ECED 1310 Syllabus
ECED 1310 - Introduction to Early Childhood Education
3 Credit Hours
This course introduces the early childhood profession, including an emphasis on professionalism and developmentally appropriate practices.
The topics studied in this course include:
- an overview of the history of early education
- theoretical program models
- different types of early childhood programs
- community resources
- professional organizations
- contemporary trends and issues in programs for children ages birth through eight.
The student will:
Outcome 1: Recognize the foundation of the early childhood profession, its historical, philosophical, and social foundations and how these foundations influence current thought and practice.
Outcome 2: Recognize the diversity of settings, teacher qualifications, types of employment, locations, etc., in the early childhood field.
Outcome 3: Recognize professional journals, websites, organizations, and community agencies that support the early childhood professional.
Outcome 4: Identify basic components of quality in an early childhood program setting.
Outcome 5: Identify the goals and basic components of several prominent, theoretical curriculum models (Montessori, High Scope, Reggio Emilia, Project Approach, etc.)
Outcome 6: Recognize the NAEYC Code of Ethical Conduct to resolve basic ethical dilemmas in early education.
- History and Current Issues of Early Childhood Education
- Types of Programs
- Defining the Young Child
- Teaching: A Professional Commitment
- Families and Teachers: An Essential Partnership
- Creating Environments
This course supports the 2010 Standards for Initial Early Childhood Professional Preparation:
STANDARD 1. PROMOTING CHILD DEVELOPMENT AND LEARNING
Candidates prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of a) young children’s characteristics and needs, and b) multiple interacting influences on children’s development and learning, to c) create environments that are healthy, respectful, supportive, and challenging for each child.
STANDARD 2. BUILDING FAMILY AND COMMUNITY RELATIONSHIPS
Candidates prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children’s families and communities. They a) know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to b) create respectful, reciprocal relationships that support and empower families, and c) to involve all families in their children’s development and learning.
STANDARD 3. OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES
Candidates prepared in early childhood degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They a) know about and understand the goals, benefits, and uses of assessment. They b) know about and use systematic observations, documentation, and other effective assessment strategies c) in a responsible way, d) in partnership with families and other professionals, to positively influence the development of every child.
STANDARD 4. USING DEVELOPMENTALLY EFFECTIVE APPROACHES
Candidates prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They a) understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Candidates b, c) know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and d) positively influence each child’s development and learning.
STANDARD 5. USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM
Candidates prepared in early childhood degree programs a) use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Candidates understand the importance of developmental domains and academic (or content) disciplines in early childhood curriculum. They b) know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. Candidates c) use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for every young child.
STANDARD 6. BECOMING A PROFESSIONAL
Candidates prepared in early childhood degree programs a) identify and conduct themselves as members of the early childhood profession. They b) know and use ethical guidelines and other professional standards related to early childhood practice. They c) are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that d) integrate knowledge from a variety of sources. They are e) informed advocates for sound educational practices and policies.
STANDARD 7. EARLY CHILDHOOD FIELD EXPERIENCES
Candidates have field experiences and clinical practice in a) at least two of the three early childhood age groups (birth – age 3, 3 through 5, 5 through 8 years) and in b) the variety of settings that offer early education (early school grades, child care centers and homes, Head Start programs).
Textbooks, Supplementary Materials, Hardware and Software Requirements
Please visit the Virtual Bookstore to obtain textbook information for this course. Move your cursor over the "Books" link in the navigation bar and select "Textbooks & Course Materials." Select your Program, Term, Department, and Course; then select "Submit."
Minimum hardware requirements can be found here.
Minimum software requirements can be found here.
Common applications you might need:
Purdue OWL Online Writing Lab (for APA, MLA, or Chicago style)
The Writing Center Online Writer's Handbook
- Technical support information can be found on the TN eCampus Help Desk page.
- Smarthinking virtual tutoring is available FREE of charge. to access Smarthinking, visit the course homepage and select Smarthinking under Course Resources. You also view sample sessions to see what Smarthinking offers and how it works.
- Information on other student issues or concerns can be located on the TN eCampus Student Resources page.
Please see "Instructor Information" in the Getting Started Module for instructor contact information, virtual office hours, and other communication information. You can expect to receive a response from the instructor within 24-48 hours unless notified of extenuating circumstances.
Participation, Assessments, & Grading
An incomplete (or I) grade is only given to a student who must stop/extend the course due to an emergency. The student must be passing the course at the time of an "I" request. Under no circumstances is an "I" grade given to avoid an F.
Students seeking to withdraw (or "W") from a course must adhere to their home institution's policy. Notification should also be provided to the instructor in a timely manner, terminate status in the course. *Any "W" requests outside of your institution's calendar will result in grade determine by total points earned in the course.
|under 879 Points||F|
The course is divided into nine modules (*the Midterm [MT] falls between modules four and five). There will be reading assignments for each module from the textbook. There will also be brief articles and instructor remarks, which must be read. These will be covered in the online quizzes. Students will have to take a timed online multiple-choice quiz and complete a written assignment for each module. The students can take the quiz and submit the assignment anytime during the module, but must have completed both by the due dates for each module. Including readings, study, assignments, discussion, and quizzes you should expect to spend 5 to 6 hours on each module.
|Getting Started Quiz|
Module Two, Part 1
Module Two, Part 2
Module Two Quiz
Module Three, Part 1
Module Three, Part 2
Module Three Quiz
Module Four Quiz
|Midterm||150 points||Assignment (but has the same|
stipulations as an assessment)
Module Five Quiz
Module Five Quiz
Module Seven, Part 1
Module Seven, Part 2
Module Seven Quiz
Assignments will be presented as noted in the course Calendar. You will have until the due date on the calendar to complete each assignment. You are expected to communicate with other students in team projects, learn how to navigate in D2L, and stay aware of course announcements.
Students are expected to check their e-mail at least once or twice daily and to work on their assignments regularly. It will be impossible to complete your work if you do not.
You are expected to participate in all interactive aspects of the course. For example, you must communicate with other students via emails and discussion board exchanges. You are expected to communicate with your instructor on a regular basis and check the course bulletin board frequently for announcements. You must actively participate in threaded discussion events. Students are expected to work at a pace conducive to collaborative learning, that is, don't work to far ahead or too far behind the group. The class is designed to support student interaction.
Students will receive # of days x 10% for any late assignments. Example: An assignment that is three (3) days late would have have a 30% point deduction from the total score.
Makeup Tests. Makeup exams will be given only if a student provides a valid university approved medical excuse (student should be prepared to show documentation). All makeup exams must take place within 72 hours (3 days) of the missed exam.
You are encouraged to work at your own pace; however deadlines are placed on class activities, assignments, quizzes and exams. You should become familiar with the Class Calendar to determine when materials are due and adjust your study schedule accordingly. Once a deadline has passed you will be "locked out" of assessment. Assignments are available for late submission (refer to late penalties).
Course Ground Rules
The following two statements (1., 2.) were derived from the TBR System-wide Student Rules document, released January 2012:
RULES OF THE TENNESSEE BOARD OF REGENTS STATE UNIVERSITY AND COMMUNITY COLLEGE SYSTEM OF TENNESSEE SYSTEMWIDE STUDENT RULES CHAPTER 0240-02-03 STUDENT CONDUCT AND DISCIPLINARY SANCTIONS
1. Standards of Conduct:
- Students are required to adhere to the same professional, legal and ethical standards of conduct online as on campus. In addition, students should conform to generally accepted standards of "netiquette" while sending e-mail, posting comments to the discussion board, and while participating in other means of communicating online. Specifically, students should refrain from inappropriate and/or offensive language, comments and actions.
- In their academic activities, students are expected to maintain high standards of honesty and integrity. Academic dishonesty is prohibited.
Such conduct includes, but is not limited to:
- an attempt by one or more students to use unauthorized information in the taking of an exam
- to submit as one's own work, themes, reports, drawings, laboratory notes, computer programs, or other products prepared by another person,
- or to knowingly assist another student in obtaining or using unauthorized materials.
Plagiarism, cheating, and other forms of academic dishonesty are prohibited.
Students guilty of academic misconduct, either directly or indirectly through participation or assistance, are subject to disciplinary action through the regular procedures of the student’s home institution. Refer to the student handbook provided by your home institution to review the student conduct policy.
In addition to other possible disciplinary sanctions that may be imposed, the instructor has the authority to assign an "F" or zero for an activity or to assign an "F" for the course.
Other Course Rules:
Students are expected to:
- Participate in all aspects of the course
- Communicate with other students
- Learn how to navigate in Brightspace
- Keep abreast of course announcements
- Use the assigned course management (Brightspace) email address rather than a personal email address
- Address technical problems immediately:
- Observe course netiquette at all times.
Guidelines for Communications
- Always include a subject line.
- Remember without facial expressions some comments may be taken the wrong way. Be careful in wording your emails. Use of emoticons might be helpful in some cases.
- Use standard fonts.
- Do not send large attachments without permission.
- Special formatting such as centering, audio messages, tables, html, etc. should be avoided unless necessary to complete an assignment or other communication.
- Respect the privacy of other class members
- Review the discussion threads thoroughly before entering the discussion. Be a lurker then a discussant.
- Try to maintain threads by using the "Reply" button rather starting a new topic.
- Do not make insulting or inflammatory statements to other members of the discussion group. Be respectful of other’s ideas.
- Be patient and read the comments of other group members thoroughly before entering your remarks.
- Be cooperative with group leaders in completing assigned tasks.
- Be positive and constructive in group discussions.
- Respond in a thoughtful and timely manner.
The Tennessee Virtual Library is available to all students enrolled in TN eCampus programs and courses. Links to library materials (such as electronic journals, databases, interlibrary loans, digital reserves, dictionaries, encyclopedias, maps, and librarian support) and Internet resources needed by learners to complete online assignments and as background reading will be included within the course modules. To access the Virtual Library, go to the course homepage and select the Virtual Library link under Course Resources.
Students with Disabilities
Qualified students with disabilities will be provided reasonable and necessary academic accommodations if determined eligible by the appropriate disability services staff at their home institution. Prior to granting disability accommodations in this course, the instructor must receive written verification of a student's eligibility for specific accommodations from the disability services staff at the home institution. It is the student's responsibility to initiate contact with their home institution's disability services staff and to follow the established procedures for having the accommodation notice sent to the instructor.
The instructor reserves the right to make changes as necessary to this syllabus. If changes are necessitated during the term of the course, the instructor will immediately notify students of such changes both by individual email communication and posting both notification and nature of change(s) on the course bulletin board.
The information contained in this syllabus is for general information purposes only. While we endeavor to keep this information up-to-date and accurate, there may be some discrepancies between this syllabus and the one found in your online course. The syllabus of record is the one found in your online course. Please make sure you read the syllabus in your course at the beginning of the semester. Questions regarding course content should be directed to your instructor.