Professional Documents
Culture Documents
Monday, 5 - 8 pm
FT12
Fall, 2014
Instructor:
Office:
Mailing:
Phone:
(216) 523-7118
E-mail:
g.h.huang@csuohio.edu
Office hours:
Required Textbooks:
Course Description
Course Objectives
Knowledge
Skills
Dispositions
Disability Statement
Plagiarism Statement
Each student is expected to produce his/her own work. If one adopts ideas,
phrases, or sentences from any references (books, articles, and so on),
citations are required, citations include in-text citations and references list.
th
The format is based on APA style publication manual-6 edition. The
implementation starts effectively from the first assignment. If you have
questions, please ask the instructor or the librarian. Its counted as
plagiarism without citation. Any plagiarism will result in grade deduction.
Attendance Statement
Assignments Instruction
Due to limited storage capacity, graded student work will be retained by the
department for six (6) weeks after the close of the semester in which the
work was completed. After this time, any unclaimed projects will be
destroyed. Students who may be unable to pick up materials may leave a
self-addressed stamped envelope (of appropriate size with appropriate
postage) in the office and staff will mail the requested assignment(s) to the
address given. We are not responsible of any loss of the projects after the
due date. Please make sure that each project is labeled with your name,
instructors name, and course and section number.
Grade Distribution
Assignments
Due dates
20%
20%
Online discussion:
11:59pm, last day
of the discussion
session
9/15
20%
Project A
(group):
theories
10/13 (TaskStream)
25%
11/3, 10, 17
15%
Project C
Proposal C: 10/27
(individual/group):
Urban
Project C: 12/1, 8
C
Project
Grading Scale:
100-96
A-
95-91
B+
90-87
86-83
B-
82-80
80-70
<69
Course Outline
Course Outline
Required Readings/
Tasks
Session 1: 8/25
Syllabus Overview
Whos in the class?
What is early
childhood education? Historical
and current contexts
Session 2: 9/8
Library session
What is early
childhood education? Historical
and current contexts
Project A discussion
Location: RT502
Reading: Driscoll & Nagel,
Ch.1 (Textbook Ch.1)
Forming groups
Session 3: 9/15
What is early
childhood education? Historical
and current contexts
Developmentally
Appropriate Practice (DAP)
Group Project
member list
Session 4: 9/22
Bloom Taxonomy
Jig-Saw puzzle:
Project A study session
Session 5: 9/29
Due: Project A
equipment needed
5pm
8:20pm
Session 6: 10/6
TaskStream
Orientation
Observation/intervie
w data collection skills
Project B & C
discussion
Due:
Artifact
(Project A)
TaskStream
submission (10/13)
Due:
Artifact
(Project A)
TaskStream
submission (10/13)
Session 7: 10/20
Due:
Project C
proposal
Readings:
Text Ch.5;
Walsh & Petty (2007);
Goffin & Wilson (2001) ECR; Samuelsson,
Sheridan, & Williams (2006)
Session 8: 10/27
Due:
Inform
Project B
equipment needed
presentation
Preschool EC
Due: Project B (due on the
presentation day)
programs
Ethics
Urban families
Due: Project C (urban
families)
Urban families
TBA
Other Resources
Berk, L., & Winsler, A. (1995). Scaffolding childrens learning: Vygotsky and
early childhood education. Washington, DC: NAEYC.
Black, J. K., & Puckett, M. B. (2001). The young child: Development from prebirth through age eight (5th ed.). Englewood Cliffs, NJ: Merrill.
Bronson, M. B. (1995). The right stuff for children birth to 8: Selecting play
materials to support development. Washington, DC: NAEYC.
Dorer, M.J. (2002). The first charter school. Montessori Life, 40-43. Retrieved
from EBSCOhost.
Arrington, Edith G., Hall, D. M., & Stevenson, H. C. (2003). The success of
African American students in independent schools. Independent School,
62, 4 9-10. Retrieved from EBSCOhost.
Edward, C., Gandini, L., & Forman, G. (1993). The hundred languages of
children: The Reggio Emilia approach to early childhood education.
Norwood, NJ: Ablex.
Elkind, D. (1988). The hurried child: Growing up too fast too soon. Reading,
MA: Addison-Wesley.
Basic Books.
Goodkin, D. (2002). Sound ideas : activities for the percussion circle. Miami,
FL: Warner Bro.
Jeynes, W.H. (2002). Why religious schools positively impact the academic
achievement of children. International Journal of Education and Religion,
III(1), 16-32. Doi: 10.1163/157006202760182418
Johnson, J., & McCracken, J. (Eds.). (1994). The early childhood career lattice:
Perspectives on professional development. Washington, DC: National
Association for the Education of Young Children.
Kavey, M. (2003). Private voucher schools and the First Amendment right to
discriminate. Yale Law Journal, 113(3), 743(42). Retrieved from
EBSCOhost
Kohn, A. (1994). Punished by rewards: The trouble with gold stars, incentive
plans, As, Praise, and other bribes. Boston: Houghton Mifflin.
Rimm-Kaufman, S.E., Pianta, R.C., Cox, M.J., & Bradley, R.H. (2003). Teacherrated family involvement and childrens social and academic outcomes in
kindergarten. Early Education & Development, 14(2), 177-198. Retrieved
from EBSCOhost
Samuelsson, I., Sheridan, S., & Williams, P. (2006). Five preschool curricula -Comparative perspective. International Journal of Early Childhood, 38(1),
11-30. Retrieved from EBSCOhost.
http://web.ebscohost.com/ehost/resultsadvanced?hid=12&sid=a3750eee-
f94c-430d-95d1-8ab69a2f40af%40sessionmgr13&vid=2&bquery=
%28five+preschool+curricula
%29&bdata=JmRiPWVoaCZ0eXBlPTEmc2l0ZT1laG9zdC1saXZl
VanHoorn, J., Nourot, P., Scales, B., & Alward, K. (2011). Play at the center of
the curriculum (5th ed.). Upper Saddle River, NJ: Merrill.
Walsh, B.A., & Petty, K. (2007). Frequency of six early childhood education
approaches: A 10 year content analysis of Early Childhood Education
Journal. Early Childhood Education Journal, 34(5), 301-305. Doi:
10.1007/s10643-006-0080-4
Winsler, A., & Carlton, M.P. (2003). Observations of childrens task activities
and