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Section 1 Course Specification Name of the University Faculty Asia-Pacific International University Faculty of Education and Psychology EDUC

380 Pre-school and Kindergarten Education 2 cr.

Section 1 Course Identification and General Information 1 Course code and name: 2 Number of Credit:

3 Curriculum and category of the course: Bachelor of Arts in Psychology and Education 4 Responsible teacher: Lecturer: Email: Phone: Class time: Naltan Lampadan naltan@apiu.edu Off. 1132 Home extension: 4714 Mobile phone: 0896132657 Tues. 3:00-4:50, Th. 3 - 3:50 pm

5 Semester / Student classification: Second-semester, Junior class 6 Pre-requisite: 7 Co-requisite: 8 Place: None None Admin #307

9 Date of course development or revision: October 11, 2011 Section 3 Aims and Objectives Course Aims: This course will introduce students to the study of how pre-school and kindergarten children develop. It also explores the principles underlying developmentally appropriate practice. It introduces and provides guidelines for students in their decisions in regard to classroom and other settings for young children. 2 Objective of the development of the course 1. Communicate a broad overview of the field of early childhood including the different professional levels and education requirements. 2. Describe the learning process as well as effective teaching techniques that support learning for early childhood learners. 3. Describe societal changes that influence early childhood education and be able to explain contemporary trends in early childhood education. 4. Identify major founders of early childhood education their contributions and influences on early

childhood education today. 5. Describe and evaluate educational philosophies of early childhood education. 6. Describe the specific developmental stages that pre-school & kindergarten children go through and identify the general abilities and interests of children in each age group (stage). 8. Create/apply brain maps as a teaching/learning tool. 10. Begin creating & assembling an early childhood professional portfolio of teaching resources. 11. Realize the importance of informing and including families in their child s education and learn/articulate methods of doing that. 12. Observe and assess young children. 13. Visit different types of early childhood environments; reflect and journal their impression according to developmentally appropriate practices. 14. Demonstrate knowledge of academic disciplines and related content for pre-school & kindergarten age children. 15. Develop a holistic approach to teaching and learning with/through play.

Section 3 Course Composition 1 Course Description: This course examines current education thought regarding the role of the teacher and the purpose of pre-school. Consideration is given to developmentally appropriate curriculum materials and teaching procedures with emphasis on multi-grade and multi-cultural conditions. 2 Number of hours Lecture 32 hrs Additional Lecture None Field work, practicum, laboratory Observations, Bulletin Board & Micro-Teaching Self Study 66 hrs

3 Number of advising hour per week: 1 hour per week Section 4 Student Learning Outcomes 1 ETHICAL AND MORAL The Ethical and moral that needed to develop Although the particulars may vary, all ethics codes for dealing with pre-school / kindergarten children focuses on ensuring confidentiality; providing safe and beneficial experiences; and treating people with respect regardless of sex, race, culture, religion, and ability. 1.2 Teaching Method 1.2.1 1.2.2 1.2.3 1.2.4 1.2.5 Written work & Reading assignments Observation and interview Cooperative learning Lectures presentations Class discussions
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1.3 Evaluation Method

1.3.1 1.3.2 1.3.3 1.3.4 1.3.5 1.3.6

Written work & Reading assignments Observation and interview Class activity and participation Group work: Bulletin Board and discussion Quiz, Tests & Exam Presentations

2 KNOWLEDGE 2.1 Knowledge Acquisition: The student will be able to... Communicate a broad overview of the field of early childhood including the different professional levels and education requirements. - Describe the learning process as well as effective teaching techniques that support learning for early childhood learners. - Describe societal changes that influence early childhood education and be able to explain contemporary trends in early childhood education. - Identify major founders of early childhood education their contributions and influences on early childhood education today. - Describe the specific developmental stages that pre-school & kindergarten children through and identify the general abilities and interests of children in each age group (stage). - Create or apply brain maps as a teaching/learning tool. - Develop a holistic approach to teaching and learning with or through play 2.2 Teaching Method 2.2.1 2.2.2 2.2.3 2.2.4 2.2.5 Instructor presentations Reading assignments Projects Presentations Observations Observation and interview Quizzes, Tests & Exam Bulletin Board Written Reports Field Trip and field experience Oral presentation Micro-teaching

2.3 Evaluation Method 2.3.1 2.3.2 2.3.3 2.3.4 2.3.5 2.3.6 2.3.7

3 COGNITIVE SKILLS 3.1 Intellectual Skill Development - To place more emphasis on children s understanding of concepts rather than on rote learning
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- Develop positive learning attitudes and practices in the classroom. - Encourage intellectual autonomy when expanding children s general cognitive skills - Evaluate various pre-school & kindergarten programs according to Developmental Appropriate Practices (DAP) - Develop and use critical thinking skills when selecting and assessing pre-school & kindergarten programs for developmentally appropriate practice. 3.2 Teaching Method 3.2.1 3.2.2 3.2.3 3.2.4 3.3.1 3.3.2 3.3.3 3.3.4 3.3.5 3.3.6 3.3.7 3.3.8 Cooperative learning Instructor presentations Cass discussions Interviews and Observations Observation and interview Cooperative learning Quizzes, Tests & Exam Bulletin Board Written Personal Philosophy & Portfolio Field experience Presentations Micro Teaching (Lesson Plan)

3.3 Evaluation Method

4 INTERPERSONAL SKILLS AND RESPONSIBILITY 4.1 Interpersonal skills and responsibility development - Cooperating with others; using basic manners, and learning how to learn from and with others civility: It includes compassion, patience, and acts of kindness and helpfulness - Respect for children; honesty; enthusiasm, motivation and, most essential, is caring for all children - Good physical and mental health - Being able to discuss and debate in a collegial manner 4.2 Teaching Method 4.2.1 4.2.2 4.2.3 4.2.4 4.2.5 4.2.6 4.3.1 4.3.2 4.3.3 Cooperative learning Field experiences Group work: Bulletin Board Individual Class Presentation Micro Teaching Observation and Interview Observation and interview Cooperative learning Personal Philosophy of Early childhood education
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4.3 Evaluation Method

4.3.4 4.3.5 4.3.6 4.3.7 4.3.8

Presentation: Self-assessment & peer assessments Micro-Teaching: Journal writing Group work (bulletin Board) Class activity: Participation and Discussion Tests & Exam

5 ANALYTICAL, COMMUNICATION, AND INFORMATION TECHNOLOGY SKILLS 5.1 Analytical, Communication, and Information Technology Skill development - Be able to select the appropriate presentation tools - Be able to use appropriate information technology for oral and written reports - Be able to communicate effectively both orally and in writing 5.2 Teaching Method 5.2.1 5.2.2 5.2.3 5.2.4 5.2.5 5.2.6 5.3.1 5.3.2 5.3.3 5.3.4 5.3.5 5.3.6 Observation and interview Lecturer and Discussion Class activity: Cooperative learning Observation Journal and Report Oral presentations Personal Philosophy Observation and interview Report Cooperative learning and Participation Presentations: Play, puppet, LC demo and Music Bulletin Board Quiz, Tests & Exam Micro-Teaching (Rubric)

5.3 Evaluation Method

Section 5 Teaching Plan and Evaluation Days Date 1 2 Oct 18 Oct 20 Chapter/Topic(s) Introduction & Orientation Historical figures that made contributions to EC 3 Oct 25 Learning and Development Theories, Educational philosophies &
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Teaching Method & Activity Lecturer-led worship Orientation Lecture/Presentation & Discussion Lecture/Presentation & Discussion

Participants Lecturer Students Lecturer Students

Remarks Course Outline

Lecturer Students

Days Date

Chapter/Topic(s) curriculum approaches of ECE

Teaching Method & Activity

Participants

Remarks

4 5 6 7 8

Oct 27 Nov. 1 Nov. 3 Nov. 8 Nov. 10

The Four Dimension of Professionalism Developmentally Appropriate Practice TEST 1 The Development Stages of Play Schedules and Routines

Lecture/Presentation & Discussion Lecture/Presentation Discussion

Lecturer Students Lecturer Students

Lecture/Presentation Discussion Lecture/Presentation

Lecturer Students Lecturer Students

Personal philosophy of Education Draft 1

Nov. 15

Communication with parents

Lecture/Presentation

Lecturer & Students

Bulletin Board Group 1

10 11 12 13

Nov. 17 Nov. 22 Nov. 24 Nov 29

TEST 2 Arrangement of Indoor and Outdoor Space Plan of Assessment and Evaluation Integrating Language and Literacy Experiences Lecture/Presentation Discussion Lecture/Presentation Discussion Lecture/Presentation Discussion Lecturer & Students Lecturer & Students Dr. Bradley & Students FOF Nov.21-26

14 15

Dec. 1 Dec. 6

Test 3 Young brains: a primer Lecture/power point discussion Lecturer & Students Bulletin Board Group 2

16 17 18 19

Dec. 8 Dec. 13 Dec. 15 Dec. 20

Reggio Emilia Approach The Montessori Methods TEST 4 Introduction to Puppet

Lecture/presentation Video clips Lecture/presentation Video clips Lecture/presentation Video clips

Lecturer & Students Lecturer & Students

Lecturer & Students

Personal philosophy of Education Draft 2

Days Date 20 Dec 22

Chapter/Topic(s) Introduction to Puppet

Teaching Method & Activity Lecture/presentation Video clips

Participants Lecturer & Students

Remarks Bulletin Board Group 3

Dec 23-Jan 8 21 Jan 10 Puppet Show/presentation

MID SEMESTER BREAK (2 Weeks) Student presentation Individual/group presentation; Peer evaluation (rubric) Lecturer Presentation Campus Kids & Students & Campus Kids Individual & Group work Students Bulletin Board Group 4 Presentation

22 Jan. 12 23 Jan. 17 Music and Movement Music and Movement

Composing music and Movement & Video Clips Student presentation Individual/group presentation; Peer evaluation (rubric)

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Jan. 19

Creative Dramatic and Dramatic Play

Lecturer presentation Cooperative learning Discussion Student Presentation Part 1

Lecturer & Students

25 Jan. 24 Play (Creative Drama)

Lecturer & Students

Observation, Interview & Teaching Reports -due

Individual/group presentation; Peer evaluation (rubric)

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Jan. 26 Jan 31

Field Trip (TBA)

Observation Montessori Center Student Presentation Part 2

Lecturer & Students Lecturer & Students

Field Trip
Personal philosophy of Education FINAL

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Play (Creative Drama)

Individual/group presentation; Peer evaluation (rubric)

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Feb. 2 Learning Centers

Lecturer Presentation Cooperative learning & Discussion Group Presentation Learning Centers peer evaluations

Group/students Bulletin Board discussion planning Studentinitiated activity


Portfolio Due

Group 5

29

Feb. 7

Learning Centerspresentation

30 31 32

Feb. 9 Feb. 14 Feb 16

Test 5 Senior Students Examination Day & Exam Review Class End and Exam Preparation Day
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Days Date 33 Feb 1724

Chapter/Topic(s) FINAL EXAMINATION

Teaching Method & Activity

Participants

Remarks

Total 40 hours

2 No.

Evaluation Plan Evaluation Method Description of the activity Evaluation Schedule/Due Eval. %

Student Learning Outcomes 1.3.3, 2.3.5, 3.3.2,

3.3.3, 3.3.6, 4.3.1, 4.3.6, 4.3.7, 5.3.2, 5.3.5 1.3.4, 2.3.3, 3.3.2,

Class activity & Attendance

Quiz, class discussion, participation & field trip Working in a group. Theme or topic of the

On going & TBA

10%

3.3.4, 3.3.6, 4.3.2, 4.3.6, 5.3.4

Bulletin Board

bulletin board needs to be approved by the lecturer. 2 observations at AIMS (Kindergarten section) & an interview with homeroom teacher (a rubric and a specific list of

5 Groups

8%

Due
Jan 24 12%

1.3.2, 2.3.1, 2.3.4, 3.3.1, 4.3.1, 5.3.1

Observations & Interview MicroTeachings

question will be provided). (1) One teaching in Kindergarten (Sabbath school/AIMS) -Lesson Plan - Written report of teachings -Evaluation form by the homeroom teacher

Portfolio & 4 1.3.1, 2.3.4, 3.3.5, 4.3.3, Personal Philosophy

- All activities need to be documented (handouts, written and pictured materials). - Written personal philosophy in regard to Childhood education There are four Presentations: Feb 14 8%

1.3.6, 2.3.6, 3.3.7, 4.3.4, 5.3.3

Presentations

(1)Puppet Show, (2) Music & Movement, (3) Creative Drama/Play, (4) Learning Centers

TBA

12%

No.

Student Learning Outcomes 1.3.5, 2.3.2, 3.3.3, 4.3.8, 5.3.5 1.3.5, 2.3.2, 3.3.3, 4.3.8, 5.3.5

Evaluation Method Description of the activity

Evaluation Schedule/Due Nov. 3, 17 Eval. %

Tests

(5) Five Tests

Dec. 1, Dec. 15 Feb 9 Seniors Students

20%

Final exam

February 16 EXAM: Feb 17-24

30%

Section 6 Teaching and Learning Resources 1 Text Book: None Important Information and Books: Dillon, S. P. (1999). Little hearts for Jesus. Review and Heard Publishing Association. Fisher, B. (1998). Joyful learning in kindergarten. (Revised ed.). Portsmouth, NH: Jackman, H. L. (2005). Early education curriculum: A child s connection to the world. (3rd Singapore: Thomson Delmar Learning. Kostelnik, M. J., Soderman, A. K., & Whiren, A.P. (2007). Developmentally appropriate curriculum: Best practices in early childhood education. (4th ed.). New Jersey: Pearson. Morrison, G. S. (2006). Fundamentals of early childhood education. (5th ed.). New Jersey: Pearson. 3 Recommend Information and Book: WEB sites for early childhood education Heinemann. ed.).

Section 7 Course Evaluation and Improvement 1 Student Evaluation Group discussion between teacher and students Reflection from the students feedback Course and Teacher Evaluation Survey 2 Teaching Evaluation Examination result The result from the verification of the examination (to test the validity and reliability of the exam) Evaluation from the examination committee
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3 Teaching Improvement Teaching and learning management seminar Research within and outside the class room Professional reading 4 Course examination verification process Marking verification from other teachers Departmental committee: check the learning result from the examination, answer, report, and behavior evaluation result 5 Course Effectiveness revision and improvement plan Yearly course improvement from the recommendation and the re-examination as a result from no. 4

Assessment Scheme: ATTENDANCE & PARTICIPATION. It carries 10% of the final grade. It is important that students both attend and participate in classroom activities in order to gain the full impact of the learning endeavor. The student is allowed four absences during the course of the semester. Two tardies equal one absence. In case of excessive absences, the student needs to initiate consultation with the lecturer on the possibility of dropping the class. Students are ultimately responsible for the personal decision to register, pass, withdraw, or fail the class. TEST: It carries 20% of the final grade. Tests will be given in class to assess the students understanding of the lesson. PORTFOLIO AND PERSONAL PHILOSOPHY: It carries 8% of the final grade. Students will compile a portfolio for this course: collection of all the handouts and materials of this class that includes a personal philosophy of Early Childhood education. BULLETIN BOARD: It carries 8% of final grade. Students will work with the assigned group to display a chosen and approved topic/theme in the bulletin board. OBSERVATION AND INTERVIEW & MICRO-TEACHING: It carries 12% of the final grade. Students will observe two preschool-kindergarten classes. The students will write a report about it (Rubric is provided). Students will participate and teach in Cradle roll or kindergarten Sabbath school or teach at AIMS (Kindergarten Level). Students will complete at least one teaching. Student will write a report about this experience. The supervising/Homeroom teacher will complete an evaluation form for the students.

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PRESENTATION: It carries 12% of the final grade. Students will demonstrate puppet show, dramatic play, music and movement and learning centers. FINAL EXAM: It carries 30% of the final grade.

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DUE DATES: All assignments are due at the beginning of class on the date specified in the syllabus. Points will be deducted for late submission (10% per/day). If you foresee a problem with an assignment, please contact me immediately before the due date, and we can discuss the possibility of an extension with some points deduction. POLICY ON ACADEMIC HONESTY: Academic honesty is required in all assignments, tests, and exam. Academic dishonesty may take several forms and these forms include, but are not limited to, plagiarism, cheating in examinations, falsification of data, and incorrectly ascribing authorship in group projects. Please refer to AIU 2009-2010 Academic Bulletin, pages 53 -55, for more information on academic honesty. All works to be submitted must include the following declaration: I certify that this assignment is my own work and is free from plagiarism. I understand that the assignment may be checked for plagiarism by electronic or other means. The assignment has not previously been submitted for assessment in any other course or institution. I have read and understood Asia-Pacific International University s academic integrity policy. Signature: __________________________ Date: ____________________

MOBILE PHONE POLICY: All mobile phones must be switched off while class is in session. ETHICAL CONDUCT: The course instructor and the students in this course conduct themselves with integrity. We do our very best to be fair, honest and impartial in our dealings, and we treat others with dignity and respect. We give other people the care and courtesy that we would wish to receive. DRESS CODE: Students are expected to cooperate with AIU full heartedly by putting on the prescribed uniform at appropriate times. Failure to cooperate undoubtedly calls for discipline as described in the University Handbook. Please abide by the code. Your cooperation will be appreciated. Grading System Grade A AB+ B BPercent 90% - 100% 85% - 89% 80% - 84% 75% - 79% 70% - 74% C+ C CD+ D F 65% - 69% 60% - 64% 55% - 59% 50% - 54% 45% - 49% 44% - below

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