Sunday March 22

Hi Suzanne!
Hope you're having a great weekend! I really enjoyed our discussion yesterday and woke up this morning with a whole bunch of ideas so decided to write them all down. I will include everything I've done here so you can peruse them, make suggestions, changes or just feedback - these are simply ideas and do not need to be used. I am not wedded to any of them!!

Okay first: I started a syllabus to put everything on one page for consistency - here's what I've got thus far:

EDU 2045 Curriculum Development for Early Childhood Education
Course Syllabus Introduction

The text is divided into two parts. Part One, “Creating the Environment That Supports Curriculum and Connects Children,” presents the elements of the foundation of early education curriculum. Chapter 1, “Starting the Process,” presents early childhood historical information, learning and developmental theories of early childhood education; strategies for organizing instruction, with emphasis on developmentally, individually, culturally, and creatively appropriate practices; the importance of play in the lives of children; the planning process; ways to include diverse ages, groupings, and individual differences; and communication with parents. Chapter 2, “Creating Curriculum,” offers examples of curriculum models and programs; explains the process of curriculum development, including multicultural, anti-bias, and special needs considerations; presents developmentally appropriate early learning environments , indoor and outdoor; develops concepts and skills, themes, specific lesson and activity plans, guidance guidelines and a plan of observation, assessment and evaluation based on different ages and individual differences.

Part Two, “Discovering and Expanding the Early Education Curriculum,” explores each curriculum area in depth, taking into consideration the individual child, group of children, process of setting up appropriate environments, special subject content, and integration of all curriculua. Each chapter presents developmentally appropriate activities for each age group and encourages self-esteem and creativity development.

With this in mind, we have developed the syllabus to direct part one first – feel free to inquire about any material not mentioned in these chapters in the forum. The rest of the chapters deal with content specific material and we may change these around as we feel it is needed. Therefore, the following is a tentative syllabus in the order of the content. However, all of the following topics will be discussed but not necessarily in this order.

















Course Syllabus

Week 1: May 26-June 1: Chapter 1 and Introductions. Starting the Process
Reading Assignments: Pgs. 2-33
Discussion Board by midnight Friday:
After reading the assignment, complete the following:
1. Introduce yourself and tell us why you are taking this course. Have you already taken Early Childhood Education? What are three things you expect to get out of this course? How can you best accomplish that goal? List a few things that work well for you.
2. If you are going to explain what you do in a classroom to families, colleagues, and administrators, then you need to have knowledge about the contributions of early childhood education history and theorists to the profession. In the discussion forum, discuss how this information gives you deep roots (the confidence that what you know is based on hundreds of years of experience and research) and also the ability to fly (the knowledge that what you do is best practices for young children).
(I have added some great links that you may also go to for assistance with Chapter 1 materials).
3. “A child’s foundation for behavior and learning for the rest of his or her life is laid
in the early years.”
What is the implication for an early childhood educator in this statement?
4. Children need “a predictable schedule and secure environment.”
Why? If creativity involves spontaneous and free expression, isn’t this a
contradiction? Why or why not?
5. Professional early childhood education organizations emphasize advocacy on behalf
of children to all individuals working in this field. Considering the current level of support and funding given to early childhood education, why is your participation as an advocate crucial? Is it useful for all people in the field to join professional organizations? Why or why not?

This assignment is relevant to Essential Objective #1: Discuss the historical influences and evolution of early childhood education as it connects to curriculum development, theories, and practices.

By midnight on Sunday: Respond to at least 3 of your peer’s posts in a substantial way.

Initial post and 3 substantial posts potentially worth 10 points.

Week 2: June 2-8: Chapter 2 Creating Curriculum
Reading Assignment: Pgs. 36-82
Discussion Board by midnight on Friday:
After reading the assignment respond to two the following:
1. If curriculum is inclusive, integrated, emergent, child-centered, and child-directed, then what is your responsibility in planning curriculum? Explain your answer in a written format.
2. Observe a preschool, kindergarten, or primary-level classroom. Describe evidence of inclusive, integrated, or emergent curriculum approaches. If you did not find
evidence of these curricular approaches, can you explain why?
3. In a short paragraph, summarize the history and background of each curriculum
model you were introduced to in your textbook, including identifying significant individuals who were involved in the creation of the model. Can you identify some similarities and differences as you compare them? If you had a choice, which curriculum model would you choose to implement in your own classroom, and why?
4. Do a Web Search by typing in “Help for Parents.”
Find information that you could share with the families of the children in your care. Describe, in writing, why you selected this particular Web site(s). How could your choice(s) be helpful to families and ultimately to children?

This assignments is relevant to Essential Objective # 2: Describe key concepts (goals, objectives, articulation, etc.), data sources (society, subject matter, state and national guidelines, etc.) and specific models of curricular development, along with their rationales and limitations.

By midnight Sunday: respond to at least 3 of your peer’s posts in a substantial way.

Initial post and 3 substantial posts potentially worth 10 points.

The following weeks will concentrate on content specific criteria. All lesson plans or activities developed by you, the students, will end up in a folder in documents so that you can share the various activities and lessons. They will enhance your own curriculum and provide additional suggestions, strategies and skills that will benefit all children.


Week 3: June 9-15: Chapter 3 Language and Literacy
Reading Assignment: Pgs. 86-116
Discussion Board by midnight on Friday:
After reading the assignment, plan and create a language activity for young children. Specify which age group this activity is planned for: infants, toddlers, preschoolers, or primary-age children. Use the Activity Plan Worksheet format found on page 77. Be sure to address all of these elements in your plan:

• Children’s age group:
• Number of children in the group (large group, small group, or individual activity):
• Learning center to be used:
• Name of activity and brief description:
• Purpose/objectives of activity:
• Space and materials needed:
• Procedure:
• Guidance:
• Evaluation and follow-up:

Write a letter to parents explaining your activity and inviting them to participate. Give them at least two ideas for expanding this activity at home.

This assignment is relevant to Essential Objective #3: Design a curriculum based on theories and research in child development that is inclusive and based on children's interests, strengths, and needs (e.g., learning style modalities, multiple intelligences, exceptionalities, learning domains, etc.) that incorporates the Vermont Early Childhood Learning Standards.

(Note: I will also link this assignment to the VELS, but ran out of time to accomplish that task this week.)

By midnight on Sunday: Respond to at least 3 of your peer’s posts in a substantial way.

Initial post and 3 substantial post potentially worth 10 points

Week 4: June 16-22: Chapter 4 Literature
Reading Assignment: Pgs. 117-154
Discussion Board by midnight on Friday:
After reading the chapter, create and annotated bibliography to post to the discussion board. Select an age group and an age- appropriate theme. Select at least three books related to the topic, but from different genres. Use this format for your post:
• Age group:
• Theme:
• Book author, book title, book illustrator, (date of publication), place of publication, publisher.
• In your own words, provide an annotation for each book.
(This assignment is more fun if you use your creativity; add interesting and colorful fonts, and insert book covers and illustrations.)

Write a paragraph for a weekly newsletter to parents in which you tell them about this theme and suggest a related activity to do at home.

By midnight on Sunday: Respond to at least 3 of your peer’s posts in a substantial way.

Initial post and 3 substantial posts potentially worth 10 points


Weekly Journals:
(I have my comp. students keep a weekly journal – at least 3 entries weekly, of at least 100 words each. I have found this to be a very valuable device for processing ideas.)
Using the Reflections for Growing Teachers section of the pamphlet, students will keep a weekly journal for processing the ideas and concepts learned in this course. Among the questions found there are the following:
• I think I need to know more about:
• One new thing I think I will try this week is:
• The highlight of this week was:
• One area where my teaching is changing is:
• One area where my teaching needs to change is:
• I loved my job this week when:
• I hated my job this week when:
• The funniest thing I heard a child say this week was:
• The family member I feel most comfortable with is:
• And I think the reason for that is:
• The family member I feel least comfortable with is:
• And I think the reason for that is:
• What have I done lately to spark the children’s imagination and creativity?
• One quote that I like to keep in mind is:
• My teaching style has been most influenced by:
• If I were going to advise a new teacher, the most helpful piece of advice would be:
• The child who has helped me learn the most is________I learned:
• The best thing I learned by observing is:


This activity is relevant to the Essential Objective #6: Assess the effectiveness of a curriculum and make appropriate changes to increase learning (e.g., using an ongoing cycle of observation, reflection, and response).


Week 5 June 23-29: Chapter 5 Math
Reading Assignment: Pgs.155-183
Discussion Board by Midnight Friday:
After reading the assignment, plan and create a math activity for young children. Some suggestions could include:

• Make a lotto or folder game appropriate for three-year olds. Play this game with one or two children. Evaluate the activity. What should be changed? What should stay the same? Share this teacher-made game in the forum.
• Develop a set of goals for learning for three year olds. What do you want them to learn and be able to do after a specific period of time? Develop an essential question that directs the learning towards your goals. Develop a list of activities that lead up to your final goal illustrating how each math activity builds upon the one before. (math skills must be learned in stages over time, as with all growth and development in young children – hence this curriculum activity.)
• Develop criteria for the selection of developmentally appropriate math activities for the particular age group you work with. Create a list of materials and supplies necessary to set up a math center, including the cost of equipment.
• Create a book that contains counting finger plays and songs that you can share with young children.

Write a letter to parents explaining your math criteria and invite them to participate. Give them at least two ideas for expanding some of these activities at home.

This assignment is relevant to Essential Objective # 5: Design and experiment with a variety of open-ended learning resources and materials for children including the use of technology.

By midnight Sunday: Respond to at least 3 of your peer’s posts in a substantial way.

Initial post and 3 substantial posts potentially worth 10 points.

Week 6 June 30-July 6: Chapter 6 Science
Reading Assignment: Pgs. 185- 212
Discussion Board by Midnight Friday:
After reading the assignment, plan and create a science activity for young children. Some suggestions could include:

• Using the information in this chapter, personal experiences, and/or observation/participation experiences, develop an activity using an animal in a classroom of preschoolers. How would the activity change if planned for a group of toddlers? A class of primary-age children?
• Two different types of nature walks:
a) Take a group of young children on a nature walk (with collection bags they make beforehand) Collect objects while taking your walk. When the children return to the classroom, record on a chart what they saw, heard, touched, and smelled. Then write and illustrate a class story about the walk. Encourage the children’s creativity in completing this activity.
b) You create a nature walk activity and develop a lesson around it. Share your activity in the forum.
• As a teacher, you should teach less and experience more by observing how eagerly the children use their senses to discover, to think about their experiences, and to talk about what they have seen and done. Develop a problem solving activity that teaches the students a process of scientific inquiry that they can adapt to science learning year after year. Share in the forum. There should be a simple 5 step process of inquiry that they can use each and every time.

Write a letter to parents explaining your math criteria and invite them to participate. Give them at least two ideas for expanding some of these activities at home.

This assignment is relevant to Essential Objective # 6: Assess the effectiveness of a curriculum and make appropriate changes to increase learning (e.g. using an ongoing cycle of observation, reflection, and response).

By midnight Sunday: Respond to at least 3 of your peer’s posts in a substantial way.

Initial post and 3 substantial posts potentially worth 10 points.

Secondly, I have update the links page - here it is:

Great Links:

Chapter 1 Starting the Process

Additional Related Web Links
1. The American Association for the Child’s Right to Play
http://http://www.ipausa.org
2. Association for Childhood Education International (ACEI)
http://www.acei.org
3. Child Development Institute
http://www.childdevelopmentinfo.com
4. Children’s Defense Fund
http://www.childrensdefense.org
5. Council for Early Childhood Professional Recognition (CDA)
http://www.cdacouncil.org
6. National Association of Family Child Care
http://www.nafcc.org
7. National Network for Child Care (NNCC)
http://www.nncc.org
8. National PTA’s Building Blocks: Importance of Children’s Play
http://www.pta.org
9. Theory of Multiple Intelligences
http://www.ibiblio.org
(In the Search box, type in “Theory of Multiple Intelligences” )

Chapter 2 Creating Curriculum

1. American Montessori Society
http://www.amshq.org
2. Culturally Responsive Curriculum:
(Conduct a Web search by typing in “Culturally Responsive Curriculum: ERIC Digest”)
3. Design Share
http://www.designshare.com
(In the Search box, type in “Comparing North American Reggio Schools”)
4. National Head Start Association
http://www.nhsa.org
5. Parents Action for Children
http://www.parentsaction.org
6. Project Approach
http://www.projectapproach.org
7. Understanding Prejudice: Reading Room for Teachers
http://www.understandingprejudice.org (Click on “Teacher’s Corner”)

Chapter 3 Language and Literacy

1. America Reads
http://www.ed.gov/inits/americareads
(Click on “Families”; also, click on “Educators,” and then click on “What Educators Can Do”)
2. American Library Association
http://www.ala.org
3. The American Speech, Language, and Hearing Association
http://www.asha.org
(Click on “Public,” click on “Speech, Language, and Swallowing,” and then click on “Speech and Language Development”)
4. Center for the Study of Books in Spanish for Children and Adolescents
http://www.csusm.edu/csb
5. Early Childhood News
http://www.earlychildhoodnews.com
(Click on “Articles” and then click on “Classroom Design”)
6. Early Literacy
http://www.earlyliterature.ecsd.net/
7. High/Scope Educational Research Foundation
http://www.highscope.org
8. KidSource Online
http://www.kidsource.com
9. Language Development
http://www.childdevelopmentinfo.com
(Click on “Development,” and then click on “Language Development.” This site has many articles. Make sure to scroll down and click on “Current Research.”)
10. National Center for Family Literacy
http://www.famlit.org
11. Starting Out Right
Do an Internet search by typing in “Starting Out Right” and choose the link with the address:
http://www.nap.edu/readingroom/books/sor/
12. Zero to Three
http://www.zerotothree.org
(In “Key Topics,” click on “Early Language and Literacy”)


Chapter 4 Literature

1. Bank Street Children’s Book Committee
http://www.bankstreet.edu/bookcom
2. Best Children’s Books
http://www.best-childrens-books.com
(Click on “Books and Behavior” and then click on the topic you are interested in)
3. Children’s Book Council
http://www.cbcbooks.org
4. Children’s Book Press
http://www.childrensbookpress.org
5. Dragon Tales
http://pbskids.org
(Click on “Dragon Tales”)
6. Eric Carle Web Site
http://www.eric-carle.com
7. Fairrosa Cyber Library of Children’s Literature
http://www.fairrosa.info
8. Nursery Rhyme
http:/www.smart-central.com
9. Scholastic
http://teacher.scholastic.com
10. Understanding Prejudice
http://www.understandingprejudice.org

Chapter 5 Math

1. Carol Hurst’s Children’s Literature Site: Picturing Math—Patterns and Picture Books:
http://www.carolhurst.com
(Click on “Curriculum Areas,” and then click on “Math: Patterns and Picture Books”)
2. Do Math and You Can Do Anything
http://www.domath.org
3. Gayle’s Preschool Rainbow
http://www.preschoolrainbow.org
(Click on “Rhymes, Songs, and Fingerplays”)
4. Math and Young Children
http://www.readyforlearning.net
(Click on “Math and Young Children”)
5. National Council of Teachers of Mathematics
http://www.nctm.org
6. The National Research Center on the Gifted and the Talented
http://www.gifted.uconn.edu/nrcgt.html
7. Newton’s Window.com
http://www.newtonswindow.com
(Click on “If You Hate Math” and then click on “Grades K–2”)
7. Northwest Education
http://www.nwrel.org/nwedu
8. Teachers Nurturing Math-Talented Young Children
Do a Web search by typing in “Teachers Nurturing Math-Talented Young Children”; this is an article about fostering mathematical ability in young children. Several are listed, but pick the one that has the guidelines included at the bottom of the page.
9. Teaching Math to English Language Learners
Do an Internet search by typing in “Teaching Math to English Language Learners Winter 2005”; this is a NorthWest Education Article.
10. Webmath
http://www.webmath.com

Chapter 6 Science

1. American Heart Association
http://www.americanheart.org In the search box, type in “Dietary Guidelines for Healthy Children” and click on the article.
2. Annenberg Math and Science Project – provides resources for educators.
http://www.lerner.org/
3. Center for Science in the Public Interest
http://www.cspinet.org/ In the search box, type in “Guidelines for Responsible
Marketing to Children.”
4. Earth Science Week (October)
http://earthsciweek.org
5. Learning in Motion http://www.motion.com/topten/
6. National Association for the Education of Young Children
http://www.naeyc.org
7. National Science Teacher’s Association
http://www.nsta.org
8. The Project Approach http://www.projectapproach.org
9. Space Day (May) http://www.spaceday.org

Chapter 7 Social Studies

1. Children’s Museum of Houston
http://www.cmhouston.org
2. Children’s Museum of Manhattan
http://www.cmom.org
3. Early Childhood Education Online
http://www.umaine.edu/eceol/
4. Kidinfo
http://www.kidinfo.com
5. National Council for the Social Studies
http://www.ncss.org
6. National Geographic
http://www.nationalgeographic.com
7. Social Studies School Services
http://www.socialstudies.com
8. United States Committee for UNICEF United Nation’s Children’s Fund
http://www.unicefusa.org

Chapter 8 Art

1. America for the Arts
http://www.artsusa.org
2. Arts Education Partnership
http://www.aep-arts.org
3. Bank Street
http://www.bankstreetcorner.com
4. Bright Ideas for Learning
http://www.brightring.com/index.html
(Click on “Cool Links” or “Fostering Creativity”)
5. EdByDesign
http://www.edbydesign.com
(Click on “Art Ideas” in the Special Needs Corner, then scroll down and click on any of the five media for free ideas for art activities)
6. Global Children’s Art Gallery
http://www.naturalchild.com
7. International Child Art Association
http://www.icaf.org
8. The Kennedy Center ArtsEdge
http://artsedge.kennedy-center.org
(Under the Teach section, click on “Lessons,” then in the Lessons Quick Search box type in “Let’s Talk About Painting”)
9. KinderArt
http://www.kinderart.com
10. National Art Education Association (NAEA)
http://www.naea-reston.org
11. Process Art Versus Product
Community Playthings
http://www.communityplaythings.com
(Click on “Free Early Childhood Resources,” then under the Collage logo click on “Art with Children,” and then click on “Caught in the middle of the Process vs Product dilemma? Here’s what it’s all about and a way out.”)
12. VSA Arts
http://www.vsarts.org

Chapter 9 Sensory Centers

1. Better Kid Care
http://betterkidcare.psu.edu
2. Healthy Child Care
http://www.healthychild.net
(Scroll down and click on “Search,” then in the Search box type in “woodworking,” and then click on “Can a Woodworking Center be Safe?”) You can also search the Library of Issues for all sorts of information.
3. International Kids’ Space
http://www.kids-space.org
4. The Mud Center: Recapturing Childhood
http://www.communityplaythings.com
(Click on “Free Early Childhood Resources,” then click on “Dramatic Play,” and then click on “Here in the northeast”)
5. The Ooey Gooey Lady
http://www.ooeygooey.com
(Click on “Resources”)
6. PBS TeacherSource
http://www.pbs.org
(Under PBS Teachers, Click on “Explore preK-12 education resources and professional development”)
7. Perpetual Preschool—woodworking
http://www.perpetualpreschool.com
(In the Search box, type in “woodworking”)
8. Tech-LEARNING
http://www.techlearning.com
9. Technology in Early Education
http://www.netc.org
(Under Technology in the Curriculum, click on “Early Connections”)

Chapter 10 Music and Movement

1. About: World Music
http://worldmusic.about.com
You can spend a long time exploring this site. There is a whole host of information in the left-hand menu. Just be careful to separate the information from sales pitches. Also, in the Search box, type in “what is the difference between world music”.)
2. Art Express: The Expressive Arts Project
http://www.wiu.edu/thecenter/art/
(Click on “Newsletter” to access previous newsletters for ideas; also click on “Art Express” and then “Music and Movement” and “Drawing to Music”)
3. Best Children’s Music
http://www.bestchildrensmusic.com
4. The Children’s Music Network
http://www.cmnonline.org
5. The Children’s Music Web
http://www.childrensmusic.org
6. Dr. Thomas Moore
http://www.drthomasmoore.com
(Click on “Articles,” then click on “If You Teach Children, You Can Sing!”)
7. Early Childhood Music and Movement Association
http://www.ecmma.org
8. Kididdles:
http://www.kididdles.com
9. National Association for Sports and Physical Education (NASPE)
http://www.aahperd.org
(Click on “NASPE”)
10. New Horizons
http://www.newhorizons.org
(Click on “Teaching and Learning Strategies,” then click on “Arts in Education”)
11. Oracle Think Quest
http://www.thinkquest.org/library/
(In the Search box, type in “Music Notes: An Interactive Musical Experience”)
12. PE Central
http://www.pecentral.org
13. Physical Development
http://www.pbs.org
(In the Search box, Type in “whole child”)
14. Scholastic Teacher
http://www.scholastic.com
(In the Search box, Type in “History of Jazz”)
15. Southern Early Childhood Association—Position Statement on the Arts and Movement
http://www.southernearlychildhood.org
(Click on “Position Statements,” then click on “Arts & Movement Education for Young Children”)

Chapter 11 Puppets

1. Das Puppenspiel
http://www.puppets.org
2. Folkmanis Puppets
http://www.folkmanis.com
3. Mister Rogers’ Neighborhood
http://www.pbskids.org
(Click on “Search,” then click on “Mister Rogers’ Neighborhood.”)
4. Preschool Rainbow
http://www.preschoolrainbow.org
5. Princeton online
http://www.princetonol.com
(Click on “Community,” then click on “The Arts,” then click on “Incredible Art Department,” then type in “Puppetry and Shadow Plays” in the Google Search box, and then click on the “Puppetry and Shadow Plays” link.)
6. The Puppet Museum
http://www.puppetmuseum.com
7. Puppet Dream
http://www.puppetdream.com
8. Puppeteers of America
http://www.puppeteers.org
9. Puppetry Theme Page
http://www.cln.org
(Click on “Search,” then type in “Fine Arts,” in the Search box, and then click on the “Puppetry Theme Page” link.)
10. Vietnamese Water Puppetry
http://thanglongwaterpuppet.org
11. The World of Puppets:
http://members.madasafish.com/~openbanana/puppets/page2.htm

Chapter 12 Dramatic Play and Creative Dramatics

1. Creative Drama Links
http://www.creativedrama.com
2. Games Kids Play
http://www.gameskidsplay.net
3. International Play Association
http://www.ipausa.org
4. Pretend Play and Young Children’s Development
http://www.ericdigests.org/2002-2/play.htm
5. Scholastic
http://teacher.scholastic.com
6. TASP—The Association for the Study of Play
http://www.csuchico.edu/kine/tasp/
7. Teaching Strategies
http://www.teachingstrategies.com
8. University of South Carolina Essays in Education
http://www.usca.edu/essays/
(Click on “Archives,” then click on “Volume 19, Winter 2007,” and then click on “The Importance of Symbolic Play as a Component of the Early Childhood Curriculum.”)

Thirdly I took something I use in other classes and adapted it for this one - what do you think?

How This Course Works
All the course assignments and activities (except for additional outside research) can be accessed through this set of EDU 2045 related Web pages. You will talk with your fellow students and the instructors about a variety of topics through discussion forums posted to the Discussion Board in Communications. Sometimes, you will be communicating directly with your instructor(s) via e-mail. If you're not sure about how to do an assignment, e-mail your instructors. 



Support


As in any CCV course, all your questions about the content of the course should be directed to your instructors, Lynn Silvestro or Suzanne Purcell. Lynn or Suzanne will also help you figure out how you can find resources, how they want you to format your responses, etc. They will want to know where you are having difficulties. Don't forget, they are going to be much more easily accessible online than if you had to wait to see them once a week in class. 

If you have issues or questions about the course or the instruction that you would normally want to discuss with an academic advisor, you should e-mail or call : 

Instructor : 
Lynn Silvestro 
207-693-3393 after 6 pm or Suzanne Purcell, 802-922-0058 after 5 pm.

lynl1108@yahoo.com - Lynn
suzpurcell@gmail.com - Suzanne

They invite your responses any time. 

If you are having problems using CCV services for this course, contact: 
support@ccv.vsc.edu or call 1-800-287-4431 

Or, contact Sarah Corrow, Online Administrative Assistant at corrows@mail.cvv.vsc.edu, 334-4319, 3387. 


If you are having difficulty using your WWW browser or getting access to the Internet, contact your Internet service provider. 



Timing: Scheduling your work over the 12-week term will be a challenge. We want you to have the flexibility of doing the work when you want, but we also realize how tempting it is to put things off until the final weeks. So, we've scheduled a number of assignments, activities, and weekly discussion topics. We recommend that you print out the course materials and keep them nearby as a visual reminder of what you need to do. 



On-line costs: Consider ways that you can reduce these costs over the semester. One sure way is to do your responses to assignments (especially discussion questions) off-line and then up-load them (or attach them) when you are ready to send them. 

Overview of the course work: 


*Reading the text and notes and writing response essays
*
Writing the final curriculum 

*Weekly participation in the Discussion Board 



Participation: 

If everyone responds (as they should, since it is a requirement of the course), the cumulative effect of this aspect of the course should be a lively discussion on curriculum development topics for Early Childhood Education as good as, or perhaps better than, the best discussion that can happen inside a CCV classroom.

I have also included a writing standards page:

Writing Standards
Writing is one of the central activities through which students learn, communicate, and demonstrate learning. Academic writing differs from other forms of writing in that it usually:
• is appropriately narrow in focus
• presents an argument based on sound critical thinking
• draws upon and properly acknowledges the work of others
• presents new understanding in an organized fashion

Unless otherwise indicated by the instructor, all writing in CCV's online classes, from electronic discussion boards, to personal essays, to formal research papers, will be evaluated on the basis of quality, creativity, effectiveness of argumentation and reasoning, and accuracy of information. In addition, academic writing will be evaluated on the selection and use of appropriate supporting material. Any information not original to the student must be cited in a recognized format-for example, APA, MLA, or Chicago-appropriate to the academic discipline.

Use of information or material from outside sources without proper citation is plagiarism and grounds for disciplinary action.

See Academic Honesty in the CCV Catalog, , and in the Student Handbook.

Okay, that's it for now - I'll wait for feedback. When I get going on something I just go full bore - tell me when to slow down. Feel free to change anything I have put here in any way - we can omit stuff or whatever. Besides I had time this morning to do this - I won't have much during the week.