CD50 Green Sheet (Mon/Wed)
CD050.01: Principles and Practices of Teaching Young Children
Instructor: Dr. Li Wei Sun E-Mail: firstname.lastname@example.org Tel:408-864-5329
Quarter: Spring 2014 Class hours: M/W 10:30AM-12:20 Room: G10
Office hours: Wed. 12:20-1:20PM Office: CD2-21d
Studies the principles and practices of early childhood education, early intervention, and special education. This course offers you with the opportunity to assess and evaluate the field of early childhood education as a career choice. This course also gives you the opportunity to conduct observations in selected early childhood education programs.
Desired Outcomes: Upon the completion of this course, students will:
1. Assess roles and responsibilities of early childhood professionals working with typically and non-typically developing children.
2. Relate the roles and responsibilities of early childhood professionals to personal needs and abilities to teaching all young children.
3. Recognize the opportunities for employment in the field of early childhood education, including inclusion settings.
4. Discuss the qualifications of teachers and other early childhood educators required by Title 5 and Title 22 regulations.
5. Identify, examine and assess various types of early childhood education programs and influencing factors.
6. Examine the philosophies underlying early childhood education, and the historical development of the field of early education.
7. Examine and assess age and individual differences in child behavior and relate to developmentally appropriate curriculum and program planning.
1.Gordon, A. Miles & Browne, K. Williams. 9th Edition(2010). Beginnings and Beyond. Thomson
2.Handouts and Study Guide, Li Wei Sun
1. Students are expected to arrive on time, participate in class discussions and remain for the entire class. Role is taken promptly at 10:30AM. When the instructor calls a student's name, if the student does not respond, instructor will show the student as being absent. If a student arrives late, please sit down quietly at the back row. It is the student's responsibility to speak to the instructor at the end of that same class period and ask the instructor to change "absent" into a "tardy". The instructor can change this only that same day, not in the future. If a student has need to leave early one day because of a pressing emergency, the student needs to let the instructor know ahead of time, otherwise he/she will be shown as being absent for that day. Students are responsible to keep track of their absences and tardiness.
2. If a student misses 3 classes, he/she needs to see the instructor for an assessment of his/her ability to complete the class. The instructor may drop a student with 4 absences. Three tardiness equal one absence. It is the student's responsibility to process a DROP form. If a student simply stops attending class, the student will get an "F".
3. There will be 3 exams as shown on schedule. Students are responsible for being present at those dates. NO MAKE-UP EXAMS. Students are responsible to call in on exam day if insurmountable emergency should arise.
4. Students are required to turn OFF cell phones during class time. If a student wants to say something during lecture, please get the instructor's attention first (raise hand or say "question"), then speak out. If a student needs to tell the instructor something important regarding his/her class status, please give it to the instructor in writing and talk to the instructor during office hours. A student who is disruptive or is disregarding rules, such as talking, passing notes, doing homework or outside work, wearing headphones, verbal abuse, threats and etc. will be asked to leave classroom. The student must submit a request in writing asking to be re-admitted and may not re-enter without the instructor's permission. The student will be counted as absent until re-entered. Any second incident will result in the student being dropped from class with an "F". The student who refuses to leave the room will be dropped from the class with an "F" and reported to school authorities for further action.
5.Each student gets one folder from the instructor. It is the student's responsibility
to keep all the graded work in the folder and clearly record the points of each graded work until the end of the quarter. Do not put any ungraded assignment in the folder.
All assignments must be typed, 12 font pitches, 11/2 space and stapled together, otherwise points will be deducted from the paper. Late assignments will have 5 points deducted from assignments. These assignments must be submitted to the instructor no later than one week after it is due. Due assignments must be submitted in class and should not be left in the instructor's mailbox. E-mail assignments will not be accepted.
Plagiarism is to steal or pass on the ideas or words of another as one's own and includes the use without crediting the source. It will not be tolerated. Such action will be dealt with in accordance with the procedures set forth in the college catalog.
1. 3 Quizzes (each 60 points) 180 points
2. Written observation of one licensed child development program 60 points
3. Portfolio 40 points
4. Goal Report 10 points
5.CDE Student Orientation 10 points
Total points: 300 points
A+ =4 286-300 points
A = 4 279-285 points
A- = 3.7 270-278 points
B+ = 3.3 264-269 points
B = 3.0 249-263 points
B- = 2.7 240-248 points
C+ = 2.3 234-239 points
C = 2.0 210-233 points
D+ = 1.3 204-209 points
D = 1.0 189-203 points
D- = 0.7 180-188 points
F = 0 below 180 points
Services for Disabled Students:
Disabled Students Services (DSS) is available on campus. It provides special registration for Adaptive P. E., personal counseling, academic and vocational advisement and equipment loans. It also can help provide note-takers, assistance to and from class, and mobility training for students with blindness. For more information call 864-8753.
4/19 Last day to drop for a refund
5/30 Last day to drop with a "W"
Week1 4/7 & 4/9 Introduction / History of Early Childhood Education
Review course description and requirements
Influences from abroad. American Influences
Reading: Chapter 1
Week2 4/14 &4/16 History of Early Childhood Education
The field expands: Kindergarten. Interdisciplinary Influences.
Reading: Chapter 1
Week3 4/21 & 4/23 Types of Programs
Diversity of programs. Mixed-age groupings.
The core of early childhood education. Schools with message
Reading: Chapter 2
Week4 4/28 & 4/30 Defining the Young Child
Defining the child. The whole child. Children with special needs
Cultural, racial and ethnic consideration
Reading: Chapter 3
Week5 5/5 & 5/7 Title 5 and Title 22 Regulations
Quality in child care centers. Child care licensing.
Current staff qualifications and ratios
Reading: Learn about regulations by looking at the websites
Week6 5/12 & 2/14 Developmental and Learning Theories
Psychodynamic theory. Behaviorist theory. Cognitive theory.
Socio-cultural theory. Ecological theory. Multiple intelligences theory.
Reading: Chapter 4
Due: Goal Report
Week7 5/19 & 5/21 Observation of the Young Children
Understanding what we see. Recording of what we see.
Reading: Chapter 6
Week8 5/26 & 5/28 Teaching: A professional commitment 5/26 Holiday
The teacher's role. The teacher as a professional. Evaluating teachers.
Reading: Chapter 5
Due:Written Observation of early childhood program
Week9 6/2 & 6/4 Understanding and Guiding Behavior
Understanding behavior. Classroom management.
Quiz2: Chapter 4,5,6 & Regulations
Reading: Chapter 7
Week10 6/9 & 6/11 Families and Teachers: Partners in education
Partnership in education. Teacher-parent interactions
Parent education and involvement
Reading: Chapter 8
Due: Student Orientation Report
Week11 6/16 & 6/18 Creating Environments
Criteria for creating environment.
Planning for the environment.
Week12 6/23 (Mon) FINAL EXAMINATION: 10:30am
Chapter7, 8, 9