MANHATTANVILLE COLLEGE
This course will focus upon the application of theories of teaching and learning and behavioral guidance to practice in the early childhood classroom. Students will be introduced to theoretical concepts and principles and shown how they may be applied in the early childhood classroom by the use of specific methods and strategies. Topics include classroom organization, planning, instructional methods, instructional materials, grouping for instruction, reflection on teaching styles, child guidance and management techniques.
COURSE PROCEDURES:
Instructional techniques include lecture-discussion, readings, collaborative learning, multi-media, demonstrations and peer teaching. Opportunities for practical applications include child and teacher observations, site observations, child , teacher and parent interviews and case studies.
TEXTS:
Harms, T., Clifford, R., & Cryer, D. (1998). Early childhood environment rating scale.
New York, New York: Teachers College Press.
Harms, T., Cryer, D., & Clifford, R. (1990). Infant/Toddler environment rating scale.
New York, New York: Teachers College Press.
Marion, M. (2003). Guidance of young children. Columbus, Ohio: Merrill Prentice Hall.
Petersen,A. (2003). A practical guide to early childhood curriculum.Boston, MA. Allyn & Bacon
COURSE OBJECTIVES:
1. To apply theories of child development and principles of teaching and learning to early childhood practice Mville CF St. 1b, 1c, 1d, 1e, 2a,2b,2d
2. To examine and reflect upon the role of the teacher in an early childhood setting Mville CF 1c, 5b
3 . To acquire developmentally appropriate strategies for facilitating teaching and learning in the early childhood classroom Mville CF St. 1c, 1d, 2a, 2b, 2c,2d
4. To acquire developmentally appropriate child guidance techniques to support children’s growth and development in the early childhood classroom Mville CF St. 1b, 1c, 2a, 2b, 2c, 2d
5. To observe, critique and create learning
environments for young children
Mville CF St. 1a, 1b, 1c, 2a, 2b, 2c,2d, 5d
6 To examine the significance of relationships between the home, the school and the community Mville CF St. 4a, 4b
Barbour, Ann C. (1999). The Impact of Playground Design on the Play Behaviors of Children with Differing Levels of Physical Competence. Early Childhood Research Quarterly, 14, 75-98.
Baumrind, D. (1967). Child care practices anteceding three patterns of preschool behavior. Genetic Psychology Monographs, 75, 43-88.
Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology Monographs, 4 (1, Pt 2).
Baumrind, D., & Black, A.E. (1967). Socialization practices associated with dimensions of competence in preschool boys and girls. Child Development, 38, 291-327.
Buss, A.H., & Plomin, R.A. (1984) Temperament: Early developing personality traits. Hillsdale, NJ: Erlbaum.
Clements, Douglas H. & J. Samara. (2002). The Role of Technology in Early Childhood Learning. Teaching children mathematics.
Cooper, J. & Dever, M. (2001). Sociodramatic Play as a Vehicle for Curriculum Integration in First Grade.Young Children, May, 56, 58-63.
Damon, W. (1999). The moral development of children. Scientific American, August, 72-79.
Elicker, J., & Fortner-Wood, C. (1995). Research in review: Adult-child relationships in early childhood programs. Young Children, 51 (1), 69-78.
File, N. (1993). The teacher as guide of children’s competence with peers. Child and Youth Case Forum, 22, 351-360.
Kontos, S. & Wilcox-Herzog, A. (1997). Research in review: Teachers’ interactions with children: Why are they so important? Young Children, 52, (2), 4-12.
Marion,M. (1997). Research in review: Guiding young children’s understanding and management of anger. Young Children, 52 (7), 62-68.
Phyfe-Perkins, E. (1980). Children’s Behavior in Preschool Settings: A Review of Research Concerning the Influence of the Physical Environment. Current Topics in Early Childhood Education, Vol. 3, Edited by L. Katz et al. Norwood, NJ: Ablex.
Rogers,D & Ross, D. (1986). Encouraging Positive Social Interaction Among Young Children. Young Children, 41. 12-17.
Schickedanz, J. Helping Children Develop Self-Contol. Childhood Education 70,
274-278.