Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - EEC7704
Tracking Number - 1665
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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: firstname.lastname@example.org
- Prefix: EEC
- Number: 7704
- Full Title: Teaching and Learning in Early Childhood
- 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): Teaching and Learning in ECE
- Course Online?: -
- Percentage Online:
- Grading Option:
R - Regular
- Prerequisites: none
- Corequisites: none
- Course Description: Policies and research focusing on teaching and learning in Early Childhood Education with an naturalistic inquiry / action research component. Course is open to all adv. grad students and 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: 1. An understanding of seminal research on children’s characteristics and needs (ages birth through age 8), and of multiple interacting influences on early development and learning, in creating environments that are healthy, respectful, supportive, and challenging for all children. CF 2, 6; NAEYC 1a, 1b, 1c,
2. An in-depth understanding and critical knowledge of theory and research relevant to teaching and learning of young children. CF 4, 6; NAEYC 4a, 4b, 4c, 4d,
3. An understanding of the connection between research on children’s learning and how it informs best teaching practices in the field, leadership and public policy. CF 6; NAEYC4a, 4d,
*CF denotes College of Education Conceptual Framework; NAEYC denotes National Association for the Education of Young Children
- Learning Outcomes: i. Analyze the impact of children’s characteristics and needs, and of multiple interacting influences on early development and learning, in creating environments that are healthy, respectful, supportive, and challenging for all children. – class discussion, presentations, action research and article critiques.
ii. Synthesize knowledge of theory and research relevant to a particular focus point in the teaching and learning of young children - papers, class discussion, presentations, action research and article critiques.
iii. Examine the connection between research on children’s learning and how it informs best teaching practices in the field, leadership and public policy – review of research papers, student presentations or action research.
- Major Topics: Topics:
a. Characteristics and Needs of Children Ages Birth Through Age Eight
3.Preschoolers and Kindergartners
4.Primary Grades (Ages 6-8)
b.Situating Learning and Knowing
1.Defining epistemology: what does it mean to construct knowledge
2.How is new knowledge constructed within academic disciplines?
3.What makes a good learning experience?
1.How do we define intelligence?
2.How does this relate to our teaching practices?
d.Learning in a Social and Cultural Context
1.Cultural influences on constructing knowledge
2.How peers influence learning.
3. How culture shapes pedagogy.
e. Connecting Learners with Content
1.Exploring the triangle of teacher, learner, content
2.How do teachers help children learn more?
3.Expressions of learning young children (speaking, writing, creative arts, etc.)
4.Impact of technology on the learning of young children
f. Implications for Teaching
1.The goals of teaching young children
2.Strategies for engaging all learners in the early years
3.Curriculum design and assessment for constructivists
- Textbooks: 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.
Chambers, B., Cheung, A.C.K., & Slavin, R.E. (2006). In B. Spodek & O. N. Saracho (2nd ed.). Handbook of research on the education of young children (pp.347-359). Mahwah, NJ: Lawrence Erlbaum Associates, Ltd.
Chen, Jie-Qi,; Horsch, Patricia,; DeMoss, Karen, and Wagner, Suzanne L.(2003). Effective partnering for school change: New York, Teachers College Press.
Duckworth, E. (1987). “The having of wonderful ideas” and other ess
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