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Current Trends in ECE p. 1
Northern Kentucky University
College of Education and Human Services
EDU 550 Current Trends in Early Childhood Education
3 credit hours
"Committed to the Development of All Learners"
Committed to the Development of All Learners is the theme that undergirds the Conceptual
Framework for all professional education programs in the College of Education and Human
Services (COEHS) at Northern Kentucky University. The Conceptual Framework is supported
by the missions of the university and the college and used by faculty to continuously assess and
update the curricula of the initial and advanced programs. The COEHS created its Conceptual
Framework after input from its constituents: education and arts and science faculty, candidates,
staff, and community members. The graphic depicts a framework of continuously assessing the
knowledge, skills, and dispositions that classroom teachers, instructional leaders, and school
counselors must have to facilitate student learning and academic achievement.
KERA Initiatives
As students complete and implement projects and assignments throughout their education
programs they will address all components of the KERA initiatives: Kentucky Learning Goals
and Academic Expectations, the Kentucky Program of Studies, and the Core Content for
Assessment.
EPSB Themes
All NKU professional education programs address and affirm the value of diversity in education,
the importance of helping all children develop reading and literacy skills, attaining high levels of
skill in assessing the outcomes of instruction, and using those skills to develop strategies for
closing identified achievement gaps. This course will provide students an opportunity to
demonstrate their knowledge, skills, and dispositions in the particular theme of: diversity.
The work you do in this course is subject to the NKU Student Honor Code,
http://www.nku.edu/~deanstudents/documents/StudentHonorCode-Fall2007.pdf.
Students in the education programs must also adhere to the education programs’ Code of Ethics:
http://coehs.nku.edu/Offices/OSS/Forms.html.
Professor:
Office:
Telephone:
Jaesook L. Gilbert
BEP 263A
859-572-7629
Current Trends in ECE p. 2
Office Hours:
Monday/Tuesday 3:30-4:30 & 7:15-8:15pm or by appointment
Email:
[email protected]
Textbooks:
Readings found on Bb & provided on Assigned Readings List to be provided in
class
Student Activities, Evaluation, and Grading Policy:
Students will attend all class meetings and participate in class discussion and group activities. In
addition, students will complete the following assignments:
*Issue research paper
*FOUR Journal abstracts
*Leadership project
(Paper)
(Class assignment)
(Project)
40%
20%
40%
100%
*Any of these three assignments may be used as an on-demand task or a portfolio entry to
demonstrate student competence.
Grading Scale: A= 93%+; B=85-92%; C = 75-84%; D=65-74%
For Graduate Students, anything below 75% is F (Unacceptable)
Please note: C minus grades do not meet the criteria of C or better for continuing in the
education program.
•
•
All IECE majors must earn a grade of C or better in order for this course to count toward
program completion.
Teaching and learning are interactive. As such, excessive or unexcused absences, limited
participation, and/or inappropriate dispositions may result in a lowered grade regardless
of your performance on graded components of this course. No LATE assignments will
be accepted without prior instructor approval.
Students with disabilities who require accommodations (Academic adjustments, auxiliary aids or
services) for this course must register with the Disability Services Office. Please contact the
Disability Service Office immediately in the University Center, Suite 320 or call 859-572-6373 for more
information. Verification of your disability is required in the Disability Services Office for you to receive
reasonable academic accommodations. Visit the Disability Services website at www.nku.edu/~disability/.
Students experiencing roadblocks to academic success may seek assistance from Retention
Coordinators in SRA. Financial, personal, and social concerns sometimes interfere with the
dedicated focus needed to be successful in college. SRA helps students connect to academic and
support services, create individual learning plans, and advance successfully towards graduation.
More information is available at www.nku.edu/~retention. Call 859-572-6497 for an
appointment or stop by University Center 352.
Description of Course Projects:
• Issue Research Paper (40%): Decide on one early care and education issue and generate
a question about that issue you will research during the semester. Find out as much about
Current Trends in ECE p. 3
this issue as possible by reading about the issue and interviewing people who are
associated with your chosen issue. Your research question will need to be approved by
the course instructor prior to your research. After you have gathered information, write a
paper that answers your question. UNDERGRADUATES’ paper should be a minimum of
FIVE pages and consist of a minimum of FIVE sources. GRADUATE students’ paper
should be a minimum of TEN pages and consist of a minimum of EIGHT sources. A
rubric will be provided.
DUE November 25th
•
Journal Abstracts (20%): Throughout the semester, you are to select FOUR from the
topics we discuss in class. For each topic, read a research journal or research about that
topic and write an abstract. An abstract is a summary of the article highlighting the
relevant points of the study. You will share your abstract and your reactions to the article
to your classmates. Each will be worth five percent. Your classmates will evaluate the
quality of your abstract and your reactions. An evaluation form will be provided.
Due when the topic is to be discussed in class.
•
Leadership Project (40%): For this project, you will be meeting the IECE teacher
certification standard X. You will identify, with the course instructor’s assistance, a
project that will enhance child learning and/or professional environment of the
school/community. You will develop a plan for action then analyze the results after
implementation of the action plan. Your grade will be based on your action plan. An
action plan form will be provided.
DUE at the end of the semester
Course Description and Objectives:
The purpose of this course is to provide student opportunities to examine issues, research, and
trends in early care and education. The course content includes current research on hot topics in
the field (e.g., universal preschool, accountability, child care quality rating system); study of
public policy issues related to young children; and role of the educator as the advocate for young
children (0-8 years) and their families. At the end of the semester, students should be able to gain
a better understanding of issues relevant to early care and education and knowledge of how to
advocate for best practice.
The course addresses these Kentucky Teacher Standards (means of assessment in boldface):
Standard VI Collaborates with Colleagues/Families/Others
a. Participates as an effective team members and demonstrates appropriate interpersonal
skills to support collaboration in early childhood settings.
Leadership project (Project)
b. Demonstrates effective methods of communication that value the roles, skills, input, and
expertise of families, colleagues, and others.
Leadership project (Project)
h. Uses adult learning principles in collaboration with team members.
Leadership project (Project)
Standard VII Engages in Professional Development
b. Identifies priority of own professional development needs.
Current Trends in ECE p. 4
Leadership project (Project)
d. Engages in ongoing professional activities.
Journal abstracts (Class Assignment), Issue Research Paper (Paper) & Leadership
project (Project)
Standard IX Demonstrates Implementation of Technology
e. Demonstrates ethical and legal use of technology disciplines.
Issues paper (Class Assignments), Literature review (Paper) & Leadership project
(Project)
Standard X Provides Leadership Within School/Community/Profession
a. Identifies leadership opportunities that enhance child learning and/or professional
environment of the school/community.
Leadership project (Project)
b. Develops a plan for engaging in leadership activities.
Leadership project (Project)
c. Implements a plan for engaging in leadership activities.
Leadership project (Project)
b. Analyzes data to evaluate the results of planned and executed leadership efforts.
Leadership project (Project)
Tentative Schedule
Aug. 26
Introduction/Overview of course
Sept. 2
Oct.
Early Care and Education: Where are we today?
Readings: KIDS NOW, Zero to Three Policy Center, PreK Now, Strong Start,and
At-a-glance
9
Library instruction? & Changing demographics
Reading: America’s Children in Brief, and Lapkoff & Li
16
Library instruction?/ Panel? & Childhood obesity
Reading: Steglin
23
Panel? & School Readiness
Readings: Kindergarten readiness, Still unacceptable, Readiness indicator,
and Magnuson & Waldfogel
30
Panel? & Accountability/Testing
Reading: REL 2008-No. 036, Senate bill, and Taking stock
7
Universal preschool
Reading: Ready to start, and Leadership matters
14
Child care in America
Reading: We can do better, and Leaving children to chance
21
Fall Break - No class session
Current Trends in ECE p. 5
Nov.
Dec.
28
Accreditation/Quality Rating System
Reading: NAEYC accreditation, and KY STARS
4
National Election Day - No class session
11
Teacher Qualifications
Readings: Core knowledge for PreK-3 teaching, Framework for
Professional Development and Lessons learned
18
Teacher Qualifications
Readings: Mashburn et al., and Bogard & Takanish
25
Evidence-based Practice
Readings: Evaluation & I/T child care, and Starting smart
2
Family-centered practice
Reading: The family, Family valued, CLASP, and Christian
9
Teacher’s Role & Responsibility/Legislative & Regulatory Processes
16
Sharing of Professional growth plans
BIBLIOGRAPHY
Bagin, D., Gallagher, D. R., & Moore, E. H. (2008). The school and community relations (9th
Ed.). Boston, MA: Pearson Education, Inc.
Berger, E. H. (2008). Parents as partners in education: Families and schools working together
(7th Ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Bredekamp, S., & Copple, C. (Eds.). (1997). Developmentally appropriate practice in early
childhood programs (Revised Ed.). Washington, DC: National Association for the Education
of Young Children.
Bredekamp, S., & Willer, B.A. (Eds.). (1996). NAEYC accreditation: A decade of learning and
the years ahead. Washington, DC: National Association for the Education of Young
Children.
Bredekamp, S., & Rosegrant, T. (Eds.). (1992). Reaching potentials: Appropriate curriculum
and assessment for young children. Washington, DC: National Association for the Education
of Young Children.
Del Campo, D. S., & Del Campo, R. L. (Eds.). (2008). Taking Sides: Clashing view in childhood
and society (7th Ed.). Boston, MA: McGraw-Hill.
Current Trends in ECE p. 6
Division for Early Childhood of Council for Exceptional Children. (1993. reaffirmed 1996).
Inclusion. Washington, DC: Author. Retrieved from Division for Early Childhood of Council
for Exceptional Children Web site: http://www.decsped.org/pdf/positionpapers/PositionStatement_Inclusion.pdf
Gonzalez-Mena, J. (2008). Diversity in early care and education: Honoring differences. Boston,
MA: McGraw-Hill.
Gronlund, G. (2006). Make early learning standards come alive: Connecting your practice and
curriculum to state guidelines. St. Paul, MN: Redleaf Press.
Kagan, S.L., & Bowman, B.T. (Eds.). (1997). Leadership in early care and education.
Washington, DC: National Association for the Education of Young Children.
Kentucky Department of Education. (2003). Building a strong foundation for school success:
Kentucky’s early childhood standards. Frankfort, KY: Author.
Kentucky Department of Education. (2005). Building a strong foundation for school success:
Kentucky’s early childhood quality self-study. Frankfort, KY: Author.
Kentucky Department of Education. (2003). Early childhood professional development:
Creating a framework for Kentucky (Revised Ed.). Frankfort, KY: Author.
Keyser, J. (2006). From parents to partners: Building a family-centered early childhood
program. Washington, DC: National Association for the Education of Young Children.
McAfee, O., & Leong, D. J. (2002). Assessing and guiding young children’s development and
learning (3rd Ed.). Boston, MA: Allyn and Bacon.
National Association for the Education of Young Children. (1996). Guidelines for preparation of
early childhood professionals: Guidelines developed by the National Association for the
Education of Young Children (NAYEC) and the Division for Early Childhood of the Council
for Exceptional Children (DEC/CEC) and by the National Board of Professional Teaching
Standards (NBPTS). Washington, DC: Author.
National Association for the Education of Young Children. (1998). Learning to read and write:
Developmentally appropriate practices for young children. Young Children, 53(4), 30-46.
National Association for the Education of Young Children & National Council of Teachers of
Mathematics. (2006). Joint position statement on Early childhood mathematics: promoting
good beginnings. A joint position statement of the National Association for the Education of
Young Children (NAEYC) and the National Council of Teachers of Mathematics (NCTM).
Retrieved from National Association for the Education of Young Children Web site:
http://www.naeyc.org/about/positions/psmath.asp
Current Trends in ECE p. 7
National Association for the Education of Young Children (2005). Screening and Assessment of
Young English-Language Learners. A supplement to the NAEYC position statement on early
childhood curriculum, assessment and program evaluation. Retrieved from National
Association for the Education of Young Children Web site:
http://www.naeyc.org/about/positions/ELL_Supplement.asp
National Association for the Education of Young Children & National Association of Early
Childhood Specialists in the State Department of Education. (2003). Early childhood
curriculum, assessment and program evaluation: Building an effective and accountable
system in programs for children birth through age eight. A joint position statement of the
National Association for the Education of Young Children (NAEYC) and the National
Association of Early Childhood Specialists in the State Department of Education
(NAECS/SDE). Retrieved from National Association for the Education of Young Children
Web site: http://www.naeyc.org/about/positions/pdf/CAPEexpand.pdf
National Research Council and Institute of Medicine (2000). From neurons to neighborhoods:
The science of early childhood development. Committee on Integrating the Science of Early
Childhood Development. Jack P. Shonkoff & Deborah A. Phillips, (Eds.). Board on
Children, Youth, and Families, Commission on Behavioral and Social Sciences and
Education. Washington, DC: National Academy Press.
Olsen, G., & Fuller, M. L. (2008). Home-school relationships: working successfully with parents
and families (3rd Ed.). Boston, MA: Pearson Education, Inc.
Robinson, A., & Stark, D.R. (2003). Advocates in action: Making a difference for young
children. Washington, DC: National Association for the Education of Young Children.
Rous, B. & Townley, K. (Eds.). (2006). Building a strong foundation for school success:
Kentucky's early childhood continuous assessment guide. Frankfort, KY: Kentucky
Department of Education.
Sandall, S., Hemmeter, M.L., Smith, B.J., & McLean, M. (2005). DEC recommended practices
in early intervention/early childhood special education. Denver, CO: Division for Early
Childhood.
Schultz, F. (Ed.). (2008). Annual editions: Multicultural education (14th Ed.). Boston, MA:
McGraw-Hill.
Current Trends in ECE p. 8
For Education Majors Only
Students in the education programs must also adhere to the education programs’ Code of Ethics:
http://coehs.nku.edu/docs/COEHS_code_ethics_20.doc and the KY Code of Ethics:
http://www.kyepsb.net/legal/ethics.asp.
Additional information for education majors:
Committed to the Development of All Learners is the theme that undergirds the Conceptual
Framework for all professional programs in the College of Education and Human Services
(COEHS) at Northern Kentucky University. The Conceptual Framework is supported by the
missions of the university and the college and used by faculty to continuously assess and update
the curricula of the Unit’s initial and advanced programs. The Unit created its Conceptual
Framework after input from all of its constituents: education and arts and science faculty,
students, staff, and community members. The graphic depicts a framework of continuously
assessing the knowledge, skills, and dispositions that classroom teachers, instructional leaders,
and school counselors must have to facilitate student learning and academic achievement.
KERA Initiatives As students complete and implement projects and assignments throughout
their education programs they will address all components of the KERA initiatives: Kentucky
Learning Goals and Academic Expectations, the Kentucky Program of Studies, and the Core
Content for Assessment.
EPSB Themes All NKU professional education programs address and affirm the value of
diversity in education, the importance of helping all children develop reading and literacy skills,
attaining high levels of skill in assessing the outcomes of instruction, and using those skills to
develop strategies for closing the achievement gap. This course will provide students an
opportunity to demonstrate their knowledge, skills, and dispositions in the particular theme of
reading/ literacy.
Current Trends in ECE p. 9
Kentucky Teacher Standard No. 1 STANDARD 1: THE TEACHER
DEMONSTRATES APPLIED CONTENT KNOWLEDGE.
1.1 Communicates concepts, processes, and knowledge
Accurately and effectively communicates concepts, processes and/or knowledge
and uses vocabulary that is clear, correct and appropriate for students.
1.2 Connects content to life experiences of student.
Effectively connects most content, procedures, and activities with relevant life
experiences of students.
1.3 Demonstrates instructional strategies that are appropriate for content
and contribute to student learning.
Uses instructional strategies that are clearly appropriate for the content and
processes of the lesson and make a clear contribution to student learning.
1.4 Guides students to understand content from various perspectives.
Provides opportunities and guidance for students to consider lesson content from
different perspectives to extend their understanding.
1.5 Identifies and addresses students’ misconceptions of content
Identifies misconceptions related to content and addresses them during planning
and instruction.