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EDT 57603 Applying Research to Educate Early Childhood Exceptional Learners

Instructor:  Valerie Valentine   Phone: 245-7329                              Email: valeriev@rio.edu

Required Text: 

Shonkoff, J. & Phillips, D. eds. (2000) From neurons to neighborhoods. Washington, DC:National Academy Press.

Recommended Text:

Bowman, B., Donovan, M. & Burns, M. eds. (2001) Eager to learn: Educating our preschoolers. Washington DC: National Academy Press.

Course Description:

This course will develop knowledge about and skills in using educational research to make instructional and programming decisions in the early childhood classroom for ELN students.  It will also prepare Master’s Degree candidates for future research endeavors.  This course recognizes that different research findings require analysis and synthesis prior to implementation in the classroom.  Candidates will assume a balanced approach to research implementation into instructional practice as they look at variables and outcomes within research findings prior to implementing techniques and practices in their classroom to serve early childhood ELN students.  Research material will be accessed via the Internet, OhioLink and hard copy library-based resources. 

Prerequisites:

Candidates for enrollment in this course must have successfully completed EDT 55502 and EDT 57501 before enrolling in this course.

Primary Course Goals:

Candidates will become familiar with the literature in the field of early childhood education and early childhood special education and critically reflect on implications for practice.

Secondary Course Goals:

§         Candidates will recognize that research is an organized, systematic process of seeking answers to some problem or understanding some issue.

§         Candidates will recognize that what we learn from research depends, to a large extent, on how we learn, or what methods we use to reach our state of knowing.

§         Candidates will recognize that research has a direct link to practice in meeting early childhood ELN student needs.

Assessment:

Candidates will be expected to follow the reading assignment schedule listed below.  For each reading assignment candidates will be required to post answers to the following questions.

1.      In what way/s does this reading further my personal understanding of this topic?

2.      In what way/s can I apply this information to my professional position (classroom teacher, administrator)?

Responses should be posted by the end of the week in which the reading is assigned and need not be more than one well-constructed paragraph per question.  Week 1 begins August 18.

In addition candidates will be required to post comments on at least one other student’s thoughts on the assigned reading. 

Responses will be evaluated using the rubric described below.  Each week’s response is worth 10 points.  140 TOTAL POINTS ARE AVAILABLE.

Reading Assignments:

Week 1                        Executive Summary and Introduction    

Week 2                        Rethinking Nature and Nurture

Week 3                        The Challenge of Studying Culture

Week 4                        Making Causal Connections and Defining and Estimating Causal Effects (Chapter 4 and Appendix B)

Week 5                        Acquiring Self-Regulation

Week 6                        Communicating and Learning

Week 7                        Making Friends and Getting Along with Peers

Week 8                        The Developing Brain and Technologies for Studying the Developing Human Brain (Chapter 8 and Appendix C

Week 9                        Nurturing Relationships

Week 10                      Family Resources

Week 11                      Growing Up in Child Care

Week 12                      Neighborhood and Community

Week 13                      Promoting Healthy Development Through Intervention

Week 14                      Conclusions and Recommendations

Please go to:  Suggestion Box  and give us your evaluation of the course and instructor.

Response Assessment Rubric: 

*To successfully complete this criterion, students will have to read outside the required text.  Suggestions for that reading include Eager to Learn, material from the various bibliographies found in this syllabus and the two text books, and from the Internet.  Please appropriately document the source of additional information.

Grading Scale:

A         93-100%

B          84-92%

C         75-83%

A grade of “C” or better is required in this course. A grade lower than a “C” will result in having to repeat this course.

Relationship to the Conceptual Framework:

This course is designed to support the knowledge, skills and dispositions of the specialized learning associations and “Windows to the Future” the Conceptual Framework for the School of Education at the University of Rio Grande.

Subject Matter, Planning Instruction, Instructional Strategies and Professional Development will follow the instructor’s understanding of Best Practices as described by the specialized professional associations (SPAs).  Student Learning and Diversity of Learners will reflect the National Association of Young Children (NAEYC) position statement.  NAEYC states that each candidate must be able to teach all children.  Knowledge, Skills, and Dispositions in the areas of Learning Environment, Communication, Assessment, Student Support and Collaboration will point the candidate toward a sense of Professional Efficacy.

Technology Component:

Research material will be accessed via the internet, OhioLink and hard copy, library- based resources.  Discussions will occur on-line and project presentations will be forwarded to the instructor via e-mail.

Course Objectives:

Knowledge:

1.      Models, theories, and philosophies that form the basis for special education practice (CC1K1).

2.      Theories and research that form the basis of curriculum development and instructional practice (CC7K1).

3.      Importance of the teacher serving as a model for individuals with exceptional learning needs (CC9K2).

4.      Effects an exceptional condition(s) can have on an individual’s life (CC3K1).

5.      Social skills needed for educational and other environments (CC5K5).

6.      Critical knowledge of the theory and research relevant to the professional role and focus area (draft NAEYC Advanced Preparation Core 2).

Skills:

1.      Trends and issues in early childhood education and early childhood special education (EC1K2).

2.      Prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and actions (CC7S14).     

3.      Implement developmentally and functionally appropriate individual and group activities including play, environmental routines, parent-mediated activities, group projects, cooperative learning, inquiry experiences, and systematic instruction (EC7S4).

4.      Use strategies to facilitate maintenance and generalization of skills across learning environments (CC4S4).

5.      Use instructional practices based on knowledge of the child, family, community, and the curriculum (EC4S1).

6.      Apply research and effective practices critically in early childhood settings (EC9S7).

7.      Implement nutrition plans and feeding strategies (EC5S1).

8.      Use health appraisal procedures and make referrals as needed (EC5S2).

9.      Model techniques and coach others in the use of instructional methods and accommodations (CC10S8).

10.  Use resources to perform professional roles and keep abreast of the field’s changing knowledge base (draft NAEYC Advanced Preparation 3).

11.  Articulate and advocate sound professional practices and public policies for the positive development and learning of all young children (draft NAEYC Advanced Preparation 6).

Dispositions: (from A Call for Excellence in Early Childhood Education, NAEYC Website “Action Center” taken from the Web June, 2003)

1.      All children deserve excellent early care and education

2.      High quality early experiences make a difference in children’s lifelong academic and social success

3.      High quality programs must be accessible to all families       

4.      Early childhood professionals must have excellent preparation, ongoing professional development, and compensation commensurate with their qualifications and experience

5.      Effective early education must be both challenging and appropriate to young children’s ages, individual needs, and culture

6.      Everyone needs to work together to build a successful future for our youngest children

Diversity:

The learning community will be based on appreciation of each member and the community at large, their diverse needs and background including cultural and linguistic diversity, diversity of socioeconomic groups, diversity of learning styles, diversity of challenges, whether those challenges be physical, social, emotional or learning.  Respect for religion, age, and gender will be promoted.  Everyone will be encouraged to understand that the children whom professional teachers serve have identities, families/caretakers, and social relationships outside the education setting.

Attendance Policy:

Students are expected to address and respond to material assigned in each time block within that particular time block.  For example, material assigned for Week 1 (August 18-24) must be completed by Sunday of Week 1.  Students are responsible for constructing their own knowledge from content presented in reading assignments, discussions, and additional research of personal interest.

Office Hours:

Tuesdays and Thursdays

9:30 to 10:00, 11:00 to 12:30, 3:30 to 4:30

Cheating or Plagiarism: 

Refer to the University of Rio Grande Policy as stated in the Student Handbook.  That document states: “Classroom work is expected to reflect a student’s own efforts.  Students should not provide work for other students or accept work completed by other students.  Students must also be careful in utilizing information from others, especially in term papers and reports.  Plagiarism involves the use of another person’s ideas or works without noting the source.  The use of a term paper form ore than one class should be cleared with the instructor.  With the first instance of dishonesty, a student may be dropped from a course with a failing grade upon recommendation of the instructor or subject to other sanctions.  A second instance may result in being suspended from the University.” 

Extenuating Circumstance:

Due to circumstances beyond the control of the student or the instructor the course syllabus may be adapted.  When this type of situation appears evident the student and instructor will negotiate a suitable arrangement.

Special Needs: ADA Statement: 

If a student wishes to be identified as having a physical, mental or learning disability, that may require accommodation(s) he/she must register with the Office of Accessibility, located in the Department of Health Services, prior to the end of the first week of classes for each semester.  These registered students must identify themselves to their instructors and provide them with a copy of a letter from the Accessibility Office that identifies appropriate accommodations at the first class meeting and no later than the end of the first week of class for each semester.

BIBLIOGRAPHY:

Bredekamp, S., & Copple, C. (1997).  Developmentally appropriate practice in early childhood programs (Rev. ed.). Washington, DC: NAEYC.

Catron, C. & Allen, J. (2003). Early childhood curiculum: A creative play model. Columbus, OH: Merrill Prentice Hall.

Chenfield, M. (1985). Creative experience for young children (2^nd ed.). Orlando, FL: Harcourt Brace.

Cole, R. ed. (1995). Educating everybody’s children. Alexandria, VA: Association for Supervision and Curriculum Development.

Derman-Sparks, L. (1989). Antibias curriculum. Washington, DC: NAEYC.

Fischer, D., Mercado, M., Morgan, V., Robb, K., Sheehan-Carr. J., & Torres, M. (2000).

The curtain rises: teachers unveil their processes of transformation in doing class room inquiry. Networks: An on-line journal for teacher research, 3(1).

NAEYC & National Association of Early Childhood Specialists in State Departments of Education. (1992). Position statement on guidelines for appropriate curriculum content and assessment in programs serving children ages 3 through 8 [adopted 1990]. In Reading potentials: Appropriate curriculum and assessment for young children (Vol. 1). Washington, DC: NAEYC.

Owocki, G., (1999). Literacy through play. Portsmouth, NH: Heinemann.

Both the required and recommended texts for this course contain extensive references for the student’s further investigation.