This course has an assignment that is due by 11:55 pm Central Standard Time on Wednesday night of the first week of class. Failure to complete this assignment will result in your removal from the course for non-participation.

This is a hybrid course that includes “live” synchronous class meetings one night a week during scheduled class time using the Big Blue Button web conferencing system. Students are required to log in and attend the synchronous meetings. Students will need access to a computer or tablet with reliable high-speed internet connection, along with a webcam, microphone and either speakers or headphones.

The remaining credit hours for the course will be fulfilled through online assignments completed in myCMU. Students must participate in the live meetings and online assignments to be successful in this course.

Students will access Big Blue Button meetings by clicking “Online Meetings” located on the left side menu of this course in myCMU. To participate in the meeting click on the appropriate weeks link during the scheduled time and day of the course. Recorded sessions can also be accessed here.

• Weissman, P. & Hendrick, J. (2014). The whole child: Developmental education for the early years (10th ed.). Upper Saddle River, NJ: Pearson Education, Inc. ISBN 978-0-13-285342-2

Introduction to various curriculum models for children aged three years through eight years. Early childhood education is explored from an historical and philosophical perspective. Current issues in the field are discussed. Prerequisites: ED103 and concurrent enrollment in ED331. 2 credit hours.

1. Define developmentally appropriate practice and discuss its relevance to curriculum. (CMU 1.b, 1.c, 2.a, 2.b, 3.b) (ECEC 2.3) (MoSPE 1C2, 1C3, 1C4, 2C1, 2C5, 2C6, 5C1, 5C2, 8C3, 9C3)

2. Discuss and practice early childhood professional ethics. (CMU6.c, 7.a, 7.c) (ECEC 7.4) (MoSPE 8C3)

3. Examine quality early childhood programs in nursery school, child care centers, kindergarten and primary classrooms. (CMU 1.a, 1.b) (ECEC 1.1, 1.3)

4. Develop and expand knowledge of typical development and behavior during early childhood and apply this knowledge to classroom practice. (CMU 1.a, 1.b, 1.c, 2.a, 2.b, 3.a, 3.b, 3.c, 5.a, 5.c) (ECEC 2.2, 6.7, 6.8, 6.9) (MoSPE 2C1, 2C5, 5C1)

5. Develop, implement and reflect upon learning experiences specific to the developmental needs of a group of young children - translate theory to practice. (CMU 2.a, 2.b, 2.c, 3.a, 3.b, 3.c, 5.a, 5.b,, 5.c) (ECEC 2.3, 6.1)  (MoSPE 1C2, 1C3, 1C4, 2C4, 2C5, 2C6)

6. Read, discuss, apply and reflect on theory and research from professional literature to teaching practice. (CMU1.a, 1.b1.c) (ECEC 1.4, 6.8, 7.6) (MoSPE 2C3, 5C1, 5C2, 8C1, 8C2)

7. Create a developmentally appropriate early childhood philosophy, guidance policy, schedule, and literacy statement. (CMU 1.a, 1.b, 1.c, 2.a, 6.b, 6.d, 7.a, 7.c) (ECEC 1.4, 2.3, 6.1, 6.2, 6.3, 6.4, 6.5, 6.6, 6.7, 6.8, 6.9) (MoSPE 1C2, 1C3, 2C1, 2C2, 2C3, 2C5, 3C1, 3C2, 4C1, 4C3, 5C1, 5C2, 5C3, 6C2, 6C3, 7C1, 7C3, 7C4 )

8. Foster competence and confidence in all dealings with young children. (CMU 2.a, 2.b, 2.c, 3.a, 3.b, 3.c, 5.a, 5.b, 5.c, 5.d., 5.e, 6.d) (ECEC 6.6) (MoSPE 2C1, 2C5, 5C2, 8C1)

9. Deal effectively with problems and/or crises as they arise. (CMU 2.a) (ECEC 6.6) (MoSPE 8C3)

10. Articulate the role the physical and psychological environment plays in early childhood curriculum. (CMU 2.a, 2.b, 2.c) (ECEC 2.3, 6.2, 6.3, 6.8, 6.9) (MoSPE 2C3, 2C4, 2C5, 2C6, 3C2, 3C3, 5C1, 5C2, 5C3, 6C2, 7C1)

11. Explore technology and its role in the early childhood curriculum. (CMU 8, 9, 10, 11) (ECEC 6.5) (MoSPE 6C4)