Education
4412
Early Childhood Education: Practicum
I. INSTRUCTOR
Robin
M. Irving, Ed.D.
101a Gary Hall, 574-1230
EMail: facirvingrm@usao.edu
II. COURSE
DESCRIPTION
Education
4412 is taken concurrently with Education 4233.
This course is designed for students that are or will be teachers of
children three to age eight. It is
designed to fulfill the requirements for the program of Early Childhood Education. The students will have the opportunity for
participation and teaching experiences in the
III. RATIONALE
The
early years are most critical in regarding a young child’s learning. The Practicum experience gives the student an
opportunity to practice the Early Childhood Education program theme and program
objectives with real children, parents, and coworkers. It is the culminating experience to apply and
practice the Early Childhood curriculum matrix consisting of (1) Child Development and learning, (2)
History and Philosophy, (3) Practice and Content, (4) Classroom Management and
Guidance Techniques, and (5) Parent and School Relationships.
IV. COURSE
OUTCOMES
Upon
completing the readings and course requirements the student will be able to
plan, implement, and evaluate developmentally appropriate learning activities
using an integrated approach to include the following curriculum areas: social studies, art, music/movement, language development,
pre-reading, math and science.
V. TEXT
Students
will incorporate the use of textbooks from courses that are prerequisites for
practicum. The attached bibliography
provides additional resource materials for the practicum teaching experience.
VI. PROCEDURES
The
course is designed for students to assist in the
VII. CONTRIBUTION
TO THE EARLY CHILDHOOD PROGRAM COMPETENCIES
This course contributes
specifically to the following USAO Early Childhood Program competencies:
1. To identify
developmental stages and needs of young children as a result of study, laboratory
experiences and school observation.
2.
To acquire techniques and skills in writing behavioral objectives for
young children and planning curricular and evaluation activities in terms of
these objectives.
3. To acquire
mastery level skills for planning a balanced curriculum in terms of the “whole”
child.
4. To develop an
awareness that young children should be evaluated in the context of social
relationships and the environment in which they live and learn.
5. To develop an
awareness of cultural differences and implement effective methods for working
with young children from different cultures and backgrounds.
6. To develop the
effective methods for presenting planned learning experiences in the USAO Child
Development Center Laboratory.
The course specifically
contributes to the following general competencies:
1. Understands
concepts and methods of inquiry of subject matter discipline.
2. Creates
instructional opportunities that are adaptable to individual differences.
3. Uses a variety
of instructional strategies and technology.
4. Uses motivation
and behavior to create positive learning environment.
5. Knowledge and
use of a variety of communication techniques.
6. Plans
instruction based upon curriculum resources, goals, and knowledge of the
teaching/learning process.
7. Understands and
uses a variety of assessment strategies to evaluate and modify
teaching/learning.
8. Evaluates
effects of choices and actions of others and modifies when needed.
9. Fosters
positive interaction with colleagues, parents, and community.
10.
Understanding of assisting students with career awareness.
11.
Understands process of continuous life-long learning.
12.
Understands the legal aspects of teaching.
13.
Able to develop instructional strategies/plans based on PASS.
VIII. COURSE OBJECTIVES
A. Assist in the
B. Plan,
implement, and evaluate ten lessons that are age appropriate and
developmentally appropriate.
C. Plan, display,
and evaluate one bulletin board that is appropriate for the activity
unit/topic/theme.
IX. COURSE
REQUIREMENTS
1. The student will assist in the
2. The student will plan and teach ten lessons during a
four day implementation period. Lesson
plan format will be distributed and discussed the first week of class.
3. The student will plan and display one appropriate
bulletin board during the four day implementation period. (Bulletin board measurements: 2 yards 23” long and 31” high.) Criteria for completing the bulletin board
will be distributed and discussed during the first week of class.
X. EVALUATION
CRITERIA
Grades will be assigned on the basis
of the course requirements described in Section IX.
1. Points for advance planning and attendance - 100.
2. Points for typed lesson plans and implementing
activities - 100. (10 points each
lesson. This includes student’s own
written evaluation.)
3. Points for appropriate bulletin board - 100. (Criteria for bulletin board: planning age appropriate theme, design,
background, teachable tool, balance and attractiveness.)
Grades will be assigned as follows:
260 - 300 = A
220 - 259 = B
180 - 219 = C
140 - 179 = D
100 - 139 = F
XI. POLICY
STATEMENTS
1. If the student is absent on the day assigned to be in
the Center, he/she will be required to make-up that hour at another time.
2. A student with five or more absences before
midterm will be given an administrative drop.
3. Student will put name, time, activity
(unit/topic/theme) on lab calendar at least two weeks in advance of
implementing learning activities.
Evaluation of activity lesson plans are due one week after
implementation.
4. Student will follow the theme for the week. Relate curriculum areas to include: social studies, art, music/movement, language
development, pre-reading, math and science.
5. Present in writing to the lab teacher one week in
advance the plans for activities.
The student is responsible for planning, gathering materials needed, and
directing activities.
6. Place the completed lesson plans in a folder in Dr.
Irving’s office at least one week before the activities. Remember to include date, time, of
implementation and number each lesson plan (1 - 10). Evaluation comments should be written after
implementation. Evaluation comments are
due in one week after implementation.
7. Students enrolled in EDUC 4412 who are presently
employed as a full time teacher will be required to implement the ten lesson
plans within the public school setting.
USAO Child Development Center Director, will make one classroom visit
during the four-day implementation.
Bulletin board requirement may be completed within the classroom setting
using age and theme appropriate materials.
8. Students are 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 the course requirements.
XII. BIBLIOGRAPHY
Adams,
M. J. (1990). Beginning to read: Thinking and learning about print.
Berk,
L. E., and Winsler, A. (1995). Scaffolding children’s learning: Vogotsky and early childhood education.
Bredekamp,
Sue, and Rosegrant, T. (1992). Reaching
potentials: Appropriate curriculum and
assessment for young children.
Charlesworth,
Rosalind, and Lind, Karen K.
(1995). Math and science for
young children. Second edition.
Day,
B. (1998). Early childhood
education: Creative learning activities.
Gordon,
Al, and Browne, K. W. (1996). Guiding
young children in a diverse society.
Heights,
Hendrick,
Joanne. (1998). Total learning: Developmental curriculum for the young child. Fifth edition.
Hess,
R. D., and Croft, D. J. (1981). Teachers
of young children. Third
edition.
Kostelnik,
M. J., Soderman, A. K., and Whiren, A. P. (1993). Developmentally appropriate programs in
early childhood education.
Machado,
Jeanne M. (1995). Early childhood
experiences in language arts emerging literacy. Fifth edition.
Morrison,
George S. (1998). Early childhood education today. Seventh edition.
Morrow,
L. M. (1997). Literacy development in
the early years: Helping children read
and write. Third edition.
Peterson,
E. A. (1996). A practical guide to
early childhood planning, methods, and materials: The what, why, and how of lesson plans.
Read,
K., Gardner, P., and Mahler, B. C.
(1987). Early childhood
programs: Human relationships and
learning. Eighth edition.
Roberts,
Patricia L. (1996). Integrating language arts and social
studies for kindergarten and primary children.
Safford,
P. L. (1989). Integrated teaching in early
childhood: Starting in the mainstream.
Schickedanz,
J. A., Pergantis, M. L., Kanosky, J., Blaney, A., and Ottinger, J. (1997). Curriculum in early
childhood: A resource guide for
preschool and kindergarten teachers.
Seefeldt,
Carol, and Barbour, Nita. (1998). Early childhood education: An introduction. Fourth edition.
Smith,
S. P. (1997). Early childhood
mathematics.
Taylor,
B. J. (1991). A child goes forth: A curriculum guide for preschool children. Seventh edition.
Workman,
S., and Anziano, M. C. (1993). Curriculum webs: Weaving connections from children to
teachers. Young Children. 44, (2), 4-9.
Wortham,
Sue C. (1996). The integrated classroom: The assessment curriculum link in early
childhood education.
Wortham,
Sue C. (1998). Early childhood curriculum: Developmental bases for learning and teaching. Second edition.
Yelland,
Nicola J. (2000). Promoting meaningful learning: Innovations in educating early Childhood
professionals.