ECD 252 Diversity in Early Care and Education Early Childhood Development Business and Public Service

Transcription

1 ECD 252 Diversity in Early Care and Education Early Childhood Development Business and Public Service Semester Year Catalog Course Description: This Course meets the growing need for students in early care and education to learning how to interact with people who are different from them. It also allows students to examine and appreciate the differences that exist because of diversity from race, language, ethnicity, age and socio-economic levels. Prerequisite(s): ENG 101 Credit Hours: 3.0 Class Schedule: Instructor: Office: Office Hours: Telephone: Campus Mailbox: Program Website: Program Director: Sandra Hackley, (803) , Program Assistant: Donya Albert, (803) , Departmental Assistant: Kimberley Bauer, (803) , Interim Department Chair: Sandra Hackley (803) , Textbook(s): Chen, D. & Klein, D (2001). Working with Children from Culturally Diverse from Backgrounds. Canada: Delmar Course Objectives: Upon completion of this course the student will be able to: 1. Identify defining characteristics of tolerance education, multicultural education, character education, and anti-bias education. (NAEYC 1a, 1b, 2a, 2b, 4c, 6d) 2. Evaluate child development literature and research in order to effectively compare to current theory and practice. (ie: Early Childhood Environmental Rating Scale) (NAEYC 3a-d) 3. Observe and record children s behavior as it relates to principles of cultural diversity. (NAEYC 1b) 4. Develop skills for communicating effectively and working with parents to enhance the education and development of their children. (NAEYC 2b, 2c, 4a) 5. Develop an implementation plan for diversity at their school site or other selected sites. This plan should be based on scientific research. (NAEYC 4a, 4b, 4c, 5a, 5b) Course Outcomes and Competencies: Intended Course Outcome: Students will know about and understand family characteristics. Course Competency: Through an assigned individual presentation on a family diversity / multicultural issue, students will demonstrate their understanding of and respect for family diversity. Performance Measurement Instrument and Success criteria: Successful presentation of a family diversity/multicultural issue using a standardized rubric. 1

2 NAEYC Standards 1. Promoting Child Development and Learning 1a: Knowing and understanding young children s characteristics and needs 1b: Knowing and understanding the multiple influences on development and learning 1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments 2. Building Family and Community Relationships 2a: Knowing about and understanding diverse family and community characteristics 2b: Supporting and engaging families and communities through respectful, reciprocal relationships 2c: Involving families and communities in their children s development and learning 3. Observing, Documenting, and Assessing to Support Young Children and Families 3a: Understanding the goals, benefits, and uses of assessment 3b: Knowing about assessment partnerships with families and with professional colleagues 3c: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches 3d: Understanding and practicing responsible assessment to promote positive outcomes for each child 4. Using Developmentally Effective Approaches to Connect with Children and Families 4a: Understanding positive relationships and supportive interactions as the foundation of their work with children 4b: Knowing and understanding effective strategies and tools for early education 4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches 4d: Reflecting on their own practice to promote positive outcomes for each child 5. Using Content Knowledge to Build Meaningful Curriculum 5a: Understanding content knowledge and resources in academic disciplines 5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines 5c: Using their own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful, challenging curricula for each child. 6. Becoming a Professional 6a: Identifying and involving oneself with the early childhood field 6b: Knowing about and upholding ethical standards and other professional guidelines 6c: Engaging in continuous, collaborative learning to inform practice 6d: Integrating knowledgeable, reflective, and critical perspectives on early education 6e: Engaging in informed advocacy for children and the profession Course Requirements: 1. Attend and participate in all class activities. 2. Attendance is essential for understanding of the course content as well as engaging in the learning process with other students and participating in various activities. You must be in your seat when class begins or you will receive absence for the class. If you leave class early your final grade will be reduced. For this reason, no more than two absences are permitted. Two tardies or early dismissals will count as an absence. Violation of the attendance policy may result in the reduction of the student s final grade by one full letter grade (i.e., an A becomes a B). Students are to conduct themselves at all times. 3. Assignments must be handed in by the specified date and time. Turning in an assignment late (meaning one (1) hour past the due date) will result in a reduction of 10% (i.e. a score of 50 is reduced to 45 possible points). Each successive 24-hour period will result in an additional 10% reduction (three days late will reduce the point totals to 35 possible). Makeup exams will only be given in extreme emergencies and will require the approval of the instructor in absence of the exam date and time, assignments or tests. An alternate form of the test may also be given. Assignments of projects from other courses will not be accepted for credit in this course. 4. Students must maintain student, parent and teacher confidentiality at all times. 5. The professor reserves the right to modify the assignments, by adding or deleting requirements and adjusting the percentages assigned to an assignment. Students will be notified in advance should and adjustment be needed. Additionally, though every effort will be made to maintain the course schedule, it may be deemed necessary, or in the best interest of the class as a whole, to adjust the projected course schedule. Academic Requirements: Student Reflective Journal: 100 potential points (10% of final grade) Students will write their reactions to class lectures, discussions, textbooks, class activities, and other observations made throughout the semester. This journal will also reflect your thoughts and conclusions of experiences in the clinical setting and its relationship to professional growth as an early childhood educator. This will be collected and reviewed at the instructor s discretion. 2

3 Abstracts: 200 potential points (20% of final grade) Each student is to complete two abstracts that may be focused on their research topic. Each abstract is to be one doublespaced page (typed). The abstract will consist of two paragraphs. The first paragraph will review the salient parts of the article and the second paragraph will be your reactions to the author s research. The abstract will include a cover (title) page with the title of the article, the publishing date and the publisher, and the author(s) name and place of work. A copy of the article is to be turned in with each abstract. Quiz: 100 potential points (10% of final grade) Students will take one quiz on the diversity theories in early care and early childhood education. Early Childhood Environmental Rating Scale (ECERS): 150 potential points (15% of final grade) Students will administer ECERS. Students will submit a one- page typewritten report summarizing their findings and explaining what they learned about the classroom diversity. Group Presentation: 100 potential points (10% of final grade) Each student will participate in a group presentation on a specific developmental stage assigned. The professor will be involved in the planning process with each group. The presentation will be evaluated on: (1) the overall researched diversity presentation and discussed on the topic; (2) visual aids, methods and materials employed, or any approach that will add to creativity and interest of the presentation (to include sample lesson plan, sample learning demonstrations/or simulations with actual learning materials are strongly recommended; (3) Theories of Diversity relating to your specific age and stage of development being discussed should be included in your presentation as well; (4) Presentation needs to cover various diversity strategies in several areas of child development.; (5) hands-on involvement and active learning activities; (6) length of presentation (will last a minimum of 30 minutes); (7) typewritten study guide/handout that includes the three areas of development (to be turned to the professor four days prior to presentation); (8) professional attitude (willingness to put forth effort, meet group members at assigned times, and overall professional attitude). A pocket folder with supplemental materials used in your presentation is to be turned in to the professor on the day you present. Make sure you have a duplicate copy of the materials you turn in for your files. Individual Presentation- Family Diversity / Multicultural Issue: 150 potential points (15% of final grade) Each student will plan, develop and present a power point presentation on a family diversity or multicultural issue. The instructor will be involved in the planning. The presentation will be evaluated on: (1) the overall researched diversity presentation and discussion on the topic; (2) visual aids, methods and materials employed, or any approach that will add to creativity and interest of the presentation (to include sample lesson plan, sample learning demonstrations/or simulations with actual learning materials are strongly recommended; (3) Theories of topics relating to your specific age and stage of development being discussed should be included in your presentation as well; (4) Presentation needs to cover various multicultural/diversity strategies in several areas of child development.; (5) hands-on involvement and active learning activities; (6) length of presentation (will last a minimum of 30 minutes); (7) typewritten study guide/handout that includes the 3 areas of development (to be turned to the instructor four days prior to presentation); (8) professional attitude. A pocket folder with supplemental materials used in your presentation is to be turned in to the instructor on the day you present. Make sure you have a duplicate copy of the materials you turn in for your files. Class Project: 100 potential points (10% of final grade) Based on the class information, research, student activities and personal experiences, you are to create a project (of any medium) to express your content knowledge of diversity and multicultural theories and practices in an early care and learning environment. The project will be evaluated on (1) research, (2) creativity (3) active participation of students (4) developmentally and instructionally appropriate for intended population. Lesson Plan: 100 potential points (10% of final grade) Develop and implement a lesson plan that you have retrieved from the Internet. Select a lesson plan from the Internet and make it your own. (1) Plan must address diversity in some way, (if not you must find a way to integrate diversity strategies). (2) Must include objective, procedures, and assessment/list of materials. (3) Lesson can be taught to small or large group of peers (This lesson will be taught in class toward the end of the semester). (4) Management strategies will be noted during implementation of this lesson. Ask yourself the following questions: Is the lesson plan developmentally & culturally appropriate? Does it have the basic components? Objective, Procedure, Assessment-Material-Connection with State Standards or Omnibus guidelines. (5) Does the assessment match the objective/procedures? Does it include the three learning modalities? (Auditory-Visual-Tactile/Kinesthetic). 3

4 Make Up Assessment and Presentation Policy: Students are required to be present for all scheduled assessments and presentations. No student is automatically entitled to a makeup assessment or presentation! Makeup assessments and presentations will only be provided in an exceptional case where the student is able to provide clear and convincing evidence of a serious illness or emergency that absolutely precludes attendance. The decision to allow a makeup assessment or presentation is at the sole discretion of the instructor. It is your responsibility to discuss and schedule this with the instructor. Any student found cheating on an assessment will be given a 0 for that assessment. Course Grading: Specific Assignments: Grading All assignments will be graded for accuracy. SLOPPY OR CARELESS WORK WILL NOT BE ACCEPTED! Only work turned in on time will be eligible for all possible points. All work is expected to be turned in on time, however we understand life events sometimes arise; so if work is not submitted on time we will accept it no more than one week after the due date and you will receive up to 30% off your total score. The student and instructor will evaluate each assignment. Students are encouraged to talk to the instructor if further clarification is needed on an individual assignment or an exam. Assignments Quiz 100 Student Journal 100 Abstracts 100) 200 Group Presentation 100 Individual Presentation 150 ECERS 150 Lesson Plan 100 Class Project 100 Total Points = 1000 Early Childhood Grading Scale: A = ,000 points B = points C = points D = points F = Below 70 Below 700 points W = Withdrawal before midterm WF = Withdrawal after midterm with a failing grade on the last day attended Note: Please keep all assignments for your final portfolio for ECD 243. Recommended Texts: Boutte, G. (1999). Multicultural Education. Canada: Delmar, NAEYC. Bredekamp, S. & Copple, C. (1998), Developmentally Appropriate Practice in Early Childhood Programs. Washington, D.C.: NAEYC. Cryer. D. & Clifford, R. (2005). Early Childhood Environmental Rating Scales. New York, N.Y. Cryer. D. & Harms, T. and others. (2005). All About the ECERS-R New York, N.Y. Cryer. D. & Clifford, R. (2005). Infant/Toodler Environmental Rating Scales. New York, N.Y. Cryer. D. & Harms, T. and others. (2004). All About the ITERS-R New York, N.Y. 4 Melendez W. & Ostertag, V. (1997). Teaching Young Children in Multicultural Classrooms. New York, N.Y.

5 Websites include: Additional Resources/References: Ginzalez-Mena J. (1994). Multicultural Issues in Childcare (2 nd ed). Mountain View, CA: Mayfield Publishing Company. Sparks, L. ( ) The Anti-bias Curriculum: Tools For Empowering Young Children. Washington, DC: NAEYC Journals Child Care Information Exchange Childhood Education Dimensions of Early Childhood Educational Leadership First Teacher Journal of Research in Science Teaching Science Education Young Children Names and Phone Numbers: Notes: 5

6 College Policies and Expectations Students are expected to read the MTC Student Handbook and abide by its policies. Some of the more important policies that impact your academic work are below. The Handbook is located on the web: Copies of the handbook are also available at various locations on campus. Academic Integrity The students of MTC have adopted the following Honor Code: As a member of the Midlands Technical College community, I will adhere to the college s Student Code. I will act honorably, responsibly, and with academic integrity and honesty. I will be responsible for my own academic work and will neither give nor receive unauthorized or unacknowledged aid. I will behave courteously to all members of the MTC community and its guests and will respect college property and the property of others. The Student Code addresses what constitutes academic dishonesty. All forms of dishonesty including, but not limited to, cheating on tests, plagiarism, collusion and falsification, will result in discipline. CHEATING ON TESTS includes:. Copying from another student s paper.. Using materials during a test not authorized by the person giving the test.. Collaborating with any other person during a test without permission.. Knowingly obtaining, using, buying, selling, transporting, or soliciting in whole or part the contents of any unadministered test.. Bribing any other person to obtain information about tests.. Substituting for another student, or permitting another student to substitute for oneself. PLAGIARISM is taking another person s work and using that work without giving the source credit in any assignment turned in for credit. For more information, see Appendix I at the end of MTC Student Handbook. Campus Emergency Protocol:. Safety concerns or suspicious activities: Call Campus Security at 7199 (on campus) or (cell phone or off campus).. Emergency: Call Campus Security or local 911 immediately.. If a college-wide emergency occurs, the college will use a variety of methods to communicate additional information and instructions including the MTC Information Centers, campus loud speakers, MTC Alerts!, voice mail, , college Intranet, and the MTC website homepage. (Sign up for MTC Alerts! at Inclement Weather Policy: In the event that weather conditions or other emergencies cause the closing or a delayed start of Midlands Technical College, announcements will be made over local radio and TV stations, on the MTC Web site, and on the college s information line ( ).. Notices will be sent to students via Campus Cruiser Mail when applicable. Separate announcements may be made for day and evening classes as weather conditions change during the day.. If the college closing or reopening means that there is at least 30 minutes of a class remaining, plan to attend that class. For example, if the college opens at 10:00 a.m., in TTH, classes that normally meet at 8:00 a.m. will not meet, but classes beginning at 9:30 a.m. will meet. If the college closes at 8:00 p.m., 6:00 p.m. classes will meet for their regular time, but 7:35 p.m. classes will not meet since there are fewer than 30 minutes remaining in class. Student Accounts: All MTC students are assigned a college account upon admission to the college. This account is called Campus Cruiser Mail. Follow the link on the Enrolled Students page or go to Campus Cruiser Mail is the primary mode by which the college communicates with students. Students are responsible for checking their college on a regular basis for important information and announcements about registration, financial aid, cancelled classes, emergency announcements and other notices.. Students can use their college accounts to communicate with faculty, staff, fellow students, and others, on college-related activities. In addition to , students can maintain personal calendars and tasks lists through their Campus Cruiser account. MTC Online: The college conducts business with students and has many services and resources for students through MTC Online. Follow the link on the Enrolled Students page or go to midlandstech.edu/mtconline. Student Evaluation of Instruction: Toward the end of the semester, students will have the opportunity to evaluate this course. The confidential evaluation process is conducted through MTC Online using the individual student s username and password. Announcements will be made during the term concerning how and when to complete the online evaluation. Students are encouraged to participate in this process. Students Requiring Special Accommodations: If special accommodations are needed for a student with a disability, the student should go to Counseling Services in the Student Center on Beltline or Airport Campus for assistance. Documentation regarding a specific disability is required in order for special arrangements to be made. Confidentiality of 6

7 information received will be maintained. For more information, go to the Counseling and Career Services link on the Enrolled Students page. Course Attendance: You are expected to attend all classes and are responsible for class work, homework, lecture notes, reading assignments, etc., whether or not you are present. In the event of extenuating circumstances (illness, etc.), you are allowed to miss no more than twice the number of meeting times per week (i.e., classes meeting once a week are allowed TWO absences). These absences are cuts; there is no such thing as an excused absence. Absences will be counted beginning with the first day of class. On the first cut exceeding the limit, you will be subject to being withdrawn from the course in accordance with the Business and Public Service Department s attendance policy. Tardies: You are encouraged to attend EVERY CLASS and are expected to arrive ON TIME. It is inconsiderate to your classmates and disruptive to the class to arrive late. If you arrive after your instructor has taken roll and marked you absent, it is YOUR responsibility to see the instructor after class ON THAT DAY and see that your absence is changed to a tardy. Students are expected to be in their seats ready to start class at the beginning of the class. Leaving during class should only be in case of an emergency. If you know you must leave early, please let the instructor know ahead of time. If you enter class more than fifteen minutes late OR if you leave class more than fifteen minutes early, you are counted absent. Three tardies count as one absence. Withdrawal: Should the maximum allowable absences be exceeded prior to midterm, a "W" will be submitted to the registrar to be recorded on the student's transcript. Should the maximum allowable absences be exceeded after midterm, a "W" will be submitted to the registrar if the student was passing the course at the time of withdrawal OR a "WF" will be submitted if the student was failing the course at the time of withdrawal. Classroom Conduct and Preparation: You have chosen to be a student in this Early Childhood Development class. You will be treated and respected as a professional adult; in return, you will also be expected to treat and respect the instructor and classmates as professional adults. Because of the nature of discussions involved in this class, it is important that we respect each other s experiences, opinions and values. Disruptive behavior is un-professional, and will not be tolerated, and any student whose un-professional behavior disrupts the learning environment of this class will be dismissed from this class and counted absent. The student must meet with the instructor during office hours before the next class meeting to discuss the conditions under which the student will be allowed to return to class. Students are expected to BE PREPARED FOR and PARTICIPATE in every class meeting. Students are expected to have all assignments completed by the due date. Make Up Assessment and Presentation Policy: Students are required to be present for all scheduled assessments and presentations. No student is automatically entitled to a makeup assessment or presentation! Makeup assessments and presentations will only be provided in an exceptional case where the student is able to provide clear and convincing evidence of a serious illness or emergency that absolutely precludes attendance. The decision to allow a makeup assessment or presentation is at the sole discretion of the instructor. It is your responsibility to discuss and schedule this with the instructor. Any student found cheating on an assessment will be given a 0 for that assessment. Pagers and Cell Phones: Pagers and cell phones are disruptive and are to be turned to silent and kept inside of your pocket, purse, or bag during class instruction time. If you have a precluding emergency situation that will require you to have your pager or cell phone turned on, it is your responsibility to get permission from the instructor before class begins. If you choose to exhibit the un-professional behavior of texting or talking on your phone during class, you will be marked absent. Copyright Notice: Warning to Users: Under current copyright law, students enrolled in this course are not permitted to scan and/or upload of full or lengthy works, stored on any departmental, course, tutorial, online homework websites. In addition, materials used in connection with the course may be subject to copyright protection and as such cannot be reproduced without permission from the copyright owner. Work Left at the End of the Semester: You will have two months after the end of each semester to pick up any work left from the previous semester. You may pick up this work from the ECD Office. Please call (Airport) or (Beltline) to make arrangements to pick up your work. Transferability of Course: This course may not be transferable to certain four-year colleges. Students contemplating transferring to other colleges are encouraged to contact their college of interest to determine whether this course will be transferable. Students may also check the ECD website at to view program plans for transferring to four year colleges in this area. DSS Hours: If you are working in a child care program, print off your transcript at the end of each semester and send your grades to the Center for Child Care Career Development. They will translate your ECD classes into DSS hours. For more information, go to (Revised 07/10) 7

8 Name: Date: Individual Presentation- Family Diversity / Multicultural Issue: 150 potential points (15% of final grade) Actual Score: - Criteria Excellent Fair Poor Topic & Date Topic pertains to family diversity and/or a multicultural issue and was presented on the date assigned (15-20) Topic somewhat pertains to family diversity or a multicultural issue or was not presented on the date assigned (10-14) Visual aids and presentation materials Presentation and knowledge of topic Hands-on involvement and active learning activities Length of presentation Study guide handout Professional attitude Pocket folder with materials 8 Presentation materials and visual aids include sample lesson plans, sample learning demonstrations or simulations with actual learning materials. All visual aids and presentation materials are neat and easily readable (15-20) Presentation covers various multicultural diversity strategies in several areas of child development. Student does not read notes, but talks with knowledge of the topic (15-20) Presentation involves the rest of the class in hands-on, active learning activities (20) Presentation lasts between minutes (10) Handout is typed and includes the three areas of development and is turned in to the instructor four days prior to presentation (20) Student presents a professional attitude, including appearance, speech, and eye contact. Student stays for the entire class and is attentive and participates during other presentations. (20) Student provides the instructor with a pocket folder with supplemental materials used in the presentation (20) Presentation materials are limited or are not neat and easily readable (10-14) Presentation covers one multicultural diversity strategy in one area of child development. Student refers to notes occasionally, but mostly has knowledge of the topic (10-14) Presentation somewhat involves the class or activities do not include hands-on active learning (10-14) Presentation lasts minutes (5) Handout is not typed or does not include three areas of child development or is not turned in four days prior to presentation (15) Student presents a professional attitude most of the time, but does not meet one or two of the criteria at left. (10-15) Topic does not relate to family diversity or a multicultural issue (0) No presentation materials (0) Presentation does not cover multicultural diversity strategies. Student reads notes and does not seem to understand the topic (0) No class involvement (0) Presentation lasts less than 20 minutes (0) Handout is not typed and does not include three areas of child development (0-10) Student does not present a professional attitude by not meeting more than two of the criteria at left (0-9) PLEASE NOTE: Should change become necessary, the instructor reserves the right to adjust the requirements, pace, or scheduling of this course. Any change will be announced in class before it becomes effective.

9 ECD 252 Diversity Issues in Early Care and Education Assessment Record for Assignments and Total Points Possible Points Total Points Test 100 Student Journal 100 Cultural Research/Abstracts Group Presentation 100 Individual Presentation 150 Early Childhood Environmental Rating Scale 150 Lesson Plan 100 Class Project 100 Totals 1000 A = B = C = D = F = Below ,000 points points points points Below 700 points 9

10 Midland s Technical College ECD 252 Diversity Issues in Early Care and Education Student Information Sheet & Syllabus Contract Name: Phone: Address: Address: Child Care Program: Phone: Emergency Contact Person: Phone: What I hope to learn from this class: What the instructor needs to know to help me be successful in this class: I,, have received the course syllabus from my instructor. The syllabus has been explained to me, and I have had my questions answered by the instructor. I understand that it is my responsibility to keep the syllabus in my possession for future reference. I will take the initiative and maintain the necessary degree of persistence to have any future questions answered by the instructor. I understand that additional help may be obtained from the instructor during posted office hours or by appointment, but that it is my responsibility to seek such help. I further understand that support services will be provided upon my request and upon appropriate application to student services. I understand the potential for both passing and failing the course, and that I must obtain a cumulative grade of at least C to successfully complete the course. In addition, I understand the attendance requirements set forth by Midlands Technical College. I agree to adhere to all course, departments, and Technical College policies as referenced in the accompanying syllabus. I have had ample time to review this information. STUDENT: INSTRUCTOR: Date: Date: 10