Early Childhood Education
Description
The Child Care program is designed to train students in the field of Early Childhood Education. Topics covered in the course will include development of a child from birth to age 5; creating a safe and healthy environment; the various types of child care programs for infants, preschoolers, school age, and special needs students; proper guidance techniques; assessment of the preschool children through case studies; planning developmentally appropriate preschool lessons and activities; and student involvement in the operation of an onsite preschool lab. It is recommended to take an introduction to child development before this class. After the child care class, students may continue in Early Childhood Education at a 2 or 4 year college. The Wilco Child Care course has an articulation with Joliet Junior College. Recommended prerequisites are: child development, a genuine interest in children, a positive attitude, a good work ethic, and good attendance.
Philosophy
Students will be expected to meet the course goals listed below and demonstrate their understanding in the preschool lab. The instruction will consist primarily of preschool lab with instructor guidance, a weekly lecture and planning period. Students will be involved in team teaching in the lab. Assignments will require students to use language arts skills, basic math, communication skills, and their creativity.
Student assessment will be based on lab participation, individual projects, tests of student’s knowledge of teaching concepts and demonstration of teaching skills.
In order for students to pass the course, they need to complete all course requirements with a minimum of a 70 percent for college credit and 80 percent for the Gateways to Opportunity ECE Level 1.
Goals
Students will learn how to:
- Follow safety procedures and precautions to create a healthy and safe child care classroom and preschool lab.
- Assess preschool children through various forms of assessment.
- Use proper guidance techniques with preschool children.
- Plan developmentally appropriate lessons and activities for preschool children.
- Participate in the operation of an onsite preschool lab.
- Apply the academics of reading, language arts, and basic math to the child care field.
- Develop work place skills and apply to the child care field.
Projects - First Year Students
- A one-week nutritional menu for preschoolers
- Design a preschool floor plan
- Create, prepare and present preschool lessons
- Preschool off-site observation
- Health, Safety, and Nutrition Lesson Plan
Projects - Second Year Students
- Philosophy of Teaching
- Historical figure in Education presentation
- ECE Standards review
- Big Book project
- Perceptual Motor project
- Story Bag
- Listening Activity
- Letter Activity
- Creative Story Telling
Skills Recommendations
Mathematics
- Add, subtract, multiply, & divide positive and negative numbers, fractions, and decimals
- Focus on transferring emergent math concepts to preschool students
Reading
- Read and comprehend at technical level
- Acquire new vocabulary and apply to the field of teaching
- Understand and follow directions
- Apply concepts and information
Writing
- Note-taking essential
- Clear succinct sentence structure
Skills and Abilities in:
Reasoning and Problem Solving
- Recognize the nature of a problems
- Identify problems and review information
- Analyze options and apply solutions
- Combine several pieces of information and draw conclusions
- Use reasoning to discover answers to problems
- Notice when something is wrong or is likely to go wrong
- Judge the costs and benefits of a possible action
- Concentrate and not be distracted while performing tasks
Managing Oneself, People, Time, and Things:
- Check how well they are learning or doing something
- Go back and forth between two or more activities or sources of information without becoming
- Confused/ability to multitask
- Time management
- Motivate, develop, and direct students as they work
Working with People
- Look for ways to help people
- Change behavior in relation to others’ actions
- Demonstrate knowledge to others
- Work as a team to complete a task
Perceiving and Visualizing
- Quickly and accurately compare letters, numbers, objects, pictures, or patterns
- Imagine how something will look if its manipulated
SYLLABUS - 1st Year Early Childhood
Wilco Area Career Center
First Year Early Childhood Program
Course Title: Early Childhood Education – Year 1
Instructors: Annette Birsa & Jennifer Leighter-Yeates
Length of course: One year (Approximately 185 contact sessions in two hour blocks)
Number of Credits: 3-4 credits per year—determined by home school
Certificate of Participation: For successful completion of all 16 modules
Credential: ECE Level 1 Credential (Upon completion of all 16 modules with an overall 80% average)
Course Goals: Upon successful completion of the Early Childhood program students will obtain the Level 1 ECE Credential and have the skills to seek employment as a teacher assistant in a daycare center and continue their education in the Early Childhood or Elementary Education field at a 2 or 4 year college.
Description/Content: The Early Childhood program is designed to train students in the art of teaching young children. Students will participate in assistant teaching by working directly with children ages three, four, and five years old in the Wilco Preschool lab. Students will be given proper instruction in designing a preschool curriculum which includes various learning experiences and playtime activities that promote the physical, cognitive, and social-emotional development of each child. Additionally, as a result of their schooling, the student will be able to understand the necessity and application of work place skills, appropriate safety precautions and procedures, and the use of equipment and technologies needed in the entry level of the field.
Grading Scale: 100-90 A
89-80 B
79-70 C
69-60 D
59- below F
Grading Policy: Participation (Classroom/Lab, and Teaching) 40%
Projects 30%
Quizzes/Assignments/Journal 30%
Semester Progress= 100% Participation, Projects, and Quizzes/Assignments/Journals
Midterm/Final 10%
Semester Progress (90%) + Midterm/Final (10%)= Semester Grade
Classroom/Lab Participation: Students begin each day with 10 participation points. Every week you will earn 50 points toward your participation grade if you have no infractions. Five points will be lost for each rule they choose to break. Ways to lose points:
*Unprepared for class and/or lab
*Tardy
*Inappropriate dress for lab or classroom (this includes and is not limited to length of skirt /shorts, leggings, exposed cleavage and/or midsection,
inappropriate pictures or sayings on clothing)
*Food or drink in the preschool lab
*Cell/Camera phone and/or electronic usage
*Inappropriate language
*Lack of effort/participation in classroom and/or preschool lab
*Talking out/or not paying attention in class
*Disrespect and/or verbal confrontation toward teacher(s) or other student(s)
*Backpacks/purses in preschool lab or on tables during classroom time
*Grooming or putting on makeup in classroom or preschool lab
*Doing work for another class w/o instructor permission
Teaching Participation: Students may earn 30 points each week/90 points every three weeks for teaching in the preschool lab. Lack of teaching within the three weeks will result in 0 points. Points will vary depending on the preparation and presentation of the lesson and the lesson plan.
Late Work: Students with an excused absence will be allowed to turn in late assignments. You will be allowed one day for every day absent. If you are present and did not turn in an assignment, your grade will be lowered by 10%. After 2 weeks, the highest grade on late work will be a “D”. IT IS YOUR RESPONSIBILITY TO GET ANY ASSIGNMENTS MISSED WHILE ABSENT.
Instructional Materials:
First Year Students:
- Gateways to Opportunity, Level 1
- Health, Safety and Nutrition
Second Year Students:
- EC Experiences in Language Arts and Early Literacy
- Fundamentals of Early Childhood Education
Instructional Methods: Lecture and active participation in classroom discussions and preschool lab
Student Fee: $33.00 – Cash or check payable to “Wilco Career Center” may be paid at school. Fee may also be paid online at www.wilco.k12.il.us
Required materials: 3” binder with 5 dividers, 1 spiral notebook or notebook paper, post-it notes, a highlighter, and a black Sharpie marker.
SYLLABI FOR DUAL CREDIT COURSE THROUGH JOLIET JUNIOR COLLEGE:
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CDEV 101 Fundamental of Early Childhood Spring 2020 |
Course: Early Child Care II CDEV 101 “Fundamentals of Early Childhood Education”
Where: Wilco Area Career Center
When: alternating weekly schedule with lab teaching
Instructor Name: Jennifer Leighter-Yeates
Email Address: jyeates@wilco.k12.il.us or jyeates@wilcoacc.org
Telephone: 815-838-6941
Student Fee: $15.00—Cash or check payable to “Wilco Career Center,” may be paid at school or online at www.wilco.k12.il.us
Students will have the opportunity to get CPR certification in the spring of 2020 for an additional cost of $25.00 to be paid before spring break. This includes: ecard, book, and mask for the class.
TEXTS:
- Morrison, G.S. Fundamentals of early childhood education, 8th ed., New York: Merrill/ Prentice Hall.
- Bredekamp, S. & Copple C. (2009). Developmentally appropriate practice in early childhood programs, revised edition. Washington, D.C.: NAEYC.
VII. COURSE DESCRIPTION
An introductory course providing a comprehensive overview of the early childhood care and education profession. This course examines the historic foundation, current trends and issues, program practices, professional roles and responsibilities, observation and guidance of young children, and working with diverse families. This course also will examine the philosophy and application of developmentally appropriate practices.
VIII. INSTRUCTIONAL METHODOLOGY
Classroom instruction will consist of lecture, discussion and multimedia presentations. It is essential that students complete the assigned readings and come to class prepared to participate in class discussions.
Student Learning Outcomes:
- Basic historical and philosophical influences.
- Dimensions of professionalism and ethics.
- Career options in early childhood education.
- Early childhood education programs and models.
- Developmentally appropriate practices in early childhood education.
- Families and other adults and their impact on children’s lives and learning.
- Major issues and trends in early childhood care and experiences.
- Legal issues and regulations.
- Diversity.
- Technology.
IX. COURSE OBJECTIVES
This course covers the above topics using the standards prescribed by the State of Illinois;
Course Objectives and Standards: Based on ECE Content Area Standards
Standard 1- Curriculum: The competent early childhood teacher understands and demonstrates the central concepts, tools of inquiry, and structures of the content areas and creates and integrates meaningful learning experiences that develop children’s competence across all developmental areas and content areas.
Knowledge Indicator: The competent early childhood teacher:
1C. Demonstrates an understanding of current research, best practice and professional standards. (Partially Introduced)
Standard 3- Curriculum: Mathematics: The competent early childhood teacher demonstrates proficiency in the use of mathematics; understands and communicates the major concept, procedures, and reasoning processes of mathematics, which include number systems, number sense, geometry, measurement, statistics, probability, and algebra; and promotes the abilities of children from birth to grade three as they apply, interpret, and construct mathematical thinking skills in a variety of situations.
Knowledge Indicator: The competent early childhood teacher:
3D. Understands concepts, skills and procedures related to geometry and spatial relationships. (Met)
Standard 6 – Curriculum: Physical Development and Health: The competent early childhood teacher understands the comprehensive nature of the physical, emotional, and social well-being of children from birth through grade three; understands the role of human movement and physical activity as elements central to active, healthy life styles; and promotes the abilities of children from birth through grade three as they develop and practice skills that contribute to good health and enhance quality of life.
Knowledge Indictor: The competent early childhood teacher:
6A. Understands ways in which physical, social and emotional well-being of children enhances enjoyment, challenge, self-expression, and social interaction. (Met)
Standard 8 – Human Development and Learning: The competent early childhood teacher understands how individuals grows, develop, and learn and provides learning opportunities that support the intellectual, social, emotional, and physical development of all children from birth through grade three.
Knowledge Indicators: The competent early childhood teacher:
8E. Understands how to support the development and learning of individual children from birth through grade three. (Introduced)
8F. Understands the developmental consequences of stress and trauma on children and their families, including protective factors and resilience. (Partially Introduced)
Standard 9 – Diversity: The competent early childhood teacher understands how children and differ in their perspectives and approaches to learning and creates families’ opportunities for growth and learning that are developmentally and culturally appropriate and are adapted for children from birth through grade three.
Knowledge Indicator: The competent early childhood teacher:
9B. Understands cultural and linguistic diversity and significance of familial, socio cultural, and political contexts for development and learning. (Introduced)
Standard 10 – Planning for Instruction: The competent early childhood teacher understands instructional planning and designs learning opportunities based on knowledge of the children, their families, and their communities, and of content areas and curriculum goals.
Knowledge Indicator: The competent early childhood teacher:
10B. Understands the rationale for developmentally and culturally appropriate practice. (Introduced)
Standard 12 – Instructional Delivery: The competent early childhood teacher uses a variety of instructional strategies to encourage students’ development of critical thinking, problem-solving, and performance skills.
Knowledge Indicator: The competent early childhood teacher:
12A. Understand the rationale for a variety of instructional strategies, including play, small group projects, open-ended questioning, group discussion, problem-solving, cooperative learning, and inquiry experiences for children birth through grade three.
Standard 13 – Communication: The competent early childhood teacher uses knowledge of effective written, verbal, non-verbal, and visual communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Knowledge Indicator: The competent early childhood teacher:
13C. Understands the interrelationships among culture, language and thought and the function of the home language in the development of young children. (Partially Introduced)
Standard 15 – Collaborative Relationships: The competent early childhood teacher understands the role of the community in education and develops and maintains collaborative relationships with colleagues, parents/guardians, and representatives of community service agencies in order to support children’s learning and well-being.
Knowledge Indicators: The competent early childhood teacher:
15A. Understands schools as organizations within the larger community context. (Met)
15C. Understands the collaborative process and skills that are necessary to carry out the process. (Partially Introduced)
Performance Indicator: The competent early childhood teacher:
15K. Identifies and uses community resources to enhance children’s development, learning, and well-being and explore career opportunities. (partially Introduced)
Standard 16 – Reflection and Professional Growth: The competent early childhood teacher is a reflective practitioner who continually evaluates how choices and actions affect students, parents, and other professionals in the learning community and actively seeks opportunities to grow professionally.
Knowledge Indicators: The competent early childhood teacher:
16A. Understands that reflection is and integral part of professional growth and
improvement of instruction. (Introduced)
16B. Understands methods of inquiry that provide for a variety of self-assessment and
problem-solving strategies for reflecting on practice. (Partially Introduced)
16C Understands major areas of research on the learning process and resources that are available for professional development. (Partially Introduced)
Performance Indicators: The competent early childhood teacher:
16E. Actively seeks out opportunities to grow professionally by locating and using appropriate professional literature, organizations, resources, and experiences to inform and improve practice. (Introduced)
16F. Participates in a variety of settings in which children from birth through age eight are served (such as public and private centers, schools, and community agencies). (Partially Introduced)
16 I. Uses classroom observation, information about students, pedagogical knowledge, and research as sources for active reflection, evaluation, and revision of practice. (Introduced)
Standard 17 – Professional Conduct and Leadership: The competent early childhood teacher understands education as a profession and maintains standards of professional conduct and provides leadership to improve children’s learning and well-being.
Knowledge Indicator: The competent early childhood teacher:
17A. Understands the unique characteristics of education as a profession and the ethical considerations that apply to educators. (Introduced)
17E. Understands the importance of active participation and leadership in professional education organizations. (Introduced)
Performance Indicators: The competent early childhood teacher:
17F. Demonstrates an understanding of conditions of children, families, and professionals; current issues and trends; legal issues; and legislation and other public policies affecting children, families, and programs for young children; and the early childhood profession. (Partially Introduced)
17G. Demonstrates an understanding of the early childhood profession, its multiple historical, philosophical, and social foundations, and how these foundations influence current thought and practice. (Partially)
17H. Acts in accordance with current legal directives. (Introduced)
17I. Serves as an advocate on behalf of young children and their families, improved quality of programs and services for young children, and enhanced professional status and working conditions for early childhood educators. (Partially Introduced)
17J. Demonstrates an understanding of basic principles of administration, organization, and operation of early childhood programs, including supervision of staff and volunteers and program evaluation. (Partially Introduced)
17K. Recognizes signs of emotional distress, child abuse and neglect in young children and understands the responsibility and procedures for reporting known or suspected abuse or neglect to appropriate authorities. (Partially Introduced)
17M. Follows school policy and procedures, respecting the boundaries of professional responsibilities, working with students, colleagues, and families. (Introduced)
General Education Student Learning Outcomes
- Students will demonstrate organized and coherent communication, both oral and written.
- Students will demonstrate the ability to accurately apply correct mathematical methods and techniques in various applications such as applied sciences, theoretical mathematics, physics, natural sciences and other applied sciences.
- Students will demonstrate competence in using academic technology including finding, evaluating and utilizing appropriate information sources.
- Students will demonstrate an understanding of cultural issues.
- Students will demonstrate an ability to think critically and analytically.
GRADING:
- 15% Chapter Exams
- 5% Quizzes
- 10% Midterm/Final Exam
- 20% Projects/lab teaching
- 30% Participation/Attendance
- 20% Classwork/Homework Assignments
Classroom Policies and Procedures
General Information:
Infinite Campus is the online student resource site for parents, guardians, and students to access at home for information on grades and assignments
Cell Phones and Laptops:
Cell phones MUST be turned “off” mode during class, except with instructor permission to complete lesson plans or ECE homework assignments. All students must adhere to the Wilco handbook policies and procedures.
You will NOT utilize a laptop during class sessions, without instructor approval and technology must be used for completion of assignments for this class. Violation of Wilco’s acceptable use policy will not be tolerated.
Confidentiality Agreement:
In order to establish an environment conducive to the sharing of ideas and critical thinking, individual’s opinions and/or shared experiences must be respected and kept confidential. Any student found violating confidentiality will receive a failing grade for the course, this includes classroom and the preschool lab.
Attendance Policy:
This course meets two to three times per week following the attached course outline. Regular attendance with participation is expected to ensure that students can achieve the greatest possible success in the course. Points will be deducted for attendance and may keep you from receiving dual credit if it becomes excessive.
Late work:
Student work that is turned-in after the due date will receive a 10% deduction in points. Students are expected to turn work in on the due date to receive full credit.
Final Exam Information
The final exam will take place during finals week in May and will accommodate students’ home school graduation schedule.
Honor Code
The objective of the academic honor code is to sustain a learning-centered environment in which all students are expected to demonstrate integrity, honor, and responsibility, and recognize the importance of being accountable for one’s academic behavior. Students are expected to maintain the highest standards of intellectual honesty and integrity both inside and outside the classroom. Anyone involved in plagiarism, cheating on quizzes, exams or written assignments, falsifying observational/research report or attendance records, may receive a failing grade in this course.
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CDEV 201 Health, Safety and Nutrition for the Young Child Spring 2020
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Instructor Name: Jennifer Leighter-Yeates
Email Address: jyeates@wilco.k12.il.us
Room/Time: Wilco Area Career Center, alternating schedule based on lab teaching
Course Description: Study of the basic concepts of health, safety, and nutrition that influence personal health of the individual with emphasis on meeting the health needs of children in group settings. Focus will include maintaining a healthy lifestyle through preventive and community health as well as the identification of health and safety hazards. Methods of incorporating health, safety and nutrition activities in the early childhood classroom will be examined. Certification in emergency first aid and infant/child/adult CPR is required for completion of this course
Students This Course Is Expected to Serve: Individuals seeking careers in the field of Early Childhood Education as directors, teachers or home child care providers, and /or individuals already working in the field of Early Childhood.
Credit and Contact Hours
Credit Hours: Three semester hours
Lecture:
Clinical: REQUIRED: CPR & FIRST AID CERTIFICATION: Completion of this course requires verification of Infant/ Child/Adult CPR and emergency first aid. If the student has a current CPR certification that includes infant/child/adult and emergency first aid, simply present a copy of your card to the instructor. The certification must remain current through the end of the course. If the student does not have certification, he/she must locate a class complete CPR and emergency first aid training and present verification certification prior the official drop date. Wilco students will receive training via the Career Center! Online CPR and First Aid Training will not meet DCFS Licensing Requirements and is therefore not accepted. Any student who does not have required certification by the last date of withdrawal date should drop the course in order to avoid receiving a failing grade. CPR and First Aid training is often provided by the American Red Cross, local fire departments or hospitals. Also, the Child Care Resource and Referral agency provides CPR/First Aid training specifically designed for early childhood staff.
Prerequisites: None
Books, Supplies, and Supplementary Materials
Required Textbook: Marotz, L. (2015) Health, Safety and Nutrition for the Young Child, Ninth Edition. New York, Cengage Learning.
Supplementary texts/materials
During the semester additional readings will be assigned, such as handouts, articles and
online resources/ websites.
Methods of Instruction: Class meetings will consist of lecture, discussion and multimedia presentations. Group activities will also contribute to the student’s understanding of the material. It is essential that students complete the assigned readings before class in order to participate in class discussions and activities.
Student Learning Outcomes
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Please note: The assignments and objectives may be modified and/or clarified within the semester. Any changes will be communicated to the student.
General Education Student Learning Outcomes
- Students will demonstrate organized and coherent communication, both oral and written.
Graded Assignments and Policies
Participation (30%): This course meets two to three times per week following the course outline and preschool lab schedule. Regular attendance with participation is expected to ensure that students can achieve the greatest possible success in the course. Points will be deducted for attendance and may keep you from receiving dual credit if it becomes excessive.
Classroom Assignments (20%): Assignments will include classwork and homework assignments. In order to fully explore the concepts of the course, a number of small group discussion and in class activities will take place throughout the semester. Homework/classroom assignments need to be turned-in on the expected date to receive full credit. There will be a 10% deduction for late assignments.
Projects (20%):
- Health and Safety Environment Observation Project: Students will complete a Safety and Health observation worth 40 points. Observation forms and guidelines will be posted. The observation must be done at an early childhood/child care center or preschool. Observing an elementary school is discouraged for this assignment since you will likely not be granted access to restrooms, the kitchen and outdoor area while class is in session.
- Safety/ Health/Nutrition Activity Plans: Student will write a Safety and a Nutrition related activity plan that would be developmentally appropriate to include in a preschool (age three- five) year old program. The assignments will demonstrate understanding of safety, health and nutrition. It will be a nutrition activity plan that involves a cooking experience with children.
- Monthly Menu Project: Utilizing nutrition guidelines from the Illinois DCFS and USDA, students will complete a monthly menu for a three to five-year-old classroom of a child care center.
Exams/Tests (15%): Chapter exams will be given during the semester. Each exam will be graded as 100%. Students are expected to be in attendance and on time when exams are given.
Quizzes (5%): As you work through the reading of each topic, you will be taking a brief, 10 question multiple choice assessment. Each of these reviews will be graded and MUST be completed by the due date for credit.
Midterm/Final (10%): Students will be assessed with a Midterm and Final assessment. These assignments will be cumulative in nature and will reflect the material covered in previous chapters.
Weekly Schedule
Semester 1
Week 1 & 2 Modules 8a-8b Social/Emotional & Physical
Development of Preschool Children
Week 3 & 4 Modules 8c-8d Preschool Language Dev
& Preschool Cognitive Development Exam Modules 8a-d
HSN typed lesson plan
Week 5 & 6 Module 2b Nutrition
HSN Chapter 12 Nutritional Guidelines
Week 7 & 8 HSN Chapter 18 & 19 Planning Meals &
Food Safety
Menu Project Exam- Nutrition/Midterm
Week 9 & 10 HSN Chapter 1 Children’s Well Being
HSN Chapter 7 High Quality Environments
Week 11 & 12 HSN Chapter 3 Assessing Health Issues
Module 2a Health Issues in Group Care
Week 13 & 14 HSN Chapter 4 Chronic Health Issues
HSN Chapter 5 & 6 Infectious Disease &
Environment
Week 15 & 16 HSN Chapter 2 Daily Health Checks Exam Health/Final
Module 5 Community Realtionships
Observation Project Assigned Part I
Semester 2
Week 1 & 2 HSN Observation Part II & Part IV
HSN Observation Part III presentations
Week 3 & 4 CPR trainings
Week 5 & 6 Module 2c Safety Issues in Group Care
HSN Chapter 9 Abuse & Neglect
Week 7 & 8 Chapter 8 & 9 Safety Management
Injuries and Illness
Week 9 & 10 Module 4 Leaning Happens in Relationships
Module 7a, birth-8 months
SIDS training
SBS training
Week 11 & 12 Module 7b-7c, 8-18 months & 18-36 months Exam 2c, 4, 7a-7c
Week 13 & 14 Senior Portfolios (resume’, cover letter, thank
you letter, letter of recommendation, SIDS, SBS)
Module 6 Personal & Professional Development
Week 15 & 16 Module 9 School Age Development Final Exam
Grading Policy:
1. All written assignments are due to the teacher on the dates indicated on the course outline. Only under serious circumstances and with instructor approval will any assignment be accepted after the due date. If any assignment is accepted after the due date, 10% percent will automatically be deducted.
2. All assignments must be type written using standard margins (1in.) and type/font size (12-point font). Written assignments will be evaluated on content, grammar, spelling, and punctuation. Assignments should be written in complete sentences and in paragraph form. If spelling, neatness, grammar and punctuation issues negatively affect my comprehension of your ideas, you may be asked to resubmit the assignment and/ or receive a lower grade.
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Grading Scale
90 - 100 % = A 80 - 89 % = B 60 - 69 % = D Below 60% = F |
Grading Scale:
Final grades will be based on student’s accumulated points.
Exams: 15%
Quizzes: 5%
Midterm & Final Exam: 10%
Participation: 30%
Projects: 20%
Classwork/Homework Assignments: 20%
Please Note: the instructor maintains an online grade book in Infinite Campus. However, there may be a delay in posting your points. Please check your grade periodically to review your progress.
Classroom Policies and Procedures
General Information:
Technology, Cell Phones and Laptops:
Respect is a key element in the classroom and learning process. As a respect to other students and the instructor, and to create the best possible learning environment, cell phones must not be used during class without teacher permission. Students may gain teacher permission if they are using their device to help with lesson planning or other assignments that pertain to this class. Students caught using cell phones will have a reduction in their participation points. Warnings will NOT always be given. It is the student’s job to monitor their own behavior.
Confidentiality Agreement:
To establish an environment conducive to the sharing of ideas and critical thinking, individual’s opinions and/or shared experiences must be respected and kept confidential. During class discussions, you are not to use names of specific programs and/or individuals. Information shared in class is not to be discussed with others outside of this class without appropriate consent/permission. Any student found violating confidentiality may receive a failing grade for the course.
Employability/Class Participation Policy:
Students found sleeping in class, doing homework for another class, or using a cell phone will be marked absent. See class rules to find out more specifics in this area. All rules will be reviewed with students and posted in the classroom as a reminder.
Make-up Policy
A call or email within 48 hours to the instructor is mandatory if the absence falls on an exam day. If a student is absent or late, it is his/her responsibility to contact another student in the class and/ or check the course site to obtain assignments, notes or announcements. Make-up exams will be the student’s responsibility to work out a convenient time with the instructor.
Final Exam Information
The final exam will take place during finals week and will cover the material learned throughout the semester.
Academic Honor Code
The objective of the academic honor code is to sustain a learning-centered environment in which all students are expected to demonstrate integrity, honor, and responsibility, and recognize the importance of being accountable for one’s academic behavior. Students are expected to maintain the highest standards of intellectual honesty and integrity both inside and outside the classroom. Anyone involved in plagiarism, cheating on quizzes, exams or written assignments, falsifying observational/research report or attendance records, may receive a failing grade in this course.
College Statement about grades of “F” and withdrawal from class.
- Students may withdraw from a course by working with the instructor to complete the proper paperwork. Students receiving a D or F grade will be asked to drop the college portion of the course, but will still receive their high school credit.
- At any time prior to the deadline dates established, an instructor may withdraw a student from class because of poor attendance, poor academic performance or inappropriate academic behavior, such as, but not limited to, cheating or plagiarism.
Student Code of Conduct
Each student is responsible for reading and adhering to the Student Code of Conduct as stated in the Wilco handbook.
Student Support
Students who need additional support for the class can receive services at Wilco through Student Services. If you feel you need assistance, please see your instructor to set up a time for additional help.
Effective Date: Aug 2019-May 2020
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Signature of Department Chair: _______________________________________________
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CDEV Language Acquisition, Literacy Fall 2019 |
Course prefix and number: CDEV
Course title: Language Acquisition & Development
Credit hours: 3 Lecture hours: 3 Clinical/Lab hours: 0
Catalog description (Include specific prerequisites): CDEV 1013 or concurrent enrollment. Language acquisition, development, and communication skills of the young child will be the focus of this course. Methods of theoretical and practical application of language concepts along with emphasis on selection and analysis of children’s literature are included.
Faculty
Jennifer Leighter-Yeates
815-838-6941
jenniferleighter@att.net
Textbook(s) Machado, Jeanne M., Early Experiences in Language Arts. 10th Edition, Delmar Publishing, 2013.
Relationship to academic programs and transferability
“CDEV 2233 was designed to meet specific student needs either individually or within a program and is designed to transfer to other colleges and universities. KCC participates in the Illinois Articulation Initiative (IAI), a statewide transfer agreement for general education courses. All colleges and universities participating in the IAI agree to accept a collective “package” of IAI general education courses; transfer of courses separately is not guaranteed. For more information about IAI, go to their website at www.itransfer.org and IAI. For the transferability of courses to specific four-year institutions, go to u.select.”
Goals and Objectives
Upon completion of this course, you will:
- Define language and explain the intrinsic primary functions.
- Compare and contrast theories of language acquisition.
- Define the sequential development of language acquisition.
- Plan and implement appropriate activities and environments to facilitate language acquisition and development.
General Education Goals and Objectives
The general education program at KCC is designed to enable students to acquire communication and reasoning skills at a level reflecting college-level learning. Students who complete the general education program will be able to examine complex topics and apply systematic processes to form conclusions. The specific general education objectives addressed in this course are:
Communication: Students will communicate with precision, clarity, fluency, accuracy, and coherence through their reading, writing, and verbal communications.
Quantitative Reasoning: Students will reason and solve quantitative problems from a wide array of contexts.
Ethical Reasoning: Students will apply skills in ethical reasoning and come to understand the ways ethical issues affect individual behaviors, individual lifestyles, and public life.
Inquiry and Analysis: Students will examine complex topics and apply systematic processes resulting in formed conclusions.
Evaluation
The grading for the course will be based upon completion of Homework, Portfolio, Bulletin Board Presentation, Midterm Evaluation, Final Evaluation, class participation, attendance, and one bulletin board presentation.
Attendance/Participation 30% Exams/Tests 15%
Homework/Guided Reading 20% Quizzes 05%
Projects 20% Midterm/Final 10%
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Program Grading Scale A 90-100 B 80-89 C 70-79 D 60-69 F 0-59
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Course Policies
Attendance/Participation: Regular attendance at all scheduled class sessions is expected. It is the student’s responsibility to notify his/her instructor if and why he/she is unable to attend any class session. Permission to make up work missed because of absence may be granted at the instructor’s discretion. It is the student’s responsibility to obtain handouts and information presented for any class for which he/she is absent. Students who are ill and/or unable to attend class must notify the instructor prior to the scheduled class meeting. If this notification is not made in time, the student will waive any consideration for making up the work or test missed. If a student is unable to reach an instructor at the provided number, a message should be left with the business division secretary (815) 802-8854 or the instructor Jennifer Leighter-Yeates.
Students choosing to select the following option may choose to complete an extra assignment as described below in order to make-up a portion of lost attendance points:
Students must contact the instructor, to let them know they will not be in class and arrange at that time a time the student and instructor can meet to discuss work missed. All assignments need to be turned-in time through Google Classroom. To get full points, you can send me a picture of your complete project.
Participation opportunities will be available at each class session. Points will be awarded at each class participation opportunity. These points will be earned by in-class, active participation and CANNOT be made up.
Child Development Program Attendance Policy:
Late Assignments: All assignments are due at the date and time specified by the instructor making the assignment. Any late work will be deducted 10 percentage points for each course day the assignment is late. Assignments will receive an “F” after one week following the deadline unless the student has received an extension from the instructor making the assignment. The extension must be granted PRIOR to the time the assignment is due.
All late work must still be submitted to the instructor making up the assignment to meet course objectives. Students will not receive a grade for the course until all course assignments have been submitted. This class has several project components, each one must be completed to receive the college dual credit.
Child Development Program Requirements:
Clinical Experience: Working as a teacher and teacher assistant is a requirement for the Wilco Early Childhood curriculum. We expect you to plan and teach lessons in the lab. This lab scores for teaching will be combined with your classroom grade for a cumulative grade that will be given to both your high school and JJC.
College Policies
Withdrawals
When it is necessary to withdraw from a course or from the college, a student may do so on or before the withdrawal date without receiving a punitive final grade. If you are not passing the class with at least a “C” you will be withdrawn from the class, so that your college GPA is not affected. You will still be eligible for the high school credits that Wilco offers.
Code of Conduct
Students need to adhere to the Code of Conduct located in the college catalog.
College Resources
Academic Skills Center
Tutorial Assistance – Student Services is available for your IEP/504 Plan accommodations or tutoring. Any student may use Student Services to help them. Let me know if you would like to take advantage of these services while at Wilco.
Specific Homework Assignments
***Guided Reading Assignments will be available for each chapter. You are responsible for doing the Guided Reading. This is a scaffolded assignment to let you know what material you should be picking out during your reading. The Guided Reading information WILL be on the Midterm and Final Exams. These assignments will need to be in paper form and turned-in for the Midterm and Final portfolio assignment.
***Each student will need to make an interactive bulletin board. It needs to be original for this class and needs to contain information tied directly to this language acquisition class. You may pick the specific developmental level, but it needs to be for Early Childhood. It needs to be of nice quality and the pieces need to be durable enough to withstand children playing with it. Make it kid friendly!
Assignment Instructions:
- Create a book from magazine illustrations or photos of common objects familiar to toddlers. Pages should be sturdy. Cut away any distracting background. Protect pages with clear contact paper, page protectors, or laminate. Be sure to bind the book in a manner that allows for each page turning. You will be graded on using preschool handwriting.
- Plan and present an activity that concentrates on a perceptual motor skill. Use the chart on page 102 as a guideline.
- Develop and write out a “letter of the week” guide- choose three letters of the alphabet and come up with at least three active learning ideas for each to teach that letter. (You may not use worksheets. Be creative!)
- Plan and present a listening activity. Bring in the materials used; show how the activity will start, what will happen during the activity, and the auditory perception skills that are included in your plan.
- Create a “book in a bag” kit, complete with a quality piece of children’s literature and at least three extension activities related to the story theme. (Only one item can be a worksheet.)
- Select a piece of children’s literature and choose a creative storytelling technique that is appropriate to it. Create materials for the story and be prepared to tell it in small groups during class.
Important note: these assignments and work jobs should be your original products, rather than commercially produced or copied. The assignments need to include a written lesson plan and MUST include an appropriate Illinois Early Learning Standard.
Copyright
The materials on this course are only for the use of students enrolled in this course for purposes associated with this course. Further Information regarding KCC's copyright policy is available at http://www.kcc.edu/copyright.
Syllabus Disclaimer
Course syllabus/calendar is subject to change.
