Early
Childhood: Program Planning
Instructor Name: Dr. Marrea Winnega
Facilitator Name: 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
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 on 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
(Online)
Title: Early Childhood: Program Planning
Instructor Name: Dr. Marrea Winnega
Facilitator Name: Aumony Dahl, M.Ed.
Publisher: Virtual Education Software,
inc. 2008, Revised 2012, Revised 2015, Revised 2018
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 of a five-part series
on early childhood education. Upon completion of the five-course series
you will have covered most competencies found in a Child Development Associates
(CDA) program, however, completion of all five courses does not earn
participants a CDA unless they are formally enrolled in a program that
recognizes these courses within that program. This course
specifically covers competencies 1-9, 12, and 13 (it is recommended you
check on individual state competencies), which all relate to the
establishment of well-run, purposeful programs for young children that are
responsive to individual needs and advance the development of the whole
child. This course also incorporates the
applicable Division for Early Childhood (DEC) Recommended Practices in Early Intervention/Early Childhood Special
Education, in addition to the newest National
Association for the Education of Young Children (NAEYC) Accreditation Standards
(2018), and the Every Student Succeeds Act (ESSA), which was
signed into law on December 10, 2015. ESSA both sustains and expands the
nation’s investment in increasing access to high-quality early childhood
education for all children. This course is designed for anyone who plans
programs for young children: child-care providers, early childhood educators,
and healthcare or social services providers, to name a few.
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
This
course, Program Planning, has been
divided into four chapters. It discusses
numerous considerations for planning and implementing a comprehensive,
research-based curriculum for young children. Included will be topics such as
Universal Design for Learning (UDL), Understanding by Design (UbD), differentiated instruction, and the use of
developmentally appropriate technology 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.
As a student you will be
expected to:
·
Complete all four information sections showing a
competent understanding of the material presented in each section.
·
Complete all four section examinations, showing a
competent understanding of the material presented. You
must obtain an overall score of 70%
or higher, with no individual exam score below 50%, to pass this course.
*Please note: Minimum exam score requirements may vary by college or
university; therefore, you should refer to your course addendum to determine
what your minimum exam score requirements are.
·
Complete a review
of any section on which your examination score was below 50%.
·
Retake any
examination, after completing an information review, to increase that
examination score to a minimum of 50%, making sure to also be achieving an
overall exam score of a minimum 70% (maximum of three attempts). *Please note: Minimum exam score requirements may vary by
college or university; therefore, you should refer to your course addendum to
determine what your minimum exam score requirements are.
·
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?
·
Universal
Design for Learning (UDL), Differentiated Instruction (DI), & Understanding
by Design (UbD)—Connecting Content to Kids
·
Planning
the ECE program—Planning the daily schedule, lesson plans and activity plans
·
Considerations
for use of developmentally appropriate technology with young children
·
Making
adaptations and modifications for students with special need
·
A
note about social-emotional learning (SEL)
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
·
A
note about quality research improvement systems (QRIS) for ECE programs
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.
Facilitator 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 has
authored two other courses in this Early Childhood series, called Early Childhood: Family-Centered Services and Early Childhood: Infant & Toddler
Mental Health.
Dr. Marrea Winnega, is a Licensed Clinical
Psychologist with 20 years of experience in the field of Autism Spectrum
Disorders. Currently, she is an Assistant Professor of Clinical Psychology
in the University of Illinois at Chicago Department of Psychiatry. She consults
for schools and agencies serving individuals with Autism Spectrum Disorders,
including Asperger’s Disorder. She has also conducted numerous workshops,
in-services, and trainings throughout the United States. Please contact
Professor Dahl if you have course content or examination questions.
You may contact the facilitator by
emailing Professor Dahl 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. Please contact
Professor Dahl if you have course content or examination 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.
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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.
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