ILLINOIS VALLEY COMMUNITY COLLEGE EARLY CHILDHOOD EDUCATION PROGRAM ECE 1203 – CREATIVE ACTIVITIES FOR YOUNG CHILDREN “Every child is an artist. The problem is how to remain an artist once he grows up.” -Pablo Picasso REQUIRED TEXT: Creative Activities for Young Children. 10th Ed. Mary Mayesky. 2012 SUPPLEMENTAL TEXT: Developmental Profiles, Pre Birth Through Twelve. 6th Ed. K. Eileen Allen and Lynn R. Marotz. 2010 RECOMMENDED TEXT: Part 407 Licensing Standards for Day Care Centers. Department of Children and Family Services (DCFS) April 2010. INTERNET RESOURCE: Illinois Early Learning Standards (Illinois State Board of Education) http://www.isbe.net/earlychi/pdf/early_learning_standards.pdf COURSE DESCRIPTION: This course is designed to give the student an understanding of the natural creative potential that evolves through play within all areas of development. The student will have the opportunity to learn how to establish an aesthetically creative environment for young children. The student will learn methods of presenting activities to young children in ways to enhance and encourage creativity. The student will enhance their observational and documentation skills of the young child through activity presentations. GENERAL EDUCATIONAL GOALS: This course will serve the following general educational goals: 1. To foster and promote creativity and aesthetic development in young children. 2. To plan and implement creative activities. 3. To define the social/emotional and physical/mental benefits of art and music in the early childhood curriculum. 4. To identify the program basics in designing an early childhood creative arts program. 5. To describe the role of creative play in the overall development of the young child. 6. To facilitate the implementation of creative activities in other curricular areas. 7. To participate in the planning, presentation and evaluation of creative activities. COURSE OBJECTIVES AND STANDARDS: Standard 1 – Curriculum: 1A. Demonstrates current knowledge of integrated learning experiences for children from birth through grade three and understands the central concepts and tools of inquiry of each of the following content areas: language and literacy (English language arts); mathematics; science; health, safety, nutrition, and movement (physical development and health); art, music and drama (fine arts); and social science. 1B. Understands conceptually sound and meaningful curriculum for children from birth through grade three. 1D. plans, implements, and evaluates integrated, conceptually sound, meaningful learning experiences for children from birth through grade three. Standard 2 – Curriculum: English Language Arts 2C. Demonstrates knowledge of a variety of materials for promoting literacy, including various genres and authors of children’s literature, trade books (fiction and nonfiction), books designed for beginning readers, “big books”, anthologies, newspapers, and magazines. 2D. Understands a variety of age appropriate strategies that promote reading and listening comprehension and foster development within and among the four language arts (listening, speaking, reading and writing), including shared, guided, and interactive reading and writing. 2I. Understands children’s abilities to communicate ideas through technology. 2K. Promotes integration of various language components in literacy development. 1 Standard 3 – Curriculum: Mathematics 3A. Understands problem-solving approaches that children may use to investigate and understands mathematical content. 3B. understands various approaches (estimation, mental math, manipulative modeling, pattern recognition, and technology) that can be used to explore and communicate mathematical ideas, solve problems, and investigate everyday situations. 3E. Understands concepts, skills and procedures related to measurement of attributes such as length, weight, volume and temperature. Standard 4 – Curriculum: Science 4C. Promotes and encourages children’s innate curiosity about objects and events, respect for living organisms, and appreciation of the environment. 4E. Implements activities that foster children’s application of the principles of earth and space science, the life sciences, and the physical sciences and exploration of their interconnectedness in everyday environments. Standard 5 – Curriculum: Social Science 5A. understands the basic concepts of and interrelationships among the social sciences and the ways in which geography, history, civics, and economics relate to everyday situations and experiences. 5L. Creates opportunities for children to understand the relationship of self to others and to social, economic, cultural, and political activities and institutions. Standard 6 – Curriculum: Physical Development and Health 6F. Understands and respects differences among children in settings where children engage in physical activity. 6I. Applies health-related physical fitness concepts and practices. Standard 7 – Curriculum: Fine Arts 7F. Understands the elements of visual art, music, dance, and drama. 7H. Provides opportunities for children to explore music in a variety of contexts and communicate ideas, experiences, and stories through music. 7I. Provides opportunities for children to explore drama and dance in a variety of contexts and to communicate ideas. Standard 8 – Human Development and Learning 8B. Understands how to provide learning opportunities that support and enhance each area of development – physical, social, emotional, cognitive, linguistic, and aesthetic. 8C. Understands how brain development from birth through grade three is promoted through developmentally and culturally appropriate learning experiences. 8E. Understands how to support the development and learning of individual children from birth through grade three. 8J. Applies knowledge of development and individual differences when designing developmentally and culturally appropriate learning experiences for children from birth through grade three. 8N. Follows appropriate procedures and designs learning opportunities that are responsive to the health, safety, and nutritional needs of children from birth through grade three, including specific procedures and learning opportunities related to the health, safety, and nutrition of infants and toddlers. Standard 9 – Diversity 9A. Understands conditions that affect children’s development and learning, including risk factors, developmental variations, and developmental variations, and developmental patterns relation to specific disabilities. 9B. Understand cultural and linguistic diversity and the significance of familial, socio-cultural, and political contexts for development and learning. Standard 10 – Planning for Instruction 10A. Understands how to plan developmentally and culturally appropriate curriculum. 10D. Understands how to use and integrate appropriate technological resources into classroom instruction. 10F. Incorporates a variety of instructional strategies when designing learning experiences that promote children’s physical, social, emotional, aesthetic, linguistic, and cognitive development. Standard 11 – Learning Environment 11A. Understands how to create, select, and evaluate developmentally appropriate materials, equipment and technology for inclusion in the learning environment. 11B. Understands how to adapt strategies to meet the specific needs of all children from birth through grade three, including those with disabilities, developmental delays, or special abilities. 11C. Understands how to design learning environments that support the educations needs and interests of all children from birth through grade three. 11E. Understands the influence of the physical setting, schedule, routines, and transitions on children from birth through grade three. 11H. Designs learning environments for children from birth through grade three that include and integrate developmentally and culturally appropriate materials, equipment, and technological resources. Standard 12 – Instructional Delivery 12A. understands 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 from birth through grade three. 2 12B. Understands how to enhance the intellectual curiosity, problem-solving, and decision-making of children from birth through grade three. Standard 13 – Communication 13E. Models accurate, effective communication when conveying ideas and information and when asking questions and responding to students. WITHDRAWAL POLICY: Student withdrawal from the course must be initiated by the student (Form may be picked up at the Records Office or instructor.) The instructor may automatically withdraw a student if he/she misses 2 consecutive class sessions without prior consultation with the instructor. Final date for withdrawal is Monday, April 9th, 2012. FINANCIAL AID RECIPIENTS: Any withdrawal from a course can affect financial aid. Students who receive financial aid should see an advisor in the Financial Aid Office before withdrawing from a course. PLAGIARISM STATEMENT: Plagiarism is a form of cheating. Plagiarism is defined as using the words or ideas of another as one’s own, either on purpose or unintentionally. This includes but is not limited to, copying whole, portions, or the paraphrasing (rewording) of passages or information from any source in any academic exercise (written or oral) without giving credit to the author or source using an appropriate citation style. Students must be able to prove their work is their own. If plagiarism is confirmed, the student will receive zero credit for the assignment. DISABILITY STATEMENT: This course is designed to support diverse learners and create a safe environment for all students. If you are a student with a documented cognitive, physical or psychiatric disability, you may be eligible for academic support services such as extended test time, texts on disc, note-taking services, etc. If you are interested in learning if you can receive these academic support services, please contact either Tina Hardy ([email protected], or 224-0284) or stop by the Disability Services Office in B204. INCLEMENT WEATHER AND CLASS CANCELLATIONS: Students may go to the IVCC website for all cancellations. EVALUATIONS: 1. Attendance/Participation: Attendance (100 points) will count as an additional grade and will be averaged in at the end of the semester. Each absence will be docked 10 points. Tardiness, leaving class early, and sleeping in class will be documented and evaluated at the end of the semester. Student is responsible for what is covered in class. There may be some activities for which you will not be able to make up missed points. Participation in class is defined as the following: being prepared for class by having all materials necessary for class, exhibiting professional behavior, collaborating with other students, active participation in group work and presentations, and active participation in class discussions and activities. 2. Assessment of Knowledge: (3 @ 10 points each) Students will be required to complete a typed ‘Assessment of Knowledge’ based on the required readings as assigned. Be prepared to share in class. *Based on review of the chapter and/or assigned readings, what was most instrumental in knowledge gained? Identify and describe a minimum of 2 key points that you learned. Each point described should be a minimum of 100 words and not more than 200 words in length. Submitted through Blackboard. 3. Self-Reflection paper: Students will write a paper describing three (3) qualities that would make them a candidate to work with children and list one area of their life where they demonstrate creativity. Student needs to use real-life examples. Minimum 150 words, no more than 250 words. Submitted through Blackboard. Worth 10 points. 4. Discussion Board Assignment: Students will read an article on the Discussion Board on Blackboard. Student posts one comment to the article. Worth 10 points. 5. Learning Plans: (12 @ 15 points each) Students will be required to present lessons specific to the Illinois Early Learning Standards to the class. Students will provide a completed lesson plan of their activity to each student. Students will be required to gather all materials used and present to the class. (Students will not be expected to purchase or provide supplies for the activities) After checking the classroom cabinet and parent/teacher resource center, if additional supplies are needed, the student will need to submit a supply list to the instructor at least one (1) week prior to presentation of lessons. After Learning Plan is presented in class, a 3 random learning consideration will be given. Members of the class, as well as student presenting will brainstorm any necessary accommodations for the Learning Plan. Student will re-submit Learning Plan with accommodations from class presentation within 24 hours. Submission will be through Blackboard. 6. Learning Stations Presentation: (80 points) Each group will complete learning plans for their assigned areas. Each group will present their learning plans and learning station to the class. Presentations will include learning plans for each station, all materials, and set-up as a learning station for children with participation from members of the class in each learning station. Class members will evaluate the learning station. Each student will submit a self and group evaluation. 7. Course Portfolio: (25 points) Student will collect in a binder or on a flashdrive all activities presented in class by the instructor, other students, and themselves. 8. Mid-Term Exam: (50 points) Students will be given study guides. 9. Final Exam: (50 points) Students will be given study guides. Grading GradingAnalysis: Analysis: Attendance Attendance Assessment of Knowledge (3 @ 20 pts) Assignments (5 @ 10 pts) Creative Activities (10 @ 12 pts) Learning Plans Mid-Term Exam (10 @ 15 pts) Mid-Term ExamPresentation Learning Stations Learning Stations Presentation Course Portfolio Course Portfolio Final Exam Final Exam 100 pts 100 pts 60 pts 50 pts 485 - 436 = A 515 – 481 = A 435 - 388 = B 480 - 428 = B 120 pts 387 – 340= C 50 pts 180 pts 339 - 291427 = D– 374= C 50 pts 373 80 pts 290 –- 0321==FD 320 – 0 = F 25 pts 80 pts 25 pts pts 50 Total points: 485 50 pts Total points: 535 No late work will be accepted. 4