Course

Information
FCS 448/448L Early Childhood Practicum
Course Syllabi
Spring 2014
Instructor
Information
Dr. Kim Madsen, CFCS
Office: Burk 216
Office !one: "#$%&"2%6"'2
(%mail: kmadsen)csc.edu
Sakai *ddress: +++.csc.rsmar,.com O- +++.csc.edu
Cam.us Office /ours: M0F 1 ,o 11:## and 22 1:"# 3 11:## a.m.
Online Office /ours: Mornin4s, daily
lease send an email5call ,o sc!edule an online5in%.erson a..oin,men, +!en needed.
*bou, ,!e rofessor:
Dr. Kim Madsen is a native of western Nebraska, alumni of Chadron State College and the Universit of
Nebraska!"incoln. Dr. Madsen has over #$ ears of teaching and learning e%&erience in higher education
with leadershi& in the academic fields of 'amil ( Consumer Sciences and )arl Childhood )ducation.
College Mission Statement*
Chadron State College will enrich the quality of life in the region by providing educational
opportunities, research, service, and programs that contribute significantly to the vitality and
diversity of the region.
Chadron State College
Applied Sciences Department
~ Family Consumer Sciences !rogram ~
Course Credit
+ours and
Deliver
Information
Course
Descri&tion
Credit +ours* , -# credits for course and . hour &racticum/
Course +ours and "ocation: Students may select to ta"e the course on#line or face#to#face with
on#line enhancements. Students must identify course delivery via email wee" $ of the course.
Face#to#face class% && '%(( ) *%+( p.m. in ,ur"hiser Comple- room '(.a or '$(
# /&uesday class lecture0application based and &hursday class application0lab based1
2n#line class% 3irtual class schedule ) access 4nit content early in the wee" ) 2n#line students
can e-pect to have additional course requirements.
Course Descri&tion 5 An association of principles, theory, structure, function, and operation of
preschool programs. &his course includes application of principles to development of daily and wee"ly
unit plans, menus, and curriculum coordination of a total program. &he course requires actual
laboratory e-perience in preschool program.
)%tended Course Descri&tion*
Student learning outcomes are based on the ability of students to demonstrate their "nowledge and
understanding of the developmental process through pro6ects, presentations, observations, and active
involvement with children ages birth to . years. &he course requires a minimum of 7+ contact hours in
addition to course content actively participating with young children ages birth to three. Assessment
for student learning is based on an average of points assigned to assignments and e-ams throughout the
semester.
Course Statement Course Statement%
&his course has been designed to provide the student with an in#depth practical understanding of
application techniques as well as e-periences necessary for understanding the quality education of
young children. Class sessions will focus specifically on designing curriculum, implementing best
practices, applying principles for developmentally appropriate learning, creating appropriate learning
environments, developing communication s"ills, building community relationships, and developing an
understanding for and about becoming a professional. &he application process incorporates cooperative
learning techniques, practical reasoning, critical thin"ing and decision ma"ing s"ills.
Class 'ormat
&his course is offered as an 8.9: section which means students will need to decide whether they are ta"ing the
course totally on#line or face#to#face. &he content of the course will be delivered via Sa"ai e#learning platform for
all students. Students are e-pected to be actively engaged with all aspects of the course communicated through
units located in the course syllabus and Sa"ai e#learning platform. All assignments will be available on a wee"ly
basis via the Sa"ai e#learning platform. Students are required to access the content of wee"ly 4nits in the Sa"ai e#
learning platform early in the wee". All unit materials will be available ;onday through Sunday at midnight
unless otherwise communicated. <ach unit provides an overview, study notes, resources and assignments. All
required assignments will be available in the assignment lin" and must be completed as defined in the course
timeline usually on a wee"ly basis.
2nline students will be assigned additional assignments each wee" as defined in the assignment section
of each 4nit.
2n#campus students will meet wee"ly in class to e-perience high impact practices that support the
content of the wee"ly topic.
0e1uired
2e%tbooks
;orrison, =eorge S. /'($'1. Early Childhood Education Today, ;errill#!rentice >all
?nc., $'th <dition% @ew Aersey.
Students must access and utiliBe the content of the Nebraska )arl "earning guidelines, In23SC
Standards and Nebraska Standards within pro6ects and assignments required as part of the course.
&he @ebras"a <arly Cearning =uidelines and Standards are available on the website%
http%00www.education.ne.gov0
@ote% Students are required to access course content wee"ly using the Sa"ai e#learning platform.
Method-s/ of
Instruction
Combination of student participation and presentation, individual reading and study, cooperative
learning, discovery learning, lecture, discussion, individual pro6ects, curriculum#based assessment, field
e-periences, guest spea"ers, student involvement and application through practical reasoning,
observation and laboratory e-periences. &he ma6ority of the course content will be delivered on#line in
an enhanced format via Sa"ai. Students will be actively engaged in research pro6ects that support the
understanding of developmentally appropriate practices through face#to#face interaction and the use of
outside resources. 2n#line interactive discussion, on#line content including study notes, resources and
support materials will support the educational outcomes of the course.
Student
"earning
4utcomes
S2UD)N2 ")30N)0
4U2C4M)S
M)2+4D 4'
INS20UC2I4N
3SS)SSM)N2
Students will recogni5e goals of
developmentally individually
appropriate curricula. -knowledge/
!ower !oint # <lmo. 3ideo
support materials application
activities
Students will recall goals during class
discussion formal evaluation
Students will describe the elements
principles of early childhood
curriculum.
-com&rehension/
Class discussion
Small group activities
Cab observation e-ercises
Students will present orally to the class
elements and principles.
Students will demonstrate s"ills
abilities for planning, implementing
evaluating appropriate curriculum
for children ages ' to D.
-a&&lication/
?ndividual demonstrations
Classroom 2bservations
Curriculum 4nit ) $ wee"
;enu ) $ wee"
Case Study
Demonstrations with children
3ideotaping and pictures
Eesearch pro6ects
Students will be evaluated using a matri- on s"ills and abilities
presented ) evaluation by instructor and peers
Students will complete and turn in a wee" long
unit and menu integration s"ills and abilities )
grades will be given
Students will distinguish the
components of curriculum based on
daily routine of activities # play,
environments, small large groups,
fle-ible grouping, cooperative
learning, inquiry e-periences,
parent#child activities systematic
instruction which incorporates
autonomy, creative critical
thin"ing, problem solving, decision
ma"ing communication s"ills.
-analsis/
Small group activity
Stic"y wall application and
presentation of findings
Aournal entries
!ortfolio
,ulletin ,oards
Display Case
<nvironmental Design
Students will be organiBed according to
multiple intelligence strengths and learning styles.
Students will categoriBe components and
document on paper the connection they have to
the daily routine
&urn in 6ournal for evaluation
Students will turn in portfolio for grading with
assignments and proof of accomplishments
Students will evaluate individual
differences in development
learning with special attention
focused on ris" factors,
developmental variations,
development patterns of specific
abilities disabilities. -evaluation/
?ndividually complete ##
;atri-
&S= Assessment
2bservation
Curriculum 4nit ) $ wee"
?<! and ?FS! evaluation
Eesearch !ro6ects
Students will complete and turn in their
assessment tools and summary data for case study and individual
children.
Students will integrate information into a wee"ly
long unit which will be turned in for evaluation
and self#evaluation
Students will utili5e an on going
assessment process or order to
develop, monitor, adapt evaluate
programs for young children in
natural, inclusive environments.
-a&&lication/
?ndividually complete ##
Aournal
<nvironmental Eating Scale
Field &rip evaluation forms
!ortfolio
Students will complete the instruments including
a wee"ly 6ournal documenting their findings and
turning it in for a grade
Students will turn in portfolio for grading
Students will observe, record, (
evaluate young childrenFs
development using a variety of
informal formal instruments
processes including observational
methods.
-knowledge, analsis, evaluation/
?ndividually complete )
&eaching Strategies =old
Assessment
C2E >igh Scope assessment
Aournal documentation
Case Study pac"et information
Students will complete individually the
assessment tools and turn in the case study pac"et
with all documents for evaluation by the
instructor.
Students will facilitate family and
child interactions
-a&&lication and knowledge/
Caboratory 2bservation and
practice of s"ills
Students will be observed and documentation
"ept on quality of interactions students have with families
Students will review current trends
and issues advocating for quality
early childhood education
-com&rehension/
Small group research pro6ects
!resentation to the class using
technology
Students will be evaluated using a matri- on the
depth of research and quality of presentation
InTASC Teaching
Standards
?n&ASC is an acronym for ?nterstate &eacher Assessment and Support Consortium, which is a sub set of the
Council of Chief State School 2fficers /these officers are the stateGs commissioners of education1. @ebras"a
Department of <ducation will use the ?n&ASC standards and progressions to evaluate the "nowledge, s"ills and
dispositions of students preparing for teacher education.
&he students enrolled in the <arly Childhood !racticum course will develop an understanding and have
opportunities to apply the ?n&ASC core teaching standards. &he standards are grouped into four general
categories* &he Cearner and Cearning, Content, ?nstructional !ractice, and !rofessional Eesponsibility.
2he "earner and "earning
Standard 6.* "earner Develo&ment. &he teacher understands how learners grow and develop recogniBing that patterns of
learning and development vary individually within and across the cognitive, linguistic, social#
emotional, and physical areas, and designs and implements developmentally appropriate and challenging
learning e-periences.
Standard 67* "earning Differences. &he teacher uses understanding of individual differences and diverse
cultures and communities to ensure inclusive learning environments that enable each learner to meet high
standards.
Standard 6#* "earning )nvironments. &he teacher wor"s with others to create environments that support
individual and collaborative learning, and that encourage positive social interaction, active engagement in
learning, and self#motivation.
Content
Standard 6,* Content Knowledge. &he teacher understands the central concepts, tools of inquiry, and structures of the
discipline/s1 he or she teaches and creates learning e-periences that ma"e the discipline accessible and meaningful for learners
to assure mastery of the content.
Standard 68* 3&&lication of Content. &he teacher understands how to connect concepts and use differing perspectives to
engage learners in critical thin"ing, creativity, and collaborative problem solving related to authentic local and global issues.
Instructional 9ractice
Standard 6:* 3ssessment. &he teacher understands and uses multiple methods of assessment to engage learners in their own
growth, to monitor learner progress, and to guide the teacherGs and learnerGs decision ma"ing.
Standard 6;* 9lanning for Instruction. &he teacher plans instruction that supports every student in meeting rigorous
learning goals by drawing upon "nowledge of content areas, curriculum, cross#disciplinary s"ills, and pedagogy, as well as
"nowledge of learners and the community conte-t.
Standard 6<* Instructional Strategies. &he teacher understands and uses a variety of instructional strategies to encourage
learners to develop deep understanding of content areas and their connections, and to build s"ills to apply "nowledge in
meaningful ways.
9rofessional 0es&onsibilit
Standard 6=* 9rofessional "earning and )thical 9ractice. &he teacher engages in ongoing professional learning and uses
evidence to continually evaluate his0her practice, particularly the effects of his0her choices and actions on others /learners,
families, other professionals, and the community1, and adapts practice to meet the needs of each learner.
Standard 6.$* "eadershi& and Collaboration. &he teacher see"s appropriate leadership roles and opportunities to ta"e
responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community
members to ensure learner growth, and to advance the profession.
>isionar
"earning
)%&ected
4utcomes
Intended 9rogram 4utcomes* &he si- intended program outcomes are as follows%
$. !romote activities that elicit critical thought, beyond recall and comprehension. -2hinking Skills/
'. Develop and maintain a physically inclusive and emotionally safe classroom environment
conducive to effective learning, that encourages student concerns, embraces elements of diversity,
and e-hibits and understanding of child growth and development. -+uman 0elations/
*. Design and assess learning activities with sequential goals and ob6ectives, utiliBing assessment
measures to ma"e instructional and0or curricular decisions. -3ssessment/
7. Demonstrate and promote effective communication s"ills /with students and adults1, while
respecting diversity and engaging students in the learning enterprise through motivation and
constructive learning applications. -Communications/
+. !lan and deliver teaching#learning activities that are consistent with identified learning ob6ectives,
ability level of students, while using a variety of instructional methodologies0strategies to prescribe
for individual differences. -Methodolog!2echnolog/
Demonstrate conduct befitting a professional educator, to include the following dispositions% regular self#
reflection, positive ethical behavior, respectful and attentive attitude, effective classroom management s"ills,
appropriate "nowledge of sub6ect matter, and professional leadership. -9rofessionalism/
Course
0e1uirements
Students are res&onsible to read, understand and review the following re1uirements for the course*
Students must decide the first wee" of the course which delivery method they are selecting ) face!to face with on!
line enhanced content deliver or totall on!line. Eegardless of which delivery method a student selects, the
content of the course will be delivered via Sa"ai. Students are required to participate in the course by accessing
and responding to assignments on a wee"ly basis.
@ote% Students are required to participate in this three hour class and e-pected to commit a minimum of * hours
preparing for the class prior to the class session and D to 9 hours of additional time outside of class on a wee"ly
basis completing wee"ly reading, inquiry pro6ects and assignments in order to meet the requirements of the course.
Eequired &echnology% Students must have access to a computer with internet access in order to review course
content and complete the on#line assignments required in the course and delivered via Sa"ai e#learning platform.
?t is important to have a bac"#up plan in case your computer or ?nternet connection fails during this course.
Computer labs are located all over campus. ?f you do not have your own personal computer, please locate a
computer lab you can use.
?eekl 3ttendance is necessary and mandatory in both the face#to#face enhanced course content or on#line
delivery. Attendance will be ta"en on a wee"ly basis and used as a means for evaluation throughout the course.
Class &artici&ation ## students are e-pected to actively participate on a wee"ly basis in the content of the course
through on#line assignments, discussion forums, chats, individual and group activities, lab e-ercises, observations,
pro6ects, and other assignments to be defined on a wee"ly basis.
9rofessionalism ### students are e-pected to present a &ositive attitude focused on becoming an educator in the
field of child development and0or early childhood education. Along with the positive attitude should be a display
of &rofessional attire and a res&onsibilit to conduct oneself in a professional manner respecting the rights and
privacy of others involved in the course as well as during class sessions, lab e-periences and in the practicum field
e-periences. Cell &hones should be turned off during class sessions unless in case of an emergency where the
instructor is notified ahead of the class session.
Course
)valuation
<valuation of the student will be based upon completion of the following requirements%
Due dates for assignments ma be altered at an time b the 9rofessor without &rior notice to
students. 2he 9rofessor will alwas consider the needs of the students enrolled in the course and
best interest of the students &rior to making an unannounced changes.
3ll assignments will be submitted electronicall and must be &laced in the assignment link on the
Sakai e!learning &latform in order to receive credit for the assignment.
Students are e-pected to access the content of the unit overview, study notes, discussion forums,
assignments and resources early in the wee". ?n addition to the two ma6or pro6ects assigned below,
students are e-pected to complete and submit the wee"ly assignments defined in the Sa"ai e#learning
platform.
3ll assignments and &ro@ects re1uire students to use 9ractical 0easoning, Creative and Critical
2hinking Skills to com&lete the following assignments*
!rofessor has the right to refuse any assignments that are not placed in the assignment lin" or
designated lin" as instructed in the assignments.
Course Overview Summary of
Common
Professional
Component
Topics Covered
in Course
2o.ics Con,ac, /ours6
Course requires a lab experience inimum of !" contact hours
Introduction to the Course includes but is not
limited to*
Eeview of ?n&ASC standards and progressions
Eeview of @ebras"a <arly Cearning =uidelines
Eeview of @ebras"a Department of <ducation <arly
Childhood Standards
Eeview of &e-tboo" and course requirements
# hrs &lus = hrs. homework
<arly Childhood <ducation and !rofessional
Development
# hrs &lus = hrs. homework
Current ?ssues and !ublic !olicy # hrs &lus = hrs. homework
8
2bservation and Assessment for &eaching
and Cearning
# hrs &lus = hrs. homework
8
!rograms and Services for Children and Families
# hrs &lus = hrs. homework
<arly Childhood !rograms% Applying &heory
to !ractice
# hrs &lus = hrs. homework
Child Care # hrs &lus = hrs. homework
&he Federal =overnment # hrs &lus = hrs. homework
Foundations of >istory and &heories
# hrs &lus = hrs. homework
&heories Applied to &eaching and Cearning # hrs &lus = hrs. homework
&eaching &odayGs Houng Children% Cin"ing
Development and Cearning
# hrs &lus = hrs. homework
?nfants and &oddlers # hrs &lus = hrs. homework
!reschool Hears # hrs &lus = hrs. homework
Iindergarten <ducation # hrs &lus = hrs. homework
!rimary =rades # hrs &lus = hrs. homework
&echnology and Houng Children # hrs &lus = hrs. homework
;eeting the Special @eeds of Houng Children
# hrs &lus = hrs. homework
=uiding Children # hrs &lus = hrs. homework
;ulticulturalism # Children with Diverse @eeds # hrs &lus = hrs. homework
!arent, Family and Community ?nvolvement # hrs &lus = hrs. homework
Class 9ro@ect and Individual 9resentations
Course evaluation and 0eview
# hrs. &lus = hrs. homework A .=7 hours
9lus .7: hours &racticum lab &lus
&ro@ects and &resentations minimum of ,8
hours /
2o,al /ours *..ro7. "68 !ours
J@ote% &his is a four credit course requiring attendance on a wee"ly basis of three contact
hours and an e-pectation of si- to nine hours of outside effort completing assignments
and pro6ect e-pectations plus practicum lab hours with personal contact with
preschool age children.
S&ecific Course
0e1uirements
3 ! U
Course 0e1uirements*
A. Class attendance ## 7 hours class time a wee" /includes $ hour of lab1 or virtual hours online
Plus . hours lab time in a designated and qualified early childhood environment
Plus $ hour Staff meeting or training connected to the practicum site
.# hours total &er week &lus class &re&aration time to be logged each week
Students will have the o&tion of determining a &racticum location with a&&roval of the &rofessor
Students will have the o&tion of attending class face!to!face or online
Students should access the on!line com&onents for the class earl in the week before class sessions are held B all
information is o&en Monda through Sunda of each week including e%ams, lessons, forums and @ournals.
3ll Students are re1uired to access and check all documents on Sakai on a weekl basis without &rior
reminders from the 9rofessor.
The instructor welcomes and encourages student visitations. Office hours are posted in the syllabus and
appointments are encouraged.
The professor reserves the right to change and/or alter the course requirements at any time without prior notice to the
students.
! 3ttendance will also be recorded for work submitted on!line. Students should view the com&anion website
www#prenhall#com$morrison for su&&ort materials, e%ams, essas, focus 1uestions, resources and additional
information to assist in the a&&lication of knowledge base information.
,. Ma@or Class 3ssignment ) <lectronic !ortfolio pro6ect consisting of all other class pro6ects.
Students should access and utiliBe the !ruvalu !ortfolio subscription through SchoolChapters.com to
organiBe all contents of the electronic portfolio. ?nformation from other courses may also be stored on the website
for future access. !ortfolio must be organiBed to incorporate all segments of the !racticum e-perience to be
developed throughout the semester, shared with the class evaluated at the end of the semester. +( points
CNote* 3ll &ortfolio content should be submitted electronicall on the Sakai e!learning &latform in the
&ro&er folder in assignment.
C. )arl Childhood 9racticum field &lacement site.
a. Students will be e-pected to locate, visit and observe for a minimum of two hours during wee" $ of the
course in an early childhood field placement site /preschool, school#based early childhood program, or
center1 that has a highly qualified teacher educators with a minimum of a ,achelor of Science degree in
early childhood, early childhood special education or elementary education and early childhood
endorsement. /requirements of the @ebras"a Department of <ducation, Eule '7 standards1
b. Students will complete a request for placement form located in Sa"ai. Forms must be complete with
signatures prior to submission.
c. &he !rofessor must approve the field placement site and the supervisor prior to beginning practicum wee"
'.
d. Students will begin their practicum field placement wee" ' of the course and continue until the end of wee"
$D.
e. Students will wor" in the field placement site for a minimum of . hours plus $ hour of staff development
each wee" for $7 wee"s and submit a written summary of their e-perience in a wee"ly 6ournal located in
FCS 77.C section of the course. &o receive an A in the course, students must log a minimum of $'D hours.

D. 9hiloso&h* +( points
!hilosophy K /$ developed at the beginning of the semester $ at the end of the semester1.

<. Curriculum Develo&ment and Im&lementation 9ro@ect%
$. 4ne week of Unit &lanning ( one week of Menu &lanning
<very student will be responsible for planning, organiBing, preparing and implementing one wee" /;onday through
Friday from L%(( a.m. to at least +%*( p.m.1 of activities and a wee" of menus /brea"fast, lunch and snac"1 for a
designated <arly Childhood program with children between the ages of birth and eight ears of age as arranged and
approved with !rofessor. &he practicum site must have a supervisor that is highly qualified with a minimum of a
,achelorGs degree in elementary education, early childhood unified education, special education or early childhood
education. 3erification of such requirements is necessary before beginning the practicum e-perience.
All students will be encouraged to use the format on the &eaching Strategies =old website and plan for children ages
birth to age .. Students may use the &S= sandbo- if not in a program currently using this format. 2ther curriculum
formats /Creative Curriculum, >igh Scope, Eeggio <milia#!ro6ect approach, etc.1 will be considered but must be
approved by the !rofessor prior to development.
4nits must be neat, organiBed , typed and submitted to the assignment lin" as well as document sharing section of
Sa"ai e#learning platform for other students to access. Students should ma"e a copy of their unit for the site
supervisor, parents and staff. Students will submit a rough draft, meet with the Supervisor and !rofessor, revise and
complete a final draft of the unit by the arranged due date. Students must document via photos their active
involvement throughout the semester in their practicum e-perience. Students should submit photos as evidence of
teaching e-periences.
'(( points # 4nit
$(( points ) ;enu
@ote Cards, finger plays, songs, chants, individual lesson plans, resources, and recipes with specific instructions
must accompany curriculum unit and menus.
!roper curriculum planning and unit procedures that follow a daily routine of events as determined in your field
placement and practicum site will be e-pected.
Eeview curriculum and menu evaluation forms for details in content.
'. Dulletin Doard ( Dis&la Case
Create a minimum of $ bulletin board and $ display case to compliment curriculum unit theme,
concepts and ob6ectives. /'+ points each# /must attach evaluation form and photos1 +( points

*. Conce&t or 9ro& Do%*
Development of $ prop bo-, identifying one main theme per bo- to coordinate with curriculum unit
theme and activities. /must attach evaluation form and photos1 +( points
7. "arge Dis&la 9oster # <ach student is responsible for submitting a power point slide following
instructions that defines the ma6or components of their curriculum unit. A template will be provided
by the !rofessor. '+ points
F. )arl Childhood 9rogram 4bservations%
2bservation of at least + other preschool programs throughout the semester. A written evaluation will be
required on each observation. $(( points
=. 2eachable 2rashable 9ro@ects%
Development of + teachable pro6ects from designated trashable items to be turned in periodically on
announced dates. + M + K '+ points
>. 3dditional Dulletin Doard%
A minimum of $ bulletin board utiliBing assigned selected teaching concepts.
,ulletin board is not connected to curriculum unit and concepts will be assigned to students via Sa"ai.
/on#line students must attach photos1 +( points
?. Case Stud 3nalsis%
An in#depth study of $ child which is based upon information gained from developmental assessments
and evaluations completed throughout the semester. /Students must attach photos, wor" samples,
assessment tools1. 2n line assessment tools are encouraged such as &eaching Strategies =old. Students
must review and have approval of the contents of their case study with the site supervisor. Students are
strongly encouraged to be a part of parent#teacher conferences to share their study and support the site
supervisor. Students must insure that only the accurate facts of observations, logs and other information are
included in the final report for the case study. Nritten !arent permission is required before beginning
the study. <valuation form providedO $(( points

A. Mini!Unit%
2ral presentations as assigned throughout the semester one of which includes a mini#unit presentation #
/specific points will be assigned when mini#units are implemented and other presentations developed
throughout the class. /2n#line students must attach photos1 appro-. $(( points each
I. 0esearch 9ro@ects*
$. Eeview of content of the &e-tboo" and 2<E Eesources
'. &heories &ypes of !rograms
*. Developmentally Appropriate !ractices ) ?nfants, !reschool, Iindergarten, !rimary Ages
7. ;ini 4nits ) Center based Cearning <nvironments
+. 2ther% &o be determined. appro-. *(( points
C. 'ocus Euestions%
$L chapters ) written response submitted to the discussion forum each wee".
/$L M '( points each1 appro-. *7( points
;. )%ams* Students will be required to complete e-ams throughout the course. &he number and timeline for
the e-ams will be determined by the student learning outcomes and flow of the course.
A minimum of + e-ams will be administered.
*dates and times to be determined as the semester progresses + M appro-. L+ points each
@. 3ctive &artici&ation within the class and the early child care program assigned for practicum
e-perience. +( points
2. 0egular reading of te-tboo" as assigned in addition to the reading of the 4nits located on Sa"ai.
!. Integration 9ro@ect # ;embers of the class will be involved in a variety of integration e-periences
involving technical writing and case study information. Students are encouraged to use the
S;AE&>?@I?@= website and other outside resources.
P. Self!evaluations of unit and practical e-periences.
E. 9rofessional Develo&ment.
Active involvement required at the 78th 3nnual )%cellence in )arl Childhood Conference or another
designated training or conference in our area. !rior approval required by the !rofessor.
'+
th
<-cellence in <C Conference ) Chadron State College ## February $7 and $+, '($7

S. ?eekl Fournaling.
Students will be as"ed to "eep a written 6ournal each wee" documenting their activities, events and
teaching e-periences during their practicum field e-perience. All 6ournals should be submitted in the FCS
77.C section of the course to receive credit. Aournals must include a running tally of hours completed each
wee" along with a written review, and be verified by the practicum supervisor to receive credit.
## completion grade /A,,,C,D Q1
&. A 9rofessional Dress Code and 3ttitude is e-pected to be displayed daily within the class setting and
practicum e-perience. 2neGs professional attire is directly related to a professional attitude. Students are
e-pected to dress appropriately as if they were employed by the field placement site and see"ing reference
from personnel at Chadron State College ) comfortable, professional, neat, clean and appropriate for the
wor" e-perience. Students will be evaluated wee"ly on their professional attitude and dress code.
U. Course evaluation. Students will have the opportunity to provide feedbac" to the !rofessor throughout
the course and are encouraged to communicate any issues, needs or concerns on a wee"ly basis. A formal
course evaluation will be provided at the end of the semester for student feedbac". /not graded#optional1
Grading Scale
and 9rocedures
Students will be evaluated using the following grading scale. <ach assignment will be assigned a point value which will be
averaged on a cumulative basis to determine the overall percentage and letter grade score.
97R#$((R K A
.LR#S9*R K ,
L7R#S.DR K C
D+R#SL*R K D
S D7R K F
Grading Procedures:
# All e-ams, abstracts, papers, pro6ects, and e-periences will be assigned points. Final grades will be
determined by averaging total points accumulated by total possible points for each student. =rades
will be posted on Sa"ai during the semester. ?t is up to each student to "eep trac" of their points.
# All written wor" will be evaluated on the basis of format, content and appearance /spelling, grammar,
neatness, and readability1.
# All assignments are e-pected to be turned in on dates assigned. Cate assignments will result in point
reduction or refusal at the discretion of the !rofessor.
# All e-ams are e-pected to be ta"en at the designated timeline identified in the course outline. <-ams
will remain open on Sa"ai for $ wee" or ;onday through Sunday of each wee".
- ?t is the responsibility of the student to arrange for ma"e#up wor", missed class content,
and inform the !rofessor of absences or requests. &he !rofessor has the right to refuse late wor" or
assignments more than one wee" after the absence has occurred.
- &he !rofessor has the right to refuse any and all assignments not placed in the proper Sa"ai on#
line0e#learning lin" as instructed. &he ma6ority of assignments will go in the assignment lin" under
a specific assignment heading. Some assignments will need to be dropped into the document
sharing lin" as well. !lease pay close attention to the submission request and due dates.
Course
Communication
&he !rofessor will%
o !ost announcements
o Send messages and emails to the entire class and to individuals as needed
o Eeturn written assignments with feedbac" and grades via the assignment lin" in
Sa"ai.
o ;aintain the online =radeboo"T
o ;eet one#on#one with students
o ;eet with students during face#to#face class sessions.
&o contact the !rofessor
$. 4se the message tool within the learning management system /C;S1
'. ?n person during posted office hours or by appointment
#. <mail% First initial and last name of instructor # for e-ample %madsen&csc#edu
Course
3ssessment
&here are several types of assessments used in the course. ?n addition to class attendance and
participation, discussion forums, informal and formal assignments, presentations, pro6ects, high impact
activities, field trips, guest spea"ers, and reflective activities.
Neti1uette All members of the class are e-pected to follow rules of common courtesy in all communications. Hou
may find these guidelines helpful%
Cabel posts and emails with a relevant sub6ect heading that includes your first and last
name
4se capital letters sparingly. <-. &><H C22I C?I< S>24&?@=.
Forward emails only with a writerGs permission.
,e considerate of othersG feelings and use language carefully.
Cite all quotations, reference, and sources.
4se humor carefully. ?tGs hard to 8read: tone5 sometimes humor can be misread as
criticism or personal attac". Feel free to use emoticons li"e /% or 51 to let others "now
youGre being humorous.
4se complete sentences and standard <nglish grammar to compose posts. Nrite in proper
paragraphs. Eeview wor" before submitting.
Submission of
3ssignments
Submitting 3ssignments*
All assignments should be submitted via the online learning management system /C;S1 as directed. ?t
is highly recommended to type all responses in a word processing document, such as Nord or =oogle
docs with =oogle Drive for storage, and copy and paste into the assignment lin" or post window to
avoid losing any content while typing.
Submitting 3ssignments as 3ttachments*
Nhen submitting formal assignments as attachments in the C;S, use the following file e-tensions and
naming conventions%
;a"e sure the file is either a doc or .rtf e-tension
;a"e sure to name the file with your first and last name, title of the assignment, semester
and year.
o For e-ample% Iim ;adsen ) Forum 4nit#Spring '($7
!apers not adhering to submission standards will be returned ungraded.
All wor" should be submitted in the assignment lin" on Sa"ai by the required due date.
&he instructor/s1 have the right to refuse any and all late assignments.
9rofessor
)%&ectations
9rofessor )%&ectations*
?f you wish to do well in this course%
!ut in the amount of time necessary for success in this course /See 8&ime ;anagement:
below1
As questions about the course and the assignments. !lease email, message, or call the
instructor whenever something is unclear.
!ractice good 8netiquette: and treat everyone with respect. !lease read carefully
peopleGs contributions, respect differences of opinion, be constructive with criticism, "eep
up your end of the wor"load and do your part to ma"e this a safe environment where
people feel comfortable e-pressing their thoughts and opinions.
Do your own wor". Feel free to discuss assignments and brainstorm with each other, but
all wor" should be your own wor".
Cog in to the course often each wee".
Ieep up with each wee"Gs unit content.
2ime
Management
Any course demands a serious time commitment. ?t requires a high level of responsibility, dedication
and self#discipline on the part of the student. ?n this course, students are responsible for their own
wor", progress, and grades. Students should e-pect to spend time attending class, reviewing course
materials, and completing required assignments.
@ote% Students are required to participate in this three hour class and e-pected to commit a minimum of * hours
preparing for the class prior to the class session and a minimum of D to 9 hours of additional time outside of class
on a wee"ly basis completing wee"ly reading, inquiry pro6ects and assignments in order to meet the requirements
of the course.
Student
)%&ectations
Student )%&ectations*
Students should e-pect the following%
o &he !rofessor values open, honest and frequent communication between with the
student learners. &here are a number of communication options.
;essage board in Sa"ai
<mail # "madsenMcsc.edu
!hone ) *(.#7*'#D*L'
o ?f at any time a student is dissatisfied, confused, or unclear about an assignment
or discussion, the !rofessor will respond to questions or concerns.
o &he !rofessor appreciates and respects that students have as much to contribute
toward the classGs learning process as the !rofessor, and the !rofessor loo"s
forward to all learning e-changes.
o &he !rofessor will provide a course environment where all participants are
valued and learn together.
o &he !rofessor is committed to wor"ing with individual learning styles and
supporting a learning environment that respects and welcomes individual
opinions.
9rofessional
3ttire
9rofessional 3ttire*
Students are e-pected to consider professional dress when attending and presenting in the course. A professional
is on display at all times including class sessions, field e-periences and lab settings. ?t is recommended that
students dress appropriately with professional attire when giving presentations, interacting with other students, and
when representing the class on a daily basis. !rofessional attire includes a professional attitudeO ?s your attitude
worth catching
Student
Dehavior
Student Dehavior %
Academic Honesty ) Students are e-pected to conduct themselves in conformity with the
highest standards with regard to academic honesty. 3iolation of college, state, or federal
standards with regard to plagiarism, cheating, or falsification of official records will not be
tolerated. Students violating such standards will be sub6ect to discipline, as per campus
policies articulated in the Student >andboo". !lease request a copy of the student handboo"
from the Dean of Students /Crites D'.(1.
Attendance Policy # &he College assumes that students will see" to profit from the
instructional program and will recogniBe the importance of attending every class meeting of
courses for which credit is e-pected. Eesponsibility for notifying faculty of absences, and for
arranging potential ma"e#up, rests with the students.
Attendance is necessary and mandatory. A ma-imum of three une-cused absences will be
allowed. <ach additional absence will UdropU the final grade one point. /<-ample% A U,U will
become a UCVU with the fourth absence, etc.1 <ach missing assignment will be recorded as a
U(U. &he student is responsible for assignments or class content missed.
Civility ## Civil behavior enhances the academic setting, and is e-pected at all times. &he
academic environment welcomes a difference of opinion, discourse, and debate within a civil
environment.
>isionar
"earner
Knowledge Dase
Critical &hin"ing% 4nderstand the elements or reasoning through role#playing and simulations
>uman Eelations and Diversity%
EecogniBe how to administer a school with a diverse in population.
<valuation% 4se various tools to evaluate the schools and the teaching0learning process.
Communications% Comprehend the importance of communications in elementary administration.
Ceadership% Appreciate the role of leader and understand the difference between leadership and
management.
;ethodology% Inow the elements of quality elementary schools
!rofessionalism% ?nterpret the ethics and moral issues of elementary schools and elementary
administration.
9lagiarism 9lagiarism*
A student found to have plagiariBed information for any of the assignments regardless of the source will receive a
failing grade for that particular assignment and ris"s receiving a failing grade for the entire course. !lagiarism is
unethical and unprofessional. ?t will not be tolerated for any reason in this course.
Nondiscrimination
9olicH
)1ual
)ducational
4&&ortunities
9olic
Nondiscrimination 9olicH)1ual )ducational 4&&ortunit 9olic%
Chadron State College is committed to an affirmative action program to encourage admission of
minority and female students and to provide procedures which will assure equal treatment of all
students. &he College is committed to creating an environment for all students that is consistent with
nondiscriminatory policy. &o that end, it is the policy of Chadron State College to administer its
academic employment programs and related supporting services in a manner which does not
discriminate on the basis of gender, race, color, national origin, age, religion, disability, or marital
status. Student reuests for reasonable accommodation based upon documented disabilities should be
presented within the first two wee!s of the semester" or within two wee!s of the diagnosis" to the
#isabilities Counselor $%&'()%)*+ Crites *,-..
3mericans with
Disabilities 3ct
3mericans with Disabilities 3ct
?n accordance with Section +(7 of the Eehabilitations act of $9L* and the Americans with Disabilities
Act of $99(, Chadron State College is committed to providing learning opportunities for all students so
they may achieve their academic potential. Student requests for reasonable accommodation based
upon documented disabilities should be presented within the first two wee"s of the semester, or within
two wee"s of the diagnosis. Contact Counseling and Disability Services online, via telephone /*(.#
7*'#D7D$1 or visit Crites >all **..
Diversit
Statement
Diversit Issues %
&he !rofessor is committed to meeting the needs of diverse populations of learners. &hroughout the
course, multiple intelligence strengths, learning styles, cultural and disabilities awareness activities will
be woven into the content.
Use of 2echnolog Use of 2echnolog%
&he !rofessor encourages students to utiliBe the computer with internet access for completing all
assignments. Students are also encouraged to communicate via Sa"ai and to access information via
online internet. &he instructor/s1 integrates video, case studies, power point, Smart board, elmo,
whiteboard, email, internet and Sa"ai platform into the course content. Students are strongly
encouraged to utiliBe a variety of technological s"ills as well when presenting and applying "nowledge
base content.
Students are e-pected to access and utiliBe the e#learning Sa"ai platform monitoring all content on a
wee"ly basis.
&he use of cell phones will during class sessions will be allowed for coursewor" in this defined course
only. Students should turn off their cell phones and no te-ting will be allowed during the class session
unless it is part of the content of the course session instruction.
"ibrar Services "ibrar Statement %
Chadron State College employees and students are required to comply with federal copyright laws.
&hree federal acts form the basis for copyright compliance. &hey are, in order of enactment, the
Copyright Act of $9LD and the Fair 4se =uidelines, the Digital ;illennium Copyright Act of $99., and
the &echnology, <ducation and Copyright >armoniBation Act of '(('.
Formal policy, guidelines and procedure have been developed and must be strictly enforced. Copyright
resources are available from the CSC Eeta Iing Cibrary web site, www.csc.edu/library/copyrt.htm
and from the CSC Computer Services web site, www.cswebpc.csc.edu0policies0policy.html. Eeview of
the resources is strongly encouraged to ensure compliance.
Services for
Students
Services for Students*
http%00www.csc.edu0studentserv0 $#.((#C>ADE2@
>ealth Services, Counseling and Disability Services
o Nebsite% http%00www.csc.edu0healthserv0counseling0inde-.csc
o !hone% *(.#7*'#D7D$
&echnology Accommodations for Students with Disabilities
o Nebsite% http%00www.csc.edu0technology0students0disabiltiies.csc
o !hone% *(.#7*'#D7D$
!ro6ect Strive0&rio Support Services
o Nebsite% http%00www.csc.edu0pro6ectstrive0
o !hone% *(.#7*'#D(D.
&echnology >elp Des"
o Nebsite% http%00www.csc.edu0technology0inde-.csc
o <mail ?& >elp Des" at helpdes"Mcsc.edu
o !hone% *(.#7*'#D*$$
Disclaimer &his syllabus and schedule is articulated as an e-pectation of class topics, learning activities, and e-pected
student learning. >owever , the !rofessor reserves the right to ma"e changes in this schedule that, within my
professional 6udgment, would result in enhanced or more effective learning on the part of the students.
&hese modifications will not substantially change the intent or ob6ectives of this course and will be done
within the policies and procedures of Chadron State College. ?nformation contained in this syllabus was, to
the best "nowledge of the professor, considered correct and complete when distributed for use at the
beginning of the semester. >owever, this syllabus should not be considered a contract between Chadron
State College and the student. &he instructor reserves the right, acting within the policies and procedures of
CSC, to ma"e changes in course content or instructional technique without notice or obligation.
'CS ,,<H,,<" B <= B )arl Childhood 9racticum
Course 4utline and Schedule !!!
S&ring 7$.,
Note* &he following information includes a tentative schedule of the sequence of the course content. &he
!rofessor retains the right to alter this outline at any time based on the best interest of the students and ma-imum
learning outcomes defined for the course. <-ams may occur wee"ly depending on content covered.
Some dates, times and specific details may not be included in this outline at the time of publication
A calendar will be provided to the students by the second wee" of class defining all due dates for individual
pro6ects outlined in this syllabus.
<-ams may or may not be posted wee"ly depending upon the flow of the course and student learning outcomes.
&he !rofessor reserves the right to alter and0or change this outline at any time without prior notice to the student.
Unit Week Knowledge Base Content Assignment
4nit $ Nee" $ Introduction to )arl Childhood )ducation and
9rofessional Develo&ment
Hou and <arly Childhood <ducation
Nho is an <C !rofessionalW
;a"ing a !rofessional commitment
,uilding Eelationships
8?deas:
Developmentally Appropriate !ractices
Student Cearning 2utcomes% Nhat should
children "nowW
Eeview course syllabus on Sa"ai
Eesearch !ro6ect X$ # Eeview ;orrison te-tboo"
Eeview @A<HC standards ) ;orrison te-tboo"
Eeview ?n&ASC standards
Eeview @< <arly Cearning =uidelines
Eeview @< Depart. of <ducation Standards
Eead chapter $ ) ;orrison te-t
Eeview Appendi- ) ;orrison te-t
Discussion forum
3isit, observe and decide on field placement site
=et approval from !rofessor for field placement
Develop professional philosophy
4nit $ # Complete Assignments ) Sa"ai
;a"e name tag and table tent
4nit $ e-am
4nit ' Nee" ' )arl Childhood )ducation 2oda
Current ?ssues and trends in <C
?ntegration of <C= and Standards for Puality
teaching and learning
Contemporary family social issues
!roviding for cultural diversity
!olicy and !rogramming &rends
!rofessional 8Attitude:
Yone of !ro-imal Development
Scaffolding Inowledge and Cearning
4nit ' ) Sa"ai
Eead chapter ' ) ;orrison te-t
Discussion forum
Nor" on &eacher wor" sample
,egin !racticum field e-perience ) wee" $
Eeview Syllabus ) ;a6or !ro6ect assignments
4nit ' ) Complete assignments ) Sa"ai
,egin Finger play, song, chant, activity resource
file
4nit ' e-am
,egin <lectronic !ortfolio ) Schoolchapters.com
4nit * Nee" * )arl Childhood 9rograms and Services
&ypes of <arly Childhood programs
Child care
&he Federal =overnment
Curriculum ;odels
- Puality programs for children
- ;ontessori ;ethod
- >igh Scope ;odel
- Eeggio <milia
8&he !ro6ect Approach:
?ntentional &eaching
4nit * ) Sa"ai
Eead chapters D, L, and . ) ;orrison te-t
Discussion forum
Continue !racticum field e-perience ) wee" '
Nee"ly 6ournal submission ) FCS 77.C
4nit * ) Complete assignments ) Sa"ai
,egin development of $ wee" Curriculum 4nit
Continue finger play, song, chant, activity resource
file
Eesearch !ro6ect X' ) &ypes of !rograms #
observations
&eachables from trashables
4nit * e-am
Nor" on electronic portfolio
4nit 7 Nee" 7 2he 9ast ( 2he 9resent B 2heories 3&&lied to
2eaching and "earning
>istorical !erspectives of <C <ducation
&heoretical !erspective
Z&heory to !racticeG
8Starting Small:
&eaching strategies
<mergent curriculum
4nit 7 ) Sa"ai
Eead chapters 7 and +
Discussion forum
Continue !racticum field e-perience ) wee" *
Nee"ly 6ournal submission ) FCS 77.C
4nit 7 ) Complete assignments ) Sa"ai
Continue development of $ wee" Curriculum 4nit
Continue finger play, song, chant, activity resource
file
&eacher wor" sample due
,egin Case study research
4nit 7 e-am
Nor" on electronic portfolio
4nit + Nee" + 4bservation and 3ssessment for 2eaching and
"earning
Nhat is assessmentW
&he !ower of Assessment and <valuation in
the classroom
Developmentally Appropriate !ractices
Assessment and evaluation processes
,est practices in <C education
&eaching Strategies =old # &S=
4nit + ) Sa"ai
Continue !racticum field e-perience ) wee" 7
Eead Chapter * ) ;orrison te-t
Discussion forum
Nee"ly 6ournal submission ) FCS 77.C
4nit + ) Complete assignments ) Sa"ai
Continue development of $ wee" Curriculum 4nit
Continue finger play, song, chant, activity resource
file
Nor" on case study
Assign Eesearch !ro6ect X* ) DA! ;ini
presentations
####?n preparation, Eead chapters 9, $(, $$, $'
4nit + e-am
Nor" on electronic portfolio
4nit D Nee" D 2eaching 2odaIs Joung Children* "inking
Develo&ment and "earning
Developmentally Appropriate &eaching and
Cearning with ?nfants and &oddlers
Developmentally Appropriate &eaching and
Cearning with !reschool age children
Developmentally Appropriate &eaching and
Cearning with Iindergarteners
Developmentally Appropriate &eaching and
Cearning with !rimary grades
Developmental domains ) physical, social,
emotional, cognitive, language
<nvironmental influences
4nit D ) Sa"ai
Continue !racticum field e-perience ) wee" +
Eead chapters 9, $(, $$, $' ) ;orrison te-t
Discussion forum
Nee"ly 6ournal submission ) FCS 77.C
4nit D ) Complete assignments ) Sa"ai
Continue development of $ wee" Curriculum 4nit
Continue finger play, song, chant, activity resource
file
Submit draft of unit # meet with professor for
approval and review of curriculum unit, menu, ,,,
displays and lesson plans
2bservation and application e-ercises
Nor" on case study
Nor" on Eesearch !ro6ect X* demonstrations
4nit D e-am
Nor" on electronic portfolio
4nit L Nee" L Develo&mentall 3&&ro&riate 9ractices
Current research on child development
Current practices in teaching and learning
?ntegrating <arly Cearning =uidelines
Application e-ercises%
?ntellectual development
Canguage development
Social#emotional development
!hysical development

4nit L ) Sa"ai
Eead chapters 9, $(, $$, $' ) ;orrison te-t
Continue !racticum field e-perience ) wee" D
Nee"ly 6ournal submission ) FCS 77.C
4nit L ) Complete assignments ) Sa"ai
Continue finger play, song, chant, activity resource
file
FinaliBe curriculum unit, menu, ,,, displays and
lesson plans for implementation of $ wee" unit
Nor" on case study
4nit L e-am
Eesearch !ro6ect X*% Demonstrations of DA!
Nor" on electronic portfolio
4nit . Nee" . Develo&mentall 3&&ro&riate 9ractices
Current research on child development
Current practices in teaching and learning
?ntegrating <arly Cearning =uidelines
Application e-ercises%
?ntellectual development
Canguage development
Social#emotional development
!hysical development
4nit . ) Sa"ai
Continue !racticum field e-perience ) wee" L
Nee"ly 6ournal submission ) FCS 77.C
4nit . ) Complete assignments ) Sa"ai
Discussion forum
Continue finger play, song, chant, activity resource
file
Nor" on Case Study
Eesearch !ro6ect X*% Demonstration of DA!
Nor" on electronic portfolio
4nit 9 ) Nee" 9 S&ring Dreak B No classes 4nit 9 ) Sa"ai
Continue !racticum field e-perience ) wee" .
Nee"ly 6ournal submission ) FCS 77.C
4nit 9 ) Complete assignments ) Sa"ai
Continue finger play, song, chant, activity resource
file
Nor" on case study
Discussion forum
Nor" on electronic portfolio
4nit $( Nee" $( 2echnolog ( Joung Children* )ducation for
the Information 3ge
&he @et =eneration
Nhat is technologyW
&echnology and Special Childhood
populations
Accommodating diverse learners
?ntegrating technology in the <C environment
4nit $( ) Sa"ai
Eead chapters $* ) ;orrison te-t
Discussion forum
Continue !racticum field e-perience ) wee" 9
Nee"ly 6ournal submission ) FCS 77.C
4nit $( ) Complete assignments ) Sa"ai
Continue finger play, song, chant, activity resource
file
Nor" on case study
?mplementation of Curriculum 4nits
,egin Eesearch !ro6ect X7 ) ;ini !resentations
Nor" on electronic portfolio
4nit $$ Nee"
$$
Guiding Children* +el&ing Children Decome
0es&onsible
!ositive guidance in a community of learners
<stablishing a healthy learning environment
$( Steps to =uiding behaviors
Accommodating diverse learners
<ffective strategies and techniques
4nit $$ ) Sa"ai
Eead chapter$7 ) ;orrison te-t
Continue !racticum field e-perience ) wee" $(
Nee"ly 6ournal submission ) FCS 77.C
4nit $$ ) Complete assignments ) Sa"ai
Continue finger play, song, chant, activity resource
file
Nor" on case study
Discussion forum
?mplementation of Curriculum 4nits
Nor" on Eesearch !ro6ect X7 ) ;ini !resentations
Nor" on electronic portfolio
4nit $' Nee" $' Multiculturalism* )ducation for "iving in a
Diverse Societ
&he Cultures of children
Developing ;ulticultural competence
?nfusing &eaching and ;ulticultural education
<nglish Canguage Cearners /<CC1
?ntegrating sign language in the curriculum
4nit $' ) Sa"ai
Eead chapter $+ ) ;orrison te-t
Continue !racticum field e-perience ) wee" $$
Nee"ly 6ournal submission ) FCS 77.C
4nit $' ) Complete assignments ) Sa"ai
Continue finger play, song, chant, activity resource
file
Discussion forum
Nor" on case study
?mplementation of Curriculum 4nits
Alpha and ,eta e-ercise
Nor" on Eesearch !ro6ect X7 ) ;ini !resentations
Nor" on electronic portfolio
4nit $* Nee" $* Children with Diverse Needs* 3&&ro&riate
)ducation for 3ll
Children with disabilities
=ifted and talented children
Children who are abused and neglected
Children who are homeless
Accommodating the diverse learner
4nit $* ) Sa"ai
Eead chapter $D ) ;orrison te-t
Continue !racticum field e-perience ) wee" $'
Nee"ly 6ournal submission ) FCS 77.C
4nit $* ) Complete assignments ) Sa"ai
Discussion forum
FinaliBe case study
Eesearch !ro6ect X7 # ;ini !resentation0Demos
?mplementation of Curriculum 4nits
Nor" on electronic portfolio
4nit $7 Nee" $7 9arent, 'amil, and Communit Involvement
Schools and !arent partnerships
Family changes and challenges
<ducation is a family affair
Community collaboration
?nterdisciplinary Cearning and &eaching
4nit $7 ) Sa"ai
Eead chapter $L ) ;orrison te-t
Continue !racticum field e-perience ) wee" $*
Nee"ly 6ournal submission ) FCS 77.C
4nit $7 ) Complete assignments ) Sa"ai
Continue finger play, song, chant, activity resource
file
FinaliBe program observations
Eesearch !ro6ect X7 # ;ini !resentation0Demos
?mplementation of Curriculum 4nits
Nor" on electronic portfolio
4nit $+ Nee" $+ +igh Im&act &ractices
;ini 4nit !resentations
4nit $+ ) Sa"ai
Eeview te-tboo" content ) ;orrison te-t
Continue !racticum field e-perience ) wee" $7
Continue finger play, song, chant, activity resource
file
Nee"ly 6ournal submission ) FCS 77.C
4nit $+ ) Complete assignments ) Sa"ai
Eesearch !ro6ect X7 # ;ini !resentation0Demos
?mplementation of Curriculum 4nits
Nor" on electronic portfolio
4nit $D Nee" $D +igh Im&act &ractices
;ini 4nit !resentations
4nit $D ) Sa"ai
Eeview te-tboo" content ) ;orrison te-t
Final wee" !racticum field e-perience ) wee" $+
FinaliBe finger play, song, chant, activity resource
file
FinaliBe electronic portfolio
Nee"ly 6ournal submission ) FCS 77.C
4nit $D ) Complete assignments ) Sa"ai
FinaliBe Eesearch !ro6ect X7 # ;ini
!resentation0Demos
4nit $L Nee" $L 0eview and 0eflection of )arl Childhood
)ducation and the 9rofession
Final Culminating <-perience
4nit $L ) complete assignments ) Sa"ai
All timelines" topics" sub/ect matter and content are appro0imate and may vary at the discretion of the professor in
order to meet the needs and developmental levels of students enrolled in the course on a semester by semester basis