HomeMy WebLinkAboutEDU-120 1
Bergen Community College
Division of Business, Arts and Social Sciences
Social Sciences Department
Course Syllabus
EDU-120: Foundations of Early Childhood Education
EDU-120
3 Credits/3 Lecture
Meeting Times, Location: TBA
Instructor:
Office Location:
Phone:
Departmental Secretary: Marguerite MacDonald
Office Hours:
Email Address:
Official Catalog Course Description
This course presents topics related to the growth and development of young children aged 0-8
years old. Coursework examines developmental milestones of young children and presents
appropriate practices and positive guidance principles for advancing children’s academic,
social and physical skills. All course topics focus on meeting the needs of children from
diverse backgrounds and those with special needs. A special feature of this course is five hours
of observation in an early childhood setting.
Lecture [3.00]. Pre-requisites: None. Co-requisites: None
Student Learning Objectives:
As a result of meeting the requirements in this course, students will be able to:
1. Examine children’s growth and development from birth to age eight.
2. Create developmentally appropriate learning experiences for children in the following
areas: Physical, Cognitive, Language, Emotional and Social.
3. Recognize the necessity of advancing children’s social and emotional development using
positive guidance principles and appropriate classroom management strategies.
4. Describe and evaluate safe and healthy classroom environments.
5. Observe, record and assess children’s behaviors by applying various observational and
assessment techniques.
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6. Examine the best ways to advance the development of students with special needs and
demonstrate cultural sensitivity and attention to the diversity when working with young
children and their families.
7. Demonstrate critical thinking skills when comparing a variety of classroom environments
and teaching approaches.
Means of Assessment:
Students will create a presentation on societal/family issues that impact learning/development
and impede kindergarten readiness.
Students will reflect on the ways to promote physical, social/emotional and intellectual
competence by explaining developmentally appropriate learning experiences via oral
presentations and written essays.
Students will describe the social and emotional development of children as well as how to
implement positive guidance principles via oral presentations and written essays.
Students will submit written reports of observations in the field, citing children’s development
levels and zones of proximal development, implementing various assessment methods to gather
data while observing in a field site classroom.
Students will evaluate the various stages of children’s growth and development from birth to age
eight and apply development theories to advance development in all domains: Cognitive,
Language, Social, Emotional and Physical.
Students will create a Read Aloud presentation.
Students will present a lesson plan that advances cognitive development for young children and
develop instructional materials to advance this development.
Course Content: Students will learn content through lecture, hands-on learning activities, class
discussions, role-playing video-clips and observation in the field.
I. Introduction
A. Working with Young Children
B. Types of Early Childhood Programs
II. Theories of Early Childhood Development and Their Impact on Early Childhood
Education
A. Understanding Cognitive, Physical, and Social-emotional Development from 0 to 2
B. Understanding Cognitive, Physical, and Social-emotional Development Ages 2 to 3
C. Understanding Cognitive, Physical, and Social-emotional Development Ages 4 to 5
D. Understanding Cognitive, Physical, and Social-emotional Development Ages 6 to 8
III. Creating a Safe and Healthy Physical Classroom Environment
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IV. The Process of Observation
A. Observations as a Tool for Learning and Assessment
B. Guidelines for Observations
C. Formal and Informal Observations
V. Developing Guidance Techniques
A. Understanding and promoting pro-social behaviors
B. Principles of Positive Reinforcement
C. Developing Positive Self-Concepts
Special Features of the Course:
In addition to the course work, students will observe 5 hours in an Early Childhood classroom
setting.
Course Texts:
Herr, Judy, Seventh Edition, (2012) Working with Young Children. The Goodheart-Willcox Company,
Inc., ISBN 978-1-60525-439-5
Grading Policy:
The final grade in this course will be determined by a student’s overall mastery of the subject
matter as evidenced through journals, assignments, projects, attendance, participation, etc. Late
and make-up work will be determined on an individual basis.
Observation, Evaluation Essays 20%
Essays, Written Assignments 20%
Lesson Plan Presentation Projects 20%
Read Aloud Presentation 20%
Societal Issues Analysis 20%
Grading Scale:
A 90-100
B+ 85-89
B 80-84
C+ 75-79
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C 70-74
D 60-69
F below 60
Attendance Policy:
All students are expected to attend punctually every scheduled meeting of each course in which
they are registered. Attendance and lateness policies and sanctions are to be determined by the
instructor for each section of each course. These will be established in writing on the individual
course outline. Attendance will be kept by the instructor for administrative and counseling
purposes.
Statement on Plagiarism and/or Academic Dishonesty - Academic Integrity
Plagiarism
Plagiarism is a form of academic dishonesty and may be a violation of U.S. Copyright laws.
Plagiarism is defined as the act of taking someone else’s words, opinions, or ideas and claiming
them as one’s own.
Examples of plagiarism include instances in which a student:
• knowingly represents the work of others as his/her own
• represents previously completed academic work as current
• submits a paper or other academic work for credit, which includes words, ideas, data or creative
work of others without acknowledging the source
• uses another author’s exact words without enclosing them in quotation marks and citing them
appropriately
• paraphrases or summarizes another author’s words without citing the source appropriately
Academic Integrity Policy in this Course
The integrity of any academic discipline is essential and requires that those who engage the
subject matter do so in an honest and forthright manner. In this environment cheating of any sort
is unacceptable, and if uncovered, will be sanctioned. The policy used in this course is akin to
that of the College. If a student is found cheating or plagiarizes on written assignments he/she
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will receive an F for that assignment. A written description of the incident will be forwarded to
the Vice President of Student Affairs to be placed on file. If a second incident occurs the student
will fail the course and a second written description concerning the event will be forwarded to
the Vice President of Student Affairs. Any subsequent actions will be pursued by the Vice
President and the Committee on Academic Standing.
Statement on Americans with Disabilities Act (ADA)
It is the policy of Bergen Community College to provide equal access to employment and
educational programs, benefits and services to any qualified individual, without regard to
disability. In compliance with the Americans with Disabilities Act and §504 of the
Rehabilitation Act of 1973, the College will make reasonable accommodations, wherever
possible, to enable qualified individuals with a disability to fully access the programs, benefits
and services offered by the College.
Discrimination and Harassment Policy
Bergen Community College is committed to providing its students and employees with an
academic and work environment free from sexual harassment or discrimination.
1. Discrimination, harassment or disrespect on the basis of age, race, creed, color, national
origin, ancestry, religion, gender, (including gender identity or expression or disability), marital
status, affection or sexual orientation, military service, political affiliation, veteran status, genetic
information, atypical hereditary cellular or blood trait or any other legally protected
classification.
2. Sexual harassment in any form constitutes prohibited, unprofessional, and unacceptable
conduct and is a violation of Title VII of the Civil Rights Acts of 1964 and 1990, as amended,
Title IX of the Education Amendments of 1972, the New Jersey Law Against Discrimination,
established case law and State policies. The policy applies to all persons. Administrators, faculty,
staff, and students are all covered.
Acceptable Use of BCC Technology Resources
Bergen Community College reserves the right to monitor its information technology resources
and telecommunications network to protect the integrity of its computing systems, workstations,
and lab facilities, and to ensure compliance with all acceptable use and related policies and
procedures. To this end, the College reserves the right to inspect any and all computer systems or
data that reside on its telecommunications network for violations of any acceptable use and
related policies and procedures. (See BCC Catalog for details). The College’s entire Acceptable
Use policy, administrative guidelines, and procedures may be found at the College website.
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Faculty Office Hours: The Purpose and Value
All full-time instructors will reserve a minimum of three (3) hours per week for the sole purpose
of meeting with students. The exact hours are to be determined by each individual instructor and
posted in the department and if possible next to the instructor’s office. The purpose of this is to
assist students who have questions pertaining to class assignments or who are in need of
clarification of material or concepts discussed in class. All students are welcome to visit the
instructor during the posted hours but if this is not possible due to scheduling conflicts the
instructor at the students request will arrange for a time to meet which is mutually convenient.
The faculty office hours are valuable because they provide a setting for the instructor and student
to interact on a one-to-one basis where they can focus on specific individualized concerns.
Services for Students with Disabilities
The Office of Specialized Services (OSS) located in the Pitkin Education Center, RM L-115 on
the main campus in Paramus, offers a wide variety of academic support services to students with
documented disabilities. A student interested in receiving services should provide documentation
of their disability to OSS by the suggested semester deadlines; August 1st for fall semesters,
December 1st for spring semesters.
The Sidney Silverman Library
The Sidney Silverman Library is an integral part of the College’s educational programs. To
support the curriculum, the library acquires, organizes, and provides access to a variety of print,
media, and electronic resources for individual and classroom use.
The library is located on the second and third floors in the L area of the Pitkin Education Center
in Paramus, and on the second floor of the BCC at the Meadowlands building. It is open
whenever classes are in session and on a reduced schedule when classes are not in session. The
library is open to all students, faculty, and the general public. (See BCC Catalog for details).
The Library’s Web page, http://www.bergen.edu/library, is available for up-to-date
information regarding library collections and services.
Other Student and Faculty Services
Academic Advising Center [Pitkin Education Center, Room A-122; (201) 612-5480]
Center for Student Success-Transfer and Career [Pitkin Education Center, Room A-118]
Child Development Center [Ender Hall]
English Language Resource Center [Ender Hall, Room E-156]
Health Services [Pitkin Education Center, HS-100; (201) 447-9257]
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Office of Specialized Services [Pitkin Education Center, L-115; (201) 612-5270]
Office of Testing Services (Pitkin Education Center, Room S-127; (201)447-7202)
Public Safety [Pitkin Education Center; Room L-154; (201)447-9200)
Course outline and Calendar:
Week 1 Types of Early Childhood Programs
Week 2 Working with Students with Special Needs
Week 3 Theories of Child Development
Week 4 Understanding Development 0-3 Years
Week 5 Understanding Development 3-4 Years
Week 6 Understanding Development 4-5 Years
Week7 Understanding Development 6-8 Years
Week 8 Midterm Project
Essay: Advancing Development of Young
Children/Applying Developmental Theory
Week 9 Developing Language Skills
Read Aloud Presentations
Week 10 Working with Young Children from Diverse
Backgrounds
Week 11 Project/Presentations
Societal Issues Presentations
Week 12 Learning Environments
Week 13 Observation of Young Children
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Evaluation Essay of Classroom Observations
Week 14 Positive Guidance
Week 15 Final Project
Lesson Plan Presentation/Instructional
Materials