IEC-625-Global-Perspectives-in-Early-Childhood-Education-1

FACULTY Goodwin, Marilyn & Hundley, Sharon Discipline Course# Section Title of Course Credit Hours Cross Referenceif applicable IEC 625-01 Global Perspectives in Early Childhood Ed.. IEC

CAMPBELLSVILLE UNIVERSITY COURSE SYLLABUS

ACADEMIC UNIT School of Education

Please check to indicate this course has a service learning component. FACULTY Goodwin, Marilyn & Hundley, Sharon Discipline Course#

Section Title of Course Credit Hours Cross Reference(if applicable) IEC 625-01 Global Perspectives in Early Childhood Ed 3

TEXTBOOK Required See Syllabus Not Required

Author Title _

Publisher

_

PLEASE ANSWER THE FOLLOWING QUESTIONS ON A SEPARATE SHEET OF PAPER AND ATTACH TO THIS FORM See Syllabus

1 DESCRIPTION OF COURSE: Develop a brief description of the course as it will appear in the Catalog.

2 STUDENT LEARNING OBJECTIVES: List the student learning objectives for the course Please relate these objectives to the mission and goals of the University and the Academic Unit For general education courses, please indicate which student learning objectives address general education goals and the intended method of assessment A minimum of four of the seven general education goals must be included.

Example: Students will demonstrate their ability to compare and contrast two types of basket weaving (Goal: Oral

and Written Communication; Evidence: research paper and class presentation)

3 COURSE OUTLINE: Outline the topics/units that are to be taught.

4 EVALUATION: How do you plan to determine the grade in the course? Please include grading scale.

5 REQUIREMENTS:

a Examinations: State when tests are to be administered, including unit, mid-term, and final examinations.

b Reports: How many, length required, and what type (Oral, term and/or research, book critiques).

c Supplemental reading assignments or outside work required.

d Supplemental instruction aids: Audio visual aids, field trips, guest speakers, etc.

6 BOOKLIST

VICE PRESIDENT FOR ACADEMIC AFFAIRS Date Copy Received

FORM FH-E.2.7A; rev 12/21/10 Page 1 of 1

IECE 625

GLOBAL PERSPECTIVES IN EARLY CHILDHOOD EDUCATION

Course offered on TigerNet [Web Reference # 52108]

Graduate Term 6: May 15 – July 5, 2017

School of Education Theme: Empowerment for Learning

Conceptual Framework Model

This course provides an in-depth study of selected topics in early education from a global

perspective A comparative education focus is designed to increase intercultural competence and prepare globally literate early childhood professionals Educational practices and service delivery

2

Sharon Hundley, Ed D.

Office Location: EB 118

#1 University Dr., UPO #833, Campbellsville, KY 42718 Phone: 270-789-5503 (office) 270-300-7983 (cell) School of Education FAX: 270-789-5206

slhundley@campbellsville.edu

Sharon Hundley, Ed D.

Office Location: EB 118

#1 University Dr., UPO #833, Campbellsville, KY 42718 Phone: 270-789-5503 (office) 270-300-7983 (cell) School of Education FAX: 270-789-5206

slhundley@campbellsville.edu

O FFICE H OURS BY APPOINTMENT

Marilyn Goodwin, Ph.D.

Office Location: EB 122

#1 University Dr., UPO #938, Campbellsville, KY 42718 Phone: 270 -789-5168 (office) 270-789-08997 (cell) School of Education FAX: 270-789-5206

mggoodwin@campbellsville.edu

O FFICE H OUR BY APPOINTMENT

methods around the world are investigated and analyzed for potential application Global education

curriculum and resources are developed for early childhood classrooms Optional international field experience hours

Note to Students participating in the School of Education Trip to Ireland and Northern Ireland May 25-June 8:

Responsive Reflections for Modules 2, 3 and 4 will be completed as group discussions on

location rather than written submissions on TigerNet Announcements will be made during the trip about dates and times for meetings Be sure to bring the course textbook, field experience summary log, and printed copies of the Responsive Reflections for those three Modules You do

not, however, need to bring your laptop to submit assignments for this course during the trip

Module 1 should be completed and posted to TigerNet prior to departure Students on this trip should log all field hours and have instructor sign at the conclusion of the trip This will be

submitted to the Program Secretary for entry into the School of Education database

2 Course Credit : 3 credits

3 Course Objectives: Upon completion of this course, the student will be able to:

1) Investigate, research, analyze, compare, and discuss global early care and education

systems, program models, policies, and practices and the impact on young children and

families; Tasks 1, 4, 5 [NAEYC AP Standards 1, 2, 3, 4a, 4d, 5; IECE KTS IV, V, VII]

2) Demonstrate an understanding of the contexts and perspectives found in global early

childhood issues; Tasks 1, 3, 4, 5 [NAEYC AP Standards 1, 2, 4c, 4d, 5; IECE KTS IV, V, VII]

3) Compare international education practices and evaluate effectiveness for inclusive early

childhood and intervention settings; Tasks 1, 4, 5 [NAEYC AP Standards 1, 2, 4b, 4c, 5; IECE

KTS I, V, VII]

4) Communicate personal positions on current issues in global education; Tasks 1, 4, 5, 6

[NAEYC AP Standard 5; IECE KTS V, VII, X]

5) Articulate and explain the principles of global education; Tasks 3, 5, 6 [NAEYC AP Standards

1, 2, 4a, 4b, 4c, 4d, 5; IECE KTS I, V, VII, VIII]

6) Describe the globally literate early childhood professional and assess personal global

competencies; Tasks, 3, 5, 6, 7 [NAEYC AP Standard 5; IECE KTS VII, X]

7) Compile resources and develop an integrated global education curriculum plan for early

childhood classrooms Task 2 [NAEYC AP Standards 1, 2, 4a, 4b, 4c, 4d; IECE KTS I, II, III, V,

VIII, IX]

4 Course Textbook

Swiniarski, L B., & Breitborde, M (2003) Educating the global village: Including the child in

the world (2nd Ed.) Upper Saddle River, NJ: Merrill, Prentice Hall ISBN 0-13-098176-1 This book has just gone out of print Currently it is not available through the bookstore It

is, however, available through online searches including Amazon.com and e-bay at

significantly reduced prices Questions can be addressed to Elizabeth Franklin at

270-789-5366 or earlychildhood@campbellsville.edu

Students may refer to the following documents in preparation of some assignments¨

 Kentucky Core Academic Standards for English/Language Arts Mathematics, and

Science for Kindergarten; Core Content for Kindergarten

 Kentucky Department of Education (2009) Kentucky Early Childhood Standards (Rev.

ed) [KYES-R] Frankfort, KY: Author

3

Optional: If interested, the following textbooks regarding early care and education in

Ireland and the United Kingdom are available through the bookstore If the country selected

in Task #2 is Ireland or Northern Ireland, these books will be helpful – but not required

1. Clark, M M., & Waller, T. (Eds.) (2007) Early childhood education & care: Policy and practice Los Angeles: Sage Publications ISBN: 978-1-4129-3572-2 [C & W]

2. Murray, C., & Urban, M (2012) Diversity & equity in early childhood: An Irish

perspective Dublin: Gill & Macmillan ISBN: 978-07171-4994-0 [M & U]

5 Course Tasks and Grading Scale:

1) TASK #1 – Global Issue Report……….… 150 Points

[NAEYC AP Standards 1, 2, 3, 4b, 4c, 4d, 5; IECE KTS IV,V, VII, VIII, X; PGES Domain 4]

2) TASK #2 – Global Curriculum ……….……… 250 Points

a) Written Report – 100 points

b) Curriculum Plan/Resources (Environment, Materials, Technology, Literature)-125 points c) Peer Review – 25 points

[NAEYC AP Standards 1, 2, 4a, 4b, 4c, 4d, 5; IECE KTS I, II, III, VI, VII; PGES Domains 1, 2, 3, 4]

3) TASK #3 – Tests……… 150 Points

Three Tests – 50 points each

4) TASK #4 Articles: Early Childhood Practices around the World……….100 Points

a) Article Presentations – 50 points

b) Two Additional Article Summaries and Reflections from List of Options – 25 points

each; 50 points total

[[NAEYC AP Standards 1, 2a, 5; IECE KTS V, VII; PGES Domain 4; based on article content,

other Standards and Domains may apply]

5) Task #5 – Responsive Reflections……….……… 200 points Welcome Activity (25 points) and Seven (7) Weekly Responses (25 points each 175 points)

[NAEYC AP Standards 1, 2, 4a, 5; IECE KTS II, V, VI, VII] [PGES Domains 1, 2, 3, 4]

6) Task #6 - Globally Literate Educator Self-Assessment……… ……… 125 points

[NAEYC AP Standards 4a, 4b, 4c, 5; IECE KTS I, V, VII]

7) Task #7 - Professional Growth Plan Reflection……… 25 points

[NAEYC AP Standard 5, IECE KTS VII, X]

TOTAL 1000 Pts GRADING SCALE :

A = 90-100% 900-1000 pts

B = 80 - 89% 800-899 pts

C = 70 - 79% 700-799 pts

D = 60 - 69% 600-699 pts

F = below 60% 599 pts and below

Field Experience Assignments

Students will complete various field assignment activities related to course topics as required by assignments A Field Experience Log is submitted at the end of the course

GRADING SCALE :

A = 90-100%

B = 80 - 89%

C = 70 - 79%

D = 60 - 69%

F = below 60%

6 Teaching Approaches

 Online or hybrid delivery includes interactive discussions with individuals as needed

 Reflective reading, research, application

 International practicum option with alternative comparable local field experiences

 Lecture/discussion

 Critical analysis of global practices and approaches

 Cooperative Learning Groups; collaborative projects

 Oral and Written Presentations

 Self-Assessment; Program Evaluations

 Guest Speakers

 Technology (including blog-abroad with international trip) and Internet Resources including selected video presentations

 Student planning, observation, recording, and reflection

 Observation and Assessment

7 Class Session Outline

I Global Education and Perspectives

a Rationale, Need for Globally Literate Early Childhood Professionals

b Defining Global Education – 12 Principles

c Intercultural Competency

II Investigating the World’s Children

a Current Issues, Trends III Educating Children Around the World

a Situational Analysis

b Education and Children

c Inclusion, Humanitarian Efforts

d Family Issues

e Implications for Learning

f Advocacy

IV International Program Models and Service Delivery

a Children’s Voices

b International Movements, Schools, Programs

c Reggio Emilia

d Montessori

e Serving Children with Special Needs/Rights

f Refugees, Immigrants, Other Special Populations

g Multicultural American

V Including Global Education Curriculum

5

a Creating Community

b Including the World in the Curriculum

c Teaching Global Issues and Themes

d Model Curriculum/Themes and Strategies

e Resources

f Children’s Literature

g Technology

VI Trends, Issues, and Best Practices

VII Reflection and Application

8 Bibliography as appropriate (listings should include author, title, publication date, and an

indication as to whether the Montgomery Library currently holds this item)

Comparative Education Resources:

1. Fu, V., Stremmel, A., & Hill L (2002) Teaching and learning: Collaborative exploration

of the Reggio Emilia approach Upper Saddle River, NJ: Merrill/Prentice Hall

2. Gutek, G L (1993) American education in a global society: Internationalizing teacher

education Prospect Heights, IL: Waveland Press 0-88133-929-6

3. Manzon, M (2011) Education compared Hong Kong: Comparative Education Resource

Centre Electronic Resource

4. Mazaruk, K (2006) Schooling around the world Boston: Pearson

5. McAdams, R P (1993) Lessons from abroad: How other countries educate their children

Lancaster, PA: Technomic Publish ISBN: 0-87762-978-2 (Online version: 623502048)

6. Lynch, E W., & Hanson, M J (2011) Developing cross-cultural competence: A guide for

working with young children and their families (4th Ed.) Baltimore, MD: Paul H

Brookes ISBN 978-1-59857-163-9

7. Miller, L., Dalli, C., & Urban, M (Eds.) (2014) Early childhood grows up: Towards a

critical ecology of the profession (International perspectives on early childhood education and development, v 6) _: Springer ISBN-13: 978-9400799080

8. Montessori, M (1966) The secret of childhood New York: Ballantine.

9. National Research Council Committee on a Framework and Long-term Research Agenda

for International Comparative Education Studies (2003) International comparative studies

in education Washington D.C.: National Academy Press 0-309-088-550

10. Reagan, T (1996) Non-western educational traditions: Alternative approaches to

education thought and practice.Mahwah, NJ: Lawrence Erlbaum Associates

11. Wien, C A (Ed) (2008) Emergent curriculum in the primary classroom: Interpreting the

Reggio Emilia Approach in schools New York: Teachers College Press.

Issues in Early Care and Education Resources:

1 Pacierok, K M (new editions published yearly) Annual editions in early childhood

education Colombus, OH: McGraw Hill

2 Goffin, S G (2013) Defining early childhood education for a new era: Leading for our

profession New York: Teachers College Press

3 Isenberg, J P., & Jalongo, M R (2003) Major trends and issues in early childhood

education: Challenges, controversies, and insights New York: Teachers College Press.

Professional Resources:

1. Association of Early Childhood Education International (ACEI)

www.acei.org

2. American Forum for Global Education http://www.ucis.pitt.edu/global/node/64;

http://www.indiana.edu/~global/resources/forum.php

3. Comparative and International Education Society – Institute of International Education www.cies.us

4. Early Childhood Technical Assistance Center www.ectacenter.org/enotes/enotes.asp

5. National Association for the Education of Young Children (NAEYC)

www.naeyc.org

6. International Early Childhood Education Association

www.iecea.org

7. International Society for Intercultural Education www.iaie.org

8. Association of Early Childhood Education International (ACEI) www.acei.org

9. National Association for the Education of Young Children (NAEYC) www.naeyc.org

10. National Geographic Society www.nationalgeographic.com

11. Northeast Global Education Center http://www.salemstate.edu/ngec/

www. reggiochildren foundation.org/?lang=en

12. International Early Childhood Education Association www.iecea.org

13. The World Factbook https://www. cia .gov/library/publications/the-world- factbook /

14. The University of Kentucky toolkit for international studies

http://www.uky.edu/toolkit/the-tools

15. UNESCO www.unesco.org

16. UNICEF www.unicef.org

17. U.S Dept of State background notes on foreign countries, located at the University of Pennsylvania http://www.state.gov/r/pa/bgn

18. World Organization for Early Childhood Education – U.S National Committee Resources for Early Childhood Education around the Globe:

www.naeyc.org/files/yc/file/200711/BTJInternationalResources.pdf

9 Performance Standards/Competencies

IECE Teacher Standards:

 IECE Standard I: Designs/Plans Instruction

 IECE Standard II: Creates/Maintains Learning Environment

 IECE Standard IV: Assesses & Communicates Learning Results

 IECE Standard V: Reflects/Evaluates Professional Practices

 IECE Standard VI: Collaborates with Colleagues/Families/Others

 IECE Standard VII: Engages in Professional Development

 IECE Standard VIII: Supports Families

 IECE Standard IX: Implements Technology

 IECE Standard X: Provides Leadership within School, Community, and Community

NAEYC Advanced Program Standards:

 Standard #1: Promoting Child Development & Learning

 Standard #2: Building Family & Community Relationships

 Standard #3: Observing, Documenting, & Assessing to Support Young Children and Families

 Standard #4a: Connecting with Children and Families

 Standard #4b: Using Developmentally Appropriate Approaches

 Standard #4c: Understanding Content Knowledge in Early Education

 Standard #4d: Building Meaningful Curriculum

 Standard #5: Growing as a Professional

NAEYC Essential Professional Tools in Advanced Programs:

 Cultural Competence – Tasks 1 - 7

 Knowledge and Application of Ethical Principles – Tasks 1, 2, 5, 6

7

 Communication Skills – Tasks 1 - 6

 Mastery of Relevant Theory and Research – Tasks 1, 2, 4, 5, 6

 Skills in Identifying and Using Professional Resources Tasks 1, 2, 4, 5, 6, 7

 Inquiry Skills and Knowledge of Research Methods Tasks – 1, 2, 4, 5, 6, 7

 Skills in Collaborating, Teaching, and Mentoring Tasks 1, 2, 6

 Advocacy Skills – Tasks 1, 5

 Leadership Skills – Tasks 1, 2, 6

G-6 Term Summer 2017 IEC 625 Course Tentative Schedule Assignments are due Sunday evenings at 11:55 p.m except for Module 8, which are due Wednesday, July 5 at 11:55 p.m.

1 May 15 - 21 Chapters 1 and 2

What is Global Education? Who are the World’s Children?

Why and When to Teach Global

Education

Task #5: Responsive Reflections Task #1: Global Issue Report Task #6: Globally Literate Education (GLE) Evaluation

Read:

 Chs 1-2

 Power Point

 Global and Intercultural Competency Resources, Internet Searches

 Course Tasks #1, #5, #6

Due May 21:

 Welcome Activity

 Responsive Reflection #1

 Select Global Issue/Topic for

Course Task #1

The International Rights of the Child

Test One (Ch 1 – 3)

Read:

 Ch 3

 Internet Sources

Due May 28:

 Responsive Reflection #2

 Test One

June 4 Educating Children Around theChapter 4

World Inclusion Family Issues

Task #4: Articles –Early Childhood Practices around the

World Task #2: Global Curriculum

Read:

 Ch 4

 Three Ch 4 PowerPoints

 Tasks #4, #2

 Articles, Internet Sources

Due June 4:

 Responsive Reflection #3

 Select Country for Course

Task #2

4

June 5 - 11 Culture, Learning, and TeachingChapter 5

Chapter 6

Read:

 Chs 5-6

 Ch 6 PowerPoint

 Intercultural Conversations

Multicultural America

Test Two: Ch 4 - 6

 Articles

Due June 11:

 Responsive Reflection #4

 Test Two

 Course Task #4a Two

PowerPoint Presentations

Creating Community Chapter 8 Including the World in the Curriculum

Read:

 Chs 7-8

 Ch 8 and Multiple Intelligences PowerPoints

 Task 4a Posted Presentations

 Articles

Due June 18:

 Responsive Reflection #5

 Course Task #1a

 Course Tasks #4b

Teaching Global Issues and Themes

Chapter 10 Model Curriculum and Themes Using Children’s Literature

Read:

 Chs 9-10

 Ch 10 PowerPoint

 Articles, Photos

 Written Task 1a Reports posted

Due June 25:

 Responsive Reflection #6

 Course Task #1b Reflective

Response to Global Issue Reports; Questions/

Responses

 Course Tasks #2a, b: Written

Report and Global Curriculum

-July 2 Reviewing Global Curriculum Peer Reviews

Test Three: Ch 7 - 10

Read:

 Task 2 Assigned Global Report and Curriculum Plan

 Articles

Due July 2:

 Responsive Reflection #7

 Course Task #2c: Peer

Review

 Test Three

8 July 3 - 5 Task #7: PGP Reflection Read:  Task 7 PGP Reflection

 PGES Domains Overview

Due July 5:

9

Course Task #7: PGP Reflection Field Experience Logs (if

applicable) Course Task #6: GLE Evaluation

You are responsible for your own learning It is your responsibility to contact the instructor if you are having trouble with the course material.