Early
Childhood: Program Planning Instructor: Aumony Dahl, M.Ed. Phone: 509-891-7219 Office Hours: 8 a.m. to 5
p.m. PST Monday - Friday Email: aumony_dahl@virtualeduc.com Address: Virtual
Education Software 16201 E Indiana Ave,
Suite 1450 Spokane, WA 99216 Technical
Support: support@virtualeduc.com Introduction
Welcome
to Early Childhood: Program Planning,
an interactive distance learning course designed to give you a new
perspective on planning and implementing developmentally appropriate
practices for young children from birth through age eight. In this course you will learn what is meant
by curriculum, assessment, evaluation, and program planning as these terms
apply to early childhood education. We
will discuss several historical perspectives and theories of child
development, and examine best practice for early childhood education. We will also examine key concepts and
specific activities for teaching various curricular content areas including
language and literacy, mathematics and science, and the expressive arts. This computer-based instruction course
is a self-supporting program that provides instruction, structured practice,
and evaluation all on your home or school computer. Technical support information can be found,
in the Help section of your course. Course
Materials Title: Early Childhood: Program Planning Author: Aumony Dahl, M.Ed. Publisher: Virtual
Education Software, inc. 2008 Academic Integrity Statement
The structure and format of most distance-learning
courses presume a high level of personal and academic integrity in completion
and submission of coursework. Individuals enrolled in a distance-learning
course are expected to adhere to the following standards of academic conduct.
Academic Work Academic
work submitted by the individual (such as papers, assignments, reports,
tests) shall be the student’s own work or appropriately attributed, in part
or in whole, to its correct source. Submission of commercially prepared (or
group prepared) materials as if they are one’s own work is unacceptable. Aiding Honesty
in Others The
individual will encourage honesty in others by refraining from providing
materials or information to another person with knowledge that these
materials or information will be used improperly. Violations of
these academic standards will result in the assignment of a failing grade and
subsequent loss of credit for the course. Level
of Application This
course is designed as one part of a five-part series on early childhood
education. Upon completion of all five
courses, you will have covered all of the Course
Objectives ·
Identify the general guidelines for early
childhood curriculum, assessment, and evaluation as presented by NAEYC. ·
Explain the key components of a developmentally
appropriate practice ( ·
Discuss numerous ways to make adaptations,
accommodations, and modifications for students with special learning needs. ·
Explain the three
principles for learning presented by the National Research Council (1999)
that directly apply to classroom teaching for children of all ages. ·
Discuss research-based positions and standards for
various curricular content areas. ·
Identify and plan key components of an integrated
early childhood curriculum that fosters curiosity and promotes the process of
inquiry. ·
Describe a variety of ways to integrate language
and literacy, mathematics and science, and social studies and expressive arts
activities in meaningful ways throughout the early childhood curriculum. ·
Provide the most current requirements for earning
a Course Description
This
course, Program Planning, has been
divided into four chapters. The first chapter will discuss numerous
considerations for planning and implementing a comprehensive, research-based
curriculum for young children. Various
perspectives on the history and theory behind early childhood education and
child development will be examined, in addition to discussing various forms
of diversity among children. We will
also discuss what curriculum is, and identify guidelines presented by the
National Association for the Education of Young Children (NAEYC) for
appropriate curriculum for young children through eight years of age. We will take an overall look at the basic
steps for creating an appropriate curriculum, planning a daily schedule, and
creating lesson plans and activities for early childhood programs. In addition to focusing our attention on
appropriate curricular approaches, we will touch briefly on several
curricular approaches to avoid. While
the first chapter of the course provides an overview of general
considerations and approaches for early childhood curriculum, assessment, and
evaluation, later chapters of the course will take a more in-depth look at
appropriate curriculum for various age groups such as infants & toddlers,
preschoolers, and primary school children.
Curricular considerations for integrating specific content areas such
as language and literacy, math and science, and social studies and expressive
arts will also be discussed. Each chapter contains additional
handouts or attachments that cover specific topics from the chapter in
greater depth. They are provided for
you to read, ponder, and apply to the early childhood education setting in
which you work. Some of the topics are
intended for you, as the professional, while others are intended for you to
pass on to parents, when appropriate. Student Expectations As
a student, you will be expected to: ·
Complete all information chapters covering Program
Planning, showing a competent understanding of the material presented. ·
Complete all
chapter exams covering Program Planning,
showing a competent understanding of the material presented. ·
Complete a review of any chapter on which your
examination score was below 70%. ·
Retake any chapter examination, after completing
an information review, to increase that final examination score to a minimum
of 70% (maximum of three attempts). ·
Complete a course evaluation form at the end of
the course. Chapter Topics Chapter One: Developing Appropriate Programs for Young
Children—A Look at Curriculum, Assessment, & Evaluation ·
What is curriculum? ·
Curricular approaches to avoid ·
NAEYC’s position on ECE curriculum, child
assessment, and program planning ·
Developmentally Appropriate Practice—What is it? ·
Planning the ECE program—Planning the daily
schedule, lesson plans and activity plans ·
Making adaptations and modifications for students
with special needs Chapter Two: Developing Appropriate Programs for Young
Children—A Look at Language & Literacy ·
Creating the curriculum—What does research say? ·
A look at Language and Literacy: oral language,
written language, reading ·
Language and literacy activities across the
curriculum ·
Curricular considerations for children with
special needs: sensory, cognitive, and physical impairments, cultural
considerations, giftedness Chapter Three:
Developing Appropriate Programs for
Young Children—A Look at Mathematics & Science ·
NCTM and NSES principles and content standards for
mathematics and science ·
NCTM’s curricular focal points for each age group,
pre-K through 2nd grade ·
Key mathematical concepts for young children:
classification, ordering, counting, adding and subtracting, measurement,
geometry ·
Key science concepts for young children: physical
science, biological science ·
Assessment: A critical component of ECE and
program planning ·
Integrating mathematics and science activities
throughout the ECE curriculum Chapter Four: Developing Appropriate Programs for Young
Children—A Look at Social Studies & Expressive Arts ·
A look at social studies: historical perspectives ·
National Council for Social Studies (NCSS): ten
themes ·
Suggestions for thematic social studies
curriculum: Categories of intertwined content ·
Social studies disciplines: history, geography,
sociology, anthropology, economics, political science, values education ·
An important social studies theme: conflict
resolution ·
Integrating social studies activities across the
curriculum ·
A look at expressive arts: art, music, movement ·
A look at child development: cognitive
development, social and emotional development, physical development ·
Considerations for infants, toddlers, preschool,
kindergarten, and primary children ·
Integrating expressive arts activities across the
curriculum Examinations At the end of each
chapter, you will be expected to complete an examination designed to assess
your knowledge. You may take these exams a total of three times. Your last
score will save, not the highest score.
After your third attempt, each examination will lock and not allow
further access. Your final grade for
the course will be determined by calculating an average score of all
exams. This score will be printed on
your final certificate. As this is a self-paced
computerized instruction program, you may review course information as often
as necessary. You will not be able to exit any examinations until you have
answered all questions. If you try to exit the exam before you complete all
questions, your information will be lost. You are expected to complete the
entire exam in one sitting. Instructor Description Early
Childhood: Program Planning has been developed by Aumony Dahl, MS/ED, the instructor of record. Aumony received her Master’s degree in Exceptional
Children from Western Washington University.
She is certified to teach in K-12 Special Education with an additional
endorsement in Early Childhood Special Education. Aumony began her
career working as an elementary special education teacher for several
years. She is currently an instructor
in the Special Education Department at Western Washington University—teaching
a variety of classes on topics related to early childhood special education,
students with complex special needs, assessment and evaluation, and program planning. Aumony also
enjoys her role as a supervisor for practicum students who are training to
become teachers. In addition to this
course, Aumony is the author of another course in
this Early Childhood series called Early
Childhood: Family-Centered Services. Contacting the Instructor
You may contact the instructor by
emailing Aumony at aumony_dahl@virtualeduc.com or
calling her at 509-891-7219, Monday through Friday, 8:00 a.m. - 5:00 p.m.
PST. Phone messages will be answered within 24 hours. Phone conferences will be limited to ten minutes per student,
per day, given that this is a self-paced instructional program. Please do not
contact the instructor about technical problems, course glitches or other
issues that involve the operation of the course. Technical Questions
If you have questions or problems
related to the operation of this course, please try everything twice. If the
problem persists please check our support pages for FAQs and known issues at
www.virtualeduc.com and also the Help section of your course. If you need personal assistance then
email support@virtualeduc.com or call (509)
891-7219. When contacting technical
support, please know your course version number (it is located at the bottom
left side of the Welcome Screen) and your operating system, and be seated in
front of the computer at the time of your call. Minimum
Computer Requirements Please
refer to VESi’s website: www.virtualeduc.com
or contact VESi if you have further questions about the compatibility of your
operating system. Refer to the addendum
regarding Grading Criteria, Course Completion Information, Items to be
Submitted, and how to submit your completed information. Bibliography
(Suggested
Readings)
Arnold,
L. (1980). Preparing young children for science. New York: Schocken. Bredekamp, S., & Copple, C. (1997).
Developmentally appropriate practice in early childhood programs
(rev. ed.), Washington, DC: National Association for the Education of Young
Children. Calkins,
L (1986). The art of teaching writing.
Exeter, NH: Heinemann. New York: Longman. Chaille, C., & Britain, L. (1997). The young child as scientist: A
constructivist approach to early childhood science education (2nd
ed.). Clay,
M. (1998). By different paths to common
outcomes. York, ME: Stenhouse. Colbert,
C. (1997). Visual arts in the developmentally appropriate integrated
curriculum. In C. Hart, D. Burts, & R. Charlesworth
(Eds.), Integrated curriculum and
developmentally appropriate practice. Albany, NY: State University of New York
Press. Gabbard, C. (1992). Lifelong motor development. Dubuque,
IA: Brown. Good,
R. (1977). How children learn science.
New York: Macmillan. Jones,
E. (1970). In Dittmann, L. (Ed.), Curriculum is what happens. Washington, DC: National Association for
the Education of Young Children. Jones,
E., & Nimmo, J. (1994). Emergent curriculum. Washington, DC: National Association for the
Education of Young Children. Kostelnik, M., Soderman, A., & Whiren, A.
(1999). Developmentally appropriate
curriculum: Best practices in early childhood education. Upper Saddle
River, NJ: Merrill. Kreidler, W. (1984). Creative conflict resolution.
Glenview, IL: Scott Foresman. Krogh,
S., & Slentz, K. (2001). The early childhood curriculum. Mahwah, NJ: Lawrence Erlbaum
Associates. Morrow,
L. (1993). Literacy development in the
early years. Boston: Allyn & Bacon. National
Association for the Education of Young Children (NAEYC). (1998). Learning to
read and write: Developmentally appropriate practices for young children. Young Children, 53(4)30-46. Raths, L. Harmin, M., & Simon, S. (1966). Values and teaching. Columbus, OH: Merrill. Schirrmacher, R. (1998). Art and creative development for young
children. Albany, NY: Delmar. Sunal, C. (1990). Early childhood social studies.
Columbus, OH: Merrill. Taylor,
B. (1999). Science everywhere: Opportunities for very young
children. Orlando, FL: Harcourt Brace Jovanovich. Other Resources
National Arts Education Association, www.naea-reston.org
National Association for the Education of Young Children,
www.naeyc.org
National Council of Teachers of Mathematics, www.nctm.org
National Early Childhood Technical Assistance Center, www.nectac.org
National Education Association, www.nea.org
National Research Council, www.nationalacademies.org/nrc
National Science Education Standards, www.nap.edu/readingroom/books/nses
U.S. Department of Education, http://www.ed.gov Course content is updated every three years. Due to this update timeline, some URL links may no longer be active or may have changed. Please type the title of the organization into the command line of any Internet browser search window and you will be able to find whether the URL link is still active or any new link to the corresponding organization's web home page. Updated 11/16/10 JN |