ELE32500 -Facilitating Learning in Early Childhood Programs Instructor: Celia I. Evans **THEME: Educator As Creator of Effective Educational Environments. Catalog Description: The nature of learning in the preschool and primary levels. Specialized instruction, learning centers, individualization, educational play, and utilization of media in the curriculum. Twenty clock hours of clinical experience at the preschool/kindergarten/primary level. Prerequisite: ELE 2321, or permission of department chair. University Teacher Education requirements apply and department requirements for enrollment must be met. Course Prerequisite: ELE 2321, or permission of department chair Course Description: Building on the students’ knowledge of human growth and development, this course examines ways to facilitate and encourage that growth and development through carefully structuring the environment, the learning materials and activities, and the psychological climate in which the child spends his/her school-time hours. Course Rationale: This course is designed specifically to meet Illinois State Board of Education requirements for Early Childhood Certification. This course will orient students to theories, research, and practical ideas that will form the foundation of early childhood education and will also serve as a foundation for higher level methods courses. Course Goal: This course is intended to provide students with an overview of the field of early childhood education. The student will become familiar with styles of learning, learning theories, and the relationship of motivation and learning. The value of diversity in programs and the need for a variety of approaches in orderto meet the needs of all children will be emphasized. Creating a learning environment to maximize children’seducational experiences will be presented as well as major approaches to the process of guiding the behavior of young children. Effective techniques of relating with and involving parents in the education of their children will be investigated as well as planning for the culturally different child. **Model: Information-Processing Model: Source: Joyce, B., Well, M., & Showers, B. (l992). Models of Teaching. 4th. Edition. Boston: Allyn and Bacon. Outcomes for all ELE Classes: 1 Develop a desire of lifelong learning in students and personally display one’s own desire for lifelong learning, including self-evaluation skills. 2 Demonstrates good communication skills. 3 Demonstrate/exhibit sensitivity to students’ feelings. 4 Design instruction to develop and utilize the cognitive processes by which pupils learn. 5 Demonstrate a knowledge of facts, and an understanding of fundamental principles, 6 Ideas, and relationships among various knowledge domains. 7 Demonstrate knowledge of past and present developments, issues, research, and social influences in the field of education. Outcomes specific to this course: 1 Design instruction to promote a healthy self-concept in students. 2 Demonstrate alternative methods of achieving similar learning outcomes. 3 Manage the classroom to optimize academically engaged time. 4 Provide for the uniqueness of individuals, recognizing the characteristics of culturally pluralistic and “at risk” populations, and foster appreciation for those differences. 5 Perform successfully within the social and political contexts of schools and community. 6 Model appropriate professional behavior…ethical, legal, social and moral.Course Text : Carol Seefeldt and Nita Barbour, Early Childhood Education, An Introduction, 4th edition, Prentice-Hall, Inc. Supplemental Text: (purchased at University Bookstore) Developmentally Appropriate Practices in Early Childhood Programs, revised edition. Ed(s): Bredekamp, Copple (1997) Methods of Instruction: lecture, class discussion/participation, field-based experience Course Requirements and Evaluation: Points Written exams (test 1-100 final - 100 ) 200 Learning Center (one activity will support technology and show 40 pupil’s proficiency in this area) Learning Center outline (hand in one week before presented) 20 to class, for l0 additional pts., make a copy for class members) 10 Bulletin Board 20 Lesson Plan for Direct Instruction (Hunter Model) 30 Activity Box (To be shared withclass) 20 Creative Music and Art Activity 20 Field Questionnaire for Practicum 30 Practicum 40 Abstract Review with supported data from the Internet/Library 20 Class participation and attendance (2 pts. per class) 30 Group presentation to class on specific curriculum 30 Total 540 ****All test dates subject to change by Instructor Additional requirements for this course: 1 (l) an ITC Proficiency, with AV packet purchased at Union 2 (2) Manuscript/Cursive Handwriting proficiency. The State of Illinois Requires These Proficiencies. ****Develop a creative Art and Music activity to be used with children you plan to teach. Use the World Wide Web as your source. ****Evaluation forms for the practicum and time sheets will be handed out prior to the beginning of the practicum. These should be given to the practicum instructor at the beginning of the practicum. All of the information should be completely filled out at the top of the form, putting the student social security number inthe upper right hand corner of each page, including all time sheets. These forms will be returned to the 3250 Instructor upon completion of the practicum and after having gone over the evaluation with the practium teacher. The evaluation form should be on top, time sheets behind the evaluation, all copies signed by the practicum teacher and stapled in the upper left-hand corner. The Field Questionnaire will be returned at the same time as the other forms but will not be attached to the evaluation. The Questionnaire should be retyped and treated as a journal review, considering the content of each part. Evaluation forms must be turned in by Dec. 14, 1999. ****Each abstract review must be neatly typed, two and half to three pages in length, proofread for errors and stapled in the upper left hand corner. ABSTRACT ASSIGNMENT:Purpose: To acquaint you with professional journals relative to Early Childhood and related subjects in thefieldof Early Childhood education. You are encouraged to use the Internet as a source.Format:l. Include full citation (example appears below). Buchoff , R. (l990). “Attention deficit disorder: help for the classroom