COURSE SYLLABUS

EDU 551: Learning & Early Childhood Environments 4 Credits, Online Spring Term 2010, April 12-June 30 (Holiday: Memorial Day-May 31) Last Updated: February 18, 2010

This course addresses how to optimize children’s learning through play and daily routines. Using theories of child development participants analyze how the physical arrangement of the classroom and outdoor area can maximize development. Learners plan an environment that meets safety and health needs, that allows for child directed choices and activities, and supports the child’s physical, cognitive, language, social, and creative growth. Learners apply practices to environments that are both developmentally and culturally inclusive.

PSY 508 Child Development.

Learners will:

1. explain the central role of play as a vehicle to children’s learning.
2. compare and contrast the elements required to successfully plan indoor and outdoor environments for children from infancy through age eight.
3. design developmentally and culturally appropriate environments which are inclusive for all children from birth through eight years.
4. evaluate existing environments according to nationally recognized standards of developmentally appropriate practice.
5. identify materials and resources and explain how their use in early childhood settings fosters physical, cognitive, language, creative, and social development.
6. articulate to staff and parents the importance and value of various learning materials and resources to learning and development.
7. discuss the health, safety, and nutritional concerns in the early childhood environment.
8. effectively plan guidance strategies that promote health and safety awareness in children.
9. plan schedules and transitions for children using principles of child development
10. identify the New Hampshire State Regulations for Child Care Settings and compare them with best practices as defined by the National Association for the Education of Young Children.
11. demonstrate a repertoire of interactions with children that defines the educator’s role as modeler, scaffolder and facilitator of children’s learning.
12. critically reflect on best practices in designing environments for children.
13. Demonstrate their reflective learning skills and professional growth in NAEYC Standards by selecting a completed assignment and submitting a written reflection for their portfolio as a culminating experience if appropriate for their major.

Textbook:

•  Total Learning: Developmental Curriculum for the Young Child (8th edition) by JoAnne Hendrick & Patricia Weissman. Publisher: Prentice Hall, NJ. ISBN10: 0131381172

Textbooks are available via GSC's online bookstore, MBS Direct at: http://bookstore.mbsdirect.net/gsc.htm (The course-CRN number for ordering this textbook is: EDU551-30238). Textbooks can also be purchased from MBS via phone, mail or fax. For additional information, visit the Online Bookstore section of the college web site.

PLEASE NOTE: It is the learner's responsibility to have purchased all required course materials before the start of the course. Learners are expected to meet all course expectations even if the shipment of a required textbook or other learning resource is delayed. Be sure to choose the shipping option that will get your text/resource delivered in a timely manner.

There are no face-to-face sessions for this course. If you have never taken an Online Interactive Course (OIC) at the college, we highly recommend that you attend one of the 2-hour Blackboard Orientation sessions available throughout the state. If you choose not to attend a face-to-face session, you are encouraged to complete the Online Orientation with audio at your own convenience.

1. Please do not contact the instructor about technical problems. Those concerns and questions should be directed to GSC Information Technology by selecting the Help link on the main course menu or the Help icon at the top of the page.
2. You are encouraged to use course messages (Select Messages- available from the main course menu) to contact the course instructor. Student messages will be responded to Monday through Friday between 9:00 am – 5:00 pm EST.
3. Pay attention to the course syllabus, there is a great deal of reading in this course. You are advised to organize yourself and budget your time for reading, reviewing materials and completing assignments.
4. No extra credit available in this course.
5. Students must submit assignments on the due date.
6. Students are encouraged to provide feedback and ask questions.
7. Students are expected to conduct themselves in a professional and appropriate manner, being especially careful during electronic communications to avoid personal attacks and objectionable language.

Assignments for this course are listed below and in the course schedule section of the syllabus. Assignments for the week are to be posted by midnight on Sunday. Late assignments will not be accepted.

Short Essays (10%)

Each student is required to write four (4) short essays. This assignment provides the learner an opportunity to reflect on the course materials, make connections between theory, pedagogy and field experience. See the topics in course schedule.

Participation- Discussion Board (15%)

Participation in our online environment mean actively engaging in discussion forums related to course readings, concepts and field experiences with other members of the learning community.

In each module chapter content related and/or integrative questions will be posted, each student will respond to the questions. The key to a meaningful interaction is not how many times you post but rather the quality of your thinking and reflection.

Each week students are to respond to the posting of one other student forming discussion threads.
Your participation grade is based on that reflection and your interactivity with your cohorts each week.

Child(ren) at Play (5%)

Observe a child(ren) at play. Use the assignment sheet located in the Module 3 to complete the assignment.

Analyze a Recipe (5%)

Analyze a recipe that you think will children will enjoy in terms of nutritional value and the parts of the food pyramid that is represented. Submit a copy of the recipe and your analysis (this assignment may be used in your curriculum/thematic unit).

Reflection Paper (10%)

The Reflection topic is “My Road to Literacy….” (i.e. think about your personal experiences, who was involved, when, where, how, experiences with books, experiences with writing, why, fond memories, good/bad experiences, etc.). The requirement for this paper is 3-4 pages double-spaced. Lastly, be insightful, detailed, thoughtful and reflective.

Quizzes (15%)

Each student will complete a total of five (5) quizzes throughout the course.

Periodically, throughout the term, you will be expected to complete a quiz that is designed to assess your knowledge.

• You may take the quiz only once.
• You will not be able to exit any quiz until you have answered all of the questions. That is, you are expected to complete the quiz in one sitting.
• After your first attempt, the quiz will be locked and you will not be allowed further access.

Lesson Plan Development (10%)

Demonstrating his/her ability to use appropriate material and the environments, the students will create and present activities that foster the development of young children in the following domains: social-emotional, cognitive, physical and cultural. Please review “What is a Lesson Plan” handout for details on format and required information. Also see the rubric for assessment.

Center/Classroom Observations (15%)

Each student is required to visit early childhood environments and complete ten (10) hours of classroom/center observation.

The classroom teacher and/or center director will be contacted to confirm the completed observation hours.

• Students are responsible for securing a site to visit for the observations.
• Using course messages, students must submit the name and telephone number of school/center/site where the observation hours will be done. See course schedule and topics for due date.
• Students must visit a toddler classroom and an early childhood classroom (pre-K, preschool, kindergarten).

Final Project- Thematic Unit Curriculum Development (20%)

Design a theme/curriculum unit to include the following information:

1. Name of the theme and a description.
2. Concepts to be taught related to the theme.
3. List of resources to be used (i.e. teachers, parents, books, materials, etc.)
4. List the titles, authors and a brief description of 5 children’s books related to your thematic unit. Must include at least two multicultural literature books.
5. Describe two creative activities related to your thematic unit.
6. Describe two movement activities or games related to your thematic unit.
7. Describe two snacks/cooking activities that relate to your thematic unit. Include the two recipes.
8. Describe 1 field trip and visit related your thematic unit. Be sure to include the name, address and telephone number for your field trip location.
9. Give examples of one activity for a child with special needs. Describe the child’s special needs and how you would adapt the activity.
10. Describe how you would change the following areas to reflect your thematic unit: dramatic play, art area, circle time, library corner, and computer center.
11. Include two multicultural activities.
12. Discuss how your thematic unit is age appropriate, multicultural, motivation for student learning, rooted in learning theory and how it expands student knowledge.

Granite State College has a Virtual Library (http://www.granite.edu/current-students/virtual-library/) available 24/7 with access to the full-text of thousands of journals and professional periodicals, an online Reference Room, selected Internet resources, writer’s resources, research and citation help, and a collection of tutorials. The databases are password protected.

See GSC Library tab in MyGranite for username and password. In addition, the Library Info link in the course menu provides direct links to research databases, Research FAQs and more.

Academic assistance to students is available at GSC Centers at no additional charge in such areas as basic skills preparation in reading, writing and math; study skills and research and citation help. Academic Resources staff members work closely with faculty and students toward academic success. A whole range of tools is available, including study and time management tips, APA and MLA citation assistance, access to learning resources online, and feedback on course writing projects. To contact an Academic Resource and Information Coordinator, see the Academic Resource Link on the Resources page in the course menu or go directly to http://bbresources.granite.edu/course_docs/acad_resources.htm.

For assistance with issues related to accessing the MyGranite portal, GSC email, Webrock, online courses or other technical issues related to any of the Blackboard tools, please visit the GSC Technical Assistance Center (http://bbresources.granite.edu/techassist/help.htm) for answers to the most frequently asked questions or to submit an online help request form. Or call 1-888-372-4270 (Hours: M-F, 8:30-5:00, messages checked twice daily on weekends. Extended hours for the week before start of the term and first week of the term: M-Th, 8:00-7:00.)

Granite State College will provide qualified individuals with disabilities the same educational opportunities available to persons without disabilities. When an individual's documented disability creates a barrier to educational opportunities, the College will attempt reasonable accommodation to remove the barrier. If you need assistance, we recommend that you make contact early to ensure that your requests can be reviewed prior to the start of each term. If you wish to apply for accommodations, contact your academic advisor or the Dean of Learner Services in Concord. See the complete Granite State College policy in the current college catalog for further details.

An academic community is based on honesty and integrity. Plagiarism, cheating, or other forms of academic dishonesty are not acceptable at Granite State College. Faculty and students have a joint responsibility to ensure the integrity of learning.

All work that you submit must be your own except in those instances when your instructor gives specific permission to collaborate. When quoting, summarizing or explaining ideas that are based on another's work, whether in print or online, make sure to cite references appropriately. Plagiarism is using another's words or even paraphrasing another's work without giving proper credit through the use of citations.

For Granite State College's complete academic honesty policy, see the current college catalog.

Membership in society implies minimal norms for civil behavior towards one another. It is Granite State College’s expectation that all members of our college community treat faculty, staff, and fellow learners with respect. Learners need to be knowledgeable of and comply with college policies. Each individual is accountable for his/her actions and for the consequences of any behavior that is inconsistent with these values and expectations.

Assessment is an ongoing process that enables the College to improve its programs, courses, and teaching methods. Institutional evaluation may be embedded in tests, exams, and other measurements of student learning. As members of a learning community, students, faculty, and staff will be expected to participate in the important process of assessment on occasion. Confidentiality of any data that identify participants is maintained.