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marked as "Transfer" can be used towards a transfer degree: Associate of Science
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| EDUC103 syllabus
|COURSE NUMBER: ||EDUC103|
|COURSE TITLE:||Introduction to Early Childhood Education|
|SEMESTER CREDIT HOURS:||3|
|STUDENT ENGAGEMENT HOURS:|
Course acquaints the student with the facets of early childhood education pertinent to the total overview. In this introductory course an overview of Early Childhood Education will be explored. It is designed to focus on the fundamental concepts and basic skills to be developed in a beginning teacher of young children. A student will not only broaden his/her understanding of the area of early education, but will also extend his/her knowledge of the growth and development of the whole child in his environment. Through laboratory assignments, the student will sharpen observational skills and will be given opportunities to apply knowledge gained during classroom discussions and lectures to actual teaching situations. (16 hours of observation/interaction is required.)
Place into ENGL121
This course is not available for web registration.
STUDENT LEARNING OUTCOMES:
Upon completion of this course, students will be able to:
- Gain information of the developmental approach to caring for and educating young children and supporting their families through weekly textbook readings.
- Identify current trends, issues, and early childhood professionals relating to diverse families and communities and describe their impact on the field of Early Childhood Education through weekly “News in Early Childhood” monitored and evaluated discussion board.
- Demonstrate knowledge of and analyze the historical development of early childhood education and perspectives and practices regarding young children through graded weekly assignments.
- Demonstrate the ability to identify developmentally appropriate practices and what quality programs should include as evidence on exam.
- Gain knowledge of the importance of routines and play in the development of young children through viewing videos and in -class discussions.
- Explore and evaluate personal values, basic principles and appropriate practices as applied to early childhood education as evidence on written philosophy paper.
- Obtain the ways in which an adult can help a child establish self-discipline and self-control through monitored role-playing techniques.
- Analyze and compare the educators and theorists who have influenced early childhood education and their theories through graded historical poster project.
- Demonstrate their knowledge on behavior of children which sharpens understanding of developmental needs and the understanding that all children grow, develop, and learn in unique ways through the process of written observation reports.
- Demonstrate the ability to identify and explain domains, characteristics and theories of child development through graded exam.
- Gain knowledge of the classroom inquiry process including data collection, analysis and reflection, and collaboration to improve children’s learning and development through graded presentations.
TEXTBOOK / SPECIAL MATERIALS:
- Early Childhood Today, What it means to be a Professional
- Understanding Social Issues
- Observing/Assessing Children
- History and Theories
- Applying Theories into Practice
- Infants and Toddlers
- Preschool and Kindergarten
- Educating Children with Diverse Backgrounds and Special Needs
- Guiding children’s behavior
- Fostering Parents, Families and Community partnership
Morrison, George S. (2006) Fundamentals of Early Childhood Education
(13th ed.) Columbus, OH. Merrill/Prentice Hall.
In addition to the reading assignments for the textbook, supplementary articles will be handed out in class.
See bookstore website for current book(s) at https://www.dacc.edu/bookstore
A 2-inch 3 ring binder with dividers is also recommended to serve as a filling space for handouts, in-class activities, homework assignments, lecture notes, reports, exams, etc.EVALUATION:
A point system, based on the following criteria, will be used to evaluate the student’s performance.
|In Class Activities ||50 points |
|Out of Class Activities ||100 points |
|Observations (4) ||100 points |
Presentations ||70 points |
||100 points |
Final ||100 points |
520 points |
|478-520 pts ||
92-100% ||A |
437-477 pts ||84-91% ||B |
395-436 pts ||76-83% ||
353-394 pts ||68-75% ||
Under 352 pts ||74-0% ||
|STUDENT CONDUCT CODE:||Membership in the DACC community brings both rights and responsibility. As a student at DACC,
you are expected to exhibit conduct compatible with the educational mission of the College.
Academic dishonesty, including but not limited to, cheating and plagiarism, is not tolerated. A
DACC student is also required to abide by the acceptable use policies of copyright and peer-
to-peer file sharing. It is the student’s responsibility to become familiar with and adhere to
the Student Code of Conduct as contained in the DACC Student Handbook. The Student Handbook is
available in the Information Office in Vermilion Hall and online at: https://www.dacc.edu/student-handbook|
|DISABILITY SERVICES:||Any student who feels s/he may need an accommodation based on the impact of a disability should contact the Testing & Academic Services Center at 217-443-8708 (TTY 217-443-8701) or stop by Cannon Hall Room 103. Please speak with your instructor privately to discuss your specific accommodation needs in this course.|