1Eastern Illinois University Department of Early Childhood, Elementary, and Middle Level Education ELE 4776 History and Philosophy of Early Childhood Fall 2009 Tuesday and Thursday: 10-11:40 AM, Buzzard 2441 Instructor: Dr. Sham`ah Md-Yunus Office: 2203, Buzzard Hall Office Hours: M: 4-6:30 PM; T& R 9-10 AM, T: 3-4 PM Other times by appointments Phone: 217-581-6215 E-mail: [email protected] Unit Theme: Educators as creators of effective educational environment, integrating diverse students, subjects, strategies, and societies. Catalog Course Description: The history and philosophy of early childhood education from birth through age eight. Historical and contemporary models, social policy, and philosophical issues. Prerequisites: Eight semester hours in education and psychology. Course Purpose: This course is intended to provide: 1) basic knowledge about the historical foundation of early childhood education (ECE); 2) an up-to-date and comprehensive overview of current programs, practices and philosophies; 3) recent trends and issues in the field; and 4) national values and social forces which influence the field of ECE. Course Text: Morrison, G. S. (2007). Early Childhood Today (10th. Edition). Upper Saddle River, New Jersey: Pearson Merrill Prentice Hall. Model of Teaching: Information-Processing Family: Information-processing models emphasizing ways of enhancing the human being’s innate drive to make sense of the world by acquiring and organizing data, sensing problems and generating solutions to them and developing concepts and language for conveying them. This model provides the learner with information and concepts emphasize concept formation and hypothesis testing, and generate creative thinking to enhance general intellectual ability, to use for studying the self and society, and for achieving the personal and social goals in education (Joyce, B., Weil, M., & Calhoun, E. (2009). Models of teaching. (8th. ed.). NY: Pearson). If you have a documented disability and wish to discuss academic accommodation, please contact the Office of Disability Services at 581-6583. Dispositions: Teacher candidates in the Department of EC/ELE/MLE will exhibit professional ethical practices, effective communication, sensitivity to diversity, the ability to provide varied teaching practices evidenced in a supportive and encouraging environment. Note: Live Text and Practicum: If Live Text and practicum are required for the class, they will be graded by the instructor and if students have been completed in less than a satisfactory manner then no more that a “D” may be earned in the class regardless of the number of points earned. Teaching Standards Related to ELE 4776: Illinois Professional Teaching Standards (IPTS): http://www.isbe.net/profprep/standards.htm Illinois Core Technology Standards (ICTS): http://www.isbe.state.il/profprep/standards.htm2Illinois Core language Arts Standards (ICLA): http://www.isbe.net/profprep/CASCD/pdfs/24110_corelanguageartsstds.pdf National Association of Education for Young Children Standards (NAEYC): http://www.naeyc.org/accreditation/next_era.asp Outcomes Specific to this Course: • Demonstrate knowledge of past and present development, issues, research, and social influences in the field of ECE. • Demonstrate knowledge and understanding of historical backgrounds and philosophies that influenced ECE programs and approaches. • Demonstrate knowledge and understanding of different type of early childhood program and approaches serving young children and their families. • Demonstrates knowledge and understanding of how to address and meeting the needs of children and their families • Use technology to support teaching and learning. • Model appropriate professional behavior- ethical, legal, social, and moral. Course Requirements Course Requirements Demonstrated Competencies Aligned Standards Participation Performance includes presence, participation and preparation for group and whole class discussions. IPTS: 1, 9, 10, 11 ICTS: 4, 5, 6, 7 ICLA: 2 NAEYC: 5 Reading and Written Responses (textbooks and Journal Articles) Performance includes reading, reflections and preparing for discussions of contents related to the philosophy and programs in early childhood education. IPTS: 1,2,3, 4,5, 7 ICTS: 6,7,8 ICLA: 2, NAEYC: All Tests and Examinations Tests and examinations are one of the forms of assessments of students’ content knowledge about philosophy and programs in early childhood programs. IPTS: 1, 2, 3, 8 ICTS: 7,8 ICLA: 2, NAEYC: 1, 3,4 Research Paper Performance includes research on related topics, write papers and presentation IPTS: All ICTS: 1,2, 5,7,8 ICLA:2, NAEYC: All Project Performance includes developing project on comparing different types of early childhood programs and philosophy in the early childhood education with the integration of technology IPTS: All ICTS:1,2,5,7,8 ICLA: 2, NAEYC: All3Core Assignments Core Assignments Brief Description Approximate Weight Article Reflections The article must be selected from professional journals and reflected the current issues or topics in the early childhood education. The article must include summary of the article, discussions and reflections. 10% Tests and Examination Tests and examination consists of multiple measures, including multiple choice, short answers, and essay questions. Questions will be derived from lecture, assigned readings, article handouts and class discussions. 20% Research Paper 1. Philosophical Issues (20%) - write a paper on issues related to philosophy in early childhood education. Issue or topic must be current and significant to the early childhood field. 2. Philosophy of Education (20%) - write a paper on what student's philosophy and belief about teaching and learning of young children and their families. 40% Project Comparing and contrasting two or more types of early childhood programs from different perspectives (philosophy, daily schedules and activities, assessments and evaluations, teacher's role, parental involvement, etc). Project will be presented in class. Utilization of technology in the project will be part of the assessment. Attendance, participations, and dispositions 20% 10% Detailed instructions and expectations for each assignment will be provided by the individual instructor. Course Overview: This course covers five topics in early childhood programs and philosophy: