ECE 175

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COURSE SYLLABUS

1.	TITLE OF COURSE:	Elements of the High/Scope Approach
	PREFIX/NUMBER:	ECE 175	CREDIT HOURS:	3
2.	PREREQUISITE:	None

3.	RESOURCES NEEDED:
	TEXT:	“Educating Young Children”, Hohmann, High Scope
	SUPPLIES:
4.	COURSE DESCRIPTION:	Provides students with an experiential learning opportunity.
5.	COURSE GOAL:	Students will examine the High Scope Curriculum framework, its history of development and current use n early childhood education.

6.	COURSE OBJECTIVES:
	By the end of the course, students will:
Unit I	(A)	Learn how the High Scope curriculum is based upon the arrangement of the environment.
		1.	The students will describe the learning centers in a typical classroom and the selection and maintenance of equipment and materials.
		2.	The students will explain how to set up a daily routine.
		3.	The students will recognize the importance of and strategies involved in teaching in a team.
		4.	The students will discover the team approach to planning.
Unit II	(B)	Understand the importance of schedules in maintaining the concepts of the High Scope approach to education.
		1.	The students will describe various techniques to use during clean up and transition times during the child’s day.
		2.	The student will describe strategies for helping children learn the daily routine.
		3.	The student will describe the strategies used by the childcare professional during the planning time (Plan).
		4.	The student will describe the strategies and interventions used by the childcare professional during the work time (Do).
		5.	The student will describe the adult’s role during the recall sessions (Review).
		6.	The student will describe examine the adult’s role and management decisions needed during small group time and outdoor time.
Unit III	(C)	Recognize the value of collaborating as a team.
		1.	The student will recognize the value of collaborating as a team.
		2.	The student will identify tasks for team members including the following: planning and evaluation forms, recording tasks, scheduling, individual education plans, meeting results and tracking, problem-solving, and coordinating work with consultants and specialists.
		3.	The student will identify strategies for parent involvement in the education of their children.
Unit IV	(D)	Learn about the Key Experiences in the High Scope’s Cognitively Oriented Curriculum.
		1.	The student will identify key experiences in active learning.
		2.	The student will identify key experiences in using language.
		3.	The student will identify key experiences in representing experiences and ideas.
		4.	The student will identify key experiences in developing logical reasoning, including classification, seriation and numbers.
		5.	The student will identify key experiences in understanding time and space.
		6.	The student will develop activities and techniques to enhance the child’s learning in each of the key experiences.
Unit V	(E)	Understand the historical development of the High Scope Curriculum with emphasis on Jean Piaget and the research involved in the project.
		1.	The student will explain the historical background of the Ypsilanti Perry Preschool Project and the early stages of development of The Cognitively Oriented Curriculum for preschool ages.
		2.	The student will identify the theoretical concepts originated by Jean Piaget and how those theories were instrumental in determining the content of The Cognitively Oriented Curriculum.
		3.	The student will explore the research involving the High Scope educational methods.
Unit VI	(F)	Review the characteristics of young children.
		1.	The student will identify the developmental characteristics of preschool children, including the following: cognitive, social and emotional, language and physical development.
		2.	The student will explore the ways of enhancing the child’s self-concept by selecting developmentally appropriate activities.
		3.	The student will be able to identify and address the needs of children with disabilities and chronic conditions
		4.	The student will examine the Child Observation Record.
		5.	The student will discuss the role of the teacher.

7.	EVALUATION PROCEDURES:
			See Instructor for evaluation procedures.

Special Remarks:
1.	Attendance: Regular and punctual attendance is expected of all students. A record of attendance will be kept by the instructor for the entire length of the course. Students will be counted absent from class sessions missed, beginning with the first official date of class. A 20% absence from each enrolled lecture or lab course will be taken as evidence that the student does not intend to complete the course. College policy states that students may be dropped from enrollment when absent 20% of the scheduled class meetings. If enrolled from the beginning of the term, 15 hours will usually constitute 20% of a four-credit semester course that meets five hours per week. Reinstatement procedures are described in the PCC catalog.
2.	Tardy Policy: A student who is late three times (enters classroom after the instructor has taken roll) will be charged with one full absence unless the student can provide valid reasons for one or more of these tardies.
3.	Assignments/Missed Exams: It is the student's responsibility, whether present or absent, to obtain all material presented and to complete all course assignments in a timely fashion. It is the student’s responsibility to inform the instructor of an impending absence. If prior arrangements are made or extenuating circumstances exist, makeup of tests may be allowed. Late homework papers will not be accepted unless those same extenuating circumstances exist. Makeup of quizzes is to be at the instructor's discretion.

8.	COURSE OUTLINE
	UNIT I	Environment
		A.	Learning Centers
			1.	arrangement
			2.	materials selection
			3.	maintenance
			4.	anti-bias, multi-cultural and bilingual aspects
			5.	indoor and outdoor environments
	UNIT II	Schedules
		A.	Routines
		B.	Plan, Do, Review
		C.	Small group time
		D.	Transitions
	UNIT III	Staff
		A.	Team dynamics
		B.	Team responsibilities
		C.	Collaboration
		D.	Parent involvement
	UNIT IV	Key Experiences
		A.	Active learning
		B.	Using language
		C.	Representing experiences and ideas
		D.	Developing logical reasoning
			1.	Classification
			2.	Seriation
			3.	Number concepts
		E.	Understanding time and space
		F.	Activities and techniques for all areas
	UNIT V	Theory and Historical Perspectives
		A.	Development of the program
		B.	Jean Piaget and cognitive development
		C.	Research
	UNIT VI	Characteristics of Young Children
		A.	Development
		B.	Self-concept
		C.	Independence
		D.	Problem-solving
		E.	Child Observation Record
		F.	The role of the teacher

9.	METHODS OF INSTRUCTION:
	To be successful in this course, students are expected to participate in discussions, readings, in-class writing, and peer review activities. The instructor may assign point values to such activities.
10.	ACADEMIC INTEGRITY:
	The very nature of higher education requires that students adhere to accepted standards of academic integrity. Therefore, Pueblo Community College has adopted a policy of academic conduct as described in the Student Handbook. Violation of academic integrity may be defined to include the following: cheating, plagiarism, falsification and fabrication, abuse of academic materials, complicity in academic dishonesty, and personal misrepresentation. It is the student’s responsibility to be aware of the behaviors that constitute academic dishonesty. Sanctions for violating the standards of academic integrity may include warning, probation, suspension, and/or failure of the course or assignment at the discretion of the instructor.
11.	ADA NOTICE:
	Students who have a documented disability may be eligible to receive accommodations for this class. Please contact the Disability Resources Center at 549-3446 for further information.