Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - EEC7612
Tracking Number - 1663
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Approved, Permanent Archive - 2007-11-08
Course Change Information (for course changes only):
- Date & Time Submitted: 2007-03-27
- Department: Childhood Education
- College: ED
- Budget Account Number: 1721
- Contact Person: Suzanne Quinn
- Phone: 41028
- Email: email@example.com
- Prefix: EEC
- Number: 7612
- Full Title: Critical Perspectives in Early Childhood Education
- Credit Hours: 3
- Section Type: C -
Class Lecture (Primarily)
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?: N
- Is this course repeatable?:
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): Critical Perspectives in ECE
- Course Online?: -
- Percentage Online:
- Grading Option:
R - Regular
- Prerequisites: none
- Corequisites: none
- Course Description: An exploration of how philosophical ideas of education impact today’s practice in early childhood education. Open to all adv. grad stud & may not be repeated for credit.
- Please briefly explain why it is necessary and/or desirable to add this course: National Council for Accreditation of Teacher Education (NCATE) Standards as developed by National Association for the Education of Young Children (NAEYC) for the accreditation of early childhood education advanced graduate programs recommends coursework
- What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? This course is required for those students taking the curriculum and instruction PhD with an early childhood education specialization. It is also available to other curriculum and instruction advanced graduate students seeking a cognate in early childhood education.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? Yes the course has been offered on the 7931 temporary course number.
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Course instructors must have an earned doctorate in early childhood education, or a related field.
- Objectives: Upon completion of the course students will demonstrate:
1. Increased understanding of the critical research literature associated with the social, political, economic, and cultural influences on early childhood education; NAEYC 1a,
2. Multiple perspectives and cultural positionality on key social educational issues, and engage in principled dialogue on these issues; NAEYC 5d,
3. An ability to explore the dynamic relationships between society and educational policies and practices and a research-based comparison of curriculum development models; NAEYC 5d,
4. Multiple frameworks by which selected aims and functions of education in societies may be analyzed and assessed; NAEYC 5d,
5. An understanding of the epistemological connection between philosophy and ways of teaching. NAEYC 4, 5d.
CF denotes COE Conceptual Framework and NAEYC denotes the National Association for the Education of Young Children Professional Standards
- Learning Outcomes: a. Analysis and synthesis of one critical aspect of the research literature associated with social, political, economic, and cultural influences on early childhood education – via papers, class discussion, and student presentations.
b. Analysis of current philosophical issues affecting practice – via student presentation, papers, and article critiques.
c. Critique and comparison of approaches to Curriculum Development early childhood education - via papers, class discussion, and student presentations.
- Major Topics: Governing Teachers, Parents, and Children through Child Development Knowledge
What History Tells Us About Public Schools for 4-Year Olds
What Should Children Learn? Making Choices and Taking Choices
Reconstructionism and Education
Discourses of Development
Teacher Behavior, Teacher Roles: Teacher Ethics and Experiences
Administering Freedom: A History of the Present
Critical Perspectives on the Historical Relationship Between Child Development and Early Childhood Education Research
Meanings of Readiness and the Kindergarten Experience
Philosophical Foundations: Approaches to Curriculum Development
The Politics of Education
Disturbances from the Field: Recovering the Voice of the Early Childhood Teacher
Teachers, Autobiography, and Curriculum: Critical and Feminist Perspectives
“At Risk” or “At Promise”? From Deficit Constructions of the “Other Childhood” to Possibilities for Authentic Alliances with Children and Families: What the research tells us
Deconstructing the Discourse of Care: Young Children in the Shadows of Democracy
Living and Learning in a Diverse Society: Sociology of Education
Beyond Democracy to Consensus: Reflections on a Friends School Collaborative Ethnography
Breaking Silences: Building New Stories of Classroom Life Through Teacher Transformation
- Textbooks: Anderson, J., Moffatt, & Shapiro, J. (2006). Reconceptualizing language education in early childhood: Socio-cultural perspectives. In B. Spodek & O. N. Saracho (2nd ed.). Handbook of research on the education of young children (pp.393-409). Mahwah, NJ: Lawrence Erlbaum Associates, Ltd.
Bransford, J.D., Brown, A.L., & Cocking, R.R. (Eds.). (2000). How people learn: Brain,
mind, experience, and school. Washington, D.C.: National Academy Press.
Charlesworth, R. (2005). Innovations in early childhood teacher education: Reflections on practice. Journal of Early Chil
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- Policy on Make-up Work:
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