Spring, 2005
KEAN UNIVERSITY
UNION, NEW JERSEY
GRADUATE DIVISION
FOUNDATIONS OF EARLY CHILDHOOD AND FAMILY STUDIES
Course Number:
EC 5000
Semester Hours:
Three
Prerequisites:
None
Limitations on Enrollment:
Fifteen
Required, elective, or General
Education Option:
Required
Catalog Description
Examination and evaluation of philosophical, historical, psychological, and social
foundations of early childhood and family studies and their implications for policy and
practice.
NB: In order to insure full class participation, any student with a disability or condition
requiring special accommodations (e.g., tape recorder, special adaptive equipment, special
note taking or test taking procedures) is strongly encouraged to request such
accommodations at the beginning of the course.
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I.
II.
Course Objectives – The student will:
A.
Interpret and evaluate the significance of philosophical, historical, psychological, and social foundations of early childhood education and family
studies. (K,S,V)
B.
Analyze the influence of philosophical, historical psychological, and social
foundations of early childhood education and family studies on
contemporary programs and practices, with an emphasis on delivery systems
and public policy. (K,S,V)
C.
Analyze the implications of recent trends and issues, such as diversity and
teaching English language learners, that influence the fields of early
childhood education and family studies and evaluate their relation to
philosophical, historical, psychological, and social foundations. (K,S,V)
D.
Demonstrate competence in observing, recording and interpreting children’s
development. (K,S,V)
E.
Evaluate early childhood curriculum approaches, using the New Jersey Core
Curriculum Content Standards (NJCCCS), the New Jersey Preschool
Expectations, and NAEYC guidelines for Developmentally Appropriate
Practice (DAP). (K, S)
Course Content:
A.
B.
Foundations of early childhood and family studies.
1.
Philosophical background of early childhood and family studies.
2.
Historical exploration of the field of early childhood education and
family studies.
3.
Psychological underpinnings of the fields of early childhood and
family studies.
4.
Social forces that have shaped the field of early childhood and family
studies.
Contribution of foundations to contemporary programs and practice.
1.
Program practice and evaluation of diverse delivery systems.
2.
Public policy: its historical and social context and contemporary
program practice for young children.
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C.
D.
E.
Trends and issues in early childhood and family studies and their relation to
philosophical, historical, psychological, and social foundations.
1.
Issue analysis and interpretation of implications for research, policy
and practice.
2.
Impact of technology, societal change, cultural diversity, and global
perspectives.
3.
Ethical dilemmas and exploration of appropriate professional
response.
Observing, recording and interpreting children’s development in a school
setting.
1.
Methods of observing and recording.
2.
Interpret behavior and development.
3.
Observation and assessment.
Evaluate early childhood curriculum, using state and national standards.
1. Early childhood curriculum models and the NJCCCS.
2. Early childhood curriculum models and the NJ Preschool Expectations.
3. Early childhood curriculum models and NAEYC guidelines for DAP.
III.
Methods of Instruction:
A.
Lecture/discussion.
B.
Collaborative group projects.
C.
Field trips, speakers, and audio-visual media.
D.
Introduction to library research, particularly ERIC research.
E.
Direct observation of children and models.
F.
Individual and group analysis of national and state standards of learning.
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IV.
V.
Methods of Evaluation:
A.
Rubric-based instructor assessment of written work (K,S,V).
B.
Rubric-based instructor assessment of oral presentations and reports (K,S,V)
C.
Rubric-based self and peer assessment of individual and group work (K,S,V)
D.
Rubric-based portfolio development and assessment (K,S,V)
E.
Analysis of observation reports (K, S)
Suggested Text:
Roopnarine, J. & Johnson, J. (2005). Approaches to early childhood education. Columbus,
OH: Merrill Publishing
Related assigned readings from journals such as:
Harvard Educational Review
Teachers College Record
Journal of Early Childhood Education
Journal of Educational Research
Educational Leadership
The Educational Forum
Early Childhood Research Quarterly
Child Development
VI.
Bibliography:
A.
Print
Abbott, L., & Nutbrown, C. (2001). Experiencing Reggio Emilia: Implications
For pre-school provision. Buckingham, UK: Open University Press.
Baker, B. (2001). In perpetual motion: Theories of power, educational theory, and
the child. New York: Lang.
Bloch, M., Holmlund, K., Moqvist, I., & Popkewitz, T. (2003). Governing
Children, families, and education: Restructuring the welfare state.
New York: Palgrave Macmillan Press.
Bowman, B., Donovan, M., & Burns, M. (2000). Eager to learn: Educating our
preschoolers. Washington, D.C.: National Academy Press.
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Bredekamp, S. (2002). Developmentally appropriate practice meets
Reggio Emilia: A story of collaboration in all its meanings.
Innovations, 9(1, Winter Issue), 11-15.
Bricker, D., Cripe, J., & Slentz, K. (2003). Assessment, evaluation, and programming
systems. Baltimore, MD: Paul Brooks.
Bruner, J. (2002). Commentary. In Reggio Tutta: A guide to the
City by the children. Reggio Emilia: Reggio Children.
Cadwell, L. (2002). Bringing learning to life: The Reggio approach
to early childhood education. New York: Teachers College Press.
Crain, W. (2005). Theories of development: Concepts and applications
(5th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall.
Diller, J., & Moule, J. (2005). Cultural competence: A primer for educators.
Belmont, CA: Thomson Wadsworth.
Duffy, M., & Duffy, D. (2002). Children of the universe. Hollidaysburg, PA:
Parent Child Press.
Edwards, C. (2002). Three approaches from Europe: Waldorf, Montessori,
Reggio Emilia. Early childhood research and practice, 4(1).
Available online: http://ecrp.uinc.edu/v4n1
Fu, V., Stremmel, A., & Hill, L. (2002). Teaching and learning:
Collaborative exploration of the Reggio Emilia approach.
Upper Saddle River, NJ: Merrill/Prentice Hall.
Gandini, L., & Edwards, C. (2001). Bambini: The Italian approach to infant/toddler
care. New York: Teachers College Press.
Gardner, H. (2000). The disciplined mind: Beyond facts and standardized tests, The
k-12 education that every child deserves. New York: Penguin Books.
Goffin, S., & Wilson, C. (2001). Curriculum models and early childhood education:
Appraising the relationship. Upper Saddle River, NJ: Merrill/Prentice Hall.
Groot, K. (2002). Piramide spelboek, Pyramid play book. Arnhem, The
Netherlands: Citogroep.
Helm, J., & Katz, L. (2001). Young investigators: The project approach in the early
years. New York: Teachers College Press.
Hohmann, M., & Weikart, D. (2002). Educating young children. Ypsilanti, MI:
High/Scope Press.
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Holloway, S. (2000). Contested childhood: Diversity and change in Japanese
preschools. New York: Routledge Press.
Johnson, J., Christie, J., & Wardle.F. (2005). Play, development and early
education. Boston: Allyn & Bacon.
Kuyk, J. (2001). Pyramid, educational method for 3 to 6 year old children:
Theory and research. Arnhem, The Netherlands: Citogroep.
Ladson-Billings, G. (2001). Crossing over to Canaan. New York: Jossey-Bass.
Lascarides, C., & Hinitz, B. (2000). History of early childhood education.
New York: Falmer Press.
Michel, S., & Mahon, D. (2002). Child care policy at the crossroads: Gender
and welfare state restructuring. New York: Routledge.Press.
Nager, N., & Shapiro, E. (2000). Revisiting progressive pedagogy: The
developmental interaction approach. Albany, NY:SUNY Press.
National Research Council. (2002). Eager to learn. Washington, D.C.: National
Association of Sciences Press.
Newman, K. (2000). No shame in my game: The working poor in the inner city.
New York: Vintage Press.
Odom, S. (2002). Widening the circle: Including children with disabilities
in preschool programs. New York: Teachers College Press.
Oldfield, L. (2001). Free to learn: Introducing Steiner Waldorf early childhood
education. Gloucestershire, UK: Hawthorn Press.
Petrash, J. (2002). Understanding Waldorf education: Teaching from the inside
Out. Beltsville, MD: Gryphon House.
Project Zero (2003). Making learning visible: Documenting group learning
as professional development. Cambridge, MA: Project Zero.
Project Zero & Reggio Children. (2001). Making learning visible: Children as
individual and group learners. Reggio Emilia: Reggio Children.
Roopnarine, J., & Johnson, J. (2005). Approaches to early childhood education.
New Jersey: Merrill/Prentice Hall.
Schapiro, D., & Hellen, B. (2003). Montessori community resource. Minneapolis, MN: Jola.
Schram, S. (2000). After welfare: The culture of postindustrial social policy.
New York: New York University Press.
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Shonkoff, J. & Phillips, D. (Eds.) (2000). From neurons to neighborhoods. The
Science of early childhood development. Washington, D.C.: National
Academy Press.
Silin, J., & Lippman, C. (2003). Putting the children first: The changing face of
Newark’s public schools. New York: Teachers College Press.
Soto, L. (2002). Making the difference in the lives of bilingual/bicultural children.
New York: Teachers College Press.
Turiel, E. (2002). The culture of morality: Social development, context,
And conflict. Cambridge, UK: Cambridge University Press.
Van Ausdale, D. & Feagin, J. (2001). The first r: How children learn race and racism.
Lanham, MD:Rowan & Littlefield.
Wolfe, J. (2002). Learning from the past: Historical voices in early childhood
Education. Mayerthorpe, Alberta Canada: Piney Branch Press.
Wollons, R. (2000). Kindergarten and cultures: The global diffusion of an idea.
New Haven, CT: Yale University Press.
B. Seminal Works:
Banks, J. aaaa91988). Multiethnic education: Theory and practice.
Boston:Allyn & Bacon.
Bodrova, E. & Leong, D.J. (1996). Tools of the mind: The Vygotskian approach to early
childhood education. Englewood Cliffs, NJ: Prentice Hall.
Branscombe, N.A. et al. (2000). Early childhood education: A constructivist perspective.
New York: Houghton Mifflin.
Bronfenbrenner, U. (1989). Ecological systems theory. In Vasta (ed.) Annals of child
development, Vol. 6 (18-24). Greenwich, CT: Jai Press.
Cidwell, L.B. (1997). Bringing Reggio home. New York: Teachers College Press.
Cuffaro, H.K. (1995). Experimenting with the world: John Dewey and the early childhood
classroom. New York: Teachers College Press.
Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York: New
Press.
DeVries, R. & Zan, P. (1999). Moral classrooms, moral children: Creating a constructivist
atmosphere in early childhood education. New York: Teachers College Press.
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Driscoll, A. (1995). Cases in early childhood education: Stories of programs and practitioners.
Boston, MA: Allyn and Bacon.
Edwards, C., Grandini, L. & Forman, G. (eds.) (1993). The hundred languages of children.
The Reggio Emilio approach to early childhood education. New Jersey: Ablex.
Eliason, C. & Jenkins, L. (1999). A practical guide to early childhood curriculum. New
Jersey: Merrill.
Elkind, D. (1998). Reinventing childhood: Raising and educating children in a changing world.
New Jersey: Modern Learning.
Erikson, E. (1950). Childhood and society. New York: Norton.
Erikson, E. (1980). Identity and the life cycle. New York: Norton.
Fosnot, C.T. (ed.) (1996). Constructivism: Theory perspectives and practice. New York:
Teachers College Press.
Gardner H., Feldman, D.H. & Kreehevsky, M. (1998). Project Zero: Frameworks for
early childhood education, Vols. 1-3. New York: Teachers College Press.
Gonzalez-Mena, J. (1993). Multicultural issues in child care. California: Mayfield.
Haugland, S. & Wright, J. (1997). Young children and technology: A world of discovery.
Boston, MA: Allyn and Bacon.
Helm, J., Banks, S. & Steinheimer, L. (1998). Windows on learning. Documenting young
children’s work. New York: Teachers College Press.
Jenkinson, S. (2001). Genius of play. Glousestershire, UK: Hawthorn Press.
Johnson, J., Christie, J. & Yawkey, T. (1999). Play and early childhood development. New
York: Addison, Wesley, Longman.
Kostelnik, M., Soderman, A. & Whiren, A. (1990). Developmentally appropriate curriculum: Best practices in early childhood education. New Jersey: Merrill.
Montessori, M. (1949). The absorbent mind. New York: Dell.
Montessori, M. (1964). The Montessori method. New York: Schocken.
Montessori, M. (1966). The secret of childhood. Notre Dame, IN: Fides.
Slavin, R.E., Madden, N.A., Dolan, L.J. & Wasik, B.A. (1996). Every child, every school:
Success for all. California: Cotwin.
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Tanner, L.N. (1997). Dewey’s Laboratory School: Lessons for today. New York: Teachers
College Press.
Van Hoorn, J., Nourot, P.M., Scales, B. & Alward, K. (1999). Play at the center of the
curriculum. New Jersey: Merrill/Prentice Hall.
Waite-Stupiansky, S. (1997). Building understanding together: A constructivist approach to
early childhood education. Boston, MA: Delmar Publishing.
Wortham, S. (1998). Early Childhood curriculum. New Jersey: Merrill.
C.Internet Sites
Alliance for Childhood
http://www.allianceforchildhood.net
Association for Waldorf Schools in North America
http://www.awsna.org
All about Montessori Schools
http://www.montessori.org
All about the American Montessori Society
http://www.amshq.org
American Association of Colleges for Teacher Education
http://www.aacte.org
http://www.classroom.net/
Community Learning Network
http://www.cln.org./cln.html
Developing Educational Standards
http://putwest/bocs/org/standards.html
Education World
http://www.epals.com/
EPALS Classroom Exchange
http://www/epals.com/
Kathy Schrock’s Guide for Educators
http://discoveryschool.com/schrockquide/
Learner Online
http://www.learner.org/
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National Association for the Education of Young Children
http://www.naeyc.org
New Jersey Department of Education
http://www.sate.nj.us/education/indes.html
Technology and Research in Montessori Classrooms
http://tac-staff.seattleu.edu/jcm/montmain.html
The Division for Early Childhood
http://dec-sped.org
Waldorf Materials Shopping Sites
http://www.naturalplay.com
http://www.waldorfshop.net
Waldorf Critics
http://www.waldorfcritics.org/active/concerns.html
Web 66
http://web66.coled.umn.edu
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