CAMPBELLSVILLE UNIVERSITY COURSE SYLLABUS PLEASE TYPE DATE 4/27/17 ACADEMIC UNIT School of Education FACULTY Goodwin, Marilyn & Please check to indicate this course has a service learning component Hundley, Sharon Discipline Course# Title of Course Credit Hours Cross Reference Section (if applicable) IEC 625-01 Global Perspectives in Early Childhood Ed TEXTBOOK Required See Syllabus Not Required Author Title _ Publisher _ PLEASE ANSWER THE FOLLOWING QUESTIONS ON A SEPARATE SHEET OF PAPER AND ATTACH TO THIS FORM See Syllabus DESCRIPTION OF COURSE: Develop a brief description of the course as it will appear in the Catalog STUDENT LEARNING OBJECTIVES: List the student learning objectives for the course Please relate these objectives to the mission and goals of the University and the Academic Unit For general education courses, please indicate which student learning objectives address general education goals and the intended method of assessment A minimum of four of the seven general education goals must be included Example: Students will demonstrate their ability to compare and contrast two types of basket weaving (Goal: Oral and Written Communication; Evidence: research paper and class presentation) COURSE OUTLINE: Outline the topics/units that are to be taught EVALUATION: How you plan to determine the grade in the course? Please include grading scale REQUIREMENTS: a Examinations: State when tests are to be administered, including unit, mid-term, and final examinations b Reports: How many, length required, and what type (Oral, term and/or research, book critiques) c Supplemental reading assignments or outside work required d Supplemental instruction aids: Audio visual aids, field trips, guest speakers, etc BOOKLIST DEAN: Beverly Ennis Date Copy Received VICE PRESIDENT FOR ACADEMIC AFFAIRS FORM FH-E.2.7A; rev 12/21/10 Date Copy Received Page of IECE 625 GLOBAL PERSPECTIVES IN EARLY CHILDHOOD EDUCATION Course offered on TigerNet [Web Reference # 52108] Graduate Term 6: May 15 – July 5, 2017 School of Education Theme: Empowerment for Learning Conceptual Framework Model Sharon Hundley, Ed D Marilyn Goodwin, Ph.D Office Location: EB 118 #1 University Dr., UPO #833, Campbellsville, KY 42718 Office Location: EB 122 #1 University Dr., UPO #938, Campbellsville, KY 42718 Phone: 270-789-5503 (office) 270-300-7983 (cell) School of Education FAX: 270-789-5206 Phone: 270 -789-5168 (office) 270-789-08997 (cell) School of Education FAX: 270-789-5206 slhundley@campbellsville.edu mggoodwin@campbellsville.edu OFFICE HOURS BY APPOINTMENT Description: OFFICE HOUR BY APPOINTMENT Sharon Hundley, Ed D Office Location: EB 118 This course provides an#1 in-depth study of selected topics in early education from a global University Dr., UPO #833, perspective A comparative education focus designed to increase intercultural competence and Campbellsville, KY is 42718 prepare globally literate early childhood professionals Educational practices and service delivery Phone: 270-789-5503 (office) 270-300-7983 (cell) School of Education FAX: 270-789-5206 slhundley@campbellsville.edu OFFICE HOUR BY APPOINTMENT methods around the world are investigated and analyzed for potential application Global education curriculum and resources are developed for early childhood classrooms Optional international field experience hours Note to Students participating in the School of Education Trip to Ireland and Northern Ireland May 25-June 8: Responsive Reflections for Modules 2, and will be completed as group discussions on location rather than written submissions on TigerNet Announcements will be made during the trip about dates and times for meetings Be sure to bring the course textbook, field experience summary log, and printed copies of the Responsive Reflections for those three Modules You not, however, need to bring your laptop to submit assignments for this course during the trip Module should be completed and posted to TigerNet prior to departure Students on this trip should log all field hours and have instructor sign at the conclusion of the trip This will be submitted to the Program Secretary for entry into the School of Education database Course Credit: credits Course Objectives: Upon completion of this course, the student will be able to: 1) Investigate, research, analyze, compare, and discuss global early care and education systems, program models, policies, and practices and the impact on young children and families; Tasks 1, 4, [NAEYC AP Standards 1, 2, 3, 4a, 4d, 5; IECE KTS IV, V, VII] 2) Demonstrate an understanding of the contexts and perspectives found in global early childhood issues; Tasks 1, 3, 4, [NAEYC AP Standards 1, 2, 4c, 4d, 5; IECE KTS IV, V, VII] 3) Compare international education practices and evaluate effectiveness for inclusive early childhood and intervention settings; Tasks 1, 4, [NAEYC AP Standards 1, 2, 4b, 4c, 5; IECE KTS I, V, VII] 4) Communicate personal positions on current issues in global education; Tasks 1, 4, 5, [NAEYC AP Standard 5; IECE KTS V, VII, X] 5) Articulate and explain the principles of global education; Tasks 3, 5, [NAEYC AP Standards 1, 2, 4a, 4b, 4c, 4d, 5; IECE KTS I, V, VII, VIII] 6) Describe the globally literate early childhood professional and assess personal global competencies; Tasks, 3, 5, 6, [NAEYC AP Standard 5; IECE KTS VII, X] 7) Compile resources and develop an integrated global education curriculum plan for early childhood classrooms Task [NAEYC AP Standards 1, 2, 4a, 4b, 4c, 4d; IECE KTS I, II, III, V, VIII, IX] Course Textbook Swiniarski, L B., & Breitborde, M (2003) Educating the global village: Including the child in the world (2nd Ed.) Upper Saddle River, NJ: Merrill, Prentice Hall ISBN 0-13-098176-1 This book has just gone out of print Currently it is not available through the bookstore It is, however, available through online searches including Amazon.com and e-bay at significantly reduced prices Questions can be addressed to Elizabeth Franklin at 270-7895366 or earlychildhood@campbellsville.edu Students may refer to the following documents in preparation of some assignmentsă Kentucky Core Academic Standards for English/Language Arts Mathematics, and Science for Kindergarten; Core Content for Kindergarten Kentucky Department of Education (2009) Kentucky Early Childhood Standards (Rev ed) [KYES-R] Frankfort, KY: Author Optional: If interested, the following textbooks regarding early care and education in Ireland and the United Kingdom are available through the bookstore If the country selected in Task #2 is Ireland or Northern Ireland, these books will be helpful – but not required Clark, M M., & Waller, T (Eds.) (2007) Early childhood education & care: Policy and practice Los Angeles: Sage Publications ISBN: 978-1-4129-3572-2 [C & W] Murray, C., & Urban, M (2012) Diversity & equity in early childhood: An Irish perspective Dublin: Gill & Macmillan ISBN: 978-07171-4994-0 [M & U] Course Tasks and Grading Scale: 1) TASK #1 – Global Issue Report……………………………………………………….… 150 Points a) Written Report 100 Points b) Prepared Questions/Responses 50 Points [NAEYC AP Standards 1, 2, 3, 4b, 4c, 4d, 5; IECE KTS IV,V, VII, VIII, X; PGES Domain 4] 2) TASK #2 – Global Curriculum ……………….………………………………………… 250 Points a) Written Report – 100 points b) Curriculum Plan/Resources (Environment, Materials, Technology, Literature)-125 points c) Peer Review – 25 points [NAEYC AP Standards 1, 2, 4a, 4b, 4c, 4d, 5; IECE KTS I, II, III, VI, VII; PGES Domains 1, 2, 3, 4] 3) TASK #3 – Tests………………………………………………………………………… 150 Points Three Tests – 50 points each 4) TASK #4 Articles: Early Childhood Practices around the World…………………….100 Points a) Article Presentations – 50 points b) Two Additional Article Summaries and Reflections from List of Options – 25 points each; 50 points total [[NAEYC AP Standards 1, 2a, 5; IECE KTS V, VII; PGES Domain 4; based on article content, other Standards and Domains may apply] 5) Task #5 – Responsive Reflections…………….………………………………………… 200 points Welcome Activity (25 points) and Seven (7) Weekly Responses (25 points each 175 points) [NAEYC AP Standards 1, 2, 4a, 5; IECE KTS II, V, VI, VII] [PGES Domains 1, 2, 3, 4] 6) Task #6 - Globally Literate Educator Self-Assessment……………… ……………… 125 points [NAEYC AP Standards 4a, 4b, 4c, 5; IECE KTS I, V, VII] 7) Task #7 - Professional Growth Plan Reflection………………………………………… 25 points [NAEYC AP Standard 5, IECE KTS VII, X] TOTAL GRADING SCALE: A = 90-100% 900-1000 pts B = 80 - 89% 800-899 pts C = 70 - 79% 700-799 pts D = 60 - 69% 600-699 pts F = below 60% 599 pts and below 1000 Pts Field Experience Assignments Students will complete various field assignment activities related to course topics as required by assignments A Field Experience Log is submitted at the end of the course GRADING SCALE: A = 90-100% B = 80 - 89% C = 70 - 79% D = 60 - 69% F = below 60% Teaching Approaches Online or hybrid delivery includes interactive discussions with individuals as needed Reflective reading, research, application International practicum option with alternative comparable local field experiences Lecture/discussion Critical analysis of global practices and approaches Cooperative Learning Groups; collaborative projects Oral and Written Presentations Self-Assessment; Program Evaluations Guest Speakers Technology (including blog-abroad with international trip) and Internet Resources including selected video presentations Student planning, observation, recording, and reflection Observation and Assessment Class Session Outline I II III IV Global Education and Perspectives a Rationale, Need for Globally Literate Early Childhood Professionals b Defining Global Education – 12 Principles c Intercultural Competency Investigating the World’s Children a Current Issues, Trends Educating Children Around the World a Situational Analysis b Education and Children c Inclusion, Humanitarian Efforts d Family Issues e Implications for Learning f Advocacy International Program Models and Service Delivery a Children’s Voices b International Movements, Schools, Programs c Reggio Emilia d Montessori e Serving Children with Special Needs/Rights V VI VII f Refugees, Immigrants, Other Special Populations g Multicultural American Including Global Education Curriculum a Creating Community b Including the World in the Curriculum c Teaching Global Issues and Themes d Model Curriculum/Themes and Strategies e Resources f Children’s Literature g Technology Trends, Issues, and Best Practices Reflection and Application Bibliography as appropriate (listings should include author, title, publication date, and an indication as to whether the Montgomery Library currently holds this item) Comparative Education Resources: 10 11 Fu, V., Stremmel, A., & Hill L (2002) Teaching and learning: Collaborative exploration of the Reggio Emilia approach Upper Saddle River, NJ: Merrill/Prentice Hall Gutek, G L (1993) American education in a global society: Internationalizing teacher education Prospect Heights, IL: Waveland Press 0-88133-929-6 Manzon, M (2011) Education compared Hong Kong: Comparative Education Resource Centre Electronic Resource Mazaruk, K (2006) Schooling around the world Boston: Pearson McAdams, R P (1993) Lessons from abroad: How other countries educate their children Lancaster, PA: Technomic Publish ISBN: 0-87762-978-2 (Online version: 623502048) Lynch, E W., & Hanson, M J (2011) Developing cross-cultural competence: A guide for working with young children and their families (4th Ed.) Baltimore, MD: Paul H Brookes ISBN 978-1-59857-163-9 Miller, L., Dalli, C., & Urban, M (Eds.) (2014) Early childhood grows up: Towards a critical ecology of the profession (International perspectives on early childhood education and development, v 6) _: Springer ISBN-13: 978-9400799080 Montessori, M (1966) The secret of childhood New York: Ballantine National Research Council Committee on a Framework and Long-term Research Agenda for International Comparative Education Studies (2003) International comparative studies in education Washington D.C.: National Academy Press 0-309-088-550 Reagan, T (1996) Non-western educational traditions: Alternative approaches to education thought and practice.Mahwah, NJ: Lawrence Erlbaum Associates Wien, C A (Ed) (2008) Emergent curriculum in the primary classroom: Interpreting the Reggio Emilia Approach in schools New York: Teachers College Press Issues in Early Care and Education Resources: Pacierok, K M (new editions published yearly) Annual editions in early childhood education Colombus, OH: McGraw Hill Goffin, S G (2013) Defining early childhood education for a new era: Leading for our profession New York: Teachers College Press Isenberg, J P., & Jalongo, M R (2003) Major trends and issues in early childhood education: Challenges, controversies, and insights New York: Teachers College Press Professional Resources: Association of Early Childhood Education International (ACEI) www.acei.org American Forum for Global Education http://www.ucis.pitt.edu/global/node/64; http://www.indiana.edu/~global/resources/forum.php Comparative and International Education Society – Institute of International Education www.cies.us Early Childhood Technical Assistance Center www.ectacenter.org/enotes/enotes.asp National Association for the Education of Young Children (NAEYC) www.naeyc.org International Early Childhood Education Association www.iecea.org 10 11 12 13 14 15 16 17 18 International Society for Intercultural Education www.iaie.org Association of Early Childhood Education International (ACEI) www.acei.org National Association for the Education of Young Children (NAEYC) www.naeyc.org National Geographic Society www.nationalgeographic.com Northeast Global Education Center http://www.salemstate.edu/ngec/ www.reggiochildrenfoundation.org/?lang=en International Early Childhood Education Association www.iecea.org The World Factbook https://www.cia.gov/library/publications/the-world-factbook/ The University of Kentucky toolkit for international studies http://www.uky.edu/toolkit/the-tools UNESCO www.unesco.org UNICEF www.unicef.org U.S Dept of State background notes on foreign countries, located at the University of Pennsylvania http://www.state.gov/r/pa/bgn World Organization for Early Childhood Education – U.S National Committee Resources for Early Childhood Education around the Globe: www.naeyc.org/files/yc/file/200711/BTJInternationalResources.pdf Performance Standards/Competencies IECE Teacher Standards: IECE Standard I: Designs/Plans Instruction IECE Standard II: Creates/Maintains Learning Environment IECE Standard IV: Assesses & Communicates Learning Results IECE Standard V: Reflects/Evaluates Professional Practices IECE Standard VI: Collaborates with Colleagues/Families/Others IECE Standard VII: Engages in Professional Development IECE Standard VIII: Supports Families IECE Standard IX: Implements Technology IECE Standard X: Provides Leadership within School, Community, and Community NAEYC Advanced Program Standards: Standard #1: Promoting Child Development & Learning Standard #2: Building Family & Community Relationships Standard #3: Observing, Documenting, & Assessing to Support Young Children and Families Standard #4a: Connecting with Children and Families Standard #4b: Using Developmentally Appropriate Approaches Standard #4c: Understanding Content Knowledge in Early Education Standard #4d: Building Meaningful Curriculum Standard #5: Growing as a Professional NAEYC Essential Professional Tools in Advanced Programs: Cultural Competence – Tasks - Knowledge and Application of Ethical Principles – Tasks 1, 2, 5, Communication Skills – Tasks - Mastery of Relevant Theory and Research – Tasks 1, 2, 4, 5, Skills in Identifying and Using Professional Resources Tasks 1, 2, 4, 5, 6, Inquiry Skills and Knowledge of Research Methods Tasks – 1, 2, 4, 5, 6, Skills in Collaborating, Teaching, and Mentoring Tasks 1, 2, Advocacy Skills – Tasks 1, Leadership Skills – Tasks 1, 2, G-6 Term Summer 2017 IEC 625 Course Tentative Schedule Assignments are due Sunday evenings at 11:55 p.m except for Module 8, which are due Wednesday, July at 11:55 p.m Module Dates Topic Assignments May 15 - 21 Chapters and What is Global Education? Who are the World’s Children? Why and When to Teach Global Education Task #5: Responsive Reflections Task #1: Global Issue Report Task #6: Globally Literate Education (GLE) Evaluation May 22 - 28 Chapter The International Rights of the Child Test One (Ch – 3) May 29 – June Read: Chs 1-2 Power Point Global and Intercultural Competency Resources, Internet Searches Course Tasks #1, #5, #6 Due May 21: Welcome Activity Responsive Reflection #1 Select Global Issue/Topic for Course Task #1 Read: Ch Internet Sources Due May 28: Responsive Reflection #2 Test One Chapter Educating Children Around the World Inclusion Family Issues Task #4: Articles –Early Childhood Practices around the Read: Ch Three Ch PowerPoints Tasks #4, #2 Articles, Internet Sources Due June 4: June - 11 World Task #2: Global Curriculum Responsive Reflection #3 Select Country for Course Task #2 Chapter Culture, Learning, and Teaching Read: Chs 5-6 Ch PowerPoint Intercultural Conversations Articles Chapter Multicultural America Due June 11: Responsive Reflection #4 Test Two Course Task #4a Two PowerPoint Presentations Test Two: Ch - Module Dates Topic June 12 - 18 Chapter Creating Community Assignments Chapter Including the World in the Curriculum Read: Chs 7-8 Ch and Multiple Intelligences PowerPoints Task 4a Posted Presentations Articles Due June 18: Responsive Reflection #5 Course Task #1a Course Tasks #4b June 19 - 25 Chapter Teaching Global Issues and Themes Chapter 10 Model Curriculum and Themes Using Children’s Literature Read: Chs 9-10 Ch 10 PowerPoint Articles, Photos Written Task 1a Reports posted Due June 25: Responsive Reflection #6 Course Task #1b Reflective Response to Global Issue Reports; Questions/ Responses Course Tasks #2a, b: Written Report and Global Curriculum June 26 July Reviewing Global Curriculum Peer Reviews Read: Task Assigned Global Report and Curriculum Plan Articles Test Three: Ch - 10 July - Due July 2: Responsive Reflection #7 Course Task #2c: Peer Review Test Three Read: Task PGP Reflection PGES Domains Overview Task #7: PGP Reflection Due July 5: Course Task #7: PGP Reflection Field Experience Logs (if applicable) Course Task #6: GLE Evaluation You are responsible for your own learning It is your responsibility to contact the instructor if you are having trouble with the course material 10