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ECED 2315 Syllabus

Course Syllabus

ECED 2315 - Early Childhood Curriculum

3 Credit Hours

Course Information

Course Description:

This course is a study of developmentally appropriate practices and the teacher's role in supporting development of young children ages birth through eight.  The course also includes an emphasis on curriculum planning including goals, environment, roles of teachers and parents, materials, and settings.  Field experiences are required.

Course Outcomes:

Upon successful completion of the course the student will be able to:

  • Demonstrate knowledge of how children develop and learn to provide opportunities that support the physical, social, emotional, language, cognitive, and aesthetic development of all young children. (1a, 1b, 1c)
  • Demonstrate knowledge of and ability to implement meaningful, integrated learning experiences for young children in content areas of language and literacy, mathematical thinking, nature and science, social studies, and artistic expression for early education. (4b, 4c. 5a. 5b. 5c)
  • Identify specific positive guidance strategies for use in the early childhood setting. (4a, 4b, 4c)
  • Demonstrate knowledge of child observation and documentation techniques. (3b)
  • Demonstrate understanding of teaching strategies to identify outcomes in content areas of language and literacy, mathematical thinking, nature and science, social studies, and artistic expression for early education. (4b, 4d, 5a, 5b, 5c)
  • Discuss the importance of strategies for engaging families in student learning. (2c) Utilize a variety of resources, including the internet, technology, and literature, to teach content areas of language and literacy, mathematical thinking, nature and science, social studies, and artistic expression for early education. (5a, 5c)
Prerequisites & Co-requisites:

None

Course Topics:
  • Child development domains including social-emotional, physical, cognitive and language.
  • Strategies for supporting development in each domain.
  • Observing, recording, and documenting development.
  • Meaningful curriculum based on children's abilities, interests, and family and cultural contexts.
  • Planning integrated curriculum activities to achieve positive child outcomes in: language and literacy; the arts – music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies
  • Teaching Strategies
  • Positive direct guidance techniques. 
Specific Course Requirements:

Microsoft Word must be used in submitting ALL course assignments.

NAEYC Associate Degree Standards Addressed in this Course:

Standard 1: Promoting Child Development and Learning
1a: Knowing and understanding young children’s characteristics and needs, from birth through age 8.
1b. Knowing and understanding the multiple influences on early development and learning
1c. Use developmentally knowledge to create healthy, respectful, supportive, and challenging learning environments

Standard 2: Building Family and Community Relationships
2c. Involving families and communities in young children’s development and learning

Standard 3: Observing, Documenting, and assessing to Support Young Children and Families
3a. Understanding the goals, benefits and uses of assessment – including its use in development of appropriate goals, curriculum, and teaching strategies for young children
3b. Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities.

Standard 4: Using Developmentally Effective Approaches
4a: Understanding positive relationships and supportive interactions as the foundation of their work with young children
4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology
4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches
4d: Reflecting on own practice to promote positive outcomes for each child

Standard 5: Using Content Knowledge to Build Meaningful Curriculum
5a. Understanding content knowledge and resources in academic disciplines: language and literacy; the arts – music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies
5b. Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines
5c. Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child

Supportive Skills
#2 Mastering and Applying Foundational Concepts from General Education
#3 Written Communications Skills
#5 Identifying and Using Professional Resources 

Textbooks, Supplementary Materials, Hardware and Software Requirements

Required Textbooks:

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."

Supplementary Materials:

None required 

Hardware and Software Requirements:

Minimum hardware requirements can be found here.

Minimum software requirements can be found here.

Common applications you might need:

Web Resources:

Purdue OWL Online Writing Lab (for APA, MLA, or Chicago style)

The Writing Center Online Writer's Handbook

Student Resources:
  • 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.

Instructor Information

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

Testing Procedures:

Students will take all exams on line; exams will be timed; exams will be essay-type exams. Students should be prepared so as not to be interrupted while taking the exam so that the time will not expire on them. One needs to be in a quiet place and remove all distractions. Students will be allowed three days in which to take each exam. I strongly suggest that you don't wait until the last night of that 3-day period to take an exam in case "circumstances" occur (such as power failure, sick child, etc.). Exams will cut off at 11:55 am (remember that is 5 minutes before 12:00). So, if it takes 55 minutes to take the exam, and you don't start until 11:45 am, you will still be closed out of the exam at 11:55 am

Grading Procedures:

This course will consist of nine (9) modules. Each module will consist of reading assignments, one or more discussion or reflection questions, one or more activities, and an exam.

 

Grading Scale:
RangeAssigned Grade
576-640 PointsA
511-575 PointsB
446-510 PointsC
381-445 PointsD
Under 380 PointsF
 
Assignments and Projects:

2 Exams @ 100 pts. each = 200 pts.
Exams will be timed, will be taken online, and will be a combination of essay, scenarios and short discussion.

Major Assignments/Projects:

  1. Documentation Panel (requires observation – no set hours) The Power of Documentation/Making Learning Visible: you are required to complete one portfolio size documentation panel on young children. They should reflect examples of how children are learning and focus on the child’s construction of knowledge. 1 Panel @ 100 points each = 100 pts.
  2. Integrated Unit Plan Assignment – you are required to develop an integrated unit plan that focuses on a particular theme, one that is meaningful to young children 150 pts.

Summary and Reflection: 
You are required to summarize and reflect on your work in each module – highlights of what you learned, how you are feeling about the materials and what else you want to know. 9 Modules @ 10 pts. each = 90 pts. Discussion Topics to be posted on the Discussion Board: You are required to participate in ten discussion board questions. Discussions will reflect the current required reading assignments. You are required to participate during the scheduled time period of the discussion in order to be eligible for full credit. Participation in each discussion will be worth a possible 10 points. Participation will be evaluated for knowledge of reading assignments, demonstration of critical thinking, and respectful and considerate behavior towards others opinions.

10 Discussion Board Questions @ 10 pts. each = 100 pts.

Total Points = 640

 Assignment NameNumber of AssignmentsPoints
Discussions10 topics @ 10 points each100 
Module Summary & Reflection9 reflections @ 10 points each90
Documentation PanelsDocumentation panel 100 
Integrated Unit PlanIntegrated unit plan150
2 Exams2 exams @ 100 pts. each200
Total Points 640

 

Class Participation:

Students must participate in all interactive aspects of the course; students are expected to communicate with the instructor as a learning resource; students must check the course Home Page frequently for announcements, and students must actively participate in threaded discussion events.

Late Policy:

You will be able to work on the course anytime of the day or night. However, please be punctual and observe the deadlines for your assignments, discussions, and exams. 

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

Read the document in its entirety here.

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.

2. Review the TN eCampus Academic Integrity/Academic Honesty Policy:

  • 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

Email:

  • 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

Discussions:

  • 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.

Library

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.

Syllabus Changes

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.

Disclaimer

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.


Last Revised on May 16, 2017