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EDEC 322

EDEC 322

Early Development and Learning: Preschool Age (Three to five years) 


1.  Catalog Entry

EDEC 322

Early Development and Learning: Preschool Age (Three to five years) 
Credit hours (4) Three hours lecture, one hour laboratory
Prerequisites: 2.5 GPA, EDEC 321, HUMD 300 or PSYC 317 or PSYC 230, or permission of instructor.
Corequisite: EDSP 436


Designed to provide knowledge of the dynamic interrelated physical, social, emotional, and cognitive development of children three to five years of age. Theories of development and methods of child study within cultural and family contexts will be addressed. Learning patterns will be identified as will appropriate strategies and practices to enhance and support learning and development. Students will go to preschool settings regularly to observe and interact with preschoolers.


2. Detailed Description of Content of Course

    1) Curriculum, instruction, and assessment for preschool education

        a. Principles of learning

        b. Methods of communication with and among children

        c. Research based curriculum selection

        d. Tailored teaching methods to promote children鈥檚 learning and preparation for later learning

        e. Technology and online learning

        f. Valid and reliable classroom-based assessments

        g. Formative and summative assessments to meet the needs of diverse learners

        h. Analysis of assessment data to inform ongoing planning and instruction and to improve student performance

        i. Assessments for student achievement goal setting

        j. Ethical issues in assessment

    2) Developmentally appropriate programs

        a. Definitions

        b. Principles and trends

        c. Historical, philosophical, and sociological foundations of DAP

        d. Administrative issues such as federal laws, state regulations, and Virginia鈥檚 Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers

    3) Development during the preschool age (3 to 5)

        a. Physical growth and development

        b. Perception, cognition, and language

        c. Social learning and personality development

        d. Creativity, play, and imagination

        e. Emotional development

   4) Diverse learners

        a. Cultural sensitivity

        b. Inclusion of children with disabilities

        c. Gifted children

        d. English language learner

    5) Developmental domains and curricula connections

        a. Aesthetic

            i.  music

            ii. art

            iii.drama

        b. Affective

            i.  self-concept development

            ii. interpersonal relationships

            iii.social studies

            iv. self control

        c. Cognitive

            i.  science

            ii. math

            iii.social studies

        d. Language Arts

            i.  emergent literacy

            ii. dialects

            iii.limited and non-English speaking children

        e. Physical development

            i.  gross motor

            ii. fine motor

            iii.health

            iv. safety

            v.  nutrition

        f. Symbolic play

            i.  language

            ii. concrete and abstract thinking

            iii.problem-solving

            iv. conflict resolution

        g. Construction

            i.  spatial relationships

            ii. symmetry

            iii.ordering

            iv. sequence and patterning

    6) Curriculum development and implementation

        a. Thematic planning

            i.  integration/webbing

            ii. emergent curriculum

            iii.project approach

        b. Online teaching

            i.   principles of online learning

            ii. online instructional strategies

            iii. application of skills to deliver online instruction

    7) Preschool children鈥檚 learning

        a. Learning activities

            i.   language and emergent literacy

            ii.  basic math concepts

            iii. social studies

            iv. science, technology, engineering, art, math (STEAM) education

            v. visual performing arts

            vi. prosocial behavior

        c. Transitions

        d. Self-help Skills:

            i.  toileting

            ii. eating

            iii. sleeping

            iv. dressing and undressing

        e. Classroom and behavior management

            i.   research-based classroom and behavior management techniques

            ii.  classroom community building

            iii. positive behavior supports and individual interventions

            iv. culturally responsive behavior management

            v.  redirection of behavior based on each child鈥檚 social development and self-regulation

            vi. create safe orderly classroom environment based on children鈥檚 developmental status

        f. Organizing space, materials, and time

            i.  learning centers in the classroom

            ii. indoor and outdoor environments

         g. Transitioning to public school

    8)Regulations and policies

        a. Federal laws

        b. State regulations

        c. Virginia鈥檚 Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers

        d. Guidelines of Virginia Department of Education and Virginia Department of Social Services

 
3. Detailed Description of Conduct of Course

Instructional strategies may include, but are not limited to lecture, video/films, guest speakers, curriculum projects, field trips, demonstration, role-playing, on-site observations and supervised field experiences.


4. Goals and Objectives of the Course


Goals, objectives, and assignments address the Virginia Department of Education regulations for preparing educators, the Interstate New Teacher Assessment and Support Consortium (INTASC), and National Association for the Education of Young Children (NAEYC) standards. 

 

Students successfully completing this course will:

 

1. Demonstrate knowledge of characteristics and developmental needs of preschool age children including the ability to recognize indicators of atypical development, in the domains of language, social, emotional, cognitive, physical and gross and fine motor development.

2. Demonstrate understanding of multiple interacting influences on child development, interconnectedness of developmental domains, the side range of ages at which developmental skills are manifested, and the individual differences in behavioral styles.

3. Demonstrate knowledge of child development within the context of family, culture, and society.

4. Demonstrate understanding of effective support for each child鈥檚 age and stage of development.

5. Demonstrate understanding of preschool age children鈥檚 wide range of individual differences in abilities and approaches to learning.

6. Demonstrate knowledge of cultural background and experience of each child.

7. Demonstrate understanding of the principles of online learning and online instructional strategies and the application of skills to deliver online instruction.

8. Demonstrate instructional practices that are sensitive to culturally and linguistically diverse learners.

9. Demonstrate understanding of the role of families in child development and in relation to teaching educational skills.

10. Demonstrate understanding of the informal and play-mediated settings for promoting preschool age children鈥檚 development.

11. Plan and implement educational activities reflecting Virginia鈥檚 Foundation Blocks for Early Learning: Comprehensive Standards for Four-Year-Olds.

 

5. Assessment Measures

    Assessment measures may include, but are not limited to:

        1) Written tests

        2) Individual and group projects including development of unit and lesson plans

        3) Class participation in discussion and small group activities

        4) Class presentations

        5) Student observations and field notes

        6) Completion of field hours

        7) Creation of online teaching modules

 

6. Other Course Information

This course will have a regular field experience equivalent to one (1) field hour per week.

This course is offered concurrently with EDSP 436: Teaching Infants, Toddlers, and Preschoolers with Disabilities.

 

Review and Approval

October 2007 Revised by Barbara Boyd and Boyoung Park

April 23, 2014