by shelly bowden

Spring 2004 ECHE 6433 Current Trends and Issues in Early Childhood Education

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AUBURN UNIVERSITY MONTGOMERY
SCHOOL OF EDUCATION

COURSE NUMBER:  ECHE 6433

SEMESTER:  Spring 2004

COURSE INSTRUCTOR:  Shelly Bowden

CONTACT INFORMATION
Office Room Number:  315E
Phone:  244-3423
Email Address:  shudson@snowhill.com

REQUIRED TEXT: 

Annual Editions: Earlv Childhood Education. (Current Edition). Guilford, Connecticut: Dushkin/McGraw-Hill.





GOAL: Professional study in the School of Education is based on a model that recognizes and prepares teachers as Professional Educators. The school is committed to providing challenging opportunities for a diverse learning community in a nurturing environment. It is the vision of the School of Education to prepare competent, reflective, and committed professional educators.

Competent is the ability to function at a high level of performance within the educational setting of expertise.

Reflective is the ability to call upon the foundation of knowledge so as to make informed decisions within the educational setting.

Committed is the ability to dedicate oneself to providing students with the most effective educational experiences possible and is demonstrated in ones professionalism and willingness to pursue life-long learning.

These three dispositions form the foundation for the professional teacher, administrator, or counselor working in the school setting. The AUM School of Education recognizes that the development of a committed, reflective, and competent educator means the development of a Professional Educator.



Review of Dispositions and Outcomes

1. Subject Matter Knowledge (Disposition: Competent)
The Professional Educator understands the central concepts tools of inquiry, and structures of the disciplines.

2. Human Development (Disposition: Reflective)
The Professional Educator understands how people learn and develop.

3.Diversity (Disposition: Reflective)
The Professional Educator understands how students different in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

4. Planning (Disposition: Reflective)
The Professional Educator develops plans based on knowledge of subject matter, students, community, and curriculum goals.

5. Learning Environment (Disposition: Competent)
The Professional Educator uses an understanding of individual and group motivation plus is responsible for managing and monitoring student learning.

6. Instructional Strategies (Disposition: Competent)
The Professional Educator understands and uses a variety of instructional strategies.

7. Communication (Disposition: Competent)
The Professional Educator uses knowledge of effective verbal, nonverbal, and media communication technologies.

8. Assessment (Disposition: Competent)
The Professional Educator uses formal and informal assessment strategies to evaluate.

9. Technology (Disposition: Reflective)
The Professional Educator is proficient in the use of technology to enhance teaching and learning.

10. Professionalism (Disposition: Committed)
The Professional Educator is a reflected practitioner who evaluates the effects of his/her choices and actions on others, and seeks to grow professionally.

COURSE DESCRIPTION: An investigation of developments, issues, and trends in early childhood education programs. Prerequisite: Department approval.

 

COURSE PURPOSE: To investigate program models, developments, issues and trends in the

education of the young normal and exceptional child in a multicultural society. 

 

 

COURSE OBJECTIVES:  As a result of this course, the student will be able to:

 

Content/Collaborative/Reflective        1. participate in individual and group study/discussion

concerning past and present trends and issues as factors in future practices while acknowledging the involvement of social and political forces.

 

Content                                               2. identify, interpret, and analyze significant components of a variety of early childhood program models.

 

Content/Reflective                             3. demonstrate the ability to locate, identify, and

interpret professional readings concerning developments, issues, and trends in early childhood education to

relate the research findings and the pro and con position on:

a.      why there are early childhood education programs,

b.      when should early childhood education begin,

c.      who should be the educator or caregiver to provide education for children-qualifications of the teacher,

d.      where programs should be housed,

e.      what should be taught to young children, and

f.        how should it be taught.

 

Content                                               4. demonstrate a sufficient knowledge of programs, issues, and trends in early childhood education to support the

growth and development of children, the understandings

of their parents, and one's continued quest for professional excellence.


 

COURSE OUTLINE

 

The major issues and trends in Early Childhood Education:

 

1. Social Issues

Mainstreaming/lnclusion-PL 94-142

AIDS

Child Abuse

Drug Abuse/Crack Children

Violence in schools

 

2. How should it be done/assessed?

 

a.  Instructional strategies-Multi-Aged Grouping Philosophies

 

b.  Cognitive Interactionists

Maturationists

Psycho-sexual

Behaviorists

 

c.      Programs/Models

Montessori

Reggio Emilia (Italy)

High Scope

Head Start

British Infant-Open/Informal

Creative Curriculum

Thematic

Direct Instruction-Bereiter /Engelman

Constructivist/Behaviorist

 

d.  Assessment

Traditional

Portfolios

Checklists

Observational

 

            e. Early Literacy Learning

 

3. When should formal education begin?

 

Preschool or play school

Infant education-stimulation of infants

Kindergarten

7 years of age

 

 

 

 

 

4.  Why early education?

 

Brain Research (tape- Today Show)

Societal forces influencing and the interrelationship between young children and society

Critical periods in perceptual and motor skills,

Nutrition

Effects of deprivation-cost effectiveness of programs

Need for intervention-Head Start

Lasting effects of preschool


 

5.  Legislation    State and Federal   NCLB

 

a.      Legislative impact on training of teachers and caregivers, health and sanitation of

   center, and responsibility of caregiver

b.  Site Based Management- Teachers As Decision Makers

 

6.  Who should do it?

 

Parents

Paraprofessionals

Aides

Certified teachers-state certification

Child development associates

Day care workers under HRS regulations

 

7. What should be taught?

 

Process Oriented

Social Skills

Academics

Evaluation of programs to determine effectiveness

 

8. Role of Professional Organizations in securing and encouraging quality care of children

 

Southern Education Association for Children

National Association for the Education of Young Children (NAEYC)

National Education Association (NEA) 

Council for Exceptional Children

Association for Childhood Education International

 

9.  Where should it be done?

 

Home

Day care

Institutions

Public schools

Businesses

 

10. Teachers as Researchers: Contributing to the Profession

 


 

COURSE REQUIREMENTS:

 

1.         Table of Content Topics 

5 POINTS

DUE:  February 18

 

Review and COPY the table of contents of ONE journal for the years:

2003

            1993

            1973

 

Type a brief summary (one paragraph) of each year's table of content topics.  In a final paragraph, discuss whether or not they are similar or different to all (past and current) trends and issues in Early Childhood Education.  Choose one of the following journals:

 

Childhood Education                                     Early Childhood Research Quarterly

Journal of Educational Research             Young Children

Child Development                           Language Arts

Reading Research Quarterly                     The Reading Teacher

Educational Research                    Journal of Teacher Education

 

* Note:  You may have to use micro film/fish to research 1973 issues.

 

2.             Scanning Current Newspapers

            5 POINTS

            DUE:  Each week

 

Collect as many daily articles as possible to discuss (only) and share in class concerning current topics in education (minimum 20). Include dates of articles from January-February.

 

3.             Individual Presentations, Guest Speaker, or Field Trip

      Current Trend or Issue

            10 POINTS

            DUE:  February 11

 

Each student will research and present one current trend or issue concerning:

 

When-Infant Education-HIPPY Program

Why-Brain Research

Legislation-State and Federal (Example-inclusion, vouchers, NCLB)

Who-Home Schooling

Social Issues- Identify Sexual Abuse Workshop-Child protect

(Jennifer Hamilton 262-1220)

 

The presentation should be in the form of a debate or panel or any other creative way of presenting all sides of the trend or issue that is being presented. If reports are read to the class, maximum grade of 2 points will be given for the assignment. DO NOT READ TO US! THINK OF AND INCORPORATE STRATEGIES YOU USE/WILL USE TO TEACH CHILDREN.

 

 

 

 

 

Each individual should

Provide a hand out or written report with bibliography for their presentation which follows this format: (so that all reports will have some continuity)

-Any and all viewpoints represented.

-People and programs usually associated with the topic.

-Questions that remain unanswered.

-Where do we go from here?

-Best reference on the issue/trend.

 

4.            Individual Presentation

            Learning Model

10 POINTS

            DUE:  February 11

 

Each student will research and present information concerning one learning model from the following list:

 

Reggio Emilia (Italy)

High Scope

Head Start

British Infant-Open/Informal

                        Creative Curriculum

 

The presentation should be in the form of a debate or panel or any other creative way of presenting all sides of the trend, issue, and model that is being presented. If reports are read to the class, maximum grade of 2 points will be given for the assignment. DO NOT READ TO US! THINK OF AND INCORPORATE STRATEGIES YOU USE/WILL USE TO TEACH CHILDREN.

 

Each individual should

Provide a hand out or written report with bibliography for their presentation which follows this format: (so that all written reports will have some continuity)

-Any and all viewpoints represented.

-People and programs usually associated with the topic.

-Questions that remain unanswered.

-Where do we go from here?

-Best reference on the model.

           

 

 

 

 

 

 

 

 

 

 

 

 

5.            Readings from Annual Editions

      21 POINTS

      DUE:  To be arranged

 

Each student is responsible for summarizing a minimum of two articles concerning topics covered in class.  To receive full credit, three points must be made with personal reactions. Summaries must be turned in before each topic presentation and must be typed.  An APA reference for each article must be stated at the top of each page.  You may reference the articles by the number from the textbook.

 

Models            

Professional Organizations/Legislation      

Social Issues                         

Parents 

Home Schooling       

Assessment               

Research

 

6.            Reactions

            12 POINTS @ 2 each

            DUE:  To be arranged

 

Each student will be responsible for a reactionary writing on the six presentations or field trips. Work must be typed, using references.  Each paper is worth 2 points=12 points. To receive full credit, three points or thoughts must be fully discussed with personal reflections.  Hand written or typed thank you notes may be substituted for reactionary writings and must also include three points or fully developed thoughts with personal reflections.  The six-presentations/field trips will include:

 

                        GLOBE-Robin Nelson

                        SACS Accreditation, etc.-Hugh Williams

Montessori School

Corp. Wayne Ford, Montgomery Police

                        Alabama Education Association-Dean Argo

Little Alfa Childcare Center

 

7.            Research Paper

      20 POINTS

      DUE:  February 18 by 5:00

 

Each student will collect, study, and analyze information regarding theoretical models in early childhood education in an attempt to understand implications of those theories in their own practice. Using computer, paper, media, and human resources, collect information and report on four of these models:

 

Reggio Emilia (Italy)

High Scope

Head Start

British Infant-Open/Informal

                        Creative Curriculum

 

Each paper will include the history of the model while indicating and discussing the different roles of those involved to include: 

*the teacher,

*student,

*administrator,

*curriculum, and 

*parents.

 

The paper will be typed, double-spaced and include a summary of similarities and differences as well as strengths and weaknesses of the models studied. Describe how each might or might not be incorporated into your own classroom.

 

8.            Teachers As Researchers

            5 POINTS

            DUE:  February 18

 

Each student will discuss current trends and issues they are facing in their own classrooms.

A list of these trends/issues must be typed and submitted to the professor before class begins.

 

9.         Final Exam

            12 POINTS

            February 25


 

GRADING SCALE

 

95-100 A

89-94 B

83-88 C

77-82 D

Below 76 F

 

The written portions of the projects will be evaluated for:

 

1. Preciseness of the identification of the issue/trends.

2. The quality and depth of the background work leading to the statements\ of positions.

3. The clarity of the position taken by the student.

4. The strength and inclusiveness for the justification of the student's position.

5. The quality of the written expression.

 

Proficiency in oral and written communication skills will be a factor in evaluation of all work. Work not demonstrating the above will result in a lower grade.

.5 points will be deducted for each spelling and grammar errors on homework and the final exam.

 

AUM Attendance Policies:

 

Students are expected to attend punctually every lecture, laboratory exercise, and other classroom activity. (AUM Graduate Catalog)

 

Instructor's Attendance Policy

You are expected to attend all classes and to be on time for each class. If a student misses the first week of class or two class meetings or more throughout the semester, he/she can receive an FA.

 

Any work turned in late without permission (email or hand written note before class period) of the professor as professional courtesy will resulting in grading of half points credit on that work.

 

The University Policy on Academic Integrity will be followed. (See Student Discipline Code in The Aumanac)

           


 

CLASS SCHEDULE

 

January 7            Introduction

                        Presentation:  GLOBE

 

January 14            Presentation:  Mr. Hugh Williams, Principal

                                             Hillcrest Elementary School

                                           

January 21            Presentation:  To Be Arranged

 

January 28            Presentation:  To Be Arranged

 

February 4            Presentation:  To Be Arranged

 

February 11            CLASS PRESENTATIONS

           

February 18            Teachers As Researchers Presentations

                        Table of Contents DUE

Research Paper DUE

 

 

 

Presentations/Field Trips To Be Arranged:

 

                        TOPIC-HOW

Visitation:  Montessori School

                        4:30*

                        1025 South Hull Street

                        262-8685

I-85 West to Union Street Exit, STAY STRAIGHT to 3rd light, turn left on South Hull, about 1 mile on left you will see a blue house with Montessori sign┬ůmeet behind white house on right

                       

                        TOPIC-SOCIAL ISSUES

                        School Violence/Gangs

                        Corp. Wayne Ford, Montgomery Police

                                   

TOPIC-PROFESSIONAL ORGANIZATIONS

            4:30

Visitation:  Alabama Education Association

I-85 West to Union Street, left on Washington (Capital Building will be on right), right on Bainbridge, left on Dexter           

 

TOPIC-Business Run Childcare

4:30

Visitation:  Alfa Childcare Center

 

 

Outcomes and Indicators

No standards added.