PREPARING PROFESSIONALS FOR CHANGING EDUCATIONAL CONTEXT

Department of Educational and Clinical Studies

College of Education
University of Nevada, Las Vegas

Curriculum in Early Childhood Education

I.Prefix and Number: ECE 706

II.Title: Curriculum in Early Childhood Education
III.Credit: 3 Credit Hours
IV. Semester:
V. Instructor:
VI. Office Location:
VII. Office Hours:
VIII.Office Phone:
E-Mail:
IX. Prerequisite Course(s): Graduate standing

X. Course Description
This course explores the role of the teacher in providing programs for an increasingly diverse population
of young children. Discussion and projects will focus on theoretical foundations, current issues and
trends, and application of developmental practices across domains in Early Childhood Education.

XI. Course Objectives

InTASC Standards Addressed:

Standard 1.0 Learner Development
Standard 2.0 Learning Differences
Standard 3.0 Learning Environments
Standard 4.0 Content Knowledge
Standard 5.0 Application of Content
Standard 6.0 Assessment
Standard 7.0 Planning for Instruction
Standard 8.0 Instructional Strategies
Standard 9.0 Professional Learning and Ethical Practices
Standard 10.0 Leadership and Collaboration

NAEYC (NAEYC) Standards Addressed:

Standard 1: Promoting Child Development and Learning
Standard 2: Building Family and Community Relationships
Standard 3: Observing, Documenting, and Assessing to Support Young Children
Standard 4: Using Developmentally Effective Approaches
Standard 5: Using Content Knowledge to Build Meaningful Curriculum
Standard 6: Becoming a Professional
Standard 7: Field Experiences

ECE 706 1
Knowledge (Subject matter or discipline(s), Professional field of study, Pedagogical knowledge,
Pedagogical content knowledge, Professional knowledge)

1. Discussion and projects on theoretical foundations across domains in Early Childhood

Education. InTASC1.e, InTASC2.g, InTASC3.o, InTASC4j, NAEY3a, NAEYC3b,
NAEYC3c, NAEYC3d, NAEYC4a, NAEYC4b, NAEYC4c, NAEYC4d

Measurement/Evaluation: Team Presentation and Journal Reviews

Performance (Skills) (The ability to use content, professional and pedagogical knowledge effectively and
readily in diverse teaching settings in a manner that ensures that all students are learning.)

1. Discussion and projects on application of developmental practices across domains in Early

Childhood Education. InTASC5.a InTASC7.a, InTASC8a, NAEYC3b, NAEYC3c,
NAEYC4.a, NAEYC4.b, NAEYC4.d

Measurement/Evaluation: Team Presentation and Lesson Plan and Rubric, Classroom

Observation

Disposition(s) (Values, commitments, and professional ethics that influence behaviors toward students,
families, colleagues, and communities and affect student learning, motivation, and development
as well as the educator’s own professional growth—guided by beliefs and attitudes related to
values such as caring, fairness, honesty, responsibility and social justice.) NAEYC 3a, 3b, 3c, 3d,
4a, 4b, 4c, 4d and InTASC 9, 10

1. Discussion and projects on current issues and trends across domains in Early Childhood
Education. InTASC9.n, NAEY3a, NAEYC3b, NAEYC3c, NAEYC3d, NAEYC4a,
NAEYC4b, NAEYC4c, NAEYC4d

Measurement/Evaluation: Team Presentation and Classroom Observation

ECE 706 2
XII. Texts, Readings, and Instructional Resources
Recommended Books

Bronson. M. B. (1995). The right stuff for children birth to 8: Selecting play materials to support
development. Washington, DC: NAEYC
Kostelnik, M. J., Soderman, A. K.., & Whiren, A. P. (2007). Developmentally appropriate curriculum:
th
Best practices in early childhood education. (4 ed.). Uppder Saddle River, NJ: Pearson
Education, Inc.

Supplemental Readings

Bredekamp, S., & Copple, C. (Eds.). (1997). Developmentally appropriate practice in early childhood
programs. Washington, D.C.: National Association for the Education of Young Children.
Cook, R. E., Tessier, A.., & Klein, M. D. (1996). Adapting early childhood curricula for children in
inclusive settings. Englewood Cliffs, NJ: Prentice-Hall, Inc.
Dombro, A.L., Colker, L.J., & Dodge, D.T. (2001). The creative curriculum for infants and toddlers.
Washington, D.C.: Teaching Strategies.
rd
Gonzales-Mena, J. (2001). Multicultural issues in child care (3 ed.). Mountain View, CA: Mayfield
Publishing.
nd
Seefeldt, C. & Galper, A. (2006). Active experiences for active children: Social studies (2 ed.). Upper
Saddle River, NJ: Pearson.
nd
Weiser, M. G. (1991). Infant/toddler care and education (2 ed.). Upper Saddle River, NJ: Merrill
Prentice Hall.
Instructional Resources

The Council for Exceptional Children (CEC)

http://www.cec.org
The Division for Early Childhood (DEC)
http://www.dec-sped.org
National Early Childhood Technical Assistance System
http://www.nectas.unc.edu
National Association for the Education of Young Children
http://www.naeyc.org
Zero to Three
http://www.zerotothree.org

ECE 706 3
XIII. Assignments, Evaluation Procedures, and Grading Policy
Academic Requirements

1. Team Presentation ~ April 18~ Primary Assignment

Students will work in teams to develop a specific early childhood curriculum guide (themes to be chosen
from the provided list, with the approval of the instructor). The curriculum should be developmental in
nature and lesson/activities should be adjustable to the needs of diverse children. An in class
presentation of no more than 45 minutes will be given by the group on a date to be determined by the
instructor (presentations will be aligned with similar topics covered in class). Areas to include in the
written presentation: introduction, review of research, topic, units, skills to be developed, contributing
questions, objectives, processes, central activities, related activities, evaluation, resources, and
developmentally appropriate goals. The resulting typed curriculum guide should be submitted in a binder.
The oral presentation will be evaluated on both organization and content. Each student should take an
equal role in the presentation. (50 points)

2. Journal Reviews ~ Due April 3 and April 18

Preparation of two journal reviews relating to early childhood curriculum and presentation of information
to the class will be completed. The review should be no more than two pages in length, double spaced. A
copy of the article must accompany the typed journal review. (10 points each, 10 points for oral
presentation total 30 points)

3. Lesson Plan and Rubric ~ April 18

Each student will develop and present an original lesson/activity (a plan included in your team
presentation) and assessment rubric that is appropriate for young children. See attached format for
specifics on the activity/lesson plan details. (20 points)

Administrative Requirements

1. Attendance and participation in learning activities (in class and outside of class) that
include discussion, role-play and simulations, individual and collaborative
learning/problem solving processes. Note: regular attendance, completion of assigned
reading(s), and participation in class is expected (after 2 absences, 10 points will be
deducted from the final grade for each absence).
2. All assignments are due on the day indicated in the course schedule. One letter grade
will be deducted for each day an assignment is late. Missed assignments cannot be
made up and will result in a score of 0 (zero).
3. A grade of “incomplete” will be granted only if the student has:
a. Completed 75% of the course,
b. Earned a grade of “C” or better at the time the incomplete grade is requested
c. The requested incomplete grade for personal or academic reasons is deemed
extraordinary by the instructor, and
d. The student and instructor must negotiate a due date for completion of the
course assignments. If course requirements are not completed by the agreed
upon date, the earned grade will be submitted. There is not grading penalty for
completing the course by the agreed upon date.
4. All assignments MUST be typed and double-spaced. Work submitted should reflect
college-level expectations in terms of scope, depth, writing mechanics, appearance, and
th
APA 5 Edition style (where appropriate).

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Grading Policy

Performance Assessment and Grading Policy

Refer to the assignment rubrics for specifics.
Final grades will be based upon the following criteria:

A 95 – 100 C 73 – 76
A- 90 – 94 C- 70 – 72
B+ 87 – 89 D+ 67 – 69
B 83 – 86 D 63 – 66
B- 80 – 82 D- 60 – 62
C+ 77 – 79 F 59 or less

Instructional Procedures

Description of Instructional Procedures:

In-class instructional formats for this course include lecture and discussions; collaborative/cooperative
learning activities, individual/small group problem solving and contextual applications; media
presentations; and student presentations.

Out-of-class learning activities may include, but are not limited to the following learning activities:
assigned readings, journal reviews, visiting an early childhood classroom and writing a brief critique of
observations, and development of an activity/lesson plan.

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XIV. Weekly Schedule

Date Topic Reading Assignments

March 20 Introduction and overview of

course requirements

Video: Developmentally
March 21 Appropriate Practice See website.
What is an Integrated
Curriculum?
Theoretical Frameworks for
Early Childhood Education
Writing Objectives
What Thinking Processes are
involved in Learning.
Central Activities and Related
Activities

April 3 How can subjects be Journal Review 1 due

incorporated into an
Integrated Curriculum

April 4 Journal Conference

Journal Articles 1 & II due

April 10 Midterm

April 11 Planning for Social Studies

Curriculum
Promoting Self-Discipline in
Young Children

Group Presentations
April 17 Kostelnik Ch. 7 Journal Review 2 Due
Team Presentation
Team Presentation
April 18 Group Presentations Kostelnik Ch. 8 Written Presentation

ECE 706 6
XV. Provost Statements

ECE-722 Theoretical Bases of Early Childhood Education

SPECIAL NOTES * IMPORTANT PLEASE READ *

Academic Misconduct—Academic integrity is a legitimate concern for every member of the

campus community; all share in upholding the fundamental values of honesty, trust, respect,
fairness, responsibility and professionalism. By choosing to join the UNLV community, students
accept the expectations of the Student Academic Misconduct Policy and are encouraged when faced
with choices to always take the ethical path. Students enrolling in UNLV assume the obligation to
conduct themselves in a manner compatible with UNLV’s function as an educational institution.
An example of academic misconduct is plagiarism. Plagiarism is using the words or ideas of
another, from the Internet or any source, without proper citation of the sources. See the Student
Academic Misconduct Policy (approved December 9, 2005) located at:
https://www.unlv.edu/studentconduct/student-conduct.

Copyright—The University requires all members of the University Community to familiarize

themselves with and to follow copyright and fair use requirements. You are individually and
solely responsible for violations of copyright and fair use laws. The university will neither
protect nor defend you nor assume any responsibility for employee or student violations of
fair use laws. Violations of copyright laws could subject you to federal and state civil penalties
and criminal liability, as well as disciplinary action under University policies. Additional
information can be found at: http://www.unlv.edu/provost/copyright.

Disability Resource Center (DRC)—The UNLV Disability Resource Center (SSC-A 143,
http://drc.unlv.edu/, 702-895-0866) provides resources for students with disabilities. If you feel that
you have a disability, please make an appointment with a Disabilities Specialist at the DRC to
discuss what options may be available to you. If you are registered with the UNLV Disability
Resource Center, bring your Academic Accommodation Plan from the DRC to the instructor during
office hours so that you may work together to develop strategies for implementing the
accommodations to meet both your needs and the requirements of the course. Any information you
provide is private and will be treated as such. To maintain the confidentiality of your request, please
do not approach the instructor in front of others to discuss your accommodation needs.

Religious Holidays Policy—Any student missing class quizzes, examinations, or any other class
or lab work because of observance of religious holidays shall be given an opportunity during that
semester to make up missed work. The make-up will apply to the religious holiday absence only. It
shall be the responsibility of the student to notify the instructor within the first 14 calendar
days of the course for fall and spring courses (excepting modular courses), or within the first
7 calendar days of the course for summer and modular courses, of his or her intention to
participate in religious holidays which do not fall on state holidays or periods of class recess. For
additional information, please visit: http://catalog.unlv.edu/content.php?catoid=6&navoid=531.

ECE 706 7
Transparency in Learning and Teaching—The University encourages application of the
transparency method of constructing assignments for student success. Please see these two links for
further information:

https://www.unlv.edu/provost/teachingandlearning

https://www.unlv.edu/provost/transparency

Incomplete Grades—The grade of I—Incomplete—can be granted when a student has

satisfactorily completed three-fourths of course work for that semester/session but for reason(s)
beyond the student’s control, and acceptable to the instructor, cannot complete the last part of the
course, and the instructor believes that the student can finish the course without repeating it. The
incomplete work must be made up before the end of the following regular semester for
undergraduate courses. Graduate students receiving “I” grades in 500-, 600-, or 700-level courses
have up to one calendar year to complete the work, at the discretion of the instructor. If course
requirements are not completed within the time indicated, a grade of F will be recorded and the
GPA will be adjusted accordingly. Students who are fulfilling an Incomplete do not register for the
course but make individual arrangements with the instructor who assigned the I grade.

Students may consult with a librarian on research needs. For this class, the Subject Librarian
is (https://www.library.unlv.edu/contact/librarians_by_subject). UNLV Libraries provides
resources to support students’ access to information. Discovery, access, and use of
information are vital skills for academic work and for successful post-college life. Access
library resources and ask questions at https://www.library.unlv.edu/.

Tutoring and Coaching—The Academic Success Center (ASC) provides tutoring, academic
success coaching and other academic assistance for all UNLV undergraduate students. For
information regarding tutoring subjects, tutoring times, and other ASC programs and services,
visit http://www.unlv.edu/asc or call 702-895-3177. The ASC building is located across from the
Student Services Complex (SSC). Academic success coaching is located on the second floor of the
SSC (ASC Coaching Spot). Drop-in tutoring is located on the second floor of the Lied Library and
College of Engineering TEB second floor.

UNLV Writing Center—One-on-one or small group assistance with writing is available free of
charge to UNLV students
at the Writing Center, located in CDC-3-301. Although walk-in consultations are sometimes
available, students with
appointments will receive priority assistance. Appointments may be made in person or by calling
702-895-3908. The
student’s Rebel ID Card, a copy of the assignment (if possible), and two copies of any writing to
be reviewed are
requested for the consultation. More information can be found at: http://writingcenter.unlv.edu/.

Students may consult with a librarian on research needs. For this class, the Subject
Librarian is
(https://www.library.unlv.edu/contact/librarians_by_subject). UNLV Libraries provides
resources to support students’ access to information. Discovery, access, and use of

ECE 706 8
 information are vital skills for academic work and for successful post-college life. Access
library resources and ask questions at https://www.library.unlv.edu/.

Rebelmail—By policy, faculty and staff should e-mail students’ Rebelmail accounts only. Rebelmail is
UNLV’s official e-mail system for students. It is one of the primary ways students receive official university
communication such as information about deadlines, major campus events, and announcements. All UNLV
students receive a Rebelmail account after they have been admitted to the university. Students’ e-mail
prefixes are listed on class rosters. The suffix is always @unlv.nevada.edu. Emailing within WebCampus
is acceptable.

Final Examinations—The University requires that final exams given at the end of a course occur
at the time and on the day specified in the final exam schedule. See the schedule at:
http://www.unlv.edu/registrar/calendars.

ECE 706 – Curriculum in Early Childhood Education

Journal Review
Fall 2006

Each student will be required to complete and present two journal article reviews. These journal
articles are to relate to early childhood curriculum and/or child development. Each journal article
written review is due on the dates listed on the syllabus. A copy of the article must accompany
the article review. The typed double-spaced review should be no more than two pages in length.
Each article review will be presented to the class. (10 points each)

Format Completeness of Presentation

Proficiency Information
(3 points possible) (5 points possible) (2 points possible)
• Clear and logical • Provides sufficient information or • Clear and logical sequence/order
order and sequence “blind” comprehension • Understandable to audience (tone of
Exemplary • Easy to follow • Information is consistently voice, speed or voice, flow of
• Typed thorough in scope and depth communication)
9 – 10 points • Appropriate • Article is current (no more than 5 • Stays on topic
grammar and years old) • Sticks to 5 minute time limit and covers
spelling • Article reviewed is applicable to topic appropriately
children birth to eight years old
• Information/content reviewed is
exemplary

ECE 706 9
 • Somewhat logical • Provides sufficient information • Semi-logical sequence/order
order and sequence • Information is thorough in scope • Difficult to understand speaker (tone of
Acceptable • Typed and depth voice is too loud/soft, speed of speech is
• Minimal grammar • Article reviewed is 6-10 years old too fast/slow, flow of communication is
7 – 8 points and spelling errors • Article reviewed is applicable to too fast/slow)
children birth to eight years old • Interjects miscellaneous information into
• Information/content reviewed is discussion
acceptable • Sticks to the 5 minute time limit but was
not finished

• Difficult to follow • Review does not provide • Illogical sequence/order

Not sequence and order sufficient information from article • Difficult to understand speaker (tone of
Acceptable • Not typed • Article reviewed is 10+ years old voice is too loud/soft, speed of speech is
• Poor grammar and • Article reviewed is not applicable too fast/slow, flow of communication is
0 – 6 points spelling are present to children birth to eight years old too fast/slow)
• Illegible • Off topic most of the time
• Exceeds 5 minute time limit or presents
for less than 2 minutes

ECE 706 – Curriculum in Early Childhood Education

Lesson Plan and Rubric
Fall 2006

Each student will develop and present an original lesson/activity that is appropriate for
young children. The lesson must focus on one or more of the curricular domains. It is
expected that the lesson presentation will actively involve students in the class and
handouts be provided to each student. A written lesson plan using the format provided is
due on the day of presentation. (20 points)

Format Completeness of Presentation

Proficiency (4 points Information
possible) (10 points possible) (6 points possible)
• Clear and logical • Follows lesson plan format • Clear and logical sequence/order
Exemplary sequence and and is not missing any • Understandable to audience (tone of voice,
order components speed or voice, flow of communication)
18-20 points • Easy to follow • Goals, objectives, and • Stays on topic
• Typed procedures are • Sticks to 10 minute time limit and covers topic
• Appropriate developmentally/age appropriately
grammar and appropriate • Provides handouts (about one page) to each
spelling • Gives appropriate plans to class member
simplify and extend lesson
• Information is consistent

ECE 706 10
 • Somewhat logical • Somewhat follows lesson • Semi-logical sequence/order
Acceptable sequence and plan format and/or missing • Difficult to understand speaker (tone of voice
order one of the components is too loud/soft, speed of speech is too
15-17 points • Typed • Most of the goals, fast/slow, flow of communication is too
• Minimal grammar objectives, and procedures fast/slow)
and spelling errors are developmentally/age • Interjects miscellaneous information into
appropriate Discussion
• Plans to simplify and extend • Sticks to the 10 minute time limit but was not
lesson are inappropriate finished
• Most information is
consistent

• Difficult to follow • Does not follow lesson plan • Illogical sequence/order

Not sequence and format and/or missing more • Difficult to understand speaker (tone of voice
Acceptable order than two of the components is too loud/soft, speed of speech is too
• Not typed • Goals, objectives, and fast/slow, flow of communication is too
0-14 points • Poor grammar and procedures are not fast/slow)
spelling are present developmentally/age • Off topic most of the time
• Illegible appropriate • Exceeds 10 minute time limit or presents for
• Most information is less than 5 minutes
inconsistent

Lesson Plan Format

Area/Domain:

Activity Name:

Goal(s):

Objectives:
(refer to the Clark County School District Curriculum Overviews for referencing objectives to
the standard)
1.
2.

ECE 706 11
 3.

Materials:

Procedures:

Simplification:

Extension:

Evaluation of Lesson and Learner(s):

ECE 706 – Curriculum in Early Childhood Education

Team Presentation
Primary Assignment

Students will work in teams to develop a specific early childhood curriculum guide. The
curriculum should be developmental in nature and lesson/activities should be adjustable
to the needs of diverse children. An in class presentation of no more than 30 minutes will
be given by the group.

Areas to include in the written presentation include: introduction, review of research,

topic, units, skills to be developed, contributing questions, objectives, processes, central
activities, related activities, evaluation, resources, and developmentally appropriate
goals. The oral presentation will be evaluated on both organization and content. (50
points)

ECE 706 12
 Format Completeness of Completeness of Oral
Proficiency (5 points Written Information Presentation
possible) (25 points possible) (20 points possible)
• Clear and logical • Provides significant • Provides significant information
Exemplary sequence and order information • All major components are described
• Easy to follow • All major components are and discussed including: topic, units,
45 – 50 • Typed described and discussed skills, goals, objectives, processes,
points • Appropriate including: topic, units, skills, central activities, related activities,
grammar and goals, objectives, evaluation, resources
spelling processes, central • Developmentally appropriate
activities, related activities, • Provides handouts (about one page)
evaluation, resources to each class member
• Developmentally • Sticks to 30 minute time limit and
appropriate covers topic appropriately
• Provides handouts to each class
member

• Somewhat logical • Provides sufficient • Provides sufficient information

Acceptable sequence and order information • All major components (see above)
• Typed • All major components (see are discussed
35 – 44 • Minimal grammar above) are discussed • Interjects miscellaneous information
points and spelling errors into
discussion
• Sticks to the 30 minute time limit but
was not finished

• Difficult to follow • Provides little information • Provides little information

Not sequence and order • Few major components • Few major components (see above)
Acceptable • Not typed (see above) are discussed are discussed or described Illogical
• Poor grammar and or described sequence/order
0 – 34 points spelling are present • Off topic most of the time
• Illegible • Exceeds 30 minute time limit or
presents for less than 20 minutes

Curriculum Guide Project (The following themes/units have been selected to use in this
project).

Them Looking Time of Eyes & The World Energy & Yesterda
e at Our Our Ears on Around Us How y, Today,
Society Lives the Things &
World Work Tomorro
w

Units Families Change Types of The Natural Energy Changes

Cooking Around Media Environment Sources in
and Eating Us Over for Body Families
Time Functions Seasonal Movemen
Cycles & ts

ECE 706 13
 Weather
Living Sequence Consumer Patterns Animal Roles of
Together & s Movemen Men &
Change Interdependen t Women
Working Advertisin ce of all
& Going Work & g Living Things Movemen Multi-
to School Recreatio t of Cultural
n Music Soils & Rocks Inanimate Influences
Celebratin Objects
g Special Estimatin Newspape Plants Schooling
Events g& rs & Movemen
Measurin Magazines Insect t of Water Local
Recreation g Time Life/Animal Area
al TV and Birds Movemen
Clocks & Programs t of Air, Housing
Time Wind, & &
Pieces Sound clothing

Calendar Body Music

Time Movemen
t Technolo
Changes gy
in People
Aging

Seasonal
Changes

Historica
l
Changes

ECE 706 14