Prerequisites: CD 110 and CD 120
Recommended Prep: CD 107,. 113, 114, 115
Proof of Negative TB test within one year
TB tests can be done at the student health center or proof can be taken there. A clearance slip will be issued for you to give to your instructor.
Class meets: 3 hours weekly plus student teaching hours .
Course Description: Designing curriculum and utilizing developmentally appropriate assessment methods to foster the child’s competence in all areas of developmental creativity, emotional development, physical, social relationships and cognitive skills (formerly HD 160).
Course Objectives: Upon completing this course, the student will be able to:
- Differentiate between various curriculum models and their uses.
- Utilize current research to select effective learning materials for fostering aesthetic, affective, cognitive, language, physical and social development.
- Develop, apply and evaluate developmentally appropriate practices in early childhood classrooms.
- Analyze classroom space in terms of its effect on the behavior and the interactions of the teachers and the children.
- Distinguish between appropriate and inappropriate assessment methods in early childhood settings.
- Develop a record keeping system for children’s progress
- Assume the responsibilities for teaching in their supervised early childhood setting.
- Compile a professional teaching portfolio.
- Attendance is expected at each class meeting as well as each week in the student teaching placement. Students are expected to contact the instructor if unable to attend lecture. Important information is given out each week in lecture. If absent, it is the student’s responsibility to obtain notes, handouts, assignment and other materials missed from another student. When you are absent from your placement, you must call your mentor teacher to inform her.
- The student is required to read the assigned material prior to the class meeting for which it is assigned.
- Written Assignments: All students are expected to produce college-level work. One of the goals of this class is to prepare students to be successful professionals. Part of having a successful image is the ability to produce neat, legible, coherent, and grammatically correct written materials. Grammar and spelling should be correct and do influence the points given on assignments. It is strongly recommended that students have someone else proof read assignments prior to turning them in. All assignments must be typed.
- Note: late assignments will be accpeted for half credit up to one week after the due date. Students must retain copies of assignments until after grades post at the end of the semester. If a recording error should take place, the student must show the instructor the returned assignment with points posted for credit.
- Confidentiality: In this class, we will be discussing various observations of real people. In accordance with Principle 2.9 in the Code of Ethical Conduct (NAEYC, 1998), all efforts should be made to protect the privacy of children, parents, students, and staff. We will identify children by using their first name only.
- Academic dishonesty and cheating: There is a zero tolerance policy for academic dishonesty and cheating in this classroom. All assignments must be original work by the student done for this class only. During exams, any talking or unauthorized use of notes will be considered cheating. Students will be given a zero on any project/assignment/test which violates this policy and an Academic Dishonesty Report will be filed with the college.
Learning Together with Young Children by Margie Carter and Deb Curtis, Redleaf Press. ISBN 978-1-929610-97-6
Are You LIstening? by Lisa Burman, REdleaf Press, ISBN 978-1-933653-46-4
Student Teaching Hours:
90 hours of student teaching/fieldwork are required.
30 minutes per week (out of the 6 hour total) will be used as conference time by the student with the supervising teacher.
Actual time worked will be recorded each week on the Student Time Record. You may also count any time spent attending staff meetings, parent teacher conferences or special trainings – but only if you are invited to attend by your supervising teacher.
After you have read the materials on each topic and we have interacted around the information in class, you will have an observation/reflection exercise to do in your placement that week. These exercises will be due at the following Monday class session. Information for each exercise will be given in class each week.
Classroom curriuclum planning and implementation
. Specific formats and content areas will be discussed in class. The Supervising/Mentor teacher will assign a time and date for the plan within the weekly lesson plan in that particular classroom.
Once you get to know the children in the classroom, you must choose one child to study in-depth for the Child Portfolio. The report will be completed based on the format and instructions given to you in class.
You will compile a personal Professional Portfolio which will include documentation of your education and your professional experience. Details and format will be given in class.
Days in Charge
Twice during the last half of the semester, you will have a “day in charge”. This will be your opportunity to plan, present and self evaluate an entire session in your classroom. You will be responsible to plan ALL of the activities for the period of time you are assigned to the classroom. Complete details and grading rubric for your assignment will be given to you in class.
You will complete a documentation panel which highlights some aspect of learning in your classroom. Instructions will be given in class.
Video Analysis (final exam)
On your last day of class, you will present a two minute video clip of a particularly meaningful experience you had in your placement. The instructor will be videotaping you when she comes to observe you. You are also free to use your own video recorder or request to borrow the dept video recorder if you would like to tape something on a different day. Detailed instructions on this presentation will be given in class.
Note: If you have a specific learning disability and require accommodations, please let me know at the first class meeting so that your learning needs may be appropriately met. You will need to provide documentation of your disability to the Saddleback College Special Services Office in the Student Services Center, Room 113. Many services are available to you as a Saddleback College student, including testing. All Discussions will remain confidential.