Here's Chapter 2 assignment: I have used numbers for each part because I wanted to give the students choice on this one - so I have asked them to respond to two of the following and not all of them as in Chapter 1. Once we get into the disciplines I would format my weekly discussions after yours.
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.
Saturday, March 21, 2009
Possible Course Description
I know we need to edit this but it's a start:
EDU-2045-VO01 - Curriculum Development for Early Childhood Education
Location: Online
Credits: 3
Day/Times: Meets online
Semester Dates: 26-May-09 to 17-Aug-09
Instructor: Lynn Silvestro and Suzanne Purcell
Course Description:
In this course, learners develop an understanding of the philosophical principles, societal expectations, and practical demands of building curriculum for early childhood education. Emphasis is on developing a child-centered, integrated, and developmentally appropriate curriculum for the early years from infancy to age 8. A variety of curricular approaches will be modeled and assessed.
Essential Objectives:
1. Discuss the historical influences and evolution of early childhood education as it connects to curriculum development, theories, and practices.
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.
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.
4. Articulate the definition of play, its importance in curriculum for children, and how children construct their knowledge through play.
5. Design and experiment with a variety of open-ended learning resources and materials for children including the use of technology.
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).
7. Reflect on the many roles of the teacher, including teacher as researcher and develop a personal-professional philosophy of education and curriculum.
Textbook: Early Education Curriculum: A Child’s Connection to the World, by Hilda L. Jackman 4th ed. ISBN 1428322469
VELS – can be downloaded from the Vermont Department of Education web site.
Attendance/Discussion Forum Regular attendance and participation in classes are essential components of a student's success in college and are completion requirements for courses at CCV. The forum will be our primary source of information. Sharing ideas, concepts, methods and information will help us all learn from one another as well as to build our own portfolios with great websites, resources and materials. Attendance is through the forum. If you miss a forum you have missed class. Three absences constitute a failure in this class. A pattern of late arrival or early departure will constitute absence at the instructor's discretion. Class will run from Tuesday midnight to Monday midnight, the following week. You have one week to submit your responses and questions to the forum. Please post questions no later than Friday midnight so others will have the opportunity to respond. Your first response to one of our questions must be posted no later than Friday midnight.
Assignments: There are several assignments including a final reflection essay. See the assignments folder and syllabus for descriptions and due dates.
Grading Policy
A few words about grading: It is not our favorite part of teaching. However, it is necessary and gives you an idea of how you are doing throughout the class. We will make every effort to post your grades for the week as soon as possible.
The grading system for this course is based on a scale of 10. You can earn as many as 10 points for each week’s assignments, which include posts, submission of assigned projects, essays, and responses. The final project is worth 25 points
The total number of points you can earn for the course is 165. This means the grading for the semester looks like this:
148 – 165 points = A
132 – 147 points = B
116 – 131 points = C
99 – 115 points = D
At Midterm: (maximum points available: 70)
63 – 70 points = A
56 – 62 points = B
49 – 55 points = C
42 – 48 points = D
8-10 points = Excellent posts which include information from the reading assignments and critical thinking on your part. Responses are spread throughout the week and indicate that you have not only read the assigned reading, but your peers’ posts as well.
7 points = Several posts which include some references to the reading material, and more than two responses which are posted at different times.
5-6 points = A post which addresses the question in a very general way, and one or two responses that are written at the same time. Blackboard tracks posting times, so it is evident when you have spent 15 minutes on your posts for the week. Even though you may in fact be reading every post all week, I have no way of knowing this if you do not interact with your peers.
An absence is indicated by a grade of 0 for the week.
As the above criteria indicates, we are looking for meaningful synthesis of the reading material, quality interactions spread over the course of the week, and “critical thinking” on your part. Critical thinking is indicated by your opinion on the topic, and why you feel the way you do.
Please note: In order to receive accommodations for disabilities in this course, students must make an appointment to see the Americans with Disabilities Coordinator in their site and bring documentation with them.
Academic Honesty: CCV has a commitment to honesty and excellence in academic work and expects the same from all students. Academic dishonesty, or cheating, can occur whenever you present -as your own work- something that you did not do. You can also be guilty of cheating if you help someone else cheat. Being unaware of what constitutes academic dishonesty (such as knowing what plagiarism is) does not absolve a student of the responsibility to be honest in his/her academic work. Academic dishonesty is taken very seriously and may lead to dismissal from the College.
Course description details subject to change. Please refer to this document frequently.
EDU-2045-VO01 - Curriculum Development for Early Childhood Education
Location: Online
Credits: 3
Day/Times: Meets online
Semester Dates: 26-May-09 to 17-Aug-09
Instructor: Lynn Silvestro and Suzanne Purcell
Course Description:
In this course, learners develop an understanding of the philosophical principles, societal expectations, and practical demands of building curriculum for early childhood education. Emphasis is on developing a child-centered, integrated, and developmentally appropriate curriculum for the early years from infancy to age 8. A variety of curricular approaches will be modeled and assessed.
Essential Objectives:
1. Discuss the historical influences and evolution of early childhood education as it connects to curriculum development, theories, and practices.
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.
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.
4. Articulate the definition of play, its importance in curriculum for children, and how children construct their knowledge through play.
5. Design and experiment with a variety of open-ended learning resources and materials for children including the use of technology.
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).
7. Reflect on the many roles of the teacher, including teacher as researcher and develop a personal-professional philosophy of education and curriculum.
Textbook: Early Education Curriculum: A Child’s Connection to the World, by Hilda L. Jackman 4th ed. ISBN 1428322469
VELS – can be downloaded from the Vermont Department of Education web site.
Attendance/Discussion Forum Regular attendance and participation in classes are essential components of a student's success in college and are completion requirements for courses at CCV. The forum will be our primary source of information. Sharing ideas, concepts, methods and information will help us all learn from one another as well as to build our own portfolios with great websites, resources and materials. Attendance is through the forum. If you miss a forum you have missed class. Three absences constitute a failure in this class. A pattern of late arrival or early departure will constitute absence at the instructor's discretion. Class will run from Tuesday midnight to Monday midnight, the following week. You have one week to submit your responses and questions to the forum. Please post questions no later than Friday midnight so others will have the opportunity to respond. Your first response to one of our questions must be posted no later than Friday midnight.
Assignments: There are several assignments including a final reflection essay. See the assignments folder and syllabus for descriptions and due dates.
Grading Policy
A few words about grading: It is not our favorite part of teaching. However, it is necessary and gives you an idea of how you are doing throughout the class. We will make every effort to post your grades for the week as soon as possible.
The grading system for this course is based on a scale of 10. You can earn as many as 10 points for each week’s assignments, which include posts, submission of assigned projects, essays, and responses. The final project is worth 25 points
The total number of points you can earn for the course is 165. This means the grading for the semester looks like this:
148 – 165 points = A
132 – 147 points = B
116 – 131 points = C
99 – 115 points = D
At Midterm: (maximum points available: 70)
63 – 70 points = A
56 – 62 points = B
49 – 55 points = C
42 – 48 points = D
8-10 points = Excellent posts which include information from the reading assignments and critical thinking on your part. Responses are spread throughout the week and indicate that you have not only read the assigned reading, but your peers’ posts as well.
7 points = Several posts which include some references to the reading material, and more than two responses which are posted at different times.
5-6 points = A post which addresses the question in a very general way, and one or two responses that are written at the same time. Blackboard tracks posting times, so it is evident when you have spent 15 minutes on your posts for the week. Even though you may in fact be reading every post all week, I have no way of knowing this if you do not interact with your peers.
An absence is indicated by a grade of 0 for the week.
As the above criteria indicates, we are looking for meaningful synthesis of the reading material, quality interactions spread over the course of the week, and “critical thinking” on your part. Critical thinking is indicated by your opinion on the topic, and why you feel the way you do.
Please note: In order to receive accommodations for disabilities in this course, students must make an appointment to see the Americans with Disabilities Coordinator in their site and bring documentation with them.
Academic Honesty: CCV has a commitment to honesty and excellence in academic work and expects the same from all students. Academic dishonesty, or cheating, can occur whenever you present -as your own work- something that you did not do. You can also be guilty of cheating if you help someone else cheat. Being unaware of what constitutes academic dishonesty (such as knowing what plagiarism is) does not absolve a student of the responsibility to be honest in his/her academic work. Academic dishonesty is taken very seriously and may lead to dismissal from the College.
Course description details subject to change. Please refer to this document frequently.
Hi Suzanne!
I am back with links for every chapter but chapter 6 - science. I need to work on that one but can have it done by our next meeting. Here's what it looks like:
Great Links:
Chapter 1
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
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
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
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
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
Chapter 7
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
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
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
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
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
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.”)
I am back with links for every chapter but chapter 6 - science. I need to work on that one but can have it done by our next meeting. Here's what it looks like:
Great Links:
Chapter 1
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
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
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
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
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
Chapter 7
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
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
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
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
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
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.”)
Hi Suzanne!
Like you I have been out straight all week doing mid-term evals and dealing with crisis after crisis at school. Working two full time jobs can be stressful at times. However, I was able to put the first assignment together and have adapted it to kind of follow the same structure of yours - by the way you have two wonderful assignments!! I love them!! I also agree with the grading policy so that's done as far as I am concerned. Here's my assignment:
Chapter 1 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.
Here's the links for chapter 1 as well ( I can post the page of links for each chapter so we have them all in one place under documents)
Chapter 1
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” )
I think our next immediate step is the Course Description - we need to get that up and open so we can entice students to take our class - it would be great to get the syllabus completed as well. I am working of the course description and will post what I have as soon as I complete it.
Lynn
Like you I have been out straight all week doing mid-term evals and dealing with crisis after crisis at school. Working two full time jobs can be stressful at times. However, I was able to put the first assignment together and have adapted it to kind of follow the same structure of yours - by the way you have two wonderful assignments!! I love them!! I also agree with the grading policy so that's done as far as I am concerned. Here's my assignment:
Chapter 1 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.
Here's the links for chapter 1 as well ( I can post the page of links for each chapter so we have them all in one place under documents)
Chapter 1
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” )
I think our next immediate step is the Course Description - we need to get that up and open so we can entice students to take our class - it would be great to get the syllabus completed as well. I am working of the course description and will post what I have as soon as I complete it.
Lynn
Friday, March 20, 2009
Meditations of Two Chapters...
Hello Lynn,
Thank you so much for sharing this amazing list of resources. I have been right out straight all week and have had no time to peruse them, but can see that there are web sites that will be very relevant to our needs. I did take some time to look at the Funbrain site – Wow! I will be using that one often. I will take a closer look at the rest of the sites this next week.
I spent every spare moment this past week doing midterm evaluations. It seems to me that after doing these for so long I would have streamlined the process, but it still takes me longer than I expect to finish them. I hope you are doing well with this process.
I have some items to share with you this week. I put together assignments for chapters 3 and 4, because they are so closely related. What I have here is a first draft of each assignment. I have linked each to one of the Essential Objectives. I wanted to link each assignment to the VELS as well, but haven’t yet done that. I think this will be an important detail to include in the assignments, since students will be learning about the standards.
I have also added my current grading policy. I have used this for many courses, and thought it might be a good place to start our discussion about how we will approach grading.
(Note: I am a huge believer in the value of parent involvement, so I’d like to establish this idea during the first week by using the ideas beginning on page 25. Early in the semester, students can devise a parent survey for gathering information about family routines, interests, and culture. Then subsequent assignments can be linked to information gleaned from these surveys. These two assignments would be tied to that process.)
I am really looking forward to talking with you tomorrow morning!
Suzanne
802.922.0058
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
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).
Grading Policy
A few words about grading: It is not my favorite part of teaching. However, it is necessary and gives you an idea of how you are doing throughout the class. I will make every effort to post your grades for the week as soon as possible.
The grading system for this course is based on a scale of 10. You can earn as many as 10 points for each week’s assignments, which include posts, submission of assigned projects, essays, and responses. The final project is worth 25 points
The total number of points you can earn for the course is 165. This means the grading for the semester looks like this:
148 – 165 points = A
132 – 147 points = B
116 – 131 points = C
99 – 115 points = D
At Midterm: (maximum points available: 70)
63 – 70 points = A
56 – 62 points = B
49 – 55 points = C
42 – 48 points = D
8-10 points = Excellent posts which include information from the reading assignments and critical thinking on your part. Responses are spread throughout the week and indicate that you have not only read the assigned reading, but your peers’ posts as well.
7 points = Several posts which include some references to the reading material, and more than two responses which are posted at different times.
5-6 points = A post which addresses the question in a very general way, and one or two responses that are written at the same time. Blackboard tracks posting times, so it is evident when you have spent 15 minutes on your posts for the week. Even though you may in fact be reading every post all week, I have no way of knowing this if you do not interact with your peers.
An absence is indicated by a grade of 0 for the week.
As the above criteria indicates, I am looking for meaningful synthesis of the reading material, quality interactions spread over the course of the week, and “critical thinking” on your part. Critical thinking is indicated by your opinion on the topic, and why you feel the way you do.
If you ever have questions or comments about grades or anything else, do not hesitate to contact me via email or phone. It is always better to address issues sooner rather than later.
Suzanne
suzpurcell@gmail.com
802-922-0058
Thank you so much for sharing this amazing list of resources. I have been right out straight all week and have had no time to peruse them, but can see that there are web sites that will be very relevant to our needs. I did take some time to look at the Funbrain site – Wow! I will be using that one often. I will take a closer look at the rest of the sites this next week.
I spent every spare moment this past week doing midterm evaluations. It seems to me that after doing these for so long I would have streamlined the process, but it still takes me longer than I expect to finish them. I hope you are doing well with this process.
I have some items to share with you this week. I put together assignments for chapters 3 and 4, because they are so closely related. What I have here is a first draft of each assignment. I have linked each to one of the Essential Objectives. I wanted to link each assignment to the VELS as well, but haven’t yet done that. I think this will be an important detail to include in the assignments, since students will be learning about the standards.
I have also added my current grading policy. I have used this for many courses, and thought it might be a good place to start our discussion about how we will approach grading.
(Note: I am a huge believer in the value of parent involvement, so I’d like to establish this idea during the first week by using the ideas beginning on page 25. Early in the semester, students can devise a parent survey for gathering information about family routines, interests, and culture. Then subsequent assignments can be linked to information gleaned from these surveys. These two assignments would be tied to that process.)
I am really looking forward to talking with you tomorrow morning!
Suzanne
802.922.0058
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
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).
Grading Policy
A few words about grading: It is not my favorite part of teaching. However, it is necessary and gives you an idea of how you are doing throughout the class. I will make every effort to post your grades for the week as soon as possible.
The grading system for this course is based on a scale of 10. You can earn as many as 10 points for each week’s assignments, which include posts, submission of assigned projects, essays, and responses. The final project is worth 25 points
The total number of points you can earn for the course is 165. This means the grading for the semester looks like this:
148 – 165 points = A
132 – 147 points = B
116 – 131 points = C
99 – 115 points = D
At Midterm: (maximum points available: 70)
63 – 70 points = A
56 – 62 points = B
49 – 55 points = C
42 – 48 points = D
8-10 points = Excellent posts which include information from the reading assignments and critical thinking on your part. Responses are spread throughout the week and indicate that you have not only read the assigned reading, but your peers’ posts as well.
7 points = Several posts which include some references to the reading material, and more than two responses which are posted at different times.
5-6 points = A post which addresses the question in a very general way, and one or two responses that are written at the same time. Blackboard tracks posting times, so it is evident when you have spent 15 minutes on your posts for the week. Even though you may in fact be reading every post all week, I have no way of knowing this if you do not interact with your peers.
An absence is indicated by a grade of 0 for the week.
As the above criteria indicates, I am looking for meaningful synthesis of the reading material, quality interactions spread over the course of the week, and “critical thinking” on your part. Critical thinking is indicated by your opinion on the topic, and why you feel the way you do.
If you ever have questions or comments about grades or anything else, do not hesitate to contact me via email or phone. It is always better to address issues sooner rather than later.
Suzanne
suzpurcell@gmail.com
802-922-0058
Friday, March 13, 2009
Web Links and other stuff
Hi Suzanne!
It was great talking to you this evening and I am really excited to work with you on this course!!I am excited to start looking at the text and developing the first discussion - I love the idea of developing the syllabus ahead of time - I too like to have everything done before the class starts so I can devote most of my attention to tweaking and concentrating on students, discussions, clarifications, etc.
Here is the weblinks page from my current ece course but make sure you check out funbrain.com as well! I hope these work - I have them all set up to just click and go. I will also order the book, You're Smarter Than You Think. I want to check it out - sounds like it will be useful in anything I teach! Talk to you soon! Here's the links!
Lynn
Great Web Links! They were all available when I researched them – however, some may not be accessible now; therefore I have provided you with many alternatives1
Chapter 1
For more information about infant and toddler programs:
Zero to three: http://www.zerotothree.org
Birth to three: http://www.surestart.gov.uk/ensuringquality/birthtothreematters/
For more information about child care programs, consult these websites:
National Child Care Information Center: http://www.nccic.org/
Child Care Aware: http://www.childcareaware.org/
National Network for Child Care: http://cyfernet.ces.ncsu.edu/cyfdb/browse_2pageAnncc.php?subcat=Child+Care+Options&search=NNCC&search_type=browse
For more information about multiage education, consult these websites:
Multiage Classrooms: http://www.yarmouth.k12.me.us/Rowe/multiage.html
What is a Multiage Primary Classroom? http://www.edzone.net/~kinney/MAdef.htm Multiage Education: http://www.multiage-education.com/
Building Support for Multiage Education: http://eric.uoregon.edu/publications/digests/digest114.html
Nongraded Primary Education: http://www.nwrel.org/scpd/sirs/7/cu14.html
For more information about the roles of early childhood teachers, consult these websites: The Seven Faces of the Early Childhood Educator: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=171
Roles and Responsibilities Related to Child Maltreatment: http://nccanch.acf.hhs.gov/pubs/usermanuals/caregive/section1.cfm
Roles of Early Childhood Educators: http://www.unl.edu/ECSE/roles.shtml
For more information on No Child Left Behind:
U.S. Department of Education: http://www.ed.gov/nclb/landing.jhtml?src=pb
White House News on Educational Reform: http://www.whitehouse.gov/infocus/education/
NEA's view of NCLB: http://www.nea.org/esea/
Education World: http://www.educationworld.com/a_issues/issues273.shtml
Chapter 2
For more information about Rousseau, consult this website:
Rousseau: http://www.ilt.columbia.edu/publications/emile.html
For more information about Froebel, consult this website:
Froebel: http://members.tripod.com/~FroebelWeb/
For more information about Vygotsky, consult this website: http://web.archive.org/web/20010802101038/http://www.bestpraceduc.org/people/LevVygotsky.html
For more information about Piaget, consult this website:
http://www.piaget.org/
For more information about Maslow, consult this website: Maslow: http://www.ship.edu/~cgboeree/maslow.html
For more information about Bruner, consult this website: Bruner: http://www.infed.org/thinkers/bruner.htm
For more information about laboratory nursery schools visit this website:
http://cdl.uiuc.edu/nocdls/nocdls.html
Chapter 3
For more information about Montessori associations, consult this website:
The Montessori Foundation: http://www.montessori.org/
For more information about Montessori teacher preparation, consult this website: Montessori Teaching and Teacher Training: http://www.montessori.edu/info.html#teachcourses
For more information about the High/Scope program, consult this website:
High/Scope Program: http://www.highscope.org/
For more information about research on the High/Scope program, consult this website: High/Scope Research: http://www.highscope.org/Research/homepage.htm
For more information about the behaviorist perspective, consult this website: Behaviorism: http://plato.stanford.edu/entries/behaviorism/
For more information about the Bank Street program, consult these websites:
Bank Street College of Education: http://www.bnkst.edu/
Bank Street Approach: http://www.bankstreet.edu/about/
For more information about the Reggio Emilia program, consult these websites: Reggio Emilia: http://zerosei.comune.re.it/inter/index.htm The Reggio Approach: http://www.cmu.edu/cyert-center/rea.htm
Chapter 4
For more information about developmentally appropriate practice, consult these websites:
Developmentally Appropriate Practice: http://www.ed.gov/databases/ERIC_Digests/ed413106.html
For more information about multiple intelligences, consult this website:
Learning Through Many Kinds of Intelligences: http://www.newhorizons.org/strategies/mi/dickinson_mi.html
The Learners’ Way: http://www.newhorizons.org/strategies/mi/forester.htm
For more information about Vygotsky, consult this website: http://web.archive.org/web/20010802101038/http://www.bestpraceduc.org/people/LevVygotsky.html
For more information about Erik Erikson, consult this website: http://www.ship.edu/~cgboeree/erikson.html
For more information about preoperational thinking, consult this website: Preoperational Thinking: http://www.bloomington.in.us/~fsa/preoperationalstage.html
For more information about discovery learning, consult this website:
Bruner: http://www.duq.edu/~tomei/ed711psy/c_bruner.htm
Alternative Mode to Delivery: http://www.csd.uwa.edu.au/altmodes/to_delivery/discovery_learning.html
For more information about infant/toddler development, consult this website: Infant/Toddler Development: http://cyfernet.ces.ncsu.edu/cyfdb/browse_2pageAnncc.php?subcat=Child+Development&search=NNCC&search_type=browse
For more information about developmental patterns from ages 3 to 5, consult these websites: Developmental Patterns—Ages 3 to 5: http://cyfernet.ces.ncsu.edu/cyfdb/browse_2pageAnncc.php?subcat=child+development&search=NNCC+search_type=browse
Early Childhood Development from 2 to 6 years of Age: http://home1.gte.net/pulsar/Library_Ref/Biology/ECD/ECD%20%202-6yrs.html
Four-year-olds: http://www.exnet.iastate.edu/Publications/PM1530F.pdf
Three-year-olds: http://www.exnet.iastate.edu/Publications/PM1530E.pdf
Two-year-olds: http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Child_development_(6)_two_to_three_years?OpenDocument
For more information about gifted education, consult these websites:
Gifted Education: http://www.sp.uconn.edu/~nrcgt/sem/semart14.html
Eric Clearinghouse on Disabilities and Gifted Education: http://ericec.org/gifted/gt-facts.html
Chapter 5
For more information about characteristics of play, consult this website:
Characteristics of Play: http://www.nncc.org/Curriculum/better.play.html
For more information about Froebel on play, consult this website: Froebel on Play: http://members.tripod.com/~FroebelWeb/web2002.html
For more information about social development and play, consult this website:
Social Development and Play: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=39
For more information about physical development and play, consult this website: Physical Development and Play: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=15
For more information about creativity and play, consult this website:
Creativity and Play: http://www.nncc.org/Curriculum/create.play.grow.html
For more information about the importance of play, consult this website:
Importance of Play: http://www.ccinfoline.8k.com/importance_of_play.htm
Chapter 6
For more information about self-esteem, consult this website:
Self-Esteem: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=126
For more information about dealing with social/emotional issues, consult this website: Social/Emotional Issues: http://familyeducation.com/topic/front/0,1156,1-7921,00.html?relinks
For more information about indirect guidance, consult this website: Indirect Guidance: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=167
For more information about relationship building, consult this website: Relationship Building: http://www.nncc.org/SACC/sac11_build.community.html
For more information about developmentally appropriate guidance, consult this website: Developmentally Appropriate Guidance: http://www.nncc.org/Guidance/guide.dev.apprch.html
For more information about discipline strategies, consult this website: Discipline Strategies: http://www.nncc.org/Guidance/effect.disc.html
For more information about dealing with temper tantrums, consult this website: Temper Tantrums: http://www.nncc.org/Guidance/tam.temp.html
For more information about building social skills, consult this website:
Teaching Problem Solving: http://www.kidsource.com/kidsource/products/I.want.my.way/I.Want.It.My.Way.html
Chapter 7
For more information about family involvement in education, consult this website:
Family Involvement in Education: http://www.education-world.com/a_admin/admin039.shtml
For more information about homeless families, consult this website: Homeless Families: http://www.nationalhomeless.org/families.html
For more information about benefits of family involvement, consult these websites: Benefits of Parent Involvement: http://www.ed.gov/offices/OERI/ECI/newsletters/97fall/early5.html http://www.ncpie.org/AboutNCPIE/AboutPartnerships.html
For more information about family-friendly schools, consult this website: Family-Friendly Schools: http://www.canr.uconn.edu/ces/child/newsarticles/FCC832.html
For more information about communicating with parents, consult these websites: Communicating with Parents: http://www.ed.gov/pubs/ReachFam/oncom.html Including Parents: http://www.circleofinclusion.org/english/guidelines/moduletwo/h.html
For more information about home visits, consult these websites: Home Visits: http://www.ed.gov/pubs/ReachFam/perscon.html http://ali.apple.com/ali_sites/glefli/exhibits/1000976/Home_Visits.html
For more information about parent-teacher conferences, consult these websites: Parent-Teacher Conferences: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=22 http://teacher.scholastic.com/professional/classmgmt/planconf.htm
For more information about families of children with special needs, consult these websites: Success Stories: http://www.specialchild.com/success.html Horror Stories: http://www.specialchild.com/horror.html
For more information about teachers working with families with gay/lesbian parents, consult these websites: http://www.personal.psu.edu/faculty/d/w/dwm3/gay.html http://www.tolerance.org/teach/printar.jsp?p=0&ar=297π=current http://www.tolerance.org/teach/current/event.jsp?cid=305 http://www.ericfacility.net/databases/ERIC_Digests/ed434188.html
For more information about involving the school in the community, consult this website: Service Learning: http://www.servicelearning.org/article/archive/35/
Chapter 8
For more information about attitudes about gender, consult these websites:
Children's Advertising and Gender Roles: http://www.mediafamily.org/facts/facts_childgen.shtml
Gender Roles and Stereotyping in Children's Literature: http://reading.indiana.edu/ieo/bibs/childgen.html
For more information about children with special needs, consult this website: Children with Special Needs: http://www.cec.sped.org/
For more information about books on diversity topics, consult this website: Books on Diversity: http://www.lib.msu.edu/corby/education/multicultural.htm
For more information about inclusion, consult these websites: Inclusion: http://www.nncc.org/Diversity/dc24_case.integrat.html http://www.ed.gov/pubs/parents/Including/
For more information about changing attitudes toward diversity, consult these websites: Hidden Bias: http://www.tolerance.org/hidden_bias/tutorials/04.html Valuing Diversity: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=21
For more information about I.D.E.A., consult this website: http://www.ideapractices.org/law/index.php http://www.ed.gov/offices/OSERS/Policy/IDEA/article1.html
Chapter 9
For more information about furnishing the learning environment, consult these websites:
Furnishing the Learning Environment:
http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=201
http://teacher.scholastic.com/professional/classmgmt/classdesign.htm
For more information about the book/quiet center, consult this website: Book/Quiet Center: http://teacher.scholastic.com/professional/classmgmt/creatingroom.htm
For more information about block centers, consult this website: Block Centers: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=167&CFID=244697&CFTOKEN=93587547
For more information about music in the curriculum, consult this website: Music in the Curriculum: http://www.menc.org/publication/books/otl.html
For more information about sand play, consult this website: Sand Play: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=68
For more information about the computer center, consult this website: Computer Center: http://teacher.scholastic.com/professional/childdev/social_software.htm
For more information about selecting toys, consult these websites: Selecting Toys: http://www.ext.colostate.edu/pubs/columncc/cc031209.html http://www.eparent.com/toys/selectingtoys.htm
For more information about spaces for children with special needs, consult this website: Spaces for Children with Special Needs: http://teacher.scholastic.com/professional/specialneeds/blockplay.htm
For more information about health and safety concerns, consult these websites: Safety with Art Materials: http://www.nncc.org/Health/dc24_art.materials.html Climbing Gym Safety: http://www.exnet.iastate.edu/Publications/SP23A.pdf Teaching Children about Health and Safety: http://www.nncc.org/Series/good.time.health.html
Chapter 10
For more information about the importance of outdoor play, consult these websites:
Importance of Outdoor Play:
http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=58
http://www.ipausa.org/declare.htm
http://www.ipausa.org/recess.htm
For more information about playground equipment manufacturers, consult this website: Playground Equipment Manufacturers: http://www.world-playground.com/playgroundequipmentreal.htm
For more information about Adventure Playgrounds, consult this website: Adventure Playgrounds: http://www.ci.berkeley.ca.us/marina/marinaexp/adventplgd.html
For more information about sand and water play, consult this website: Sand and Water Play: http://www.head-start.lane.or.us/education/curriculum/creative-curriculum/sand.html
For more information about designing playgrounds for young children, consult this website: Designing Playgrounds for Young Children: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=65
For more information about parachute play, consult these websites: Parachute Play: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=56 http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=71
For more information about playground safety, consult this website: Playground Safety: http://www.cpsc.gov/cpscpub/pubs/playpubs.html
For more information about health considerations, consult this website: Health Considerations: http://cyfernet.ces.ncsu.edu/cyfdb/browse_2pageAnncc.php?subcat=Health+and+Safety&search=NNCC&search_type=browse
Chapter 11
For more information about developmentally appropriate practice, consult this website:
Developmentally Appropriate Practice:
http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=18
For more information about developmental abilities of primary children, consult this website: Developmental Abilities of Primary Children: http://www.nncc.org/Child.Dev/ages.stages.6y.8y.html
For more information about planning for preschoolers, consult this website: Planning for Preschoolers: http://www.nncc.org/Curriculum/planguide.html
For more information about an integrated curriculum, consult this website: Integrated Curriculum: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=9
For more information about the values of integrated learning, consult this website: Values of Integrated Learning: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=112
For more information about the project approach, consult this website: Project Approach: http://www.project-approach.com/definition.htm
For examples of projects, consult this website: Examples of Projects: http://www.project-approach.com/examples/projects.htm#1-3
For more information about standardized tests, consult this website: The Limits of Standardized Testing: http://www.fairtest.org/facts/Limits%20of%20Tests.htm Appropriate Use of Standardized Tests: http://www.apa.org/pubinfo/testing.html Why We Should Oppose High Stakes Testing: http://www.alfiekohn.org/standards/standards.htm
For more information about portfolio assessment, consult these websites: Portfolio Assessment: http://www.kidsource.com/kidsource/content3/portfolio.young.pre.3.html http://www.doe.state.la.us/lde/uploads/4037.pdf
Chapter 12
For more information about developing social skills on the playground, consult this website:
Developing Social Skills on the Playground: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=39
For more information about movement and cognitive development, consult this website: Movement and Cognitive Development: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=15
For more information about fitness for young children, consult this website: Fitness for Young Children: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=190
For more information about teaching children about their bodies, consult this website: Teaching Children About Their Bodies: http://www.earlychildhood.com/community/news/news_feature.asp?docId=102815
For more information about indoor physical activities, consult this website: Indoor Physical Activities: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=189
For more information about personal hygiene, consult these websites: Personal Hygiene: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=66 http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=195
For more information about nutrition information for parents, consult this website: KidsHealth for Parents: http://www.kidshealth.org/parent/nutrition_fit/
For more information about how to deal with violent play, consult these websites: http://www.beansprout.net/content/package_item.jhtml?ElementId=100814&audience=Family&category=Parenting&package=994447618 http://www.naeyc.org/resources/news/meet_children.pdf
Chapter 13
For more information about developing children's social skills, consult these websites:
Developing Children's Social Skills:
http://www.nncc.org/Guidance/dc26_wo.friends1.html
http://www.nncc.org/Guidance/dc31_wo.friends2.html
http://www.nncc.org/Guidance/dc32_wo.friends3.html
For more information about self-concept, consult this website: Self-Concept: http://www.exnet.iastate.edu/Publications/PM1529H.pdf
For more information about peer interactions, consult these websites: Peer Interactions http://www.nncc.org/Guidance/cc21_learn.kindness.html http://www.nncc.org/Guidance/dc11_sharing.html
For more information about expressing feelings, consult this website: Expressing Feelings: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=61
For more information about helping children play together, consult these websites: Helping Children Play Together: http://teacher.scholastic.com/professional/bruceperry/pleasure.htm http://www.hec.ohio-state.edu/famlife/divorce/pguides/sp6.htm
For more information about understanding childhood fears, consult this website: Understanding Childhood Fears: http://www.exnet.iastate.edu/Publications/PM1529D.pdf"
For more information about helping children cope with stress, consult this website: Helping Children Cope with Stress: http://www.extension.iastate.edu/Publications/PM1660F.pdf
For more information about teacher stress and burnout, consult these websites: Teacher Stress and Burnout: http://interact.uoregon.edu/WRRC/Burnout.html http://www.ed.gov/databases/ERIC_Digests/ed327296.html
For more information about child abuse, consult these websites: Statistics: http://nccanch.acf.hhs.gov/ Recognizing Child Abuse and Neglect: http://nccanch.acf.hhs.gov/pubs/factsheets/signs.cfm Consequences of Abuse and Neglect: http://nccanch.acf.hhs.gov/pubs/usermanuals/treatmen/conseq.cfm
Chapter 14
For more information about learning facts, consult this website:
Learning Facts: http://teacher.scholastic.com/professional/teachstrat/arith.htm
For more information about using manipulatives in mathematics, consult this website: Using Manipulatives in Mathematics: http://teacher.scholastic.com/professional/teachstrat/manipulatives_7musts.htm
For more information about problem solving, consult this website: Problem Solving: http://standards.nctm.org/document/chapter3/prob.htm
For more information about cooking with kids, consult this website: Cooking with Kids: http://4recipes.4anything.com/network-frame/0,1855,5876-51374,00.html
For more information about scientific attitudes, consult this website: Scientific Attitudes: http://www.nsta.org/parents/skills.asp
For more information about the content of social studies, consult this website: Content of Social Studies: http://www.socialstudies.org/standards/exec.html
For more information about infant/toddler learning, consult this website: Infant/Toddler Learning: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=76
For more information about getting parents involved in mathematics learning, consult this website: Getting Parents Involved in Mathematics Learning: http://www.math.com/parents/articles/helpmath.html
Chapter 15
For more information about language development, consult this website:
Language Development: http://www.exnet.iastate.edu/Publications/PM1529F.pdf
For more information about facilitating language learning through storytelling, consult these websites: Facilitating Language Learning Through Storytelling: http://www.nncc.org/Literacy/better.storytell.html http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=200&CFID=244697&CFTOKEN=93587547
For more information about good books to read aloud, consult this website: Good Books to Read Aloud: http://www.nncc.org/Literacy/better.read.list.html
For more information about dramatic play props, consult this website: Dramatic Play Props: http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li1lk28.htm
For more information about emergent literacy, consult this website: Emergent Literacy: http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li1lk1.htm
For more information about supporting emergent literacy, consult this website: Supporting Emergent Literacy: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=212
For more information about children's books, consult this website: Children's Books: http://www.acs.ucalgary.ca/~dkbrown/index.html
For more information about supporting children's writing, consult these websites: Supporting Children's Writing: http://www.ed.gov/databases/ERIC_Digests/ed327312.html http://teacher.scholastic.com/professional/teachstrat/writing.htm
For more information about formal reading instruction, consult this website: Formal Reading Instruction: http://teacher.scholastic.com/professional/teachstrat/balanced.htm
For more information about developing literacy skills for children whose first language is not English, consult this website: http://www.mhsqic.org/init/seclang/LitBook.pdf
Chapter 16
For more information about creativity, consult these websites:
Creativity: http://www.stenhouse.com/pdfs/0007ch01.pdf
http://www.womenfolk.com/creativity/kids.htm
For more information about creativity and play, consult this website: Creativity and Play: http://www.nncc.org/Curriculum/create.play.grow.html
For more information about the benefits of the arts, consult these websites: Benefits of the Arts: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=257
For more information about early childhood art, consult this website: Early Childhood Art: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=113&CFID=244697&CFTOKEN=93587547
For more information about the importance of music in early childhood, consult this website: Importance of Music in Early Childhood: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=69&CFID=244697&CFTOKEN=93587547
For more information about play and music, consult this website: Play and Music: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=361
For more information about the differences between arts and crafts, consult this website: Differences Between Arts and Crafts: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=80
For more information about multicultural songs, consult this website: Multicultural Songs: http://curry.edschool.virginia.edu/go/multicultural/arts/songs.html
For more information about art and Reggio Emilia, consult these websites: http://ecrp.uiuc.edu/v3n1/hertzog.html http://www.designshare.com/Research/Tarr/Aesthetic_Codes_1.htm
Chapter 17
For more information about problems associated with TV viewing, consult these websites:
"What About TV and My Child's Brain? Part 1": http://www.nwrel.org/pirc/hot11.html
"What About TV and My Child's Brain? Part 2": http://www.nwrel.org/pirc/hot12.html
"What About TV and My Child's Brain? Part 3": http://www.nwrel.org/pirc/hot13.html
For more information about television violence, consult this website: Television Violence: Content, Context, and Consequences: http://www.hi-ho.ne.jp/taku77/refer/tvvio.htm
For more information about children's video games, consult this website: Children's Video Games: http://www.ed.gov/databases/ERIC_Digests/ed365477.html
For more information about developmentally appropriate computer use, consult this website: Developmentally Appropriate Computer Use: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=23&CFID=244697&CFTOKEN=93587547
Using Computers Age by Age: http://teacher.scholastic.com/professional/childdev/using_computer.htm
For more information about computers and social interactions, consult these websites: Computers and Social Interactions: http://teacher.scholastic.com/professional/childdev/social_software.htm Software and Social-Emotional Growth: http://teacher.scholastic.com/professional/childdev/computer_emotional.htm
For more information about selecting children's software, consult these websites: Selecting Children's Software: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=199&CFID=244697&CFTOKEN=93587547 Choosing Children's Software: http://www.childrenssoftware.com/choosing
For more information about Children's Software Review, consult this website: Children's Software Review: http://www.childrenssoftware.com/
For more information about a computer center, consult this website: Computer Center: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=183
It was great talking to you this evening and I am really excited to work with you on this course!!I am excited to start looking at the text and developing the first discussion - I love the idea of developing the syllabus ahead of time - I too like to have everything done before the class starts so I can devote most of my attention to tweaking and concentrating on students, discussions, clarifications, etc.
Here is the weblinks page from my current ece course but make sure you check out funbrain.com as well! I hope these work - I have them all set up to just click and go. I will also order the book, You're Smarter Than You Think. I want to check it out - sounds like it will be useful in anything I teach! Talk to you soon! Here's the links!
Lynn
Great Web Links! They were all available when I researched them – however, some may not be accessible now; therefore I have provided you with many alternatives1
Chapter 1
For more information about infant and toddler programs:
Zero to three: http://www.zerotothree.org
Birth to three: http://www.surestart.gov.uk/ensuringquality/birthtothreematters/
For more information about child care programs, consult these websites:
National Child Care Information Center: http://www.nccic.org/
Child Care Aware: http://www.childcareaware.org/
National Network for Child Care: http://cyfernet.ces.ncsu.edu/cyfdb/browse_2pageAnncc.php?subcat=Child+Care+Options&search=NNCC&search_type=browse
For more information about multiage education, consult these websites:
Multiage Classrooms: http://www.yarmouth.k12.me.us/Rowe/multiage.html
What is a Multiage Primary Classroom? http://www.edzone.net/~kinney/MAdef.htm Multiage Education: http://www.multiage-education.com/
Building Support for Multiage Education: http://eric.uoregon.edu/publications/digests/digest114.html
Nongraded Primary Education: http://www.nwrel.org/scpd/sirs/7/cu14.html
For more information about the roles of early childhood teachers, consult these websites: The Seven Faces of the Early Childhood Educator: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=171
Roles and Responsibilities Related to Child Maltreatment: http://nccanch.acf.hhs.gov/pubs/usermanuals/caregive/section1.cfm
Roles of Early Childhood Educators: http://www.unl.edu/ECSE/roles.shtml
For more information on No Child Left Behind:
U.S. Department of Education: http://www.ed.gov/nclb/landing.jhtml?src=pb
White House News on Educational Reform: http://www.whitehouse.gov/infocus/education/
NEA's view of NCLB: http://www.nea.org/esea/
Education World: http://www.educationworld.com/a_issues/issues273.shtml
Chapter 2
For more information about Rousseau, consult this website:
Rousseau: http://www.ilt.columbia.edu/publications/emile.html
For more information about Froebel, consult this website:
Froebel: http://members.tripod.com/~FroebelWeb/
For more information about Vygotsky, consult this website: http://web.archive.org/web/20010802101038/http://www.bestpraceduc.org/people/LevVygotsky.html
For more information about Piaget, consult this website:
http://www.piaget.org/
For more information about Maslow, consult this website: Maslow: http://www.ship.edu/~cgboeree/maslow.html
For more information about Bruner, consult this website: Bruner: http://www.infed.org/thinkers/bruner.htm
For more information about laboratory nursery schools visit this website:
http://cdl.uiuc.edu/nocdls/nocdls.html
Chapter 3
For more information about Montessori associations, consult this website:
The Montessori Foundation: http://www.montessori.org/
For more information about Montessori teacher preparation, consult this website: Montessori Teaching and Teacher Training: http://www.montessori.edu/info.html#teachcourses
For more information about the High/Scope program, consult this website:
High/Scope Program: http://www.highscope.org/
For more information about research on the High/Scope program, consult this website: High/Scope Research: http://www.highscope.org/Research/homepage.htm
For more information about the behaviorist perspective, consult this website: Behaviorism: http://plato.stanford.edu/entries/behaviorism/
For more information about the Bank Street program, consult these websites:
Bank Street College of Education: http://www.bnkst.edu/
Bank Street Approach: http://www.bankstreet.edu/about/
For more information about the Reggio Emilia program, consult these websites: Reggio Emilia: http://zerosei.comune.re.it/inter/index.htm The Reggio Approach: http://www.cmu.edu/cyert-center/rea.htm
Chapter 4
For more information about developmentally appropriate practice, consult these websites:
Developmentally Appropriate Practice: http://www.ed.gov/databases/ERIC_Digests/ed413106.html
For more information about multiple intelligences, consult this website:
Learning Through Many Kinds of Intelligences: http://www.newhorizons.org/strategies/mi/dickinson_mi.html
The Learners’ Way: http://www.newhorizons.org/strategies/mi/forester.htm
For more information about Vygotsky, consult this website: http://web.archive.org/web/20010802101038/http://www.bestpraceduc.org/people/LevVygotsky.html
For more information about Erik Erikson, consult this website: http://www.ship.edu/~cgboeree/erikson.html
For more information about preoperational thinking, consult this website: Preoperational Thinking: http://www.bloomington.in.us/~fsa/preoperationalstage.html
For more information about discovery learning, consult this website:
Bruner: http://www.duq.edu/~tomei/ed711psy/c_bruner.htm
Alternative Mode to Delivery: http://www.csd.uwa.edu.au/altmodes/to_delivery/discovery_learning.html
For more information about infant/toddler development, consult this website: Infant/Toddler Development: http://cyfernet.ces.ncsu.edu/cyfdb/browse_2pageAnncc.php?subcat=Child+Development&search=NNCC&search_type=browse
For more information about developmental patterns from ages 3 to 5, consult these websites: Developmental Patterns—Ages 3 to 5: http://cyfernet.ces.ncsu.edu/cyfdb/browse_2pageAnncc.php?subcat=child+development&search=NNCC+search_type=browse
Early Childhood Development from 2 to 6 years of Age: http://home1.gte.net/pulsar/Library_Ref/Biology/ECD/ECD%20%202-6yrs.html
Four-year-olds: http://www.exnet.iastate.edu/Publications/PM1530F.pdf
Three-year-olds: http://www.exnet.iastate.edu/Publications/PM1530E.pdf
Two-year-olds: http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Child_development_(6)_two_to_three_years?OpenDocument
For more information about gifted education, consult these websites:
Gifted Education: http://www.sp.uconn.edu/~nrcgt/sem/semart14.html
Eric Clearinghouse on Disabilities and Gifted Education: http://ericec.org/gifted/gt-facts.html
Chapter 5
For more information about characteristics of play, consult this website:
Characteristics of Play: http://www.nncc.org/Curriculum/better.play.html
For more information about Froebel on play, consult this website: Froebel on Play: http://members.tripod.com/~FroebelWeb/web2002.html
For more information about social development and play, consult this website:
Social Development and Play: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=39
For more information about physical development and play, consult this website: Physical Development and Play: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=15
For more information about creativity and play, consult this website:
Creativity and Play: http://www.nncc.org/Curriculum/create.play.grow.html
For more information about the importance of play, consult this website:
Importance of Play: http://www.ccinfoline.8k.com/importance_of_play.htm
Chapter 6
For more information about self-esteem, consult this website:
Self-Esteem: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=126
For more information about dealing with social/emotional issues, consult this website: Social/Emotional Issues: http://familyeducation.com/topic/front/0,1156,1-7921,00.html?relinks
For more information about indirect guidance, consult this website: Indirect Guidance: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=167
For more information about relationship building, consult this website: Relationship Building: http://www.nncc.org/SACC/sac11_build.community.html
For more information about developmentally appropriate guidance, consult this website: Developmentally Appropriate Guidance: http://www.nncc.org/Guidance/guide.dev.apprch.html
For more information about discipline strategies, consult this website: Discipline Strategies: http://www.nncc.org/Guidance/effect.disc.html
For more information about dealing with temper tantrums, consult this website: Temper Tantrums: http://www.nncc.org/Guidance/tam.temp.html
For more information about building social skills, consult this website:
Teaching Problem Solving: http://www.kidsource.com/kidsource/products/I.want.my.way/I.Want.It.My.Way.html
Chapter 7
For more information about family involvement in education, consult this website:
Family Involvement in Education: http://www.education-world.com/a_admin/admin039.shtml
For more information about homeless families, consult this website: Homeless Families: http://www.nationalhomeless.org/families.html
For more information about benefits of family involvement, consult these websites: Benefits of Parent Involvement: http://www.ed.gov/offices/OERI/ECI/newsletters/97fall/early5.html http://www.ncpie.org/AboutNCPIE/AboutPartnerships.html
For more information about family-friendly schools, consult this website: Family-Friendly Schools: http://www.canr.uconn.edu/ces/child/newsarticles/FCC832.html
For more information about communicating with parents, consult these websites: Communicating with Parents: http://www.ed.gov/pubs/ReachFam/oncom.html Including Parents: http://www.circleofinclusion.org/english/guidelines/moduletwo/h.html
For more information about home visits, consult these websites: Home Visits: http://www.ed.gov/pubs/ReachFam/perscon.html http://ali.apple.com/ali_sites/glefli/exhibits/1000976/Home_Visits.html
For more information about parent-teacher conferences, consult these websites: Parent-Teacher Conferences: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=22 http://teacher.scholastic.com/professional/classmgmt/planconf.htm
For more information about families of children with special needs, consult these websites: Success Stories: http://www.specialchild.com/success.html Horror Stories: http://www.specialchild.com/horror.html
For more information about teachers working with families with gay/lesbian parents, consult these websites: http://www.personal.psu.edu/faculty/d/w/dwm3/gay.html http://www.tolerance.org/teach/printar.jsp?p=0&ar=297π=current http://www.tolerance.org/teach/current/event.jsp?cid=305 http://www.ericfacility.net/databases/ERIC_Digests/ed434188.html
For more information about involving the school in the community, consult this website: Service Learning: http://www.servicelearning.org/article/archive/35/
Chapter 8
For more information about attitudes about gender, consult these websites:
Children's Advertising and Gender Roles: http://www.mediafamily.org/facts/facts_childgen.shtml
Gender Roles and Stereotyping in Children's Literature: http://reading.indiana.edu/ieo/bibs/childgen.html
For more information about children with special needs, consult this website: Children with Special Needs: http://www.cec.sped.org/
For more information about books on diversity topics, consult this website: Books on Diversity: http://www.lib.msu.edu/corby/education/multicultural.htm
For more information about inclusion, consult these websites: Inclusion: http://www.nncc.org/Diversity/dc24_case.integrat.html http://www.ed.gov/pubs/parents/Including/
For more information about changing attitudes toward diversity, consult these websites: Hidden Bias: http://www.tolerance.org/hidden_bias/tutorials/04.html Valuing Diversity: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=21
For more information about I.D.E.A., consult this website: http://www.ideapractices.org/law/index.php http://www.ed.gov/offices/OSERS/Policy/IDEA/article1.html
Chapter 9
For more information about furnishing the learning environment, consult these websites:
Furnishing the Learning Environment:
http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=201
http://teacher.scholastic.com/professional/classmgmt/classdesign.htm
For more information about the book/quiet center, consult this website: Book/Quiet Center: http://teacher.scholastic.com/professional/classmgmt/creatingroom.htm
For more information about block centers, consult this website: Block Centers: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=167&CFID=244697&CFTOKEN=93587547
For more information about music in the curriculum, consult this website: Music in the Curriculum: http://www.menc.org/publication/books/otl.html
For more information about sand play, consult this website: Sand Play: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=68
For more information about the computer center, consult this website: Computer Center: http://teacher.scholastic.com/professional/childdev/social_software.htm
For more information about selecting toys, consult these websites: Selecting Toys: http://www.ext.colostate.edu/pubs/columncc/cc031209.html http://www.eparent.com/toys/selectingtoys.htm
For more information about spaces for children with special needs, consult this website: Spaces for Children with Special Needs: http://teacher.scholastic.com/professional/specialneeds/blockplay.htm
For more information about health and safety concerns, consult these websites: Safety with Art Materials: http://www.nncc.org/Health/dc24_art.materials.html Climbing Gym Safety: http://www.exnet.iastate.edu/Publications/SP23A.pdf Teaching Children about Health and Safety: http://www.nncc.org/Series/good.time.health.html
Chapter 10
For more information about the importance of outdoor play, consult these websites:
Importance of Outdoor Play:
http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=58
http://www.ipausa.org/declare.htm
http://www.ipausa.org/recess.htm
For more information about playground equipment manufacturers, consult this website: Playground Equipment Manufacturers: http://www.world-playground.com/playgroundequipmentreal.htm
For more information about Adventure Playgrounds, consult this website: Adventure Playgrounds: http://www.ci.berkeley.ca.us/marina/marinaexp/adventplgd.html
For more information about sand and water play, consult this website: Sand and Water Play: http://www.head-start.lane.or.us/education/curriculum/creative-curriculum/sand.html
For more information about designing playgrounds for young children, consult this website: Designing Playgrounds for Young Children: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=65
For more information about parachute play, consult these websites: Parachute Play: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=56 http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=71
For more information about playground safety, consult this website: Playground Safety: http://www.cpsc.gov/cpscpub/pubs/playpubs.html
For more information about health considerations, consult this website: Health Considerations: http://cyfernet.ces.ncsu.edu/cyfdb/browse_2pageAnncc.php?subcat=Health+and+Safety&search=NNCC&search_type=browse
Chapter 11
For more information about developmentally appropriate practice, consult this website:
Developmentally Appropriate Practice:
http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=18
For more information about developmental abilities of primary children, consult this website: Developmental Abilities of Primary Children: http://www.nncc.org/Child.Dev/ages.stages.6y.8y.html
For more information about planning for preschoolers, consult this website: Planning for Preschoolers: http://www.nncc.org/Curriculum/planguide.html
For more information about an integrated curriculum, consult this website: Integrated Curriculum: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=9
For more information about the values of integrated learning, consult this website: Values of Integrated Learning: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=112
For more information about the project approach, consult this website: Project Approach: http://www.project-approach.com/definition.htm
For examples of projects, consult this website: Examples of Projects: http://www.project-approach.com/examples/projects.htm#1-3
For more information about standardized tests, consult this website: The Limits of Standardized Testing: http://www.fairtest.org/facts/Limits%20of%20Tests.htm Appropriate Use of Standardized Tests: http://www.apa.org/pubinfo/testing.html Why We Should Oppose High Stakes Testing: http://www.alfiekohn.org/standards/standards.htm
For more information about portfolio assessment, consult these websites: Portfolio Assessment: http://www.kidsource.com/kidsource/content3/portfolio.young.pre.3.html http://www.doe.state.la.us/lde/uploads/4037.pdf
Chapter 12
For more information about developing social skills on the playground, consult this website:
Developing Social Skills on the Playground: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=39
For more information about movement and cognitive development, consult this website: Movement and Cognitive Development: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=15
For more information about fitness for young children, consult this website: Fitness for Young Children: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=190
For more information about teaching children about their bodies, consult this website: Teaching Children About Their Bodies: http://www.earlychildhood.com/community/news/news_feature.asp?docId=102815
For more information about indoor physical activities, consult this website: Indoor Physical Activities: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=189
For more information about personal hygiene, consult these websites: Personal Hygiene: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=66 http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=195
For more information about nutrition information for parents, consult this website: KidsHealth for Parents: http://www.kidshealth.org/parent/nutrition_fit/
For more information about how to deal with violent play, consult these websites: http://www.beansprout.net/content/package_item.jhtml?ElementId=100814&audience=Family&category=Parenting&package=994447618 http://www.naeyc.org/resources/news/meet_children.pdf
Chapter 13
For more information about developing children's social skills, consult these websites:
Developing Children's Social Skills:
http://www.nncc.org/Guidance/dc26_wo.friends1.html
http://www.nncc.org/Guidance/dc31_wo.friends2.html
http://www.nncc.org/Guidance/dc32_wo.friends3.html
For more information about self-concept, consult this website: Self-Concept: http://www.exnet.iastate.edu/Publications/PM1529H.pdf
For more information about peer interactions, consult these websites: Peer Interactions http://www.nncc.org/Guidance/cc21_learn.kindness.html http://www.nncc.org/Guidance/dc11_sharing.html
For more information about expressing feelings, consult this website: Expressing Feelings: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=61
For more information about helping children play together, consult these websites: Helping Children Play Together: http://teacher.scholastic.com/professional/bruceperry/pleasure.htm http://www.hec.ohio-state.edu/famlife/divorce/pguides/sp6.htm
For more information about understanding childhood fears, consult this website: Understanding Childhood Fears: http://www.exnet.iastate.edu/Publications/PM1529D.pdf"
For more information about helping children cope with stress, consult this website: Helping Children Cope with Stress: http://www.extension.iastate.edu/Publications/PM1660F.pdf
For more information about teacher stress and burnout, consult these websites: Teacher Stress and Burnout: http://interact.uoregon.edu/WRRC/Burnout.html http://www.ed.gov/databases/ERIC_Digests/ed327296.html
For more information about child abuse, consult these websites: Statistics: http://nccanch.acf.hhs.gov/ Recognizing Child Abuse and Neglect: http://nccanch.acf.hhs.gov/pubs/factsheets/signs.cfm Consequences of Abuse and Neglect: http://nccanch.acf.hhs.gov/pubs/usermanuals/treatmen/conseq.cfm
Chapter 14
For more information about learning facts, consult this website:
Learning Facts: http://teacher.scholastic.com/professional/teachstrat/arith.htm
For more information about using manipulatives in mathematics, consult this website: Using Manipulatives in Mathematics: http://teacher.scholastic.com/professional/teachstrat/manipulatives_7musts.htm
For more information about problem solving, consult this website: Problem Solving: http://standards.nctm.org/document/chapter3/prob.htm
For more information about cooking with kids, consult this website: Cooking with Kids: http://4recipes.4anything.com/network-frame/0,1855,5876-51374,00.html
For more information about scientific attitudes, consult this website: Scientific Attitudes: http://www.nsta.org/parents/skills.asp
For more information about the content of social studies, consult this website: Content of Social Studies: http://www.socialstudies.org/standards/exec.html
For more information about infant/toddler learning, consult this website: Infant/Toddler Learning: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=76
For more information about getting parents involved in mathematics learning, consult this website: Getting Parents Involved in Mathematics Learning: http://www.math.com/parents/articles/helpmath.html
Chapter 15
For more information about language development, consult this website:
Language Development: http://www.exnet.iastate.edu/Publications/PM1529F.pdf
For more information about facilitating language learning through storytelling, consult these websites: Facilitating Language Learning Through Storytelling: http://www.nncc.org/Literacy/better.storytell.html http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=200&CFID=244697&CFTOKEN=93587547
For more information about good books to read aloud, consult this website: Good Books to Read Aloud: http://www.nncc.org/Literacy/better.read.list.html
For more information about dramatic play props, consult this website: Dramatic Play Props: http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li1lk28.htm
For more information about emergent literacy, consult this website: Emergent Literacy: http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li1lk1.htm
For more information about supporting emergent literacy, consult this website: Supporting Emergent Literacy: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=212
For more information about children's books, consult this website: Children's Books: http://www.acs.ucalgary.ca/~dkbrown/index.html
For more information about supporting children's writing, consult these websites: Supporting Children's Writing: http://www.ed.gov/databases/ERIC_Digests/ed327312.html http://teacher.scholastic.com/professional/teachstrat/writing.htm
For more information about formal reading instruction, consult this website: Formal Reading Instruction: http://teacher.scholastic.com/professional/teachstrat/balanced.htm
For more information about developing literacy skills for children whose first language is not English, consult this website: http://www.mhsqic.org/init/seclang/LitBook.pdf
Chapter 16
For more information about creativity, consult these websites:
Creativity: http://www.stenhouse.com/pdfs/0007ch01.pdf
http://www.womenfolk.com/creativity/kids.htm
For more information about creativity and play, consult this website: Creativity and Play: http://www.nncc.org/Curriculum/create.play.grow.html
For more information about the benefits of the arts, consult these websites: Benefits of the Arts: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=257
For more information about early childhood art, consult this website: Early Childhood Art: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=113&CFID=244697&CFTOKEN=93587547
For more information about the importance of music in early childhood, consult this website: Importance of Music in Early Childhood: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=69&CFID=244697&CFTOKEN=93587547
For more information about play and music, consult this website: Play and Music: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=361
For more information about the differences between arts and crafts, consult this website: Differences Between Arts and Crafts: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=80
For more information about multicultural songs, consult this website: Multicultural Songs: http://curry.edschool.virginia.edu/go/multicultural/arts/songs.html
For more information about art and Reggio Emilia, consult these websites: http://ecrp.uiuc.edu/v3n1/hertzog.html http://www.designshare.com/Research/Tarr/Aesthetic_Codes_1.htm
Chapter 17
For more information about problems associated with TV viewing, consult these websites:
"What About TV and My Child's Brain? Part 1": http://www.nwrel.org/pirc/hot11.html
"What About TV and My Child's Brain? Part 2": http://www.nwrel.org/pirc/hot12.html
"What About TV and My Child's Brain? Part 3": http://www.nwrel.org/pirc/hot13.html
For more information about television violence, consult this website: Television Violence: Content, Context, and Consequences: http://www.hi-ho.ne.jp/taku77/refer/tvvio.htm
For more information about children's video games, consult this website: Children's Video Games: http://www.ed.gov/databases/ERIC_Digests/ed365477.html
For more information about developmentally appropriate computer use, consult this website: Developmentally Appropriate Computer Use: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=23&CFID=244697&CFTOKEN=93587547
Using Computers Age by Age: http://teacher.scholastic.com/professional/childdev/using_computer.htm
For more information about computers and social interactions, consult these websites: Computers and Social Interactions: http://teacher.scholastic.com/professional/childdev/social_software.htm Software and Social-Emotional Growth: http://teacher.scholastic.com/professional/childdev/computer_emotional.htm
For more information about selecting children's software, consult these websites: Selecting Children's Software: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=199&CFID=244697&CFTOKEN=93587547 Choosing Children's Software: http://www.childrenssoftware.com/choosing
For more information about Children's Software Review, consult this website: Children's Software Review: http://www.childrenssoftware.com/
For more information about a computer center, consult this website: Computer Center: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=183
Wednesday, March 11, 2009
Update
Hi Lynn,
How are you? Hope you are settled back in Maine and enjoying your current classes. I am feeling a little swamped at the moment. My English Comp. class was getting a bit unwieldy so I made some changes to the assignments in hopes that they will cut down on the number of posts, while improving the overall quality. I have the literature class down to a science, but this new course still needs some fine-tuning.
I contacted the publisher and got the correct ISBN for the text book bundle, which includes the Carol Gestwicki booklet. The 10-digit number is 14283225523. I will go ahead and adopt it as soon as the adoption site opens.
I was also thinking that it would be a good idea for us to be in touch once a week, say on Wednesdays, so we could divide up the tasks and report on progress. We could both just check this blog site for updates.
Take care and I look forward to hearing from you.
Suzanne
802.922.0058
How are you? Hope you are settled back in Maine and enjoying your current classes. I am feeling a little swamped at the moment. My English Comp. class was getting a bit unwieldy so I made some changes to the assignments in hopes that they will cut down on the number of posts, while improving the overall quality. I have the literature class down to a science, but this new course still needs some fine-tuning.
I contacted the publisher and got the correct ISBN for the text book bundle, which includes the Carol Gestwicki booklet. The 10-digit number is 14283225523. I will go ahead and adopt it as soon as the adoption site opens.
I was also thinking that it would be a good idea for us to be in touch once a week, say on Wednesdays, so we could divide up the tasks and report on progress. We could both just check this blog site for updates.
Take care and I look forward to hearing from you.
Suzanne
802.922.0058
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