MASTER SYLLABUS
2017-2018
A.
Academic Division: Education, Professional & Public Services
B.
Discipline: Early Childhood Education
C.
Course Number and Title: ECED1050 Early Childhood Play and Curriculum
D.
Course Coordinator:
Assistant Dean: Deb Hysell
Instructor Information:
 Name:
 Office Location:
 Office Hours:
 Phone Number:
 E-Mail Address
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E.
Credit Hours: 3
Lecture: 2
Lab:
2
F.
Prerequisites: None
G.
Syllabus Effective Date: Fall 2017
H.
Textbook(s) Title:
Creating Environments for Learning: Birth to Age Eight
 Author: Julie Bullard
 Copyright Year: 2017
 Edition: 3rd
 ISBN #: 9780134290003
Play: A Beginnings Workshop Book
 Edited by: Bonnie Neugebauer
 Copyright Year:2007
 Edition: Current
 ISBN #978-0942-7023-95
Children as Illustrators: Making Meaning Through Art & Language
 Author: Susan Conklin Thompson
 Copyright Year: 2005
 Edition:
 ISBN #: 192-8896-22-7
I.
Workbook(s) and/or Lab Manual: None
Updated: 2/7/2017
Page 1 of 8
J.
Course Description: In this course candidates will realize how children’s learning through play is
profoundly affected by the social and physical environment they are in. Candidates will discover ways to
assist children in meeting outcomes (set forth by the Ohio Department of Education Office of Early
Learning and School Readiness) primarily through play. Candidates will also intentionally design
environments that provide children with materials, tools, and challenges that allow children’s development
to flourish as candidates devise appropriate plans to scaffold children’s learning. In doing so, candidates
identify their role as a facilitator, the children’s role, and the environment’s role as the third teacher.
K.
College-Wide Learning Outcomes
College-Wide Learning Outcomes
Communication – Written
Communication – Speech
Intercultural Knowledge and Competence
Critical Thinking
Information Literacy
Quantitative Literacy
L.
Assessments - - How it is met & When it is met
Course Outcomes and Assessment Methods:
Upon successful completion of this course, the student shall:
Outcomes
1. Promoting Child development and Learning:
a. Recognize and describe young children’s
characteristics and needs as they relate to their
environment.
Assessments – How it is met
& When it is met
Midterm
Final
Chapter Questions and/or Lab assignmentWeekly
b. Recognize, understand and describe the multiple
influences on development and learning including
the importance of play in child development.
c. Create models for healthy, respectful, supportive,
and challenging learning environments for young
children.
2. Observing, Documenting and Assessing to Support
Young children and Families:
a. Demonstrate and use observation, documentation,
and other appropriate assessment tools to develop
appropriate activities.
Midterm
Final
Chapter Questions and/or Lab assignment Weekly
b. Practice responsible assessment to promote positive
outcomes for each child.
Updated: 2/7/2017
Page 2 of 8
Outcomes
3. Using Effective Early Childhood Approaches:
Assessments – How it is met
& When it is met
Midterm
Final
a. Demonstrate and use effective approaches,
strategies, and tools to create appropriate center
activities for early education.
b. Describe the importance of positive relationships
and supportive interactions as the foundation of
their work with children.
c. Recognize and compare the different theorist
approaches in creating an appropriate environment
that supports children’s play as their work.
4. Developing Effective Early Childhood Curriculum
Content:
Chapter Questions and/or Lab assignment –
Weekly
Midterm
Final
a. Explain the central concepts, inquiry tools, and
importance of center design in the early
childhood classroom.
b. Explain and identify the developmental functions
of dramatic play and socio-dramatic play as well
as demonstrate an ability to select and use
appropriate classroom management techniques
to facilitate socio-dramatic play.
Demonstration of center displays – Week 12,
13, &/or 14.
Environment arrangement assignment – Week
13, 14, &/or 16;
c. Explain the value of and identify the
mathematical concepts as well as the progression
of development that takes place through
children’s play with blocks.
d. Explain and identify the importance of Sensory
activities for all children as well as demonstrate
an understanding of appropriate sensory
activities.
Chapter Questions and/or Lab assignments –
Weekly
e. Recognize the difference between product and
process in developing creative art activities.
f. Explain and identify the importance of Creative
Art activities for all children as well as
demonstrate an understanding of appropriate
activities.
5. Becoming a Professional:
a. Understand and describe the importance of
engaging in continuous, collaborative learning to
inform practice.
b. Demonstrate knowledgeable, reflective, and
critical perspectives on early childhood
education.
Updated: 2/7/2017
Midterm
Final
Group Work Reflection – Week 14 - 16
Written self-evaluation and critiques of center
displays – Weeks 12, 13 &/or 14
Chapter Questions and/or Lab assignments –
Weekly -
Page 3 of 8
M.
Topical Timeline (Subject to Change):
Date
Topic
Week 1
Introductions
Review of Syllabus
Overview of Course
NO CLASS – LABOR DAY
Importance of the environment
Emotionally supportive & equitable
environments
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Week 16
December 8
Establishing a Context for Learning
Planning a Play-Based Curriculum
Arranging an Effective Environment
Design Consideration
Developing Dramatic Play Centers
Developing Manipulative and Sensory
Developing Literacy Centers
Connecting Art & Literacy
MIDTERM
Art Museum – Tentative
Center Demonstration by Instructor
Understanding Children’s Art
Connecting Children’s Art
Sensory Activity Demonstration
Art Museum – Tentative
Developing Art Centers
Learning from Adult Artist
Extending Learning through
Reflection
Art Activities Demo
Special Interest Centers
Outdoor Environment
Developing Block & Building Centers
Manipulative Scavenger Hunt
Center Presentations
Spaces for Families and Teachers
Meeting Environmental Challenges
Center Presentations
Play & Culture
Center Presentations
Environment Presentation
Final Exam
Environment Presentation
FINAL EXAM Review
Updated: 2/7/2017
Reading Assignments
Assignments Due
Video- Importance of Play
Video Review
Chapter 1
Chapter 2
Exchange – Value Play
Pages 1 – 37
Room Arrangement Video
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Exchange – Make Believe
Pages 57 - 70
Chapter 8
Chapter 9
Chapter 10
Chapter Questions
Chapter 1 – Thompson
Chapter 2 – Thompson
Reflection of Art Museum
Chapter 13
Ch. 3 – Thompson
Ch. 4 - Thompson
Chapter Questions
Chapter 16
Chapter 17
Exchange Play - Block Play
- Pages 41-54
Chapter Questions
Chapter 18
Chapter 19
Exchange – Culture & Play
Pages 73 - 87
Chapter Questions
Chapter Questions
Chapter Questions
Chapter Questions
Group 1 & 2 Center Due
Art Activity
Dramatic Play
Sensory Activity
Group 3, 4, & 5
Centers Due
Group 6 & 7
Environment Due
Final Exam
Environment Due
Final Exam Review
Page 4 of 8
N.
Course Assignments:
1.
2.
3.
4.
5.
6.
7.
O.
Reading assignments.
Preparation for center displays (Dramatic Play, Art, Sensory, Manipulatives),
Preparation for room arrangement and written report.
Computerized Lab and/or Chapter Question Assignments,
ECERS Video and Field Observation
Participation on a Fieldtrip to Mansfield Art Museum
Midterm and Final
Recommended Grading Scale:
NUMERIC
93–100
90–92
87–89
83–86
80–82
77–79
73–76
70-72
67–69
63-66
60-62
00-59
P.
GRADE
A
AB+
B
BC+
C
CD+
D
DF
POINTS
4.00
3.67
3.33
3.00
2.67
2.33
2.00
1.67
1.33
1.00
0.67
0.00
DEFINITION
Superior
Superior
Above Average
Above Average
Above Average
Average
Average
Below Average
Below Average
Below Average
Poor
Failure
Grading and Testing Guidelines:
The point value of each assignment is given on each assignment sheet. The final grade will be determined
on an accumulative point basis. The student is referred to the college grading scale as printed in the most
recent college catalog and in Section O above.
A Word About Grammar And Spelling – Written communication is required of most early childhood
personnel. It is important that you apply the skills taught in your communication courses to your other
course work. Error in grammar and spelling affect your grade on written papers and projects prepared
outside of class.
It is unacceptable for students to submit the same work in different courses.
It is unacceptable for students to submit the same work for different assignments in the same course.
Both of the above are considered to be forms of dishonesty.
It is, however, expected that ECE students will utilize teaching materials and plans developed in
methods courses when engaged in practicum and student teaching field experiences.
Assignments must be picked up before the end of the next term (fall assignments need to be picked up
by end of spring semester, spring assignments by end of summer term, and summer assignments by end of
fall semester). Any items left behind after that time will become the property of the Early Childhood
Education Program at North Central College.
Q.
Examination Policy:
Tests/Exams must be made up within one week after they have been given in class. Make-up test will be
administered at the instructor's convenience. The testing center will be available on certain days and during
Updated: 2/7/2017
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specific hours. You must notify your instructor IN ADVANCE if you will not be in attendance for
test and/or exams.
R.
Class Attendance and Homework Make-Up Policy:
Attendance in class and lab is the candidate’s responsibility. The candidate is responsible for all material
covered in class. Absence from a class does not excuse a student from assignment dates. It is the student’s
responsibility to see that the assignment is delivered or e-mailed to the instructor. Assignments are due as
outlined on the course syllabus. Late papers or projects may not be accepted or the grade will be lowered
by 10% each class meeting the paper is late. Written work must be submitted on the appropriate forms.
Presentation and research reports must be typed. Papers torn from notebooks are not acceptable.
Candidates must complete all of the assignments in order to pass the course
S.
Classroom Expectations:
All students are expected to demonstrate professional behavior and use language appropriate for the
classroom learning experience.
Electronic Equipment Policy – Cell phone, pagers, iPods, must all be turned OFF during class time. If you
need to have your cell phone on for emergency reasons, please clear that with the instructor before class
begins.
Lab Expectations: In order to use the lab facility, it is important that each candidate take responsibility to
keep the lab clean and in good condition. This would include making sure you put all materials and
equipment away when you finish with them, being resourceful with the materials, and using the equipment
appropriately. Misuse of any of the above, will result in losing Lab privileges and materials and/or the loss
of 5% of your total grade for the course.
T.
College Procedures/Policies:
Attendance Requirements: All students are required to attend all scheduled classes and examinations.
Each faculty member has the right to establish regulations regarding attendance that he/she considers
necessary for successful study.
Students who do not attend classes may be administratively withdrawn from those classes. However,
failure to attend classes does not constitute withdrawal, and students are expected to process a formal
withdrawal though the Student Records Office in Kee Hall.
Student engagement requirements:
Student engagement is based on the “active pursuit” of learning which can be measured by class
attendance, class participation (in class or online), taking required quizzes/examinations, and submission of
work assignments or papers. Student engagement consists of a student attending at least 60% of the class
sessions (there should be attendance throughout the term) and/or completing 75% of the assignments listed
on the syllabus at the midpoint in the term. Exceptions can be made when there is on-going
communication between the student and faculty member. The communication must be documented and the
faculty member and student must be in agreement regarding the exception. Students not meeting the
expectation will be administratively withdrawn from class. If a student believes he/she was
administratively withdrawn in error, he/she may file an appeal. Being administratively withdrawn may
have program and financial aid implications.
Academic Misconduct is any activity that tends to compromise the academic integrity of the college, or
subvert the educational process. Examples of academic misconduct include, but are not limited to:
1.
Violation of course or program rules as contained in the course syllabus or other information provided
to the student; violation of program requirements as established by departments and made available to
students.
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2.
Plagiarism including, but not limited to, submitting, without appropriate acknowledgment, any written,
visual or oral material that has been copied in whole or in part from the work of others (whether such
source is published or not) even if the material is completely paraphrased in one’s own words. This
includes another individual’s academic composition, compilation, or other product, or a commercially
prepared paper. Plagiarism also includes submitting work in which portions were substantially
produced by someone acting as a tutor or editor.
Such practices constitute plagiarism regardless of motive. Those who deny deceitful intent, claim not
to have known that the act constituted plagiarism, or maintain that what they did was inadvertent are
nevertheless subject to penalties when plagiarism has been confirmed.
3.
Cheating and dishonest practices in connection with examinations, papers and projects, including but
not limited to using unauthorized notes, study aids or information on an examination; obtaining help
from another student during an examination; taking an exam or doing work for another student;
providing one’s own work for another student to copy and submit as his/her own; or allowing another
student to do one’s work and then submitting the work as one’s own. Also included would be altering
a graded work after it has been returned, then submitting the work for re-grading; or submitting
identical or similar papers for credit in more than one course without prior permission from the course
instructors.
4.
Fabrication including but not limited to falsifying or inventing any information, data or citation;
presenting data that were not gathered in accordance with defined appropriate guidelines, and failing to
include an accurate account of the method by which data were collected.
5.
Obtaining an Unfair Advantage including, but not limited to stealing, reproducing, circulating, or
otherwise gaining access to examination materials prior to the time authorized by the instructor;
unauthorized collaborating on an academic assignment; taking, hiding or altering resource material; or
undertaking any activity with the purpose of creating or obtaining an unfair advantage over another
student’s academic work.
6.
Aiding and Abetting Academic Dishonesty including, but not limited to providing material,
information or other assistance to another person with the knowledge that such aid could be used in
any of the violations stated above, or providing false information in connection with any inquiry
regarding academic integrity.
7.
Alteration of Grades or Marks including but not limited to, action by the student in an effort to change
the earned credit or grade.
In addition, cases of academic dishonesty may involve photocopied materials. Materials used may fall
under the Copyright Act. Violations of said Act may subject the user and/or the College to sanctions.
Statement on Disabilities: Any student who requires reasonable accommodations related to a disability
should inform the course instructor and the Coordinator of Specialized Services (Room 138 in Kee Hall;
phone 419-755-4727).
Students who encounter difficulty in any of their courses are encouraged to visit the Tutoring Resource
Center (Room 119 in Fallerius Technical Education Center) for tutoring assistance, and the Student Success
Center (Room 136 in Kee Hall) for academic assistance, advising services, referrals for personal counseling
and Learning Disability (LD) Testing.
Statement on Withdrawals: As a student, you are expected to attend class. If you are unable or choose not
to attend class, or if for whatever reason you are unable to keep up with the requirements of a course, you
need to officially drop the class at the Student Records Office. Refund dates and withdrawal dates will
vary slightly from term to term. Contact the Student Records Office for applicable dates. Additionally
these dates are posted on the academic calendar available on the college’s website,
Updated: 2/7/2017
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www.ncstatecollege.edu, under the Academics heading on the home page and are available at the Student
Records Office in Kee Hall,. Students should go to the Student Records Office (Room 142 in Kee Hall) to
process their withdrawal from any class.
If you choose to walk away from your class without officially withdrawing from it, the faculty member
teaching the class must grade your classroom performance on the material available to him or her. This
normally results in an "F" grade. An "F" grade can lower your grade point average considerably depending
on the total credits accumulated.
Updated: 2/7/2017
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