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Teachers of Elementary Education with a Specialty
8710.3200
PREPRIMARY
F. A teacher of elementary education selecting a specialty in preprimary education valid for teaching preprimary students age three and above must meet the standards in part 8710.3000, subpart 3, items A, C, E, F, and G.
A: A teacher of infant or toddler-aged, preprimary aged, and primary-aged children must understand child development and learning, including:
A1: The research base for and the best practices of early childhood education
EDUC 211/511: assigned readings from books and articles (L), write teaching philosophy (P), quizzes and tests (A)
A2: The physical, social, emotional, language, cognitive, and creative development of young children from birth through age eight
EDUC 211/511: assigned readings from books and articles (L), quizzes and tests (A)
EDUC332 Casework study of a child (P) Written essay (A)
EDUC 499: Read Herberholz Chapter 5 (L), stations: visual art, movement, music, literacy-how these emerge in young children, written response (P), instructor feedback (A)
PSYC 202: Read Chapters 5-9. Biosocial Development in Infants and Toddlers. Perceptual development in Infants and Toddlers. Cognitive Development in Infants and Toddlers. Psychosocial Development in Infants and Toddlers. Biosocial and Cognitive Development in Early Childhood. (L), Learning Activity #1: Critique of Dr. Watson (P), test (A)
A3: How young children differ in their development and approaches to learning to support the development and learning of individual children
EDUC 332 Adaptive strategies for special needs children (L)
EDUC211/511 Teacher interview and field observations on play (L), Written summaries (P) instructor feedback (A)
PSYC 202: Read Chapter 2 Theories of Development (L), observation of preschoolers, written reflection (P), final exam (A)
A4: The major theories of early childhood development and learning and their implications for practice with young children and families form birth through age eight
EDUC 211/511: assigned readings from books and articles (L), small group discussion (P) quizzes and tests (A)
PSYC 202: Read Chapter 2 Theories of Development (L), observation of preschoolers, written reflection (P), final exam (A)
A5: The concepts of “belonging” and “family connectedness” as crucial to the development of young children
EDUC 211/511 Parent Interview and readings from the text (L) Essay (P) Essay rubric (A)
PSYC 202: Read Chapters 9 & 10 Cognitive Development in Early Childhood. Parents and Preschoolers. (L), write reflection paper (P), instructor feedback (A)
FCNS 335: Read Handouts (L), class discussion “The Child enters the Family”, journal assignment (P), instructor feedback (A)
A6: That children are best understood in the contexts of family, culture, and society
EDUC 211/511: assigned readings from books and articles (L), quizzes and tests (A)
FCNS 335: Read Gonzalez-Mena pp 29-42 (L), class discussion: Socialization, Family Structure and Roles, journal assignment (P) peer and instructor feedback (A)
PSYC 202: Read Chapter 10 Parents and Preschoolers (L), write reflection paper (P), instructor feedback (A)
A7: The interrelationships among culture, language, and thought and the function of the home language in the development of young children
EDUC 332: Assigned readings introduce concepts of developmentally appropriate methods to create a nurturing environment to stimulate cognitive, social, emotional, and motor skills of young children, fieldwork experience of 20 hours (L), small and large group discussion, assist a master teacher in the field while interacting with children in the classroom (P), quizzes, directed observations to be made and must follow the department writing criteria. Observations cover: Teacher interview, curriculum and instruction, guidance strategies, anecdotal recording, casework study, classroom setup, and assessment (A)
B: A teacher of young children in preprimary classrooms plans, designs, and implements developmentally appropriate learning experiences. The teacher must understand:
B1: The cognitive, social and emotional, physical, and creative development of preprimary-aged children and how children’s development and learning are integrated
EDUC 211/511 Assigned readings (L) Develop teaching and classroom management philosophy (P) Essay rubric(A)
EDUC 332 Develop unit lesson plan (L) Teach part of planned lesson (P) cooperating teacher feedback (A)
PSYC 202: Read Chapters 5-9. Biosocial Development in Infants and Toddlers. Perceptual development in Infants and Toddlers. Cognitive Development in Infants and Toddlers. Psychosocial Development in Infants and Toddlers. Biosocial and Cognitive Development in Early Childhood. (L), Learning Activity #1: Critique of Dr. Watson (P), test (A)
B2: The development of infants and toddlers and its effects on the learning and development of preprimary-aged children
PSYC 202: Berger Chapters 8, 9, 10. The Development of Self in Toddlerhood. Biosocial and Cognitive Development in Early Childhood. Preschool Peer Relationships (L), Observation in Early Childhood Center, Observation Paper (P), Test (A)
B3: How to establish and maintain physically and psychologically safe and healthy learning environments for preprimary-aged children that:
B3a: Acknowledge the influence of the physical setting, schedule, routines, and transitions on children and use these experiences to promote children’s development and learning
EDUC 211/511: assigned readings from books and articles, field site observations, (L), discuss in class criteria for quality childcare (P), quizzes and tests, assess the site for the quality standards. Written essay (A)
EDUC 332: fieldwork experience of 20 hours (L), assist a master teacher in the field while interacting with children in the classroom, do classroom layout analysis, take pictures of centers (P), directed observations on Teacher Interview, Curriculum Instruction, Guidance Strategies, Anecdotal Recording, Casework Study, Classroom Setup, Assessment, written analysis of findings (A)
FCNS 335: Read Gonzalex-Mena pp. 29-42 “The Child as a Social Being”, Lecture: Socialization, Family Structure and Roles (L), day care observation (P) Exam (A)
B3b: Acknowledge the developmental consequences of stress and trauma, protective factors and resilience, and the development of mental health, and the importance of supportive relationships
EDUC 211/511: assigned readings from books and articles, field site observations (L), discuss in class criteria for quality childcare (P), quizzes and tests, assess the site for the quality standards. Written essay (A)
FCNS 335: Read Gonzalex-Mena, pp. 151-166, 193-208; Junn 156-159, discuss in class “The Child as a Social Being”, Guidance and Discipline, Parenting Styles (L), journal assignments (P), exam (A)
EDUC 248/548: Class Readings for Objective IV (L), Oral Summaries (P), Mid-term and Final Exam (A)
EDUC 252/552: Introductions; Syllabus; Trimester Resources and Procedures; Class Profile; Today’s Youth: A Profile of Perspectives, Strengths, & Concerns; Putting a Face on America’s ATOD Problem; Taking Personal Action; Local, State, and National Resources for Positive Youth Development/Chemical Health Promotion (L), Activity 2: The Minnesota Student Survey 1989 1992 1995 1998: Behavioral Trends for MN Youth (P), Class Feedback (A)
B3c: Acknowledge basic health, nutrition, and safety management practices for young children, including procedures regarding childhood illness and communicable disease
EDUC 248/548: Class Readings for Objective IV (L), Oral Summaries (P), Mid-term and Final Exam (A)
EDUC 252/552: Introductions; Syllabus; Trimester Resources and Procedures; Class Profile; Today’s Youth: A Profile of Perspectives, Strengths, & Concerns; Putting a Face on America’s ATOD Problem; Taking Personal Action; Local, State, and National Resources for Positive Youth Development/Chemical Health Promotion (L), Activity 2: The Minnesota Student Survey 1989 1992 1995 1998: Behavioral Trends for MN Youth (P), Class Feedback (A)
EDUC 211/511: assigned readings from books and articles, field site observations (L), discuss in class criteria for quality childcare (P), quizzes and tests, assess the site for the quality standards. Written essay (A)
B3d: Use appropriate health appraisal procedures and how to recommend referrals to appropriate community health and social services when necessary
EDUC 211/511: assigned readings from books and articles, field site observations (L), discuss in class criteria for quality childcare (P), quizzes and tests, assess the site for the quality standards. Written essay (A)
FCNS 335: Read Gonzalez-Mena pp 271-288, 315-329 “The Child and the Community”, The Child’s Health and Safety (L), Community Resource Analysis (P) Exam (A)
EDUC 248/548: Class discussion on child abuse -Objective II (L), Oral Summaries (P), Final Exam (A)
EDUC 252/552: School-Based Programs and Curricula: DARE etc., School Policies: Legal Considerations for Teachers, Community-Based Efforts: Project Northland; Using the WWW for ATOD Resources (L), Complete Activity 4: Hazelden Research Materials: Drug-Abuse Trends; Dec 1999 and Four Research Bulletins; Complete Activity 5: Keeping Youth Drug-Free: A Guide, Complete Activity 6: Learning to Live Drug-Free: A Curriculum, Complete Activity 7: Pre-assessment Services Within the School: A Guide for Administration, Teachers, and Staff (P), Instructor Feedback (A)
B3e: Recognize signs of emotional distress, child abuse, and neglect in young children and know responsibility and procedures for reporting known or suspected abuse or neglect to appropriate authorities
EDUC 211/511: assigned readings from books and articles, field site observations (L), discuss in class criteria for quality childcare (P), quizzes and tests, assess the site for the quality standards. Written essay (A)
FCNS 335: Read Gonzalez-Mena pp 271-288, 315-329, class discussion on “The Child and the Community”, The Child’s Health and Safety-Handouts (L), community resource analysis (P), Exam (A)
B4: How to plan and implement appropriate curriculum and instructional practices based on developmental knowledge of individual preprimary-aged children, the community, and the curriculum goals and content, including how to use:
B4a: Developmentally appropriate methods that include play, small group projects, open-ended questioning, group discussion, problem solving, cooperative learning, and inquiry experiences to help children develop curiosity, solve problems, and make decisions
EDUC 332: fieldwork experience of 20 hours (L), assist a master teacher in the field while interacting with children in the classroom (P), directed observations on Teacher Interview, Curriculum Instruction, Guidance Strategies, Anecdotal Recording, Casework Study, Classroom Setup, Assessment (A)
FCNS 335: Read Gonzalez-Mena, pp 53-71, 304-307; Junn 97-107, 132-141 (L), Small group discussion “The Hidden Teachers”-Peers and Play, Handouts (P), Exam (A)
B4b Knowledge of the sequence of development to create and implement meaningful, integrated learning experiences using children’s ideas, needs, interests, culture, and home experiences
EDUC 332: fieldwork experience of 20 hours (L), assist a master teacher in the field while interacting with children in the classroom (P), directed observations on Teacher Interview, Curriculum Instruction, Guidance Strategies, Anecdotal Recording, Casework Study, Classroom Setup, Assessment (A)
B5: Strategies for assessing a preprimary-aged child’s emerging level of cognitive development and how to use this information to establish individual cognitive development goals and design developmentally appropriate learning experiences that:
B5a: Facilitate the acquisition of skills to acquire, organize, and use information in increasingly complex ways
EDUC332 assigned readings (L) Development of unit lesson. Use of Blooms Taxonomy in developing questions for math, social studies, and science. (P) rubric for cooperating teacher (A)
B5b: Create experiences that enable preprimary-aged children to use play as an organizer between the acquisition and use of information
EDUC 332 Lecture (L) Development of lesson plan.(P) instructor feedback (A)
FCNS 335: Read Gonzalez-Mena, pp 53-71, 304-307; Junn 97-107, 132-141 (L), Small group discussion “The Hidden Teachers”-Peers and Play, Handouts (P), Exam (A)
B5c: Extend children’s thinking and learning and move them to higher levels of functioning
EDUC 211: Read, Chapter 4, 6 (L), teacher interview, written report (P), instructor feedback (A)
EDUC 332 assigned reading (L) Development of lesson plan. (P) instructor feedback (A)
EDUC 370/770: Student teacher designs lessons and units (P), cooperating teacher feedback, college supervisor feedback, self evaluation, student teacher evaluation forms (A)
B5d: Assist children to plan, evaluate, reflect on, revisit, and build on their own experiences
EDUC 332. Teaching methods (L)
EDUC 370/770: Student teacher designs lessons and units (P), cooperating teacher feedback, college supervisor feedback, self evaluation, student teacher evaluation forms (A)
B5e: Allow children to construct understanding or relationships among objects, people, and events
EDUC332 Teaching methods (L)
EDUC 370/770: Student teacher designs lessons and units (P), cooperating teacher feedback, college supervisor feedback, self evaluation, student teacher evaluation forms (A)
B5f: Encourage the use and construction of numeracy skills
EDUC332 Teaching methods (L)
EDUC 370/770: Student teacher designs lessons and units (P), cooperating teacher feedback, college supervisor feedback, self evaluation, student teacher evaluation forms (A)
B5g: Encourage the development of language and communication skills
EDUC 332 Teaching methods (L)
EDUC 370/770: Student teacher designs lessons and units (P), cooperating teacher feedback, college supervisor feedback, self evaluation, student teacher evaluation forms (A)
B5h: Encourage the use and construction of literacy skills
EDUC332 Teaching methods. (L)
EDUC 370/770: Student teacher designs lessons and units (P), cooperating teacher feedback, college supervisor feedback, self evaluation, student teacher evaluation forms (A)
B5I: Allow children to construct knowledge of the physical world, manipulate objects for desired effects, and understand cause-and-effect relationships
EDUC 370/770: Student teacher designs lessons and units (P), cooperating teacher feedback, college supervisor feedback, self evaluation, student teacher evaluation forms (A)
B6: Strategies for assessing a preprimary-aged child’s emerging level of social and emotional development and how to use this information to establish individual social and emotional development goals and design developmentally appropriate learning experiences that:
B6a: Establish environments in which responsive and predictable interaction sequences occur
EDUC 332 assigned readings and lecture (L) analysis of field site (P) instructor feedback (A).
EDUC 370/770: Student teacher designs lessons and units (P), cooperating teacher feedback, college supervisor feedback, self evaluation, student teacher evaluation forms (A)
FCNS 335: Read Gonzalex-Mena, pp. 151-166, 193-208; Junn 156-159 (L), discuss in class “The Child as a Social Being”, Guidance and Discipline, Parenting Styles (P), exam (A)
B6b: Structure the classroom to promote positive and constructive interactions among children
EDUC 370/770: Student teacher designs lessons and units (P), cooperating teacher feedback, college supervisor feedback, self evaluation, student teacher evaluation forms (A)
FCNS 335: Read Gonzalez-Mena, pp 75-93, 222-246; Junn pp 90-96, 160-163 (L), Class discussion “The Child as an Emotional Being”-Developing a positive emotional climate (P), Exam (A)
B6c: Promote healthy peer relationships
EDUC 332 Classroom management and guidance. (L)
EDUC 370/770: Student teacher designs lessons and units (P), cooperating teacher feedback, college supervisor feedback, self evaluation, student teacher evaluation forms (A)
FCNS 335: Read Gonzalez-Mena, pp. 105-124, 53-71, 304-307; Junn pp 97-107, 132-141 (L), Class Discussion on helping the child develop socially and morally acceptable behaviors, Small group discussion “The Hidden Teachers”-Peers and Play, Handouts (P), Exam (A)
B6d: Build in each child a sense of belonging, security, personal worth, and self-confidence toward learning
EDUC 332 Classroom management and guidance.(L)
EDUC211/511 Theories of child development (L)
EDUC 370/770: Student teacher designs lessons and units (P), cooperating teacher feedback, college supervisor feedback, self evaluation, student teacher evaluation forms (A)
B6e: Allow for the construction of social knowledge, such as cooperating, helping, negotiating, and talking with others to solve problems
EDUC 332 Classroom management and guidance. (L) write a classroom guidance policy (P), instructor feedback (A)
EDUC 370/770: Student teacher designs lessons and units (P), cooperating teacher feedback, college supervisor feedback, self evaluation, student teacher evaluation forms (A)
FCNS 335: Read Gonzalez-Mena, pp. 105-124 (L), Class Discussion on helping the child develop socially and morally acceptable behaviors, Handouts (P), Exam (A)
B6f: Facilitate the development of self-acceptance, self-control, and social responsiveness in children through the use of positive guidance techniques
EDUC 332 Classroom management and guidance. (L) write a classroom guidance policy (P), instructor feedback (A)
EDUC 370/770: Student teacher designs lessons and units (P), cooperating teacher feedback, college supervisor feedback, self evaluation, student teacher evaluation forms (A)
FCNS 335: Read Gonzalex-Mena, pp. 151-166, 193-208; Junn 156-159 (L), discuss in class “The Child as a Social Being”, Guidance and Discipline, Parenting Styles (P), exam (A)
B6g: Promote children’s understanding, acceptance, and appreciation of human differences due to social, cultural, physical, or developmental factors
EDUC 370/770: Student teacher designs lessons and units (P), cooperating teacher feedback, college supervisor feedback, self evaluation, student teacher evaluation forms (A)
FCNS 335: Read Gonzalez-Mena, pp. 105-124 (L), Class Discussion on helping the child develop socially and morally acceptable behaviors, Handouts (P), Exam (A)
B7: Strategies for assessing a preprimary-aged child’s emerging level of physical development and how to use this information to establish individual physical development goals and design developmentally appropriate learning experiences that:
B7a: Foster a positive attitude toward physical activity
EDUC 499: Discuss Emergence of Movement in Young Children, watch video “Exercise: The Gift” (L), incorporate form, rhythm, etc., Reflection paper (P), instructor feedback (A)
B7b: Enhance preprimary-aged children’s perceptual skills; balance and coordination; and flexibility, strength, and endurance
EDUC 499: Experiencing Arts and Literacy: whole group and station experiences in visual arts, music, movement and literacy (L), write reflection paper on class 1 experiences; enter websites and copy findings and develop report (P), instructor feedback (A)
B7c: Support age-appropriate risk-taking within safe boundaries
EDUC 332 Classroom management and guidance (L)
B7d: Assist children in becoming competent in acquiring basic gross and fine motor skills
EDUC332 Development of lesson plan (L)
EDUC 499: Stations: visual art, movement, music, literacy-how these emerge in young children and throughout life: form, rhythm, tone, line, language-spoken and written, current brain research as it relates to music and arts learn (L), One minute reflection on reading assignment (P), instructor feedback (A)
B7e: Facilitate children’s understanding of maintaining a desirable level of nutrition, health, fitness, and physical safety
EDUC 370/770: Student teacher designs lessons and units (P), cooperating teacher feedback, college supervisor feedback, self evaluation, student teacher evaluation forms (A)
FCNS 335: Read Gonzalez-Mena pp 271-288, 315-329 (L), Class discussion on “The Child and the Community”, The Child’s Health and Safety, Handouts (P), Exam (A)
B7f: Meet children’s physiological needs for activity, sensory stimulation, fresh air, rest, hygiene, and nourishment and elimination
EDUC 370/770: Student teacher designs lessons and units (P), cooperating teacher feedback, college supervisor feedback, self evaluation, student teacher evaluation forms (A)
FCNS 335: Read Gonzalez-Mena pp 271-288, 315-329 (L), Class discussion on “The Child and the Community”, The Child’s Health and Safety, Handouts (P), Exam (A)
B8: Strategies for assessing a preprimary-aged child’s emerging level of creative development and how to use this information to establish individual creative development goals and design developmentally appropriate learning experiences that:
B8a: Help children develop and sustain curiosity about the world including past, present, and future events, trends, relationships, and understands
EDUC 332 Teaching methods (L)
EDUC 499: Read Crafton Chapter 4, 7; Herberholz, Part 2, VA Discussion and responses: The Elements and Principles (L), mini-lecture and discussion; examples of early stages of children’s writing and drawing, early music and movement making (P), instructor feedback (A)
FCNS 335: Read “The Child as a Social Being” Lecture Socialization, Family Structure and Roles (L) Read Gonzalex-Mena pp. 29-42, handouts (P) Exam (A)
B8b: Build children’s confidence, creativity, imagination, personal expression of thoughts and feelings, initiative, and persistence in task completion
EDUC 332 Classroom management and guidance (L).
EDUC 211/511 Writing of teaching philosophy. (L)
EDUC 370/770: Student teacher designs lessons and units (P), cooperating teacher feedback, college supervisor feedback, self evaluation, student teacher evaluation forms (A)
B8c: Encourage children to express ideas and feelings
EDUC 370/770: Student teacher designs lessons and units (P), cooperating teacher feedback, college supervisor feedback, self evaluation, student teacher evaluation forms (A)
B8d: Provide children with opportunities to use materials in self-selected and self-directed ways
EDUC 370/770: Student teacher designs lessons and units (P), cooperating teacher feedback, college supervisor feedback, self evaluation, student teacher evaluation forms (A)
EDUC332 Lesson planning (L)
B8e: Use open-ended activities to reinforce positive self-esteem and individuality among children
EDUC 370/770: Student teacher designs lessons and units (P), cooperating teacher feedback, college supervisor feedback, self evaluation, student teacher evaluation forms (A)
FCNS 335: Read Gonzalez-Mena, pp 75-93, 222-246; Junn pp 90-96, 160-163 (L), Class discussion “The Child as an Emotional Being”-Developing a positive emotional climate (P), Exam (A)
B8f: Promote shared problem solving, creativity, and conceptual integration among children
EDUC332 Classroom management and guidance (L)
EDUC 370/770: Student teacher designs lessons and units (P), cooperating teacher feedback, college supervisor feedback, self evaluation, student teacher evaluation forms (A)
C: A teacher of young children establishes and maintains positive, collaborative relationships with families. The teacher must understand:
C1: The need to respect families’ choices and goals for the children and the need to communicate with families about curriculum and their children’s progress
EDUC 332 Letter to parents.
FCNS 335: Read “The Child as a Social Being” Lecture Socialization, Family Structure and Roles (L) Read Gonzalex-Mena pp. 29-42, handouts (P) Exam (A)
C2: The need to be sensitive to differences in family structures and social and cultural backgrounds
EDUC 280/580: Considering Learners’ Instructional Needs: Addressing Student Diversity. Motivating Students. Burden/Byrd Chapters 12 & 4 (L), Students will design a unit plan. (P), Unit plan rubric. (A)
PSYC 111: Chapter 12: Motivation (L), Learning Activity #3: New Models of Intelligence (P), Final Exam (A)
EDUC 207/507: Class discussion about learning styles and needs. (Ryan and Cooper text) (L), Reflection paper on “Who are the students?” (P), Evaluation of reflection papers and/or journal using scoring rubric. (A)
C3: Theories of families and dynamics, roles, and relationships within families and between families and communities
FCNS 335: Reading “The Child Enters the Family” (L), Handouts (P), Exam (A)
PSYC 111: Chapter 10: Thinking and Language (L), Class discussion (P), Test (A)
PSYC 202: Berger Chapter 13: Psychosocial Development in Middle Childhood (L), Class discussion (P), Test (A)
EDUC 207/507: Read Ryan & Cooper Chapter 4 Who are Today’s Students? Diversity in the Classroom. Cultural Diversity. Diverse Needs. Diverse Abilities. The School’s Response to Diversity. The Teacher’s Response to Diversity. Chapter 5 What Social Problems and Tension Points affect today’s students?: Social Problems Affecting the Young. Tension Points in American Education. (L), Write reflection paper or create a product based on the readings.(P), Evaluation of reflection papers using scoring rubric. (A)
C4: How to support families in assessing education options and in making decisions related to child development and parenting
FCNS 335: Read Gonzalez-Mena pp. 42-47, 129-145, 299-304. Junn pp 58-65, 121-138 (L), Class discussion “Selection of Day Care Alternatives” and “The School, the Family, the Child” (P), Exam (A)
EDUC 211: Read Chapter 6, Articles 30 and 29 (L), Class discussion “Developmentally Appropriate Programs” (P), quiz (A)
C5: How to link families with a range of family-oriented services based on identified resources, priorities, and concerns
FCNS 335: Read Gonzalez-Mena pp. 42-47, 129-145, 299-304. Junn pp 58-65, 121-138 (L), Class discussion “Selection of Day Care Alternatives” and “The School, the Family, the Child” (P), Exam (A)
EDUC 207/507: Discussion: Who are the students? How are non-white students affected by white cultural expectations? (L), Small group activities, field experience, journal(P), Evaluation of reflection papers using scoring rubric (A)
D: A teacher of young children uses informal and formal assessment and evaluation strategies to plan and individualize curriculum and teaching practices. The teacher must understand:
D1: Observing, recording, and assessing young children’s development and learning and engage children in self-assessment
EDUC332 Writing anecdotal records. Casework on one student during field work observation.
D2: Using information gained by observation of family dynamics and relationships to support the child’s learning
FCNS 335: Read “The Child as a Social Being” Lecture Socialization, Family Structure and Roles (L) Read Gonzalex-Mena pp. 29-42, handouts (P) Exam (A)
EDUC 211/511: Parent interview (L, P), written paper (A)
D3: Using assessment results to identify needs and learning styles and to plan appropriate programs, environments, and interactions
EDUC 332 Casework study of a child (L, P) written paper (A)
D4: Developing and using formative and summative program evaluation instruments to enhance and maintain comprehensive program quality for children, families, and the community
FCNS 335: Read Gonzalez-Mena pp. 42-47, 129-145, 299-304. Junn pp 58-65, 121-138 (L), Class discussion “Selection of Day Care Alternatives” and “The School, the Family, the Child” (P), Exam (A)
EDUC 332 Writing anecdotal records. Casework on one student during field work observation.
EDUC 211/511: Read Chapter 6, Articles 30 and 29 (L), Class discussion “Developmentally Appropriate Programs” (P), quiz (A)
E: A teacher of young children understands historical and contemporary development of early childhood education. The teacher must understand:
E1: The multiple historical, philosophical, and social foundations of early childhood education and how these foundations influence current thought and practice
EDUC 211/511: assigned readings from books and articles (L), Small group Discussion: what does a classroom look like to reflect these philosophies?-Locke, Piaget, Montessori, Rousseau, Pestalozzi, Froebel (P) quizzes and tests (A)
E2: The effects of societal conditions on children and families, and current issues and trends, legal issues, and legislation and other public policies affecting children, families, and programs for young children and the early childhood profession
EDUC 211/511: assigned readings from books and articles (L), quizzes and tests (A)
FCNS 335: Read Junn 209-219 (L), Class discussion “Behavior Which Violates a Child’s Rights”-Child abuse and neglect, Handouts (P), Exam (A) |