Phone: 253-5077
Office Hours: Mondays and Wednesdays 11:00 1:00
email: Benedictg@benedict.edu or gboutte2@bellsouth.net
Course Description: This course explores the most recent methods, materials, and research for planning and implementing an early learning environment. Twenty (20) hours of practicum experience are required.
Texts: (Required)
Bredekamp, S. & Copple, C. (ED.) (1997) Developmentally appropriate practice in early childhood programs. Revised edition. Washington, D.C.: National Association for the Education of Young Children.
Two Course Packets Available from Campus Communications Center
Course Purpose
This course will build on the theoretical foundations for preschool children's development and provide practical applications for implementation in developmentally appropriate, inclusive settings. Students will participate concurrently in a 20 hour field experience in an inclusive setting for 3-5 year olds. This is a three (3) credit hour course.
The goal of this course is an in depth study of curriculum. Continual dialogue with the readings, as opposed to one-time coverage of them, is expected. The ability to articulate your beliefs is only a small portion of the awesome job of teaching. Therefore, I want you to continuously reflect on your actions, interactions, selection of activities, and everything you do. Importantly, I want you to challenge yourself to go beyond what you already know and to rethink your beliefs and practices-especially the ones that are most familiar to you. In other words, I invite you to be open to thinking differently and to exit the course knowing and thinking about substantively more issues than you previously have. In order to achieve this goal, you will need to be prepared before class and apply and/or analyze course content to your placement setting.
We expect you to take your construction of your knowledge as seriously as you take children's. You are the center of the learning process both on campus and in your prekindergarten or kindergarten settings. Everything you do with young children from the simplest action (such as selecting a child to carry out a given task, choosing a book to read, or greeting a parent) has implications.
I acknowledge my role as co-constructors and view myself as both a teacher and learner. I also view your classmates and supervising teachers as co-constructors. We may not all agree on the same practices, but we can enter into dialogue that can stretch all of us. I welcome your suggestions for improving your experiences in this course.
"Some people teach one year 25 times."
Carl Boyd, Educator
Course Overview
This course examines current curriculum approaches and issues in early childhood programs as well as theoretical and developmental foundations related to early childhood curriculum. Practices in early childhood classrooms and research on curriculum and program effectiveness are critically examined.
The course follows a modified seminar format, emphasizing critical discussion of readings and issues as well as student responsibility for class leadership. Theory, research, and practice will be integrated throughout the course. We will canvass a wide range of conceptual frameworks and assumptions. We will focus on common definitions of "best practices" in early childhood
education, but will deconstruct them as well. We will engage in some of the exciting national and international dialogues regarding early childhood theories and curricula.
The curriculum will be not be viewed as a static entity. Emergent curriculum is a theme of this
course. Continuous reflection on the power of educators and the political nature of curriculum and instructional decisions is required. Each student in the course must examine the role that she or he plays in the curriculum and instructional process. Therefore, in additional to taking seriously the frequently touted (and often rhetorical) stance that "all children can learn," a central theme of this course is that "all professionals can learn" (myself included).
"New teachers cannot wait until they ´know it all.' The truth is we
never know it all. The more we know, the more questions we have."
(source unknown)
"I've come to the frightening conclusion that I am the decisive element in the classroom. It's my personal approach that creates the climate. It's my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized."
Haim Ginott
Expectations
Students successfully completing this course will possess the ability to critically process and examine early childhood theories and curriculums. Self-reflection, effective research, writing, and presentation skills are also critical competencies.
Course Objectives
At the conclusion of the course, students should be able to:
Demonstrate skills in using developmentally appropriate planning, instructional, and assessment strategies in cooperation with members of the teaching team.
Demonstrate knowledge of and skill in the provision of developmentally appropriate, meaningful, integrated learning experiences using the concepts and tools of inquiry in curriculum content areas including science, literacy, mathematics, music, social studies, art, and drama.
Create, evaluate, and select activities, materials, and equipment that are developmentally
and culturally appropriate, integrating multiple developmental areas and levels of ability.
Affirm and respect culturally and linguistically diverse children, support home language
preservation, and promote anti-bias approaches through creation of learning environments
and experiences.
Follow developmentally appropriate curriculum and methods for children three-years-old through kindergarten across all areas of development including cognitive, language/communication, social, emotional, and physical (including health and medical).
Integrate children with varying levels of ability in all activities and demonstrate skills in incorporating goals of individual children (3-5 yrs.) in all group activities.
Within a classroom environment, plan appropriate small group, large group, and individual times, and demonstrate knowledge of strategies to facilitate children's involvement in planning for their own learning.
Plan appropriate balance in child-initiated and adult-initiated activities, based on the individual needs of the typically and atypically developing children.
Demonstrate the ability to facilitate learning through play and child-initiated activities through high quality interactions, guided inquiry and discovery, and demonstrate competency in enhancing social interaction by integrating typically and atypically developing children.
Demonstrate skills in observing, recording, analyzing, and using data gathered from and about children engaged in real, concrete, play-oriented activities in natural environments to inform the planning and guidance in the classroom.
Demonstrate competence in functioning in a preschool inclusive environment, and in analyzing and evaluating the teaching-learning environment.
Demonstrate knowledge of systematic transitions between settings such as hospitals, home, and preschool, and primary programs.
Describe the historical, philosophical, and sociological foundations underlying preschool curriculum models and the preschool settings in which they are used.
Provide an environment that clearly demonstrates knowledge-based decisions about young children and a design deliberately responsive to a wide-range of individual learning and cultural needs.
Identify contemporary issues in preschool education and describe how they are related to recurring themes in the history and philosophy of education by comparing various perspectives on these issues.
Compare and contrast preschool curricula by analyzing the tenets of at least two curriculum models and by identifying the implications of their beliefs on schooling and classroom practices.
Explain the importance of a background in philosophy of education for formulating one's own personal philosophy of education.
Identify, explain, and evaluate the effects of political, economic, and legal issues facing teachers, students, families, and administrators in contemporary preschool settings.
Identify community and professional sources of influence and support for preschool teachers.
Utilize a variety of multimedia tools and resources to effectively research, present, and implement preschool activities.
To develop teaching and group presentation skills through leading class discussions of topics
related to early childhood curriculum.
Course Requirements*
* Grades on written assignments will be based on 1) the completeness and accuracy of your information, 2) the soundness and creativity of your ideas, and 3) organization, grammar, and professional writing style. All written assignments should be typed, double-spaced, and stapled. NO SHEET PROTECTORS, PLEASE.
1. Attendance/Participation (100 points) - Class attendance is expected, except in cases of significant illness or family emergency. If you are sick or unable to make class please notify the instructors in advance via email or telephone message. If you miss part or all of class this will be considered an unexcused absence. More than one absence will result in a 5 point reduction in your grade for each absence. If you miss class, you are responsible for getting notes from fellow students and obtaining any assignments or handouts. Arrangements for accepting late assignments or exams will only be made in unusual circumstances, and only if you contact me immediately about your situation and are able to provide documentation to support your need.
Everyone is expected to be prepared to actively participate in class (read all required readings and complete assignments). A significant part of this grade is based on active and informed class input. Grade for participation includes meeting course's objectives and expectations. Ten (10) points of this grade will be for presenting a five-minute curricular activity at the beginning of the class (fingerplay, book, math strategy). A
brief written description of the activity should be copied for all class members.
During the class period, the instruction will randomly select names from the basket to get responses to daily questions. An attempt will be made to call on each student during each class period in order to become familiar with each students' level of preparation and understanding.
If you have a documented disability and wish to discuss academic accommodations, please contact me as soon as possible.
This course places an additional obligation on you as a student to maintain confidentiality and ethical treatment toward the children and families in the settings you are placed. The parents and children you will be working with have the right to privacy concerning their identity and school records. You may NOT discuss the information you collect on the children with anyone other than the staff at the school/center/program and members of this class. This means that you may not tell a child's name to your friends, or show another person any information that includes a child's name or other clues to his/her identity. To help insure the children's privacy, you will change all children's names in any written work.
2. Practicum Placement (30 points): Each student will be assigned to a preschool or kindergarten setting where she/he will complete 20 hours (10 hours with children birth to 24 months and 10 hours with children 25 months to 5 years). A completed timesheet will be due on April 29. Any missed days because of illness or school or center breaks must be made up before the end of the semester. A total of 30 points can be earned for this assignment which includes the 20 hours of active involvement in the classroom/placement setting, implementation of 4 activity plans.
3. Midterm Exam (100 points): One essay exam will be given based upon the readings, lectures and class discussions. The exam will be on March 6th .
4. Curriculum Presentation (50 points) (April 8; 10; 15)
This is a small group project aimed at familiarizing you with selected early childhood education approaches. You will collaborate with one to two people
on all aspects of this report. One grade will be assigned to the group.
You will need to research the approach in the library and on the internet. In some cases, we may direct you to local programs. In others, you will have to check web sites or call DPI or other sources to locate a center to visit. The research
will help you determine how popular and widespread the programs are. In some
cases, you may have to contact universities or agencies for information.
You need to make arrangements early in the semester to visit the center and remember to be professional while you are there. Arrange to stay at the center for a few hours (preferably go more than one time). Collect relevant documents and include the name, telephone number, and signature of a person from the center verifying that all group members visited the center (This should be turned in with the written report). While visiting the center, you may assume the role of participant/observer so it is okay to volunteer while you are there.
As a group, you will present highlights of your curriculum model to the class. Your presentation should include the following.
A. A short overview of the program's philosophy. This will be based on your visit to the center as well as your research on the approach. This should be well researched and should cite references from professional journals and/or books. Also, point out aspects of the approach/philosophy that distinguish it from others. Describe the program in a way that a person unfamiliar with American childcare would understand. In other words, you may explain why certain things are done (even things that are common in U. S. programs such as playing with blocks). What are the strengths of the program? Weaknesses?
Use overheads, charts, or handouts. These should be attractive and if overheads are used, the font should be large enough to be read easily. Power point presentations may also be used, but equipment will need to be requested early and you will need to test it out and bring back-up overheads.
B. Using any approach that you wish (and please be creative and extraordinary!!), present a memorable way of distinguishing this approach from others. You may role play a typical, distinctive scenarios to demonstrate characteristics of the approach; create song/poem/dance, etc. In other words, we want something that won't blend into the vast amount of information about other programs. This will require some thought.
C. Audio visuals (video clips and/or photos) {used with permission}), handouts, work samples, etc. from the program.
D. A typical daily schedule and/or sample activity (you may involve the audience in an activity).
E. Comments from parents, teachers, and/or children about the program
(try to get firsthand accounts although internet or journal accounts
may be used).
F. Analysis of strengths and weaknesses of the program.
G. Questions you still have or things you still would like to know about the program.
** Make eye contact with the audience, do not simply read information, and speak clearly, loudly, and slowly enough to be understood.
ENGAGING PRESENTATIONS ONLY!!!!!! I WANT YOU TO SHOW YOUR EXCITEMENT ABOUT THE PROFESSION!!!
5. DAP Group Project (50 points) (February 18; 25)
DAP Reports Each person, as part of a small group, will present one chapter from the NAEYC book. A 15- minute oral report will include the following: A) a brief overview of the chapter; B) At least 5 major points from each chapter to illuminate the essence of DAP; C) the implications of the information in the chapter; D) a thorough analysis of the information (to include, but not limited to practical applications, limitations, theoretical assumptions).
A one to two-page handout and overhead should accompany the oral presentation. Avoid small type and handouts which include verbatim what you say in your oral report. The oral report should be presented in an engaging manner involving the audience via
discussion, scenarios, etc. (50 points) (due September 17 and 19)
6. Inquiry Project - This inquiry project is a small group assignment which will be carried out throughout the semester. The project has several components which are described below.
Each group will select an area of study that can be sustained for the semester. Throughout the semester as we discuss the curriculum areas, your inquiry group will
brainstorm activities for your inquiry project. You should take a cohesive, integrated
perspective as opposed to a thematic approach.
The final written report of your inquiry project should include the following information.
The report should be typed and double-spaced. (April 29)
1. Write a paragraph explaining how you decided on the topic of the unit (e.g., observations of children's interests, availability of resources).
2. Include a thematic map of possible activities/experience even though you will not carry out most of them.
3. How will you begin and end the unit (e.g., opening and culminating activities).
4. Include a list of resources that would be used to complete an entire inquiry project including:
a. a thorough list of books
b. videos
c. field trips (include contact persons)
d. other
5. Conclude with reflections on the overall inquiry process. What worked? What did not work? What would you change? What course concepts were applied? What did the children learn? What did you learn?
7. Statement of Beliefs (20 points) (May 1)
Explicitly spell out your own statement of beliefs related to curriculum and activity planning for typically and atypically developing children (ages 3 6 years). You
should reference reading covered in this or other courses which have influenced
your beliefs (e.g., Vygotsky' theory, DAP).
8. Presentation of Belief Statement (20 points) (April 30; May 1)
You will present you belief statement in class using an alternate sign system near the end of the semester.
9. Personal Narrative (40 points) (January 23; 28)
In class, present a personal narrative about your school experiences. Your personal narrative does not have to be sequential and should be written in an engaging manner. In other words, we are not seeking an account of each and every detail of your schooling-just the ones most significant to you. The purpose of this assignment is to seek to discover influences on your current philosophies about children. You will essentially be asking yourself, "What happened during my schooling process and how was I affected by these experiences?" Your story should have a title which reflects the overall theme of your narrative.
You should consult your preschool/elementary school records (e.g.,photos, report cards, papers that you did, drawings, teachers' comments). Talk with your parents/guardians, peers, and teachers when possible to get their impressions of you. Think about how this affected what you think about children. Are your impressions of yourself similar or different than the reports and perspectives of others? What does this mean?
For starters, you need to consider the following but feel free to go beyond. You may weave information into your narrative or provide subsections. The former is the preferred format (organized by themes). For each item below, think of how
or if it influenced your current philosophy about young children's learning
and development.
- What are your earliest recollections of school? Are these favorable?
Why or why not?
- Who were your favorite teachers. Least Favorite? Why? What approaches/philosophies did your favorite and least favorite teachers use? Give specific examples to support your response.
- What subjects did you like best? Least?
- What is your earliest collection of books and reading? What were your favorite books during your early childhood years?
- Do you recall any particular curricular approaches that were used (e.g., High Scope, Direct Instruction, Montessori)? If so, what were they?
- What role did your home, parent(s), family, and community play in your learning process?
- What does a prototype preschool classroom look like? What do you dislike? Think of at least one substantive way you will need to broaden your conception/philosophy of teaching? How will you go about doing it?
- Conclude by making sense (drawing conclusions, analyzing the information) of what you have presented.
10. Activity Plans (40 points)
Based on observations of children, curriculum goals, your cooperating teacher's plans, your Inquiry group's planning, and emphases of this course, plan and implement a sustained inquiry project which includes four activities/lesson which you will carry out. The project should cover one topic and should be emergent. Must cover four of the following curriculum areas: literacy, math, science, social studies, art, music, or movement. The primary content area for the activities cannot be repeated (although they may all integrate more than one area).
The four activity plans must be approved by me and/or your teacher before you implement them. Each activity plan is worth 10 points each for a total of 40 points.
- The first two activities may be with smaller groups (e.g., 4 5 children). The last three activities should be with the entire class if you can coordinate this with your teacher. It may be difficult to add new children to your continuing topic so try to include as many children as you think is feasible in the first two activities. Students who already have classroom experience should try to work with the entire
class, although large group instruction is not expected for the entire unit.. The activity may start with the whole class and then you may work with a small group of children. This will be different in every classroom so use your judgment based on the nature of your inquiry project and your knowledge of children.
- Two of your activities should be peer evaluated and you must also evaluate two of your peers. The other activities should be evaluated by your teacher.
- Try to include at least one child with disabilities and necessary adaptations must be noted in the activity plan.
- One of the activities should reflect a conscious multicultural focus.
- Document activities with samples of children's work, photos, etc. These will be included in the final report.
Activity Plans Schedule
|
Number |
Due Date |
Implement |
|
1 |
February 11 |
by February 22 |
|
2 |
February 18 |
by March 1 |
|
3 |
March 18 |
by March 29 |
|
4 |
April 1 |
by April 12 |
GRADING CRITERIA
Assignment Points
1. Personal narrative presentation 40
2. Group Curriculum Project 50
3. Belief Statement 20
4. Presentation of Belief Statement 20
5. Activity Plans (4 @ 10 points each) 40
6. Final Written Inquiry Report 50
7. Practicum Placement 30
8. Cooperating Teacher's Evaluation 30
9. Midterm Examination 100
10. DAP Group Project 50
11. Class Participation and Attendance 100
TOTAL 530
Grading Scale
477 530 = A
424 476 = B
371 423 = C
318 370 = D
317 and below = F
Tentative Class Schedule
(DAILY SAMPLE PRAXIS QUESTIONS)
Date Topic Readings/Assignment
January 14 Introductions and Course Overview
January 16 Personal Narrative (Boutte);
Cohesive Integrated Units/Inquiry Handout-- A Cohesive Integrated Unit
January 21 HOLIDAY-Labor Day
January 23 Presentations of Personal Narratives
January 28 Presentations of Personal Narratives
January 30 Four E's Van Scoy
February 4 DAP group presentation planning Bredekamp (assigned
chapters)
February 6 Literacy Susi Long handout
Literature Circles SC Frameworks
February 11 Math Whitin (handout) SC Frameworks\ Activity Plan 1
February 13 No Class-Work on DAP
Presentations
February 18 Developmentally Appropriate Bredekamp (Chapters 1 & 2)
Practice (Presentations) Activity Plan 2
February 20 Black History Telethon Antisdel
(attendance is required)
February 25 Developmentally Appropriate Bredekamp (Chapters 3,4, 5) Practice (Presentations)
February 27 Group Inquiry Meetings (no class)
March 4 DAP Myths Kostelnik
March 6 MIDTERM
March 11, 13 SPRING BREAK
March 18 Science A Head Start on Science
(handout)
SC Frameworks
Activity Plan 3
March 20 Curriculum Group Meetings
March 25 Social Studies Boutte et al; Billman
Ramsey; Greenberg
April 1 Art, Music, and Movement SC Frameworks
Activity Plan 4
April 3 Curriculum Models/Reggio Emilia Gandini; Malaguzzi
April 8 Head Start Presentation Handout
April 10 Montessori Presentation Handout
Activity Plan 3
April 15 High Scope Presentation Handout
April 17 Preschool in Three Cultures (China,
Japan, U.S.) Activity Plan 4
April 22 Children with Disabilities Davis; Edmiaston et. al.
Case Discussions Bishop-Peter and the
Watermelon Seeds
Peterson et. al. The
Eye of the Beholder
April 24 Anti-Bias Curriculum Derman-Sparks
Broman
April 29 Presentation of Philosophies Inquiry Reports
May 1 Presentation of Philosophies
May 6 OPEN
April 8 Social Studies Boutte et al; Billman
Ramsey; Greenberg
April 10 Art, Music, and Movement SC Frameworks
Activity Plan 4
April 15 Curriculum Models/Reggio Emilia Gandini; Malaguzzi
April 17 Head Start Presentation Handout
April 22 Montessori Presentation Handout
April 24 High Scope Presentation Handout
Preschool in Three Cultures (China,
Japan, U.S.)
April 29 Presentation of Philosophies Inquiry Reports
May 1 Presentation of Philosophies
May 6 OPEN | 
