Education 3303

Early Childhood Education: Cognitive Skills/Arts and Movement

Syllabus and Course Calendar

I.          INSTRUCTOR

Robin M. Irving, Ed.D.
101a Gary Hall,  574-1230
EMail: facirvingrm@usao.edu

II.         COURSE DESCRIPTION

 

Education 3303 is designed for students in the process of preparing to teach young children.  The course fosters the development of skills and techniques for working with young children in creative arts and movement.  The course gives students a study of cognitive development of children in the areas of social studies, science, mathematics, and language.  The use of play as a learning and socializing process will be emphasized.

 

III.        RATIONALE

 

The early childhood years are extremely important to a young child's socialization.  The importance of the early years is considered a critical period regarding a child's future academic success.  The course is designed for those students preparing to teach children between the ages of approximately three and eight. The course will give students the opportunity to become acquainted with the various philosophies of early childhood education, methods of teaching, and age appropriate materials to be used in guiding young children's creative growth. 

 

IV.        COURSE OUTCOMES

 

Upon completing the readings and course requirements, the students will be able to identify by writing, discussion or demonstration the developmental stages and behavior patterns of young children.  The students will be able to integrate art, music, and movement with other areas of curriculum in Early Childhood Education.  Students will be knowledgeable about locating and using appropriate resource materials and demonstrate methods of teaching in one of the eight curriculum areas.  Students will construct two pieces of equipment to be used for a particular lesson.  Students will be knowledgeable of current classroom practices.

 

V.         TEXT AND REQUIRED READING

 

Text:

            Brewer, JoAnn. (2001).  An introduction to early childhood education:  Preschool through primary grades.  (4th Ed.), Mass.:  Allyn and Bacon.

 

            Required Readings:

            Isenberg, Joan P., and Jalongo, Mary R.  (1993).  Creative expressions and play in the early childhood curriculum.  New York:  Merrill.

 

            Sparks, L.D. (1989).  Anti-bias curriculum:  Tools for empowering young children.  Washington, D.C.:  NAEYC.

 

            An additional bibliography is provided to locate library resources as well as resource materials from the USAO Child Development Center.

 

VI.        PROCEDURES

 

The course is designed to meet three class periods a week for fifteen weeks.  Class meetings will be used for lecture, discussion, and demonstrations by the students.  The class will meet Monday, Wednesday, Friday, 2:00 - 2:55 p.m. in Gary Hall.

 

VII.       CONTRIBUTIONS TO THE EARLY CHILDHOOD PROGRAM COMPETENCIES

            This course contributes specifically to the USAO Early Childhood Program competencies:

 

1.                   To identify by writing, discussion, and demonstration the developmental stages and needs of young children as a result of study and school observations.

 

2.                   To develop techniques and skill in forming behavioral objectives for young children and plan curricular and evaluation activities in terms of objectives.

 

3.                   To promote an awareness of cultural differences and to develop effective methods for working with young children from different cultures and backgrounds.

 

4.                   To provide techniques for assisting young children adjust to the school environment and providing activities suitable for their age/or achievement level.

 

5.                   To acquire techniques for assisting young children in developing positive self-concepts, self-discipline, motivation creativity, and concern for others.

 

            This course contributes specifically to the general competencies:

 

            1.         Understands concepts and methods of inquiry of subject matter discipline.

 

            2.         Understands how students learn and develop at all ages.

 

            3.         Uses motivation and behavior to create positive learning environments.

 

            4.         Knowledge and use of a variety of communication techniques.

 

            5.         Fosters positive interaction with colleagues, parents, and community.

 

            6.         Understanding of assisting students with career awareness.

 

            7.         Understands the legal aspects of teaching.

 

            8.         Able to develop instructional strategies/plans based on PASS.

 

VIII.      COURSE OBJECTIVES

 

            A.         Identify the developmental stages and needs of young children.

            B.         Study various philosophies of early childhood education.

C.                  Demonstrate creativity and ability in assembling, preparing, and displaying material needed in a school setting.

D.                  Define techniques for helping the young child adjust to the school situation and to participate in activities suitable for his/her age and/or achievement level.

E.                  Write behavioral objectives for young children and plan curricular activities in order to attain the objectives.

F.                  Study and discuss methods of working with children that will encourage a healthy self-concept, self-discipline, motivation, creativity, and concern for others.

G.                 Identify and discuss effective methods of working with young children from different cultures.

 

IX.        COURSE REQUIREMENTS

 

1.                   Identify by writing, discussion or demonstration the developmental stages and behavior patterns of young children.  (Two Exams - 200 points) (Final Exam -100 points)

 

2.                   Develop a file box or notebook for creative movement with young children.  (200 points) Criteria will be distributed and discussed in class.

 

            3.         Regular class attendance and discussion.  (20 points)

 

4.              Demonstrate methods of teaching in one of the eight areas of the curriculum.  (20 points)

 

            5.         Present in writing a lesson plan for the demonstration to be given in class. (20 points)

 

6.                   Construct two pieces of equipment to be used for the lesson plan and demonstration.  (One equipment item will be turned in and remain in the USAO Child Development Center.) (20 points)

 

7.                   Observe in a classroom situation three times during the trimester.  A written report of the observations will be turned in to the class instructor. (20 points)  Classroom observation form is attached to syllabi.

 

X.         EVALUATION CRITERIA

 

            Grades will be assigned on the basis of the course requirements as stated in Section IX.

 

            Two written exams (200 points)

            Final written exam (100 points)

            File box or notebook (200 points)

            Class attendance and discussion (20 points)

            Demonstrations (20 total points)

            Lesson plan (20 points)

            Construction of two pieces of equipment (20 points)

            Three written classroom observations (20 points)

 

            * File box or notebook must have headings:

                        1)         Finger plays/poetry

                        2)         Fine Motor/Art Activities

                        3)         Gross Motor/Movement Activities

                        4)         Language Activities/Creative Drama

                        5)         Music/Songs

                        6)         Resource Materials/Books/Records/Tapes

                * Demonstration Criteria:

 

                        1)         Introduction/setting the stage for learning/behavioral objectives as stated on the lesson plan.  (5 points)

 

2)         Implementation/Procedure - step by step developmentally age appropriate link to child's prior knowledge and flow in a natural progression towards more sophisticated content.  (5 points)

 

                        3)         Closure/summarized - the lesson ties the lesson plan with yesterdays, today's or tomorrow's lessons.  (5 points)

 

                        4)         Evaluation/minimum mastery of lesson plan objectives/recording of student progress/additional file to expand and follow-up the lesson.  (5 points)

 

            Grades will be assigned for a total number of points as follows:                 

 

                                                                        550-600  -  A

                                                                        500-549  -  B

                                                                        450-499  -  C

                                                                        400-449  -  D

 

XI.        POLICY STATEMENT

 

            The following policy can reduce a student's grade by one or more letter grades.  Attendance points (20) will become no points after missing five class times.

 

            Students are expected to be organized and ready for demonstration on day assigned.

 

            Make-up exams are more difficult and must be taken within a week.

 

            Assignments should be turned in on time.  Late turn in for assignments can reduce a student's grade by one or more letter grade(s).

 

It is the student's responsibility to inform the instructor no later than the first week of class of any disabilities or exceptionalities that may interfere with his/her ability to successfully complete any of the course requirements.  The instructor will work with these individuals to ensure that they have an equal opportunity to complete course requirements.

XII.       BIBLIOGRAPHY

            EDUC 3303

            Early Childhood Education:

            Cognitive Skills/Arts and Movement

 

Abruscato, J. (1988).  Teaching children science.  Englewood Cliffs, New Jersey: Prentice-Hall.

 

Bee, H. (1988).  The developing child.  New York, New York:  Harper and Row.

 

Beyer, B.K., and Pasnak, R. (1993).  Helping children think better:  The developmental lesson set approach.  Journal of Research and Development in Education, 26, (2), 97-105.

 

Boyer, E.L.  (1991).  Ready to learn:  A mandate for the nation.  Lawrenceville, New Jersey:  Princeton University Press.

 

Bredekamp, S., and Rosegrant, T.  (1992).  Reaching potentials:  Appropriate curriculum and assessment for young children.  Washington, DC:  NAEYC.

 

Bredekamp, S., and Shepard, L. (1989).  How best to protect children from inappropriate school expectations, practices, and policies.  Young Children, 44, (3), 14-23.

 

Bredekamp, S. (1987).  Developmentally appropriate practice in early childhood programs serving children from birth through age 8:  Expanded edition.  Washington, DC:  NAEYC.

 

Cawelti, G. (1993).  Challenges and achievements of American education.  Alexandria, Virginia:  ASCD.

 

Charlesworth, R. and Lind, K.K. (1999).  Math and science for young children. Third edition.  Albany, New York:  Delmar Publishers, Inc.

 

Copley, J. V.  (2000). The Young Child and Mathematics.   Washington, DC:  NAEYC. 

 

Dopyera, M.L., and Dopyera, J. (1993).  Becoming a teacher of young children.  New York, New York:  McGraw-Hill, Inc.

 

Essa, E. (1992).  Introduction to early childhood education.  Albany, New York:  Delmar Publishers.

 

Gordon, A., and Browne, K.W. (1993).  Beginnings and beyond.  Third edition.  Albany, New York:  Delmar Publishers, Inc.

 

Harlan, J. (1988).  Science experiences for the early childhood years.  Fourth edition.  Columbus, Ohio:  Merrill.

 

Helm, J. H. and Katz, L.  (2001).  Young Investigators:  The Project Approach In The Early Years.  New York:  Teachers College Press.

 

Hendrick, J.  (1998).  Total learning:  Developmental curriculum for the young child.  Fifth edition.   New Jersey:  Prentice-Hall, Inc.

 

Hendrick, J.  (1988).  The whole child:  Developmental education for the early years.  Fourth edition.  Columbus, Ohio:  Merrill.

 

Hendrick, J.  (1987).  Why teach:  A first look at working with young children.  Washington, DC:  NAEYC.

 

Henniger, M. L.  (1999).  Teaching young children:  An introduction.  Upper Saddle River, New Jersey:  Prentice-Hall, Inc.

 

Herrman, J.L., Aschbacher, P.R., and Winters, L. (1992).  A practical guide to alternative assessment.  Alexandria, Virginia:  ASCD.

 

Hildebrand, V.  (1991).  Introduction to early childhood education.  Fifth edition.  New York, New York:  Macmillan.

 

Holt, B. (1989).  Science with young children.  Washington, DC: NAEYC.

 

Machado, J.  (1999).  Early childhood experiences in language arts:  Emerging literacy.  Sixth edition.  Albany, New York:  Delmar Publishers. 

 

Mills, H. (1993).  Teaching math concepts in a K-1 class doesn't have to be like pulling teeth -- but maybe it should be!  Young Children.  44, (2), 17-20.

 

Morrison, G.S. (1998). Early childhood education today.  Seventh edition. New Jersey:  Prentice-Hall, Inc.

 

Myers, B.K., and Maurer, K.  (1987).  Teaching with less talking:  Learning centers in the kindergarten.   Young Children.  42, (5), 20-27.

 

Paciorek, K. M., and Munro, J. H.  (1999).  Sources:  Notable selections in early childhood education.  Second edition.  Guilford, Connecticut:  Dushkin/McGraw-Hill.

 

Peck, J.T,  McCaig, G,. and Sapp, M. E.  (1988).  Kindergarten policies:  What is best for children?  Washington, DC:  NAEYC.

 

Pitcher, E.G.,  Feinburg, S.G., and Alexander, D.A.  (1989).  Helping young children learn.  Fifth edition.  Columbus, Ohio:  Merrill.

 

Seefeldt, C. and Barbour, N. (1998). Early childhood education: An introduction.  Fourth edition.  Columbus, Ohio: Merrill.

 

Taylor, B.J.  (1993).  Science everywhere:  Opportunities for very young children.  Fort Worth, Texas:  Harcourt Brace Jovanovich.

 

Van Scoy, I.J., and Fairchild, S.H.  (1993).  It's about time!  Helping preschool and primary children understand time concepts.  Young Children, 44, (2), 21-24.

 

Wadsworth, B.J.  (1984).  Piaget's theory of cognitive and affective development.  Third edition.  White Plains, New York:  Longman, Inc.

 

Wortham, S.S. (1998). Early childhood curriculum: Developmental bases for learning and teaching.  Second edition. Columbus, Ohio:  Merrill.

 

Ziemer, M. (1987).  Science and the early childhood curriculum:  One thing leads to another.  Young Children, 42, (6), 44-51. 


 

XII.       File box or Notebook   BIBLIOGRAPHY

            EDUCATION 3303

            Early Childhood Education:

            Cognitive Skills/Arts and Movement

 

Bayless, K.M., and Ramsey, M. (1991). Music:  A way of life for the young child.  Columbus, Ohio:  Merrill-Macmillan.

 

Beginnings...Early Childhood Education in Oklahoma. (1981). Oklahoma City, Oklahoma State Department of Education.

 

Chenfeld, Mimi Brodsky. (1983). Creative activities handbook for young children.  New York:  Harcourt Brace Jovanovich, Inc.

 

Clemens, S.G. (1991).  Art in the classroom:  Making every day special.  Young Children, 46, (2), 4-11.

 

Croft, Doreen J., and Hess, Robert. (1980).  An activities handbook for teachers of young children.  Boston:  Houghton Mifflin Company.

 

Early childhood creative arts:  Proceedings of the international early childhood creative arts conference.  (1991).  Reston, VA:  NAEYC.

 

Edwards, L.C. (1990).  Affective development and the creative arts:  A process approach to early childhood education.  Columbus, Ohio:  Merrill-Macmillan.

 

Eliason, Claudia F., and Jenkins, L. T., (1986). A practical guide to early childhood curriculum.  St. Louis:  The C.V. Mosby Company.

 

Explore and Create. (1979). Livonia, Michigan:  Partner Press.

 

Fleming, Bonnie Mack, Hamilton, Darlene Sofllay and Hicks, JoAnn Daal. (1977). Resources for creative teaching in early childhood education.  New York:  Harcourt Brace Jovanovich, Inc.

 

Hendrick, JoAnne. (1999). Total learning for the whole child.  St. Louis:  The C.V. Mosby Company.

 

Mayesky, Mary.  (1995).  Creative activities for young children.  New York:  Delmar Publishers.

 

Munro, June. (1987). Movement education:  A program for young children.  New York:  Toys 'N Things Press.

 

Pica, Rae.  (1995).  Experiences in movement with music, activities, and theory.  New York:  Delmar

    Publishers.

 

Pugmire, M.C. (1977). Experiences in music for young children.  New York:  Delmar Publishers.

 

Rogovin, Anne. (1980). Let me do it.  New York:  Thomas V. Crowell, Publishers.

 

Sullivan, Molly. (1982). Feeling strong, feeling free:  Movement exploration for young children.  Washington, D.C.:  National Association for the Education of Young Children.

 

The Significance of the Young Child's Motor Development. (1971). Washington, D.C.:  National Association for the Education of Young Children.