Creating Environments and Adapting Curriculum for Diverse Learners, Ages 3-5
EDUT 514
Fall 2001 Dr. Sylvia Y. Sánchez
3 credit hours(703) 993-2041
Thursdays 9:00-4:00E-mail: ssanche2@gmu.edu
SUB II, Rm 3Office Hours: After class or by appointment
Introduction:
This course is offered as one of the strands in the
Unified Transformative Early Education Model in Early Childhood (UTEEM),
a teacher training model providing an integrated approach to preparing
teachers to work with young children. Teachers are prepared to work
with children with diverse learning needs in a variety of inclusive community
settings. This strand is offered in conjunction with three other
courses and linked to a full-time field placement with diverse young children
ages three to five years of age. Students participating in this course
are enrolled as a cohort full time in the UTEEM project or by permission
of the program coordinators.
Course Description:
This course provides students with an understanding
of developmentally appropriate programs and practices for culturally, linguistically,
and ability diverse young children. The students will explore, plan,
and implement curriculum and environments using individually responsive,
age-related, and culturally appropriate methods and materials. This
strand will provide student interns with an understanding of the important
role of play, active exploration, the construction and representation of
knowledge, social interaction with peers and family members, and peers
and families as significant others in childrens intellectual and linguistic
development. Interns will develop an appreciation for curricular
adaptations unique to a variety of settings.
Student Outcomes:
At the completion of this course, students will:
3. Demonstrate the ability to apply current
research on effective developmentally appropriate practices to teaching
diverse young children.
4. Demonstrate the ability to select culturally,
linguistically, and ability responsive materials that have multiple purposes,
are adaptable and varied, and promote play and learning.
5.
Demonstrate the ability to construct learning environments appropriate
to the many settings (classroom, home, community) in which young children
function so that children can learn through active exploration and interaction
with other children, materials and adults.
6.
Demonstrate the ability to plan and implement integrated and meaningful
learning activities for diverse young children.
7.
Demonstrate the ability to utilize systematic problem solving strategies
to address dilemmas encountered in diverse educational and community settings.
8.
Demonstrate an understanding of the varied theoretical frameworks guiding
early childhood curriculum approaches and practices.
9.
Begin the process of becoming a reflective practitioner.
Professional Standards and Student Outcomes
The
coursework and internship experiences associated with this class fulfill
the following NAEYC and CEC professional standards which prepare early
childhood professionals who:
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1.2.2
NAEYC
|
Create
and modify environments and experiences to meet the individual needs of
all children, including children with disabilities, developmental delays,
and special abilities.
|
|
1.3
NAEYC
|
Apply
knowledge of cultural and linguistic diversity and the significance of
socio-cultural and political contexts for development and learning, and
recognize that children are best understood in the contexts of family,
culture, and society.
|
|
2.1
NAEYC
|
Plan
and implement developmentally appropriate curriculum and instructional
practices based on knowledge of individual children, the community, and
curriculum goals and content.
|
|
2.1.1
NAEYC
|
Use
and explain the rational for developmentally appropriate methods that include
play, small group projects, open-ended questioning, group discussion, problem
solving, cooperative learning, and inquiry experiences to help young children
develop intellectual curiosity, solve problems, and make decisions.
|
|
2.1.1.
CEC
|
Make
specific adaptations for the special needs of children who have unique
talents, learning and developmental needs, or specific disabilities.
|
|
2.1.2.
NAEYC
|
Use
a variety of strategies to encourage children’s physical, social, emotional,
aesthetic, and cognitive development.
|
|
2.1.3.
NAEYC
|
Demonstrate
current knowledge of and ability to develop and implement meaningful, integrated
learning experiences, using the central concepts and tools in curriculum
content areas including language and literacy, mathematics, science, health,
safety, nutrition, social studies, art, music, drama, and movement.
|
|
2.1.3.
CEC
|
Incorporate
information and strategies from multiple disciplines in the design of intervention
strategies.
|
|
2.1.4.
NAEYC
|
Develop
and implement an integrated curriculum that focuses on children’s needs
and interest and takes into account culturally valued content and children’s
home experiences.
|
|
2.1.5.
NAEYC
|
Create,
evaluate, and select developmentally appropriate materials, equipment,
and environments.
|
|
2.1.5.
CEC
|
Develop
and select learning experiences and strategies that affirm and respect
family, cultural, and societal diversity, including language differences.
|
|
2.1.7.
NAEYC
|
Develop
and evaluate topics of study in terms of conceptual soundness, significance,
and intellectual integrity.
|
|
2.1.7.
CEC
|
Select
intervention curricula and methods for children with specific disabilities
including motor, sensory, health, communication, social-emotional and cognitive
disabilities.
|
|
2.1.8.
CEC
|
Support
and facilitate family and child interactions as primary contexts for learning
and development.
|
|
2.1.9.
CEC
|
Implement
developmentally and functionally appropriate individual and group activities
using a variety of formats, including play, environmental routines, parent-mediated
activities, small-group projects, cooperative learning, inquiry experiences,
and systematic instruction.
|
|
2.1.10.
CEC
|
Develop
and implement an integrated curriculum that focuses on children’s needs
and interests and takes into account culturally valued content and children’s
home experiences.
|
|
2.1.11.
CEC
|
Select,
develop and evaluate developmentally and functionally appropriate materials,
equipment, and environments.
|
|
2.1.13.
CEC
|
Employ
pedagogically sound and legally defensible instructional practices.
|
|
2.2.
NAEYC
|
Use
individual and group guidance and problem-solving techniques to develop
positive and supportive relationships with children, to encourage positive
social interaction among children, to promote positive strategies of conflict
resolution, and to develop personal self-control, self-motivation, and
self-esteem
|
|
2.2.1.
CEC
|
Select
and implement methods of behavior support and management appropriate for
young children with special needs, including a rage of strategies from
less-directive, less-structured methods (e.g., verbal support and modeling)
to more-directive, more-structured methods (e.g., applied behavior analysis).
|
|
2.3.1.
CEC
|
Provide
a stimuli-rich indoor and outdoor environment that employs materials, media,
and technology, including adaptive and assistive technology.
|
|
2.3.2.
CEC
|
Organize
space, time, peers, materials, and adults to maximize child progress in
group and home settings.
|
|
2.4.
NAEYC
|
Establish
and maintain physically and psychologically safe and healthy learning environments
for children
|
|
2.4.1.
NAEYC
|
Demonstrate
understanding of the influence of the physical setting, schedule, routines,
and transitions on children and use these experiences to promote children’s
development and learning.
|
|
3.1.
NAEYC
|
Establish
and maintain positive, collaborative relationships with families.
|
|
3.1.1.
NAEYC
|
Respect
parents’ choices and goals for children and communicate effectively with
parents about curriculum and children’s progress
|
|
3.1.3.
NAEYC
|
Support
parents in making decisions related to their child’s development and parenting.
|
|
3.1.3.
CEC
|
Assist
families in identifying their resources, priorities, and concern in relation
to their child’s development
|
|
3.1.4.
CEC
|
Respect
parent’s choices and goals for children and communicate effectively with
parents about curriculum and children’s progress
|
|
3.2.4.
CEC
|
Identify
structures supporting interagency collaboration, including interagency
agreements, referral, and consultation.
|
|
3.2.5.
CEC
|
Participate
as a team member to identify dynamics of team roles, interaction, communication,
team building, problem solving, and conflict resolution.
|
|
3.2.6.
CEC
|
Employ
two-way communication skills
|
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4.1.7.
CEC
|
Monitor,
summarize, and evaluate the acquisition of child and family outcomes as
outlined on the IFSP and IEP.
|
|
5.1.
NAEYC
|
Reflect
on their practices, articulate a philosophy and rationale for decisions,
and continually self-assess and evaluate the effects of their choices and
actions on other (young children, parents, and other professionals) as
a basis for program planning and modification and continuing professional
development.
|
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5.1.
CEC
|
Articulate
the historical, philosophical, and legal basis of services for young children
both with and without special needs
|
|
5.2.
CEC
|
Identify
ethical and policy issues related to educational, social, and medical services
for young children and their families.
|
|
5.3.
NAEYC
|
Demonstrate
an understanding of the early childhood profession, its multiple historical,
philosophical, and social foundations, and how these foundations influence
current thought and practice.
|
|
5.7.
CEC
|
Reflect
upon his/her own professional practice and develop, implement, and evaluate
a professional development plan.
|
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5.9.
CEC
|
Read
and critically apply research and recommended practices.
|
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6.4.
NAEYC
|
Analyze
and evaluate field experience, including supervised experience in working
with parents, and supervised experience in working with interdisciplinary
teams of professionals.
|
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6.6.
CEC
|
Analyze
and evaluate field experiences, including supervised experience in working
with families and other professionals.
|
Required
Books:
Abraham, M., Morris, L., and Wald, P. (1993). Inclusive early childhood education. Communication Skill Builders. ISBN 0-88450-635-5
Ballenger, C.(1999).Teaching other peoples children. New York: Teachers College Press. ISBN 080 77 37 895.
Bredekamp, S. and Copple, C. (1997). Developmentally appropriate practice in early childhood programs. Washington, D.C.: NAEYC
Bredekamp,
S. & Rosegrant, T. (Eds.) (1992). Reaching potentials: appropriate
curriculum and assessment for young children, vol. 1. Washington, DC:
NAEYC.
RECOMMENDED
Course
Requirements:
1. Attend all class sessions (unless prior arrangements have been made with the instructors).
2. Prepare for class by completing all assigned readings.
3. Actively participate in all class discussions and activities.
4. Complete all written assignments and projects.
5. Maintain an interactive, reflective, dialogue journal to be read by full time UTEEM faculty.
6.
Use APA style to cite your references.
Note:
If you require accommodations or modifications due to a disability or other circumstances, please consult with the course instructors.
Course
Grading:
1. Participation and Preparation for Class (See rubric) 10%
2. Meaningful Dilemmas (due 9/18, 10/2, 10/16, 10/30, 12/5) 20%
3. Environment Analysis (10/2) 15%
4. Pluricultural thematic plan (preliminary ideas 10/16, draft plan 10/30, reflections 12/3) 30%
5. Video Analysis and Reading Application(12/12) 25%
Aug 27-30 UTEEM Orientation - Introduction to: Amazing Grace
Instructional Routines
Instructional Strategies
Culture in Lives of Children Ages Three to Five
Early Memories and Family Stories
Program Overview
Cohort Ground Rules
Story Box on Amazing Grace
Sept 4: Overview of syllabus Roopnarine chapters
Defining curriculum
Viewing dilemmas through a cultural lens
Dilemmas as an organizing element
Present on Early childhood curriculum models:
Constructivist,
Montessori, High Scope, Mixed Age
Sept 18: Foundations of culturally, developmentally, Bredekamp & Copple, 2 & 4
Co-Constructing Rubric for Evaluating Thematic Unit
Dilemma 3 Due
Thematic Plan Preliminary Ideas Due, with
classroom assessment web, figure 7.4, p. 218,
de Melendez.
Oct 30: Creating a positive social climate for diverse Reynolds, handout
1. Meaningful Dilemmas
Select a situation from your internship experience that has perplexed you,
caused you anxiety, or made you wonder. Describe the situation using
the attached form. This will be used in class for discussion and
for practicing systematic problem solving strategies (4 points each, 20
points total). Note: for Dilemma 4, please focus on a dilemma
related to an issue centered on behavior or discipline. Topics for
other dilemmas are at your discretion, based on what is meaningful for
you.
2.
Environment Analysis
a). Pretend you are one of the children in your classroom. If you are not
in a classroom, select a setting where you have worked with a child. Discuss
what this room is like from the perspective of a child? Discuss how
welcoming the environment is for all children? Use the information
gathered on children's interests and preferences (See Assessment class
assignment) and discuss the opportunities available for children to learn
through their interests/preferences. What and how would you as a child
interact with the environment. What would work for you and what might be
a challenge. b). Draw a model of the room arrangement in your site. Discuss
the room arrangement or setting from the perspective of the readings, in
particular, Bredekamp and Copple and deMelendez. Use Figures 7.9 and 7.10
and Appendix K in deMelendez to help you collect and examine elements of
environmental diversity and to graphically represent the information.
c). What adaptations would you make if you were the educator in that setting.
Briefly address why the adaptations would be important for the children.
Due
Oct. 2. Typed and double-spaced (15 points).
3.
Integrated Pluricultural Thematic Unit
5.Video
Analysis and Reflection
SS
Number:________________ Date:______________________
Setting
(No names):
People
Involved (descriptors or first name only):
Description
of Situation (include background information we may need to understand):
What
perplexed me about this was...