CFS 295: Curriculum
Development for Infants and Toddlers
Fall 2005
Instructor Information: Dr.
Amy S. Hood
Tate Page Hall 350
Phone:270-745-4041
Email: amy.hood@wku.edu
Office hours by appointment
Course Description: This course
is designed to provide an introduction to curriculum development for infants
and toddlers, both with and without disabilities. Students learn the importance of curriculum
and how to plan, implement, and evaluate appropriate learning environments and
activities. Twenty hours of practical
experience is required in a field setting. Students are responsible for
arranging their own transportation.
Course Rationale: Early
childhood professionals are required to develop, maintain, and evaluate
appropriate learning environments for young children. This class will give you the foundations for
this.
Prerequisites: CFS 191, CFS
192, and CFS 294 (formerly 194). If you
have not had these courses or their equivalent, please contact the instructor.
Required Texts:
Greenman, J. & Stonehouse, A. (1996). Prime Times.
Bredekamp, S. & Copple, C. (Eds.) (1997).
Developmentally appropriate practice in early childhood programs (Rev. Ed.).
Harms, T., Cryer,
D., & Clifford, R.M. (2003). Infant
and toddler environment rating scale (Rev. Ed.).
Course Objectives:
1.
Demonstrate
knowledge of and ability to develop, implement, and evaluate meaningful,
integrated experiences for infants and toddlers that are consistent with
NAEYC/CEC/DEC guidelines. (I, III)
2.
Incorporate
assessment information and strategies from tools identified from multiple
disciplines and families in the design of curriculum. (I, IV)
3.
Design
appropriate environments for infants and toddlers. (II)
4.
Critique
different models of curriculum development. (I, III)
5.
Develop,
implement, and evaluate an integrated instructional sequence that focuses on
children’s needs and interests. (I, III)
6.
Demonstrate
infusion of technology into curriculum development. (I,II, III, IX)
*** Note: Roman numerals
in parentheses refer to IECE New Teacher Standards.
Course Disposition
Statements:
2.21
The teacher appreciates individual variation within each
area of
development, shows respect for the diverse talents
of all
learners, and is committed to help them develop self-
confidence and
competence.
3.21
The teacher
believes that all children can learn at high levels and persists in helping all
children achieve success.
3.22
The teacher
respects students as individuals with differing personal and family backgrounds
and various skills, talents, and interests.
5.21
The teacher
takes responsibility for establishing a positive climate in the classroom and
participates in maintaining such a climate in the school as a whole.
7.22
The teacher
believes that plans must always be open to adjustment and revision based on
student needs and changing circumstances.
9.22
The teacher is
committed to reflection, assessment, and learning as an ongoing process.
10.21
The teacher values and appreciates the importance of all
aspects of a
child’s experience.
Critical Performances: Students will
compile an observation notebook based on observations and conversations with
children and teachers. The notebook will
contain the following sections:
description of the program/classroom, room plans, daily schedule,
guidance techniques, activity plans, and a reflection.
Instructional Methods and
Activities: This class is a face-to-face class. Students will be responsible for attending
class and being self-motivated and self-directed in learning the material. Blackboard will be used for content material,
assignments and discussion boards.
Additional readings may be required.
Twenty hours of field based experience is also required with the
following assignments related to the field experience: learning environment
evaluation based on ITERS-R, activity/lesson plans, and an observation notebook
as described in the Critical Performance information. Assessment will be through quizzes,
assignments, and examinations.
Reflective writing will also be required.
Special Instructional
Materials: Students enrolled in this class will need to
have reliable internet access, a valid email address, and software that is compatible with the
Blackboard software and the instructor’s software.
Course Topics:
1.
Developmentally
appropriate practice
2.
Brain
Development
3.
Daily Routines
4.
Designing space,
materials, time and environment
5.
Planning for
development and learning in the five developmental domains
6.
Positive
Guidance Techniques
7.
Family
involvement in curriculum development
KERA Elements Addressed: See course
objectives.
Grading/Evaluation: Grading is
done on a percentage of the total points for the class. A letter grade will be given as a final
grade.
Course Schedules and
Policies: These can be viewed in folders found in on
the Course Information page of the course.
Plagiarism Policy: “To represent
written work taken from another sources as one’s own is plagiarism. Plagiarism is a serious offense. The academic work of a student must be
his/her own. One must give any author
credit for source material borrowed from him/her. To lift content directly from a source
without giving credit is a flagrant act.
To present a borrowed passage without reference to the source after
having changed a few words is also plagiarism.”
(Western Kentucky University 2001-2003 Undergraduate Catalog,
pg. 27.) This policy also applies
to any media material used in this class including but limited to photographs,
floor plans, lesson plans, learning activities.
Attendance Policy: There is not
attendance policy per say for this class.
However, per university requirements, the student should notify the
instructor before the end of the first week of classes that they are actively
participating in the class. Failure to
contact the instructor may result in being dropped from the class for non-attendance. Class Participation points will be given
based upon class attendance and other active participation within the course.
Disability Accommodations
Statement: “Students with disabilities
who require accommodations (academic adjustment and/or auxiliary aids or
services) for this course must contact the Office for Student Disability
Services, Room 445, Potter Hall. The OFSDS telephone number is 270-745-5004
V/TDD.
Please DO NOT request accommodations
directly from the professor or instructor without a letter of accommodation
from the Office of Student Disabilities Services.”
Requirements for Field
Experiences: Please be aware that each student will be
responsible for maintaining all records that may be required within your field
experience. For instance, some early
care and education settings require a criminal check, TB test and a physical
health exam before entering the classrooms.
Each student must be responsible for obtaining and maintaining the necessary
paperwork.
***Additional course
information on these issues may be found in folders on the Course Information
page of this course.