Early Childhood Education (ZS) Section 5 Program Information

Early Childhood Education (ZS)
Section 5
Program Information
Philosophy, Rationale and Objectives
The following Program Summary describes the philosophy, rationale, and objectives of the Early
Childhood Education program and explains how it is consistent with the philosophy, rationale, and
conceptual framework of the unit.
Philosophy:
We believe that Early Childhood is the most critical period in the development of the whole child and
that all subsequent learning is grounded on a firm foundation in a developmentally appropriate
learning environment designed to provide and instill in teacher candidates the knowledge and
understanding for the unique qualities of the young child as distinguished from the older child in
specific areas of development including motor/physical, cognitive, and social-emotional.
Rationale:
Based on our philosophy, the Early Childhood Education Program structure has been developed to
enhance the pedagogical knowledge, skills, and dispositions so that our teacher candidates graduate
with the ability to apply this knowledge and create an effective and productive early learning
environment focused on the success of each individual child. This program is designed with an
ecological focus which recognizes the diverse nature of each child’s context and contribution as well as
the interrelatedness of his/her culture, family, and community with an appreciation that each child is
distinctly exceptional which includes but is not limited to those with special needs relative to
cognitive, language, and physical development.
Objectives:
1. Each student will develop his/her own personal philosophy, rationale and objectives to apply to
his/her individual professional practice correlated to the philosophy, rationale and objectives of
the ECE program.
2. The students will produce at the end of each course an artifact that articulates the connection
between the objectives of each course in the ECE program and the indicators in the School of
Education conceptual framework.
3. The students will demonstrate in course assessments that they are caring, competent and
highly qualified in the application of early childhood pedagogical knowledge, skills, and
dispositions identified in the course syllabi and established on national and state standards.
4. The students will demonstrate the ability the to create an effective early learning environment
that is developmentally appropriate and focused on the individual needs and success of each
child.
5. The students will exhibit proficiency throughout their pre-professional preparation and
specifically in field–based practice and lesson planning that they understand the ecological
focus as defined in the rationale and its direct relationship to each child’s success.
Consistency with the Philosophy, Rationale and Conceptual
Framework of the Unit
The School of Education has identified its
Conceptual Fraemwork as the Model of Teacher
Education with eleven integrated components,
portrayed to the right. The courses in the Revised
Early Childhood Education Program have as their
foundation the principles that have been clearly
stated in the Philosophy and Rationale and all
course objectives based on MDE/NAEYC standards
are aligned in the syllabi to the SOE Conceptual
Framework. The faculty of the courses will be
intentional in communicating to the students how
the key components of the program are connected
to the Conceptual Framework. At the end of each
course the culminating assignment is a paper in
which students connect the activities, artifacts,
content to the Conceptual Framework.
Sequence of Courses and
Experiences
The SEQUENCE of courses and/or experiences are
described below to establish how the program enhances the understanding of the structures, skills,
core concepts, ideas, values, facts, methods of inquiry, and uses of technology. The major has 32
hours of courses, not including ECE 430 and ECE 450 in which the candidate enrolls when student
teaching. The minor has 22 hours of courses, also not including ECE 430 and 450.
SEQUENCE:
 ECE 265 Social Foundations of Early Childhood Education (3)
 ECE 266 Early Child Growth and Development (3)
 EDU 267 Early Adolescent Development (1; taken concurrently with ECE 266)
 ECE 320 Assessment, Guidance and Discipline of Young Children (2)
 ECE 340 Emergent and Beginning Literacy (3; cross-listed as RDG 340)
 *ECE 360 Assessing Software (1)
 *ECE 361 Motor Development and Motor Learning (3; cross-listed as PED 361)
 ECE 365 Curriculum and Methods of Early Childhood Education (4)
 ECE 368 Young Children with Special Needs (2)
 *EDU 376 Children's Literature (3)
 ECE 378 Intervention Strategies for Young Children with Developmental Delays (2)
 ECE 416 Early Childhood Policies and Standards (2)
 *EDU 424 Elementary and Middle School Reading Problems (3)
 ECE 430 Seminar in Teaching Early Childhood (1)
 ECE 450 Directed Teaching - Early Childhood
Courses denoted with an * are not required for the minor. It should be noted that EDU 376 is part of
the elementary education planned program and EDU 424 is one of the required elementary education
reading courses, so candidateselecting an ECE minor will still take these two courses as part of their
general elementary education program.
The courses have been designed based on a developmental sequence in order for the students to have
an awareness and understanding of Early Childhood Education from an ecological perspective. The
ecological perspective espouses an understanding that early childhood education is founded on the
belief that young children are significantly impacted by a myriad of social influences. The sequence of
our courses defines the structure of the discipline and has been developed based on a continuum of
study that organizes the students’ learning in a logical progression for understanding the following:
Candidates must have a basic foundational understanding of how young children grow and develop
from conception through 8 years of age. The students must be aware and understand that children do
not grow in a vacuum but that their growth and development are strongly effected by outside social
entities including but not limited to immediate family structure, community resources, extended
family, religious affiliations, culture, language, ethnicity, etc.
Having gained this foundational knowledge, the candidates can then learn and apply appropriate
strategies and methods to guide their students’ learning as well as
create a highly effective and developmentally appropriate learning environment. If the learning
environment is well designed and children are engaged in developmentally appropriate activities,
discipline is maintained through engagement in the learning process. However, exceptions will always
be a factor in working with young children and those situations will be considered by creating
strategies for exceptional circumstances and will also be addressed in subsequent coursework where
special needs is the focus.
Variety of Instructional Approaches
Addressing young children and their learning styles is embedded in every course. The teacher
candidates understand learning styles through study, activities and experience in their own courses.
As they observe and develop lessons, they are required to engage children in ways that include every
style. Through dramatic play, art experiences, cooking, music and listening, movement, experiencing
oral and auditory stories, motor experiences, fine motor activities, our teacher candidates become well
prepared to interact in a learning environment that recognizes the importance of learning styles and
addressing every sensory area. From the first course and throughout the Early Childhood program in
both the major and minor it is clearly and intentionally conveyed that to understand ECE from all
perspectives requires that every learning experience, observation, and practicum will occur within an
educationally appropriate environment. birth to 8 years.
All SAU teacher candidates are evaluated according to the way that they instruct students during
methods class and student teaching. Evaluation criteria for instruction used in methods class or
student teaching are quite numerous, and may be noted in the relevant sections of the pedagogical
dispositions form and the student teacher evaluation form. For the 2009-10 academic year, 99.9% of
the student teachers were rated as proficient most or some of the time by their cooperating teachers
in the area of instruction.
Differences between Elementary and Secondary Preparation
Not Applicable.
Diversity
Since the conceptual framework for the School of Education addresses diversity, Early Childhood
Education students receive extensive exposure to relevant issues in the professional education
sequence. The candidates are exposed to a variety of diversities, which include but are not limited to:
racial and cultural diversity, ethnic and socioeconomic diversity, gender and sexual diversity, socially
marginalized, English Language Learners (ELL), and those with special needs, to name a few. Each
candidate is required to take one course, entitled "The Diverse Learner" where the principles and
practices for working with these learners are addressed. Part of the course requirement includes the
completion of 30 hours of classroom observation and interaction, 15 hours in various diverse setting
(per the above list) and 15 hours in special needs classrooms. Our candidates are supported during
this experience as they learn firsthand some of the barriers to achievement through students' life
situations. During thise course, candidates are also informed regarding Individualized Education Plans
(IEPs), Response through Intervention (RTI), and Differentiated Instruction. Early Childhood Education
students also take a separate course in social foundations, ECE 265.
Candidates are also evaluated according to the way that they work with diverse students during
methods class and student teaching. Evaluation criteria for diversity used in methods classes and
student teaching may be noted in the relevant section of the pedagogical dispositions form and the
student teacher evaluation form. For the 2009-10 academic year, 100% of the student teachers were
rated as proficient most or some of the time by their cooperating teachers in the area of diversity.
Multiple Methods of Assessment
Assessment is identified as one of the domains in the Conceptual Framework, and candidates are
thoroughly acquainted with the topic by the time they complete their professional preparation.
Assessment focused specifically at the various stages and ages of the Early Childhood curriculum is
embedded in every course and related specifically to the standards and content of each course.
The following ECE courses have assessment as a central component or focus of course instruction,
activities and assessment.
Course
Type of Assignment
Instrument/Documentation
Focus
Population
IEP
Review and perform an analysis of the
purpose and process
All special
needs children
IFSP
Introduction to the purpose and process
and the impact on children and learning
ECE children
and families
3600 Form for Child
Abuse and Neglect for
Mandatory Reporters
Training with Caseworker
Children at risk
for abuse and
neglect
Family ECOmap
Social systems family assessment
ECE Families
Questionnaire
Diversity assessment of community
Community
and School
Observation
Observation
Checklist:Cognitive/Social/Physical
Development
Birth-12
months and
18-36 months
Performance assessment
Gross motor skills/development
3. 4. 5 year old
Conversation/dialogue
with children
Identity Awareness; Scripting dialogue for
In-class discuss linked to research-based
developmental milestones
3 year olds
Anecdotal record
Interview parent about preganancy, birth
experience, and effects on family
New mothers
w/
infants/effects
ECE 320
Behavioral case study (in
collaboration with school
and/or family
environment)
Analysis of child behavior
recommendations and strategies for
intervention
Ages 3 years3rd grade
ECE 365
Lesson planning and
assessment of their
instruction and student
learning
Typical assessment of student learning in
the 4 major content areas ... i.e.
performance assessments; video/media
assessment; reading assessment; learning
center assessment
PK-3rd grade
Objective-based
assessment
Measurement of learning based on
objectives evaluated by student
PK-3rd grade
ECE 265
ECE 266
Course
Type of Assignment
Instrument/Documentation
Focus
Population
performance and outcomes on assigned
tasks
IEP
Students develop IEP and practice
implementation, observe an IEP conference
PK-3rd grade
Home-parent
intervention plan
Create a report based on observation and
conversation with parents
Birth-3rd grade
Developmental
observations
Checklist for developmental delays
Students w/
special needs
IFSP
Students participate in an IFSP process
including conference
Students w/
special needs
Denver Developmental
Profile
Conduct the profile
Students w/
special needs
Assistive technology
Exploration, application and adaptations
using various technologies appropriate or
specific to ECE
All children in
ECE programs
IAP
Develop an IAP
Children with
504 disabilities
Young child observation
Interview for literacy awareness
Birth-3rd grade
Sulzby Assessment
Reading acquisition assessment
PK-3rd grade
Language experience
Story writing
PK-3rd grade
Writing workshop
notebook
Portfolio of writing progress
PK-2nd grade
Technology, media and
software assessment
Reviewing and reporting developmental
levels of technology for classroom
application
Birth-3rd grade
Digital technology for
childhood assessment
Practice using various types of technology
and media
Birth-3rd grade
ECE/PED
361
Observation of physical
developmental
milestones
Anecdotal records
Birth-3rd grade
ECE 416
Program, curriculum, and
facility assessment
Checklist: Alignment with State childcare
standards and requirements; Test:
Assessment of daycare licensing rules
Facilities for
Birth-3rd grade
Code of Ethical Conduct
Reflective personal evaluation
Students in
ECE 368
ECE 378
ECE/RDG
340
ECE 360
Course
Type of Assignment
Instrument/Documentation
Focus
Population
course
EDU 424
MLPP & DIBELS
Use of specified assessment documents
Birth-3rd grade
Towards the end of their program, in the course called Effective Teaching Strategies, candidates
develop an assessment "profile" that reveals their philosophy of assessment and best strategies.
During their student teaching, they also plan, execute, and report on a teacher work sample that
sandwiches pre- and post-intervention assessments of student learning around a unit of instruction.
Candidates are also evaluated according to the way that they assess students during methods class
and student teaching. Evaluation criteria for assessment used in methods classes and student teaching
may be noted in the relevant section of the pedagogical dispositions form and the student teacher
evaluation form. For the 2009-10 academic year, 99.8% of the student teachers were rated as
proficient most or some of the time by their cooperating teachers in the area of assessment.
Candidate Preparation
All candidates for the ECE major or minor are required to pass the Michigan Test for Teacher
Certification for ECE (ZQ). The departmental assessment plan indicates that 90% of candidates will
demonstrate proficiency in the specialty area by passing it on the first attempt. For the current ZA
endorsement, during the 3-year period from 2006-2009, SAU candidates had a 95.7% cumulative
pass rate on the MTTC.