DE ANZA COLLEGE
CD-050 PRINCIPLES AND PRACTICES IN TEACHING YOUNG CHILDREN
Instructor: Nellie E. Vargas
Phone #: (408)864-8788
Office location: CD2-21e
Quarter: Fall 2013
Office hours: Tuesdays 1:20p.m.-3:20p.m. /Thursdays 1:20p.m.-2:20p.m
Principles and Practices in Teaching Young Children, 3 quarter units of credit. the underlying theoretical principles of developmentally appropriate practices applied to programs, environments and teaching strategies.
Standards applicable to this course:
National Association for the Education of the Young Children (NAEYC)
Standard 4: Teaching and Learning
Students prepared in associate degree programs integrate their understanding of and relationship with children and families; their understanding of developmentally effective approaches to teaching and learning and their knowledge of academic disciplines to design, implement and evaluate experiences that promote positive development and learning for all young children.
Sub- Standard 4a. Connecting with children and families
Students know, understand and use positive relationships and supportive interactions as the foundation for their work with young children.
Sub-standard 4b. using developmentally effective approaches
Students know, understand and use a wide array of effective approaches, strategies and tools to positively influence children's development and learning.
Sub-standard 4c. Understanding context knowledge in early education
Students understand the importance of each content area in young children's learning. Students know the essential concepts, inquiry tools and structure of content areas, including academic subjects and can identify resources to deepen their understanding.
Sub-standard 4d. Building meaningful curriculum
Students use their own knowledge and other resources to design, implement and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for all young children.
Standard 5: Becoming a Professional
Students prepared in associate degree programs identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work , making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.
5a- Identifying and involving oneself with the early childhood field.
5b- Knowing about and upholding ethical standards and other professional guidelines
5c- Engaging in continuous, collaborative learning to inform practice.
5d- Integrating knowledgeable, reflective and critical perspectives on early education.
5e- Engaging in informed advocacy for children and the profession.
1. Skills in self assessment and self advocacy
2. Written and verbal communication skills
3. Skills in making connections between prior knowledge/experience and new learning
4. Skills in identifying and using professional resources
NBPTS Standard lV promoting Child Development and Learning; Standard lX Reflective Practice
CEC/DEC Standard 3 Individual learning differences; Standard 5 Learning environments and social interactions; Standard 9 Professional and ethical practice
Requisites: Advisory: English Writing 211 and Reading 211 (or Language Arts 211), or English as a Second Language 272 and 273.
Required Text and Materials:
1. Gonzalez-Mena, Janet 4th Edition (2007). Foundations of Early Childhood Education. New York: McGraw-Hill.
2. CD-50 Reader Foundations of Early Childhood Programs Vargas,N
3.NAEYC Standards for Early Childhood Professional Preparation, Associate Degree Programs document
4. Read about Early Childhood Rating Scales. Visit http://ers,fpg.unc.edu/
5. Child Development and Education Division Student Handbook-on the CDE website www.deanza.edu/cde/program/
Upon the completion of this course, students will:
1. Assess roles and evaluate the roles and responsibilities of child development teachers.
2. Recognize the development of models of curriculum and pedagogy in the field.
3. Examine the relationship between the child's development and the creation of learning opportunities in the classroom.
4. Identify developmentally appropriate practice and its application to a cross range of early childhood settings.
5. Identify, examine and assess various types of early childhood education environments.
6. Examine the historical antecedents and current research in early childhood education.
7. Critique issues in implementing high quality programs.
8. Examine the conceptual frameworks for teaching adopted by NAEYC, NBTS and ECE Special Education Standards
Student Learning Outcomes:
1. Recognize the value of the field of child development in providing for the developmental/foundational needs of children through quality program and appropriate practice.
2. Evaluate the quality of a licensed early childhood program and make appropriate recommendations based on research findings of quality indicators based on DAP standards and developmental theories.
1. ECE as a profession and the teacher as a model
2. Health and Safety
3. Communicating with young Children
4. Facilitating Children's Work and Play
5. Guiding Behavior
6. Modeling Adult Relationships
7. Setting up the environment
8. creating a social emotional environment
10. Learning experiences and curriculum
Method of presentation:
Presentation will be through lecture, discussion, individual and group activities, guest speakers and other media audio/visual aids.
1. Students are expected to arrive on time, participate in class discussions and remain for the entire class. Class participation is worth 10 points. More than three absences, without contacting the instructor will result in dropping the student from class. If you miss two classes, see the instructor for an assessment of your ability to complete the class.
2. It is the student’s responsibility to drop otherwise a grade will be assigned according to the points earned.
3. Students are required to turn OFF cell phones during class time.
All assignments must be typed, 12 font pitch, double space and stapled together, otherwise points will be deducted from the paper. Late assignments will not be accepted. 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.
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.
Student Success Center:
- one-on one tutoring (drop-in & weekly)
- group tutoring
- adjunct study skills
- workshop & study groups
- academic advising & more
Need help? The Student Success Center offers free tutoring, workshops and support for many De Anza classes. See http://www.deanza.edu/studentsuccess for details.
Academic Skills Center Library 107/ firstname.lastname@example.org
• Writing and Reading Center, Academic Skills and General Subjects Tutoring: Library 107/ email@example.com
• Math, Science and Technology Resource Center: Help in math, physics, chemistry, biology, technology & more. S-43 firstname.lastname@example.org
• General Subject Tutoring: Library 107/ email@example.com
• Listening and Speaking Center: L 47/ firstname.lastname@example.org
Diana Alves de Lima & Melissa Aguilar
Co-Directors, Student Success Center
Diana Alves de Lima
Co-Director, Student Success Center
De Anza College
21250 Stevens Creek Blvd.
Cupertino, CA 95014
(408) 864-8485 email@example.com
The Student Success Center supports classroom instruction by helping students at all levels become better learners and gain the confidence and skills to achieve their greatest possible academic success.
September /23/2013 First day of class
November /15/2013 Last day to drop with "W"
December /10/2013 Final Exam 11:30a.m.-1:30p.m.
Method of Evaluating Students Progress:
Student's progress will be evaluated through both oral and written reports, reading assignments, projects, critical thinking groups, quizzes and final examination.
1. Written observation of one licensed child development program
and interview with an early childhood professional (see handouts)----60 points
2. Portfolio (see handouts)----90 points
3. Advising session----10 points
4. Participation ----10 points
5. 3 Quizzes(@ 30 points each) ---- 90 points
6. Final Examination---- 40 points
Total points: 300
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
Class Schedule-Fall 2013
9/24/26/13 Review course description and requirements; department resources NAEYC Standards Overview and NAEYC World Cafe
Readings: Chapters 1 & 6
10/1/3/13 ECE as a Profession and the Teacher as a Model
Readings: Chapter 8
Advising Session Due
10/8/10/13 Setting up the Physical and Social Environment
Early Childhood Rating Scale (ECERS)
Readings: Chapter 9
Quiz # 1
10/15/17/13 Creating a Social Emotional Environment
Readings: Chapter 2
10/22/24/13 Health and Safety
Read Title 22 and Title 5 regulations. Regulations websites: http://wwwcde.ca.gov/sp/cd/lr/Quality in child care centers. Child Care Licensing.
Current staff qualifications and ratios
Readings: Learn about regulations by looking at the websites
10/29/31/13 State Regulations
CA Child Development Permit
Readings: Chapter 3
11/5/7/13 Communicating with Young Children
Readings: Chapter 4
Quiz # 2
11/12/14/13 Facilitating Young Children Work and Play
Readings: Chapter 5
11/19/21/13 Guiding Children's Behavior
Readings: Chapter 7
Written observation of a one licensed child development program and interview with an early childcare professional Due
11/26/13 Modeling Adult relationships Routines
Readings: Chapter 12
Quiz # 3
11/28/13 No Class
12/3/5/13 Observing, Recording and assessing
12/10/13---- FINAL EXAM Tuesday 11:30a.m.-1:30p.m.( A.M. Class)
FINAL EXAM Tuesday 6:30p.m.-8:15p.m. (P.M. Class)
De Anza College
Integrity is important in all areas of life.
Integrity is defined as the" firm adherence to a code of moral or ethical values."
As we engage in exploring new paths we must make a commitment to exercise and model academic integrity.
The principles of academic integrity...
For Class Preparation
I will come prepared to make the class a magical educational experience for you. Preparation includes, rereading materials, clarifying information, preparing for today's challenges, and planning lessons that will inspire you and your imagination. For you it means to come prepared to have an enriching experience. Your preparation includes reading the text before coming to class, clarifying anything you are uncertain about, formulating questions so that you can obtain an answer in class, and reflecting about the issues related to the reading.
I take my role very seriously and I will treat you with respect. For me it means to show up to class on time, use the time wisely as I meet the goals and objectives of the day, answer your questions or look for answers when I do not know something, encourage you to dialogue and discuss topics and issues, respect the views you express and be sensitive to what you bring with you, culturally and emotionally. For you it means to take all of us seriously and treat us with respect, show up to class, use you time wisely by engaging in learning, asking questions, participating, contributing to the discussion as you have treasures of knowledge and understanding to share. Monitor your participation so as to allow and encourage the participation of others, and respect the ideas and thoughts of others.
With Regard to Exams
For me it means to prepare you well for exams, to be available to see you individually if you need additional support in preparing for exams, develop exams that are meaningful to the course content that will challenge you to think beyond, and to be fair when evaluating them and assigning grades. For you it means to come prepared, including seeking for support, making good use of your time, accepting your limitations and staying away from behaviors that will lead you to trouble such as cheating and copying.
With Regard to Written Assignments
For me it means to devise meaningful assignments that help you discover knowledge and further the work completed in class, provide with a clear description of assignments, be fair and careful in the evaluation of your assignments, and dialogue with you if not handed in work that is entirely your own. For you it means to start research and writing early to ensure you do your best work, hand in a paper which you yourself have done, be challenge by preparing assignments that reflect your best work, seek appropriate help from others when necessary such as proofreading, or discussing ideas, and give full and proper credit to your sources.
"Remember that by its very nature, education and the accumulation of knowledge is a shared experience."
With Regard to Your Final Grade
For me it means to carefully grade and evaluate the course work and to be attentive to the factors that affect your grade, before assigning the final grade. For you it means that if you feel I have made a mistake in computing your final grade, you have the responsibility to come to me as soon as possible prepared to show me why you think I have made a mistake.
I am committed to live up to my responsibilities and if you are dissatisfied you have the right to bring this to the attention of my dean. Live up to your responsibilities, as I will call you on it when you are not doing so.
"We can only be a person of integrity if we practice everyday."
Adapted from "Integrity: Academic and Political A letter to My Students", Bill Taylor.
Also the quotes are from the letter prepared by Bill Taylor, Professor of Political Science, Oakton Community College.