MANHATTANVILLE COLLEGE
SOCIAL STUDIES, EXPRESSIVE ARTS, HEALTH & SAFETY
Based upon current child development theories and principles, this course will examine methodology and resources applicable to teaching in the infant, toddler and early childhood classroom. Focus will be on the study, design and evaluation of developmentally appropriate curriculum in the areas of social studies and expressive arts, physical education, safety and health and ways in which these areas may be integrated with other areas of the curriculum. Emphasis will include fostering skills of inquiry, problem-solving and creative thinking in children through discovery and play. Students will do classroom observations, create and execute lesson plans, develop curriculum units and conduct case studies for practical application of concepts and principles.
REQUIRED TEXTS:
Beatty, J. (2004). Safety in preschool programs. Columbus, Ohio.: Pearson.
Lasky,
L. & Mukerji-Bergson, R. (2001) .Art: Basic for young children.,
Washington,
DC: NAEYC.
Sayer,
N. & Gallagher, J. (2001) The
young child and the environment. Issues related to health, nutrition, safety and
physical activity.
Boston, MA : Allyn & Bacon.
Seefeldt, C. & Galper, A. (2001). Social Studies: Active experiences for active children. Upper Saddle River, New Jersey : Merrill.
Seefeldt, C. (2001) Social Studies for the
preschool/primary child.
Upper Saddle River, New Jersey: Merrill.
COURSE OBJECTIVES:
1. To apply theories of child development, and principles of teaching and learning to early childhood practice in social studies, expressive arts, health and safety
Mville CF St: 1a, 1c, 2b, 2c, 2d, 3b, 3c,
2. To gain knowledge of objectives, content, methods and materials for helping children develop modes of inquiry, critical thinking, problem-solving and values in early childhood social studies, expressive arts, health and safety
Mville CF St: 1a, 1b, 1c, 2a, 2b. 2c, 2d, 5b. 5d
3. To integrate social studies, expressive arts, health and safety in early childhood education with other areas of the curriculum including literacy
Mville CF St: 1a, 1b, 1c
4. To review and evaluate early childhood social studies, expressive arts, health and safety lesson plans and curriculum
Mville CF St: 1a, 1b, 1c
5. To create lesson plans and units for teaching social studies, expressive arts, health and safety in early childhood classrooms
Mville CF St: 1a, 1b, 1c, 2a, 2c, 3b,
6. To review, evaluate and create instructional materials in social studies,
expressive arts, health and safety for the early childhood classroom
COURSE REQUIREMENTS:
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... | 10% |
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Obj. 2 | 10% |
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Objs. 1-5 | 50% |
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Obj. 6 | 10% |
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Objs. 1, 2,6 | 10% |
|
Objs. 1,2,6 | 10% |
Akaran, S.E. & Field, M.V. (1997). Family and cultural context: A writing breakthrough? Young Children, 52 (4), 37-42.
Beaty, J.J. (1999). Prosocial guidance for the preschool child. Upper Saddle River, NJ:
Merrill/Prentice Hall.
Dewey, J. (1944). Democracy and education. New York: The Free Press.
Dighe, J. , Calomiris, Z., & Van Zutphen, C. (1998). Nurturing the language of art in children. Young Children, 53 (1), 4-9/
Dodge, D., Colker, L. & Heroman, C. (2002) Music and Movement in The Creative Curriculum. Washington, DC., Teaching Strategies, Inc.
Elgas, P. M. & & Peltier, M.B. (1998). Jimmy’s journey: Building a sense of community and self-worth through small-group work. Young Children, 53 (2), 17-22.
Epstein, A. S. (2001). Thinking about art. Encouraging art appreciation in early
childhood settings. Young Children, 56 (3), 38-43.Teaching Tolerance Project. (1997).
Erwin, E.J. & Kipness, N.A. (1997) Fostering democratic values in inclusive early childhood settings. Early Childhood Education Journal, 25, 57-60.
Fredericks, A. (2000). More social studies through children’s literature: An integrated
approach. Englewood, Colorado: Teacher Ideas Press.
Glandon, A. (2000) . Caldecott connections to social studies.Englewood, Colorado:
Libraries Unlimited, Inc.
Katz, L., & Cesarone, B. (1994). Reflections on the Reggio Emilia Approach. Urbana, Illinois: ERIC
Kreidler, W. (1994). Teaching conflict resolution through children’s literature. New York: Scholastic.
Lionni, l. Swimmy. New York: Scholastic.
Maccoby, E.E. (1993). The role of parents in the socialization of children: An historical overview. Developmental Psychology, 28, 1008-1017.
Marshall, C.S. (1998). Using children’s storybooks to encourage discussions among diverse populations. Childhood Education, 74 (4), 194-199.
National Council for the Social studies. (1998). Ten thematic strands in social studies. Washington, DC: Author.
New, R.S. (1990). Excellent early education: A city in Italy has it. Young Children, 45 (6), 4-11.
Patchin, S.H.(1994). Community service for five-year-olds. Young Children, 9 (2), 20-21.
Rowen, B. (1963). Learning through movement. New York: Teachers College Press.
Schiller, M. (1995). An emergent art curriculum that fosters understanding. Young Children, 50 (3), 33-39.
Seefeldt, C. (1997). Social studies for the preschool-primary child. Upper Saddle River, NJ: Merrill/Prentice Hall.
Seefeldt, C. (2000). Art for young children. In C. Seefeldt (Ed.), The early childhood curriculum : Current findings and theory. (3rd ed., pp. 201-218). New York: Teachers College Press.
Smilansky, S. , Hagan, J., & Lewis, H. (1988). Clay in the classroom: Helping children develop cognitive and affective skills for learning. New York: P. Lang.
Starting Small: Teaching tolerance in preschool and the early grades. Montgomery, Al: Southern Poverty Law Center.l
Wardle, F. (1996). Proposal: An anti-bias ecological model for multicultural education.
Childhood Education. 71 (3), 152-15
Wittmer, D.S. & Honig, A.S. (1994). Encouraging positive social development in young children. Young Children, 49 (5), 4-13.