DEPARTMENT: Department of Teacher Education
SEMESTER: Spring, 2001
COURSE DESIGNATOR & NUMBER: CICE 410
SEMESTER HOURS: 3
CATALOG DESCRIPTION:
Focus on the philosophical
and psychological aspects of early childhood education as related to contemporary
society.
COURSE OBJECTIVES:
To assist students
in developing historical perspective through which to assess modern trends
and contemporary issues involving early childhood education.
SUBJECT MATTER CONTENT:
1. Historical evolution
of theory and practice of early education
2. The history of
childhood
3. The history of
child care in America
4. Current social
and economic influences on early childhood programs and services
5. Family, community
and cultural influences on early learning
6. Factors contributing
to developmental risks and delays and theories of prevention and
remediation
7. Effects of community,
domestic, and media violence
8. Legislation in
early education
9. Future trends in
early childhood education
TEXTS – REQUIRED:
Duckworth, E. (1996).
“The having of wonderful ideas” and other essays on teaching and learning.
New York: Teachers College Press.
Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco: Jossey-Bass Publishers.
Tertell, E. A., Klein, S. M., & Jewett, J. L. (1998). When teachers reflect: Journeys toward effective, inclusive practice. Washington, D.C.: National Association for the Education of Young Children.
TEXTS – RECOMMENDED:
Diffily, D. &
Morrison, K., Eds. (1996). Family-friendly communication for
early childhood programs. Washington, D.C.: National Association
for the Education of Young Children.
Howard, G. R. (1999). We can’t teach what we don’t know: White teachers, multiracial schools. New York: Teachers College Press.
ATTENDANCE AND GRADING:
You are allowed one
absence--no questions asked. After that, excused absences are only
those accompanied by a medical excuse signed by a doctor. Showing
up more than 10 minutes late without a signed excuse will be considered
an unexcused absence. Three points will be deducted from your final
point total for each unexcused absence.
100 total points
will be calculated as follows:
Class Participation
and Attendance - 10
Current Event Article
and Discussion - 15
Multicultural Book
Report - 10
Teacher Interviews
- 25
Trends and Issues
Research Paper - 40
Grades will be calculated
as follows:
A - 93-100
B - 85-92
C - 77-84
D - 69-76
F - less than 69
CALENDAR:
WEEK 1: JANUARY 16
WEEK 10: MARCH 20
Class Participation
(10 pts.)
Students are expected
to complete all reading assignments and to contribute actively and consistently
in class discussions. Attendance will be factored into your class
participation score.
Current Event Article
and Discussion (15 pts.)
Each student will
report on an article related to a trend or issue in early childhood education.
As part of the report, students will engage the class in a discussion or
activity related to the topic.
Multicultural Book
Report (10 pts.)
Students will write
up and present a book report on a children's book that explores a particular
culture, ethnicity, race, gender, disability, family composition, lifestyle,
or other aspect of diversity. Specific instructions will be given
in class.
Teacher Interviews
(25 pts.)
Students will interview
two primary-level teachers (working at different schools and teaching different
grades) and write up a summary of the interviews in a 3-4 page, typed,
double-spaced essay addressing the following:
1. What kinds of experiences
have you had teaching young children with special needs? Do you currently
have any children with special needs in your classroom? Describe.
2. For children with
special needs, what do you see as the advantages/disadvantages of being
in an inclusive classroom? For children who are developing typically,
what do you see as the advantages/disadvantages of being in an inclusive
classroom?
3. What support, therapy,
or other individualized services do children with special needs receive
at your school? How are those services provided (pull-out, in-class)?
4. Have you had any
training in special education? (as an undergraduate, as a grad student,
professional conferences, in-service trainings, etc.)
5. 1-2 of your own
questions
Trends and Issues
Research Paper (40 pts.)
Students will work
individually or in small groups to write an 8-10 page paper (exclusive
of title page and reference list) examining a current trend or issue in
early childhood education. A minimum of five references must be cited
and a complete reference list must be included. Suggested topics:
inclusion in early childhood classrooms, family literacy, diversity, standardized
testing, developmentally appropriate practice, multicultural education,
working effectively with parents, bilingual education, home visits, differentiated
instruction. Group composition and topics must be approved by February
27. Each group will present a 15-minute overview of their paper during
the last two class meetings.
DOCUMENTED DISABILITIES
AND ACADEMIC ACCOMMODATIONS:
If students need accommodations
for any sort of physical or learning disability, they should speak with
me during the first two weeks of class. All discussions will remain
confidential.
NIU CONCEPTUAL FRAMEWORK:
This course ascribes
to a conceptual framework for all courses offered by the College of Education
and other programs at NIU that prepare professional educators. During
the semester, you should be aware of what we do in this course that may
reflect components of the following statement…
The NIU community of learners builds on knowledge, practice, and reflection to produce exemplary educators. The community encompasses scholars, education professionals, and pre-service teachers in an interaction that develops the strengths that embody excellence in education. These strengths include creative and critical thinking, scholarship, and caring. Application of these strengths emerges through the collaborative efforts of a diverse community that supports lifelong learning.
go to lecture notes: Social and Psychological Dimensions of Educational Change
go to lecture notes: Understanding the Long-Term Impact of Schools
go
to lecture notes: Nuts and Bolts of Small Group Discussions