EDEC 400L Foundations, Programs, and Trends in Early Childhood Education
Prerequisites: Junior or Senior standing in IDEC or permission of instructor; 2.5 GPA
Credit Hours: (3)
This course examines the historical, philosophical, and social foundations of early childhood education and how these foundations influence current thought and practice. Students will explore philosophical schools influencing the development of the profession and perspectives on early childhood. Public policies and current trends in America that impact young children and their families will be addressed. Students will research and critically examine various educational programs and curricula for young children.
Detailed Description of Content of Course
I. Historical, philosophical, and social foundations of Early Childhood Education in the United States
A. Historical perspectives
B. Philosophical perspectives
C. Sociological foundations
D. Influential people
II. Early Childhood Curriculum
A. Visible and invisible
B. Models
1. Montessori
2. Anti-Bias Curriculum
3. High Scope
4. Bank Street
5. Reggio Emilio
6. Creative Curriculum
8. Responsive Classroom/Environment (Nimnicht, Wood)
9. Other (Distar, etc.)
III. Program Formats
A. Child care and day care
1. center-based
2. home-based
3. caring for mildly ill children
B. Nursery school
C. Kindergarten
D. Parent cooperatives
E. Family resource centers
F. Infant programs
G. Programs and service delivery systems for at-risk children
1. Virginia Preschool Initiative
2. Title I Preschool
3. Early Intervention
4. Head Start & Early Head Start
5. Even Start
6. Early Childhood Special Education
H. Other
IV. Professionalism
A. Ethical standards and personal integrity
B. Career development and professional affiliations and organizations
C. Virginia’s Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers
V. Current Trends and Contemporary Issues
A. Parent partnerships
B. Cultural, ethnic, and linguistic diversity
C. Education for gifted children
D. Inclusion
E. Equity in quality and cost of programs for young children
F. Quality programs for infants and toddlers
G. Increased need for early childhood programs
H. Parental expectations for early childhood programs
I. Science, technology, engineering, art, and math (STEAM) in early childhood education
VI. Program quality, standards, and regulations
A. State Department of Social Services standards
B. Virginia Department of Education standards
C. Federal laws
D. Professional organizations and standards
E. Accreditation of programs
Detailed Description of Conduct of Course
A variety of instructional strategies will be used, including, but not limited to: analysis of readings, videos, cooperative learning groups, writing-to-learn activities, student presentations, research projects, large and small group discussions, media analyses, program observations, and interviews with early childhood professionals.
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.
Upon successful completion of EDEC 400, students will be able to:
1. Demonstrate knowledge of the models, theories, and philosophies that form the basis for early childhood education and early childhood special education.
2. Demonstrate knowledge of the rights and responsibilities of students, parents, teachers, other professionals, and schools.
3. Demonstrate knowledge of the federal and state laws and regulations affecting young children, families, and programs for young children.
4.Demonstrate understanding of school as an organization and culture.
5. Demonstrate understanding of the impact of technology on education.
6. Demonstrate understanding of historical and contemporary issues and trends in early childhood education and early childhood special education.
7. Apply ethical standards and advocate for children and families.
8. Demonstrate respect for the diversity of children and families.
Assessment Measures
May include but are not limited to:
Other Course Information
None
Approval and Subsequent Reviews
2003 Proposed by Barbara Foulks Boyd
Revised by Boyoung Park 4/29/09