Moberly Area Community College Common Syllabus ece140: Play as Learning Current Term Instructor: Office number: Office hours: Contact information: Classroom number: Class days and time: Catalog Description: ece140 Play as Learning (3-0-3)



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MACC Catalog # ECE140

CIP #19.0709

Updated July 2017
Moberly Area Community College

Common Syllabus
ECE140: Play as Learning

Current Term
Instructor:

Office number:

Office hours:

Contact information:

Classroom number:

Class days and time:
Catalog Description: ECE140 Play as Learning (3-0-3)

This course explores Developmentally Appropriate Practice in Early Childhood and guides the student through the essentials of providing a developmentally appropriate, stimulating learning environment, which also supports the social/emotional development of the child.


Prerequisite:

None
Text:

Bullard, J. (2010). Creating Environments for Learning: Birth to Eight.

Upper Saddle River, N.J.: Merrill/Pearson Education, Inc. 

ISBN:  13: 978-0-13-158579-9
Other Required Materials:

A filing system to store your hard copy assignments and information and a USB Flash drive to store electronic copies of work from all Early Childhood courses. Virtual classes need headphones with a USB cord and a microphone.


Special Facilities/Equipment:

Students may be required to complete assignments that involve having access to a child or children in an Early Childhood facility. Hybrid, virtual and online courses require regular access to a MS Office compatible word processing program and internet. For virtual classes (Blackboard Collaborate), high speed internet (DSL or Cable) is recommended.


Purpose of Course:

This course is intended to promote acceptance and implementation of Developmentally Appropriate Practice in Early Childhood.



Course Objectives:

1.5 Synthesize the major theoretical perspectives of child development into a personal theory of child development.

2.2 Analyze the transition of Developmentally Effective environments from infancy to the primary years, integrating information on growth, development and learning patterns of individuals and groups

2.4 Articulate how to create environments and experiences that respect and affirm cultural, linguistic, and developmental diversity.

8.1 Provide physical and emotional security to all young children by building trusting relationships through respectful, responsive, and reciprocal interactions.

8.2 Recognize early social connections and use effective strategies to support young children in forming positive relationships with peers at varying developmental levels.

8.3 Use appropriate communication strategies to support exploration and creative problem-solving in process-focused learning.

8.4 Use a variety of teaching strategies, to support children’s optimal development.

9.1 Select and use appropriate learning formats (routines, play/centers, large and small groups) based on universal, contextual and individual development of the child/children and group

9.2 Balance independent exploration, scaffolding and direct teaching within intentional planning to enhance physical, cognitive, language, social, and emotional development and learning in the content areas.

10.0 For each of the following academic disciplines/content areas, list and describe the central concepts appropriate to early learning and development and resources to support understanding of: Language, Literacy, Math, Science and Health

11.1 Plan developmentally appropriate opportunities for learning central concepts of the academic disciplines, selecting effective inquiry tools for the sources of knowledge (conventional, logico-mathematical, or physical)

12.2 Address curriculum standards and objectives, including the Missouri Early Learning Standards and Show-Me Standards, through a play-centered curriculum that includes the major content areas

16.1 Continuously advocate to families and within the community for Developmentally Appropriate, play-based learning in a safe and healthy environment.

18.2 Produce effective written communication for the purpose and audience
Course Content:


  • Developmentally Appropriate Practice

  • Play in relation to developmental theory

  • Creating interest areas

  • Planning activities

  • Managing routines

Connection with Career and Technical Education (CTE) Outcome Statement:

In compliance with MACC’s CTE outcomes, the student who successfully completes this course will be able to:



  • Students will demonstrate effective written and oral communication skills.

  • Students will apply principles of professionalism and safety standards when entering the workforce.

  • Students will demonstrate skill mastery and will pursue lifelong learning in their field while adapting to changing industry standards and following evidence-based practices.

Connection to Program Assessment Plan:

In compliance with MACC’s Early Childhood Education Program Assessment Plan, the student who successfully completes this course will be able to meet the following Program Objectives:

1.0 Know and understand young children’s characteristics and needs, major theories of development and multiple influences on young children’s development and learning, and possible interactions among influences.

2.0 Use developmental knowledge to create healthy, respectful, supportive, and challenging learning environments to promote child development and learning.

8.0 Know, understand, and use appropriate strategies, and tools for early education, especially positive relationships and supportive interactions as the foundation of their work with children.

9.0 Use a broad repertoire of developmentally appropriate teaching/learning approaches, understanding that their details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur.

10.0 Understand content knowledge and identify resources to deepen understanding in the academic disciplines/content areas.

11.0 Know and use the central concepts, inquiry tools, and structures of content areas or academic disciplines.

12.0 Use own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful, challenging curriculum to promote positive outcomes, including security, self-regulation, problem-solving skills, thinking skills, and academic and social competence for each child.

16.0 Engage in informed advocacy for children and the profession.

18.0 Demonstrate effective written and oral communication skills using Standard English.
ASSESSMENT OF STUDENT LEARNING:
Grade Scale:

90-100% A

80-89% B

70-79% C


If you receive a grade below a C you will have to retake the course.

60-69% D


Below 60% F
A grade of “C” or better must be achieved in all required Early Childhood Education courses (prefix “ECE”) to earn an AAS or Certificate in Early Childhood Education or an Early Learning Assistant Certificate.

Please keep in mind that at the college level it is expected that you will spend 2—3 hours per week on homework for each credit hour earned for the course. This is a X-credit hour course, so you should expect to spend X*2—X*3 hours studying each week.


Assessment:

(State the way learning outcomes will be measured. They may be measured through, but not limited to, the following: objective and essay questions, papers, quizzes, oral presentations, class participation, small group work, and/or projects.)
Description of Major Assignment(s)/Project(s):




Points

Date Due

RC I-2 Weekly Plan*

75




RC-II 1-9 Learning Experience Plans*

225




RC III 1-10 Book Reviews*

100




RC IV -2 Learning and Behavioral Resources*

30




Learning Material: Game or Toy

50




Floor Plans

50




Final Reflection Paper

100




Final-Write a parent newsletter article on the value of play for children's learning.

100





General Notes:

The ability to communicate professionally is very important for the Early Childhood Professional. Therefore, 10% of all scores will be based on grammar, punctuation and spelling.

The instructor may make changes in this syllabus including course content, schedule of activities, assignments, and point distribution to better meet the needs of the students at any time during the semester.

These assignments are common to all sections of this course. They are suggested artifacts for the student’s Professional Portfolio. However, the student will select work he/she believes best reflects his/her competence in meeting the Program Outcomes.


* Assignments with an * are required for the CDA Professional Resource File. Recommended corrections should be made before putting them in your File. This course provides the following CDA clock hours:

I. Planning a safe, healthy learning environment 4

II. Steps to advance children’s physical and intellectual development 13

III. Positive ways to support children’s social and emotional development 10

IV. Strategies to establish productive relationships with families 2

V. Strategies to manage an effective program operation 5

VI. Maintaining a commitment to professionalism 2

VII. Observing and recording children’s behavior 0

VIII. Principles of child development and learning 9
INSTRUCTOR POLICIES:
Tardiness:

per instructor’s policy


Make-up and late work:

per instructor’s policy


Extra-credit work:

per instructor’s policy


Schedule of Student Assignments/Activities:

(Instructors will identify a Student Assignment/Activities schedule. Instructors have the prerogative to construct the schedule by class periods, weeks, or an overview of topics to be covered.)


Other:

List any other instructor policies


COLLEGE POLICIES:
Attendance:
Any student who misses two consecutive weeks of class during a regular sixteen-week semester or the equivalent proportion of class time during a shorter session will be dropped from the class by the instructor unless acceptable justification is supplied. Additionally, any student who misses more than one-fourth of the entire number of in-seat class meetings in a regular 16-week semester or the equivalent proportion of class time during a shorter session, may be dropped from that class by the instructor if, in the opinion of the instructor, the student does not have reasonable opportunity to succeed in the class. A student’s attendance rate will be calculated based upon the first day of the semester (not the student’s date of enrollment in the course).

Student attendance must be defined in a different manner for online, hybrid, and virtual courses. Student attendance in these courses is defined as active participation in the course. Online, hybrid, and virtual courses will, at a minimum, have weekly mechanisms for student participation, such as any or all of the following methods:


a. Completion of quizzes or exams

b. Submission of assignments

c. Participation in threaded discussions

d. Communication with the instructor


A student who does not participate in an online, hybrid, or virtual course for two consecutive weeks will be dropped by the instructor unless acceptable justification is supplied. As with ground courses, a student’s attendance rate in online courses will also be calculated based upon the first day of the semester. If a student does not demonstrate active participation in the online course within the first two weeks (or the equivalent proportion of class time during a short session), the student will be dropped as “never attended.” Simply logging into an online class does not constitute active participation.
Students should be aware that their dropping a course and their last date of attendance in the course may impact their financial aid.
Academic Dishonesty: 

MACC board policy is as follows:  “Academic dishonesty by students damages institutional credibility and unfairly jeopardizes honest students; therefore, it will not be tolerated in any form.”  Forms of academic dishonesty include but are not limited to the following: violations of copyright law, plagiarism, fabrication, cheating, collusion, and other academic misconduct. Incidents of dishonesty regarding assignments, examinations, classroom/laboratory activities, and/or the submission of misleading or false information to the College will be treated seriously. The procedure for handling academic dishonesty is outlined in the Student Handbook (Policy Handbook M.010). In cases of alleged academic dishonesty, the burden of proof is on the student, not on the instructor.


Student Email:

MACC Mail is the official student email system at MACC. Official college communication is sent via this email system. Students are responsible for checking their MACC Mail account regularly. Students may also receive notifications and reminders from MACC through the online learning platform. However, students should remain aware that the online learning platform messaging system and MACC Mail (student email) system are two separate systems.


ADA Statement:

Students who have disabilities that qualify under the Americans with Disabilities Act may register for assistance through the Office of Access and ADA Services. Students are invited to contact the Access Office to confidentially discuss disability information, academic accommodations, appropriate documentation and procedures. For more information, please call either the Moberly office at   (660) 263-4100 Ext. 11240 or the Columbia office at (573) 234-1067 Ext. 12120, or visit our web page at http://www.macc.edu/index.php/services/access-office. 


Title IX Statement:

MACC maintains a strict policy prohibiting sexual misconduct in any form, including sexual harassment, sexual discrimination, and sexual violence. All MACC employees, including faculty members, are considered mandated reporters of sexual misconduct and as such are expected to contact the Title IX Coordinator when they become aware, in conversation or in writing, of an incident of sexual misconduct. For more information on this policy or to learn about support resources, please see http://www.macc.edu/sexual-misconduct-policy or contact Dr. Jackie Fischer, MACC’s Title IX Coordinator, at 660-263-4110, Ext. 11236 or jackief@macc.edu.





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