CHESAPEAKE COLLEGEinfo.chesapeake.edu/faculty/syllabi/ECD-270-201-14Sp.doc · Web viewSUCCEEDING IN THIS COURSE. Plan your time and stay committed: You have enrolled in a course

CHESAPEAKE COLLEGE

ECD 270

Practicum in Early Childhood Development

Garlick Spring/14

CHESAPEAKE COLLEGE

Wye Mills, MD

ECD 270: Practicum in Early Childhood Development

Welcome to ECD 270 - Practicum in Early Childhood Development. My name is Heidi Garlick and I am Director of the Early Childhood Development Center (ECDC) at the Wye Mills Campus. This course is a requirement for the Early Childhood Programs 641 Early Childhood Development AAS Degree and 642 Early Childhood Development Certificate Program. As part of this course, you will be required to complete 130 hours of experience in a licensed early childhood program

or public school classroom approved in advance by the Instructor.

Course Description:

This course provides field experience at the ECDC on the Wye Mills campus and/or at another approved child-care center. You will gain weekly on-site experience in planning and implement-ing activities for pre-school children. 1 hour of lecture and 9 hours laboratory time per week. (S) 3 credits

Text: There is no text for this course. The text for ECD-163 would be an excellent resource.

There are various ways that you can communicate with me, they are:

1. Email: [email protected] (this is my preferred e-mail address)

2. Phone: (410) 822-5400, ext. 2279 or (410) 827-5801

3. Office Hours: Room E103 in the Early Childhood Development Center during

the following office hours:

· Tuesdays: 10:00-1:00 or 3:00-5:00 (call first to be sure I am here)

· other days by appointment

4. Any student in this course who has a disability that may prevent you from fully demonstrating your abilities should contact Judy Gordon in Student Services (ext. 5805) right away. You can discuss with her an accommodations plan to insure full participation and achievement of your educational goals.

5. Academic Instruction Emergency Management Plan

In the event that Chesapeake College needs to close for an extended period of time due to a flu

pandemic, severe weather event, or other emergency situation, consideration will be given to the

timing and duration of the closure as follows:

1. Closure during the semester for up to one week - there will be an opportunity to make up work missed without significant alteration to the semester calendar.

2. Closure extending beyond one week (or in situations where classes are cancelled on the same days/evenings over multiple weeks) - the College may extend the length of the semester. Depending on the timing of the

closure, scheduled breaks, end of semester dates, and/or the processing of final grades might be impacted.

Students can acquire information about closures on the College website or by calling 410-822-5400 or 410-228-4360. Chesapeake College courses held at off campus sites will follow the protocol of the host facility.

SUCCEEDING IN THIS COURSE

Plan your time and stay committed:

You have enrolled in a course that requires self-discipline on your part to keep up with the class assignments as well as the many required activities and projects.

You are expected to be in class each week.

All projects and activities must be completed according to the directions given to you and they must be handed in on the due date. I will not accept any late work unless authorized by me prior to the due date.

I strongly suggest that you block out the time needed to do the off-site assignments. Write every assignment due date in a daily planner and make a “to-do” list for these assignments.

Prerequisite: ECD 163 and First Aid/CPR

This opportunity to work with young children and experienced teachers is referred to as “field” or “laboratory” experience. The Practicum combines hands-on experience with previous textbook knowledge to move you along the way towards becoming a professional Early Childhood Teacher.

As a student you will have an opportunity to use the materials and theories that you studied in your lecture classes and to practice teaching techniques that you also learned in your classes. Quickly familiarize yourself with the staff / children so you can become an active partner in the children’s learning process. The pages that follow will become part of your notebook for the course.

Materials Needed:

· You will need a 3-ring Notebook and dividers to keep your course work in an organized manner. Make sure you have a section with pockets, and protective sheets so you may add

to your collection of materials during the semester.

· Physical and TB Test forms completed

· First Aid/CPR Card if you are certified

· Other forms as required in the course and/or by the Center where you do your fieldwork

LEARNING OUTCOMES:

The student will:

1. Apply prior knowledge from the ECD courses and from previous experiences in the Early Childhood Development field in a supervised setting.

2. Develop and implement integrated curriculum within a supervised setting.

3. Demonstrate clear and effective oral and written communication techniques.

4. Become involved in the day-to-day operations of an early childhood setting.

MEASURABLE LEARNING OUTCOMES:

The student will:

1. Apply prior knowledge from the ECD courses and from experiences in the Early Childhood Development field in a supervised setting.

· Complete 130 supervised Practicum hours in a licensed early childhood setting under

the supervision of an MSDE certified teacher.

· Demonstrate knowledge of guidance principles within the classroom at the center

· Participate in weekly self-reflective discussions focusing on field experience and considering prior knowledge from ECDC courses

2. Develop and implement integrated curriculum within a supervised setting.

· Plan and implement developmentally appropriate lesson plan activities in five skill areas (2 in each skill area for 10 in all) using the following website for goals and objectives: http://mdk12.org/instruction/mmsrexemplars/pdf/ExemplarsPreKindergarten_Spring.pdf

** there is an underscore _ between Pre-Kindergarten and Spring

· Plan and implement two (2) circle times

· Design and implement two (2) transitional ideas with the children

3. Demonstrate clear and effective oral and written communication techniques.

· Design a bulletin board around a specific theme

· Plan and write a parent newsletter (This is to be done with input from the instructor and cooperating teacher)

4. Become involved in the day-to-day operations of an early childhood setting.

· Complete the Classroom Activity Area Checklist

· Help with daily tasks at the program as needed.

· Participate in developmentally appropriate activities.

EVALUATION CRITERIA

Students will demonstrate proficiency on all measurable performance objectives. The final grade will be derived from:

· Written Assignments

· Practical Experiences

· Evaluations

Grading System:

A = 900 -1,000 B = 899 - 800 C = 799 – 700 D = 699 – 600 F = 599 and below

ECD 270

GRADING CRITERIA

Course Requirements

Percentage Points

Practical Experience:

68%

680

2 - Activities in 5 Developmental Domains 30 pts ea - 300

2 – Plan and Implement Circle Times 25 pts ea - 50

2 – Plan and Implement Transition Ideas 10 pts ea – 20

1 – Create a Parent Newsletter (administrative/classroom) 25 pts

1 – Create a Bulletin Board based on a Unit Theme 25 pts

Attendance & Self-Reflective Class Discussions 130 pts

Documentation of Experience Hours 130 pts

Written & Final Assignment:

12%

120

2 - Classroom Activity Area Checklists 15 pts ea – 30 pts)

2 - Self-Reflective Journals (mid-term/end term) 20 pts -40 ea

1 - Portfolio Presentation 50 pts

Evaluations:

20% 200

2 - On-site Supervisor’s Evaluation 50 pts ea – 100 pts

1 - Faculty/ Self Evaluation 100 pts

Total Points:

100%

1,000

ECD 270 SYLLABUS / CALENDAR

1

1/21

Initial Meeting

Introduction to Course

2

1/28

Orientation: Begin Required Paperwork

Finalize Schedules

3

2/4

Classroom Checklists Due

Discuss Physical Skills for Next Week

4

2/11

Do Physical Activity

Physical Activity due & Discuss Cognitive Skills for Next Week

5

2/18

Do Cognitive Activity

Cognitive Activity due & Discuss Communication Skills

6

2/25

Do Communication Activity

Communication Activity due & Discuss Creative Skills

7

3/4

Do Creative Activity

Creative Activity due & Discuss Social/Emotional Skills

8

3/11

Do Social/Emotional Activity

First ½ - Circle Time, Journal & Transition Done?

3/18

SPRING BREAK NO CLASS

Can still do experience hours if you choose

9

3/25

Social/Emotional Activity due & Do Physical Activity

10

4/1

Classroom Checklist Due

Physical Activity due & Do Cognitive Activity

11

4/8

Cognitive Activity due & Do Communication Activity

12

4/15

Communication Activity due & Do Creative Activity

13

4/22

Creative Activity due & Do Social/Emotional Activity

14

4/29

Second ½ - Circle Time, Journal & Transition Done?

Parent Newsletter & Bulletin Board Done?

Social/Emotional Activity due & Teacher Evaluations Due

15

5-7

Presentations of Portfolios

Share 1 Self-Reflective and 5 Lesson Plans

I reserve the right to change the course schedule to meet course requirements.

SUGGESTIONS FOR PRACTICUM STUDENTS

ECD 270

As a Practicum student you will participate in hands-on experience each week in an early childhood classroom. You will be writing and implementing lesson plan activities for the children under the supervision of the cooperating teacher and/or college instructor.

You should consider yourself a member of the early childhood staff and will be expected to act in a professional manner. The director, staff, and children will depend on you to be present each day, and to thoroughly fulfill your responsibilities. If you are unable to do so, you must call the center or school and notify the director and teacher. All missed hours must be made up.

As a professional it is expected that you keep your knowledge of the children and their parents confidential, not discussing with friends, family, etc. specific children and/or staff, and/or events that involve the Early Childhood classroom.

1. Come prepared to enjoy your time at the Centers.

2. Dress comfortably and professionally in washable clothing that will enable you to move about comfortably and interact with the children.

3. Punctuality is important! The centers have planned their day with the assumption that you will be there at a specific time. Call early in the day if you will be late or unable to attend.

4. Complete paperwork as required at your field experience site.

5. Fill in your hours and activities completed in your folder in the classroom each day and have the supervising teacher initial it.

6. Attend all Practicum meetings and center staff meetings/events that you may be invited to.

7. Ask for advice in handling teaching materials or at any time you have questions or concerns. Remember, you are there to learn and no one expects you to know all the answers!

8. Write children’s names on their work in the upper left-hand corner, using upper and lower case printing, thus reinforcing pre-reading skills.

9. Get down on the child’s level by sitting or squatting when working with the children.

10. Catch the children’s attention by eye contact and speak quietly, using distinct words and short sentences.

11. Sit with the children during group times such as circle time, rest time, etc.

12. Avoid unnecessary conversation with the other adults in the room. Remember you are there to interact and work with the children. Spend all of your time meeting the children’s needs not doing schoolwork or standing behind counters.

13. Children will help cleanup if you make a game of it and offer your assistance. Try something like, “You bring them to me and I’ll help you put them on the shelves.” Smile and say “Thank you” after each bit of assistance. You will be surprised at how quickly the room or yard gets straightened up.

14. On the playground you should be interacting with the children, not sitting and watching.

15. When you have serious doubts about a procedure, say to the children, “Let’s ask the teacher.” By nature, children will test you on the rules so don’t be shy about asking for clarification.

16. When parents and children arrive they should feel comfortable and welcomed. Greet each child and parent by name and welcome him or her to the center. When parents arrive for dismissal you should again greet the parent. All unpleasant incidents should be directed to and handled by the lead teacher. This may be done personally or in a “Thought You Might Like To Know” note. You also need to help the child prepare to go home.

17. At rest time you may be asked to rub the backs of children who are restless, and remember to make an effort to comfort each child.

18. The children’s play equipment is for them not you. Children won’t use it if an adult is sitting on it.

19. Before giving directions, go to the child and get his/her attention. Yelling across the room “distance discipline” should be for emergency situations only.

20. Each child should be respected at all times. Sarcasm and hurtful humor can be destructive to the child’s self-esteem. Treat each child as if he/she is your own.

21. As a student you also have rights. If a child is hurting you tell him/her that you do not like it and redirect the child, etc. If you feel that staff are asking too much of you, see the Director.

22. All parental questions, concerning their children, should be directed to the lead teacher. You should never feel like you are on the spot to respond to questions and should give vague answers like; “we had a very busy day.”

23. No harmful discipline techniques are allowed in any center. Belittling, corporal punishment, embarrassing comments, harassing behavior, name-calling, and yelling are not permitted. Any incidents of this nature may result in a dismissal from the classroom and a grade reduction. If you need suggestions on how to handle a difficult child, ask the teacher or director and bring your concerns to the Practicum class for clarification.

24. RELAX AND ENJOY YOUR EXPERIENCE!!!

PHYSICAL SKILLS

The physical growth and development of young children during their preschool years is such an obvious occurrence that we sometimes take it entirely for granted.

Children will of course grow bigger, stronger, more agile, and more coordinated in their movements without outside guidance. It is part of their natural development. However, sometimes we are suddenly caught up short by the four-year-old who cannot run without stumbling, or has trouble holding a paintbrush, or cannot walk up and down stairs easily.

We realize that individual differences in development account for many such deplays. Some children are slower than others in developing coordination. Neurological problems or even lack

of opportunity to practice skills may account for others.

But, no matter what the cause of developmental delays, classroom teachers can help young children improve both large and small motor coordination by providing activities, materials, and equipment that will give them practice in basic movements.

Samples of Portfolio Activities or use your Lesson Plan with sample or photo of activity:

1. Assess a child’s large motor skills using a checklist you have researched. On the basis of your results, construct a game, bring in materials, or conduct an activity to promote the large motor skills of children who need help.

2. Assess a child’s small motor skills using a checklist you have researched. On the basis of your results, construct a game, bring in materials, or conduct an activity to promote the small motor skills of children who need help.

3. Take a picture and describe one of the pieces of equipment you made or brought into the classroom. Explain how it helped improve the children’s skills in physical development.

4. Include one of your children’s projects (scribbling, cutting, tracing, painting, etc.) with an explanation of how you set up the activity to promote this skill and how it helped the child develop small motor skills

5. Make a list of body action chants or movement activities that you and the children make-up or used, and explain how they stimulated body movement.

6. Bring in an animal picture you used to stimulate creative movement and explain how you worked it into the daily activities.

REMEMBER to include in your Lesson Plan a self-evaluation documenting successes and challenges and how you would change or adapt the activity in the future.

COGNITIVE SKILLS

Advancing cognitive skills in young children involves helping them develop their intellectual or thinking abilities. Many preschool programs have either overlooked or over-emphasized this area of development.

We seem to have overlooked the fact that young children are progressing in their intellectual development all the time. Cognitive development and readiness are just as important as physical and social development. In fact they go hand in hand. It occurs at the same time and is integrated into every other aspect of the child’s development.

We also seem to have forgotten that the direction of play is not only entertainment or recreation but also for learning about the world around them. It is essential, therefore, that teachers of young children understand how cognitive abilities develop and how they can utilize play in their classrooms to promote cognitive development and give it direction.


1. Set up a “What’s New” table and record how the children use or explore the materials.

2. Take a walk and encourage the children to use all five (5) of their senses for observing things that they encounter. Record their adventure using an LEA chart and share it with their parents.

3. Take a walk and collect treasures to be placed on the Science Table or on their Happening Paper (contact paper, sticky side out, that is mounted on the wall)

4. Develop a game that either helps children to sort and/or count objects.

5. Make a list of ten books in your classroom that promote cognitive development and explain how to use the books in the curriculum.

6. Develop “thinking skills” by using several cognitive activities (problem solving, comparing, contrasting, counting, measuring, matching, identifying, predicting, estimating, etc.)


COMMUNICATION SKILLS

Most people agree that the early childhood years, from birth to school entrance, are among the most important years of development. At no other time of life does development advance so rapidly in so short a time. Surely one of the most remarkable aspects of this period is the acquisition of a native language. From being totally nonverbal at birth, the young child develops the ability to think and speak in a native language by the time he or she enters school. If the family is bilingual, the child learns two languages.

How does this happen? Although psycholinguists advance several theories, the process is still something of a mystery. But we do know certain facts. We know that the drive to communicate is inherent in all human beings. We also know that children will strive endlessly to accomplish this goal of communication unless totally thwarted or frustrated by circumstances. We know that if verbal ability is not developed during these crucial early years, it can affect a child’s thinking and learning abilities the rest of his/her life.

Physical or mental disability may prevent a delay in language development at its normal time or rate. An abusive or non-nurturing environment may discourage children from trying to express themselves verbally. The opposite is also true; if a child’s every need is fulfilled without having to utter a word, language is often delayed. We also know that modeling behavior is as important here as in other aspects of development. It then becomes the responsibility of the early childhood educator to provide an environment that is rich in communication opportunities, and also accepting of any attempts at communication.


1. Observe and document one child who is having problems with communication. Share the result of the observation and make suggestions based on your findings.

2. Review and describe ten (10) children’s books that you would use to encourage communication in the early childhood classroom

3. Follow up the reading of a favorite book with a book extension activity. Document what materials were needed, size and age of the group, and describe how to carry out the activity.

4. Make a list of activities that you have provided in the classroom to promote communication along with a written description of how the children responded.

5. Provide a photo and a sample of a puppet you and the children made along with an explanation of how it promoted language development.

6. Set-up and record a “story telling session” that includes lots of participation on the part of the children. (Use a story apron)

7. Create a “writing box” with several items in it to encourage writing as a communication tool. Describe how the children used this box.


CREATIVE SKILLS

When we speak of a creative person, we generally mean someone who has original ideas, who does things in new and different ways, and who uses imagination and inventiveness to bring about novel forms. Can young children be creative like this?

Not only can they be, they are! Creativity seems to be intuitive in young children, something they are born with. From the very beginning they have the capacity to look at things, to hear, smell, taste, and touch things from an entirely original perspective, their own.

After all, they are new and unique beings in a strange and complex world. The only way they have to make sense of things around them is to explore them with their senses; try them out, see what makes them the way they are, see if they can be different.

Young children bring to any activity a spirit of wonder, great curiosity, and a spontaneous drive to explore, experiment, and manipulate in a playful and original fashion. This is creativity. It is the same impulse that artists, writers, musicians, and scientists have.

Yet not all children behave like this, as we noted in your courses. Some children show little interest in anything new. Some will not engage in activities unless directed by the teacher. Very frequently you hear these children ask you to tell them what to do and how to do it (end product). These children have trouble taking risks and have a fear of failure. These are the children who need your special assistance in recapturing the creativity they were born with.


1. Set up an art area the children can use independently. Observe and record what happens for three (3) days.

2. Allow children to paint (finger, easel, and table painting) and observe the process. Pay particular attention to the reluctant child who needs constant encouragement. Discuss ways to make him/her more willing to participate independently.

3. Set up a sound or rhythm instrument activity for individuals or small groups to use. Include a list of the instruments used or made and the types of music you selected.

4. Include a sampling of one child’s artwork over a period of time, explaining how you responded to each piece and how this promoted creativity. (Make separate notations of the child’s description of what they created.)

5. Include a list of thematic art activities you made up and an explanation of the children’s responses, and how you improved your skills in this area.

6. Put up a working bulletin board where you provide the background and the children’s artwork fills it in. Take a picture of this board and describe what the children did.


SOCIAL SKILLS

Many of us understand that young children are highly ego-centered beings, and that this is a necessary step in the human growth pattern for the individual to survive infancy. We are also aware that as the child grows older, he/she needs to develop into a social being in order to survive in society.

Children in your center must learn to work and play cooperatively, not only because we expect it of them but also because they are in a group situation that demands it of them. They need to be able to get along with the other children in their peer group. This may not be easy for some children.

Three-year-olds, for instance, may be more attuned to adults than to other children. After all, they are not far removed from the toddler stage, when they were almost completely dependent upon an adult caregiver. Suddenly they are thrust into a group situation, where adults do not have time for them exclusively; and where they expect children to act as independent beings. It is quite a shift for some children.

It is up to you and the other staff members to recognize this problem and help ease your children into becoming social beings that can work and play happily with other children. This is no chore for some children, they learned these skills elsewhere. For others, you must work carefully to set up opportunities for them to become part of the group.

EMOTIONAL / SELF-CONCEPT SKILLS

The formation of self-concept begins at birth and is still very much in the developmental stage during a child’s preschool years. How a child eventually comes to feel about himself is the result of an accumulation of contacts and experiences with other people and with the environment (place identity). If most of these contacts have been positive, the child should feel good about himself. If an infant has been loved and cared for, picked up and cuddled, fed and changed properly, provided with a stimulating environment, not neglected or left alone too much, not scolded too harshly or restricted too severely, not nagged at constantly, then he begins to develop, both consciously and subconsciously, a perception of himself as a likable human being. In turn, he will tend to like other human beings and behave like they want him to.

If, on the other hand, the child has accumulated an unending series of negative responses from other people and the environment, he may come to believe there is something wrong with him. Infants and young children are highly egocentric; they are concerned almost exclusively with themselves. If everything they do receives a negative response, they quite naturally assume it is their fault, that there must be something bad or wrong with them. This egocentricity sometimes carries children’s guilt to extremes that parents are totally unaware of. In cases of separation or divorce, the child frequently feels he is somehow to blame.

It is up to you and your classroom team to help your children experience as many positive interactions with people and things as possible. You must be aware, however, that it is from an accumulation of responses and not just two or three that the self-image grows. You will therefore want to be consistent in your behavior towards a child so he receives a clear, ungarbled message of your positive feelings toward him.


1. Observe the children as they engage in dramatic play, and make a list of the children who seldom or never play. Using Smilansky’s Teacher Play Intervention, try to get one of the non-participants involved in the group. Record your results.

2. Bring in new pictures and accessories for the block building area to encourage non-participants to engage in block building. Observe and record the results. (Parten’s Social Play Categories)

3. Read to a small group of children a book about one of the following themes: being different, unfair treatment, standing up for rights, understanding people’s feelings. Afterwards, discuss with the children how they feel in similar situations. Record the results using an LEA chart or sentence strips.

4. Add one (1) piece of evidence for each of the following items:

· Provides opportunities for children to work and play cooperatively

· Helps, but does not pressure, the shy child to interact with others

· Provides experiences which help children respect the rights and understands the feelings of other children

5. Make up classroom rules with the children around a similar theme of: be safe, be neat, and be kind. Discuss with them what this means and write down their responses.

6. Describe five books (title, author, publisher, theme or problem and solution) you would use with children to help them understand and overcome certain social problems.

7. Make a list of all the children in your class, and after each name, write down frankly and honestly what you like about the child and why; what you dislike about the child and why, and your reaction to each child in the class.

8. Write about the results of keeping a list of three (3) days of positive things a certain child did, how you supported him with nonverbal cues, and how your support made a difference.

9. Choose a child you have perhaps not accepted unconditionally, and try to change your attitude by listing, for three (3) days, all the positive things you see that child do. Show your approval with nonverbal cues and record the results.

10. Make a list of activities, or describe a particular activity in some detail, that you used to help children better appreciate themselves.

11. Write a case study of a child who seems not to have a positive self-image; describe the kinds of materials and activities you have provided to help that child experience success.


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CHESAPEAKE COLLEGEinfo.chesapeake.edu/faculty/syllabi/ECD-270-201-14Sp.doc · Web viewSUCCEEDING IN THIS COURSE. Plan your time and stay committed: You have enrolled in a course

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