COLLEGE OF SOUTHERN IDAHO
                     PRACTICUMS 1-4: EARC 155, 156, 255, 256
                      SEMINARS 1-4: EARC 166, 167, 266, 267

LOCATION: 246 Falls Ave, Preschool Lab
TIME: Monday 11:15-12:45Tuesday-Thursday 8:00-12:20
SEMESTER: Fall 2009
CREDITS: Practicum 3 credits, Seminar 2 credits
Office: Aspen 122 Hours:Check posted schedule at lab,website or by
Phone: 732-6870 (office/lab) 735-5108 (home)

CSI e-mail
E-mail is the primary source of written communication with all CSI students. Students
automatically get a CSI e-mail account when they register for courses. Messages from
instructors and various offices such as Admission and Records, Advising, Financial Aid,
Scholarships, etc. will be sent to the students’ CSI accounts (NOT their personal e-mail
accounts). It is the students’ responsibility to check their CSI e-mail accounts
regularly. Failing to do so will result in missing important messages and deadlines.
Students can check their CSI e-mail online at Student e-mail
addresses have the following format: At the beginning of
each semester free training sessions will be offered to students who need help using
their CSI e-mail accounts.


        Practicum: Early Childhood Education Practicum experiences are designed to
provide students with opportunities to observe and practice in early childhood settings.
Students spend time in the on-campus Early Childhood Education Lab School and in
Community Early Childhood settings. In both settings, students are involved in
observing and recording individual children’s growth and development, planning
curriculum, interacting directly with children, practicing classroom skills, and interacting
with families. Students will apply principles of room arrangement and scheduling, child
guidance, and staff relationships. As students advance through the practicum levels,
they will assume greater responsibility for planning and supervision, child evaluation,
family conferences and family newsletters in the lab setting.

        Seminar: Early Childhood Education Seminars are designed to introduce
students to concepts and practices expected of them during their Practicum experiences
in the Lab School and Community settings. Topics include child observation and
assessment, curriculum planning, and family interactions. Practicum assignments are
explained and discussed, and students are guided through planning and reflection
processes related to their observation and teaching experiences. Students will co-plan
and coordinate responsibilities for teaching in the Lab School and discuss their
experiences in the Community settings.


During each semester of Practicum, students are required to spend 7 hours per week in
early childhood settings. These hours are distributed across the Lab Schools and
community settings. Each semester, students are also required to enroll in Seminar,
which meets 2 hours each week. Additionally, students generally spend 1-2 hours each
week completing assignments.

Students must take Practicums 1-4 and the coordinating Seminars 1-4 in sequence.
Practicum and Seminar must be taken simultaneously. The number of
Practicum/Seminar levels taken depends on the degree the student is seeking:
       Postsecondary Vocational Certificate - Practicum 1 & 2, Seminar 1 & 2
       Technical Certificate - Practicum 1, 2, 3 & Seminar 1, 2, 3
       Associate of Applied Science - Practicum 1, 2, 3, 4, 5, & Seminar 1, 2, 3, 4

Students with communication and math skills below recommended levels should register
for Academic Development Classes:
COMPASS score 61-79 Reading READ 080, Developmental Reading
COMPASS score 16-46 Writing: ENG 011 Basic English and Writing
                 47-69 Writing : ENGL 090 Developemental English
COMPASS score 22-46 Pre-Algebra MATH 009 Math Concepts
                 53-100 MATH 010 Beginning Algebra
COMPASS score below 85 -Vocabulary ENGL 088 Basic Vocabulary

Students should purchase the Practicum/Seminar Handbook for their level of practicum (1-4)
EACH SEMESTER at the CSI Bookstore.

The following texts should be purchased ONCE to keep for all levels of

Hohmann, M. & Weikart, D. (1995). Educating Young Children. Ypsilanti, MI:
High/Scope Press.

Hohmann, M. (1997) A Study Guide to Educating Young Children. Ypsilanti, MI:

For all levels (1-4) of Practicum and Seminar, objectives for students include:
 Become aware of an individual child’s rate of development and study that child’s
   growth in depth.
   Observe children in structured and unstructured settings.
   Develop objective recording skills
   Gain skill in interpreting data and making inferences
   Develop practical classroom skills, including interactions with individuals, small
    groups and large groups of children
   Learn to become part of a teaching team
   Interact with families
   Use knowledge of general child development and individual children to plan and
    evaluate materials, resources, activities and environments for children

As students advance through practicum levels, additional objectives include:

Practicum 2:
 Prepare and conduct family conferences

Practicum 3& 4
 Assume responsibility for coordinating & supervising lab school
 Assume responsibility as lead teacher on assigned schedule
 Complete Child Assessment and Portfolio
 Conduct Family Conferences
 Develop Family Newsletter

Computation: Determine, compute & develop a time line for hours required for
practicum placement; compute grade average at any point during the semester;
determine age of children in years and months; compute square footage of space
provided for children; and be aware of appropriate height and sizes of children’s

Human Relations: Work cooperatively with other students, staff, and parents on the
placement site. Demonstrate ethical behaviors and respect for diversity. Demonstrate
ability to develop knowledge and skill in positive guidance of young children.

Communications: Display skills required for written and verbal reports in practicum and
seminar. Show ability to learn to interact positively with other students, parents,
placement teachers and staff, and young children. Demonstrate ability to expand
vocabulary to include child development terminology and concepts.

      A. See Early Childhood Education Student Handbook
      B. See College of Southern Idaho ASCSI Student Handbook
      C. See College Catalog
      D. All students must obtain a grade of “C” or higher to advance to the next
         practicum level.

Course grades are based on a combination of points earned on attendance,

 . If you miss more than four of your commitments (Monday classes or lab
 commitments), it may result in dismissal from the class resulting in a drop or a
 grade of F.
observations, activities and evaluations
  Any missing assignment may lead to a reduction in a letter grade.


Discussions and assignments

 Full points=

        Full answers that address all parts of the discussion/question.
        Obvious time taken to do the assignment or answer the question.
        Original answer
        Applies Knowledge from the readings—references the text or readings.
        Relates course content to students’ current environment and past experiences.
        Reply post is substantial (critically analyzes the post, adds new points of view,
         asks for more information, etc.)
        Reply is appropriate (listens to others’ with respect and addresses arguments,
         not people.)

 75% of points=

        Average job, obviously thrown together, not a lot of time spent on the thought
         or task.
        Answer addresses most, but not all, aspects of the question
        Only applies some knowledge from the readings and doesn’t reference the text.
        Reply post is somewhat substantial (responds, but does not add new points of
         view or critical analysis)
You will get partial credit if:
1. the assignment is late (and if it's late, I might not respond to it)
2. you didn't respond to two other postings
3. you didn't reference the text or answer the question thoroughly


 50% or less points

        Missing big chunks of the assignment
        Late post
        Answer addresses limited portions of the question, or is absent altogether
        Does not apply knowledge from the readings.
        Reply post is not appropriate (simply saying “I agree” is not sufficient)

CSI Library has a number of reference books, magazines, journals, and videos on
children and caregivers that students may use as supplementary reading. You may
access magazine and journal Indexes at the Library by:
Go to the CSI Library page at
     Click the tab labeled Library Home Page
     Click the link to Magazines and Journal Indexes
     Click the On Campus Link to connect to the index you wish to search
        (If you are off campus, click the Off Campus link)

Other written and visual child development resources are available from Early Childhood
Education Faculty.

The Library has a service for students – Electronic Reserves – that allows for digital,
searchable access any time of day or night. Students will now be able to access reserve
items such as articles, practice tests, or answer keys from any computer via the library’s
home page. Just click on e-Reserves. (or

Any student with a documented disability may be eligible for related accommodations.
To determine eligibility and secure services, students should contact the coordinator of
Disability Services at their first opportunity after registration for a class. Student
Disability Services is located on the second floor of the Taylor Building on the Twin Falls
Campus. 208.732.6260 (voice) or 208.734.9929 (TTY) or email

On-line course evaluation statement:
Students are strongly encouraged to complete evaluations at the end of the course.
Evaluations are very important to assist the teaching staff to continually improve the
course. Evaluations are available online at: Evaluations open
up two weeks prior to the end of the course. The last day to complete an evaluation is
the last day of the course. During the time the evaluations are open, students can
complete the course evaluations at their convenience from any computer with Internet
access, including in the open lab in the Library and in the SUB. When students log in
they should see the evaluations for the courses in which they are enrolled. Evaluations
are anonymous. Filling out the evaluation should only take a few minutes. Your honest
feedback is greatly appreciated!

The College of Southern Idaho, a comprehensive community college, provides
educational, social and cultural opportunities for a diverse population of South Central
Idaho. In this rapidly changing world, CSI encourages our students to lead enriched,
productive and responsible lives.

Education Department Goals: This course addresses the following Education
Department goals:
   A. Understanding
      1. Understand important facts, concepts and theories of Social Science and
          Education subjects
      2. Acquire techniques and methods used to gain new knowledge in the
   B. Interpreting
      3. Develop ability to distinguish between fact and opinion
      4. Use evaluation , analysis and synthesis to interpret and solve problems
   C. Applying
      5. Use different perspectives from the social sciences and education to make
          better-informed decisions
      6. Acquire an informed understanding of various cultures
      7. Prepare to transfer to a university

Early Childhood Education Program Goals: This course also addresses the following
Early Childhood Education Program goals:
1. Understand developmentally appropriate theories, models, and practices for young
children and families
2. Apply early childhood concepts and knowledge to planning environments, curriculum,
family interactions and program management
3. Demonstrate ability to respond to the holistic needs of diverse children and families in
a variety of settings
4. Interact professionally and ethically with diverse children, families and coworkers
5. Utilize professional and community resources to promote developmentally appropriate
care and education of children and families

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