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COURSE SYLLABUS

1. TITLE OF COURSE: CURRICULUM DEVELOPMENT: METHODS AND TECHNIQUES
  PREFIX/NUMBER: ECE 220 CREDIT HOURS: 3
2. PREREQUISITE: None
3.

RESOURCES NEEDED:

None
 

TEXT:

Curriculum for Young Children, an Introduction.
 

SUPPLIES:

None
4.

COURSE DESCRIPTION:

Provides an overview of early childhood curriculum development.  Includes processes for planning and implementing developmentally appropriate environments, materials and experiences, and quality in early childhood programs.
5.

COURSE GOAL:

This course includes the foundations of curriculum development.  It addresses the overall and specific processes of planning appropriate learning environments, materials, and experiences that meet the developmental needs of individuals or groups of children from birth through age eight.
6. COURSE OBJECTIVES:
  By the end of the course, students will
  Unit I  Understand the historical, philosophical and theoretical foundation for curriculum development.
  (A) Identify models, philosophies, and strengths of educational programs such as Montessori, High Scope, Reggio Emilia, Back to Basics and others.
  (B) Recognize the theories underlying some of the educational programs such as Montessori, High Scope, Reggio Emilia, Back to Basics and others.
  Unit II  Learn about contemporary approaches to curriculum.
  (A) Identify the goals and philosophies behind the following approaches to curriculum:  eclectic, maturationist, cognitive interactionist, behaviorist, and academic.
  (B) Select and implement a particular approach to curriculum development.
  Unit III  Understand the importance of developmentally appropriate practices (DAP) with respect to the components of curriculum development and implementation.
  (A) Identify ways to promote and enhance developmentally appropriate interactions from an adult/child, child/child, and adult/adult   standpoint.
  (B) Explain the process and considerations for equipment selection and placement within the child care center.
  (C) Analyze the materials at the child care center using the following criteria:  process or product oriented, simple or complex, adult-made or purchased, print and non-print, and others
  (D) Analyze the environment using the following criteria: appropriateness of room arrangement, scheduling and field trips, care and equipment and materials.
  (E) Recognize the difference between adult-directed and child-initiated activities and establish a developmentally appropriate schedule for balancing the two.
  (F) Identify ways to promote parent involvement through assisting in the classroom, preparing materials and sharing expertise and talent.
  (G) Develop skills in observing and evaluating the child care program, staff and children.
  Unit IV  Recognize the importance of considering legal and implications of working with children.
  (A) Be familiar with the process involved with the licensing programs for programs and staff and the potential current legal and ethical issues facing the professionals in child care.
  (B) Be familiar with the Colorado Department of Education’s Quality Standards and Federal agencies and legislation.
  Unit V  Students will learn how to plan curriculum for various programs.
  (A) Plan a curriculum from a long-term aspect including philosophy, type of program and goals for children.
  (B) Plan a curriculum from a short-term aspect including planning for the children and program in advance or in a more immediate fashion.
  Unit VI  Recognize the importance of planning for a diverse population of children and families.
  (A) Be aware of the diversity in cultures, socio-economics, traditions and interests in children and families.
  (B) Analyze the materials and equipment, both internal and external, using the following criteria:  cultural, ethnic, and socio-economic diversity.
  (C) Analyze the resources and oral and written language for sensitivity to diverse populations.
  Unit VII  Learn about the process of revision in order to improve the quality and standards of childcare.
  (A) Identify internal changes in children and staffing that could be revised to meet specific goals.
  (B) Identify external influences, such as legislative, economic and others, that are important elements of the revision process.
7. EVALUATION PROCEDURES:
      See instructor for evaluation procedures.
       

Special Remarks:

1.

Attendance:  Regular and punctual attendance is expected of all students, with the exception of those students enrolled in a TV8 telecourse or a T39 section of an ITV course.  A complete record of attendance will be kept by each instructor for the entire length of each course.  Students will be counted absent from class sessions missed, beginning with the first official date of the class.  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.  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
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.