CHDV C102 Introduction to Materials and Curriculum
Lisa Fuller
Professor, Child Development
Cerro Coso Community College
Embedded Files
Welcome to CHDV C102 crn 51049
Welcome to CHDV C102 crn 51049
In this course we will be exploring curriculum development and planning in the field of early education. The main concepts we will be discussing relate to providing developmentally appropriate environments and curriculum where young children can grow and learn according to their interests and strengths. We will discuss the role of the teacher in planning and implementing curriculum across the developmental domains as well as the importance of authentic assessments and the planning cycle.
Before we start this exciting exploration, though, we need to set some ground rules for the class and get a big picture for how the class will operate over the next 8 weeks. Please take some time to look through the information in this liquid syllabus so you will be prepared when our class starts next Monday.
If you have questions at any time, please email me either through the Canvas Inbox, Pronto, or Cerro Coso Email (LFULLER@cerrocoso.edu).
Course Information
Course Information
Catalog Course Description
This course explores developmentally appropriate curriculum and environments for children from birth through age eight. Students use knowledge of children's development, theories of learning and development, and examples from various models of developmentally appropriate practice to plan environments and curriculum in all content areas to support children's development and learning integrated throughout indoor and outdoor settings. Students are required to observe children in a group setting.
Advisory: ENGL C100 and LIBR C100
Student Learning Outcomes
Upon completion of the course, the student will be able to:
Apply elements of various curriculum models, approaches, theories, and standards for early learning, including indicators of quality, to plan and individualize curriculum for children ages birth through eight.
Plan indoor and outdoor environments based on knowledge and understanding of children's development and needs.
Develop curriculum for all content areas to support children's learning and developmental needs.
Course Materials
Course Materials
In Child Development we have been moving towards Online Educational Resources (OERs) which are free to students and able to be embedded into our online courses. This means there is no textbook for you to buy for the course. I have provided here, and in the weekly modules in the Canvas site, links to the main learning resources for CHDV C102 this summer.
Beeve, K. & Paris, J. (2019). Introduction to curriculum for early childhood education. Santa Clarita, CA: College of the Canyons.
This is the Online Educational Resource (OER) textbook, meaning it is free for you to use. I have embedded the text into the Canvas class site, including each chapter in the weekly module. If you need a printed copy of the text, you can contact the Cerro Coso Bookstore and order one, there will be a printing fee.
California Department of Education (CDE) Resources
The CDE has published several resources that we will use in this course. They can be found on the CDE website as well as linked below. There are many other resources available on the CDE website than we will be using in this course, so I do recommend checking out the CDE website.
California Preschool Program Guidelines(PDF; 5MB)
The California Preschool Program Guidelines provides the detailed guidance needed by administrators and teachers to offer high-quality preschool programs that prepare children to arrive in kindergarten with the foundational skills necessary for school success.
California Preschool Learning Foundations
The California Preschool Learning Foundations describes competencies—knowledge and skills—that most children can be expected to exhibit in a high-quality program as they complete their first or second year of preschool.
The California Preschool Learning Foundations, Volume 1 (PDF; 5MB) focuses on the domains of social-emotional development, language and literacy, English-language development, and mathematics. They provide a comprehensive understanding of what children learn in these four domains.
The California Preschool Learning Foundations, Volume 2 (PDF; 1MB) covers the skills and knowledge that children attain at around 36 months and 48 months in the domain areas of visual and performing arts, physical development, and health.
The California Preschool Learning Foundations, Volume 3 (PDF; 1MB) covers the skills and knowledge that children attain at around 36 months and 48 months in the domain areas of history–social science and science.
California Preschool Curriculum Frameworks
Created as companion volumes to the California Preschool Learning Foundations, the California Preschool Curriculum Frameworks present strategies for early childhood educators that enrich learning and development opportunities for all of California’s preschool children. There are 3 volumes of the Frameworks:
The California Preschool Curriculum Framework, Volume 1 (PDF; 9MB) is a companion to the California Preschool Learning Foundations, Volume 1, and presents strategies and information to enrich learning and development opportunities for all of California's preschool children. Volume 1 focuses on four learning domains: social-emotional development, language and literacy, English-language development, and mathematics.
The California Preschool Curriculum Framework, Volume 2 (PDF; 11MB) covers the domains of visual and performing arts, physical development, and health. This companion publication to the California Preschool Learning Foundations, Volume 2, gives guidance to teachers about strategies for arranging the learning environment, selecting materials, and planning adult-led and child-initiated learning experiences that optimize children’s development, learning, and overall well-being.
The California Preschool Curriculum Framework, Volume 3 (PDF; 7MB) covers the domains of history-social science and science. This companion publication to the California Preschool Learning Foundations Volume 3, gives guidance to teachers about strategies for arranging the learning environment, selecting materials, and planning adult-led and child-initiated learning experiences that optimize children’s development, learning, and overall well-being.
Assignments
Assignments
In this course, I have identified the summative and formative assignments, so you understand which assignments are most important for you to complete in order to demonstrate your understanding and learning of the course content. Summative assignments are cumulative assignments that demonstrate your overall learning. Formative assignments demonstrate your learning as you progress through the course content. Both types of assignments are important. The summative assignments are required - they are larger assignments that make up the majority of your grade, demonstrate your overall learning in the course, and are used to assess the efficacy of the course. The formative assignments are more flexible. They are worth fewer points, help me to assess your learning and progress throughout the course, and allow you to check for understanding before submitting the summative assessments. In order to help you plan out the semester so you can be successful, you will be submitting a Learning Contract by the end of Module 1.
Here is a list of Summative and Formative Assignments for you to review to help you work through the content of the course. Your final grade will be determined by how many points you earn in the course. THE SUMMATIVE ASSIGNMENTS ON THEIR OWN ARE NOT ENOUGH POINTS TO PASS THE COURSE. You must choose from the Formative Assignments to make sure you are completing enough points in the course to earn the grade you want. The more assignments you complete, the higher your final grade will be.
Summative Assignments
Summative Assignments
These assignments are signature assignments used to assess your overall learning and the efficacy of this course. You are required to complete all of these assignments.
Learning Contract (50 points): Due in Module 1, this assignment helps walk you through the expectations and requirements for the course so you can plan for success this semester.
Curriculum Model Research Project (100 points): Due in Module 3, there are 2 ways to complete this assignment, either by observing in 2 programs in your community or by completing research about 2 different curriculum models online. Either way, there is a list of questions to answer about each program.
Indoor and Outdoor Environmental Design (100 points): Due in Module 5, this assignment asks you to develop both an indoor and an outdoor environment that support the developmental needs of children in a group setting.
Curriculum Project (100 points): Due in Module 7, the main purpose of this course is to learn how to plan and develop curriculum for ECE programs. This project is about developing a one-month, themed curriculum in a step-by-step process. We will develop this project throughout the course.
Teacher Interview (100 points): Due in Module 8, this assignment asks you to interview an early childhood educator who is currently working in the field to identify and analyze teaching behaviors and strategies that help them be successful in the early education classroom.
Required Participation (10 points per week for 8 weeks for a total of 80 points): The weekly discussions require at least 1 post on each of 2 days of the week: one original post that demonstrates an understanding of the learning resources and one response to another student that extends the discussion. APA is a requirement of your original response to the discussion prompt. I will take 1/6 points off if you make mistakes in APA, 1/6 point off if you write in a bulleted or numbered list instead of in paragraph format, and 4/6 points off if you do not include in-text citations connecting to the learning resources in your original response to the discussion prompt. If you complete the Required Participation, the highest grade you can earn is a B in the course.
Formative Assignments
Formative Assignments
These assignments help you process the content presented throughout the course. You DO have to complete most of these assignments to pass the course, but you do not have to complete them all in order to be successful in the course. You get to determine what Formative Assignments you plan on completing in order to earn the grade you want to achieve in the course.
Brainstorming the Curriculum Project (50 points): Due in Module 2, this is a brainstorming assignment to assist with the Curriculum Project.
Activity Plan Discussions (3 AP discussions, 20 points each for a total of 60 points): Due in Modules 4, 5, and 6, you will share your activity plans in each discussion for feedback from other students. You are also required to provide feedback to at least 3 other students for each discussion.
Learning Logs (8 logs at 10 points each for a total of 80 points): These weekly assignments encourage students to reflect on and explore how the course content relates to personal understandings and experiences of living in this diverse world. These are informal assignments due in every module and should be about 2-4 paragraphs long.
Additional Participation (an additional 5 points per week, 40 points for the course): The additional participation adds 4 additional responses to students and an additional day of posts (for a total of 6 posts spread over at least 3 days of the week). In order to earn an A grade in the course, you will need to complete the Additional Participation requirements.
Participation Reflections (3 assignments for a total of 50 points): There are 3 Participation Analysis Papers available throughout the course. Participation Analysis Paper - Installation One is where you declare your level of participation (either Required or Additional) and is due by the end of Module 1. Participation Analysis Paper - Installation Two is a midterm check-in, due in Module 4, where you reflect on your participation so far and make plans for your participation in the rest of the discussions. Participation Analysis Paper - Installation Three is due by the end of Module 8 and is a final reflection on your participation in the discussions and how participation influenced your learning throughout this course.
Grading Scale
Grading Scale
The total possible points available for this course are 810 points: 530 Summative Points and 280 Formative Points. Your final grade in the course will be determined by the following Grading Scale:
729 and above is an A grade
648 - 728 is a B grade
567 - 647 is a C grade
486 - 566 is a D grade
485 and below is an F grade
Class Schedule
Class Schedule
The Class Schedule is an outline of the weekly requirements and due dates for each module of this course. The learning resources, discussions, and assignments are listed for you so you can plan ahead for the summer session and make sure you have time for all of the observations and assignments. I suggest printing out a copy of the Class Schedule so you have an offline reference to what is due each week to help keep you organized and aware even when you are away from your computer/phone.
Learning Contracts
Learning Contracts
The Participatory Analysis Paper - Installation One is due by the end of Module 1. This is where you will declare your level of participation ONLY in the DISCUSSIONS for the course this summer. You will need to choose between two levels of participation: Required and Additional - do not say you will complete both, you must make a choice, and this choice cannot change after I have graded this assignment.
The Learning Contract is due by the end of Module 1. It is a way for you to review the expectations and requirements of the course overall as well as plan out your summer session.
Module 1: Foundations of Curriculum
Module 1: Foundations of Curriculum
Once you have access to the Canvas class site, the Friday before the course officially begins, you will be able to review the Getting Started module. This is where you will see the Welcome to CHDV C102 - Start Here page, the Mandatory Check-In page, grading and assignments for the course, information for Pronto, and the Questions and Answers forum.
Module 1 will also be available, begin with the Module 1 - Start Here page. This is where the learning resources and other links will be available. Every week there will be a discussion and learning log due. You will have access to the Module 1 discussion and Learning Log 1 beginning on Saturday, June 7. Module 1 will officially begin on Monday, June 9.
After the first module, the remaining modules will open first thing Saturday morning before the module begins. All assignments are due by Sunday at 11:59 pm of the week they are assigned. There are 8 modules, one for each week of the summer session.
A Wonderful Summer Session
A Wonderful Summer Session
I hope you find this liquid syllabus useful as you prepare to start the summer session - but also throughout the course to answer any questions you have about how my classes work or to assist you if need to find other college resources. I appreciate any feedback you have on the liquid syllabus and my courses - I am always looking for ways to improve my presentation of information.
I look forward to a wonderful summer session as we explore the field of early education together.
Professor Fuller
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