COURSE DESCRIPTION

This course focuses on the curriculum aspects of early childhood programs designed to meet varied differences and on planning, utilizing and evaluating learning environments. Selection of materials and activities and the acquisition of skills for using these to stimulate the children's development are major focuses.

In this course, the students will be introduced to the foundations of early education, the content of the curriculum areas of early education, and the significant aspects of child growth and development. Special emphasis will be placed upon develop mentally appropriate practice and professional development.

Throughout this course, the students will be exposed to resources, which can support and supplement the classroom instructional program now and in the future. Share your experiences with other pre-service teacher education students.

The major responsibility for learning will be placed upon the students. However, the instructor is a valuable resource available to ALL STUDENTS!! Plan to talk with your instructor during this semester. Ask questions whenever you are unclear about the topics or the assignments. You do have the right to voice your opinion and to be heard. At the same time, everyone must be willing to listen to other members in our group!

Remember that each student must make a commitment to a partnership for having an open learning experience. Given this pledge, I know that we will have a great semester together.

As a result of active participation in E337 Classroom Learning Environments, the students will be able to:

1. Clarify his/her philosophy for teaching young children,
2. Acquire knowledge of and understanding of developmental characteristics of young children,
3. Define goals and objectives of quality programs for young children,
4. Plan and/or implement specified lessons, which meet the developmental needs of an identified group of young children (field experience),
5. Explore the elements of comprehensive learning environments (inside and outside) for young children,
6. Keep abreast of current issues pertaining to Early Childhood Education, and
7. Expand her/his knowledge of and understanding of the role of Early Childhood Education and the Early Childhood Educator in the broader educational context (Lifelong Learning).

 
TEXTBOOKS

Bredekamp, Sue and Copple, Carol (Editors) (1997). Developmentally appropriate practice in early childhood programs serving children from birth through Age 8. Washington, D.C.: National Association for the Education of Young Children. (This book, used in E335 Introduction, will serve as background information/preparation for this course. Refer to it as you plan lessons for the field experience component of this course.)

Brewer, Jo Ann (2001). Introduction to early childhood education: Preschool through primary grades (3rd Edition). Boston: Allyn and Bacon.

Herr, Judy and Libby, Yvonne (2000). Creative resources for the early childhood classrooms. New York: Delmar. (Recommended-- Plus)

Jalongo, Mary Renck and Isenberg, Joan (2000). Exploring your role: A practitioner's introduction to early childhood education. New York: Merrill/ Prentice Hall. (assigned chapters)

 COURSE REQUIREMENTS

1. Read the required textbooks and supplement with outside readings.
2. Actively participate in class discussions and share your readings.
3. Regularly attend class. [More than three (3) absences, except for heavy snow and/or documented illness/surgery, will reduce the final grade by ten (10) points.]
4. Adhere to the due dates for assignments. [Late papers will receive a ten- (10) point penalty. All papers are due at the beginning of the class period. An additional ten-point penalty will be applied to the paper for every week after the due date.]
5. Type all assignments using at least 12-point font.
6. Continue the path to becoming a lifelong learner (commitment).

SMALL GROUP DISCUSSION LEADER OR PANEL DISCUSSION MODERATOR OPPORTUNITIES

Each student will have the opportunity to lead a small discussion group AND participate as a member of a discussion panel.

SPECIAL ASSISTANCE: Writing Center 274-2049 Grammar Hotline 274-3000

In this course, the major responsibility for learning will be placed upon the students. However, the instructor is a resource available to all students. Take advantage of the regular office hours or e-mail access. Schedule appointments for other hours in person or via e-mail. Remember what you gain for this course depends upon your willingness to explore options and to share responsibility for the success of the course. You can make significant contributions to the course.  START today planning for a growing and learning experience. Your ultimate goal is to become a qualified, competent, and caring teacher.  Each student will plan to have a short conference with Dr. Blackwell before the midterm examination.

Using e-mail as the tool for journal writing, the students will highlight the (1) impact of class, (2) discoveries or confirmation about teaching and learning, (3) general comments, and/or (4) any unanswered questions. This assignment should be done once a week (after each class and before the next class meeting). As a part of these messages, students may want to share references or ideas via the class LISTSERV.  Dr. Blackwell will respond to your entries and share those items which individual students would like to have posted for response from their classmates. She will post the messages. Electronic journal writing reduces the amount of paper and provides opportunities for students to share privately and freely their inner thoughts and concerns.  

For this assignment, each reflection should focus on your development as an Early Childhood Educator. Go beyond reporting what we did in class.  Reflection requires taking time to ponder and think. Highlight application now and the future. Remember your e-mails will be evaluated in terms of  the depth of your reflections.

In order that I can respond to your e-mail messages before Monday, all messages must be received by Thursday at 5 p.m.  Check Oncourse every Wednesday evening after 8 p.m. for any special class announcement or assignments pertaining to this class.
                                                                            

Starting today and continuing each week until the last week of class, reading newspaper articles in paper or electronic format that address issues pertaining to children, families, education, or health. Orally report your reactions as a part of the class sharing time. Sign up for one reporting time during this semester. Identify questions or concerns raised by your selected articles. Any Personal Meaning?? You may access any of these newspapers via the Internet:

New York Times http://www.nytimes.com
Washington Post http://www.washingtonpost.com
Christian Science Monitor http://www.csmonitor.com
Baltimore Sun http://www.sunspot.net
Education Week http://www.edweek.org
USA Today http://www.usatoday.com
Indianapolis Star http://www.starnews.com
Other favorite papers? Share the Internet addresses with the class.

INSTRUCTIONAL DELIVERY APPROACH

Distance Education is a way of linking university campuses  for  Early Childhood Education classes at the undergraduate and graduate levels. The IUPUI campus of  Indiana University will link with other Indiana University campuses via distance learning (interactive two-way video and audio). This technology will allow students from many university settings to share common experiences as one class and become a part of  the  changing university classroom without walls.

The traditional A, B, C, D, and F grading system will be applied to this course. Evaluation of each assignment will include the following:

1. quality of thought, creativity, and effort
2. clarity of expression,
3. mechanics of the written product, and
4. Adherence to the specified guidelines/ structure.

The following meaning is assigned to individual grades. Please refer to these statements whenever reviewing graded assignments.