Early Childhood Development II COURSE SYLLABUS
Course Code:	CED246
Instructor:	Jean T. Holloway E-mail: jeanholloway@forrestcollege.edu Phone: (864) 338-0219 – Home (864) 933-2544
Credit Hours:	4.5 Credit hours awarded upon completion of course
Course Schedule:	This course meets on Friday from 1:00 pm to 3:44 pm starting July 4, 2008 to September 13, 2008
Text:	The Whole Child: Developmental Education for the Early Years, 8^th Edition, Joan Hendrick and Patricia Wiessman, Pearson Education, Inc. 2006
Course Description:	This course continues exploring ways of guiding young children’s personal and social development. It explains how to teach young children in easy that foster healthy development. It shifts the attention of the teacher away from the art or science to what the child is an what he needs from the learning environment in order to thrive.
Course Objectives:	Note: You may expect that questions on your tests/exams will be based upon demonstrating your knowledge of the following course objectives. Upon successful completion of this course, the student will be able to: Recognize the five selves of the child; physical, emotional, social, creative, and cognitive. Understand what makes an over-all good early childhood education for children. How to develop positive, open communication with families. Provide a wealth of reasons why play is essential in fostering the development of all selves of the child. Understand techniques for helping children move through the routines of the center day and have the knowledge of beneficial ways of carrying out routines to foster emotional health and stability in children. Be aware of the values of good physical health and the importance of the teacher’s role in monitoring that state in the children. Understand basic standards for evaluating the emotional behavior of children. Provide specific recommendations for dealing with specific crises in as productively as possible. Identify seven age-appropriate social goals to work toward with young children. Provide basic guidelines on how to create a peaceable classroom I which children develop self-discipline and conflict resolution skills. Define and explain two approaches that are helpful in teaching about cultural and gender differences and similarities. Provide fundamental principles that are effective to use when working with children wyo have a variety of disabilities. Know six basic ways to foster language development. Provide practical ways to incorporate developmentally appropriate literacy based materials in the preschool curriculum. Identify stages of development in the creative process. Compare the conventional and creative emergent approaches to fostering cognitive development.
Prerequisite:	CED240 or Permission of Instructor
Course Outline:	Note: Instructor reserves the right to modify the outline as the needs of the class dictate
	Week One: General Introductions Review Assignments due each Sharing of E-mail addresses and other information Review Course syllabus Chapter One: What makes a Good Program for Children Chapter Two: Working With Families Week Two: Week One and Week Two Assignments are due to the Instructor Chapter Three: Fostering Creativity in Play Chapter Four: Creating Handling Daily Routines Quiz 1 (Chapters 1-4) Week Three: Chapter Five: Development of the Physical Self Chapter Six: Fostering Emotional Health in Young Children Chapter 5 & 6 Assignments are due to Instructor Week Four: Chapter Seven: Tender Topics: Helping Children Master Emotional Crises Chapter Eight: Developing Social Competence in Young Children Chapters 7 & 8 Assignments are due to the Instructor Quiz 2 (Chapters 5-8) Week Five: Chapter Nine: Fostering Self-Discipline and Conflict Resolution Chapter Ten: Providing Cross-Cultural Non-Sexist Education Chapters 9 & 10 Assignments are due to Instructor MIDTERM EXAM (Chapters 1-8) Week Six: Chapter Eleven: Welcoming Children Who Have Special Educational Requirements into the Life of the School Chapter Twelve: Fostering the Development of Language Skills Chapters 11 & 12 Assignments are due to the Instructor Quiz 3 (Chapters 9-12) Week Seven: Chapter Thirteen: Fostering the Emergence of Literacy Chapter Fourteen: Fostering Self-Expression and Creative Thinking: Using the Emergent Approach. Chapter 13 & 14 Assignments are due to Instructor Week Eight: Chapter Fifteen: Developing Thinking and Reasoning Skills: Using the Conventional Approach Chapter 15 Assignments are due to Instructor Quiz 4 (Chapters 13-15) Week Nine: Work on individual projects this week. No assignments are due. Week Ten: Cumulative Final Exam Class Projects are due to Instructor Week Eleven: Class needs to meet this week (Day and time to be announced) Class Notebook Check All make-up work is due to the Instructor
Instruction Method:	A variety of instruction techniques will be used in this course. These practices include (but are not limited to) class lecture; small group work; discussion; group projects; out-of-class assignments; individual assignments; electronically based research; expected e-mail communications, etc.
Grading:	Class Attendance (being physically present in class) ...................................... 10% (This means 1 point for each week you physically attend class) Cumulative Test 1 ............................................................................................. 20% Cumulative Test 2 ............................................................................................. 20% Cumulative Test 3 ............................................................................................. 20% Group Project participation (assigned by group members) ............................. 10% Group Project Performance (assigned by instructor) Self-assessment (this grade is assigned by the individual student as an overall indication of his/her “overall effort” ............................................. 20% *Missed tests: If you miss a test, you must schedule to take the test within one week of having missed it or you will not be eligible to take the test at all. Grading Scale: A = 90-100 B = 80-89 C = 70-79 D = 60-69 F = Below 60
Attendance:	Regular attendance is expected because it is through regular attendance that you will hear and learn from the experience of your instructor as well as from the input (questions, answers, discussions, concerns) of others of the members of your class. You may also “attend” classes (when you are not physically able to be present in class) by communicating with members of your assigned group and finding out from them what class materials you have missed and/or other aspects of what went on in class that you should know about. You can also “attend” by keeping in touch with your instructor through the use of e-mail. Let your instructor and members of your group know that you might be late, or that you’re too ill to come to class, or that you’ve missed an assignment and are trying your best to complete it, etc. As you can see by the section on grade assignment (above), you will earn one point for every week of perfect attendance. You attend ten weeks and you receive a very positive 10% of your grade. You must be in attendance for your scheduled test dates. You must be in attendance for your scheduled group presentation dates.
Make-up work:	It is the individual student’s responsibility to find out from one of his classmates and/or group members what materials he/she might have missed as the result of having missed a class session. Call your classmates; e-mail them; keep up with them; be responsible for getting the information that you need in order to demonstrate competence in this course..
Academic Dishonesty	Plagiarism and cheating are serious offenses and may be punished by failure on exam, or homework or failure of the course, and/or suspension /expulsion from the college.
Resources	The College has adequate resources to assist students in researching projects (i.e. books, magazines, newspapers, Internet, LIRN). Textbook Web site: http://www.prenhall.com/.hendrick
Changes	In accordance with the policy of the College, your instructor has the right to change the syllabus in a manner that he/she feels necessary in order to better accomplish the goal(s) of this course.