HD FS 525 Theories and Research in Early Childhood Education Fall 2009 Susan Hegland email@example.com (515) 294-4616 SYLLABUS HD FS 525. Theories and Research in Early Childhood Education. (3-0) Cr. 3. Analysis of contemporary and historical models, including early intervention programs. Examination of relationships among physical environment, programming, teacher effectiveness, and child outcomes. LEARNING OUTCOMES: Participants will 1. Review research evidence supporting professional standards for developmentally appropriate practices that are individually, developmentally, and culturally appropriate. 2. Apply research-based criteria in evaluating early childhood education activities, strategies, and materials for young children. 3. Review evidence-based curricula supporting the development of motor skills, approaches to learning, language & literacy, mathematics, science, and creative arts in young children. 4. Identify useful observational assessment tools for effective teaching, interactions, materials, and environmental supports. TEXTS Bredekamp, S. & Copple, C. (1997). Developmentally appropriate practice in early childhood programs: Revised Ed. Washington, DC: National Association for the Education of Young Children. Groak, C. J., Mehaffie, K., McCall, R., & Greenberg, M. (2007). Evidence-based practices and programs for early childhood care and education. Thousand Oaks, CA: Corwin Press. Course Website: ISU Web CT; http://www.fcs.iastate.edu/classweb/default.htm Please address any special needs or special accommodations with me at the beginning of the semester or as soon as you become aware of your needs. Those seeking accommodations based on disabilities should obtain a Student Academic Accommodation Request (SAAR) form from the Disability Resources (DR) office (515-294-6624). DR is located in 1076 Students Services Building. HD FS 525: Theories & Research in Early Childhood Education Fall 2009 page 2 WEEKS, TOPICS, AND TEXTBOOK ASSIGNMENTS Date Topic and Assignment 8-26 Discussion: Getting to Know You 9-2 Due: Looking for High Quality Early Childhood Education Discussion: What is High Quality Early Childhood Education? What is Developmentally Appropriate Practice (DAP)? What is Developmentally Inappropriate Practice (DIP)? Bredekamp & Copple, Part I- II: (pp. 3-51). Empirical Study: Goldstein, L. (2007). Beyond the DAP versus standards dilemma: Examining the unforgiving complexity of kindergarten teaching in the United States. Early Childhood Research Quarterly, 22, 39 – 54. 9-9 Review: School Readiness Groark et al., Introduction (pp. xix – xxiii) Groark et al., Chapter 1: School Readiness: Definitions, best practices, assessments, and costs (pp. 3 – 24). Empirical Study: Duncan, G. J., Dowsett, C. J., Cleaessens, A., Magnuson, K., Huston, A. C., Klebanov, Pl, Pagani, L. S., Feinstein, L., Engel, M.., Brooks-Gunn, J., Sexton, H., Duckworth, K., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 41 (6), 1428 – 1446. 9-16 Review: Early Intervention Groark et al., ch. 2: Early intervention practices for children with and at risk for delays. Empirical Study: Barnett, W. S., Yarosz, D. J., Thomas, J., Jung, K., & Blanco, D. (2007). Two-way and monolingual English immersion in preschool education: An experimental comparison. Early Childhood Research Quarterly, 22, 277 – 293. HD FS 525: Theories & Research in Early Childhood Education Fall 2009 page 3 Date Topic and Assignment 9-23 Review: Transitions. Groark et al., Ch. 3. Best practices for transitions into kindergartens. Empirical Study: Locasale-Crouch, J., Mashburn, A. J., Downer, J. T., & Pianta, R. C. (2008). Pre- kindergarten teachers’ use of transition practices and children’s adjustment to kindergarten. Early Childhood Research Quarterly, 23, 124 – 139. 9-30 Review: Publicly Funded Programs; Demonstration Programs Groark et al., Ch. 4. Publicly funded programs and their benefits for children. Groark et al., Ch. 5. Demonstration programs and successful outcomes. Empirical Study: Barnett, W. S., Jung, K., Yarosz, D. J., Thomas, J., Hornbeck, A., Stechuk, R., & Burns, S. (2008). Educational effects of the Tools of the Mind curriculum: A randomized trial. Early Childhood Research Quarterly, 23, 299 – 313. 10-7 Review: Professional Development Programs; Effective Literacy Programs Groark et al., Ch. 9. Professional Development and Higher Education Systems to Develop Qualiifed Early Childhood Educators. Empirical Studies: Dickinson, D. K. & Caswell, L. (2008). Building support for language and early literacy in preschool classrooms through in-service professional development: Effects of the Literacy Environment Enrichment Program (LEEP). Early Childhood Research Quarterly, 22, 243 – 260. Landry, S. H., Swank, P. HR., Smith, K. E., Assel, M. A., & Gunnewig, S. B. (2006). Enhancing early literacy skills for preschool children: Bringing a professional development model to scale. Journal of Learning Disabilities, 39 (5), 306 – 324. 10-14 Due: Evidence-Based Practices Paper I HD FS 525: Theories & Research in Early Childhood Education Fall 2009 page 4 Date Topic and Assignment 10-21 Due: Proposal Topics: 10-15 powerpoint slides summarizing topic, including related theory and research Review: Evidence-Based Early Mathematics Curricula National Research Council. (2009). Chapter 7: Standards, assessment, instruction, and assessment. In C. Cross, T. Woods, and H. Schweingruber (Eds.) Mathematics learning in early childhood: Paths toward excellence and equity (pp. 217 - 284). Washington, DC. National Academy Press. (Available at http://www.nap.edu/catalog.php?record_id=12519). Empirical Study: Clements, D. H. & Sarama, J. (2008). Experimental evaluation of a research-based early mathematics curriculum. American Educational Research Journal,45 (2),443 – 494. 10-28 Empirical Study: Bierman, K. L., Domitrovich,.C. E., Nix, R. L, Gest, S. D., Welsh, J. A., Greenberg, M. T., Blair, C., Nelson, K. E., & Gill, S. (2008). Promoting academic and social- emotional school readiness: The Head Start REDI Program. Child Development, 79 (6), 1802 – 1817. 11-4 Empirical Study: Child Care Quality and Child Outcomes. Burchinal, M. & Cryer, D. (2003). Diversity, child care quality, and developmental outcomes. Early Childhood Research Quarterly, 18 (1), 401 – 426. 11-11 Review: Measuring quality in early care and education Groark, C. et al., Overviews and descriptions of the Early Childhood Environmental Rating Scale and the Family Day Care Rating Scale, pp. 110 – 111. Empirical Study: Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., Burchinal, M., Early, D., M., Howes, C. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development, 79 (3), 732 – 749. HD FS 525: Theories & Research in Early Childhood Education Fall 2009 page 5 Date Topic and Assignment 11-18 Due: Two copies of proposal (for reviewers) Review: Home-Based And Family Child Care Groark et al., Ch. 6: Home-based and family child care: Characteristics and quality issues. Empirical Study: Dowsett, C. J., Huston, A. C., Imes, A. E., Gennetian, L. (2008). Structural and process features in three types of child care for children from high and low income families. Early Childhood Research Quarterly 23, 69–93. 12-2 Due: Two Paper Reviews Review: School-Age Services Groark et al., Ch. 7: School-age services: Programs that extend the benefits of early care and education services Groark et al., Ch. 8: Out-of-School-Time Programs that Promote Academic and Behavioral Achievement for Children Ages Six to Eight Empirical Study: Kvoch, K., Reynolds, R. E., & Parker, R. P. (2008). Full-day kindergarten and student literacy growth: Does a lengthened school day make a difference? Early Childhood Research Quarterly, 23 (1), 94 – 107. 12-9 Due: Evidence-Based Practice Paper 2 Due: Looking for High Quality Early Childhood Education - Revised 12-16 Due: Revised Proposal; Proposal Presentations GRADING SCALE (FOR EACH ASSIGNMENT AND FOR ENTIRE COURSE) Grade % Maximum Earned Points A- 90% B- 80% C- 70% D- 60% F <60% HD FS 525: Theories & Research in Early Childhood Education Fall 2009 page 6 ASSIGNMENTS, DUE DATES, & WEIGHTS Points Assignment Due 5 1. Getting To Know You 8-28 10 2. Looking for High Quality Early Childhood Education 8-28 10 3. Looking for High Quality Early Childhood Education - Revised 12-9 25 4. Evidence Based Practices Paper I 10-20 25 5. Evidence Based Practices Paper II 12-16 15 6. Research Presentation ?? 10 7. Early Childhood Program Concept 10-21 90 8. Early Childhood Program Proposal 11-18 20 9. Peer Reviews of Early Childhood Program Proposal 12-2 10 10. Revised Early Childhood Program Proposal 12-9 25 11. Early Childhood Program Proposal Presentation 12-9 5 12. Feedback to other proposals 12-16 75 13. On-line participation: threaded comments Weekly 325 TOTAL CLASS SUMMARY AND LOGISTICS: • Questions or concerns: Feel free to send questions or concerns to my e-mail (firstname.lastname@example.org). If I believe that the answer has relevance to the entire class, I will remove any identifying information, and forward the question and response to the entire class. • Assignments: All assignments described above are posted on Web CT • On-line Reading Assignments. Every week, you will have an assigned chapter in the textbook to read, as well as an empirical study that you can access on-line through the ISU library e-journals. All of the assigned articles are available in Adobe Acrobat files (.pdf). You can download a free copy of Adobe Reader that will allow you to download a .pdf version of these articles. The fastest way to find these articles is to go to the Index section of the ISU on-line library. Select Google Scholar, and type in the title of the article you are seeking. Please let me know if you have difficulty accessing the assigned on-line references; I will help you arrange access through another means. HD FS 525: Theories & Research in Early Childhood Education Fall 2009 page 7 • Research Presentations: o Each student will present one of the assigned empirical studies as the author. Students should choose one of the articles and notify me as soon as possible, but no later than August 31. I will honor requests on a first come, first served basis, and will post the presentation schedule by September 2. o Every week that you’re not presenting, you will need to post one question for the presenter Monday night at 9 PM. • Evidence-Based Practices Papers I & II o Twice during the semester, you will need to prepare a summary of evidence-based practices based on the readings. Each time you will need to post a five- to eight-page (double-spaced, 12-pt) Evidence-Based Practices Paper that describes five key evidence- based practices. You should choose specific practices that you believe is important for practitioners and policy makers. o Within one week, I will return your paper to you, evaluated according to the criteria described below. • Early Childhood Program Proposal: For your final project, you will need to propose an early childhood program or intervention (e.g., new curriculum, new professional development program) in the area of early childhood education. Your proposal will also need to describe the evidence that you would gather to show that the program is implemented as designed and is effective in improving child or teacher practices. You should follow the outline on page 9, and self-evaluate your proposal against the criteria identified. o Concept Paper: In later October you will need to post 12-15 Powerpoint slides outlining your topic and approach. o Draft Proposal: In November, you will need to submit your draft proposal. I will assign it to two other classmates to review and make suggestions for improvement. o Peer Reviews: In early December you will need to turn in reviews of the two proposals you have been assigned. I will then forward these anonymous reviews to the respective authors. o Final Proposal: In mid December, you will need to submit your revised proposal that incorporates the suggestions from your reviewers. In addition, you will need to post a 12- 15 slide Powerpoint presentation of your proposal, including the key concepts, implementation, evaluation, and at least 3 key references. • Getting in touch with me: o On weekdays, I will respond to e-mails within 24 hours. On weekends, I will generally respond to e-mails within 48 hours. HD FS 525: Theories & Research in Early Childhood Education Fall 2009 page 8 o Weekdays I am available by appointment at 515.294.4616. o Every Wednesday from 6 to 8:30 PM (unless announced), I will be live on WebCT to be available for optional on-line discussions. o On Wednesday nights from 6 to 8:30 PM (unless announced), I will also be available by telephone (515.231.8915) if you would like to speak directly with me. o For those of you who can get to Ames, I am available for individual conferences in my office (2361B Palmer) or off-campus by appointment. • Late assignments. Assignments that are late will receive an automatic 5-point penalty. Only projects turned in by the November 18 will be reviewed; only students who have turned their projects in by the November 18 deadline will be assigned projects to review. Therefore, projects that are not turned in by the November 17 deadline will not receive peer reviews, which will result in a 30-point penalty. • Final Deadlines The final deadline for all course assignments except for the final project is Friday December 11 at 5 PM. The final deadline for the final project is 5 PM, Friday December 18 at 5 PM.