Creating Inclusive Classroom Experiences in Early Childhood Education, Study notes of English

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EEC 6205: Early Childhood Curriculum

(ECE Graduate Certificate Program, University of Florida) Fall I 2020 (8/31-10/16) Course Instructor: Kristen M. Kemple, Ph.D. Professor of Early Childhood Studies [email protected] Please do not hesitate to email the instructor with any questions, comments, or concerns. Please allow 24-48 hours for a response; if a response is not received within that timeline, please send an additional email (after 48 hours have passed). Course Designers: Stephanie Smith, Ph.D., Tina Smith-Bonahue, Ph.D., and Helena Mawdsley, Ph.D. Introduction to Course: Developmentally appropriate practice (DAP) means meeting children where they are and using the varying teaching strategies to help them reach challenging and achievable goals. DAP includes considerations for age appropriateness, individual appropriateness, and the appropriateness to the social and cultural contexts of the children’s lives. A master teacher of early childhood education is one who is able to create classroom experiences that are developmentally appropriate for all learners while incorporating required standards and curriculum elements. In this course, students will begin with an overview of child development. This creates an important foundation. Students must be able understand why, in the context of child development, a teaching practice is developmentally appropriate or not. Students must also be able to recognize variation in development within a classroom. Later course material will demonstrate how to create practice that is developmentally

appropriate, why this is important, and the ways in which children benefit. The course will conclude with a discussion of standards and policy and how these relate to DAP. This course provides a foundation for all courses that follow, with Assessment in Early Childhood Education linking especially closely. This course continues the emphasis on cultural awareness from both Culturally Appropriate Classroom Management and Families in Early Childhood Education. Course Textbook: Copple, C. & Bredekamp, S. (Eds.). (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. Washington, DC: National Association for the Education of Young Children With accompanying CD Additional Required Readings: (See canvas site for course: EEC 6205) Course Objectives: Identify the unique characteristics and needs of young children and use this knowledge to support child learning.

• Students will learn to identify age level characteristics and needs through course readings and discussion.
• Students will learn to identify individual and cultural needs through provided video and discussion.
• Students will apply this knowledge of child characteristics to a curriculum plan. Recognize the multiple influences on development and learning and use these to support learning.
• Students will learn about multiple influences on development and learning in course readings and discussion.
• Students will practice recognizing influences on development by watching course videos and commenting in video response assignments.

Use knowledge of child development to create healthy, respectful, supportive, and challenging learning environments.

• Students will learn about creating such environments in course readings and discussion.
• Students will see examples of these environments in provided video.
• Students will incorporate knowledge of environments in a curriculum plan. Apply knowledge of child development as well as early learning standards and other resources when designing, implementing, and evaluating curricula.
• Students will learn about incorporating learning standards in course readings and discussion.
• Students will see the application of learning standards in provided video
• Students will apply knowledge of learning standards in the creation of a curriculum plan. Analyze your own practice and the ways that it promotes positive outcomes for each child.
• Students will evaluate their own practice in the context of course readings and provided video.
• Students will discuss changes to practice as part of a curriculum plan and identify positive outcomes for target children. Create lessons that meet required state standards, are age level appropriate, individually appropriate, and culturally appropriate.
• Students will create a curriculum plan that meets these requirements. Course Structure: This course will be organized into 4 modules. The first 3 modules will each cover two weeks, and the 4th will cover one week. Specific readings, responses, and activities will be assigned to each week. Module 1: Child Development and Intentional Teaching (8/31-9/6) Module 2: Language, Literacy and Social-Emotional Development (9/14-9/27) Module 3: Cognitive and Motor Development (9/28 - 10/11) Module 4: Working within Standards and Policy (10/12-10/16)

Course Assignments: 1.Ice Breaker Activity (due 9/3 by 11:59 pm) – no points The first required assignment is for students to introduce themselves by writing a short biography and uploading a photograph of themselves. The purpose of this assignment is for students to get to know one another. You can answer the questions below as a guideline. Please also respond to two different other students by sharing any similarities or asking/answering questions.

1. State your name and where you are currently residing and working.
2. Offer any information about yourself family etc. (e.g., “I have 3 children, Alex, age 7, Chase, 5, and Lily, 2)
3. Current role in early childhood education (including the grade you level you teach or would like to teach)
4. In your opinion, what is the most important issue in early childhood education today?
5. What specifically do to you hope to learn in this course? 2.Reading Response Forum (odd weeks) – 25% of course grade We will be using respond/connect roles. For each response forum, approximately two people will serve as ‘First responders’ and the rest of the students are ‘Connectors’. There will be questions to guide your discussion. You will have reading response forums only on the odd course weeks. All students should participate in the reading response forum and responses will be graded. First Responder Because we will be having fewer discussions for this course, each student will probably be a first responder only once. The first responder should write a post that is 350-450 words (please try to keep it no longer than 450 words) and that (1) responds to the discussion questions, (2) references key points in the reading that guide your response, (3) references how this relates to your teaching, relations with parents, relations with children, etc. Writing should be clear and cited appropriately using APA format. You are required to use in-text citations but do not need to use bibliographic references at the end of your post. First responders are welcome and encouraged to check back and respond to connector posts. Evaluation for the First Responder requires that :

• The post be on time (by the first Thursday in your assigned module by 11:59pm [midnight])
• Be no shorter than 350 and no longer than 450 words

• Be explicitly linked to both course readings and teaching practice
• Be cited correctly
• Responses should be well thought-out and show active engagement with course material Connector The connectors should read the first responder discussion posts thoroughly and all subsequent discussion responses. The connectors will respond to at least one first responder/thread. Each response should be approximately 150- 200 words and should (1) elaborate on the first responder’s answer with additional references from course readings and/or teaching practice, by (2) posing an alternative answer to the question, again with references to course readings and/or teaching practice, OR (3) by responding to your peers’ subsequent responses, either elaborating on their answers or providing alternative perspectives, again with additional references from course readings and/or teaching practice. Cite where necessary in APA style. Make sure that your connections to both the first responder and to course readings are explicit. Evaluation for the Connector requires that :
• The post be on time (by second Monday morning of each module, 8:00 a.m.)
• Be a minimum of 150 words, one post
• Be explicitly linked to both course readings and teaching practice
• Be cited correctly
• Connections should be well thought-out and pull together the ideas from the first responder's discussion, readings, and connector's personal experiences. 3.Video Response Forum (Even Weeks) - 25% of course grade. Videos illustrating topics and skills discussed in the readings will be part of each module. On even course weeks, you will be required to respond to the video forum. The entire group will be responding to the videos on this forum. All students should watch all videos included in the module and then respond to at least 2 video threads (don't be afraid to start a thread on a video that doesn't have one). Individual posts should be between 100 and 200 words and should draw from course readings were appropriate. Cite where necessary in APA style. Please be clear about which is the video on which you are commenting. Evaluation for Video Response Forum requires that:
• The posts be on time (by the second Thursday of the module by 11:59 pm
• Be explicitly linked to the video as well as course readings and/or teaching practice
• Be cited correctly

• Responses should be well-thought out and show active engagement with the discussion 4.Quick Writes (Even Weeks, and week 7, by Friday 11:59pm) - 5% of course grade. At the end of each module (about every 2 weeks), students will compete a few questions about the content of the module and how they would integrate the content into their teaching and use of developmentally appropriate practice. The content of your response will have no bearing on your course grade. The completion of each journal entry is worth 3 points. There will be an additional 5 points awarded for completing all four quick writes. 5.Supporting Racial Awareness Paper OR Community Setting Paper (due 10/2 by 11:59pm) – 1 5% of course grade. For this course requirement, you have a choice between two different assignments. You may EITHER do the "Supporting Racial Awareness Paper" OR you may do the "Museum or Community Setting Paper". These are each described below: Option A: Supporting Racial Awareness Paper You will write a paper about the role of racial awareness in developmentally appropriate practice. Before writing this paper, you will read/view the following:
• Video: TBA
• Beneke, M. R., Park, C. C., & Taitingfong, J. (2019). An Inclusive, Anti- Bias Framework for Teaching and Learning about Race with Young Children. Young Exceptional Children , 22 (2), 74–86.
• Ira E., M., & Alvarez, A. (2016). Research to practice: New research on helping young children develop positive racial identities. Young Children , 71 (5), 16–18.
• Iruka, I.U., Curenton, S.M., Durden, T.R., & Escayg, K. (2020). Don’t look away: Embracing ANTI-BIAS classrooms. Gryphon House Press. Chapter 2 “White privilege and institutional racism (will soon be posted on Canvas, not yet)
• Kemple, K.M., Lee, I., & Harris, M.G. (2016). Young children’s curiosity about physical differences associated with race: Shared reading to encourage conversation. Early Childhood Education Journal, 44 , 97-105.
• Lee, R., Ramsey, P.G., Sweeney, B. (2008), Engaging young children in activities and conversations about race and social class. Young Children, 63 (6), 68- 76 Your paper should be at least 4 pages in length (not more than 6), double spaced, in 12 point font. APA citations are required. In your paper, you should (1) describe any connections you see between developmentally appropriate practice and racial awareness (2) describe 3 practices you currently use or that you may use in the future, to support young children's racial awareness (3)

describe 3 questions or concerns you have regarding the role of racial awareness in early childhood education and (4) describe 3 ideas for how you can begin to find answers to those questions/concerns. Option B: Community Setting Paper Many of your course readings advocate for hands-on experiences for young children. These experiences allow children to experiment and manipulate materials. Children are able to draw on multiple skills while seeing the application of knowledge. Some settings such as museums create hands-on experiences similar to what might be done in a classroom on a larger scale. For example, when visiting a museum, children may have the opportunity to work with water, building toys, or dramatic props as they would in an early childhood classroom. This assignment requires a trip to either a Children’s Museum, science museum, or other community setting (i.e., library, playground). Prior to the trip, students should review information about the museum or setting on the individual museum’s website or other appropriate website. During the trip, students should select an exhibit to observe for a full half hour using the observation protocol. Students should consider what is happening in the setting, meaning write down what children are doing, and what they may be learning from their activities. Be careful not to make judgments about what children are doing or how they are feeling while doing the protocol. Students will use their collected observational data to write a brief research paper. The paper should include some of the data from the observation (what was the setting, what was happening). Students should then consider how they could incorporate similar activities into their classrooms. Students must discuss necessary environmental and pedagogical elements necessary for implementation. Students must then discuss why these activities would be developmentally appropriate and how they would address grade level state standards. This discussion should be supported by course readings. The final paper should be at least 4 pages in length (and no more than 6), double spaced, in 12 point font. APA citations are required. 6.Curriculum Plan (due: 10/15 by 11:59pm) – 30% of course grade Students will be required to create a two-week curriculum plan demonstrating application of developmentally appropriate practice. The plan should show how activities may incorporate multiple disciplines and required standards. The plan should also demonstrate how a classroom project, exploration, or theme can be woven throughout classroom activities and academic disciplines. Topics should be something of interest to the students and cross multiple disciplines. For example, a topic for exploration may be baseball (perhaps focusing on the Florida Marlins), the

beach, dinosaurs, music, building and houses, etc. Think about what the children are interested in and/or something that they may encounter on a regular basis. Skills and test prep should not be topics. Handwriting, counting, standardized test prep, etc. are not topics for children to explore. You will need to submit your topic for this assignment to me via email by 11:59 pm on 09/ 11 for approval. An important consideration: while you are designing a two week plan to demonstrate your understanding of material learned in this course, you should write your plan as if the project will be continuing after the two-week period. Thus, your project should not be introduced and concluded in the two week period. Your curriculum plan should include: A 3-4 page paper outlining your project. State your topic, why it is relevant to your students, and how it is developmentally appropriate for the age level that you teach, how it can be individualized, and how it is culturally relevant. Your paper should also identify benchmarks in reading/language arts, mathematics, science, and social studies (citing state standards explicitly) that your project will explicitly address. Please note how your project will be introduced to the children. Minimum of four standards must be listed. A two week calendar showing (briefly) when and how your project should be addressed on a daily basis. The project may not appear in every discipline every day, but should be addressed at some point in the day. Four lesson plans. These plans should be for scheduled instructional periods ( language arts/ literacy, 2 STEM/STEAM/ Math). However, lesson plans should incorporate multiple disciplines. Lesson plans should ideally demonstrate intentional teaching and some child-guided learning. Lesson plans should be developmentally appropriate for the age level that you teach, have opportunities for individualization, and be culturally relevant. Lesson plans must also include state standards.

Grading Assignments Points Reading Forum Responses and Connections 25% Video Responses 25% Quick Writes 5% Racial Awareness OR Community Setting Paper 15% Curriculum Plan 30 %

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Total 100% Grading Scale A = 94 or above B+ = 87- 89 C+ = 77- 79 D+ = 67- 69 F = 59 or below A- = 90- 93 B = 83- 86 C = 73- 76 D = 63- 66 B- = 80- 82 C- = 70- 72 D- = 60- 62 http://gradcatalog.ufl.edu/content.php?catoid=12&navoid=2750#grades Course Policies

This course, like any online course, requires active participation. All students are expected to devote time to course readings and discussion. Because this course is imbedded in classroom teaching, discussion of children and parents in the students’ classrooms is expected, and at times required. However it is important that you maintain the anonymity of children and families at all times. Written assignments should be submitted in Microsoft Word and must include the student’s name and the file name. Student’s first initial and full last name should be in the file name. This is a graduate class, thus all papers should be edited for spelling, grammar, and clarity. APA writing format is required. Purdue University has a very good online style guide. It can be found at http://owl.english.purdue.edu/owl/resource/560/01/. Students are expected to maintain the pacing of the class. In some cases, this may require students to think ahead to future modules. All assignments are expected to be done and submitted to instructor on the date due. Work turned in after the due date will generally not be accepted. If there are extenuating circumstances that prohibit work being submitted on time, please contact the instructor before the work is due. The instructor will help you to decide on a course of action regarding the assignment. The instructor may not agree that an extension is acceptable. This is an online course; in-person attendance is not required, but online participation each week is. Requirements for class attendance and make-up exams, assignments, and other work in this course are consistent with university policies that can be found at: http://gradcatalog.ufl.edu/content.php?catoid=12&navoid=2750#attendance Students with disabilities requesting accommodations should first register with the Disability Resource Center (352- 392 - 8565, www.dso.ufl.edu/drc/)by providing appropriate documentation. Once registered, students will receive an accommodation letter which must be presented to the instructor when requesting accommodation. Students with disabilities should follow this procedure as early as possible in the semester.” Students are expected to provide professional and respectful feedback on the quality of instruction in this course by completing course evaluations online via GatorEvals. Guidance on how to give feedback in a professional and respectful manner is available athttps://gatorevals.aa.ufl.edu/students/. Students will be notified when the evaluation period opens, and can complete evaluations through the email they receive from GatorEvals, in their Canvas course menu under GatorEvals,or via https://ufl.bluera.com/ufl/. Summaries of course evaluation results are available to students at https://gatorevals.aa.ufl.edu/public-results/.” Student Conduct Code

UF students are bound by The Honor Pledge which states, “We, the members of the University of Florida community, pledge to hold ourselves and our peers to the highest standards of honor and integrity by abiding by the Honor Code. On all work submitted for credit by students at the University of Florida, the following pledge is either required or implied: “On my honor, I have neither given nor received unauthorized aid in doing this assignment.”" The UF Student Honor Code and Student Conduct Code (http://www.dso.ufl.edu/sccr/process/student-conduct-honor-code/) specifies a number of behaviors that are in violation of this code and the possible sanctions. Furthermore, you are obligated to report any condition that facilitates academic misconduct to appropriate personnel. If you have any questions or concerns, please consult with the instructor. University required COVID online statement “Our class sessions may be audio visually recorded for students in the class to refer back and for enrolled students who are unable to attend live. Students who participate with their camera engaged or utilize a profile image are agreeing to have their video or image recorded. If you are unwilling to consent to have your profile or video image recorded, be sure to keep your camera off and do not use a profile image. Likewise, students who un-mute during class and participate orally are agreeing to have their voices recorded. If you are not willing to consent to have your voice recorded during class, you will need to keep your mute button activated and communicate exclusively using the "chat" feature, which allows students to type questions and comments live. The chat will not be recorded or shared. As in all courses, unauthorized recording and unauthorized sharing of recorded materials is prohibited.”

Abbreviated Course Calendar Module # 1 (8/31-9/6) Child Development and Intentional Teaching See Module #1 at Canvas site for required readings/videos Week 1 (8/31 – 9/6) Activities: Icebreaker Activity (due Thursday 9/3 11:59 pm) Reading Discussion Forum # First responder response (due Thursday 9/3 11:59 pm) Connector Responses (due Monday 9/7 8 AM) Week 2 (9/7 – 9/13) Activities: Video Discussion Forum #1 (due Thursday 9/10 11:59 pm) Quick Write #1 (due Friday 9/11 11:59 pm) Topic for Curriculum Plan (due Friday 9/11 11:59 pm) Module #2 (9/14-9/27) Language, Literacy and Social-Emotional Development See Module #2 at Canvas site for required readings/videos Week 3 (9/14 – 9/20) Activities: Reading Discussion Forum # First responder response (due Thursday 9/17 11:59 pm) Connector Responses (due Monday 9/21 8 AM) Week 4 (9/21 – 9/27) Activities: Video Discussion Forum #2 (due Thursday 11/24 11:59) Quick Write #2 (due Friday 11/25 11:59 pm)

Module #3 (9/28-10/11) Cognitive and Motor Development See Module #3 at Canvas site for required readings/videos Week 5 (9/28 – 10/4) Activities: Reading Discussion Forum # First responder response (due Thursday 10/1 11:59 pm) Connector Responses (due Monday 10/5 8 AM) Racial Awareness OR Community Setting Paper (due Friday 10/2 by 11:59pm) Week 6 (10/5 – 10/11) Activities: Video Discussion Forum #3 (due Thursday 10/8 11:59 pm) Quick Write #3 (due Friday 10/9 11:59 pm) Module 4 (10/12-10/16) Working within Standards and Policy See Module #4 at Canvas site for required readings/videos Week 7 (10/12 – 10/16) Activities Curriculum Plan (due Thursday 10/15 11:59 pm) Quick Write #4 (due Friday 10/16 11:59 pm) Campus Resources Health and Wellness U Matter, We Care : If you or a friend is in distress, please contact [email protected] 352 - 392 - 1575 so that a team member can reach out to the student. Counseling and Wellness Ce nter: https://counseling.ufl.edu/, 392- 1575 Sexual Assault Recovery Services (SARS) : Student Health Care Center, 392-1161. University Police Department : 392-1111 (or 9- 1 - 1 for emergencies). http://www.police.ufl.edu/ Academic Resources E-learning technical support , 352- 392 - 4357 (select option 2) or e-mail to Learning- [email protected]. https://lss.at.ufl.edu/help.shtml

Career Connections Center , Reitz Union, 392-1601. Career assistance and counseling. https://career.ufl.edu/ Library Support , http://cms.uflib.ufl.edu/ask Various ways to receive assistance with respect to using the libraries or finding resources. Teaching Center , Broward Hall, 392-2010 or 392-6420. General study skills and tutoring. http://teachingcenter.ufl.edu/ Writing Studio, 302 Tigert Hall, 846 - 1138. Help brainstorming, formatting, and writing papers. http://writing.ufl.edu/writing-studio/ Student Complaints On-Campus : https://sccr.dso.ufl.edu/policies/student-honor- code-student-conduct-code/ On-Line Students Complaints : https://distance.ufl.edu/student-complaint-process/