Early Childhood/Elementary/Middle Level Education Department ELE 4776 History and Philosophy of Early ChildhoodUnit Theme: Educators as creators of effective educational environment, integrating diverse students, subjects, strategies, and societies. Catalog Description: The history and philosophy of early childhood education. Historical and contemporary models, social policy, and philosophical issues.Prerequisites: Eight semester hours in education and psychologyCourse 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 in ECE; 3) recent trends and issues in the field; and 4) national values and social forces which influence the field of ECE.Course Textbook:Morrison, G. S. (2007). Early childhood today, (10th ed). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.Model of Teaching: The Information-Processing Models- Information-processing models emphasize 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.Joyce, B., Weil, M., & Calhoun, E. (2009). Models of teaching. (8th ed.). Boston: Pearson. Dispositions: Teacher candidates in the department of EC/ELE/MLE will exhibit professional ethical practices, effective communication, and sensitivity to diversity, the ability to provide varied teaching practices evidenced in a supportive and encouraging atmosphere for learning. Live Text Assessment Requirement: For those classes with Live Text or Practicum- If the portfolio or Live Text requirements are rated, by the instructor, to have been completed in less than a satisfactory manner then no more than a "D" may be earned in the class regardless of the number of points earned.Teaching Standards Related to ELE 4776Illinois Professional Teaching Standards (IPTS): http://www.isbe.net/profprep/standards.htm Illinois Core Technology Standards (ICTS): http://www.isbe.state.il/profprep/standards.htmIllinois Core language Arts Standards (ICLA): http://www.isbe.net/profprep/CASCD/pdfs/24110_corelanguageartsstds.pdfNational 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 Demonstrated Competencies Aligned StandardsParticipation Performance includes presence, participation and preparation for group and whole class discussions.IPTS: 1, 9, 10, 11ICTS:4, 5, 6, 7ICLA: 2NAEYC:5Dispositions:SDE, EC. IWS, PEPRevised November 2008Article Reflection 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, 7ICTS: 6,7,8ICLA: 2,NAEYC: AllDispositions:SDE, EC, PEPTests and examinations Tests and examinations are one of the forms of assessments of students’ content knowledge about philosophy and programs in earlychildhood programs.IPTS: 1, 2, 3, 8ICTS: 7,8ICLA: 2,NAEYC: 1, 3,4Dispositions: ECResearch Papers Performance includes research on related topics, write papers and presentationIPTS: AllICTS: 1,2, 5,7,8ICLA:2,NAEYC: AllDispositions:SDE, EC, PTSL, PEPProject Performance includes developing project on comparing different types of early childhood programs and philosophy in the early childhood education with the integration of technologyIPTS: AllICTS:1,2,5,7,8ICLA: 2,NAEYC: AllDispositions:SDE, EC. IWS, PEP, PTSLCore Assignments Brief Description ApproximateWeight Participation Performance includes presence, participation and preparation for group and whole class discussions.10%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 consist of multiple measures, including multiple choice, short answers, and essay questions. Questions will bederived 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. The paper should be at least 5-page long with references and is written in the APA styles.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 and20%Revised November 2008activities, 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.DETAILED INSTRUCTIONS AND EXPECTATIONS FOR EACH ASSIGNMENT WILL BE PROVIDED BY THEINDIVIDUAL INSTRUCTOR Grading Scale: A= 92%-100%, B= 82%-91%, C= 72%-81%, D= 62%-71%, F= 61% and belowCourse OverviewThis course covers five topics in early childhood programs and philosophy: 1) early childhood education and professional development, 2) the foundations of history, theories, and philosophies in early childhood education, 3) programs and services for children and families, 4) the new world of early childhood education, and 5) meeting the special needs of young children.COURSE OUTLINEWeek 1, 2, & 3: Part I: Early childhood education and professional development, four dimensions of professionalism, early childhood today, public policy and current issues in early childhood programming,