The Department of Teaching and Learning
Steinhardt School of Culture, Education, and Human Development
New York University
Fridays from 10:00 a.m. to 2:30 p.m.
GCASL 365
Jody Greenbaum, Professor
ECED-UE 1019
200 East Building
(914) 316-7105
[email protected]
Office Hours: Upon Request
Rebecca Light, Professor
ECED-UE 1103
200 East Building
W: 212-992-9481
C: 314-324-4902
[email protected]
Office Hours:
Mondays 2:00-4:00
Wednesdays 3:00-5:30
ECED-UE 1019: Learning and Experience in Family, School, and Community
AND
ECED- UE 1103: Introduction to Early Childhood and Early Childhood Special
Education
Fall 2012
This course is designed to provide a foundation in Early Childhood Education and Early
Childhood Special Education. The objectives of the course, listed below, focus on the
blending of Early Childhood Education and Early Childhood Special Education:
1.
To understand the relationship between the fields of Early Childhood
Education and Early Childhood Special Education.
2.
To recognize and understand the various philosophical and methodological
approaches to teaching young children, including a clear articulation of those
that now dominate the field of Early Childhood and Early Childhood Special
Education.
3.
To be aware of current trends in provision of services to young children and
the role of advocacy in supporting quality Early Childhood Education.
4.
To explore the impact of brain development, temperament, and learning styles
on the child’s engagement with the environment.
5.
To explore the contexts of family, school, and community in a child’s life and
the relationship between the culture of the school and the values and beliefs of
the family.
6.
To understand how issues of equity impact the lives of young children, their
families, and their teachers.
7.
To examine the role of cultural and linguistic diversity in the cognitive and
social-emotional development of young children.
8.
To become familiar with the concept of play as the primary way that children
learn.
9.
To create effective and developmentally appropriate environments that
support a child’s engagement in the exploration of materials and curricular
activities and allow for integration of supportive services.
10. To understand the relationship between the child’s development and the
development of the curriculum (0-8).
11. To incorporate the IFSP/IEP (Individual Family Service Plan/Individual
Education Plan) goals into natural learning environments.
12. To learn how the goals of the IFSP/IEP can be utilized across settings and
environments through activity-based interventions.
13. To become familiar with models of assessment for early childhood.
Texts:
Espinosa, L. M.,. (2010). Getting it RIGHT for Young Children From Diverse
Backgrounds : Applying Research to Improve Practice. Upper Saddle River, N.J.:
Pearson.
Hayden, T. (1980). One Child. New York: Putnam.
Dombro, A. L., Jablon, J., & Stetson, C. (2011). Powerful interactions. Washington D.C.:
National Association for the Education of Young Children.
Kostelnik, M.J., Onaga, E., Whiren, A., & Rohde, B. (2002). Children With Special
Needs: Lessons for Early Childhood Professionals. Teachers College Press: New
York.
New York State Early Childhood Advisory Council and the New York State Council on
Children and Families. (2012) New York State Early Learning Guidelines. New
York.
Additional readings will be posted on Blackboard.
Course Expectations:
1.
Cohort Decorum: The rules of civility will be practiced at all times in class, on
campus, on the internet and on any other communication tool. Students and
faculty will act with respect, thoughtfulness, courtesy, and understanding at all
times. A breach in this behavior will result in disciplinary action.
2.
Class Sessions: Each class will begin with a morning meeting. This will provide
each student the opportunity to discuss their student teaching observations,
concerns, and questions. All are requried to participate. This is to be followed by
presentations, participatory activities, and discussion.
3.
Assignments: Students will be expected to read the assigned sections from all
books as well as selected articles. By each Thursday a list of reading and other
assignments for the following week will be posted under the assignments tab on
Blackboard. Please be sure to have access to assigned readings to class each
week. Written assignments should be typed, numbered, and grammar and
spell checked!! Use the writing center to improve your writing skills or meet
with Jody or Rebecca for writing support. You must plan in advance and call
early to get the appointments you want. Expository Writing Center, 269 Mercer
Street, 212/998-8866.
4.
Supplementary Readings: Some weeks there may be additional articles assigned
that will be posted under the “Documents” tab on Blackboard. While you are not
required to print them, you must come to class prepared to discuss them in detail.
5.
Use of Electronic Devices: Cell phones must be turned off and put away during
class time. Using your cell phone during class will result in a reduction of your
grade. Laptops may be brought to class but must be used for note-taking or
accessing readings ONLY. Any other use will result in a reduction of your grade.
Any student attending NYU who needs accommodation due to a chronic, psychological,
visual, mobility, and/or learning disability, or is deaf or hard of hearing should register
with the Moses Center for Students with Disabilities at 212-998-4980, 240 Greene Street,
www.nyu.edu/csd.
Grading will be determined by:
Participation
Observation Assignments
Additional Assignments
Case Study
Curriculum Paper/Presentation
15%
20%
15%
25%
25%
**Attendance Policy: Two absences will result in a drop in half-grade. Two late arrivals
or early departures=one absence. You are expected to be in attendance from 10:00-2:30
weekly. Plan your weekends accordingly.
Course Calendar: Topics and Due Dates
Please see “Assignments” tab on Blackboard for weekly reading assignments.
September 7th :
Introductions
The Importance of Observation
September 14th:
Brain Development and Attachment
September 21th:
Language
Guest Speaker: Dr. Lydia Soifer
September 28th:
Learning Environments
Visit to Williamsburg Northside Infant/Toddler Center
Observation Assignment #1 Due
October 5th:
The Importance of Play
October 12th:
IEP/IFSP Process
October 19th:
Social Emotional Development
Observation Assignment #2 Due
October 26th:
Motor Development
Guest Speakers: David Green, OTR/L & Ralph Schrader, OTR/L
November 2nd:
Trauma, Development, and Advocacy
Guest Speaker: Sheryl Dicker, J.D.
November 9th:
Families
Observation Assignment #3 Due
November 16th:
Curriculum and Lesson Planning
Related Service Observation Due
November 30th:
Assessment
Visit to Public Schools
December 7th:
School and Communities
Guest Speaker: Jennifer Schultz
December 14th:
Wrapping Up
Guest Speaker: Corey Esannason
Curriculum Presentations
INTASC Due
December 18th:
Final Case Study due via email