1. Welcome to CE114! Nicole Rios, M.A.

2. Units Units Units 10 units per term 10 units per term Located on left side of course homepage Located on left side of course homepage Include readings, discussions, seminars, learning activities and graded reviews. Include readings, discussions, seminars, learning activities and graded reviews. Units 4 and 9 include projects Units 4 and 9 include projects

3. Course Homepage Announcements Announcements Welcome Overview Welcome Overview What’s New What’s New Syllabus Syllabus Course Questions Course Questions APA Quick Reference APA Quick Reference Library Presentation Library Presentation

4. Unit 1 Overview Read all information on course homepage Read all information on course homepage Unit 1 Unit 1 Introduce Yourself Introduce Yourself Readings Readings Web Resources Web Resources Discussion (1 thread) Discussion (1 thread) Seminar Seminar Learning Activties Learning Activties

5. Tools Tools (located at the top of the course home page) Tools (located at the top of the course home page) Gradebook Gradebook E-mail E-mail Live Live DocSharing DocSharing Dropbox Dropbox Webliography Webliography

6. Dropbox Submit all projects to the Dropbox Submit all projects to the Dropbox All projects should be submitted in Microsoft Word All projects should be submitted in Microsoft Word Save your project with first name, last name, and unit # Save your project with first name, last name, and unit # Example: Nicole Rios Unit 4 Example: Nicole Rios Unit 4

7. Seminars Live seminars Live seminars For full credit, attend the full hour and contribute to the discussion For full credit, attend the full hour and contribute to the discussion Flex Seminar Options Flex Seminar Options Seminar option 2: Due by the end of the unit Seminar option 2: Due by the end of the unit For full credit, respond to the questions with a 200-word (minimum) response and submit to the dropbox. For full credit, respond to the questions with a 200-word (minimum) response and submit to the dropbox.

8. Contact Information E-mail address: nrios@kaplan.edu. E-mail address: nrios@kaplan.edu. Include course number (CE114- 06) in the subject line Include course number (CE114- 06) in the subject line Office hours: By appointment Office hours: By appointment AIM screen name: nicoleyrios AIM screen name: nicoleyrios Text Me: 714-321-7712 Text Me: 714-321-7712

9. Textbook The Young Child: Development from Prebirth Through Age Eight by Margaret B. Puckett & Janet K. Black The Young Child: Development from Prebirth Through Age Eight by Margaret B. Puckett & Janet K. Black

10. Grading Total course points: 1,000 Total course points: 1,000 Weekly seminars: 20 points Weekly seminars: 20 points Weekly discussions: 30 points Weekly discussions: 30 points Projects: 100 points each Projects: 100 points each Refer to rubrics in the syllabus for all grades Refer to rubrics in the syllabus for all grades

11. Discussion Requirements For full credit: For full credit: 1. Complete answers to all discussion questions. Make sure your responses provide a thorough discussion of the questions and include relevant examples of unit concepts. 2. Make sure your postings relate to the readings. Include reflections about how the unit objectives will be relevant to your “real world” experiences in the classroom. 3. Write responses that are at least 100 words. Read over your responses before posting to check for clear writing and correct spelling and grammar. 4. Interact with other students. Make sure to further the discussion by connecting your responses to the readings and course content. You should also interact with at least 2 classmates per thread. 5. Post on time and throughout the week. 5. Post on time and throughout the week. Late Discussion Board posts are not accepted due to the need of a quality discussion.

12. Revising Your Work My Teaching Philosophy: My Teaching Philosophy: This class is about your personal growth! This class is about your personal growth! If you are unsatisfied with any grade you earn on your projects, you can revise and resubmit for full credit. If you are unsatisfied with any grade you earn on your projects, you can revise and resubmit for full credit. Revisions are due by the close of the following unit. Revisions are due by the close of the following unit.

13. Late Policy Projects are due Tuesday by 11:59 p.m. EST of their assigned unit Projects are due Tuesday by 11:59 p.m. EST of their assigned unit Late projects may be marked down 5 points per week (with a maximum of -20 points) Late projects may be marked down 5 points per week (with a maximum of -20 points) E-mail me if you need an extension! E-mail me if you need an extension!

14. Incompletes Incompletes provide students with an option to complete coursework after the term’s end. Incompletes provide students with an option to complete coursework after the term’s end. Eligibility: Eligibility: Must have completed a least 75% of coursework. Must have completed a least 75% of coursework.

15. Plagiarism Taking another person’s words, ideas, or results as their own. (If you want to include someone else’s words, ideas, or results, be sure to give proper credit to the source by following APA citation guidelines.) Taking another person’s words, ideas, or results as their own. (If you want to include someone else’s words, ideas, or results, be sure to give proper credit to the source by following APA citation guidelines.) Copying work or written text without properly citing it. If you want to quote an author, you must give proper credit to the author. Please use quotations sparingly in your projects. Copying work or written text without properly citing it. If you want to quote an author, you must give proper credit to the author. Please use quotations sparingly in your projects. Turning in an assignment that another student either partially or wholly completed. Your projects need to be written entirely by you. Turning in an assignment that another student either partially or wholly completed. Your projects need to be written entirely by you.

16. Seminar Question 1: What is the definition of early childhood development?

17. Early childhood education is the organized practice of educating those who are in early childhood, one of the most vulnerable stages in life. According to the NAEYC (National Association for the Education of Young Children), it spans the human life from birth to age eight. http://en.wikipedia.org/wiki/Early_chil dhood_education http://en.wikipedia.org/wiki/Early_chil dhood_education

18. Did you know….. “Children between the ages of 3 and 5 are more likely than children younger than 3 to be cared for in a center-based program, such as child care and Head Start… A child’s cognitive development during early childhood, which includes building skills such as pre-reading, language, vocabulary, and numeracy, begins from the moment a child is born… When young children are provided an environment rich in language and literacy interactions and full of opportunities to listen to and use language constantly, they can begin to acquire the essential building blocks for learning how to read…”*

19. Child Care Statistics 62% of American children receive child care from someone other than their parents* 34% are in Center based programs* “There is a strong connection between the development a child undergoes early in life and the level of success that the child will experience later in life.”*

20. Seminar Question 2 What are some significant events in the history of child care in the United States?

21. 1828 Boston Infant School 1860 First Kindergarten 1880-1890 Day Nursery Movement 1920 Professionalism of child care providers 1933 Government support for child care 1965 Head Start

22. Seminar Question 3: Choose one specific early childhood theory or theorist and share an activity that would model, teach, or coach preschool-age children in their motor, social, emotional, cognitive, or language development.

23. JEAN PIAGET Sensorimotor: 0 to 18 months Preoperational: 18 months to 6/7 years Concrete Operational: 7/8 years to 12 yrs. Formal Operations: 12 years to adulthood (Atherton, 2005).

24. LEV VYGOTSKY Zone of Proximal Development The task is too difficult for the student to perform at all. Direct intervention from the teacher or ‘expert’ peer is needed. “Zone of Proximal Development”. The task requires thinking just above a student’s level of current mastery. This is the zone in which a student can learn with help from others. The task is very simple for an individual student. NO help is needed from the teacher. A student regulates own behavior in this zone. Little new knowledge is constructed in this zone. (Black & Puckett, 2005).

25. Erik Erikson Infant - Trust vs. Mistrust Toddler - Autonomy vs. Shame and Doubt Preschooler - Initiative vs. Guilt School-Age Child Industry vs. Inferiority Adolescent Identity vs Role Confusion

26. Developmentally Appropriate Practice According to our text, “Developmentally Appropriate Practice is the term used by the National Association for the Education of Young Children (NAEYC) to describe ways of teaching and organizing the children’s experiences that take into account the age and capabilities of each child.”

27. In light of the developmental theories that were addressed in our unit, think of a time when you might have observed a child doing or saying something that is reflective of one of these theories.

28. What do our children need? Essential Experiences: “experiences deemed critical at certain times during early growth and development, which have growth- inducing influence on the brain’s neurological structures” (Puckett and Black, p. 10). Some examples: individual attention and emotional affection physical as well as cognitive stimulation enriched activities (language, social, etc.) All these things need to be introduced at critical points in early childhood to help a child develop normally; delays, abuse, or neglect of these can cause impairments or delays in various aspects of a child’s development.* * Perry, B. (2002) Childhood Experience and the Expression of Genetic Potential: What childhood neglect tells us about nature and nurture.

29. Child Care Providers As child care providers, we are important role models in the lives of children! We should: 1. 1. Model good behaviors (social, emotional, & physical) 2. 2. Build trust with the children we work with 3. 3. Be patient! 4. 4. Try to see things from their point of view 5. 5. Enjoy what we do

30. Weekly Reminders Complete readings Post to all discussion thread questions Respond to and interact with classmates Attend seminar or complete seminar option 2 Complete Graded Review

31. Weekly Quote It’s not who you think you are that holds you back, it’s who you think you’re not. Unknown

32. Weekly Quote “To accomplish great things, we must not only act, but also dream; not only plan, but also believe.” ~Anatole France “To accomplish great things, we must not only act, but also dream; not only plan, but also believe.” ~Anatole France

33. Happy Learning! Good night and see you next week!