Education and Early Childhood (EDUC)

Courses

EDUC 121   Introduction to Teaching* (3 Hours)  

Prerequisites: RDG 126 or College Reading Readiness.

Teaching concepts and practices as they apply to today's elementary and secondary schools will be introduced. Topics will include the roles and responsibilities of the teacher, various modes of instruction, specialized areas in teaching, and professional requirements and concerns. Twenty hours of observation in a school setting are required. 3 hrs. lecture/wk.

EDUC 130   Foundations of Early Childhood Education* (3 Hours)

Prerequisites: RDG 126 or College Reading Readiness.

This introductory survey course is designed to provide students with current information on topics relevant to employment in early childhood programs. The course explores the historical and philosophical roots of early childhood education, general principles in child development, the teacher's role, values and ethics in early childhood education, curriculum design, and classroom management. Twenty hours of observation in a group childcare setting are required. 3 hrs. lecture/wk.

EDUC 131   Early Childhood Curriculum I* (3 Hours)

Prerequisites or corequisites: EDUC 130 with a grade of "C" or higher.

This methods course is designed for students who are, or will be, working in an early childhood education setting and parents or others who desire to develop an intellectually challenging environment for young children. The focus of the course is curriculum areas that deal with language and physical development. 3 hrs. lecture/wk.

EDUC 210   Creative Experiences for Young Children* (3 Hours)

Prerequisites: EDUC 130 with a grade of "C" or higher and PSYC 215.

This course is a study of constructing and maintaining an environment for young children that fosters aesthetic sensitivity and creativity. The course includes the young child's developmental stages in art, music, movement, creative movement and creative drama. Methods and materials for this course cover developmentally appropriate creative experiences; inclusive, anti-bias curriculum; integration of creative experiences throughout the curriculum; use of technology; and helping families understand the creative experience. 3 hrs. lecture/wk.

EDUC 220   Survey of the Exceptional Child* (3 Hours)

Prerequisites: RDG 126 or College Reading Readiness.

This course is an overview of the field of special education geared to those who are preparing to work with children and youths with special needs. The course provides fundamental information on the identification and exceptionality, laws and legal cases affecting the delivery of services to individuals with exceptionalities, and the principles of effective educational approaches for each exceptionality. Categories of exceptionality presented include learning disabilities, behavior disorders, gifted and talented, communication disorders, autism, traumatic brain injury, physical disabilities, sensory impairments, other health impairments, and multiple and severe disabilities. 3 hrs. lecture/wk.

EDUC 231   Early Childhood Curriculum II* (3 Hours)

Prerequisites: EDUC 131.

This methods course is designed for students who are, or will be, working in an early childhood education setting and parents or others who desire to develop an intellectually challenging environment for young children. The focus of the course is on curriculum areas that deal with the physical and social aspects of the world. Included in this inquiry curriculum are mathematics, science, social studies and nutrition. 3 hrs. lecture/wk.

EDUC 234   Families in Society* (3 Hours)

Prerequisites or corequisites: PSYC 215.

This course is a study of effective relationships between families and the larger society. The course is designed for teachers and families who desire to provide an environment that reflects sensitivity to the unique needs of the individual child/adolescent and their families. Topics covered during the course are family dynamics, child and adolescent development, supporting positive relationships and behaviors, and effective communication and guidance strategies, as well as building and advocating for effective, collaborative relationships between teachers, families and communities. 3 hrs. lecture/wk.

EDUC 250   Child Health, Safety and Nutrition* (3 Hours)

Prerequisites: RDG 126 or College Reading Readiness.

This course is a study of the basic health, nutrition and safety management practices for young children. Information on establishing and maintaining a physically and psychologically safe and healthy learning environment appropriate for the needs of young children will be included. The interrelation of health, safety and nutrition is stressed, with emphasis on appraisal procedures, prevention and protection, services and educational experiences for young children and their families. 3 hrs. lecture/wk.

EDUC 260   Observing and Interacting with Young Children* (3 Hours)

Prerequisites: EDUC 130 with a grade of "C" or higher.

Prerequisites or corequisites: PSYC 215.

This course is a study of the role of observation to assess and monitor the development and learning of, and the appropriate techniques for interacting with, young children. Included will be the purposes and types of observation procedures, interpretation and use of findings, reporting techniques, and legal and ethical responsibilities. Expected age-related child behavior, fundamental principles of and theoretical approaches to child guidance, guidance techniques, working with families and issues of diversity are also presented. The laboratory will include demonstration of the subject matter. 2 hrs. lecture, 3 hrs. lab/wk.

EDUC 283   Professional Competencies: Early Childhood Education* (1 Hour)

Prerequisites: Department approval.

This course focuses on the conduct and responsibilities of the early childhood professional. Topics include early childhood education codes, laws and regulations; child development; experience planning and curriculum development; observation and guidance of young children; authentic assessment; responsibilities to the young child's family, to the community, and to the teaching profession; employability skills; self-assessment; and job seeking skills. Completion of this course is required to obtain the One Year Post-Secondary Certificate in Early Childhood Education. 1hr. lecture/wk.

EDUC 285   Student Teaching: Early Childhood Education* (3 Hours)

Prerequisites: EDUC 130 and EDUC 250 and EDUC 260 (All courses must be completed with a grade of "C" or higher.)

This course will focus on the field experience of early childhood education students allowing them to apply their knowledge of teaching young children in a supervised setting. The student lab experience will occur in two different early childhood settings, with children of varying age groups. The course will also include a lecture/seminar component focused on practical application of student teaching experiences, as well as the development of a student teaching portfolio.

EDUC 291   Independent Study* (1-7 Hour)

Prerequisites: 2.0 GPA minimum and department approval.

Independent study is a directed, structured learning experience offered as an extension of the regular curriculum. It is intended to allow individual students to broaden their comprehension of the principles of and competencies associated with the discipline or program. Its purpose is to supplement existing courses with individualized, in-depth learning experiences. Such learning experiences may be undertaken independent of the traditional classroom setting, but will be appropriately directed and supervised by regular instructional staff. Total contact hours vary based on the learning experience.

EDUC 121

  • Title: Introduction to Teaching*
  • Number: EDUC 121
  • Effective Term: 2017-18
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Requirements:

Prerequisites: RDG 126 or College Reading Readiness.

Description:

Teaching concepts and practices as they apply to today's elementary and secondary schools will be introduced. Topics will include the roles and responsibilities of the teacher, various modes of instruction, specialized areas in teaching, and professional requirements and concerns. Twenty hours of observation in a school setting are required. 3 hrs. lecture/wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Reflect upon and personalize motivations for becoming a teacher and focus on expectations of and for teachers.

  2. Explore the purposes for schools and list the characteristics of those identified as being effective.

  3. Attain an awareness of the wide-range of students having multi-faceted needs within the elementary and secondary school and analyze possible ways to respond to those needs.

  4. Examine the qualities, skills and behaviors of effective teachers, gather specific strategies for developing those for oneself and apply several within demonstration activities.

  5. Observe teachers in action within the school setting and identify, in action, the qualities, skills and behaviors that promote greater learning for students.

  6. Discover practical ways to implement technology as a teaching tool and identify steps to achieve the skills necessary to utilize these tools.

  7. Investigate present day curriculums, approaches to teaching and strategies for learning, and the use of assessment as a teaching tool.

  8. Outline the ways public schools are governed, financed and influenced by the people they serve.

  9. Evaluate major educational philosophies and develop a beginning personal philosophy of education.

  10. Summarize major historical educational contributions of the past and assess effects of these contributions on present day teaching/learning.

  11. Discuss ethical and legal issues confronting educators.

  12. Study present and possible future reforms and controversial issues surrounding education today and weigh the values of each.

  13. Assess career choices and professional organizations and determine how to proceed if a choice fits with the student's personal goals.

Content Outline and Competencies:

I. Beginning Steps to Teaching
   A. Teaching, a "thought-through" choice.
      1. Discuss motives for and against teaching.
      2. Examine realistic expectations of teaching and those of the
public for teachers.
   B. Procedures for observations
      1. Determine guidelines and expectations for observation
experiences.

II. Purpose and Characteristics of Schools
      A. Differentiate between education and schooling.
      B. Explain the purposes for schools.
      C. Identify and list the characteristics of effective schools.

III. Students, the Focus of Schools
   A. Needs of students
      1. Recognize the needs of all students and those affected by a
variety of social problems.
      2. Identify the historical and present-day programs developed for
special needs students: those with cultural/bilingual needs,
academic/emotional needs, physically disabled/gifted needs.
   B. Teacher responses to needs
      1. Describe teacher behaviors that respond to all students' needs.
      2. Explain how the use of multiple intelligences and the use of a
variety of learning styles expands student learning.
      3. Develop possible teacher options for responding to a classroom of
students with differing experiences and needs.

IV. The Teacher, the Means to Student Success
   A. Qualities of effective teachers
      1. Define the areas of teacher competence.
      2. Analyze attitudes needed for teaching and ascertain how well
there is a fit.
      3. Become aware that attitudes affect teacher decisions and that
reflective teaching is essential.
      4. Recognize that teacher expectations influence student learning
and behavior.
   B. Skills and behaviors needed to achieve learning
      1. List and describe effective teaching skills and behaviors.
      2. Analyze the relationship between effective skills and effective
behaviors.
      3. Explore several successful teaching strategies.
      4. Recognize the importance of utilizing questioning skills.
      5. Describe and write different levels of questions.
      6. Identify the major elements of a well-planned lesson.
      7. Design and present a lesson utilizing knowledge and skills
learned.
   C. Behavior management, a skill all its own
      1. Define behavior management and recognize discipline approaches as
a part of this management.
      2. List and explain specific teacher behaviors that increase chances
for an organized and safe learning environment.
      3. Identify individuals who created major behavior management
approaches.
      4. Distinguish between and evaluate present day classroom management
approaches.
      5. Formulate a beginning plan for classroom management.

V. Technology as a Tool
   A. Recognize the historical contributions of technology to education.
   B. List and explain uses of computers in teaching and learning.
   C. Discuss the responsibilities of the teacher in the use of
technology.
   D. Identify ways to prepare for the effective use of computers in
teaching.

VI. What Is Taught
   A. The curriculum
      1. Define "curriculum" and trace major impacts upon it during the
last 40+ years.
      2. Recognize and discuss important present day influences on what
children learn.
   B. Instructional Approaches
      1. Explore the value of several effective instructional approaches
such as cooperative learning, etc.
      2. Create an integrative lesson plan to be built around a specific
subject and objective.
   C. Assessments
      1. Determine the relationship of effective assessment to learning.

VII. The Governing and Financing of Schools
   A. School government
      1. Outline the organizations governing public education.
      2. Identify and discuss the laws, organizations and learning
outcomes that influence the governing of schools.
   B. School finance
      1. Identify the sources of financial support of schools.
      2. Ascertain equity difficulties in determining sources of revenue.

VIII. Philosophy of Education
   A. Explore the major educational philosophies.
   B. Analyze points within these philosophies that coincide with the
potential educator's beliefs.
   C. Write a beginning personal educational philosophy.

IX. History of Education
   A. Trace the history of American elementary and secondary education
from colonial times to the present.
   B. Identify world historical figures whose beliefs influenced
education.
   C. Determine impact of historical happenings upon African-Americans,
Native Americans, Hispanic-Americans and Asian-Americans.

X. Ethical and Legal Issues
   A. Ethics in education
      1. Differentiate between ethical and legal issues.
      2. Identify ethical concepts and everyday ethical behaviors for
educators.
   B. Legal issues
      1. Become aware of a variety of legal issues that directly deal with
practical aspects surrounding a career in education.
      2. Ascertain major legal issues focusing on students.

XI. Reforms and Controversial Issues
   A. Identify and evaluate reform efforts.
   B. Debate controversial topics pressuring education.

XII. Career Choices and Future Steps
   A. Assess career choices in the education field.
   B. Identify major professional educational associations and describe
their purpose.
   C. List the next steps to be taken to pursue a career as a
teacher/educator.

Method of Evaluation and Competencies:

Grading each of the three areas below by percentages directly or by
cumulative points that are converted to percentages.

   1. Participation in sharing/activity class sessions.
   2. Satisfactory completion of observations.
   3. Satisfactory completion of projects/activities/exams.

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

  1. Ten weeks of two-hour observations completed during specific weeks listed.

  2. Students will need to arrange transportation to and from observation site areas for the required 20 hours. (Travel time is not counted as part of the observation sessions.)

  3. No observations can be completed within a relative's classroom or in the classroom of a student's previous teacher.

  4. If area of interest is in such areas as PE/MS/SP Ed/ESL/etc.: Ten hours may be completed within those areas, and Ten hours need be completed within a regular classroom setting.

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

EDUC 130

  • Title: Foundations of Early Childhood Education*
  • Number: EDUC 130
  • Effective Term: 2017-18
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Requirements:

Prerequisites: RDG 126 or College Reading Readiness.

Description:

This introductory survey course is designed to provide students with current information on topics relevant to employment in early childhood programs. The course explores the historical and philosophical roots of early childhood education, general principles in child development, the teacher's role, values and ethics in early childhood education, curriculum design, and classroom management. Twenty hours of observation in a group childcare setting are required. 3 hrs. lecture/wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Examine the historical and philosophical roots of present-day early childhood programs in the United States.

  2. Analyze the different types of early childhood education theories and practices.

  3. Develop a personal philosophy of early childhood education according to appropriate developmental principles.

  4. Assess the various influences in an early childhood education setting that affect the child's growth and development.

  5. Evaluate developmentally appropriate curriculum design and content.

  6. Apply the information acquired to a practical setting and gain some insight into the responsibilities of a caregiver in an early childhood setting.

Content Outline and Competencies:

I. Foundations of Early Childhood Education

A. Describe historical roots of early childhood education, including:

1. The move from philosophy to practice

2. European roots (e.g., Rousseau).

3. Early American roots (e.g., Peabody).

4. The Depression.

5. World War II.

6. The War on Poverty.

B. Identify policymakers and policies that affect early childhood education programs including:

1. Head Start and economically deprived children.

2. The women's movement and affordable child care.

3. Public laws and programs for children with special needs.

4. Child care policy in the 1980s and 1990s.

a. State

b. National

C. Current trends in the profession.

1. Describe all of the types of child care.

2. Discuss parent involvement programs.

3. List national and state associations.

4. Identify predictions for the future.

D. Research findings.

1. Discuss outcomes of early childhood education experiences (e.g., Head Start).

E. Training and certification.

1. Explain Kansas regulations.

2. Describe the Child Development Associate Program (1970).

II. The Participants in the Early Childhood School

A. The early childhood education teacher as a professional.

1. Discuss how the teacher's personality, temperament and biases affect teaching style.

2. Identify some ways and means for developing a healthy, positive outlook.

3. Describe teacher burnout.

4. Describe how teacher values and professional decisions affect the classroom environment.

5. Describe professional ethics in early childhood education and standards of behavior.

B. The child in the early childhood school.

1. Discuss the historical view of children from the 17th century to the present.

2. Describe the theoretical approaches to child development (psychodynamic, cognitive, behavioral).

3. Describe infant development and explain the effects of early experiences (critical periods, stimuli preferences, enriched environment, brain development).

4. Outline the development of attachment, independence and the self.

5. Define the socialization process and identify the social agents.

6. Describe the changing structure of the family.

7. Identify the special needs of children with disabilities.

8. Discuss child abuse and neglect (identification, causes, types and the effect on the children).

III. Establishing a Physically and Psychologically Safe Environment.

A. The physical environment.

1. Describe appropriate arrangement of indoor and outdoor spaces.

2. Explain how to develop safety checklists, plans and policies.

3. Identify health problems and epidemics in young children.

4. Explain how to select equipment and materials in the early childhood program.

5. Describe how to aesthetically enhance the environment.

B. Classroom management.

1. Theoretical approaches (humanistic, democratic, behaviorist.

2. Selecting management strategies (supporting developmental goals and your own personal philosophy).

3. Developing rules and routines.

4. Prevention, consequences and positive communication.

IV. Curriculum Development.

A. The developmentally appropriate curriculum.

1. Describe how children learn.

2. Developing activity plans to meet the child's specific developmental needs.

3. Writing behavioral objectives.

4. Evaluating plans.

5. The value of play.

6. The use of computers in early childhood education.

B. Describe the elements of planning the physical development curriculum including:

1. Knowledge of the developmental sequences in fine and gross motor skills.

2. Knowledge of locomotor skills (moving from place to place).

3. Knowledge of non-locomotor skills (moving body parts with the child stationary).

4. Knowledge of projection and reception skills (propelling and catching objects).

5. Knowledge of sensory development.

6. Knowledge of proper equipment, space and support.

C. Describe the elements of planning the creative curriculum including:

1. Defining creativity.

2. Knowledge of developmental stages in children's art, music, movement and drama.

3. Knowledge of developmental tasks fostered through creative activities (perceptual motor, social and emotional).

4. Classroom space, materials and equipment.

D. Describe the elements of planning for language and literacy development including:

1. Knowledge of the sequence and goals for language development.

2. How to foster language development (listening and speaking).

3. Identifying and dealing with language problems.

4. English as a second language.

E. Describe the framework for planning an active and stimulating inquiry curriculum including:

1. The math curriculum.

2. The science curriculum.

3. The social studies curriculum.

4. The nutrition curriculum.

V. Children With Special Needs.

A. The child.

1. Describe how to identify the child with special needs.

2. List the characteristics of the higher instance disabilities (e.g., learning disabilities, hearing impairment).

3. Describe PL94-142 and individual educational plans (includes children 3 years and older).

4. Discuss how to find community resources to provide support .

5. Discuss how to consult with other child professionals.

B. Modifying the child's activities.

1. Describe the benefits of letting the child be the teacher.

2. Explain the time and special equipment needs of children with disabilities.

3. Identify available resources to provide guidance to the early childhood educator.

C. Working with families.

1. Describe methods for maintaining clear and positive two-way communication with families.

2. Understand the parents grieving process.

3. Explain the rules of confidentiality when working with families.

VI. The World's Children.

A. Multicultural understanding.

1. Discuss the UN Declaration of the Rights of the Child (1959).

2. Describe child growth and development across cultures.

3. Describe early childhood education around the world (Asia, Africa, Latin America, Canada, Soviet Union, Israel).

4. Identify the world leaders of tomorrow.

Method of Evaluation and Competencies:

50%    Four Tests
30%    Five Guided Observation Reports: (One is to be completed after every four hours in the observation setting.)
20%    Other

Total:    100%

Note: A grade of “C” or better is required for satisfactory completion of this course.

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

None

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

EDUC 131

  • Title: Early Childhood Curriculum I*
  • Number: EDUC 131
  • Effective Term: 2017-18
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Requirements:

Prerequisites or corequisites: EDUC 130 with a grade of "C" or higher.

Description:

This methods course is designed for students who are, or will be, working in an early childhood education setting and parents or others who desire to develop an intellectually challenging environment for young children. The focus of the course is curriculum areas that deal with language and physical development. 3 hrs. lecture/wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Identify the ways children learn.

  2. Prepare developmentally appropriate lessons plans.

  3. Describe the stages of language development and language difficulties in young children.

  4. Identify the components of communications skills in an early childhood language arts program.

  5. Describe the goals of a language arts program in early childhood education.

  6. Build a language-rich environment for young children.

  7. Identify the goals for a literature program in early childhood education.

  8. List the criteria for selecting young children's books.

  9. Describe how to prepare to tell a story.

  10. Discuss the value of storytelling, poetry, puppetry, drama and field trips.

  11. Describe the development of young children's written language and offer appropriate opportunities to foster this method of communication.

  12. Identify the sequence of individual differences in the physical development of young children.

  13. Describe classical and dynamic theories of play.

  14. Discuss stages in play development.

  15. Describe safety guidelines for organizing a room, for designing an outdoor play area, and for choosing materials for young children.

  16. Develop activities and choose materials and toys to foster small and large muscle development in young children.

  17. Design an outdoor play area.

  18. Design a week's plan for young children that includes the language and motor areas of development.

Content Outline and Competencies:

I. Curriculum Development
   A. Ways children learn
      1. Design multi-faceted learning experiences.
      2. Describe how children learn through play.
      3. Describe how children learn through interactions with teachers.
      4. Plan and conduct one-to-one experiences with children.
      5. Plan and conduct small group experiences.
      6. Plan and conduct large group experiences.
   B. Curriculum planning (including references to a variety of
curriculum-models)
      1. Explain the purpose of the program--goals and objectives.
      2. Describe assumptions about the learner.
      3. Discuss the use of themes as framework.
      4. Describe the planning process -- observe interests, abilities and
concerns, formulate learning objectives, plan and implement activities.
      5. Design long range plans.
      6. Design weekly plans.
      7. Design lessons plans -- activity information, rationale,
objectives, space and materials needed, procedure and assessment.
      8. Write behavioral objectives.
      9. Evaluate plans.

II. Overview of Language, Literacy, and Literature
   A. Development
      1. Outline predictable sequences.
      2. Identify critical periods.
      3. Describe the teacher's role
      4. Identify the child's needs.
   B. Language and literacy
      1. Define theories -- Chomsky, Vygotsky.
      2. Describe the stages of development.
      3. Identify games-from peek-a-boo to picture books to literacy.
      4. Explain the early use of symbols.
      5. Discuss the value of pretending, invented spelling.
   C. Literature
      1. Explain the use of books with children.

III. Oral Language
   A.  Describe the following types of language:
      1. Informative - used to share facts and opinions with others.
      2. Descriptive - used to describe experience - running commentary,
expansion and modeling
      3. Reasoning - cause and effect, if...then, problem solving
      4. Language of imagination and recall
      5. Language play--nonsense words, rhymes, chants, jokes, tongue
twisters
   B. Language and culture
      1. Describe dialects.
      2. Describe language as an expression of a particular culture's
unique perceptions of the world.
      3. Define bilingualism.
      4. Describe speech appropriate to the setting.
   C. Building language-rich environments
      1. Design small group activities.
      2. Describe the value of the "buzz" of communication.
      3. Discuss the avoidance of teacher monologues and engaging in
dialogues.
      4. Describe how to follow the child's lead -- support/encourage.
      5. Define and explain the value of open-ended questions.
      6. Explain how dramatic play, books, puppets, games, flannel boards,
and trips support language and literacy development.
      7. Design daily routines and activities.
      8. Explain the use of classroom volunteers, storytellers.

IV. Literacy
   A. Reading readiness
      1. Describe reading as a positive experience -- physical closeness,
individual attention, responsive adults.
      2. Explain how the use of illustrations, repetition, alphabet toys
and books, picture stories and memory games is valuable.
      3. Describe the value of signs and symbols in the classroom.
      4. Describe techniques for reading to children.
      5. Define kindergarten readiness.
   B. Writing
      1. Describe stages from scribbles to letters to words.
      2. Identify graphic forms in and outside the classroom.
      3. Discuss the use of art and writing materials.
      4. Define and explain the value of dictated stories.
      5. Explain social uses of writing -- invitations, thank you notes.
      6. Describe skills needed for kindergarten readiness.
   C. Describe adults as models in the following examples:
      1. Reading instructions
      2. Notes home
      3. Adult reading during quiet time
      4. Sharing time

V. Literature
   A. Qualities of good literature
      1. Explain how to select nonsexist materials.
      2. Identify books that represent diverse ethnicities, lifestyles,
cultures, races, ages and activities.
      3. Content and structure
         a. Explain how to determine age appropriateness.
         b. Describe the relationship to vocabulary development.
         c. Describe the sequencing of words, actions, and story.
         d. Describe the value of illustrations.
         e. Explain the value of role models and resolutions.
   B. Types
      1. Fiction
         a. Describe how fiction illustrates life, enchants children,
instills a love of literature, entertains and evokes feelings.
         b. Explain how fiction can be fanciful or realistic.
      2. Information books
         a. Describe the value of factually accurate and well-illustrated
books.
      3. Mood or concept books
         a. Identify books that sensitize children to ideas and feelings.
         b. Identify wordless books.
         c. Identify books that introduce color, shapes, numbers,
letters.
   C. Poetry
      1. Produce examples of rhyming poetry.
      2. Describe Haiku poetry and write some examples.
   D. Integration into the classroom
      1. Describe the value of recorded stories.
      2. Explain how to include creative drama and movement.
      3. Explain the value of field trips.
      4. Identify individual and group activities.
      5. Describe the value of libraries in the classroom.
      6. Explain where to obtain children's books (resources).

VI. Overview of the Physical Development Curriculum
   A. Development
      1. Explain predictable sequences.
      2. Identify critical periods.
      3. Describe the teacher's role.
      4. Identify the child's needs.
      5. Describe appropriate environments and freedom of choice.
   B. The sensory curriculum
      1. Describe the involvement of the senses in development.
      2. Explain how learning depends on sensory input.
      3. Explain how to support the development of kinesthetic sense.
      4. Explain how to support the development of auditory sense.
      5. Explain how to support the development of tactile sense.
      6. Explain how to support the development of visual sense.
      7. Explain how to support the development of gustatory sense.
      8. Explain how to support the development of olfactory sense.
      9. Describe materials and activities that support sensory
development (walks, cooking).
     10. Describe everyday activities and common objects that support
sensory development.
     11. Explain how to encourage sensory exploration and involvement.
   C. The small muscle curriculum
      1. Explain how to support the development of control.
         a. Visually guided reaching, force, direction and speed of
movement
      2. Explain how to support the development of agility.
         a. Moving in precise and intentional ways at the desired speed
      3. Explain how to support the development of strength.
         a. Stamina and force available to apply to and sustain movement
      4. Explain how to support the development of coordination.
         a. Control the interrelationship of hands, fingers and other body
parts, eye-hand coordination
      5. Identify necessary equipment, materials and activities --
construction and manipulative toys, self-help activities, instruments,
finger plays, art activities.
   D. The large muscle curriculum
      1. Explain the support kinesthetic development -- balance, position
in space, control of physical movements.
      2. Explain how to support the development of flexibility -- ease and
range of movement.
      3. Explain how to support the development of coordination - move
different body parts together in relation to one another.
      4. Explain how to support the development of agility - move with
grace, speed and precision.
      5. Identify directed movement activities.
      6. Discuss the value of unstructured play time (playgrounds and
equipment).
      7. Describe creative movement opportunities.
      8. Explain how to incorporate woodworking tables.
      9. Explain the use of circle games.
     10. Explain the value of group games, trips to parks, pools.
     11. Describe the teacher as participant.

Method of Evaluation and Competencies:

Three tests                               30% of grade
Eight directed assignments (lesson plans) 50% of grade
Materials file                            20% of grade

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

None

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

EDUC 210

  • Title: Creative Experiences for Young Children*
  • Number: EDUC 210
  • Effective Term: 2017-18
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Requirements:

Prerequisites: EDUC 130 with a grade of "C" or higher and PSYC 215.

Description:

This course is a study of constructing and maintaining an environment for young children that fosters aesthetic sensitivity and creativity. The course includes the young child's developmental stages in art, music, movement, creative movement and creative drama. Methods and materials for this course cover developmentally appropriate creative experiences; inclusive, anti-bias curriculum; integration of creative experiences throughout the curriculum; use of technology; and helping families understand the creative experience. 3 hrs. lecture/wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Recognize why the arts matter.
  2. Review and describe aesthetics, creativity, art, music, creative movement and creative drama for young children.
  3. Design environments to promote creativity and arts-based learning.
  4. Examine teacher’s role as facilitator of children’s creativity.
  5. Articulate developmental milestones specific to creative activities.
  6. Discuss factors that facilitate positive family interactions.
  7. Review current research and practice related to creative arts.

Content Outline and Competencies:

I. The Arts

A. Explain the meaning of art appreciation.

B. Differentiate between process versus product.

C. Describe arts-based learning in early childhood.

1. Art

2. Music

3. Creative movement

4. Creative drama

D. Articulate the creative arts experience.

II. Aesthetics and Creative-Based Learning

A. Describe the characteristics of the creative experience.

B. Define creativity and explain its importance.

C.Explain the importance of aesthetics and aesthetic sensitivity.

D. Determine the relationship between creativity and aesthetics.

E. Utilize strategies for aesthetic enhancement.

III. Environmental Design

A. Recognize ways to enhance the environment to promote aesthetic experience.

B. Characterize conditions in the environment that stimulate creative behavior.

C. Illustrate an appropriate physical environment for creative experiences.

D. Describe the use of indoor/outdoor space to support the creative curriculum.

E. Review classroom layout and appropriate arrangement of space and equipment.

F. Explain how aesthetics affects quality of learning.

G. Examine materials with good aesthetic and creative potential.

IV. Teacher as Facilitator

A. Present methods adults can utilize to encourage creative thinking.

B. Describe ways to help children express creativity.

C. Review activity and curricular planning process.

D. Prepare, present and evaluate creative experiences.

E. Develop activities to help children cultivate their aesthetic sensitivity.

F. Examine the role of creative drama in guidance and discipline.

V. Developmental Milestones

A. List the developmental stages in the creative domains.

B. Explain the role of creative arts in enhancing children’s development.

C. Recognize child’s developmental, individual and social/emotional needs when designing creative experiences.

D. Translate the role of Multiple Intelligences in the arts-based learning.

VI. Family Interactions

A. Explain strategies for involving families in creative experiences.

B. Describe strategies for informing families about available community-based creative experiences.

C.Show how to provide an aesthetically pleasing school environment for children and families.

VII. Research and Practice

A. List resources for creative experiences.

B. Identify research to support arts-based learning.

C. Use technology to promote creativity.

1. Explain the purpose of utilizing technology.

2. List essential criteria for selection of hardware and software.

3. Discuss selection of appropriate children’s programming.

Method of Evaluation and Competencies:

25-30%    Tests/Micro Teaching
10-15%    Interest Center
25-30%    Activity Plans
10-25%    Classroom and Outside Assignments
10-15%    Creative Activities File

TOTAL: 100%

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

None

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

EDUC 220

  • Title: Survey of the Exceptional Child*
  • Number: EDUC 220
  • Effective Term: 2017-18
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Requirements:

Prerequisites: RDG 126 or College Reading Readiness.

Description:

This course is an overview of the field of special education geared to those who are preparing to work with children and youths with special needs. The course provides fundamental information on the identification and exceptionality, laws and legal cases affecting the delivery of services to individuals with exceptionalities, and the principles of effective educational approaches for each exceptionality. Categories of exceptionality presented include learning disabilities, behavior disorders, gifted and talented, communication disorders, autism, traumatic brain injury, physical disabilities, sensory impairments, other health impairments, and multiple and severe disabilities. 3 hrs. lecture/wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Trace the history of the treatment of individuals with exceptionalities and describe how the various perspectives have changed over time.
  2. Explain how interindividual and intraindividual differences are measured and trace typical development.
  3. Review federal and state laws related to the education of children and adults with exceptionalities.
  4. Discuss the prevalence, etiology, identification procedures, role of heredity and the environment, characteristics, and academic and social manifestations of each of the categories of disability.
  5. Describe the present educational adaptations, emerging educational trends and instructional approaches for each of the exceptionalities covered.
  6. Discuss the lifespan issues of each of the exceptionalities and describe elements of self- care, independence and self-advocacy.
  7. Identify characteristics and misconceptions about children with exceptionalities and their families.
  8. Investigate and describe the controversial issues in special education.
  9. Review current research and practice related to exceptionality.

Content Outline and Competencies:

I. Introduction to Special Education

A. Outline historical milestones of special education and perspectives on treatment.

B. Define exceptionality and the child/student with special needs.

II.Interindividual and Intraindividual Differences

A. Identify and define the individual categories of students with special needs.

B. Discuss the incidence and prevalence of children with special needs in the schools.

C. Analyze similarities and differences in children with exceptionalities and typically developing children throughout the school years.

III. Federal and State Laws

A. List and discuss the requirements and components of special education law.

1. ADA

2. IDEA

3. Section 504

4. PL-99-457

B. Explain the similarities and differences of the IEP and the IFSP.

C. Discuss the provisions within the public school setting, community agencies and institutional settings.

1. Related services

2. Identification and eligibility

3. Continuum of services

IV. Categories of Exceptionality

A. Identify the 13 areas of categorical disabilities defined by IDEA and discuss the inclusionary and exclusionary criteria for each.

B. Discuss various techniques and teaching strategies for students with specific disabilities.

C. Report on the recent trends in the prevalence of exceptionalities in the school-age population.

V. Educational Adaptations and Approaches

A. List and explain special skills necessary for students with exceptionalities.

B. Describe educational adaptations used for students with exceptionalities.

C. Describe the varying academic environments for students with impairments.

D. Identify various types of technological adaptations available for students with impairments.

VI. Lifespan Issues and Self-Care

A. Summarize the lifespan issues for people with disabilities.

B. Discuss the transition between levels of service provided to individuals as they develop.

1. Community living

2. Vocational placement

3. Accessibility of higher education

4. Discrimination

5. Public information and advocacy

VII. Families of Children with Disabilities

A. Identify the unique issues, problems and concerns of families of children with disabilities.

B. Describe coping strategies used by parents and siblings of children with disabilities.

C. Discuss components of a plan of collaboration and cooperation among parents of students with disabilities and school personnel.

D. List community and government agencies that offer support to families of students with special needs.

VIII. Exceptionality and Society

A. Identify the "conflict" issues among professionals and parents in special education.

B. Discuss the past and current trends in working with students with special needs both academically and behaviorally.

C. Examine the reactions of society to providing for the needs of students with disabilities.

D. Identify and discuss the major research issues in the area of education and treatment of students with special needs.

E. Explain the benefits of early identification and treatment for students with exceptionalities.

F. Describe the continuing benefit of meaningful transition programs as students enter the adult environment.

IX. Research and Practice

A. List resources for working with individuals with exceptionalities.

B. Identify and use research on exceptionality and academic practice.

Method of Evaluation and Competencies:

60-70%    Exams/Quizzes
20-30%    Reflection Papers
0-20%      Class Activities and Participation in Discussions

Total = 100%

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

None

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

EDUC 231

  • Title: Early Childhood Curriculum II*
  • Number: EDUC 231
  • Effective Term: 2017-18
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Requirements:

Prerequisites: EDUC 131.

Description:

This methods course is designed for students who are, or will be, working in an early childhood education setting and parents or others who desire to develop an intellectually challenging environment for young children. The focus of the course is on curriculum areas that deal with the physical and social aspects of the world. Included in this inquiry curriculum are mathematics, science, social studies and nutrition. 3 hrs. lecture/wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Describe the components of an inquiry curriculum.
  2. Describe J. Piaget's cognitive-developmental theory and define physical knowledge, social knowledge and logico-mathematical knowledge.
  3. Describe a developmentally appropriate mathematics program for young children.
  4. Describe a developmentally appropriate science program for young children.
  5. Explain the relationship between cognitive development and the science and mathematics curriculum.
  6. Identify the attributes of a good social studies program for young children.
  7. Identify the difference between content and socialization in a social studies program for young children.
  8. Describe the elements in planning for a field trip.
  9. Identify the goals of nutrition education for young children and describe an appropriate program.
  10. Design a week's plan for young children that includes mathematics, science, social studies and nutrition content.

Content Outline and Competencies:

I. Overview of the Inquiry Curriculum
   A. Goals
      1. Explain how to enhance awareness of the inquiry curriculum.
      2. Discuss the role of discovery in learning.
      3. Explain the process of developing problem-solving skills and
their importance.
   B. Describe each of the inquiry components, their significance and
sequencing in the curriculum:
      1. Awareness of a problem
      2. Observing
      3. Hypothesizing
      4. Exploring
      5. Experimenting
      6. Identifying
      7. Classifying
      8. Comparing and contrasting
      9. Inferring
     10. Generalizing
     11. Communicating
   C. The developmental perspective
      1. Describe the child's cognitive development, its elements and
stages.
      2. Define constructivist theory and its role in development.
      3. Explain how assessment and evaluation are essential.
      4. Define readiness, describing its characteristics.
      5. Explain the importance of choosing developmentally appropriate
activities.

II. Mathematics
   A. Introduction
      1. Briefly trace the role of mathematics in our daily life.
      2. Explain why teaching mathematics is important.
      3. Explain how concepts develop and are acquired.
      4. Explain how to assess a young child's developmental level.
      5. Define objectives and evaluation, providing examples of each.
   B. Explain Jean Piaget's work and logico-mathematical knowledge,
including:
      1. Classification
      2. Seriation
      3. Ordering
      4. Quantifying
      5. Space and time
   C. Explain the fundamentals of mathematics, including:
      1. One-to-one correspondence
      2. Concept of number
      3. Rote and rational counting
      4. Sets and classifying
      5. Comparing
      6. Ordering
      7. Measurement and quantity
      8. Shapes
      9. Space
     10. Parts and wholes
     11. Language and concept formation
   D. Building math-rich environments
      1. Describe the typical basic math materials.
      2. Discuss the role of math centers and their operation.
      3. Identify small and large group activities involving mathematics.
      4. Explain the value of teacher-made games, listing several.
      5. Explain the importance of utilizing routines and activities of
the school day (i.e., calendars, measurement, store).
      6. Explain how mathematics can be integrated into the curriculum: 
music, art, dance, dramatic play, work benches, computers.
      7. Explain why parent involvement is essential.

III. Science
   A. Introduction
      1. Explain the relative importance of science content, processes and
attitude in teaching young children.
      2. Explain why science should be taught to young children.
      3. Correlate objectives and evaluation.
      4. Discuss how concepts develop and are acquired.
      5. Explain how to assess a young child's developmental level and its
importance.
      6. Describe discovery learning: the educator's role in questioning,
listening and facilitating.
      7. Describe how discovery learning can be applied to science.
      8. Discuss adapting materials for young children with special
needs.
   B. Life Science
      1. Describe the elements of biology, including study of plants and
animals, their structure, origin, growth and reproduction.
      2. Describe the elements of physiology, including study of the
processes and functions of living organisms, i.e., breathing, movement,
sensation, digestion.
      3. Describe the elements of ecology, including study of the
interaction between organisms and their environment, i.e.,
pollution/recycling.
   C. Physical Science
      1. Describe the elements of  physics, including study of matter,
energy, motion and force; use of exploratory play.
      2. Describe the elements of chemistry, including composition,
properties and transformations of substances; use of cooking to observe
chemical transformations.
      3. Describe the elements of geology, including the formation of the
earth, its layers, forms and substances; common features of the earth such
as lakes, rocks, fossils, mountains.
      4. Describe the elements of  astronomy, including the universe
beyond the earth's atmosphere, the sun, moon, planets and stars, cycle of
day and night, waxing and waning of the moon, heat of the sun, stars in
the sky, exploration of space.
   D. Materials and resources for science
      1. Explain how outdoor play area and garden can be used for science
education.
      2. Describe examples of well planned science learning trips--nature
walks, zoo, farm, forest, planetarium.
      3. Design an indoor science area to accommodate active learning,
including observation, exploration, manipulation, questioning,
discussion.
      4. Describe the typical science materials available from suppliers
and homemade ones.
      5. List the process and elements of a well planned experiment.
      6. Describe the use of age-appropriate classroom animals, aquariums,
terrariums.
      7. List reference books designed for young children.
      8. List examples of CD-ROM resources and a few of their features for
active learning.
      9. List science tools (magnets, microscope, etc.).
     10. Explain subject area integration: music, art, dramatic play,
creative movement, imagining, language and literacy.
     11. Explain how parents can be involved in exploring the home as a
science setting.

IV. Social Studies
   A. Introduction
      1. Explain why we teach social studies.
      2. Explain how the teacher is a major role model.
      3. Correlate objectives and evaluation.
      4. Illustrate how social studies connects directly to the lives of
young children.
      5. Assess the young child's developmental level.
      6. Explain how to integrate the curriculum.
      7. Describe the anti-bias curriculum.
   B. Psychology
      1. Describe the key concepts.
      2. Explain the importance of expressing and recognizing feelings.
      3. List common pleasant and unpleasant feelings and describe
positive and negative responses.
      4. Describe alternatives to acting out.
      5. Explain the importance of accepting own and others' feelings.
      6. Describe strategies for developing school-appropriate behavior
including self-control.
      7. Explain how play can be a medium for expressing feelings.
      8. Explain the processes and instruments for testing and evaluating
the self including acceptance, power and control, efficacy and competence,
and virtue.
      9. Discuss the implications for educators: goodness of fit,
authentic feedback.
   C. Anthropology and Sociology
      1. Describe the key concepts.
      2. Describe similarities and differences in families.
      3. List and describe the roles in the family and community.
      4. Assess the values of sociodramatic play.
   D. Economics and Political Science
      1. Describe key concepts.
      2. Describe the different kinds of work.
      3. Explain how money affects the development of a young child.
      4. Explain how the availability of goods and services affects the
development of a young child.
      5. Explain the issues involved with rules and the young child.
      6. Describe behavior consistent with a democracy:  cooperation and
conflict resolution.
   E. Geography and Ecology
      1. Describe how our geophysical location affects the quality of our
life.
      2. Describe transportation modes and how these affect us.
      3. Describe the value of making and using maps in the curriculum.
      4. Explain how lives are connected to the natural features of the
environment.
      5. Describe the Earth's principal resources and individual
responsibility.
   F. History/herstory
      1. Explain how the duration and sequence of events in daily life is
real history.
      2. Explain how to give a child a sense of past, present, future.
      3. Explain the use of timelines.
      4. Discuss the dynamics of change over time.
   G. Social studies materials and meaningful experiences.
        1. Explain cooperative planning and its value.
        2. Describe different types of dramatic play, songs, dances,
games, art, languages and their value.
        3. Explain how to use visits from resource people.
        4. Incorporate celebrations and traditions into the curriculum.
        5. Plan trips in the neighborhood.
        6. Describe family collages and their value.
        7. Discuss books, artifacts, models, films and their correlation
to social studies.
        8. Assess the value of dress-up.
        9. Assess the value of cooking.
       10. Explain how mapping (classroom, house, neighborhood) supports
social studies.
       11. Define high priority concepts (help, share).
       12. Explain the role of the educator/caregiver as strong,
competent, compassionate and active.

V. Nutrition
   A. Introduction
      1. Explain nutrition concepts for young children.
      2. Describe children's nutrient needs.
      3. Describe common expectations and biases.
      3. Explain the significance of the teacher as model.
      4. Describe the social dynamics of mealtime.
   B. Food
      1. Explain how to select nutritious food.
      2. Describe the physical and sensory properties of food (shape,
color, texture, taste, smell).
      3. Explain how to involve young children in shopping, gardening,
cooking.
      4. Describe cultural differences in food choices and preparation.
      5. Explain how food is categorized and compare the principal food
categories.
      6. Explain how hygiene, clean-up and food storage can be
incorporated into the curriculum.
   C. Nutrition activities
      1. Illustrate identification of food via different senses.
      2. Explain the skills involved in following a recipe.
      3. Explain the skills involved in using kitchen tools.
      4. Explain the skills involved in planning, preparing, serving and
clean-up of snacks: child as participant.
      5. List and describe food tasting activities (sour, sweet).
      6. Explain the skills involved in making a cookbook.
      7. Assess the value of visits to the store, restaurant, farm.
      8. Describe resources including books and pictures.
      9. List community resource people and their contribution to the
child's learning.
     10. Integrate other curriculum areas into the food experience, i.e.,
measurement, factors such as climate that shape food habits.

Method of Evaluation and Competencies:

Three tests                                 30% of grade
Eight directed assignments (lesson plans)   40% of grade 
Materials file                              20% of grade
Other                                       10% of grade

Grade Criteria:

Caveats:

None

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

EDUC 234

  • Title: Families in Society*
  • Number: EDUC 234
  • Effective Term: 2017-18
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Requirements:

Prerequisites or corequisites: PSYC 215.

Description:

This course is a study of effective relationships between families and the larger society. The course is designed for teachers and families who desire to provide an environment that reflects sensitivity to the unique needs of the individual child/adolescent and their families. Topics covered during the course are family dynamics, child and adolescent development, supporting positive relationships and behaviors, and effective communication and guidance strategies, as well as building and advocating for effective, collaborative relationships between teachers, families and communities. 3 hrs. lecture/wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Discuss varying family structures.
  2. Identify and examine the significant growth and developmental milestones of children/adolescents.
  3. Identify and demonstrate the major concepts, issues and theories in family-child relationships from birth through adolescence.
  4. Analyze and discuss the family’s role in the development of relationship skills and socialization.
  5. Discuss and use effective communication and guidance strategies with children/adolescents.
  6. Design a plan to enhance the environments that will strengthen appropriate interactions.
  7. Use collaborative skills to enhance relationships within the ecological system.
  8. Apply current research on issues pertaining to family-child advocacy.

Content Outline and Competencies:

I. Varying and Diverse Family Structures

A. Interpret the history of childhood.

1. Summarize the views of childhood, past to present

2. Compare and contrast family interactions in different historical periods

B. Explain the dynamics of families.

1. Identify and describe the characteristics of family systems

2. List and explain the varieties of family structures and lifestyles

3. Discuss the influence of culture within the family unit

II. Growth and Development of Children through Adolescents

A. Identify the developmental milestones of young children in all major developmental areas.

B. Identify the major developmental milestones of middle childhood in all major developmental areas.

C. Identify the major developmental milestones of adolescents in all major developmental areas.

III. Family and Child Relationships

A. Determine the components of parenting and/or guardianship.

1. Investigate families and varying life circumstances

2. Analyze ways to nurture family relationships

3. Relate the major fears and concerns of parents/guardians

4. Explain family values and needs

5. Interpret family roles within ecological systems

6. Illustrate the role of parents/guardians as teachers

B. Investigate collaborative family atmospheres.

1. Identify child behavior and the development of self

2. Discuss child behavior and the effect on family interactions

3. Describe parenting styles appropriate to each developmental age

4. Identify the impact of parent/guardian behaviors on optimal development

5. Compare and contrast extended family and community-based support

C. Identify family stressors.

1. Characterize environmental triggers of stress

2. Investigate signs and symptoms of maltreatments

3. List community resources to support positive family outcomes

IV. Effective Communication and Guidance Strategies

A. Implement the language of acceptance.

1. Define and illustrate positive interactions

2. Define and demonstrate use of communication techniques

B. Recommend theoretical frameworks related to guidance.

1. Compare and contrast positive and negative guidance strategies

2. Discuss ways to overcome children's fears and anxieties

3. Identify and describe how to develop positive self-esteem, self-concept and self-efficacy

4. Plan ways to enhance resilience in children and adolescents

C. Apply supportive theories to develop positive behaviors.

1. Demonstrate effective strategies to develop and maintain positive behaviors in children and adolescents

2. Demonstrate effective strategies to guide adult behavior

3. Present supportive strategies for guiding children with special needs

4. Identify resources available to families at risk

5. Discuss and explain the causes, preventions and supports for minimizing child maltreatment

V. The Ecological System

A. Describe and construct enhanced environments.

1. Demonstrate respect and support for cultural factors that affect family and community relationships

2. Acknowledge the impact of home, school and community on the optimal development of children and adolescents

3. Develop and apply strategies to enhance the relationships between home, school and the larger community

B. Identify sources of support and guidance in the community.

1. Understand changes in laws and regulations impacting families, schools and the community

2. Address connections between theoretical frameworks and real world experiences

3. Examine research to support advocacy and positive family relationships

VI. Research and Practice

A. Identify and use resources to support families in the community.

B. Compile and evaluate research to support family engagement.

Method of Evaluation and Competencies:

25-30%    Test/Quizzes
25-30%    Essays/Papers
25-30%    Activities/Parent Interviews/Advocacy
10-25%    Discussions

TOTAL: 100%

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

EDUC 250

  • Title: Child Health, Safety and Nutrition*
  • Number: EDUC 250
  • Effective Term: 2017-18
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Requirements:

Prerequisites: RDG 126 or College Reading Readiness.

Description:

This course is a study of the basic health, nutrition and safety management practices for young children. Information on establishing and maintaining a physically and psychologically safe and healthy learning environment appropriate for the needs of young children will be included. The interrelation of health, safety and nutrition is stressed, with emphasis on appraisal procedures, prevention and protection, services and educational experiences for young children and their families. 3 hrs. lecture/wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Report on the typical physical and emotional development of young children.
  2. Assess a young child's physical health status.
  3. Manage common disorders of early childhood.
  4. Implement appropriate procedures in case of illness.
  5. Provide and maintain sanitary conditions.
  6. Utilize universal precautions.
  7. Identify the emotional health needs of young children.
  8. Apply positive and supportive guidance techniques.
  9. Recognize and report known or suspected child abuse and neglect.
  10. Assess the safety of the program's indoor and outdoor environments.
  11. Select equipment appropriate for the child's age and size.
  12. Arrange physical space and equipment to ensure safety.
  13. Practice safe and legal transportation procedures.
  14. Implement appropriate procedures in case of accident or emergency.
  15. Educate children and families about healthy and safe practices.
  16. Discuss the nutritional needs of young children.
  17. List the six basic food nutrients with their functions and food examples.
  18. Discuss cultural and geographic dietary variations and the implications for children's health.
  19. Use the basic food groups to develop meal plans for young children.
  20. Demonstrate knowledge and application of snack and meal planning principles, including buying, storing, sanitation, safety, and preparation.
  21. Identify the feeding problems and remedies for young children.
  22. Demonstrate the ability to appropriately converse and socialize with young children during mealtime.
  23. Recommend referral of the family to appropriate community and social services when necessary.
  24. Assist families in locating educational programs on children's health, safety and nutrition.

Content Outline and Competencies:

I. Healthy Practices for Children and Families

   A. The interrelationship of health, safety and nutrition

      1. Describe the environmental factors that have a positive effect on

development.

      2. Describe the environmental factors that have a negative effect on

development.

      3. Discuss preventive health care.

      4. Explain the formation of lifelong health, dental, and nutrition

habits.

      5. Present the role of optimum health status in children as a

component in facilitating cognitive development.

      6. Discuss how teachers and parents/guardians can serve as good

models of healthy behavior.

      7. Discuss the importance of working with and supporting families.

II. Early Childhood Growth and Development

   A. Factors that affect growth and development

      1. Describe the role of genetics in growth and development.

      2. Explain how cultural influences affect growth and development.

      3. Discuss the role of nutrition.

      4. Discuss how health status affects growth and development.

      5. Describe the role of cognitive and emotional stimulation.

      6. Explain how socioeconomic status can affect growth and

development.

      7. Discuss the role of parent/guardian responsiveness.

   B. Physical development and characteristics

      1. List and describe the physical development and characteristics of

infants.

      2. List and describe the physical development and characteristics of

toddlers.

      3. List and describe the physical development and characteristics of

preschoolers.

      4. List and describe the physical development and characteristics of

early school-age children.

   C. Emotional development and characteristics

      1. List and describe the emotional development and characteristics

of infants.

      2. List and describe the emotional development and characteristics

of toddlers.

      3. List and describe the emotional development and characteristics

of preschoolers.

      4. List and describe the emotional development and characteristics

of early school-age children.

III. Health Appraisals

   A. Describe various sources of health information, including:

      1. Health histories

      2. Teacher inspections

      3. Parent/guardian interviews

      4. Vision and hearing screening

      5. Medical and dental evaluations

      6. Psychological testing

      7. Developmental evaluations

      8. Dietary assessment

   B. Methods for obtaining information

      1. Discuss the legal aspects of reviewing children's records.

      2. Describe the use observations.

      3. Explain the use of developmental checklists.

      4. Describe the use of inspection checklists.

      5. Discuss the use of parent/guardian interview.

   C. Interpretation and feedback

      1. Discuss the use of norms.

      2. Explain the parameters of confidentiality.

      3. Describe the function of parent/guardian conferences.

      4. Explain the use of written reports.

   D. Parent/guardian education

      1. Discuss the role of informal discussions in parent education.

      2. Describe the function of support groups.

      3. Discuss the sources of health and safety pamphlets.

      4. Describe professional resources and education programs.

IV. Characteristics, Assessment, and Management of Common Conditions

   A. Vision; describe the characteristics, assessment, and management

of:

      1. Amblyopia

      2. Strabismus

      3. Myopia

   B. Hearing; describe the characteristics, assessment, and management

of:

      1. Allergies

      2. Colds

      3. Ear infections

      4. Birth defects

      5. Head injuries or trauma

   C. Speech and language; describe the characteristics, assessment, and

management of:

      1. Stuttering

      2. Delayed or unintelligent speech

      3. Word substitution

      4. Monotone voice

      5. Speed

   D. Nutrition; describe the characteristics, assessment, and management

of:

      1. Malnourishment

      2. Obesity

   E. Other chronic conditions; describe the characteristics, assessment,

and management of:

      1. Fatigue

      2. Posture

      3. Diabetes

      4. Seizures

      5. Allergies

      6. Asthma

      7. Eczema

      8. Attention Deficit Disorder

      9. Sickle Cell Anemia

   F. Dental health

      1. List and describe healthy foods for teeth.

      2. Explain the importance of fluoride.

      3. Describe the importance of brushing teeth.

      4. Discuss dental care.

      5. Describe special dental problems.

      6. Discuss dental health education.

V. Symptoms of and Protection from Common Communicable Illnesses

   A. Transmission

      1. Discuss the nature of pathogens.

      2. Describe the role of the host.

      3. Describe the method of spread.

      4. Explain the stages of illness.

   B. Illnesses; describe the symptoms of and protection from:

      1. Colds

      2. Fever

      3. Diarrhea

      4. Headaches

      5. Strep throat

      6. Stomach flu

      7. Hepatitis A

      8. Chickenpox

      9. Measles

     10. Mumps

     11. Mononucleosis

     12. Roseola

     13. Conjunctivitis

     14. Impetigo

     15. Salmonellosis

     16. AIDS

   C. Parasites; describe the symptoms of and protection from:

      1. Scabies

      2. Pinworms

      3. Lice

      4. Giardiasis

   D. Vaccine-preventable diseases

      1. List and describe the various vaccine-preventable diseases.

      2. Discuss child vaccinations.

      3. Discuss adult vaccinations.

   E. Prevention and protection

      1. Discuss the importance of rest and exercise.

      2. Describe the role of nutrition in health.

      3. Explain exclusion guidelines.

      4. Describe guidelines for sick teachers.

      5. Discuss the importance of immunizations.

      6. Explain the purpose of environmental control.

      7. Describe appropriate hand washing procedures.

      8. Discuss procedures for informing parents/guardians.

   F. Medication

      1. Describe policies and procedures for prescription and

nonprescription drugs.

   G. Medical neglect

      1. Explain parent/guardian responsibility.

      2. Discuss teacher responsibility.

      3. Describe universal precautions.

VI. Stress and Young Children

   A. Discuss possible sources of stress in young children, including:

      1. Family

      2. School

      3. Community

      4. Physical health

      5. Disability

   B. Describe the symptoms and identification of stress in the following

areas:

      1. Physical

      2. Social

      3. Emotional

   C. Strategies to reduce stress

      1. Describe positive guidance techniques.

      2. Discuss parent/guardian education.

      3. Explain bibliotherapy.

   D. Abuse and neglect

      1. Describe the incidence, types and possible causes of abuse and

neglect.

      2. Explain procedures for identifying and documenting child abuse or

neglect.

      3. Describe the characteristics of abused or neglected children.

      4. Describe the characteristics of abusive or neglectful adults.

      5. Discuss sources of support and assistance for abusive or

neglectful adults.

      6. Explain reporting laws.

      7. Describe strategies to help children learn socially acceptable

behavior.

      8. Discuss prevention programming.

      9. Present referral resources for families.

VII.  Creating a Safe Environment

   A. Licensing requirements

      1. Describe state guidelines.

      2. Explain the assessment of indoor and outdoor environments.

      3. Describe the use of safety checklists.

      4. Discuss ways to make the child's environment safe.

   B. Selection and arrangement of furniture and equipment

      1. Discuss the importance of developmentally and size appropriate

furniture and equipment.

      2. Describe the use of assessment of safety - equipment checklists.

      3. Discuss the U.S. Consumer Product Safety Commission.

   C. Conducting fire and tornado drills

      1. Present a plan for fire and weather emergencies.

      2. Discuss the practice of an emergency plan.

   D. Indoor air quality

      1. Discuss air pollutants and their health effects.

      2. Describe control measures.

   E. Common poisonous vegetation

      1. List and describe types of poisonous plants and their poisonous

parts.

      2. Describe complications resulting from exposure to these plants.

   F. Pets

      1. Describe children's allergies to pets.

      2. Discuss carriers of communicable illness.

      3. Discuss diseases and current immunizations.

   G. Emergency preparedness

      1. Differentiate between emergency care versus first aid.

      2. Present the ABC's for assessing emergencies.

      3. Explain the importance of emergency contact information.

      4. Describe the use of health forms, notarized permission forms,

accident report forms.

      5. Present provisions for first aid and emergency care.

      6. Explain the eight life-threatening conditions and emergency

treatment.

      7. Describe 10 non life-threatening conditions and recommended first

aid treatment.

      8. Present plans to protect the children in the event of fire,

severe storms or major disasters.

   H. Transportation and field trips

      1. Describe the laws regarding transportation of children.

      2. Discuss the need for written permission.

      3. Describe the importance and use of safety seats and restraints.

      4. Discuss motor vehicles and their drivers in relation to early

childhood centers.

      5. Explain liability issues in this regard.

   I. Safety management

      1. Discuss developmental characteristics of accident prevention.

      2. Explain the four basic safety principles - advanced planning,

establishing rules, careful supervision, safety education.

      3. Describe substitutes for hazardous play materials.

      4. Discuss negligence and legal implications.

   J. Safety education

      1. Describe safety topics appropriate for young children.

      2. Present educational experiences for young children.

      3. Discuss the role of parent/guardians in safety education.

VIII. Foods and Nutrients

   A. Nutritional guidelines

      1. Discuss the food groups.

      2. Present the Food Pyramid.

      3. Describe the Canadian Food Guide.

      4. Explain the Recommended Daily Dietary Allowance.

      5. Present U. S. Dietary Guidelines.

      6. Explain nutrient contributions of foods.

      7. Describe nutritional labeling.

      8. Discuss cultural and geographic dietary variations.

   B. Nutrients that provide energy

      1. Explain individual energy requirements.

      2. Describe the role of carbohydrates in nutrition.

      3. Discuss the role of fats.

      4. Explain the role of proteins.

      5. Discuss various food sources.

      6. Describe menu planning.

   C. Nutrients that promote growth of body tissues

      1. Describe how growth occurs.

      2. Discuss the role of proteins - complete and incomplete in

growth.

      3. Describe the role of minerals.

      4. Present the role of water in healthy growth.

      5. Explain the role of vitamins.

      6. Discuss various food sources.

      7. Describe menu planning.

   D. Nutrients that regulate body functions

      1. Discuss the types of body functions regulated by nutrients.

      2. Describe the function, deficiency symptoms, toxicity symptoms of

proteins, minerals, water and vitamins.

      3. Discuss various food sources.

      4. Discuss vegetarianism.

      5. Describe menu planning.

   E. Nutritional needs

      1. Describe the nutritional needs of the infant.

      2. Describe the nutritional needs of the toddler.

      3. Describe the nutritional needs of the preschooler.

      4. Describe the nutritional needs of school age children.

   F. Infant feeding

      1. Discuss bottle feeding infants.

      2. Discuss breast feeding of infants.

      3. Discuss feeding schedules.

      4. Discuss a child's readiness for semi-solid food.

      5. Present the recommended types of semi-solid foods.

      6. Discuss commercial versus home-prepared semi-solid food.

      7. Present common infant feeding concerns and remedies.

   G. Feeding the toddler and preschool child

      1. Describe which foods and how much is appropriate for this age.

      2. Discuss the timing of meals and snacks.

      3. Describe various eating behaviors of children.

      4. Explain how to make eating time pleasant and safe.

      5. Discuss the introduction of new foods.

      6. Present common feeding concerns and remedies.

   H. After school snacks for the school-aged child

      1. Discuss issues of quantity and quality of after school snacks for

school-aged children.

   I. The dining area

      1. Discuss furniture appropriate for dining areas in early childhood

centers.

      2. Describe appropriate eating utensils.

      3. Discuss socialization - making mealtimes happy times.

IX. Planning and Serving Nutritious Meals

   A. Licensing requirements

      1. Present how to meet nutritional needs of young children.

      2. Discuss issues of personal cleanliness.

      3. Describe methods of sanitation in food handling.

      4. Describe the cleaning and care of equipment.

      5. Present methods of insect and rodent control.

      6. Describe food-borne illness and its prevention.

      7. Discuss record keeping.

   B. Meal planning

      1. Discuss the introduction of familiar and new foods.

      2. Discuss the inclusion of ethnic foods.

      3. Present the steps in menu planning.

      4. Discuss the buying and storing food.

      5. Describe the preparation of budgets.

      6. Describe food preparation.

      7. Present nutritious snacks.

      8. Discuss the serving of meals.

      9. Explain sources of funding.

   C. Nutrition education

      1. Describe nutrition education goals for young children.

      2. Present methods and nutrition education activities.

      3. Explain safety considerations.

      4. Discuss the involving parents.

X. Resources for Parents/Guardians About Health, Safety, and Nutrition

   A. List and describe books for parents.

   B. List and discuss community programs.

Method of Evaluation and Competencies:

Four Tests                                50%-60% of grade
Five Guided Observation Reports (One is to be completed after every
four hours in the observation setting.)   20%-30%  of grade
Classroom activities                      20%-30% of grade
Total                                     100%


A grade of “C” or better is required for satisfactory completion of this course.

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59 % = F

Caveats:

None

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

EDUC 260

  • Title: Observing and Interacting with Young Children*
  • Number: EDUC 260
  • Effective Term: 2017-18
  • Credit Hours: 3
  • Contact Hours: 5
  • Lecture Hours: 2
  • Lab Hours: 3

Requirements:

Prerequisites: EDUC 130 with a grade of "C" or higher.
Prerequisites or corequisites: PSYC 215.

Description:

This course is a study of the role of observation to assess and monitor the development and learning of, and the appropriate techniques for interacting with, young children. Included will be the purposes and types of observation procedures, interpretation and use of findings, reporting techniques, and legal and ethical responsibilities. Expected age-related child behavior, fundamental principles of and theoretical approaches to child guidance, guidance techniques, working with families and issues of diversity are also presented. The laboratory will include demonstration of the subject matter. 2 hrs. lecture, 3 hrs. lab/wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Determine the purpose of observation and assessment.
  2. Articulate roles and methods of observation.
  3. Effectively communicate observations in written and oral form.
  4. Describe age-appropriate development.
  5. Effectively interact with young children.
  6. Present and compare theoretical approaches to guidance and discipline.
  7. Review and implement positive guidance strategies with young children.
  8. Analyze the role of the family in observation and assessment.
  9. Review current research and practice related to observing and assessing young children.
  10. Demonstrate the ability to function as a member of an instructional team.

Content Outline and Competencies:

I. Observation and Assessment

A. Examine nature of observation in early childhood.

1. Child

2. Teacher

3. Environmental

B. Discuss the purpose of observation.

C.Describe how observation information can be utilized.

D. Review ethical and confidential practices related to observation and assessment.

1. Fidelity

2. Trustworthiness

3. Observer bias

4. Inter-rater reliability

E. Deconstruct standardized measurement tools.

II. Roles and Methods of Observation

A. Illustrate differing methods of observation.

B. Articulate the strengths and weaknesses of a variety of observation and documentation methods.

C. Analyze observation results to determine child’s development.

D. Analyze observation results to determine the learning process.

E. Validate use of observations and assessment to determine exceptionality in young children.

F. Assess documentation for child abuse suspicions.

G. Integrate technology in observation and assessment practices.

III. Written and Oral Documentation

A. Select and use appropriate methods for recording observations.

B. Generate multiple hypotheses regarding observation results.

C. Identify patterns of children’s behavior.

D. Create plan of action for using observation data.

E. Effectively communicate observation information.

IV. Growth and Development of Children

A. Identify competencies and milestones in all major developmental areas.

1. Infants

2. Toddlers

3. Preschoolers

4. School-Agers

B. Evaluate how major developmental milestones impact observation and assessment.

C. Evaluate how major developmental milestones impact child interactions.

V. Positive Interactions with Children

A. Outline strategies for supporting positive behavior in young children.

B. Explain the role of adult as model.

C. Identify personal biases which affect interactions with children.

D. Investigate and demonstrate positive communication skills when interacting with children.

1. Verbal

2. Non-verbal

E. Discuss strategies to modify child’s school and/or home environment.

VI. Theoretical Approaches of Guidance and Discipline

A. Discuss historical changes in child guidance.

B. Articulate the rights of the child.

C. Recognize the cultural differences affecting child guidance.

D. Describe the differences and effects of discipline versus punishment.

E. Identify extreme behavior and why it occurs.

VII. Guidance Strategies

A. Identify the relationship between maturation and guidance strategies.

B. Discuss and implement strategies to foster self-discipline in children.

C. Interpret children’s behavioral limitations.

D. Evaluate developmentally appropriate guidance strategies.

E. Execute developmentally appropriate guidance strategies.

1. Positive individual and group guidance techniques

2. Positive problem-solving techniques

3. Environment as third teacher

VIII. Role of the Family

A. Explain the role of families as the primary decision-makers.

B. Articulate rationale for developing effective family partnerships.

C. Describe the goals of home-school linkages.

D. Demonstrate skills for working with families.

IX. Research and Practice

A. Review theoretical approaches.

1. Child observation

2. Child assessment

3. Child guidance

4. Child and adult interactions

B. Reconstruct theoretical frameworks in practice.

1. Child observation

2. Child assessment

3. Child and adult interactions

C. Discuss professional early childhood organization’s role in observation, assessment and interactions with children.

X. The Instructional Team

A. Discuss the role of members in the instructional team.

B. Demonstrate the ability to function as a member of an instructional team.

Method of Evaluation and Competencies:

25-30%    Tests
25-30%    Lab Journals and Presentations
25-30%    Lab Attendance and Evaluations
10-25%    Class Cooperative Assignments

Total: 100%

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

  1. A TB test and health assessment are required before attending the lab.

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

EDUC 283

  • Title: Professional Competencies: Early Childhood Education*
  • Number: EDUC 283
  • Effective Term: 2017-18
  • Credit Hours: 1
  • Contact Hours: 1
  • Lecture Hours: 1

Requirements:

Prerequisites: Department approval.

Description:

This course focuses on the conduct and responsibilities of the early childhood professional. Topics include early childhood education codes, laws and regulations; child development; experience planning and curriculum development; observation and guidance of young children; authentic assessment; responsibilities to the young child's family, to the community, and to the teaching profession; employability skills; self-assessment; and job seeking skills. Completion of this course is required to obtain the One Year Post-Secondary Certificate in Early Childhood Education. 1hr. lecture/wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

  1. Comply with the National Association for the Education of Young Children (NAEYC) Code of Ethics for early childhood professionals.
  2. Identify and discuss the methods of authentic assessment.
  3. Discuss typical observation and guidance techniques.
  4. Recognize and describe productive teaching methodologies.
  5. Create a wide range of teaching activities.
  6. Identify ancillary duties associated with teaching.
  7. Locate and use resources for families and colleagues.
  8. Display employability skills.
  9. Develop a portfolio including a self-assessment.

Content Outline and Competencies:

I. Professional Conduct
   A. List professional standards of conduct for early childhood
educators.
   B. Apply the NAEYC Code of Ethical Conduct to a variety of ethical
dilemmas.
   C. Explain how personal values and the teacher’s philosophy of
education guide curriculum and teaching style.
   D. Display professional behaviors.
   E. Identify Kansas Licensing Regulations for Preschools and Child Care
Centers.
   F. Discuss the NAEYC accreditation criteria and process.

II. Authentic assessment 
   A. List various observation techniques
   B. Express ways of assessing children’s interests.
   C. Discuss how assessment is applied to developing curriculum.

III. Guidance Techniques
   A. Define principal elements in classroom management.
   B. Examine what guidance techniques work and why.
   C. Use effective communication techniques.
    
IV. Methodology
   A. Discuss knowledge of developmentally appropriate practice inclusive
of: 
      1. Education models
      2. Child Development 
      3. Knowledge of the individual child
      4. The cultural context in which they live
   B. Explain elements that maximize use of learning environments.
   C. Identify developmentally appropriate classroom equipment and
materials.
 
V. Activity Planning
   A. Identify a variety of learning experiences for young children.
   B. Demonstrate methods to encourage creativity and appreciation for
aesthetic experiences.
   C. Provide for anti-bias, inclusive learning experiences.
   D. Write behavioral learning objectives.
   E. Describe modes of activity evaluation.

VI. Ancillary Duties
   A. Describe safe and healthy indoor and outdoor environments for young
children.
   B. Draft plans for feeding experiences, nutritional snacks and meals
for young children.
   C. Design plans for diapering or toileting of young children. 
   D. Develop plans for field trips, routines, transitions and schedules.
   E. Develop plans for effectively communication with families.


VII. Professional Resources 
   A. Access professional literature, organizations, resources and
networking opportunities that support early childhood education.
   B. Record and discuss strategies for cooperative community and family
initiatives.
   C. Identify family information resources.
   D. Discuss opportunities for child and family advocacy.

VIII. Professional Employment
   A. Locate resources available for identifying employment
opportunities.
   B. Develop a professional portfolio.
   C. Develop a resume with references.
   D. Create a professional development plan.

Method of Evaluation and Competencies:

Examination          40% of grade        200 points
Portfolio            40% of grade        200 points
Class Participation  20% of grade        100 points
  Total              100%                500 points

Grade Criteria:
  A = 90 – 100% 450-500 points
  B = 80 – 89%  400-449 points 
  C = 70 – 79%  350-399 points 
  D = 60 - 69%  300-349 points 
  F =  0 – 59%    0-299 points

Grade Criteria:

Caveats:

  1. Students must be authorized for placement in an early childhood setting based on the requirements of the Kansas Regulations for Licensing Preschools and Child Care Centers and/or the Kansas State Board of Education.

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

EDUC 285

  • Title: Student Teaching: Early Childhood Education*
  • Number: EDUC 285
  • Effective Term: 2017-18
  • Credit Hours: 3
  • Contact Hours: 10
  • Lecture Hours: 1
  • Lab Hours: 9

Requirements:

Prerequisites: EDUC 130 and EDUC 250 and EDUC 260 (All courses must be completed with a grade of "C" or higher.)

Description:

This course will focus on the field experience of early childhood education students allowing them to apply their knowledge of teaching young children in a supervised setting. The student lab experience will occur in two different early childhood settings, with children of varying age groups. The course will also include a lecture/seminar component focused on practical application of student teaching experiences, as well as the development of a student teaching portfolio.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Upon successful completion of this course, the student should be able to:

  1. Prepare for and effectively perform student teaching lab.
  2. Discuss the ethical standards, laws and regulations within the field of early childhood education.
  3. Develop a plan for professional growth.
  4. Locate and use professional resources.
  5. Utilize appropriate observation and assessment strategies.
  6. Design and implement early learning activity plans.
  7. Discuss and use technological resources and materials.
  8. Apply current research on issues pertaining to early childhood teacher education.
  9. Relate information gained from this course to the student’s own life and work.
  10. Demonstrate the ability to function as a member of an instructional team.

Content Outline and Competencies:

I. Preparation for Student Teaching

A. Identify goals of the student teaching experience.

1. Curricular planning

2. Technical teaching skills

3. Professional field activities

4. Family and community relations

B. Describe the relationship and responsibility of the student teacher and lab supervisors.

1. Confidentiality

2. Liability

3. Universal precautions

4. Teaching styles and techniques

5. Portfolio development

6. Professional teaching conduct

II. Ethics, Laws and Regulations

A. Identify Kansas licensing regulations for preschools and child care centers.

B. Discuss and interpret the NAEYC Code of Ethics.

C. Review the NAEYC Accreditation criteria and process.

D. Describe the role of a mandated reporter.

E. Explain IDEA and the role of IEPs and IFSPs in early education.

F. Recognize and employ advocacy techniques on behalf of children and families.

III. Professional Growth

A. Develop professional artifacts.

1. Resume

2. Professional development plan

3. Philosophy of education

4. Teaching assessments

5. Training certifications

B. Describe professional standards of conduct.

C. Display effective verbal and non-verbal communication skills.

D. Investigate personal values and biases in teaching.

E. Identify the range of career opportunities in early childhood education.

F. Design and implement activities to support positive teacher/family relationships.

IV. Observation and Assessment

A. Describe authentic assessment and observational techniques.

B. Select and use appropriate methods for recording observations.

C. Create activity plans incorporating effective assessment components.

D. Interpret observational results.

E. Discuss and use a variety of teaching methods and materials.

V. Curricular Planning

A. Identify factors to consider in planning activities for children.

B. Plan, and implement developmentally appropriate and diverse learning experiences.

C. Provide multicultural learning experiences for children.

D. Identify principal elements of classroom management.

E. Analyze effective guidance strategies.

F. Create and implement a theme-based project.

G. Select appropriate materials and equipment.

VI. Technology in the Classroom

A. Identify technological supports.

B. Synthesize pros and cons of using technology in the classroom.

C. Examine developmentally appropriate classroom resources.

D. Adapt activity plans to support the use of technology when appropriate.

VII. Research in Early Childhood

A. Locate and use professional early childhood literature.

B. Cultivate diverse resources applicable to teachers and families.

C. Formulate professional networks and professional contacts.

D. Investigate relevant legislation, regulations and funding for early childhood education.

VIII. The Instructional Team

A. Discuss the role of members on the instructional team.

B. Demonstrate the ability to function as a member of the instructional team.

Method of Evaluation and Competencies:

50-60%    Student Teaching Portfolio
30-40%    Lab assessments and evaluations
10-20%    Presentation and professional competency assignment

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

  1. Students must be authorized for placement in an early childhood setting based on the requirements of the Kansas Regulations for Licensing Preschools and Child Care Centers and/or the Kansas State Board of Education.

  2. TB and Health Assessment required.

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

EDUC 291

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