Departments of Home and Family and Teacher Education Brigham Young University—Idaho

Early Childhood Development: Preschool Core Principles

ECD 360L and ECD 360B Spring 2017

Instructors / Lab Supervisors

Instructor Office Office Hours Phone email
David Allen Clarke 205 M W F 10:45-11:15am 496-4106 allenda@byui.edu
TTh 9-9:45am
TTh 4:45-5:15pm
Kaelin Olsen Clarke 211 MW 1-2pm 496-4031 olsenka@byui.edu

Class Schedule
 Tuesday-Thursday 3:15pm-4:45pm Clarke 216 April 18 – June 1
 Tuesday 3:15-4:00 or 4:15pm Clarke 216 June 6 – July 18

Reference Documents
Kostelnik, M., Soderman, A.K., & Whiren, A.P. (2011; 5th edition). Developmentally Appropriate Curriculum Best Practices in
Early Childhood Education. Upper Saddle River, N.J.: Pearson.

Copple, C. & Bredekamp, S. (2009; 3rd edition). Developmentally Appropriate Practice in Early Childhood Programs: Serving
Children from Birth through Age 8. Washington, DC: NAEYC.

Kostelnik, M., Soderman, A.K., Whiren, A.P., Soderman, A., & Gregory, K. (2008, 6 th Edition) Guiding Children's Social
Development and Learning

Keifer, C. (2011). Idaho Early Learning Guidelines: In the Preschool Classroom. www.earlychildhood.dhw.idaho.gov. Idaho
Department of Education (a copy for check-out will be provided)

DEC Recommended Practices; A Comprehensive Guide for Practical Application in Early Intervention/ Early Childhood Special
Education.

Howard, V.F., Williams, B., & Lepper, C.E. (2010). Very Young Children with Special Needs: A Foundation for Educators, Families,
and Service Providers. Boston: Pearson.

Course Description
Students will learn how to use assessment, collaboration, and developmental knowledge to prepare, create and
carryout developmentally appropriate lessons for preschool children both with and without special needs.
Through developmentally appropriate practices and though developmentally appropriate preschool curriculum
students will engage children, implement child guidance, make observation, assess learning and growth, and
collaboration with parents and others in the early childhood community.

The students will be expected to apply knowledge gained in this class in the preschool practicum class. This course
ECD 360 is a co-requisite to ECD 360L: Preschool Lab
Outcomes
#1 The students will demonstrate the ability to plan for and implement learning activities and materials
appropriate to the development, interests, culture and needs of children.

#2 The students will demonstrate the ability to modify and adapt the curriculum, environment, and materials to
remediate or enrich learning of young children.

#3 The students will demonstrate the ability to develop trusting, respectful relationships with children, families,
and other service providers.

#4 The students will demonstrate the ability to build positive relationships and supportive interactions as the
foundation for implementing effective guidance strategies as they work with preschoolers.

#5 The students will demonstrate the ability to use multiple sources of data to evaluate the children’s present
levels, and responsiveness to teaching to make instructional and management decisions.

#6 The students will demonstrate the ability to collaborate with parents, professionals, peers and staff to meet
children’s needs.

#7 The students will demonstrate understanding by adherence to legal and ethical practices.

Grading Criteria
Assignment & Course Grades will be evaluated based on the following breakdown.
Grading Scale:
95-100% -- A 90-94.99% -- A- 87-89.99% -- B+
83-86.99% -- B 80-82.99% -- B- 77-79.99% -- C+
73-76.99% -- C 70-72.99% -- C- 67-69.99% -- D+
63-66.99% -- D 60-62.99% -- D- 0-59.99% -- Fail

Course Grade Definitions

A – Work is professional in appearance and content. Assignments and class participation represent outstanding
understanding, application, and integration of subject material and extensive evidence of original thinking, skillful use
of concepts, and ability to analyze and solve complex problems. Demonstrates diligent application of Learning Model
principles, including initiative in serving other students
B – Work is professional in appearance and content but with some spelling and grammar concerns. Assignments and class
participation represent considerable/significant understanding, application, and incorporation of the material which
would prepare a student to be successful in next level courses, graduate school, or employment. The student
participates in the Learning Model as applied in the course.
C – Work is professional in appearance but has multiple spelling and grammatical errors. Assignments and class
participation represent sufficient understanding of the subject matter. The student demonstrates minimal initiative
to be prepared for and participate in class discussions and assignments. The student participates only marginally in
the Learning Model.
D – Work is unprofessional in appearance and/or has multiple spelling and grammatical errors. Assignments and class
participation represent poor performance and initiative to learn and understand and apply course materials.
Retaking a course or remediation may be necessary to prepare for additional instruction in this subject matter
F – Represents failure in the assignment and/or course due to un-professionalism and/or incompleteness of assignments
and/or un-professionalism and/or non-participation in class and Learning Model.
Course Expectations
 Students are expected to be active participants in class and lab discussions and offer meaningful and
helpful suggestions to peers.
 Students will evaluate one another in class and lab.
 Professionalism: All aspects of these courses require that your participation reflects professionalism—in
attitude, in communication (both verbal and written), in building relationships with children, peers, and
University Supervisors, in respecting families and confidentiality, in your level of dependability, and in
personal appearance. The ability to develop and portray a professional attitude is essential to your
continuing in the program and continued success. Unprofessional behavior will adversely affect your
grade and possibly jeopardize your graduation. Several common ideas are listed below. This is not a
comprehensive list of professional issues but it is a very good starting point. All students should:
1. Be on time, attend all lab sessions and scheduled classes, and remain actively involved. Extended
absences, tardiness, or leaving early cannot be tolerated and will result in grade reductions;
2. Give prior notice when absence becomes necessary. You are to contact both the supervising
teacher and your supervising faculty, at home or at school, prior to the beginning of lab to acquaint
them with your situation. Attendance in the lab is critical. Exceptions will be handled on a case-
by-case basis, but missing lab will result in a significant grade reduction.
3. Spend class time with the children or in the observation booth. Perform no other work, school or
personal, during this time. Using cell phones or computers in the classroom or lab (including
pre- and post-lab) will NOT be tolerated;
4. Consider lab hours a formal class; visitors (friends, roommates, husbands, children, etc.) are not
allowed in the lab or work areas during that time;
5. Dress according to BYU-I standards; The Honor Code and the Dress and Grooming Code will be strictly
adhered to in this class. Holey and worn jeans are not appropriate attire for practicum experiences.
6. Attend staff meetings, parent meetings, and other meetings to which you are invited;
7. Seek, incorporate, and internalize others team members helpful suggestions;
8. Only discuss preschool children in class, or in the post-lab evaluation;
9. Develop the attitude of a teacher, rather than the "kiddies' pal" sort of relationship.
10. Team Responsibilities: In your preschool student teaching experience you will be working in
collaboration with others and as a part of a team. It is expected that you fulfill all of your team
responsibilities in a professional manner. In this class it is expected that you will:
 Fully accept the challenges of teaching and learning
 Uphold the highest standards of ethical behavior, integrity, and competency
 Set goals for yourself; know what you want to achieve
 Take initiative rather than wait to be told what to do
 Be prepared every time you enter the classroom
 Dress in a respectable manner
 Respect others; treat everyone with dignity
 Demonstrate the ability to be a follower as well as a leader
 Support and encourage peers
 Always use proper speech, grammar, vocabulary and mechanics in both written and oral expression

I. Class Assignments:
 Reflecting on Your Practices (Journal): Throughout the semester you will participant in readings, class and
group discussions in which you will learn and discuss principles and practices that are best for young children.
During these readings, class and small group discussions you are required to identify specific goals you wish to
work towards in the preschool lab with young children. Each week you will reflect on your readings and
generally there will be one other question. Please make sure to read the instructions on I-Learn carefully.
 I. Your journal should include Reading Insights: Read each assigned chapter from the articles and
reserved textbooks (and other associated readings listed on i-learn or sent to you) carefully and record
five important concepts/ insights you learned from each chapter. Make sure that your insights come
 from all the readings. Do NOT simply restate information from the reading, but reflect upon and share
things that are relevant to your teaching and learning. Logically explaining why in-sight are important
to you and other early childhood professionals and then how you will or might later specifically apply
the insights is important. Submit your five insights from each group of readings assigned for a week in
the on-line Reflecting on Your Practice Journal located on I-learn. Also bring notes (hard copy or hand
written notes) of your five insights to class for discussion.

 Reviews/Exams/Quizzes: There will be two reviews/exams given throughout the semester, a midterm and
final. Reviews will cover the material discussed in both textbooks and class discussion. Quizzes as needed.

 Observe IEP Meeting and Another Lab or a Community Preschool: With the support of your University
Supervisor, make arrangements during your second or later teaching days to observe an IEP meeting on
YouTube (http://www.youtube.com/watch?v=MWnbHPMg2EA) and some time outside of lab time observe
this clip on developing an IEP ( http://www.youtube.com/watch?v=rU2XzCEsAEE). In addition, you are to
observe another BYU-I lab, or a community preschool during the semester for 45 minutes. After attending or
watching the IEP meeting, another lab, or preschool, prepare a half-page summary of the experience, submit
on-line. Include in your summary the following:

IEP Meeting Observation

a) What was your overall impression of your IEP observation?
b) What were the strengths for the child in which the IEP was being written?
c) What are some of things the parents were concerned about for their child?
d) What services were identified as qualifying services and why?
e) What goals were chosen and why?
f) How did the team address parent concerns about speech services? Did they address in way that satisfies the
parents? Why or why not?
g) How would you imbed 45 minutes of speech activities into your classroom (be specific)?

Preschool Observation
a) What was your overall impression of your observation?
b) What teaching practices observed enhanced engagement with the children?
c) What did the teacher(s) do to help transitions children effectively between activities?
d) How did the teachers set up child selected activities to support learning and engagement?
e) If you observe a gathering/large group, or focus/small group activity how was the teacher prepared to do
teacher directed activities?
f) What did the teachers do to address misbehavior?

 Lesson Plan Binder: You need to save all the lesson plans you and your teammates create and put them in a
three ring binder. OMIT ANY CONFIDENTIAL INFORMATION.

 Child Letters: Working with designated children in your preschool, you will be expected to assess and observe
the preschooler’s growth and document this development through a series of artifacts and anecdotal records
collected and written throughout the semester. The artifacts that you gather as a team will be used to
compile and document the child’s development. The child-webbing you do during post lab can greatly support
developing your child letter.
a) Select one child in your lab that you would like to focus on this semester. Record the following information in
your observation report. Use specific examples to support your observations. The child report will be about 1
page in length, and college writing standards will be observed. Anecdotal records and photos may be included if
desired, but they are not required.
b) Some of the things that you’ll be asked to write about are below.
c) Interests and strengths
1. Preferred play materials
 2. Preferred manner of playing
3. Child interests
d) Use the developmental checklist along with anecdotal records and photographs with descriptions to validate and
record developmental and descriptive information about your child. Explain changes in the child and provide a
description of the child’s behaviors at midterm and at the end of the semester for the following domains of
development:
 Physical and Motor abilities including fine and gross motor skills
 Language and Literacy development, including language samples/conversations
 Social-Emotional
 Social interaction with peers
 Social interaction with teachers
 How do they respond when stressed or another child or teacher challenges them?
 Behavior at gathering time and closing circle
 Cognitive
 Examples of problem solving situations
 Assimilation and accommodation strategies
 Adaptive/ Self-help
e) Provide suggestions to support and foster child’s development