CCV Collaboration

Happy New Year Everyone!

2010-01-05T05:01:00.001-08:00

Okay, it's taken me a while, but I finally completed Early Childhood Education using the new text, Rethinking Early Childhood Education. I have posted the forum and resources for you to look at.
Lynn

ECE New Text – Rethinking Early Childhood Education

Discussion Questions:

Week 1: Jan. 25-Feb 1. Introductions
Welcome to EDU 1030- Early Childhood Education. This semester, we are evolving from the traditional study of early philosophers, educations and theories of Early Childhood Education in order to study ECE from another perspective. I am excited to work with you all in this new ground breaking look at ECE!

According to the new Early Childhood Initiative put forth by the Department of Educations, the years before a child reaches kindergarten are among the most critical in his or her life to influence learning. President Obama is committed to providing the support that our youngest children need to prepare to succeed later in school. The President supports a seamless and comprehensive set of services and support for children, from birth through age 5. Because the President is committed to helping all children succeed - regardless of where they spend their day - he is urging states to impose high standards across all publicly funded early learning settings, develop new programs to improve opportunities and outcomes, engage parents in their child's early learning and development, and improve the early education workforce.
The Administration strongly believes that, to be of high quality, an early childhood program must include a developmentally appropriate educational component. According to the influential National Academy of Sciences publication, Eager to Learn: Educating Our Preschoolers, "care and education cannot be thought of as separate entities in dealing with young children." To this end, the U.S. Department of Education and the U.S. Department of Health and Human Services are working together to ensure that our children have a strong foundation in both the educational and the social-emotional domains that provide children with the preparation they need to enter kindergarten ready for success. The Presidential Early Learning Council will help to enhance the early learning and development of all of America's children. (U.S. Department of Education)
1. What are your perceptions of Early Childhood Education? Why are you taking this class? How do you propose to make a difference in children’s early learning years?
2. Discuss some of your own early childhood learning experiences. How do they compare to early childhood learning today? Differences? Similarities?
3. Explain how this Early Childhood Initiative impacts you for future educational learning and ways in which you can incorporate your philosophy into the classroom.
Peer Review:
Each week you need to respond to at least one of your classmates’ discussion thread and one of your classmates’ reflection responses. This counts as class participation

This forum addresses Essential Objective 1: Discuss the cultural and historical context of early childhood education.

Week 2: Feb.2-8 Reading: Pgs. xi- 16

All of you should have received a copy of VELS, the Vermont Early Learning Standards. All children in your classes should meet these standards as they are learning. As you develop your program, class or curriculum you should have a standard or two in mind that you want the children to know and be able to do. Read through the Introduction of the VELS, then use the book to determine which standard(s) you would use to address your response for number 2 below. This is a learning process and we will start easy with use of VELS. However, everyone should be very familiar with them by the time you achieve your certification or degree.

1. What are some ways you could prevent developmental deficiencies created by gender stereotyping?
2. Your text states, “…active intervention by teachers is necessary if children are to develop positive attitudes about people of different races and physical abilities. Contact with children of various backgrounds is not enough. For example, Shirley Cohen states that “in the absence of a variety of supports, direct contact can exacerbate mildly negative reactions.” Moreover, Maria Sapon-Shevin finds that “interventions not handling the direct confrontation of difference seem doomed, or do little more than bring temporary changes in the patterns of social interaction and acceptance within integrated groups.” Consequently, “mainstreaming should not be viewed as an effort to teach children to minimize or ignore difference, but as an effort to teach them positive, appropriate response to these differences (p.24)”” (p. 8). With these new concepts in mind, create an activity or lesson plan that would help students grasp these concepts. Be sure to address all of these elements in your plan:

* Children's age group:

* Number of children in the group (large group, small group, or individual activity):

* Learning center to be used (if any):

* Name of activity and brief description:

* Purpose/objectives of activity:

* Space and materials needed:

* Procedure:

* Guidance:

* Evaluation and follow-up:

* What Vermont Early Learning Standards apply to this activity – include with activity.

*Write a letter to parents explaining your activity and inviting them to participate. Give them at least two ideas for expanding this activity at home.
3. Do you have interracial children in programs or schools in your area? If not, what are some things you can do as a teacher to provide your children with a clear understanding of racial attitudes and an unbiased approach?
4. Up to this point many schools, programs and day care centers have taught children about different races, gender and abilities through stories and activities that assist the child in recognizing these differences and knowing there are differences in people. How would you teach your children how to respond to these differences? Responding to these differences is much different from understanding that there are differences.

Peer Review:
Each week you need to respond to at least one of your classmates’ discussion thread and one of your classmates’ reflection responses. This counts as class participation

This forum addresses Essential Objectives 1 and 6:
1. Discuss the cultural and historical context of early childhood education.
6. Develop written lesson plans which employ effective planning/teaching techniques,
based on different methods of instruction.

Week 3: Feb. 9-15. Reading: Pgs. 17- 28

In traditional text books on Early Childhood Education the works of key historical figures such as Europeans, Martin Luther, John Amos Comenius, Jean Jacques Rousseau, Johann Pestalozzi, Friedrich Froebel, Maria Montessori, Margaret McMillan, Lev Vygotsky, Sigmund Freud, and Jean Piaget. In the United States, John Dewey, Erik Erikson, Abraham Maslow, J. McVicker Hunt, Benjamin Bloom, Jerome Bruner, Arnold Gesell, Patty Smith Hill, Lucy Sprague Mitchell, and Abigail Eliot had a significant impact on early education. Discussions occur around the early foundations of education. However, in today’s world, “Teachers strive to build classroom community by helping children learn about each other’s lives and families.” (p.18) New philosophies and theories are being tested because teaching is not just academic, social skills and cultural diversity play a large role in education as well.

1. In this week’s reading, the author, Rita Tenorio discusses activities and projects that help children to discuss issues of race and social justice in a meaningful, age appropriate way. Create a lesson of your own that would help your children to see the differences and similarities in each other and be able to discuss them for a better understanding of cultural diversity. Use the lesson guidelines from week two for your lesson plan.
2. Trisha Whitney wrote about using persona dolls to teach diversity. In Vermont we do not see this diversity in many of our day care programs and classrooms. However, learning about them is critical to all children. “Because behavior that involves excluding others is very likely to occur among your students, you will probably find yourself needing a [lesson or] story about exclusion at the beginning of the year.” (pg. 25) The concept of persona dolls may be new to you. What are your impressions of this part of the reading? Would you consider using persona dolls? Why or why not? What are some things that stood out for you from this reading? How would you use some of these concepts in your own classroom or day care program? Or would you?

Peer Review:
Each week you need to respond to at least one of your classmates’ discussion thread and one of your classmates’ reflection responses. This counts as class participation

This forum addresses Essential Objective 3: Discuss and apply the major theories of learning, growth, and development, including theories of play, to the field (through role playing, case study, observations and reports).

Week 4: Feb 16-22 Reading pgs. 29-39

1. Sudie Hoffman’s article on “miles of aisles of sexism” clearly illustrates that advertising is continuing to promote concepts of boys and girls that are no longer true. Reflect upon a toy, game or book you have bought for a young child – or if you have not done so, go to a store and choose one toy, game or book to use for this question. What prompted you to purchase the toy you chose? Was it for a girl or a boy? Discuss ways in which this reading by Hoffman has altered your perception of advertising for children.
2. Television is another advertising medium. Manufacturers often advertise their products along sex-typed strategies. For example, boys are featured on commercials or packaging for racing car sets, and girls are pictured with toy kitchen sets. Use the observation sheet below to help you examine toy-marketing strategies. Use your observations to decide whether these strategies socialize children into traditional gender roles.

Directions for Cartoon Show Commercials worksheet: Watch two children’s programs on television. Choose a time slot popular for children’s viewing rather than family viewing (Saturday morning, for example). Observe the commercials during and immediately after each program. Using the worksheet record the name of every toy advertised, the type, the key marketing terms used, and whether boys or girls are pictured in the commercial. After completing the worksheet, respond to the following questions:
1. Is stereotyping prevalent in cartoon show commercials?
2. What is the main message being sent to children in these commercials?

Cartoon Show Commercials

Name of Toy:

Toy Category*:

Key Marketing Phrase:

Children Pictured:

*Examples: construction/building set, sedentary game, make believe domestic role (e.g. kitchen set), make believe action career (e.g. soldier), educational toy/computer, sport equipment.

3. Ann Pelo’s article, “where are the game girls?” brings up another perception that can confuse young children. What, do you think are the implications of such manufactured games that target one gender over the other? How would YOU address this question in your own classroom? What are some suggestions you might use to change this outdated concept?

Peer Review:
Each week you need to respond to at least one of your classmates’ discussion thread and one of your classmates’ reflection responses. This counts as class participation.

This forum addresses Essential Question 4: Describe current curricular, instructional, philosophical and ethical issues related to the field.

Assignment: Based on prior knowledge and what you have learned thus far, develop your own personal Philosophy of Education that reflects your understanding and perceptions of what Early Childhood Education means to you. DUE via EMAIL by the end of WEEK 6 – this will serve as your midterm assessment. Please save your document as a .rtf (rich text file) before submitting. You may attach it to the email of embed it within the email. This assignment is worth 15 points.

This assignment addresses Essential Objective 2: Demonstrate an understanding of the philosophy of early childhood education by drafting an initial educational philosophy statement.

Week 5: Feb 23- March 1 Reading pgs 41-47
Since people's mental makeup is, to a certain extent, based on what they have read and how it has been incorporated into their lives, it is not surprising that considerable attention is paid to what children read. As a consequence, children's books tend to be highly moralistic. Many realistic books today attempt to teach children how to cope with life's difficulties and how to behave in certain situations. The books portray a range of values, with kindness, caring, understanding, independence, making decisions on one's own, and exhibiting self-control treated as positive qualities, and cruelty, and dishonesty as negative qualities. Given their content, it is easy to see why many people find children's books disturbing. Groups have sprung up seeking to censor or ban certain works. However, educators or librarians familiar with the books in question have often helped those concerned understand the purpose of the books.

1. Ellen Wolpert, in her article Rethinking “The Three Little Pigs,’” has turned us again to another paradigm shift in looking at stories we read to children in the early childhood setting. What stories did you enjoy as a child? Find some of your favorite books from childhood in the library, bookstore, or online; write an annotated bibliography of two old favorites, and two books that are popular today in many classrooms and daycare programs. What are some differences between the great old classic tales and contemporary stories we find today? Have the messages changed? If so, how? Place your annotated bibliography in the forum and let’s discuss them.
2. After reading ”What if all the kids are white?” think about the following questions: How do you define “cultural diversity?” Do teachers in classrooms where there is little obvious cultural diversity have a responsibility for introducing books about a variety of cultures? What might teachers do to ensure that the books they use reflect the cultural diversity found in their classrooms, communities, and this country? How can understanding multiple intelligences help children relate to kids from other cultures? After some reflection, choose one or two of the anti-bias learning themes from this reading and create a lesson plan to achieve the goal in the theme or themes. How can you introduce these concepts to young children in ways that will stimulate learning? Follow the lesson plan outline from Week 2. Post your lesson to the forum and share your work.

Peer Review:
Each week you need to respond to at least one of your classmates’ discussion thread and one of your classmates’ reflection responses. This counts as class participation.

This forum addresses Essential Objectives 6 and 9:
6. Develop written lesson plans, which employ effective planning/teaching techniques, based on different methods of instruction.
9. Demonstrate critical thinking skills and effective communication skills through active class discussion and in writing assignments.

Week 6 March 2-8 This week’s reading is a continuation of last week’s reading, pg. 43-47. Also read “Uwrapping the Holidays, pg 49-53.

1. Derman-Sparks and Ramsey bring up some excellent points about diversity. Let’s look at young children’s books and the illustrators of those books. How do the visuals in these stories influence young children? Visit the children’s section of a bookstore or library. Identify your favorite picture book’s illustrator. Early in the week, post a message identifying the illustrator you are researching so that we might avoid duplication. Research the illustrator and post a short biography, including at least 3 books s/he has illustrated. Please post it to the thread in which you identified your pick for this assignment. Feel free to add pictures of the books you mention. What does your illustrator find important in their illustrations? What messages do they attempt to portray? Is that what you see in their illustrations? Do you think children see what the illustrator wants them to see? Why or why not?

Important Note: This assignment is more fun if you use your creativity! Add pictures of the books, and decorate your post with interesting fonts! You may not be able to create these documents in Word and copy and paste them into Blackboard without losing graphics. To avoid this, create the Word document, paste it into the dialogue box in Blackboard, then add the graphics. In the dialogue box tool bar, click on Insert Image (lower left icon) browse your saved images, and add them to the document. You can reposition them by dragging them into position.

2. In the era of frequent standardized testing, it can seem as if the goal is to pour students into a specified mold. Each student, however, is very different, with different learning styles, family life and experiences. Just as students can be defined in a sociopolitical context, so can teaching.
Since teachers are humans, they have their own personal and ideological bias created by their own learning styles and experiences. They also work within collective and institutional environments that both define and challenge their beliefs. Understanding this background can help teachers identify their own strengths and weaknesses involved with meeting the needs of their students while remaining caring and critical educators. Dale Weiss shared a story about her first year of teaching and analyzed lessons learned from this experience. Reflect upon your past learning experience. Did you have a teacher who had a particular bias that did not follow the norm? What was it? How was it handled? What are some of your own personal biases? How would you work with fellow teachers to help them support your views while at the same time supporting their views? Post your reflective response in the forum – share your thoughts on this topic and explore your classmates’ biases.

Peer Review:
Each week you need to respond to at least one of your classmates’ discussion thread and one of your classmates’ reflection responses. This counts as class participation.

This forum addresses Essential Objectives 4 and 9:
4. Describe current curricular, instructional, philosophical and ethical issues related to the field.
9. Demonstrate critical thinking skills and effective communication skills through active class discussion and in writing assignments.

Week 7 March 9-15 Reading pg. 55-67.
1. After reading Campbell’s article “The scripted prescription,” do you think children in your community are being set up to fail? How does your preschool view play and academics? Is play considered important? Why or why not? You may have to visit your local preschool, or child care facility to get answers to these questions, but you should understand how Vermont and your community view education. What are your views on play and where does it fit within the curriculum?
2. In order to think about the topic of play, look at and complete the questions below– Then share your responses. Do you find any similarities in your memories of play? Any differences? How do your memories compare to the play of today’s children?
a. What memories do you have of early experiences with play?
b. What are your very first play memories?
c. What did you play? With what did you play? With whom did you play?
d. After discussing your responses with others, tell us how these discussions help you better understand children’s play. Or do they?
3. After completing the discussion above, think about the place of play in your own life. Respond to the following questions to find out for yourself:
a. Does play benefit adults?
b. In your daily life, do you have opportunities for play? If so, what value do you find in play? If not, how might you restore play to your life?
c. In early childhood programs you will observe three main forms of play, solitary, parallel, and cooperative. What is the value of each of these play types – for adults as well as for children?
d. Although adult play and children’s play have common elements, play serves a different role for young children then it does for adults. What are some of the similarities and differences between the play of children and that of adults? How might these similarities and differences affect your teaching practices?

Peer Review:
Each week you need to respond to at least one of your classmates’ discussion thread and one of your classmates’ reflection responses. This counts as class participation.

This forum addresses Essential Question 5: Analyze different methods of instruction based on knowledge of various early childhood education models and developmentally appropriate practice.

Week 8 March 16-22 Reading pg. 67-83
I will be away from March 19-27th. I will attend class on a limited basis; however, you are expected to continue your discussion. I will be in the forum as much as possible but because I will be traveling with family I may not appear twice a day as usual. I will participate and will be available – just on a limited basis.

Ann Pelo’s reflections in “Playing with Gender,” illustrate that we must also look at ourselves in order to better understand the children we work with. After reading this article, respond to the following question:
1. If you are currently working in a day care program, pre-school or elementary school how do you experience the meaning and impact of gender, or race, or class, in your lives? What values and goals do you each hold for children’s learning? How do your values impact your influence on the children you work with? Is this something you need to change? Why or why not?
2. Based on your reading about “Cybertots” – do an Internet search for toddler computer games or toddlers and computers. You can also look at funbrain.com,
marketing strategies for toddler software, Parent magazine or other sources. What have you found in support of toddlers using computers? What have you found that is negative for toddlers using computers? What do your sources tell you about this relatively new phenomenon? Bring your research into the forum and discuss what you have found as well as your synopsis of your research.

Peer Review:
Each week you need to respond to at least one of your classmates’ discussion thread and one of your classmates’ reflection responses. This counts as class participation.

This forum addresses Essential Objective 9: Demonstrate critical thinking skills and effective communication skills through active class discussion and in writing assignments

Week 9 March 23-29 Reading pg 109-118
Standardized testing is prevalent in the American Education system. Rothstein’s article, “Testing Tots,” addresses assessment in the Head Start program. “Among the standards that Head Start programs must meet to satisfy these review teams is whether each child has been individually evaluated at least three times during the year in all the domains that Head Start should cover, including knowing alphabet letters and one-digit numbers, but also other important school-readiness skills like whether the child knows how to take turns or how to handle disappointments. Head Start teachers are required to show what kind of progress children are making by keeping samples of their work, notes of conversations and observations that document students' skill in each of the academic, social, and emotional areas in which children are expected to grow. Records must indicate whether the child has had regular medical and dental checkups. The one thing the review teams do not demand of teachers is that they give children a sit-down test, inappropriate for 4-year olds, of decontextualized math and reading skills.
There are ways this accountability system could be improved. Policymakers could join the expert teams, for example, to familiarize themselves with the challenges faced by early childhood programs. The monitoring standards could be revised to require that Head Start programs, consistent with what is now known about children's development, have somewhat higher expectations for academic skills without needlessly downgrading other important goals. And the system could require a higher level of skills in instruction and assessment from Head Start teachers—an elusive goal so long as funding for Head Start is so sparse that many teachers have no more than a high school education and are paid accordingly.
Yet even with their flaws, Head Start program reviews comprise the most comprehensive and high-quality ac-accountability system in American education today. Rather than asking Head Start to ape the standardized testing regime of the No Child Left Behind law for K-12 education, we'd be better advised to ask elementary and secondary schools to submit to the kind of accountability already characteristic of the Head Start program. “ (p 111)
1. After reading “Testing Tots,” what are your perceptions of evaluating learned knowledge of children in your programs? Are there expected assessments in Vermont? What are they? Do they address specific learning that will enable the child to be successful at the next level? Why or why not? Does the Vermont Early Learning Standards provide a way of assessment? How?
2. Standardized testing often times results in inaccurate assessment of a child’s abilities as evidenced in “Testing Lang.” Many proponents of standardized testing believe that “since all students in a school are taking the same test (with respect to grade level) standardized tests provide an accurate comparison across groups. (For example, this makes it easy to see how boys are performing as compared to girls in a particular school or district.) Over the years great improvements have been made with regards to test bias, which has led to more accurate assessments and comparisons.” (Bright Hub at http://www.brighthub.com/education/k-12/articles/16137.aspx#ixzz0bAj6AeS0) Do you agree or disagree with this statement? Justify your response with cited material either from your text or other sources.

3. ThinkLink tests were developed for Discovery Education Assessment and many states use this assessment in their early childhood education programs. Discovery Education further postulates, “In addition to the increased focus for schools on setting and meeting high standards of student performance, NCLB emphasizes the importance of evidenced-based interventions. Educators can not rely on tradition, anecdotal evidence, and unsubstantiated claims from vendors for determining the effectiveness of products and programs. Discovery Education weaves the concept of research-based decision making into all aspects of product development and school support to ensure that educators have access to what works.

Each year, Discovery Education performs extensive psychometric analyses to ensure educators receive the most accurate and reliable, state specific feedback possible. We start with the creation of a matched state specific test and predict student proficiency by state. Following pilots with students using the assessment and comparing the results to these students' actual state test, we revise and refine our predictions. Even with the first year's administration, teachers can be assured that they are using a content valid and reliable instrument whose predictions get better with more student use, just as with any research-based standardized test.” (Discovery Education)

Gutowski, in her article, “Think Less Benchmarks” states “NCLB puts pressure on districts to gather more data, and testing companies get richer producing tests which guarantee large amounts of failure, thus ensuring future customers. It's a vicious, mean-spirited cycle. The way we educate our children is being driven by these test scores. We spend hours at staff meetings looking at the "data" gathered from these mass produced assessments instead of sharing ideas about meaningful learning and what really works in the classroom.
Who needs the arts? Screw recess. Let them eat tests. I'll think about this tomorrow as my 3rd graders fill in perfect little circles on their benchmark score sheets — 3rd graders, who are most definitely being left behind. “ (pg118) You may further research Discovery Education and ThinkLink at http://www.discoveryeducation.com/products/assessment/
What is your analysis of this information? Do you agree with Amy Gutowski or Discover Education? Justify your response.
Peer Review:
Each week you need to respond to at least one of your classmates’ discussion thread and one of your classmates’ reflection responses. This counts as class participation.
This forum addresses Essential Objective 5: Analyze different methods of instruction based on knowledge of various early childhood education models and developmentally appropriate practice.
Week 10 March 30-April 5 Reading 123- 36
1. In developing a sense of community with our wee ones, teaching them about the environment in which they live is a critical component of community building. Ann Pelo discusses in her article, “ A pedagogy for ecology,” a child’s view of their environment and how we, as teachers, can create strategies to introduce the children to their “place,” their environment and their immediate world. Pelo states, “ Our challenge is to see with new eyes, to look at the familiar as though we’re seeing it for the first time. When we look closely and allow ourselves to be surprised by unexpected details and new insights, we develop an authenticity and humility in our experience of place, and wake up to its mysteries and delights.” (p.127) Pelo further provides strategies to accomplish this authentic experience. How can you bring this experience into your classroom? Creating a sense of place in the classroom is an excellent place to start this discussion. How would your classroom look? What are some ways you would decorate your classroom to enhance the children’s perspective of place? When designing your classroom take into consideration the cognitive, affective, social, and physical needs of children, as well as their sense of place.
2. Further readings by Ann Pelo and Richard Louv take into consideration an ecological understanding of community, place and environment. Visit http://www.kidsforsavingearth.org/ and read about it’s formation and what it provides our children today. Using this web site and knowledge from the readings, how would you teach your children about their immediate world? Question one looked at the classroom, this question takes you outside the classroom – what are some things you can do with your children to create an awareness of environment, ecology and preservation of our environment? Be creative but limit your response to your community – what are some things within your community that would help teach these concepts? How could you use them?
3. Jean Hannon shared an eye opening experience about food in her article, “Food is not for play.” What are your perceptions of this reading? What other materials could be used instead of rice in a sensory table? Many children of other races are adopted into families within our communities every year. Their memories are quite different from our own. How can you, as a teacher, preserve those memories while not offending them in ways you may teach?
4. “Lessons from a garden spider,” complete this section and provide us all with a closer look at our surroundings. The life of a garden spider impacts and influences our surroundings. The food web is an excellent learning tool to teach children about other animals within their world. As Lyman states, “….spiders are “naturally patient.” They know that if they construct a well-designed web and wait long enough, their efforts will pay off. Teachers have a lot to learn from spiders.” (p. 143) What would be significant components of your web of learning? Why have you chosen them?

Peer Review:
Each week you need to respond to at least one of your classmates’ discussion thread and one of your classmates’ reflection responses. This counts as class participation.

This forum addresses Essential Objectives 7 and 9:
7. Design a classroom setting taking into account the cognitive, affective, social, and physical needs of children aged three to eight.
9. Demonstrate critical thinking skills and effective communication skills through active class discussion and in writing assignments.

Week 11 April 6-12 Reading 147- 157
1. Social and emotional development are a part of children’s learning that can be perceived differently by each child. Your readings this week discuss social justice and injustice and how two teachers, Katie Kissenger and Stephanie Walters taught their wee ones about fairness, unfairness and justice and injustice. What are some ideas you could further develop into a lesson plan that would be effective with children within your community on these topics? I am not looking for a lesson plan, but strategies your could use in developing lesson plans on this topic.
2. Death is a difficult concept for anyone to encounter. Young children experience it through the loss of a pet, grandparent or other significant animal or person in their lives. When I was a teacher at Poultney High School one year we lost five people from our school, two students and three staff. It seemed like we spent much time discussing loss and death, because the students had to process it in their own way. Each death affected the students differently and we all worked though it together as a school community, a class and as individuals. Do you have any experiences of death during your school years? How was it handled by your teacher? The administration? Do you think it was handled correctly? What would you have done differently? If you do not have any personal experiences on this topic, you can discuss the loss of a pet, parent through divorce or other similar loss.

Peer Review:
Each week you need to respond to at least one of your classmates’ discussion thread and one of your classmates’ reflection responses. This counts as class participation.

This forum addresses Essential Question 5: Analyze different methods of instruction based on knowledge of various early childhood education models and developmentally appropriate practice.

Week 12 April 13-19 Reading 161- 186
1. Bridging cultures can be difficult in many Vermont schools because we do not have the diversity of cultures as other states. Burlington holds an International Festival every year to celebrate cultural diversity and other events throughout the state try to address cultural diversity within their communities as well. Visit http://www.first-school.ws/theme/places.htm and view some of the cultural activities that can be used in day care programs, pre-schools and kindergarten. What are the differences between the activities on the web site and your readings by Laura Linda Negri-Pool and Julie Bisson. In rethinking education can you see these differences and how they will effect the children you work or will work with? What are some strategies you can use to change your thinking on this topic?
2. Language is also an important component of social learning. Sharing different languages with children provides them with a new way of speaking and learning and many early childhood programs teach sign language, Chinese, Japanese, Spanish and other languages. I hosted several Foreign Exchange students when my daughter was in school and have stayed close to them all. One is like a second daughter and we have remained especially close. She has three children, the oldest is 11. She live sin Geneva, Switzerland with her American born husband and they both speak several languages. Their children attend an international school and have learned many languages as well. May, the oldest speaks 7 languages fluently and writes proficiently in 6 of them. Julius is 7 and speaks 8 languages because his class welcomed a Vietnam child to class and they wanted to learn Vietnamese. Victor is 4 and already speaks 4 languages fluently. What are the implications of teaching young children different languages at such a young age? How does the use of these languages foster awareness of different cultures? What do you think about a four year old learning and speaking 3 or more languages? Would this be effective in your program? How?

Peer Review:
Each week you need to respond to at least one of your classmates’ discussion thread and one of your classmates’ reflection responses. This counts as class participation.

This forum addresses Essential Question 4 & 5:
4.Describe current curricular, instructional, philosophical and ethical issues related to the field.
5. Analyze different methods of instruction based on knowledge of various early childhood education models and developmentally appropriate practice.

Week 13 April 20-26 Reading 189- 208
1. Do you know of any children within your community who do not attend child-care facilities? If so is it because of costs? What could you do to ensure that all children within your community receive the same education as children in child-care settings? As Valerie Polakow states, “ Children’s distress, their fears, their shaken sense of trust and security that ensue when child care harms, when it does not work, when it is not there when needed – must be heeded and attention must be paid. There are seeping wounds and developmental scars that are readily produced in socially toxic landscapes. Consigning young children to overcrowded, unsafe, indifferent spaces, where opportunities for discovery, imaginative play, active learning, and the formation of stable relationships are absent, or worse, twisted into harsh regimens of compliance – is a violation of their human rights to grow and develop.

And it is always the poor children whose lives count for less.” (p. 194) Why should the poor receive less education in our country where everyone is created equal? What is equal in your community? How is equality addressed when underprivileged children do not receive the services and care they deserve?
2. Policies around early childhood care are outdated and need updating – many changes are occurring in our nation’s schools and pre-schools. However, as recent as 2004. The Bureau of Labor Statistics defined the median annual salary of a childcare worker was just under $18,000. (Bruner, p 201) As a young teacher in 1996, I fell into that category as well. On top of the small salary I had to provide my own chalk, erasers, stapler, paper and pencils for my students. Things have changed since then but salaries remain low. Reflect upon this week’s readings – what do you perceive to be the trend in your community? Are working conditions good? Are there enough teachers? How about student to teacher ratios? Bring your findings to the forum and let’s get a feel for many communities around the state!
3. Besides teaching, there are other ways one can work in education and provide learning to students. Investigate the scope and diversity or career opportunities in the field of early childhood education. Share your findings in the forum.

Peer Review:
Each week you need to respond to at least one of your classmates’ discussion thread and one of your classmates’ reflection responses. This counts as class participation.

This forum addresses the following Essential Question 8: Identify and investigate the scope and diversity of career opportunities in the field of early childhood education.

Week 14 April 27-May 3 Reading pgs 211- 224
1. You have already looked at children’s books from your childhood and contemporary books used today in schools; this week’s reading provides you with 10 quick ways to analyze children’s books for your classroom. Go back to the books you chose to write annotated bibliographies on in week 5. Using the “10 Quick ways to Analyze Children’s Books for Racism and Sexism” look at your books and rate them.
2. We have discussed several similar topics throughout this course – gender and multiculturalism, to name a few. After reading “Music for social justice,” how can you incorporate music into your curriculum to help illustrate that music also plays an important role in learning, especially around social justice, gender and multiculturalism?
3. The authors of your text have recommended book and multimedia resources that they find useful in their work. Choose any three that you might consider using – why did you pick them and how would you use them? Do you have any other sources that you have discovered through this course that might serve you better?

Peer Review:
Each week you need to respond to at least one of your classmates’ discussion thread and one of your classmates’ reflection responses. This counts as class participation.

This forum addresses Essential Objective 5 and 9
5. Analyze different methods of instruction based on knowledge of various early childhood education models and developmentally appropriate practice.
9. Demonstrate critical thinking skills and effective communication skills through active class discussion and in writing assignments

Week 15 May 4-10 Final Project – post it in the forum for peer review and feedback.

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Suggested Sources:

Many of the sources listed below are general early childhood education links – all of them were available December 31, 2009. If you choose a link and it does not open try a keyword search on that topic. Because the current curriculum is a paradigm shift from traditional early childhood education, the sources listed in the back of your textbook are excellent sources that support Rethinking Schools Curriculum. Use them.

Rethinking Schools Online sources

http://www.rethinkingschools.org/web_resource/index.shtml

The Lexile Framework for reading

http://www.lexile.com/

What are Lexile Scores?

http://www.wisegeek.com/what-are-lexile-scores.htm

National Child Care Information Center

http://www.nccic.org/

The Seven Faces of the Early Childhood Educator

http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=171  

For more information on No Child Left Behind:  
U.S. Department of Education: http://www.ed.gov/nclb/landing.jhtml?src=pb  
White House News on Educational Reform: http://www.whitehouse.gov/infocus/education/  
NEA's view of NCLB: http://www.nea.org/esea/  
Education World: http://www.educationworld.com/a_issues/issues273.shtml

For more information about Piaget, consult this website:
 http://www.piaget.org/

For more information about Maslow, consult this website:  Maslow: http://www.ship.edu/~cgboeree/maslow.html

For more information about Bruner, consult this website:  Bruner: http://www.infed.org/thinkers/bruner.htm

For more information about laboratory nursery schools visit this website:
http://cdl.uiuc.edu/nocdls/nocdls.html

Developmentally Appropriate Practice: http://www.ed.gov/databases/ERIC_Digests/ed413106.html

Learning Through Many Kinds of Intelligences: http://www.newhorizons.org/strategies/mi/dickinson_mi.html  

For more information about Erik Erikson, consult this website:  http://www.ship.edu/~cgboeree/erikson.html

Alternative Mode to Delivery: http://www.csd.uwa.edu.au/altmodes/to_delivery/discovery_learning.html

Infant/Toddler Development: http://cyfernet.ces.ncsu.edu/cyfdb/browse_2pageAnncc.php?subcat=Child+Development&search=NNCC&search_type=browse

For more information about developmental patterns from ages 3 to 5, consult these websites:  Developmental Patterns—Ages 3 to 5: http://cyfernet.ces.ncsu.edu/cyfdb/browse_2pageAnncc.php?subcat=child+development&search=NNCC+search_type=browse

 Early Childhood Development from 2 to 6 years of Age: http://home1.gte.net/pulsar/Library_Ref/Biology/ECD/ECD%20%202-6yrs.html  
Four-year-olds: http://www.exnet.iastate.edu/Publications/PM1530F.pdf  
Three-year-olds: http://www.exnet.iastate.edu/Publications/PM1530E.pdf  
Two-year-olds: http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Child_development_(6)_

two_to_three_years

For more information about gifted education, consult these websites:  
Gifted Education: http://www.sp.uconn.edu/~nrcgt/sem/semart14.html  
Eric Clearinghouse on Disabilities and Gifted Education: http://ericec.org/gifted/gt-facts.html

For more information about characteristics of play, consult this website:
Characteristics of Play: http://www.nncc.org/Curriculum/better.play.html

For more information about Froebel on play, consult this website:  Froebel on Play: http://members.tripod.com/~FroebelWeb/http://members.tripod.com/~FroebelWeb/web2002.html

For more information about social development and play, consult this website:  
Social Development and Play: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=39

For more information about physical development and play, consult this website:  Physical Development and Play: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=15

For more information about creativity and play, consult this website:  
Creativity and Play: http://www.nncc.org/Curriculum/create.play.grow.html

For more information about the importance of play, consult this website:  
Importance of Play: http://www.ccinfoline.8k.com/importance_of_play.htm

For more information about dealing with social/emotional issues, consult this website:  Social/Emotional Issues: http://familyeducation.com/topic/front/0,1156,1-7921,00.html?relinks

For more information about relationship building, consult this website:  Relationship Building: http://www.nncc.org/SACC/sac11_build.community.html

For more information about developmentally appropriate guidance, consult this website:  Developmentally Appropriate Guidance: http://www.nncc.org/Guidance/guide.dev.apprch.html

For more information about discipline strategies, consult this website:  Discipline Strategies: http://www.nncc.org/Guidance/effect.disc.html

For more information about dealing with temper tantrums, consult this website:  Temper Tantrums: http://www.nncc.org/Guidance/tam.temp.html

For more information about building social skills, consult this website:  
Teaching Problem Solving: http://www.kidsource.com/kidsource/products/I.want.my.way/I.Want.It.My.Way.html

For more information about family involvement in education, consult this website:
Family Involvement in Education:

http://www.education-world.com/a_admin/admin039.shtml

For more information about family-friendly schools, consult this website:  Family-Friendly Schools: http://www.canr.uconn.edu/ces/child/newsarticles/FCC832.html

For more information about communicating with parents, consult these websites: Communicating with Parents: http://www.ed.gov/pubs/ReachFam/oncom.html  

Including Parents: http://www.circleofinclusion.org/english/guidelines/moduletwo/h.html

For more information about families of children with special needs, consult these websites:  Success Stories: http://www.specialchild.com/success.html  Horror Stories: http://www.specialchild.com/horror.html

For more information about teachers working with families with gay/lesbian parents, consult these websites:  http://www.personal.psu.edu/faculty/d/w/dwm3/gay.html  http://www.tolerance.org/teach/printar.jsp?p=0&ar=297π=current  http://www.tolerance.org/teach/current/event.jsp?cid=305  http://www.ericfacility.net/databases/ERIC_Digests/ed434188.html

For more information about involving the school in the community, consult this website:

Service Learning: http://www.servicelearning.org/article/archive/35/

For more information about attitudes about gender, consult these websites:
Children's Advertising and Gender Roles: http://www.mediafamily.org/facts/facts_childgen.shtml

Gender Roles and Stereotyping in Children's Literature: http://reading.indiana.edu/ieo/bibs/childgen.html

For more information about books on diversity topics, consult this website:  Books on Diversity: http://www.lib.msu.edu/corby/education/multicultural.htm

For more information about inclusion, consult these websites:  Inclusion: http://www.nncc.org/Diversity/dc24_case.integrat.html  http://www.ed.gov/pubs/parents/Including/

For more information about changing attitudes toward diversity, consult these websites:  Hidden Bias: http://www.tolerance.org/hidden_bias/tutorials/04.html  

Valuing Diversity: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=21

For more information about I.D.E.A., consult these websites:  http://www.ideapractices.org/law/index.php  http://www.ed.gov/offices/OSERS/Policy/IDEA/article1.html

For more information about furnishing the learning environment, consult these websites:
Furnishing the Learning Environment:
http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=201
http://teacher.scholastic.com/professional/classmgmt/classdesign.htm

For more information about the book/quiet center, consult this website:  Book/Quiet Center: http://teacher.scholastic.com/professional/classmgmt/creatingroom.htm

For more information about music in the curriculum, consult this website:  Music in the Curriculum: http://www.menc.org/publication/books/otl.html

For more information about sand play, consult this website:  Sand Play: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=68

For more information about the computer center, consult this website:  Computer Center: http://teacher.scholastic.com/professional/childdev/social_software.htm

For more information about selecting toys, consult these websites:  Selecting Toys: http://www.ext.colostate.edu/pubs/columncc/cc031209.html  http://www.eparent.com/toys/selectingtoys.htm

For more information about spaces for children with special needs, consult this website:  Spaces for Children with Special Needs: http://teacher.scholastic.com/professional/specialneeds/blockplay.htm

For more information about health and safety concerns, consult these websites:  Safety with Art Materials: http://www.nncc.org/Health/dc24_art.materials.html  Climbing Gym Safety: http://www.exnet.iastate.edu/Publications/SP23A.pdf  Teaching Children about Health and Safety: http://www.nncc.org/Series/good.time.health.html

For more information about the importance of outdoor play, consult these websites:
Importance of Outdoor Play:
http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=58
http://www.ipausa.org/declare.htm
http://www.ipausa.org/recess.htm

For more information about Adventure Playgrounds, consult this website:  Adventure Playgrounds: http://www.ci.berkeley.ca.us/marina/marinaexp/adventplgd.html

For more information about sand and water play, consult this website:  Sand and Water Play:  http://www.head-start.lane.or.us/education/curriculum/creative-curriculum/sand.html

For more information about designing playgrounds for young children, consult this website:  Designing Playgrounds for Young Children: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=65

For more information about parachute play, consult these websites:  Parachute Play:  http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=56  http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=71

For more information about playground safety, consult this website:  Playground Safety: http://www.cpsc.gov/cpscpub/pubs/playpubs.html

For more information about health considerations, consult this website:  Health Considerations:  http://cyfernet.ces.ncsu.edu/cyfdb/browse_2pageAnncc.php?subcat=Health+and+Safety&search=NNCC&search_type=browse

For more information about developmentally appropriate practice, consult this website:
Developmentally Appropriate Practice:
http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=18

For more information about developmental abilities of primary children, consult this website:  Developmental Abilities of Primary Children:  http://www.nncc.org/Child.Dev/ages.stages.6y.8y.html

For more information about planning for preschoolers, consult this website:  Planning for Preschoolers: http://www.nncc.org/Curriculum/planguide.html

For more information about an integrated curriculum, consult this website:  Integrated Curriculum:  http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=9

For more information about the values of integrated learning, consult this website:  Values of Integrated Learning:  http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=112

For more information about the project approach, consult this website:  Project Approach: http://www.project-approach.com/definition.htm

For examples of projects, consult this website:  Examples of Projects: http://www.project-approach.com/examples/projects.htm#1-3

For more information about standardized tests, consult this website:  The Limits of Standardized Testing: http://www.fairtest.org/facts/Limits%20of%20Tests.htm  Appropriate Use of Standardized Tests: http://www.apa.org/pubinfo/testing.html  Why We Should Oppose High Stakes Testing: http://www.alfiekohn.org/standards/standards.htm

For more information about portfolio assessment, consult these websites:  Portfolio Assessment:  http://www.kidsource.com/kidsource/content3/portfolio.young.pre.3.html  http://www.doe.state.la.us/lde/uploads/4037.pdf

For more information about developing children's social skills, consult these websites:
Developing Children's Social Skills:
http://www.nncc.org/Guidance/dc26_wo.friends1.html
http://www.nncc.org/Guidance/dc31_wo.friends2.html
http://www.nncc.org/Guidance/dc32_wo.friends3.html

For more information about self-concept, consult this website:  Self-Concept: http://www.exnet.iastate.edu/Publications/PM1529H.pdf

For more information about peer interactions, consult these websites:  Peer Interactions  http://www.nncc.org/Guidance/cc21_learn.kindness.html  http://www.nncc.org/Guidance/dc11_sharing.html

For more information about expressing feelings, consult this website:  Expressing Feelings:  http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=61

For more information about helping children play together, consult these websites:  Helping Children Play Together:  http://teacher.scholastic.com/professional/bruceperry/pleasure.htm  http://www.hec.ohio-state.edu/famlife/divorce/pguides/sp6.htm

For more information about understanding childhood fears, consult this website:  Understanding Childhood Fears: http://www.exnet.iastate.edu/Publications/PM1529D.pdf"

For more information about infant/toddler learning, consult this website:  Infant/Toddler Learning: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=76

For more information about language development, consult this website:
Language Development: http://www.exnet.iastate.edu/Publications/PM1529F.pdf

For more information about facilitating language learning through storytelling, consult these websites:  Facilitating Language Learning Through Storytelling:  http://www.nncc.org/Literacy/better.storytell.html  http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=200&CFID=244697&CFTOKEN=93587547

For more information about good books to read aloud, consult this website:  Good Books to Read Aloud: http://www.nncc.org/Literacy/better.read.list.html

For more information about dramatic play props, consult this website:  Dramatic Play Props: http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li1lk28.htm

For more information about emergent literacy, consult this website:  Emergent Literacy: http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li1lk1.htm

For more information about supporting emergent literacy, consult this website:  Supporting Emergent Literacy:  http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=212

For more information about children's books, consult this website:  Children's Books: http://www.acs.ucalgary.ca/~dkbrown/index.html

For more information about supporting children's writing, consult these websites:  Supporting Children's Writing: http://www.ed.gov/databases/ERIC_Digests/ed327312.html  http://teacher.scholastic.com/professional/teachstrat/writing.htm

For more information about formal reading instruction, consult this website:  Formal Reading Instruction: http://teacher.scholastic.com/professional/teachstrat/balanced.htm

For more information about developing literacy skills for children whose first language is not English, consult this website:  http://www.mhsqic.org/init/seclang/LitBook.pdf

For more information about creativity, consult these websites:
Creativity: http://www.stenhouse.com/pdfs/0007ch01.pdf
http://www.womenfolk.com/creativity/kids.htm
For more information about creativity and play, consult this website: Creativity and Play: http://www.nncc.org/Curriculum/create.play.grow.html

For more information about the benefits of the arts, consult these websites:  Benefits of the Arts: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=257

For more information about early childhood art, consult this website:  Early Childhood Art: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=113&CFID=244697&CFTOKEN=93587547

For more information about the importance of music in early childhood, consult this website:  Importance of Music in Early Childhood: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=69&CFID=244697&CFTOKEN=93587547

For more information about play and music, consult this website:  Play and Music: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=361

For more information about the differences between arts and crafts, consult this website:  Differences Between Arts and Crafts: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=80

For more information about multicultural songs, consult this website:  Multicultural Songs: http://curry.edschool.virginia.edu/go/multicultural/arts/songs.html

For more information about art and Reggio Emilia, consult these websites:  http://ecrp.uiuc.edu/v3n1/hertzog.html  http://www.designshare.com/Research/Tarr/Aesthetic_Codes_1.htm

For more information about problems associated with TV viewing, consult these websites:
"What About TV and My Child's Brain? Part 1": http://www.nwrel.org/pirc/hot11.html
"What About TV and My Child's Brain? Part 2": http://www.nwrel.org/pirc/hot12.html
"What About TV and My Child's Brain? Part 3": http://www.nwrel.org/pirc/hot13.html

For more information about television violence, consult this website:  Television Violence: Content, Context, and Consequences:  http://www.hi-ho.ne.jp/taku77/refer/tvvio.htm

For more information about children's video games, consult this website:  Children's Video Games: http://www.ed.gov/databases/ERIC_Digests/ed365477.html

For more information about developmentally appropriate computer use, consult this website:  Developmentally Appropriate Computer Use: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=23&CFID=244697&CFTOKEN=93587547

Using Computers Age by Age: http://teacher.scholastic.com/professional/childdev/using_computer.htm

For more information about computers and social interactions, consult these websites:  Computers and Social Interactions: http://teacher.scholastic.com/professional/childdev/social_software.htm

 Software and Social-Emotional Growth: http://teacher.scholastic.com/professional/childdev/computer_emotional.htm

For more information about selecting children's software, consult these websites:  Selecting Children's Software: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=199&CFID=244697&CFTOKEN=93587547  

Choosing Children's Software: http://www.childrenssoftware.com/choosing

For more information about Children's Software Review, consult this website:  Children's Software Review: http://www.childrenssoftware.com/

For more information about a computer center, consult this website:  Computer Center: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=183

Biblography for Program Management course

2009-11-21T16:44:00.000-08:00

Rebecca,
Here is my bibliography for the Program Management Course. There are numerous other sources but as you can see they are all in the textbook I am using for the class. This is a class that is new for me and Suzanne is not teaching this one with me - I have been developing it for the spring semester. I can give you more feedback after I have taught it in relation to the scenarios! Thanks for your feedback - I appreciate it - it is a lot of work and appreciation goes a long way! I have checked all of the urls listed in this bibliography and they were all functional on the dates I retrieved them. I don't mind at all that you share any of the material I submit - it's great to see new perspectives and share ideas!! I think this completes the Program Management course so I will move on to the next one and get those materials to you soon! Let me know if you need anything else for this course!
Lynn

Program Management

Great links and other sources: Chapter sources have been taken from your text: Planning and Administering Early Childhood Programs, (9th ed.), by Decker, C.A., Decker, J.R., Freeman, N.K. & Knopf, H.T. (2009) There are many more listed for each chapter, I have highlighted a few and verified the url links work on the links listed here.

Organizations to research:
• National Association for the Education of Young Children (NAEYC) required
• Association for Childhood Education International (ACEI)
• National Association of Family Care Providers (NAFCC)
• Zero to three: National Center for Infants Toddlers and Families
• Southern Early Childhood Association
• National Black Child Development Institute
• North American Reggio Emilia Alliance (NAREA)
• National Coalition for Campus Children’s Centers

Chapter 1

ACF (Administration for Children and Families). (2009) Head Start Act. Retrieved November 20, 2009, from http://eclkc.ohs.acf.hhs.gov/hslc/Program%20Design%20and%20Management/Head%20Start%20Requirements/Head%20Start%20Act/headstartact.html

Annie E. Casey Foundation. (2007). 2007 Kids Count Data Book. Baltimore, MD: Author. Retrieved November 20, 2009 from http://www.aecf.org/upload/publicationfiles/da36221056.pdf

Barnett, W.S., Hustedt, J.T., Hawkinson, L. E., & Robin, K. B. (2006) The state of preschool 2006. New Brunswick, NJ: The National Institute for Early Education Research

Center on the Developing Child at Harvard University, (2007) A science-based framework for early childhood policy: Using evidence to improve outcomes in learning, behavior, and health for vulnerable children. Retrieved November 20, 2009 from http://developingchild.harvard.edu/

Cranley, Gallagher, K. (2005). Brain research and early childhood development – A primer for developmentally appropriate practice. Young Children, 60(4), 12-20.

Dulewicz, V., & Higgs, M. (2005). Assessing leadership styles and organizational context. Journal of Managerial Psychology, 20(2), 105-123.

National Association for Regulatory Administration (NARA) & Technical Assistance Center (NCCIC). (2006). The 2005 child care licensing study. Conyers, GA: Author. Retrieved November 20, 2009 from http://nara.affiniscape.com/associations/4734/files/2005%20Licensing%20Study%20Final%20Report_Web.pdf

Paulsell, D., Mekos, D., Del Grosso, P., Rowand, C., & Banghart, P. (2006). Strategies for supporting quality in kith and kin child care: Findings from the Early Head Start enhanced home visiting pilot evaluation. Princeton, NJ: Mathematica Policy Research, Inc. Retrieved November 16, 2009 from http://www.mathematica-mpr.com/publications/PDFs/kithkinquality.pdf

Schweinhart, L. J., Montie, J., Xiang, Z., Barnett, W.S., Belfield, C.R., & Nores, M. (2005) Lifetime effects: The High/Scope Perry Preschool study through age 40 (Monographs of the High/Scope Educational Research Foundation, 14) Ypsilanti, MI: High/Scope Press.

U.S. Department of Health and Human Services (2006). Promoting quality in after school programs through state child care regulations. Washington, DC: Author. Retrieved November 16, 2009, from http://www.nccic.org/afterschool/childcareregs.pdf

Urban Institute. (2004). Primary child care arrangements for children under age 5 with employed mothers. Washington, DC: Author. Retrieved November 15, 2009 from http://www.urban.org/publications/900706.html

Chapter 2

Buysse, V., & Wesley, P. W. (2006). Evidence based practice in the Early Childhood field. Washington, DC: Zero to Three Press.

Cole, M. (1998). Cultural psychology: A once and future discipline. Cambridge, MA: Belknap Press.

Gesell, A. (1931). Maturation and patterning of behavior. In C. Murchinson (ED), A handbook of child psychology (pp. 209-235). Worchester, MA: Clark University Press.

Harms, T. O., Cyrer, D., & Clifford R. M. (2003). Infant/Toddler Environment Rating Scale – revised. New York: Teachers College Press.

Hemmeter, M. L., Maxwell, K. L., Ault, M. J., & Schuster, J. W. (2001). Assessment of practices in early elementary classrooms. New York: Teachers College Press.

Jacobs, F. (1988). The Five-tiered approach to evaluation: Context and implementation. In H. B. Weiss and F. H. Jacobs (eds.), Evaluating family programs (pp. 37-68). New York: Aldine De Gruyter.

McNamara, C. (1997-2006). Strategic Planning (in non-profit or for –profit organizations). Retrieved November 21, 2009 from http://www.managementhelp.org/plan_dec/str_plan/str_plan.htm

Nilsen, B. A. (2000). Week by week: plans for observing and recording young children. Albany, NY: Delmar.

Skinner, B. F. (1938). The behavior of organisms: an experimental analysis. Upper Saddle River, NJ: Prentice Hall.

Spodek, B. (1987). Thought processes underlying preschool teachers’ classroom decisions. Early Child Care and Development, 28, 197-208.

Wolery, R. A., & Odom, S. L. (2000). An administrator’s guide to preschool inclusion. Chapel Hill: University of North Carolina, FPG Child Development Center, Early Childhood Research Institute on Inclusion.

Chapter 3

ACF (Administration for Children and Families). (2007). Head Start Act as admended. Retrieved November 21, 2009 from http://eclkc.ohs.acf.hhs.gov/hslc/program%20Design%20and%20Management/Head%20Start%20Requirements/Head%20Start%20Act/

American Academy of Pediatrics, American Public Health Association, and National Resource Center for Health and Safety in Childcare. (2002b). Stepping Stones to Using Caring for our Children ( 2nd Ed.). Elk Grove Village, Illinois: American Academy of Pediatrics and Washington, D.C: American Public Health and Association. Retrieved November 15, 2009 from http://nrc.uchsc.edu/STEPPING/index.htm

Bloom, P. J. (1996). The quality in life in early childhood programs: Does accreditation make a difference? In S. Bredekamp & B. A. Willer (Eds.), NAEYC Accreditation: A decade of learning and the years ahead. Washington, DC: National Association for the Education of Young Children.

The Children’s Foundation. (2001). 2001 Family Childcare Licensing Study. Washington, DC: Author.

Cost, Quality, and Child Outcomes Study Team (1995). Cost, quality and child outcomes in child care centers, Public Report. Denver: Economics Department, University of Colorado-Denver.

Council of Chief State School Officers. (2006). The words we use: A glossery or terms for early childhood education standards and assessment. Retrieved November 15, 2009 from http://www.ccsso.org/projects/scass/projects/early_childhood_education_assessment_consortium/publications_and_products/2840.cfm

Early D. M.; Bryant D. M.; Pianta, R. C. ; Clifford R.M.; Burchinal, M. R. ; Ritchie, S.; Howes, C.; Barbarin, O. (2006). Are teachers’ education, major, and credentials related to classroom quality and children’s academic gains in pre-kindergarten? Early Childhood Research Quarterly (21) 2, 174-195.
Fields, M, & Mitchell, A. (2007, June). ECE/Elementary Licensure Survey. Paper presented at the mid-year conference of the National Association for Early Childhood Teacher Educators, Pittsburgh, PA.

Freeman, N. K., & Feeney, S. (2006). The new face of early care and education: Who are we? Where are we going? Young Children, 61 (5), 10-16.

Harms, T., Clifford, R., & Cyr, D. (2005). Early childhood environment rating scale (Rev.). New York: Teachers College Press.

National Child Care Information Center. (2007). Quick Facts; Quality Rating System. Distributed at the 2007 annual meeting of the Southern Early Childhood Association (SECA), Jacksonville, FL.

Chapter 4

Aronson, S. S. (Ed). (2002) Healthy young children: A manual for programs. Washington, DC: National Association for the Education of Young Children.

Child Care Partnership Project: T.E.A.C.H. Ealry Childhood Project. (n.d.). Retrieved November 15, 2009 from http://www.childcareservices.org/ps/teach.html

National Association for Regulatory Administration & Techinal Assistance Center. (2006). The 2005 child care licensing study. Conyers, GA: Author. Retrieved November 21, 2009 from http://nara.affiniscape.com/displaycommon.cfm?an=1&subarticlenbr=104

National Association for the Education of Young Children. (n.d.). Position Statements on Ethical Conduct. Retrieved November 15, 2009 from http://www.naeyc.org/positionstatements/ethical_conduct

U.S. Department of Agriculture. (2000). Food Guide Pyramid for Young Children – A daily guide for 2-to 6 –year-olds. Washington, DC: U.S. Department of Agriculture Center for Nutrition Policy & Promotion. Retrieved November 15, 2009 from http://www.cnpp.usda.gov/Publications/MyPyramid/OriginalFoodGuidePyramids/FGP4Kids/FGP4KidsTipsBook.pdf

U. S. Department of Education. (n.d.). Family Educational Rights and Privacy Act (FERPA). Retrieved November 21, 2009 from http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html

U. S. Department of Justice. (n.d.). Commonly asked questions about child care centers and the Americans with Disabilities Act. Retrieved November 15, 2009 from http://www.ada.gov/childq&a.htm

Chapter 5
Barnett, W. S. (2003). Low wages- low quality: Solving the real pre-school teacher’s crisis. Retrieved November 14, 2009 from http://nieer.org/resources/policybriefs/3.pdf

Bloom, P.J. (2000a). Circle of influence: Implementing shared decisions making and participative management. Lake Forest, IL: New Horizons.

Bloom, P.J. (2000b). Images from the field: How directors view their organizations, their roles, and their jobs. In M.L. Culkin (Ed.) Managing quality in young children’s programs: The leader’s role (pp. 59-77). New York: Teacher’s College press.

Bloom, P. J. (2000c). Workshop essentials: Planning and presenting dynamic workshops. Lake Forest, IL: New Horizons.

Center for Child Care Workforce (2004). Current data on the Salaries and Benefits of the U.S. Early Childhood Education Workforce. Washington, DC: Center for the Child Care Workforce.

Early, D. M., Maxwell, K. L., Burchinal, M., Aiva, S., Brenda, R. H., Bryant, D., Cai, K., Clifford, R. M., Ebanks, C., Griffin, J. A., Henry, G. T., Howes, C., Iriondo-Perez, J., Jeon, Hyun-Joo, Mashburn, A. J., Peisner-Feinberg, E., Pianta, R. C., Vandergrift, N., Zil, N. (2007). Teacher’s Education, Classroom Quality, and Young Children’s Academic Skills: Results from Seven Studies of Pre-school Programs. Child Development, 78(2), 558-580.

Freeman, N. K. , & Brown, M. H. (2000). Evaluating the Childcare Director: The collaborative professional assessment process. Young Children, 55 (5), 20-28.

Hale, C.M., Knopf, H., Kemple, K.M., (2006). Tackling Teacher’s Turnover in Child Care: Understanding Causes and Consequences, Identifying Solutions. Childhood Education, 82, 219-226.

Hewes, D. W. (2000). Looking Back: How the role of the director has been understood, studied, and utilized in ECE Programs, policy, and practice. In M.L. Culkin (Ed.), Managing quality in young children’s programs: the leader’s role (pp. 23-39). New York: Teachers College Press.

Latimer, D. J. (1994). Involving grandparent and other older adults in the preschool classroom. Dimensions of Early Childhood, 22(2), 26-30.

Maxwell, N., Creps, C., Burstein, N., Glantz, E., Robinson, W. W., & Barnett, S. (2001). The cost and quality of full day, year-round early care and education in Massachusetts preschool classrooms. (ERIC Document Reproduction Service No. ED475638)

Morgan, G.G. (2000). The director as a key to quality. In the M. L. Culkin (Ed.), Managing quality in young children’s programs: the leader’s role (pp. 40-58). New York: teachers College Press.

National Association for the Education of Young Children Academy For Early Childhood Accreditation. (2005). NAEYC Early Childhood Program Standards. Washington, DC: Author. Retrieved November 16, 2009 from http://www.naeyc.org/positionstatements/ppp

Olsen, L. (2002). Starting Early. Quality counts 2002: Building blocks for success. Education Week, 21(17), 10-12, 14, 16, 18-22.

Rand, M. K. (2000). Giving it some thought: Cases for early childhood practice. Washington, DC: National Association for the Education of Young Children.

Shoemaker, C.J. (2000). Leadership and management of programs for young children (2nd ed.) Upper Saddle River, NJ:Merrill-Prentice Hall.

Wesley, P. W. (2002). Early Intervention Consultants in the Classroom: Simple steps for building strong collaboration. Young Children, 57(4), 30-35.

Chapter 6

Americans With Disabilities Act. Retrieved November 15, 2009, from http://www.ada.gov/ Information for child care centers is available from http://www.ada.gov/childq&a.htm

Bergen, D., Reid, R., & Torelli, L. (2001). Educating and caring for very young children. The infant/toddler curriculum. New York: Teachers College Press.

Bodrova, E., & Leong, D. J. (2003). Do play and foundational skills needed to compete for the teacher’s attention in early an early childhood classroom? Young Children, 58(3) 10-17.

Cryer, D., Harms, T., & Riley, C. (2003). All about the ECERS-R: A detailed guide in words and pictures to be used with the ECERS-R. Lewisville, NC: Pact House Publishing.

Curtis, D. & Carter, M. (2003). Designs for living an d learning: transforming early childhood environments. St. Paul, MN: Redleaf Press.

Frost, J., Wortham, S., & Reifel, S. (2007). Play and child development (3rd. ed). Upper Saddle River, NJ: Merrill/Prentice Hall.

Gonzalez-Mena, J. & Eyer, D. W.. (2007). Infants, Toddlers, and Caregivers (7th ed.). Boston: McGraw Hill.

Harms, T., Clifford, R., & Cryer, D. (2005). The Early Childhood Environment Rating Scale ( rev.). New York: Teachers College Press.
Kostelnik, M.J., Soderman, A.K., & Whiren, A. P. (2007). Developmentally appropriate curriculum: best practices in early childhood education. (4th ed). Upper Saddle River, NJ: Merrill/Prentice Hall

National Association for the Education of Young Children Academy for Early Childhood Accreditation. (2005). NAEYC Early Childhood Program Standards. Washington, D: Author. Retrieved November 16, 2009 from http://www.naeyc.org/academy/

Read, M.A. (2007). Sense of place in early childhood environments. Early Childhood Education Journal, 34(6), 387-392

Tarr, P. (2004). Consider the walls. Young Children 59(3), 88-92.

U.S. Consumer Project Safety Commission. (2008). Public Playground Safety Handbook. Retrieved November 16, 2009 from http://www.cpsc.gov/CPSCPUB/PUBS/325.pdf

Chapter 7

Barnett, S. W., Hustedt, J. T., Friedman, A. H., Boyd, J. S., & Ainsworth, P. (2007). The state of preschool 2007. New Brunswick, NJ: National Institute for Early education Research.

Barnett, S. W., Hustedt, J.T., Hawkins, L.E., & Robin, K.B. (2006). The state of preschool 2006. New Brunswick, NJ: The National Institute for early education research.

L. Odom (Ed.), Widening the circle: including children with disabilities in preschool programs (pp. 120-136). New York: teachers College Press

Olsen, L. (2002). Starting Early. Quality Counts 2002: Building Blocks for Success. Education Week, 21(17), 10-12, 14, 16, 18-22.

Sosinsky, L.S., Lord, H., Zigler, E. (2007). For-profit/nonprofit differences in center-based child care quality: results from the National Institute of Child Health and Human Development Study of Early Care and Youth Development. Journal of Applied Developmental Psychology, 28 (5-6, 390-410).

Chapter 8

Godin, S. (2002). Purple Cow, New York: Portfolio.

Hiam, A. (2004) Marketing for dummies (2nd ed.) Indianapolis: Wiley Publishing.

Lamb, C. W., Hair, J.F., McDaniel, C. (2006). Essentials of marketing (6th ed.) Winfield, KS: Southwestern College Press

McNamara, C. (2007). All About Marketing. Retrieved November 16, 2009 from http://www.managementhelp.org/mrktng/mrktng.htm

Wisconsin Childcare Improvement Network, Inc. (2007), Marketing your childcare program. Retrieved November 21, 2009 from http://www.wccip.org/tips/business/marketing.html

Chapter 9

Carlisle, A. (2001). Using multiple intelligences theory to access early childhood curricula. Young Children, 56(6), 77-83.

Clements, D.H., Sarama, J., & DiBiase, A..-M. (Eds.) (2003). Engaging young children in mathematics: findings of the 2000 National Conference on Standards for Preschool and Kindergarten Mathematics Education. Mahwah, NJ: Erlbaum.

Dewey, J. (1916). Democracy and Education: an introduction to the philosophy of education. New York: Macmillian.

Henry, G.T., Rickman, D.K. (2007). Effects of peers on early education outcomes. Economics of Education Review, 26, 100-112.

Honig, A.S. (2002). Secure relationships: nurturing infants/toddlers attachment in early care settings. Washington, DC: National Association for the Education of Young Children.

Isenberg, J.P., & Quisenberry, N. (2002). A position paper of the Association for Childhood Education International. Play: Essential for all children. Childhood Education, 79, 33-39.

Lemerise, T. (1993). Piaget, Vygotsky, and Logo. Computing Teacher, 20(4), 24-28.

National Association for the Education for Young Children. (2005) Accreditation Criteria and Procedures of the National Academy of Early Childhood Programs. Washington, DC: Author.

Rofrano, F. (2002). “I care for you”: A reflection on caring as infant curriculum. Young Children, 57(1), 49-51.

Santrock, J. (2003). Children (7th ed.). Boston: McGraw-Hill.

Sullivan, A.K., & Strang, H. R. (2002-03). Bibliotherapy in the classrooms: Using lecture to promote the development of emotional intelligence. Childhood Education, 79, 74-80.

Chapter 10

American Academy of Family Physicians, American Academy of Pediatrics, American College of Physicians and American Osteopathic Association. (2007). Consensus Statement: Joint Principles of the Patient- Centered medical Home. Retrieved November 14, 2009 from http://www.medicalhomeinfo.org/Joint%20Statement.pdf

Anderson, P.M. & Butcher, K.F. (2006), Childhood Obesity: Trends and Potential Causes. (ERIC no EJ795889). Retrieved November 21, 2009 from http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ795889&ERICExtSearch_SearchType_0=no&accno=EJ795889

Berk, L. (2008). Infants and Children: Prenatal Through Middle Childhood (6th ed). Boston, MA: Pearson/Allyn & Bacon.

Dehghan, M., Akhtar-Danesh, N., & Merchant, A.T. (2005). Childhood obesity, prevalence and prevention. Nutrition Journal 4(24). Retrieved November 16, 2009 from http://www.nutritionj.com/content/4/1/24/

Holland, M. (2004). “That food makes me SICK”: Managing food allergies and intolerances in early childhood settings. Young Children 59(2), 42-46.

Linn, S. (2004). Consuming Kids: The hostile takeover of childhood. New York: the New Press.

Mayo Clinic Staff (2007). Hand Washing: An easy way to prevent infection. Retrieved November 15, 2009 from https://www.mayoclinic.com/health/hand-washing/HQ00407

Powell, L.M., Szczypka, G., Chaloupka, & Braunschweig, F. J. (2007). Nutritional Content of TV Food and Advertisements Seen by Children and Adolescents in the US. Pediatrics, 120(3), 576-83.

Vermeer, H. J. & van IJzendoorn, M.H. (2006). Children’s Elevated cortisol levels at daycare: a review and metanalysis. Early Childhood Research Quarterly, 21(3), 390-401.

Chapter 11

Bricker, D., Pretti-Frontczak, K., Johnson, J., Straka, E., Capt, B., Slentz, K., & Waddell, M. (2002). Administration Guide. Assessment, Evaluation, and Programming System for Infants and Children. Baltimore, MD: Brookes Publishing.

Coleman, M.R., Buysse, V., & Neitzel, J. (2006). Recognition and response: An early intervening system for young children at risk for learning disabilities. Full Report. Chapel Hill: The University of North Carolina at Chapel hill, FPG Child Development Institute.

Grisham-Brown, J.L., Hallam, R. & Brookshire, R. (2006). Using authentic assessment to evidence children’s progress towards early learning standards. Early Childhood Education Journal, 34(1), 47-53.

Grisham-Brown, J.L., Hemmeter, M.L., & Pretti-Frontczak, K.L. (2005). Blended Practices for Teaching Young Children in Inclusive Settings. B. Himme, MD: Paul Brookes Publishing Company.

National Association for the Education of Young Children & the National Association of Early Childhood Specialists in State departments of Education. (2007). Joint position statement. Early Childhood Curriculum, Assessment, and Program Evaluation: Building and effective accountable system in programs for children birth through age 8. Retrieved November 21, 2009 from https://www.naeyc.org/positionstatements/cape

Nilsen, B.A. (2008) Week by Week: Plans for observing and recording young children (4th ed). Albany, NY: Delmar.

Chapter 12

ACF (Administration for Children and Families). (2007). Head Start Act. Retrieved November 21, 2009 from http://eclkc.ohs.acf.hhs.gov/hslc/Program%20Design%20and%20Management/Head%20Start%20Requirements/Head%20Start%20Act/headstartact.html

Birckmayer, J., Cohen, J., Jen sen, I.J., & Variano, D.A. (2005) Kyle lives with his Granny – Where are his Mommy and Daddy? Young Children 60(3), 100-104.

Christian, L.G. (2007). Understanding Families: Applying family systems theory to early childhood practice. In Spotlight on Young Children and Families (pp. 4-11). Washington, DC: National Association for the Education of Young Children.

Clay, J. W. (2004). Creating safe, just places to learn for children of lesbian and gay parents: The NAEYC Code of Ethics in action. Young Children, 59(6), 34-38.

Freeman, N.K., & Knopf, H.T. (2007). Learning to speak with a professional voice: Initiating preservice teachers into being a resource for parents. Journal of Early Childhood Education, 28(2), 141-152.

Gibbs, N. (2005, February 21). Parents behaving badly: Inside the new classroom power struggle: What teachers say about pushy moms and dads who drive them crazy. Time, 40-48.

Gonzalez-Mena, J. (2007). 50 early childhood strategies for working and communicating with diverse families. Upper Saddle River, NJ: Merrill/Prentice Hall.

Gonzalez-Mena, J. (2008). Diversity in early care and education: Honoring differences (5th ed.). New York: McGraw Hill.

Henrich, C.C., & Blackman-Jones, R. (2006). Parent involvement in preschool. In E. Zigler, W.S. Gilliam & S.M. Jones, (Eds.), A vision for universal preschool education (pp.149-168). New York: Cambridge University press.

Kirmani, M.H. (2007). Empowering culturally and linguistically divers children and families. Young Children, 62(6), 94-98.

Powell, D.R., & Gerde, H.K. (2006). Considering kindergarten families. In D.F. Gullo(Ed.), K today: Teaching and learning in the kindergarten year (pp. 26-34). Washington, DC: National Association for the Education of Young Children.

Swick, K.J., & Williams, R.D. (2006). An analysis of Brinfbrenner’s bio-ecological perspective for early childhood educators: Implications for working with families experiencing stress. Early Childhood Education Journal, 33(5), 371-378.

Chapter 13

Barnett, W.S>, Hustedt, J.T., Hawkinson, L.E. & Robin, K. B. (2007). The state of preschool in 2006. New Brunswick, NJ: National Institute for Early Education Research.

Jacobson, L, & A. Simpson (2007). Communicating about early childhood education: Lessons from working with the news media. Young Children, 62(3), 89-93.

Moran, M.J. (2007). Collaborative action research and project work: Promising practices for developing collaborative inquiry among early childhood preservice teachers. Teacher and teacher Education., 23(4), 418-431.

Which Activities/Assignments Work Best Online in the Program Management Course?

2009-11-17T07:28:00.000-08:00

Lynn!

Wow!... thanks for all the newest information that you've collected for us in the blog on Program management! .... this is a critical course in our curriculum as many of our Early Childhood Education majors take this on the road to becoming a program director at a center and is part of the Vermont State professional development credentialing for Program Directors. Your very detailed work here will be a great help when we begin to move into the next phase of our work on developing scenario-based assessments for some of these courses -just as the materials you uploaded a little while ago!...

The resources are just fantastic!... and I wanted to let you know that I’ve already shared some of the recommended texts and weblinks with some of our other ECE/EDU faculty including a faculty member that also works with students from a Tech Center in Vermont … they were thrilled to get some new ideas! You know how that is... new... creative ideas are a big help in the teaching process!

I’m interested in knowing from you and Suzanne about how well some of these activities and assignments have been working for you as you teach the Program Management course? Are there specific activities that seem to work best in the online environment? Thanks again for all these new ideas!

Program Management course

2009-11-16T10:12:00.001-08:00

Hello Everyone!
Well, I see no one has been here since my last post but I have been working on my syllabus and materials for the new class for spring. I am still compiling my bibliography and other sources but wanted to share what I have done thus far. It is by no means set in stone but it does address the essential questions from the course description. That part of the assignment is pretty much done. So, without further ado - here it is!

Week 1 January 26- February 1. Read Chapter 1: Overview of Early Childhood Programs and Chapter 2 Developing a Vision, Mission and Program Evaluation(pages 1 – 35). Our topic for this week is an overview of an Early Childhood Program and Constructing The Early Childhood Program’s Framework.

Discussion Forum:
1. Write and post a personal bio which states why you are interested in early childhood education, what inspires you about children, what you hope to learn from this class, and what are your personal interests and or hobbies.

2. What did you learn about early childhood administration, what are the greatest challenges for a director and what would you find exciting as a director?

3. What are the major factors influencing early childhood programs?

4. What part of the reading interested you the most? What did you learn about program management? Why?

Peer Review:
Each week you need to respond to at least one of your classmates discussion thread and one of your classmates reflection responses. This counts as class participation

This forum addresses Essential Objective 2: Explain the roles and responsibilities of an early childhood or after school program leader.

Week 2 February 2- 8. Read Chapter 3 in text. Also read the NAEYC Code of Ethics located in documents. Our topic is Establishing Policies and Procedures.

Discussion Forum:
1. What part of the reading interested you the most and why?

2. Review the process to become an NAEYC Accredited Center. How would you lead a program through the process? What skills do you now have and which would you need to develop to pursue NAEYC Program Accreditation?

Peer Review: Each week you need to respond to at least one of your classmates discussion threads and one of your classmates reflection responses. This counts as class participation

Assignment:

Go to the NARA website at http://www.nara.affiniscape.com/displaycommon.cfm?an=1&subarticlenbr=104
Click on Vermont and read about licensing programs and policies, center regulations, and staff qualifications. How does this differ from NAEYC or does it? Develop a list of questions and or documents you will request from the director to meet specific leadership criteria that specifically relate to Vermont regulations. . Please submit this assignment to the “Homework Assignment” folder. Please use Microsoft office word format. As always, remember to check spelling and grammar.

Review NAEYC Accreditation Criteria for Leadership at: http://www.naeyc.org/academy/standards/standard10/

Using the criteria from 10 A-10F Develop a list of questions you will ask each administrator during your interviews. Also, develop a list of documents you will request from the director to meet specific leadership criteria. For example a family handbook, personal handbook, vision statement. Please submit this assignment to the “Homework Assignment” folder. Please use Microsoft office word format. As always, remember to check spelling and grammar.

This forum addresses Essential Objective 1: Discuss the history of early childhood education in the State of Vermont and describe Vermont licensing requirements and procedures governing early childhood programs.

Week 3 February 9-15 Chapter 4 Establishing Policies and Procedures
Interviews: By week three you should have set up or completed one interview with a program administrator. By week nine all three interviews need to be completed. Submit a one page outline of notes from your visit. Please submit your assignment to the “Homework Assignment” folder. Please use Microsoft office word format. As always, remember to check spelling and grammar.

Discussion Forum:
1. The difference between creating the staff manual and family handbook for a new center and working to formalize operations at an existing one is that when launching a new program, instead of describing “business as usual,” you will be developing policies and procedures to set the course of the program for the foreseeable future. Provide examples of items you consider critical to your handbook or manual. Analyze why they are important and justify your response.
2. Develop policy and procedure statements as they relate to the operation of early childhood or after school programs including procedures such as health and safety concerns, abuse and neglect, and playground hazards.

Peer Review: Each week you need to respond to at least one of your classmates discussion thread and one of your classmates reflection responses. This counts as class participation
This forum addresses Essential Objective 4: Develop policy and procedure statements as they relate to the operation of early childhood or after school programs including procedures such as health and safety concerns, abuse and neglect, and playground hazards.

Week 4 Feb 16-22 Chapter 5 Leading and Managing Personal
Interviews: By week four you should be in the process of conducting your interviews with a program administrator. By week nine all three interviews need to be completed. Use the same questions you developed for each interview. Submit a one page outline of notes from your visit. Please submit your assignment to the “Homework Assignment” folder. Please use Microsoft office word format. As always, remember to check spelling and grammar.

Discussion Forum:
1. Director X has four candidates for a teaching position with preschool children. From her interviews, she notes the following: Candidate 1 sees herself in a mothering role. Candidate 2 sees herself aiding children’s development, especially their academic development. Candidate 3 wants to build a “little democratic community” in which children’s decision-making is most important. Candidate 4, who has read some of Montessori’s writings, believes in order and organization. What would the classroom be like under each of these four candidates? What criteria should the director use in selecting one of the four candidates?
2. Describe the management of an effective system for confidential record keeping
(e.g. enrollment, attendance, administering medication).
3. Write a job description for an teacher of your program. Would training be
involved? How would you evaluate a candidate based on your job description?

Peer Review: Each week you need to respond to at least one of your classmates discussion thread and one of your classmates reflection responses. This counts as class participation

This forum addresses Essential Question 5: Describe the management of an effective system for confidential record keeping (e.g. enrollment, attendance, administering medication).
This forum also addresses Essential Question 7: Participate in various aspects of personnel management including developing job descriptions; hiring, training, and terminating staff; supervision; and evaluation techniques.

Week 5 Feb 23-Mar 1 Chapter 6 Creating Quality Learning Environments
Interviews: By week five you should have completed a minimum of two interviews with a program administrator. By week nine all three interviews need to be completed. Use the same questions you developed for each interview. Submit a one page outline of notes from your visit. Please submit your assignment to the “Homework Assignment” folder. Please use Microsoft office word format. As always, remember to check spelling and grammar.

Reflection Paper:
Write a one page statement of your philosophy of Early Childhood Education. Please submit your assignment to the “Homework Assignment” folder. Please use Microsoft office word format. As always, remember to check spelling and grammar. (10 pts.)

Discussion Forum:
1. A carefully planned physical environment can help a program achieve its goals. Identify three goals you have for a child in your care. How could each goal be promoted through a carefully created environment: For example, if your goal is to help children become good decision makers, a classroom with learning centers would give children opportunities to make meaningful decisions about what they will do each day.
2. From the reading – what are some of the factors that influence the effectiveness of early childhood programs?
3. Throughout your interview process you should have observed an early childhood or after school environment for health and safety, learning design, and staff performance. Discuss briefly what you observed and your evaluation of this observation.

Peer Review: Each week you need to respond to at least one of your classmates discussion thread and one of your classmates reflection responses. This counts as class participation

This forum addresses Essential Question 3: Evaluate an early childhood or after school environment for health and safety, learning design, and staff performance.

Week 6 Mar 2-8 Chapter 7 Financing and Budgeting
This week will consist of your midterm exam. After reading this chapter, develop an operating budget and business plan for an early childhood or after school program. You have the week to work on this project and email the completed assignment to me at lynl1108@yahoo.com or email it to me through my Blackboard email address. As always please use Microsoft office word format and check your spelling and grammar.

There will be no discussion forum this week. However, you may use the forum to ask questions and help each other with this process.

This exam addresses Essential Question 6: Develop an operating budget and business plan for an early childhood or after school program and interpret financial statements.

Week 7 Mar 9-15 Chapter 8 Marketing Your Child Care and Education Program
Interviews: You should be finishing up your interviews and evaluating your materials. Your paper is due at the end of Week 9 and your paper will conclude with recommendations to one of the three centers used for the interviews. Strengths and areas for improvement will be highlighted based on the analysis with a justification for each recommendation. Justifications must be supported by citing professional readings.

Discussion Forum:
1. In your community what type of marketing strategies do early childhood care and education programs typically use? Peruse the Internet and try to locate child care programs in your area. What content is presented on the Web? How easy is it to find information that you might be interested in?
2. What are the needs and desires of the parents and families in your community? Are there needs that are presently not being addressed by programs in your area? How would you capitalize on some of these needs? How would parent involvement fit in your program?

Peer Review: Each week you need to respond to at least one of your classmates discussion thread and one of your classmates reflection responses. This counts as class participation

This forum addresses Essential Question 8: Discuss the role of parental involvement and develop successful strategies to encourage participation in early childhood education or after school programs.

Week 8 Mar 16-22 Chapter 9 Planning the Children’s Program
Interviews: You should be completing your papers on the interviews and observations of three programs which are due by the end of week 9. Your paper will conclude with recommendations to one of the three centers used for the interviews. Strengths and areas for improvement will be highlighted based on the analysis with a justification for each recommendation. Justifications must be supported by citing professional readings.

Discussion Forum:
1. Week 5 you wrote a one page statement of your philosophy of Early Childhood Education. How does the Program Director’s philosophy of early childhood education impact the programs vision, mission, philosophy and curriculum? Would you make changes knowing what you know now? Why and how?
2. Curriculum is a way of helping teachers think about children and organize children’s experiences in the program setting. What are important factors that need to be considered and included in this curriculum based on your readings of this week?

Peer Review: Each week you need to respond to at least one of your classmates discussion thread and one of your classmates reflection responses. This counts as class participation

This forum addresses Essential Question 9: Identify and collect resources from the community that support early childhood or after school programs, teachers, and directors.
This forum and previous forums also address Essential Question 10: Demonstrate effective oral and written communication skills needed by early childhood or after school program leaders.

Week 9 Mar 23-29
Major project is due by the end of this week. Analysis of an early childhood setting (35 pts) Students will complete an in depth analysis of three early childhood settings using criteria of the NAEYC Accreditation Standards as a guide. Information to complete the analysis will be gathered by visiting each center, interviewing a panel of directors, supervisors and principals, and interviewing classroom staff. Staff and family handbooks will also be reviewed. The paper will conclude with recommendations to one of the three centers used for the interviews. Strengths and areas for improvement will be highlighted based on the analysis with a justification for each recommendation. Justifications must be supported by citing professional readings.

You may have this week to complete finishing touches of your project, write your paper, and include cited professional readings.

There will be no forum this week.

Week 10 Mar 30- April 5 Chapter 10 Providing Nutrition, Health, and Safety Services.
Ensuring the well being of a child includes providing for good nutrition and maintaining proper health. This topic provides information on childhood nutrition and timely topics such as obesity. In today’s world, providing for the well being of a child is also so much more than simply nutrition. Keeping children safe from small injuries as well as larger acts of violence is very necessary. This topic also provides information on violence and young children and how to spot and respond to child abuse.

Discussion Forum:
1. Visit Vermont Department of Education at http://education.vermont.gov/ and do a word search on nutrition. How does Vermont Education address nutrition in education? Much of the information you will find is broken down by grade – focus on the early years specifically as you research this information. As a future administrator of an early education program or facility, how would you incorporate nutritional facts and health into your program based on your research?
2. As a director of a preschool program, you are writing a policy describing when children must be excluded because of illness, and when they can return. What criteria should you use to achieve the balance between a child’s need to be cared for by a family member and the family member’s need to meet the demands of a job?

Peer Review: Each week you need to respond to at least one of your classmates discussion thread and one of your classmates reflection responses. This counts as class participation

This forum addresses Essential Question 3: Evaluate an early childhood or after school environment for health and safety, learning design, and staff performance.
This forum also partially addresses Essential Question 4: Develop policy and procedure statements as they relate to the operation of early childhood or after school programs including procedures such as health and safety concerns, abuse and neglect, and playground hazards.

Week 11 April 6-12 Chapter 11 Assessment: An Essential Component of Effective Early Childhood Programming
Assessing, recording, and reporting are integral parts of an early childhood program. Thus, these components must be thoughtfully and carefully planned in keeping with program goals. Providing quality assessment and recording and reporting assessments are not a simple matters but require a highly trained staff and leadership by directors. (Decker, p 305)

Discussion Forum:
1. Professional associations have called for many changes in assessment recording, and reporting practices. Discuss some of the recommended changes. Which one(s) seem to be the most effective and why? How would you evaluate your program and what would be some of the components you would assess? Why? Provide justification for your response.
2. A primary school principal changed the program policy of giving letter grades (A, B, C, etc.) to authenticate assessment and portfolio documentation. Several of the children’s family members were upset at the change. What could have been done to prevent some of the conflict from arising? Specifically, what rationale could the principal have used to support the change in policy?

Peer Review: Each week you need to respond to at least one of your classmates discussion thread and one of your classmates reflection responses. This counts as class participation

The forum addresses part of Essential Question 7: Evaluation techniques

Week 12 April 13-19 Chapter 12 Working With Families and Communities
The issues involved in working with parents, families, and communities begin with an understanding of family life today. Diverse family situations impact parent involvement as well as student learning and behavior. The many benefits of involvement for program directors, administrators, teachers, families, and children need to be clearly understood.

The key to working with families is to build strong two-way relationships through mutual support and communication. Communication strategies such as telephone calls, written communications, communicating through technology, visual communication tools, home visits, parent meetings, and parent–teacher conferences are essential to the relationship-building process.

Several factors influence the quality of parental involvement, and teachers should be prepared to understand and effectively deal with parent–teacher conflicts. Special issues must be addressed in working with families having children with special needs. Program directors and administrators also need planned strategies for involving the community in the school and the school in the community.
Discussion Forum:
1. Read the article entitled, “Family friendly policies” in documents. How does Ms. Way’s recommendations for working with families compare to your chapter of this week? Are these realistic strategies for getting parents involved with their children’s learning? What are some ways you could also include community in this process?
2. Once of the most difficult situations for directors working with families is dealing with families who do not believe they have the time, abilities, and skills, or interests to help their children. When families lack confidence in their child-rearing roles, how does the program build on their strengths? Can all families be empowered? Can cooperation be defined in different ways to accommodate different family-life pressures?

Peer Review: Each week you need to respond to at least one of your classmates discussion thread and one of your classmates reflection responses. This counts as class participation

This forum addresses Essential Question 8: Discuss the role of parental involvement and develop successful strategies to encourage participation in early childhood education or after school programs.

Week 13 April 20-26 Chapter 13 Contributing to the Profession
Recent years have seen many calls for increased professionalism in early childhood education. Professionalism involves the use of professional knowledge and skills in maintaining, extending, and improving services to children and their families. Professionalism is enhanced when practitioners develop their professional skills and knowledge and commit to abiding by their code of ethics. Early Childhood educators also affirm their commitment to professionalism by helping novices identify with, and become involved in, the profession.

Discussion Forum:
1. In what ways do you plan to make a contribution to the profession of early childhood education?
2. A class in administration is discussing collaboration. One student commented, “We always talk about all we can accomplish through collaboration, but doesn’t collaboration come with a price tag?” What are the price tags attached to collaboration?

Peer Review: Each week you need to respond to at least one of your classmates discussion thread and one of your classmates reflection responses. This counts as class participation.

This forum addresses Essential Question 10: Demonstrate effective oral and written communication skills needed by early childhood or after school program leaders.

Week 14 April 27-May 3 Final Exam: Synthesize your learning’s for the semester by writing a one to two page letter to your future employer explaining your philosophy of leadership and program management. Be sure to include reference to the theories, writers, observations, events, knowledge, and values that influence your thinking from the class readings and interviews. Upon completion, email your letter to me through Blackboard email or my personal email, lynl1108@yahoo.com. Please use Microsoft office word format. As always, remember to check spelling and grammar.

There is no discussion forum this week – you have the week to complete your final exam. There is one more week of class so be in class Week 15.

Week 15 May 4-9
Write a letter to next semester’s students. In this letter you will welcome them to this class, and tell them what they need to know to be successful in this course. Among the elements you might address in this letter are ideas about building a good learning community, how to overcome writer’s block, how to effectively participate in groups, for generating ideas, how to provide constructive criticism to peers, etc.. Your letter will be at least 500 words in length, carefully proofread and spell checked, and shared with at least one other person before submitting. This letter is a chance to inform others about this class, provide ideas for future use of materials, get great links for wonderful lessons and activities, etc. I appreciate your efforts to inform future students about this class.

Upon completion of your letter, email it to me at the address below.
Lynn Silvestro
lynl1108@yahoo.com or my Blackboard email

EXTRA CREDIT: Complete the Satisfaction Survey located in documents.

Bibliography and web links for Fostering Creative Learning

2009-11-06T09:59:00.000-08:00

Here's our links and resources for Fostering Creative Learning:

WEB LINKS

Section 1: Fostering Creativity and Aesthetics in Young Children

Art Cents Search
http://www.artcents.com
The Art Guide site employs the Art Spider search engine to retrieve the URL, title, and description of sites relating to all aspects of art. Users retrieve results by simple key word queries, or search and display 1–4 databases simultaneously.

Creativity Café
http://www.creativity.net
In 1980 VARIOUS (Visionary Artists’ Resources Including Other Unique Services) was a group designed to facilitate creative expression and personal/professional expansion for all people of planet Earth. This site is dedicated to their mission to create an Artists’ Resource Center, for all forms of creative expression.

Brain Stormer
http://www.jpb.com/creative/creative.php
This site contains information on boosting your own creativity. The Ten Steps for Boosting Creativity is a good place to start.

Brain Connection
http://www.brainconnection.com
This site is full of topics all related to improving brain functions. The library section contains information on child development and education, as well as on topics such as reading and math. Games and illusions to explore on your own are also a fun aspect of this site.

KidSource OnLine Welcome Page
http://www.kidsource.com/
This Web site provides in depth and timely education and health care information that is designed to “make a difference in the lives of parents and their children.”

Enchanted Mind
http://www.enchantedmind.com/
This site is designed to help anyone, from age 5 to 105, develop their latent creativity and have fun in the process. Be sure to check out the inspiration and humor sections.

Inventor’s Workshop
http://www.teachersfirst.com/lessons/inventor/index.htm
Inventions are a great introduction to history, science, and the higher order thinking skills required for problem solving. TeachersFirst’s invention unit, “The Inventor’s Workshop,” uses English and American inventors of the industrial revolution to show how one invention can lead to another. You’ll also find links to lots of other invention resources, an inventor’s quiz, and lots more.

Identity
http://www.artsconnected.org/artsnetmn/identity
This online art curriculum resource is one of five thematic units on the ArtsNet Minnesota Web site that explores how identity is expressed by artists in their work. The unit focuses on nine works of art and includes discussion questions, artist biographies, multidisciplinary classroom lesson activities, vocabulary lists, and more. The text is written in student-friendly language and promotes an inquiry-based approach to the study of the works of art shown. ArtsNet Minnesota is a collaborative project involving four Minnesota museums and several teacher-training sites around the state. These are exceptional online resources available for use in classrooms.

Art Images for Instruction
http://www.mcad.edu/showPage.php?pageID=1036
Visit this site to access an elegantly-presented collection of royalty-free art images which are copyright-free when used for instructional purposes. The site is broadly divided into time periods, and there are thumbnails for each image. Clicking on a thumbnail will bring up the image in several size options. This is a wonderful resource for lessons on styles of art.

Art Teacher on the Net
http://www.artmuseums.com/
Click on one of the small chalkboard icons for art ideas. This award-winning site contains a wealth of information for parents, teachers, and art teachers. There are project ideas, links, and advice. The Art of Many Lands section includes projects from around the world (some written in French!). This is a great resource for ideas!

In Depth Study Tours of Artists
http://www.nga.gov/exhibitions/caldwel.htm
Explore an artist, a specific work of art, or a theme in depth using this site. Some of the artists you will find here are: Degas, Picasso, Rothko, Jasper Johns, Manet, and Vuillard. Some of the themes are Fauves, Still Life, Art for the Nation, American Impressionism, and Realism.

North Texas Institute for Educators on the Visual Arts (NTIEVA)
http://www.art.unt.edu/ntieva/
This site is sponsored by NTIEVA and promotes a discipline-based art education. This is a good source for activities and information on aesthetics. On the Home Page, click on Curriculum Resources, and then on Aesthetics for activities and ideas.

Amazingmoms.com
http://www.amazingmoms.com
This Web site is full of useful information for working with children. It includes links to children’s Web sites, parenting resources, and crafts.

Child Care Bulletin
http://nccic.acf.hhs.gov/ccb/index.html
The Child Care Bulletin is published online six times a year for the Child Care Bureau, Administration on Children, Youth and Families, and Department of Health and Human Services. On this site you will find a searchable child care database, online library, internet links, resources in Spanish and much, much more.

Child Care Directory
http://www.childcare-directory.com
This Web site is the United Kingdom’s premier child care directory with special sections for working mothers. It is a source for great connections to product information, art and cooking projects to do with children, safe and fun Internet sites for children, grant and fund-raising tips, and a discussion forum.

Child Care Links and Local Resources
http://www.mdchildcare.org/mdcfc/mcc.html
A great site that provides links to Baltimore County, Maryland, and national services, associations, and information for child care providers and parents.

Child Care Parent Provider/Information Network
http://www.childcare-ppin.com/
This is the site of Child Care Provider Magazine. It also includes publications and projects, links to agencies, child care information and services, discussion forum and chat room, schedules of child care conferences, and activities for children.

Funorama
http://www.funorama.com/
An online activity center and bookstore for kids, this is a great place for kids, parents, or teachers to find fun and educational projects to download and print.

KidsClick
http://www.kidsclick.com
This is designed to guide young users to valuable and age-appropriate Web sites.

Scholastic Kids Central
http://www.scholastic.com/kids/
Presented by Scholastic, this is a comprehensive Web site for children, parents, and teachers.

United States Interactive Climate Pages
http://www.cdc.noaa.gov/USclimate
An abundance of information on climate in individual cities across the U.S. can be accessed at this Web site.

Nestle Very Best Kids.com
http://www.verybestkids.com
This is a Web site presented the Nestle Company. It has a Teacher’s Corner, Crafts and Activities, Learning Fun, Booking and Baking, and Holidays & Celebrations sections. A great source of ideas and activities for all seasons of the year.

Section 2: Planning and Implementing Creative Activities

Teacher.Net (The Ultimate Teacher’s Resource)
http://www.teachers.net
This site provides dozens of individual lesson plans specified by a general grade/age level. It also has sources for supplies, a job center, Web tools, and a chat room, among its many offerings.

National Child Care Information Center (NCCIC)
http://nccic.org/
A project of the Child Care Bureau, Administration for Children and Families (ACF), U.S. Department of Health and Human Services. This is a national resource that links information and people on early childhood issues.

Teacher Created Resources
http://www.teachercreated.com
A leading publisher of supplemental educational resource materials, specializing in technology integration and staff development.

Technology and Young Children
http://www.techandyoungchildren.org
This Web site is presented by the NAEYC Technology Caucus. It is dedicated to providing the most comprehensive and up-to-date information, research, and links on the use of computers and young children.

Kidlink—The Internet Working for Young Children
http://www.kidlink.org
This site provides opportunities for children to engage in a global dialog. Kidlink is a nonprofit, grassroots organization working to help children through secondary school level be involved in a global dialog. Since the start on May 25, 1990, over 175,000 kids from 139 countries on all continents have participated. Kidlink has activities in English and 19 other languages.

Creative Teaching Press
http://www.creativeteaching.com/
This site is an excellent resource for K–8 teachers, parents, and children. It includes activities as well as a forum for teachers and parents.

Lesson Plans
http://www.lessonplanspage.com
This site presents a collection of over 3,500 free lesson plans for teachers to use in their classrooms. The site is easy to use with lessons categorized by subject and grade level.

Early Childhood.Com
http://www.earlychildhood.com
This Web site presents a wide variety of activities, as well as a curriculum section, arts and crafts, and an “Ask the Experts” chat room. Activities are divided by age group.

Kid Info
http://www.kidinfo.com
One of the Web’s best homework and teacher/parent reference resources. It has indexes (sections) for students, young children, children, and parents. It has a separate Lesson Plan section, as well as tutorials.

TeachersFirst Instructional Units
http://www.teachersfirst.com/unitlist.htm
Over the years, TeachersFirst has created a number of lessons and instructional units that have proven popular with teachers. These are listed in this site along with a brief description of each unit. This is just one part of the amazing resources provided by TeachersFirst, a site dedicated to K–12 teachers.

Internet 4 Classrooms Projects
http://www.internet4classrooms.com/project.htm
This is an outstanding resource for project-based learning that covers all content areas with projects categorized by grade level. Click on “Teacher’s Guide to International Collaboration on the Internet” to access an excellent tutorial guide for K–12 project-based learning. The link to “Tutorials and Guides” in the menu offers a multitude of excellent web resources for curriculum projects. “Starting a New Project” is a practical guide for the classroom teacher with reviewed resources to provide additional help. “Tips for Online Cooperation” posts a Top Ten list for project collaboration. You’ll also find links to project examples for all the content areas. Don’t miss this excellent resource for online global communication.

Technology Topics
http://www.teachersfirst.com/matrix.htm
This site offers a great collection of tips, ideas, and strategies for using technology effectively in your teaching. Some of these are great for “newbies,” and others are strictly “geeks only.”

Video Placement Worldwide
http://www.vpw.com/educational
VPW classroom Information Network offers an ever-growing list of high quality educational videos and teaching materials free to educators and youth leaders. Their list is kept up-to-date and changes as new programs are added or existing are discontinued. Available only to teachers of 25 or more (no preschools). Videos are shipped to an official school address. Videos are categorized by grade levels and subject areas with a complete description of each program.

Understanding No Child Left Behind Act
http://www.teachersandfamilies.com/open/parent/nclb/index.cfm
This article provides an overview of the act and its requirements. There is also a questions and answer section, which covers most commonly asked questions on the act. The Resources Section provides links to more information related to the act.

The INTASC Standards
http://www.ccsso.org/projects/Interstate_New_Teacher_Assessment_and_Support_Consortium/
On this site you will find a listing of the standards including a brief overview for each standard. Included in the overview are the key indicators for each candidate, stating what the candidate must demonstrate to meet the specific standard.

Research in Preschool Special Education
http://www.montgomeryschoolsmd.org/curriculum/pep/research.html
This site has listings for articles relating to many disabilities, such as attention deficit hyperactivity disorder, autism, cerebral palsy, down syndrome, epilepsy, impaired speech and hearing, visual impairments, and Williams Syndrome. Literature resources are also included. There is also a section for activities to do with children with specific disabilities. This is an excellent source for simple, direct information on disabilities.

E-Ready—TeachersFirst’s Resources for Gifted and Special Education
http://www.teachersfirst.com/sped/prof/adapt-strat.html
This site contains information on adapting instruction for working with special education students.

For New Teachers
http://www.teachersfirst.com/new-tch.shtml
This site has first-time teaching tips for new full-time teachers and also for those who are student teaching.

Bloom’s Taxonomy
http://www.eduscapes.com/tap/topic69.htm
This is a wonderful resource for critical thinking. Detailed list of verbs for Bloom’s taxonomy and an extensive annotated list of Web resources for critical and creative thinking. There are even ideas for integrating technology.

Online Disability Simulations Web Sites
Misunderstood Minds (http://www.pbs.org/wgbh/misunderstoodminds/). This site offers simulations addressing learning differences and disabilities related to attention, reading, writing, and mathematics difficulties.
Pediatric Neurology.Com (http://www.pediatricneurology.com/). This site offers simulations that address attention disorders and Asperger’s Syndrome.
National Coalition of Auditory Processing Disorders (http://www.ncapd.org). This site offers simulations addressing auditory processing difficulties.

American Toy Institute
http://www.toy-tma.com
This Web site is presented by the Toy Manufacturers of America, Inc., which is dedicated to providing educational and safe products to all ages in a free manner, and in so doing, supports the positive development of children.

Early Childhood Development
http://www.worldbank.org/children
This site is a knowledge source designed to assist practitioners and administrators in their efforts to promote the healthy growth and integral development of young children.

ECRP: Early Childhood Research & Practice
http://ecrp.uiuc.edu
This is an Internet journal on the development, care, and education of young children. Lillian Katz is editor with Dianne Rothenberg as Associate Editor.

Family Education
http://www.familyeducation.com
This is a Web site produced by the Learning Network. It has pages for parents, K–12 teachers, and students. It presents articles on issues such as the importance of play for young children and many other educational issues. Other sections included are family education, idea exchange, lifelong learning, professional development, and references.

International Council of Toy Industries (ICTI)
http://www.toy-icti.org/
This Web site is produced and sponsored by the ICTI, which was formed in 1974 as an association of toy trade associations from around the world. It is a non-profit corporation dedicated to promoting toy safety standards, among its many other goals.

KidSource OnLine
http://www.kidsource.com/
This Web site is a source for in-depth and timely education and health care information that will make a difference in the lives of parents and their children. It has a link to the familyeducation.com Web site, which has a search by age/grade level engine for the top five things children should know at each age/grade level.

National Parent Information Network (NPIN)
http://npin.org
The NPIN is a project of the ERIC System, which is administered by the National Library of Education (a link is provided on this Web site) in the U.S. Department of Education (a link is provided). NPIN is designed and maintained by two ERIC Clearinghouses: The ERIC Clearinghouse on Urban Education at Teacher’s College, Columbia University, New York and the ERIC Clearinghouse on Elementary and Early Childhood Education at the University of Illinois at Urbana-Champaign. This site has a virtual library, a question-answering service, and an electronic discussion section.

Public Broadcasting System
http://www.pbs.org/
This is the Web site for the PBS. It is a good source of programs, as well as information on many child development and early childhood education issues.

Teacher Magazine
http://www.teachermagazine.org/tm/
This Web site addresses issues from preschool through grade 12. It has links to other Web sites with information on daily news, education week, special report, hot topics, and archives.

The Future of Children
http://www.futureofchildren.org/
This is an online journal published twice annually by the David & Lucile Package Foundation, Los Altos, CA. The primary purpose of the Future of Children is to disseminate timely information on major issues related to children’s well-being.

Young Children
http://www.naeyc.org/resources/journal/default.asp
Young Children is the journal of the NAEYC, the nation’s largest and most influential organization of early childhood educators and others dedicated to improving the quality of programs for children from birth through grade 3. This site contains tables of contents and a searchable index of articles from past issues. The searchable index provides a brief synopsis of each article.
Section 3: Art and the Development of the Young Child

Art Education and Teaching Art
http://arteducation.co.uk/
This site from the United Kingdom has over 300 art lessons and art projects for nursery, primary, and K–12 schools. It also has art links to over 500 Web sites and Web site reviews to help resource your art teaching.

Arts/Crafts for Kids
http://familycrafts.about.com/
This is a very comprehensive Web site, organized by subjects. It has links to art and music education, and lesson pages for kids, teachers, parents, and students. It also has links to related sites.

Crayola Art Education
http://www.crayola.com/educators/
This venerable manufacturer of art supplies for kids contains information on art techniques for painting, drawing, coloring, and modeling with clay.

Favorite Lessons
http://www.artswire.org
New York Foundation for the Arts (NYFA) official Web site containing art news for artists and all those who support them.

Global Children’s Art Gallery
http://www.naturalchild.org/gallery/
On this Web site, young artist’s work is presented. Information on how children’s art can be contributed to this site is also provided.

International Child Art Foundation
http://www.icaf.org/
This site is presented by a Washington, DC, nonprofit organization, the International Child Art Foundation (ICAF). It has portals for both creative children and adults.

Kids Art Education
http://www.kidsart.com
This site is full of art education resources, lessons, and activities for students in grades K–8.

Kinder Art
http://www.kinderart.com
This site provides over 800 lesson plans for preschool through upper elementary levels.

Schoolzone
http://www.schoolzone.co.uk/
This is the United Kingdom’s #1 education site. It provides teachers, students, and children with free resources, guides, and much more.

Scholastic
http://www.scholastic.com/
This Web site is presented by Scholastic. It has been judged one of the best educational Web sites on the Web. You will find activities for families, kids, and teachers.

Social and Emotional Development at iVillage
http://parenting.ivillage.com/
This site is an excellent resource on social–emotional development from birth through grade 12. There are articles on the various stages in social emotional development as well as extra-curricular activities for each age/stage. Social skills for each age/stage are also included in the listing.

Committee for Children: Combining Academics with Social–Emotional Learning
http://www.cfchildren.org/
This is an article by Laura Smith, a curriculum developer at Committee for Children, a non-profit organization which is a leader in social–emotional learning and violence prevention. This article includes an overview on integrating social–emotional learning with academics. But the best part of the article is the Activities Section. There are many good ideas for Preschool and Kindergarten, Grades 1–3, and Grades 4–5.

Brain Development—Frequently Asked Questions
http://www.zerotothree.org/site/PageServer?pagename=key_brain
This site contains information on brain development including general brain development, and prenatal and postnatal development.

Science Daily—Study Describes Brain Changes during Learning
http://www.sciencedaily.com/releases/2000/10/001020092659.htm
This article reports on research done at Brown University on changes in the brain during learning.

Young in Art
http://www.artjunction.org
This Web site provides an illustrated account of children’s artistic development. It is intended to assist teachers and parents who are interested in nurturing their children’s creative involvement with art materials. It includes sections on scribbling, pre-symbolism, symbolism, realism, a gallery, and links to other Web sites.

Brain Connection
http://www.brainconnection.com
This Web site provides Web resources from Scientific Learning Corporation on the development of the human brain and the many processes involved in this development.

Section 4: The Early Childhood Art Program

@rt Junction
http://www.artjunction.org/
This Web site is designed around the idea of activity centers that encourage kids to create, learn, and explore new ideas, places, and things on their own. It is designed primarily for children, but has lots of ideas to inspire teachers as well.

Arts & Activities
http://www.artsandactivities.com/
This Web site is presented by Arts and Activities, one of the nation’s leading art education magazines. It has online arts and activities, as well as a young artist section, clip-and-save-ideas, articles contributed by art teachers, plus much more.

Family Crafts
http://familycrafts.about.com/
Another comprehensive site filled with two- and three-dimensional art activities for various ages/grade levels.

ArtSource
http://www.ilpi.com/artsource/welcome.html
This Web site began in 1994 as a service to art librarians. It developed over time as a selected site for art resources such as new media, image collections, artist’s projects, and online art journals, to name a few.

Bright Ring Publishing, Inc.
http://www.brightring.com
This site is dedicated to the fun-filled world of process art. Crayons, clay, fingerpaints, cookie sheets, milk cartons, and music are among the many media activities on this Web site.

Crayola Store
http://www.crayola.com/store
This venerable manufacturer of art materials has a wonderful Web site that should quickly become one of your favorites for ideas as well as for supplies.

KidsArt
http://www.kidsart.com/
This Web site is filled with art activities for children. You can download free instructions for some great art projects and discover some popular KidsArt Booklets for children and teachers. There’s also a wonderful gallery of artwork created by kids to explore.

Art Kids Rule
http://artkidsrule.com
This Web site is full of fun two- and three-dimensional activities, resources, and tutorials for kids, grown-ups, and teachers.

Mark Kistler’s Imagination Station
http://www.draw3d.com/mainframe.html
This is a Web site based on public TV’s favorite Learn-to-Draw in 3-D Series. Sections include a classroom teacher resource guide, homeschool parent’s guide, and 3-D drawing lessons online.

The Incredible Art Department
http://www.nyfa.org
This is a very comprehensive Web site for teachers. It provides sections on the art room, art “stuff,” lessons, a chat room, the art site of the week, art news, art jobs, and a guest book.

The Imagination Factory
http://www.kid-at-art.com/
Children and adults are taught creative ways to recycle by making art.

World Wide Arts Resources
http://wwar.com/
This site is an interactive arts gateway for access to artists, museums, galleries, high quality art, art history, arts education, art chats, and much more.

Art & Creative Materials Institute (ACMI)
http://www.acminet.org/
ACMI, an international association, is the leading authority on art and craft materials. Founded in 1940, ACMI was organized to assist its members in providing the public with art and craft materials for children and artists that are non-toxic. All products tested by ACMI undergo extensive toxicological evaluation and testing before they are granted the right to bear the ACMI certification seal. This is an excellent source for information on safe art materials and safe use of materials.

Hazards in the Art Classroom
http://www.artjunction.org
As a service to art teachers and parents, this site is offered with information on maintaining a safe and hazard-free learning environment for children while they are engaged in art activities. The material on this site was originally written by Allison Jerard, a former art education student at the University of Florida. Included on this site is information on General Classroom Conditions, Current Practices, Age and Risk Groups, Materials and Activities. Five Common Hazards in the Art Classroom, and 20 Things Teachers Can do to Make their Classrooms Hazard-Free.

Selected Internet Resources for the Arts and Disabilities
http://ericec.org/faq/arts-x.html
This site, presented by the ERIC Clearinghouse on Disabilities and Gifted Education, contains Web links to numerous organizations dealing with the arts and disabilities.

Printmaking 101, 102
http://www.kinderart.com/printmaking/print101.shtml
http://www.kinderart.com/printmaking/print102.shtml
Basic information on printmaking is found in these two sites. In Printmaking 101, background information on the process of printmaking is covered. This includes four main types of printmaking: relief printing, intaglio, planography (lithography), and stencil (seriagraphy). In Printmaking 102, you will find a list of basic printmaking supplies, as well as information on printing with a brayer (roller), and information on types of paper suitable for printmaking.

Mondrian Style Painting
http://kinderart.com/painting/mondrian.shtml
On this site you will find information about Piet Mondrian, a Dutch painter of abstract images. Directions are included to create Mondrian style paintings.

Matisse Cut-Outs
http://kinderart.com/arthistory/matissecutouts.shtml
Learning about color and composition from an arrangement of color paper cut-outs is the focus of this Web page. It includes information on materials and step-by-step directions on how to create Matisse-type cut-outs.

Abstract Art: Line, Shape, and Color
http://kinderart.com/arthistory/abstract.shtml
Learning to define and create an abstract art work is the focus of this Web page. It also includes information on the artist Piet Mondrian. You will find a list of materials and step-by-step instructions on how to create this type of abstract art.

Art Interactive—Sculpture
http://www.hmsg.si.edu/education/interactive.html
From this page, students can learn about different types of sculpture and try their hand at making their own sculptural work online. Four types of sculpture are briefly described and illustrated. The accompanying text discusses how artists make choices about such things as materials, shapes, color, texture, and composition when creating something that represents their ideas or personal visions.

Disability-Related Virtual Museums
http://www.americanhistory.si.edu/disabilityrights/welcome.html
Disability Rights Movement Virtual Museum offers online access to a virtual exhibition developed by the Smithsonian Natural Museum of American History on the Disability Rights Movement.

Disability History Museum
http://www.disabilitymuseum.org
This site offers online access to exhibits, a library, and teacher resource course packets designed to teach about the historical experiences of individuals with disabilities.

Museum of disABILITY History
http://www.museumofdisability.org/
Here you will find access to exhibits and activities related to people with disabilities.

Section 5: Creative Activities in Other Curricular Areas

Dramatic Play and Puppetry
Puppets from Everyday Materials
http://www.enchangedlearning.com/crafts/puppets/
This Web site presents puppet projects for preschool, kindergarten, and elementary school children. The puppets are made from everyday materials, like egg cartons, cardboard, paper, boxes, string, crayons, paint, glue, etc.

Legends & Lore.com—It’s All about Puppets
http://www.legendsandlore.com/puppet-resource.html
This Web site has lots of information on puppets: Teacher Resource Pages, Puppet Hints, Puppet Scripts, instructions on making sock and sack puppets, as well as craft recipes for paint, clay, bubbles, chalk, and papier mâché. Legends & Lore is dedicated to sharing puppet tips, tricks, and stories.

Movement
KidsKorner
http://www.kidskorner.net/
Movement activities are provided for preschool through elementary levels.

Perpetual Preschool—Music and Movement Area
http://www.perpetualpreschool.com/music.html
This Web site contains songs, finger plays, movement activities, and music for preschool children.

Teaching Strategies.com
http://www.teachingstrategies.com/
An early childhood site for teachers and parents of children from birth through grade 3. Movement activities are found in Educator’s and Parent’s Web pages.

Music
Children’s Music Web
http://www.childrensmusic.org
Children’s Music Web is a non-profit organization dedicated to music for kids. It has Web pages for kids, parents, educators, and musicians. Also included are radio lists, links, discussion groups, and a message board.

Kiddidles
http://www.kididdles.com/
This is not your average kids’ site. Here you will find a Musical Museum, loaded to the brim with almost 2,000 kids’ song lyrics, organized alphabetically, and by category with a search engine. Visit Loopity Lee’s fun and games, send a Kiddidles Kard, share your songs, stories, jokes, and pictures with other teachers (and students).

Kindermusik.com
http://www.kindermusik.com
This site includes resources for parents, educators, and children. Musical activities designed for newborns through age 7 are presented here.

Music for Young Children (MYC)
http://www.myc.com
MYC was established in 1980, created by a music teacher who is also an early childhood and remedial specialist.

MuSICA, the Music & Science Information Computer Archive
http://www.musica.uci.edu/
This Web site presents research on music as related to behavior, the brain, and allied fields.

Why Is the Mona Lisa Smiling?
http://library.thinkquest.org/13681/data/davin2.shtml
This Internet site was created by high school students on a Think Quest team. It is filled with interactive learning opportunities for kids to discover DaVinci and listen to his music, create multilingual musical postcards in one of 16 languages, take an online quiz, or create one.

Creating Music
http://www.creatingmusic.com
In this creative online environment, children of all ages can play with virtual musical instruments as well as enjoy games and puzzles. This site strives to help children compose music with the same joy and ease they experience while they’re engaged in other creative activities, such as drawing or playing with blocks.

The National Association for Music Education
http://www.menc.org/
This national site for music educators offers standards for music education as well as links to music education resources. Advocates for the importance of the arts in education will find help here. The site also includes sections on Early Childhood and Teacher Education (under the “Channels” heading).

The Classical Archives
http://www.classicalarchives.com/index.html
With tens of thousands of full-length recordings, the Classical Archives is an important stop for students or teachers who are interested in classical music. The Features section contains a collection of MP3s by well-known orchestras and instrumental soloists. Visit the Archives to find biographies of thousands of composers, along with examples of their music. You may find the Learning section useful as it is filled with tips on how to have more fun with music.

Science
Insectlore
http://www.insectlore.com/
This creative site includes science units for K–3 teachers. You can order live butterfly, ladybug, worm and silkworm, and other insect kits for education and home use.

National Science Education Standards
http://www.nap.edu/catalog/4962.html
Sponsored by the National Academies Press, this site gives you access to all of the National Science Standards.

Science Kids
http://www.sciencekids.com/
This Web site provides information on books that present the complete content of the National Science Standards. It also has activities for children on the site.

BrainPOP.com—Activities Relating to National Standards
http://www.brainpop.com
BrainPOP.com is a Web site that features Math, English, Science, Social Studies, Health, and Technology topics for grades K–8. Developed according to national standards (NCTM, NSES & NCTE), BrainPOP’s hundreds of topics present students with an engaging, enlightening, and entertaining view of a given subject.

Teacher-Created Stuff
http://www.teachercreated.com/free
Teacher-Created Materials, an educational publishing company founded by teachers, publishes supplementary resource materials with an emphasis on technology. The company’s Web site features free lesson plans and activities for primary, intermediate, and upper elementary students that include worksheets and Internet links. Also available are seasonal art and activities, “brain teasers,” and a teaching tip of the month.

TeAchnology
http://www.teach-nology.com/
This site offers teachers free access to 19,000 lesson plans, 5,600 printable worksheets, and over 200,000 reviewed Web sites, 50+ teaching articles, 60 teaching themes, educational games, teaching tips, advice from experts, current educational news, teacher downloads, Web quests, and teacher tools for creating exciting classroom instruction.

Clean Sweep U.S.A.
http://www.kab.org/site/PageServer?pagename=kids_zone
Enter the world of waste management at Clean Sweep U.S.A. There are six solid-waste topics for students to explore. Garbage Pizza looks at what makes up our garbage and lets students create their own “pizza graph” of everyday trash and then print the masterpiece. The detailed lesson plans focus on web-based research and classroom activities for the “Keep America Beautiful” campaign. Click on the “educators” icon in the upper-right corner and go to “teacher background information” for teaching tools, resources and ideas related to garbage, source reduction, composting, recycling, waste-to-energy, and landfills.

Windows to the Universe
http://www.windows.ucar.edu
The Windows to the Universe Web site includes images, movies, animations, and data sets that explore Earth and space sciences and the historical and cultural ties among science, exploration, and the human experience. Teachers can register as Windows to the Universe Educators to receive a monthly newsletter highlighting aspects of the Web site, new resources, upcoming professional development opportunities, and curriculum activities.

Geography Zone
http://www.geographyzone.com
Geography Zone is a Web site designed to enhance the geography learning experience. This Web site hosts The Geography Challenge, the world’s largest online geography contest, as well as several other geography tools and facts to help make students enjoy geography. The latest addition to Geography Zone’s series of educational tools is a new online tool—an interactive global Internet classroom for all educators to use free of charge. Teachers can apply this tool to their classroom with friendly student competitions or geographic lesson plans.

Why Earth Science?
http://www.agiweb.org/education/teachers/online_resources.html
The Why Earth Science? American Geological Institute publication, now available in Spanish, promotes the importance of Earth science in K–12 education. The free publication is designed to help teachers, parents, industry leaders, and geoscience advocates explain the importance of Earth sciences in today’s educational environment. Both the English and Spanish versions are available online.

SCIENCE WEB SITES FOR BUSY TEACHERS
Environmental Protection Agency Kid’s Site
http://www.epa.gov/kids
Is it garbage or recycling? This site offers activities and lesson plans on a variety of environmental issues.

Great Science Sites for Children
http://www.ala.org/parentspage/greatsites/
This site offers windows to science experiences compiled by the Children and Technology Committee of the association for Library Service to Children, a division of the American Library Association.

National Wildlife Federation Kidzone
http://www.nwf.org/kids
This site provides a nice collection of activities that can help you bring the outdoors inside your classroom.

Online Metamorphosis
http://www.yesnet.yk.ca/schools/jackhulland/projects/butterflies
Watch an online metamorphosis and learn about the life-cycle of the Painted Lady Butterfly as it transforms from larva to caterpillar to adult butterfly.

Language Arts
Between the Lions: Get Wild about Reading
http://www.pbskids.org/lions/
Produced by WGBH and Sirius Thinking for PBD Kids, Between the Lions is funded in part by a Ready to Learn grant from the U.S. Department of Education through the Corporation for Public Broadcasting.

Lesson PlansPage.com
http://www.lessonplanspage.com
This Web site offers over 3,500 free lesson plans in language arts.

Writing.com
http://www.writing.com/
Stories.com has a multitude of user-created interactive stories. Read and add to any number of the stories. You can even create your own story.

The Lion and the Unicorn
http://muse.jhu.edu/journals/lion_and_the_unicorn/
This site presents a theme and genre-centered journal of international scope that offers a serious discussion of literature for children. It has become noted for its informative interviews with authors, editors, and other prominent figures in the field of children’s literature.

Author & Title Resources for Teachers
http://www.teachersfirst.com/read-sel.html
TeachersFirst site offers great reading suggestions for students from preschool through high school. The site also includes title and author resources for many of the most popular children’s books. You can find lesson plans, author information, and title resources for many of the books on your syllabus.

Setting up a Language Arts Program for Special Ed Students (Grades 1–8)
http://www.pacificnet.net/~mandel/SpecialEducation.html
Practical ideas to keep in mind when working with special ed students in the language arts area.

Current Research on Language Development
http://www.childdevelopmentinfo.com
Click on Development, then on “Language Research.” This page lists short summaries and Web links for many current research articles on language development.

Reading Aloud
http://www.bookpals.net/cgi-bin/bookfinder/index.pl?page=dosndonts
An excellent site for suggestions on read-aloud techniques provided by the Screen Actors Guild. Included are tips such as “Preview the book by reading it to yourself first…. Such advance reading allows you to spot material you may wish to shorten, elaborate on, or eliminate.”

Creative Language Arts Resources
http://ourworld.compuserve.com/
Literature-based theme unit ideas for preschool to 1st grade. Includes multi-sensory, hands-on learning activities that use active involvement to meet individual learning styles.

Scholastic Teacher Web Site
http://teacher.scholastic.com
This site contains online activities, lesson plans, and teaching strategies for Pre–K to Grade 2, Grades 3–5 by subject area.

Learning Braille for teachers and parents
Braille Through Remote Learning: http://www.brl.org/
Hadley School for the Blind: http://www.hadley-school.org
American Foundation for the Blind: http://www.afb.org
American Printing House for the Blind: http://www.aph.org

Mathematics
Association for Women in Mathematics (AWM)
http://www.awm-math.org
This Web site is sponsored by the AWM, a non-profit organization dedicated to encouraging women in mathematical sciences.

Figure This! Math Challenges for Families
http://www.figurethis.org
This Web site is funded by the National Science Foundation, U.S. Department of Education, and National Council of Teachers of Mathematics. Activities and information are related to the national standards. The site is suitable for grades K–12.

Math-Kitecture
http://www.math-kitecture.com/
Activities using architecture to do math. Apply scale to a class floor plan, analyze the geometry of famous buildings, complete ratio and proportion activities with lesson plans.

Online Math Applications
http://library.thinkquest.org/4116/
Investigate real-world situations with a stock market simulation, musical math, the contributions of famous mathematicians, and the cost of planning a trip.

Math in Daily Life
http://www.learner.org/exhibits/dailymath/
Everyday math activities with teacher’s guide from Annenberg/CPB. Explore probability, population growth, savings, and more. The Related Resources are a must-visit.

National Council of Supervisors of Mathematics
http://www.ncsmonline.org
This Web site, hosted by the Math Forum at Swarthmore College, is designed for those interested in leadership in mathematics. It provides a listserv for exchanging ideas with other teachers, a section on “What’s new in math education,” and links to other related mathematics sites.

National Council of Teachers of Mathematics (NCTM)
http://www.nctm.org
This is the Web site of the NCTM, the largest non-profit professional association of mathematics educators in the world. The Web site offers information on NCTM, as well as complete documentation of the national standards and related activities for each.

Show-me Center
http://www.showmecenter.missouri.edu/
This Web site is designed to support the national standards in mathematics. It has lesson plans and activities for grades K–12.

The Math Forum
http://mathforum.org/
Presented by WebCt.com, the e-learning Hub, a provider of e-learning systems, this Web site contains a Student Center, Teacher’s Place, Research Division, and Parents and Citizens section. Other sections include Math Resources by subject, Innovations in Math Education, and Key Issues in Math.

What Good is Math?
http://oncampus.richmond.edu/academics/education/projects/webunits/math/index.htm
Here’s a great resource from Math Alive for helping students understand “real-world” math. Follow the strategies to calculate your grades (and predict grades, too), calculate the sales on a shopping spree, plan a trip (maybe figure costs for that end-of-the-year trip!), practice your fractions with recipes for a school party, and build your economics IQ with checking and savings account activities.

Cool Math 4 Kids
http://www.coolmath4kids.com/
Cool really is the word for this Web site! “The Amusement Park of Math and More” section includes “Lemonade Stand,” which is a challenging simulation where students have full control of decision-making, and dozens of Brain Benders to exercise math skills with topics ranging from alphabet soup to geometry and math games to challenge students preschool to adult. Every teacher will want to explore the Calculators activities in the Amusement Park. There’s even a CoolMath Algebra area.

U.S. Treasury—Kids
http://www.treas.gov/kids/
Here’s a true treasure of math resources for the classroom, and all of them are free links to government Web sites designed especially for kids. The links of interest to the math curriculum are the U.S. Mint, FirstGov, and Savings Bonds.
U.S. Mint—Hip Pocket Change will have your students investigating facts as they study the Fifty States Quarters from the U.S. Mint. Lesson plans, interactive games, and a Time machine of U.S. history make this a must-visit for K–12 classrooms.
FirstGov—This extensive Web resource links to specially designed kids’ sites for dozens of government agencies and other organizations. Use the WebQuest to guide student exploration of these informational Web sites.
Savings Bonds—Money Math: Lessons for Life is an interesting curriculum unit on savings and bonds that is sure to inspire your students to explore the U.S. economy.

Math and Reading
http://www.education-world.com/a_books/books132.shtml/
Great books that can help reinforce math concepts for elementary students. Check out the links at the end of each article for even more math stories.

Math and Children’s Literature
http://www.carolhurst.com/subjects/math/math.html
Articles, lessons, and book lists to link math and reading.

Ask Dr. Math
http://mathforum.org/dr.math
Ask Dr. Math is a question and answer service for math students and their teachers. A searchable archive is available by level and topic, as well as summaries of frequently asked questions. This site is designed for K–12 students.

All Math.Com
http://www.allmath.com
Have some fun with math on this site. Here you will find fun and games, kid references, kid resources, math articles, math help, math humor, teacher references, and resources.

K–5 Math Challenges—National Math Principles & Standards
http://auntymath.com
This kid-friendly site from the DuPage Children’s Museum consists of math problems, written as stories about Aunt Mathilda. Students can post solutions and receive a reply from Aunty Math about their solution strategy. Based on the NCTM Principles and Standards for School Mathematics, the site has modifications and information about the math involved in each problem for parents and teachers.

National Library of Virtual Manipulatives for Interactive Mathematics
http://matti.usu.edu/nlvm/nav/index.html
Sponsored by Utah State University, this site offers virtual manipulative activities related to the NCTM Standards for grades PreK–2, Grades 3–5, Grades 6–8 and 9–12. Activities are related to the following standard areas: number and operations, algebra, geometry, measurement, and data analysis and probability. It is supported by a three-year National Science Foundation grant to develop a library of uniquely interactive, Web-based virtual manipulatives or concept-tutorials for mathematics instruction with a K–8 emphasis.

Social Studies
KidInfo
http://www.kidinfo.com
This Web site has a student index, a section for young children, and a teacher index—all good sources of social studies activities.

National Council for the Social Studies (NCSS)
http://www.socialstudies.org/standards/
This Web site contains the complete manuscript of the National Social Studies Standards.

SocioSite
http://www.sociosite.net/index.php
Sociological information system based at the University of Amsterdam. This is the Web’s reference for researching any subject in society.

U.S. Census Bureau Home Page
http://www.census.gov/
A wealth of information on the U.S. can be found here. A great place for both teachers and students to visit.

Education World—Activities for Social Studies Standards
http://www.education-world.com
Scroll down to “Reference Center” and click on “Education Standards.” Then, click on “Social Studies Standards.” Under this section you will find activities for the following social studies subjects: civics, economics, geography, U.S. history, or World history. Topics are arranged by grade level under each subject.

Social Studies Lesson Plans and Teaching Strategies
http://www.csun.edu/~hcedu013/plans.html
This site contains 50 lesson plans for primary grade students (K–5). Click on “Lesson Plans to Teachers” for teacher-written and classroom-tested lesson plans.

Lesson Planet
http://www.lessonplanet.com
On this site you can search from over 130,000 lesson plans by keyword and grade level. From the home page in the Lesson Plans Directory, click on Social Studies. You can choose from many lesson plan subcategories including Pre-K Resources, Lesson plans for K–2 and 3–5, as well as specific lesson topics.

Teachers.Net Lesson Bank
http://teachers.net/lessons/
This site, offered by the University of Phoenix Online contains teacher-submitted ideas and lesson plans. The lesson plans are by grade levels as well as by subject area.

National Geographic Education
http://www.nationalgeographic.com/education
The National Geographic Education site has hundreds of lessons, activities, and resources to support your study of world cultures and a class study of the diverse cultures in your students’ community.

Health, Safety, and Nutrition
Children’s Defense Fund
http://www.childrensdefense.org/
The mission of the Children’s Defense Fund is to Leave No Child Behind® and to ensure every child a Healthy Start, a Head Start, a Fair Start, a Safe Start, and a Moral Start in life, and successful passage to adulthood with the help of caring families and communities.

Healthy People 2010
http://www.healthypeople.gov/
The Office of Disease Prevention and Health Promotion, Office of Public Health and Science, Office of the Secretary, and U.S. Department of Health and Human Services work to strengthen the disease prevention and health promotion priorities of the department within the collaborative framework of the HHS agencies.

National Center for Health Statistics
http://www.cdc.gov/nchs/
NCHS is the federal government’s principal vital and health statistics agency. Since 1960, when the National Office of Vital Statistics and the National Health Survey merged to form NCHS, the agency has provided a wide variety of data to monitor the nation’s health.

National Network for Child Care—Good Times with Snacks
http://www.nncc.org/
Click on Early Childhood, then on Food, Nutrition and Health. Presented by Human Development and Family Studies of Colorado State University Cooperative Extension, this site is full of information on nutrition and food activities for teachers.

National Resource Center for Health and Safety in Child Care and Early Education
http://nrc.uchsc.edu/
National Health and Safety Performance Standards: Guidelines for out-of-home care providers can be accessed at this site.

American Academy of Pediatrics
http://www.aap.org/
This site of the American Academy of Pediatrics includes sections on Parenting, Health Topics, and Professional Education Resources as well as many other topics.

Head Start Information and Publication Center
http://www.headstartinfo.org
Click on Information Center, then on Health Services, then on Health and Safety. On this site you will find a list of over thirty sites which present health guidelines, information on safety in child care, medical, healthcare and pharmaceutical information, parenting, disease prevention, nutrition, and safety.

Clean Hands. Good Health.
http://www.nasn.org
http://soahec-nm.org/DownWithGerms.pdf
To learn more about hand hygiene and improving the health of students in your school visit these two sites. Important facts about clean hands and good health, and ideas to implement healthy practices can be found on these sites.

Bilingual Health Information
http://www.ncfh.org/pateduc.htm
The information on this site was originally developed for limited literacy Spanish- and English-speaking patients. It offers basic health, nutrition, and lifestyles information in a context which may be suitable for either students or parents in certain specific settings. Lots of illustrations and minimal use of text help make these resources easy to use.

National Network for Child Care
http://www.nncc.org
Childcare information is provided on this site by a host of government and education agencies. It includes dozens of links, a specialist forum, and an event list.

Environmental Health Center—National Safety Council
http://www.nsc.org/ehc/links/kidslink.htm
This page presents Web links to many sites providing health and safety information, activities, and research on health and safety.

Consumer Product Safety Commission
http://www.cpsc.gov/cpscpub/pubs/chldcare.html
Child Care Safety Checklist for Child Care Providers.

SafeUSA
http://www.safeusa.org/
Resources for reducing injury and deaths from accidents for youth in various settings.

National Institute of Child Health and Human Development
http://www.nichd.nih.gov
Health and human development information and latest clinical studies sponsored by the NICHD.

Puppets
http://family.go.com/tagsearch/puppets/
This site has a great variety of ideas that any teacher, whether a beginner or experienced, could find very useful.
http://www.puppetools.com/index.php
A wonderful guide to making puppets and using them in your work, including ideas for use in the curriculum, special education, and special projects.
http://www.puppeteers.org
The Puppeteers of America Web site
http://www.unima-usa.org
UNIMA-USA—The American chapter of Union Internationale de la Marionette, which promotes international friendship through puppetry.

Healthful Web Sites
USDA National Nutrient Database
http://www.nal.usda.gov/fnic/foodcomp/search
This site is designed for people who want to track the calories, fat, cholesterol, carbohydrates, vitamins, minerals, and about a dozen other nutrition variables in their diets. The search function is organized by key word ingredients and food groups. Be prepared to be specific in your search requests. For example, searching for apples in all food groups yields 41 different products.

Diabetic Lifestyle
http://www.diabetic-lifestyle.com
Health updates, recipes, menus, and practical information on living with diabetes are provided on this site. Visitors also can find informative articles in the “What’s Hot” section on topics such as how to control diabetes while in the hospital, tips for people who are newly diagnosed, diabetic meal plans, and how to handle stressful holiday seasons.

Change One Diet.com
http://www.changeone.com
This interactive site supports the Reader’s Digest ChangeOne Diet and Fitness Plan and includes a wealth of tools, inspirational stories, and suggestions to help visitors attain and maintain a healthy weight. Unregistered visitors can calculate their BMI’s and daily calorie burns and read articles on health, fitness and motivation. Registered members receive weekly meal plans, healthful recipes, and physical activity guides.

American Academy of Dermatology
http://www.aad.org
The Public Resource Center section of this site provides information on skin, hair, and nail care and conditions. Visitors can learn about acne treatments, tanning dangers, cosmetic surgery, skin cancer, rashes, psoriasis, warts, and anti-aging procedures. They also can locate a dermatologist in their area.
Section 6: Creativity, Diversity, and the Early Childhood Program

AskAsia
http://www.askasia.org
This is a link for elementary and secondary lesson plans and activities. Sections on the site include Adult-Free Zone, a Gateway to Asia, Information/News, and a For Educators section.

Black History Quest
http://blackquest.com/link.htm
African-American History, Culture, and Black Studies resources can be accessed at this Web site.

Education World®
http://www.educationworld.com/
This Web site is an Internet connection to holiday resources.

Multicultural Education
http://www.iluminated.com/
This Web page contains useful information on Puerto Rican history and culture.

Native Culture.com
http://www.nativeculture.com/
This is a comprehensive portal site for Native American resources on the Internet.

Open Hand Theater’s International Mask and Puppet Museum
http://web.syr.edu/~pbarfoot/museum.html
This is the Web site for the traveling Museum of Mask and Puppetry, an exciting program that engages the imagination and hands of children in learning about culture and history through the magic of mask and puppet theater.

Multicultural Review
http://www.mcreview.com/
This is the Web site for a quarterly journal for educators about new developments and trends in cultural diversity education.

Classroom Newsletters—Keeping in Touch with Families about Celebrations
http://www.teachersfirst.com/takehome.html
Using a Classroom Newsletter is a good way to communicate with families about your classroom celebrations and other activities in the curriculum. The TeachersFirst Web site provides teachers a series of customizable take-home, teacher-to-parent newsletters. TeachersFirst developed these newsletters as an efficient way to maintain that important regular communication between the classroom and students’ parents. Each newsletter lets you add your own name and class, as well as comments about your classroom and activities. For example, there’s a “summer sendoff,” with reading and activity ideas that parents can use to keep students’ minds active in the summer.

Hannukah Resources
http://www.teachersfirst.com/hanukkah.htm
TeachersFirst’s resources include items that will be familiar to some students, but which can provide an effective introduction to the customs and cultures of Hannukah.

Preschool Holiday Activities
http://www.teachersandfamilies.com/open/ps-themes.html
The Teachers and Families site has a full collection of activities and ideas for Christmas, Hannukah, winter themes, and lots more

Holiday Resources
http://www.teachersfirst.com/holiday/christmas.cfm
A good site to find Christmas and Hannukah resources.

Halloween for Wee Ones
http://www.teachersandfamilies.com
If you’re working with preschool or Kindergarten students, you might want to try the Halloween theme activities on this site. You’ll find activities, activity pages, a list of related books for little ones, and more. Click on “Preschool or K–12.” Preschool Section has hundreds of original, theme-based activities and learning projects. The K–12 Section has links to thousands of K–12 study resources, reviewed by teachers and grouped by subject and grade level.

Multicultural Pavilion: Teachers’ Corner
http://www.edchange.org/multicultural
A compilation of multicultural resource links for K–12 teachers of all subjects.

Children’s Resources International
http://www.childrensresources.org/
This site provides curriculum guides, activity books, and training and technical assistance for teachers, administrators, and caregivers.

Bibliography:
Some Texts for Further Research - There are many, many others

Barr, M.A., and Syverson, M.A. Assessing Literacy with the Learning Record (Portsmouth, NH, Heinemann, 1999); two handbooks, one grades K-6, the other grades 6-12 ($15 each). And,
Barrs, M. et al. Primary Language Record (Portsmouth, NH: Heinemann, 1988). One handbook for English primary grades ($20).

These provide excellent, succinct explanations of how and why children acquire literacy and how to document and assess their literacy behaviors. Integrates instruction and assessment of literacy from a whole language perspective. Developed for use with multilingual school populations. Includes sample recording forms. The Learning Record is based on the Language Record. They include sample recording forms. (Heineman, 361 Hanover St., Portsmouth, NH 03801; $20.00.)

Bredekamp, S., and Copple, C. Eds. Developmentally Appropriate Practice in Early Childhood Programs. (Washington, DC: National Association for the Education of Young Children, 1997).

Contains discussions of appropriate and inappropriate assessment practices for children through age 8, with many examples.

High Scope Educational Research Foundation. Child Observation Record. (Ypsilanti, MI: Author. 1992.)

Manual and forms for developmentally appropriate, ongoing observation and assessment of children 2-1/2 through 6 years of age. Provides examples of behaviors that can be recorded in each of six categories; describes various forms of performance assessment.

National Association for the Education of Young Children. "NAEYC Position Statement on Standardized Testing of Young Children 3 Through 8 Years of Age" Young Children (March 1988) pp. 42-47.

Reviews appropriate and inappropriate test use. Urges caution in the use of tests.

National Association for the Education of Young Children. "NAEYC Position Statement on Developmentally Appropriate Practice in the Primary Grades, Serving Children 5- Through 8- Year Olds" Young Children (Jan. 1988) pp. 64-84.

Includes section on testing and has a comprehensive bibliography.

National Association of State Boards of Education (NASBE). Right from the Start: the Report of the NASBE Task Force on Early Childhood Education (Alexandria, VA: NASBE, 1988).

In this set of general guidelines are recommendations calling for improved, developmentally appropriate assessment methods. They support the NAEYC guidelines (see above) and outline elements of appropriate assessment.

EDU-2150 Fostering Creative Learning for Children

2009-11-04T10:49:00.000-08:00

EDU-2150 Fostering Creative Learning for Children
Anything to add here?

Curtis, D. & Carter, M. (2000). The Art of Awareness: How Observation Can Transform Your Teaching. St. Paul, MN: RedLeaf Press. ISBN# 978-1-884834-84-4.

Mayesky, M. ( ). Creative Activities for Young Children (9th ed). Selmar Cengage Learning. ISBN# 1428321802.

Vermont's Early Learning Standards (VELS)

EDU-2045 Curriculum Development for Early Childhood Education

2009-11-04T10:46:00.000-08:00

EDU-2045 Curriculum Development for Early Childhood Education
Anything to add for resources here?

Jackman, H.L. ( ). Early Education Curriculum: A Child’s Connection to the World (4th Ed). Delmar Cengage Learning. ISBN: 1428322469

Vermont's Early Learning Standards (VELS)

****Plus.... Lynn's huge list of weblinks in the earlier blog!!!

EDU-2042 Program Management for Early Childhood Education

2009-11-04T10:44:00.000-08:00

EDU-2042 Program Management for Early Childhood Education
Anything more we want to add?

Decker, C.A. & Decker, J.R. (2009). Planning and Administering Early Childhood Programs (9th. Ed). Pearson/Merrill Prentice Hall. ISBN: 0135135494

EDU-1030 Introduction to Early Childhood Education

2009-11-04T10:41:00.000-08:00

EDU-1030 Introduction to Early Childhood Education
Anything to add here?

Henniger, M.L. ( ). Teaching Young Children: An Introduction.(3rd Edition) Pearson/Merrill Prentice Hall Pub. ISBN# 0131135295

Vermont Early Learning Standards (VELS)

EDU-2XXX History & Philosophy of Education (new capstone course)

2009-11-04T10:32:00.000-08:00

EDU-2XXX History & Philosophy of Education (capstone)
Possible Resources, suggested by John Christensen... anything else we want to add? Which do you like best yourself, John?

Adler, M.J. ( ). The Padeia Proposal: An Educational Manifesto.

Au, W., Bigelow, B. & Karp, S. (eds.). (2007). Rethinking Our Classrooms, Volumes 1 & 2: Teaching for Equity and Justice. Milwaukee, WI: Rethinking Schools. ISBN#9780942961355.

Gutek, G. L. ( ). Historical and Philosophical Foundations of Education, A Biographical Introduction.

Pulliam, J.D. & Van Patten, J.J. ( ). History of Education in America.

Tehie, J.B. ( ). Historical Foundations of Education.

_________ ( ). The New Teacher Book, Finding Purpose, Balance, and Hope During Your First
Years in the Classroom. Rethinking Schools Pub.

EDU-2XXX Assessment in the Education Setting -New Course

2009-11-04T10:29:00.000-08:00

EDU-2XXX Assessment in the Education Setting (3 credits)

This course is designed to help pre-service teachers understand, integrate, and skillfully apply standards governing educational assessment. Emphasis will be placed on strategies for test-taking and on methods for building quality assessments tied to learning outcomes. Students will take Praxis Exams as part of their exploration on the topic of assessment.

1. Describe the relationship between learning and assessment decisions.
2. Compare the use of formative and summative assessment tools that assist in educational decision making.
3. Administer, score and interpret the results of a range of assessment tools.
4. Discuss the connections between assessment, curriculum planning, and overall school improvement.
5. Recognize the unethical, illegal and otherwise inappropriate uses of assessment.
6. Explore test-taking strategies and complete Praxis exams.
7. Discuss the history and philosophy of educational assessment and assessment of educators.

What types of resources would we like to recommend for this new course which will be available in fall, 2010?....

Has anyone reviewed Suzanne's suggestion? "Failing Our Kids:Why the Testing Craze Won't Fix Our Schools" .... Includes more than 50 articles that provide a compelling critique of standardized tests and also outline alternative ways to assess how well our children are learning.

EDU-2XXX Teaching in a Global Community - New Course Resources Summary So Far

2009-11-04T10:22:00.000-08:00

EDU-2XXX Teaching in a Global Community
This will be a new course in fall 2010, replacing the Multiculturalism in Education course... many of the EOs remain the same.... Anything to add here? I know you all have some great resources for this topic!

Au, W. (ed.). (2009). Rethinking Multicultural Education: Teaching for racial and cultural justice. Milwaukee, WI: Rethinking Schools. ISBN# 978-0-942961-42-3.

Bigelow, B. & Peterson, B. ( ). Rethinking Schools book, Rethinking Globalization: Teaching for Justice in an Unjust World. Milwaukee, WI: Rethinking Schools. ISBN# 0-942961-28-5.

EDU-2075 Literature for Children

2009-11-04T10:17:00.000-08:00

EDU-2075 Literature for Children
Anthing we'd like to add here as far as texts or other resources? I know that often when faculty teach this course, they require a lot of children's books?... do we have a list somewhere of the really good ones?

Zipes, J., Paul, L., Vallone, L., Hunt, P., & Avery, G. (2005). The Norton Anthology of Children's Literature: Traditions in English. London, UK: W.W. Norton & Co., Inc. ISBN# 0-393-97538-X

PSY-2010 Child Development

2009-11-04T10:16:00.000-08:00

PSY-2010 Child Development
Any resources we'd like to add here for this course?

EDU-2150 Management of the Classroom - Summary Resources So Far

2009-11-04T10:14:00.000-08:00

EDU-2150 Management of the Classroom
Here is the summary so far... anything to add?

Denton, P. & Kriete, R. (2000). The First Six Weeks. Northeast Foundation for Children, Inc. ISBN# 1892989042

Denton, P. ( ). The Power of Our Words. Northeast Foundation for Children, Inc. ISBN# 18929891282

Brady, K., Forton, M., Porter, D. & Wood, C. ( ). Rules in School. Northeast Foundation for Children, Inc. ISBN# 1892989107

EDU-2055 Teaching Methods for Literacy Development - Summary of Resources So Far

2009-11-04T10:07:00.000-08:00

EDU-2055 Teaching Methods for Literacy Development
This course will been slightly revised to emphasize the literacy components in teaching methods beginning in Fall 2010. Do we like the list we have so far generated (below)... anything missing? or ... anything additional that we want here?

Borich, G. ( ). Effective Teaching Methods. Pearson/Prentice Hall. ISBN# 0131714961
Christensen, L. ( ). Reading, Writing, and Rising Up: Teaching About Social Justice and the Power of the Written Word. Milwaukee, WI: Rethinking Schools. ISBN# 0-942961-25-0.

Christensen, L. ( ). Teaching for Joy and Justice: Reimagining the Language-Arts Classroom. Milwaukee, WI: Rethinking Schools. ISBN# 978-0-942961-43-0

Vermont’s Early Learning Standards (VELs)

EDU-2110 Introduction to Exceptional Populations

2009-11-04T10:05:00.000-08:00

EDU-2110 Introduction to Exceptional Populations

Uh oh!... do any of us teach this course?... What would we like to recommend to faculty on this one?

EDU-2010 Foundations of Education - Summary Resources So Far

2009-11-04T10:02:00.000-08:00

EDU-2010 Foundations of Education (our foundational course)
How we like the resources we've generated for this course so far? Anything missing?

Au, W., Bigelow, B. & Karp, S. (eds.). (2007). Rethinking Our Classrooms, Volumes 1 & 2: Teaching for Equity and Justice. Milwaukee, WI: Rethinking Schools. ISBN# 978-0-942961-35-5.

Christensen, L. ( ). Reading, Writing, and Rising Up: Teaching About Social Justice and the Power of the Written Word. Milwaukee, WI: Rethinking Schools. ISBN# 0-942961-25-0.

Henniger, M.L. & Rose-Duckworth, R. (2007). The Teaching Experience: An Introduction to Reflective Practice (2nd ed.). Boston, MA: Pearson Custom Pub. ISBN# 0-536-31822-0

Johnson, L. (2005). Teaching Outside of the Box: How to Grab Students by Their Brains. Jossey-Bass/Wiley. ISBN # 9780787974718.

Kauchak, D.P. & Eggen, P. ( ). Introduction to Teaching: Becoming a Professional. Prentice Hall Pub. ISBN# 0131137719Vermont’s Early Learning Standards (VELs)

Moving Our Project Forward!

2009-11-04T10:00:00.000-08:00

It is November… and I have reviewed our work to date… here is my first stab at a synthesis of what we are recommending as excellent texts & resources for CCV’s Education (Teacher Licensure Pathway) and Early Childhood Education Programs (see below) by course. I am posting a summary of our resources for each course in separate blocks so that we can comment more easily on the resources for each of the specific courses where we’re compiling materials … For example, the next post will summarize resources for the course EDU-2010 Foundations of Education. As we need it, I can also post more detailed information (EOs, etc.) for specific courses for which we may need additional information to follow-up on finding appropriate texts and resources.

As you will see… some courses that we know and love(!) have lots of resources… and some that we have not taught before have fewer… Let’s move this process forward… here is the charge:

(1) for the courses on the list that have few texts or resources… let’s try to research them and fill-in the blanks… let me know when you need to see a course outline/EOs
(2) for the resources we have listed, let’s have a discussion on which of these will best help students to achieve the essential learning objectives (in some cases, we may be recommending several resources… and want to think carefully also about price for students).

Does this help?... Make sense? Thank you all...

Resources for CCV education classes

2009-11-03T12:39:00.001-08:00

As the subject is resources, which is generally to say texts, I too (and perhaps predictably) appreciate the books available from Rethinking Schools, 1001 E. Keefe Ave., Milwaukee WI 53212.

Before I discuss the potential applications of these in our education classes I would like to also note the book Teaching Outside of the Box * How to Grab Students by Their Brains by LouAnne Johnson (of Dangerous Minds fame and played by Michelle Pfiefer in the film) from Josey-Bass/Wiley, 2005, isbn #9780787974718.

I've been using Ms. Johnson's book in a current section of Foundations of Education and I would use it again. Certainly it's rather a more traditional--and politically neutral--approach than anything from Rethinking Schools. However its an extremely practical book that accurately describes the actaul experience of teaching, the challenges of the profession, and provides students with a wide range of tools and techniques to face that challenge.

Ms. Johnson quickly gets down to what we used to call the nitty-gritty, the day-to-day tactics required in the classroom. She discusses getting lessons prepared and organized, getting the most out of the first week of class, classroom management and discipline, motivation and morale, everything a new teacher would need to know before he or she actually ventured into that classroom: dangerous minds indeed.

For the same class, and from Rethinking Schools, I've also been using Rethinking Our Classrooms, Volume 1, Teaching for Equity and Justice, and Linda Christensen's Reading, Writing, and Rising Up. However, when planning the class for the upcoming spring term I've decided not to use the latter text and instead will employ Rethinking Our Classrooms, Volume 2. Both volumes in the series include many of Ms. Christensen's best writing exercises in any event. And both volumes include a full spectrum of lesson plans, methodsd for motivation and classroom management, and a philosophy that ties the chapters togetherinto a single, coherent strategy. Rethinking Schools offers a whole system and a philosophy of education that is consistent with CCV values.

Either combination of three books will cost less--and be more engaging and relevant--than any standard education texts, rather too many of which are assured cures for insomnia.

And I would still use Christensen's Reading, Writing, and Rising Up and her new volume Teaching for Joy and Justice in the proposed CCV education course, Teaching Methods for Literacy Development. And I would use the Rethinking Schools book, Rethinking Globalization, edited by Bill Bigelow and Bob Peterson, for another proposed CCV education course, Teaching in a Global Community.

Again, the rethinking schools texts recognize that teaching is theory certainly but in the final analysis these books recognize that teaching is practice, praxis, something that we do actually; that teaching is a skill set like that required for cooking, gardening, or carpentry; that teaching is the day-to-day work of honest laborers.

In every Rethinking Schools book we'll find lessons and examples that are grounded in the lives of our students, critical, multi-cultural, anti-bias, pro-justice, participatory, experiential, heopeful, joyful, kind, visionary, activist, academically rigorous, and culturally sensitive: teaching as a job of work, and teaching as an ideal; teaching as hard and teaching as fun, teaching as hard fun.

Read these and use these; you'll be glad.

Update

2009-10-28T19:10:00.000-07:00

Hello All,
The Blogger Dashboard indicates that John has accepted the invitation to join us. I suspect he is just as busy as we all are this week. I have completed the midterm evaluations for three of my four classes, but the last one is likely to take a little time - English Comp. always takes time! ;)
When I get that done and attend to my classes for this week, I will be back to search for some more resources.
Suzanne

Welcome John!

2009-10-26T13:27:00.000-07:00

Just a note to officially welcome John to our blog! We're focusing right at the moment on developing what is turning out to be a giant array of resources and potential texts for our Education core courses! As always, I will be interested to hear your ideas on the subject!

2009-10-26T10:50:00.000-07:00

Rebecca & Lynn,
I have heard this poem before, and very much like it in the context of what we are working on. Thanks for sharing that!
I have invited John to join us and have done a little research into the website I mentioned in my last post. John first introduced us to Rethinking Schools Ltd., a different sort of source for textbooks offering a refreshing take on topics, as well as far more affordable prices! I have spent a lot of time perusing the offerings there and have considered using some as textbooks in my classes, but have yet to make the leap.
http://www.rethinkingschools.org/publication/index.shtml
Today I found the following titles there related to the Multiculturalism course, as well as some of the others:

Rethinking Multicultural Education — NEW!
Rethinking Multicultural Education moves beyond a simplistic focus on heroes and holidays to demonstrate a powerful vision of anti-racist, social justice education.
(I am thinking about ordering this one to review)

Rethinking Globalization:
Teaching for Justice in an Unjust World
This comprehensive new book from Rethinking Schools helps teachers raise critical issues with students in grades 4 - 12 about the increasing globalization of the world's economies and infrastructures, and the many different impacts this trend has on our planet and those who live here.

Failing Our Kids:
Why the Testing Craze Won't Fix Our Schools
Includes more than 50 articles that provide a compelling critique of standardized tests and also outline alternative ways to assess how well our children are learning.

Open Minds to Equality
Open Minds to Equality is an educator's sourcebook of activities to help students understand and change inequalities based on race, gender, class, age, language, sexual orientation, physical/mental ability, and religion.

Rethinking Our Classrooms
Teaching for Equity and Justice -Volume 1 — NEW Edition!
This revised and expanded edition includes creative teaching ideas, reproducible handouts and lesson plans that promote values of community, justice, and equality.

This was just a quick overview and I don't know that these will be useful, but I like the idea of researching "outside the box" where textbooks are concerned. I hope to have time later today to do a little more research.
Suzanne

Using Our Imaginations!

2009-10-26T09:00:00.000-07:00

Suzanne & Lynn!

Do you know this poem?

The gleam of an heroic act
Such strange illumination
The Possible's slow fuse is lit
By the Imagination. - Emily Dickinson

Thanks to both of you for using your imagination and developing our growing list of resources for out purposes here ... And as John Christensen offers the majority of CCV's education courses online... I've asked him to join us as we develop a comprehensive list. Suzanne, would you be willing to send John the details for signing into our CCV-Collaboration blog?

The course on Teaching in a Global Community will replace our course: Multiculturalism in Education, but will retain much of the same flavor and essential learning objectives (in 2010) and will count in the student degree plan as also meeting their "global" perspective... an important general education piece. CCV's Intercultural Communication course you mention is separate from the new education course (and is also a good one!). I think both of you have a wealth of experience to bring in the "global" view and resources to the new Global course. Many of the materials used in the Multiculturalism course will be helpful in this context. Including the Teaching for Tolerance materials is a good idea- I have used them too! What other materials would be helpful to include for faculty to choose from?

As to NCLB ... yes Suzanne ... a thorny issue at best because it is a moving target!... Students who I've had in Foundations of Education always are nervous and anxious about what is expected or should I say... what will be expected- so any current resources might be helpful here?... The new Assessment course is designed to familiarize students with assessment from a wide perspective... and also from the more narrow point of view that each student in the CCV Education program must take and pass the Praxis I examination. I'll be interested to hear what you come up with in terms of resources?

2009-10-23T12:30:00.000-07:00

Lynn and Rebecca,
The two of you ROCK! There is so much information here! Lynn, I knew that Rebecca would love all the websites and textbooks you have in your files; what a great list with which to start! Rebecca, I am so grateful for the EOs you have posted because now I have a framework for thinking about all of this. Sincere thanks to both of you!
A few initial thoughts: Because Lynn has taught some of these classes, I am inclined to take her advice on textbooks for those classes. I have taught Intercultural Communications in the past (and I think Lynn has too?) and I have a real interest in that topic. Is this the same course with a different name? I would like to do some research around that one because I think there are some good books available through a website John Christiansen suggested, which would be less expensive than conventional textbooks. I will look that up and share what I find. Diversity, multicultural education, and teaching tolerance have all been showing up in all of my classes more frequently and I want to find resources to use around this topic in all my classes.
I also have an initail thought about the assessments class. There is so much buzz these days about the issues of NCLB and the inherent problem in the sometimes test-driven classroom environment, I want to take some time to research where all of that stands. I am apprehensive about developing materials that are more in keeping with this current problematic system and less about helping new teachers understand that they can be part of the solution. Lynn, you and I have encountered this dilemma in the discussion board as our students become frustrated by learning that creativity, flexibility, and open-ended projects are considered best-practice, only to learn within the same week that the tenets of NCLB can and do seriously imapct a teacher's ability to implement this best-practice. In light of this, I would really like to look at how we might use materials to address both sides of the coin with the ultimate goal of empowering new teachers to get involved with changing things for the better.
And, at the risk of stating the obvious, I will sign off by saying that I sometimes get fired up, but that is when I do my best work!
Again, thanks to both of you for all your hard work thus far!
Suzanne

Wow! Great Resources! & Texts for New EDU Courses?

2009-10-23T07:20:00.000-07:00

Lynn,

Many thanks for posting all of these resources!... This is exactly what I was hoping we could generate!...

Suzanne... I totally understand what you're saying about the URLs... it can be really frustrating as just when you think you have a good one - the address changes or becomes obselete?... But - I still like the idea of using them when we can!

Our Teaching Methods course will be changing its direction slightly beginning in fall 2010 to have a focus on Literacy Development to align more directly with our VSC-sister schools ... I will include the new EOs as proposed (see below) ... Lynn- what is your opinion concerning a decent text?... will the one you use now work okay or do you think we need a different one?

EDU-2055 Teaching Methods – Changes to blurb and EOs to reflect emphasis on teaching literacy.

Revised Title: Teaching Methods for Literacy Development

Revised Course Blurb: This course provides an introduction to teaching methods. Topics include: educational research related to literacy instruction, approaches to teaching, instructional lessons and units, classroom management and communication, strategies for authentic assessment, and self-reflective teaching practices.

Revised EOs:
1. Discuss current educational research and theory as it relates to instructional methods for literacy development.
2. Develop lessons that are sensitive to the diverse needs and styles of students, taking into consideration, content, pedagogy, and materials.
3. Use technology as a tool to support student learning and for professional development.
4. Demonstrate classroom management and communication strategies for teaching in large and small groups.
5. Create thematic instructional units that rely on active learning and encourage higher order thinking.
6. Design performance-based assessments that link instructional decision-making and lesson planning.
7. Develop the ability to reflect on their teaching, student learning, and to make changes as warranted.

I'd like to think about what texts would be most appropriate for these new courses as well (see below)... what do you think? ....what would work best?

EDU-2XXX Assessment in the Education Setting 3 credits
This course is designed to help pre-service teachers understand, integrate, and skillfully apply standards governing educational assessment. Emphasis will be placed on strategies for test-taking and on methods for building quality assessments tied to learning outcomes. Students will take Praxis Exams as part of their exploration on the topic of assessment.

1. Describe the relationship between learning and assessment decisions.
2. Compare the use of formative and summative assessment tools that assist in educational decision making.
3. Administer, score and interpret the results of a range of assessment tools.
4. Discuss the connections between assessment, curriculum planning, and overall school improvement.
5. Recognize the unethical, illegal and otherwise inappropriate uses of assessment.
6. Explore test-taking strategies and complete Praxis exams.
7. Discuss the history and philosophy of educational assessment and assessment of educators.

EDU-2XXX Teaching in a Global Community 3 credits
This course explores the role of global perspectives in democratic education. Historical, sociological, cultural, political, and philosophical dimensions of globalization are considered in relation to issues of teaching.

1. Describe the evolution of teaching global perspectives in the United States.

2. Explore the diverse ways learners experience the world, inside and outside the classroom, the school and in the community.
3. Discuss the impact of an emerging global community on local teaching practices.
4. Discuss the psychological, political, social, and economic dimensions of global society as it functions in schools and communities.
5. Integrate global perspectives into an existing curriculum.
6. Develop a collection of globalization resources and strategies for use in a future classroom.
7. Describe the influence of culture on practices of teaching and learning.
8. Reflect on and assess individual sociopolitical and cultural beliefs in relation to education.
9. Recognize cultural, ethnic, political, and economic biases in curricular materials and discuss strategies to correct them.
10. Analyze the challenges facing educators in a global community.

Some Web Sites

2009-10-23T06:53:00.000-07:00

Rebecca,
I'm on a roll today....here's some web sites broken down by chapter for our Curriculum Development class - note that many of these sites can be used in several education classes. I can provide the sites I have for the other classes but there will be overlap. I'll wait for your feedback on all of this first! You have enough to peruse for now!
Lynn

All of the sites were hyplerlinked - if you cannot access them here I can send you the document in an email so you can access the sites better. Let me know! Lynn

For EDU 2045 Curriculum Development

Chapter 1 Starting the Process

Additional Related Web Links
1. The American Association for the Child’s Right to Play
http://http://www.ipausa.org
2. Association for Childhood Education International (ACEI)
http://www.acei.org
3. Child Development Institute
http://www.childdevelopmentinfo.com
4. Children’s Defense Fund
http://www.childrensdefense.org
5. Council for Early Childhood Professional Recognition
(CDA) http://www.cdacouncil.org
6. National Association of Family Child Care
http://www.nafcc.org
7. National Network for Child Care (NNCC)
http://www.nncc.org
8. National PTA’s Building Blocks: Importance of Children’s Play http://www.pta.org
9. Theory of Multiple Intelligences
http://www.ibiblio.org(In the Search box, type in “Theory of Multiple Intelligences” )

Chapter 2 Creating Curriculum

1. American Montessori Society
http://www.amshq.org
2. Culturally Responsive Curriculum:
(Conduct a Web search by typing in “Culturally Responsive Curriculum: ERIC Digest”)
3. Design Share
http://www.designshare.com (In the Search box, type in “Comparing North American Reggio Schools”)
4. National Head Start Association
http://www.nhsa.org5. Parents Action for Children
http://www.parentsaction.org
6. Project Approach
http://www.projectapproach.org
7. Understanding Prejudice: Reading Room for Teachers
http://www.understandingprejudice.org (Click on “Teacher’s Corner”)

Chapter 3 Language and Literacy

1. America Reads
http://www.ed.gov/inits/americareads (Click on “Families”; also, click on “Educators,” and then click on “What Educators Can Do”)
2. American Library Association
http://www.ala.org
3. The American Speech, Language, and Hearing Association
http://www.asha.org(Click on “Public,” click on “Speech, Language, and Swallowing,” and then click on “Speech and Language Development”)
4. Center for the Study of Books in Spanish for Children and Adolescents
http://www.csusm.edu/csb
5. Early Childhood News
http://www.earlychildhoodnews.com (Click on “Articles” and then click on “Classroom Design”)
6. Early Literacy
http://www.earlyliterature.ecsd.net/
7. High/Scope Educational Research Foundation
http://www.highscope.org
8. KidSource Online
http://www.kidsource.com
9. Language Development
http://www.childdevelopmentinfo.com (Click on “Development,” and then click on “Language Development.” This site has many articles. Make sure to scroll down and click on “Current Research.”)
10. National Center for Family Literacy
http://www.famlit.org
11. Starting Out Right
Do an Internet search by typing in “Starting Out Right” and choose the link with the address:
http://www.nap.edu/readingroom/books/sor/
12. Zero to Three
http://www.zerotothree.org (In “Key Topics,” click on “Early Language and Literacy”)

Chapter 4 Literature

1. Bank Street Children’s Book Committee
http://www.bankstreet.edu/bookcom
2. Best Children’s Books
http://www.best-childrens-books.com
(Click on “Books and Behavior” and then click on the topic you are interested in)
3. Children’s Book Council
http://www.cbcbooks.org
4. Children’s Book Press
http://www.childrensbookpress.org
5. Dragon Tales
http://pbskids.org
(Click on “Dragon Tales”)
6. Eric Carle Web Site
http://www.eric-carle.com
7. Fairrosa Cyber Library of Children’s Literature
http://www.fairrosa.info
8. Nursery Rhyme
http:/www.smart-central.com
9. Scholastic
http://teacher.scholastic.com
10. Understanding Prejudice
http://www.understandingprejudice.org

Chapter 5 Math

1. Carol Hurst’s Children’s Literature Site: Picturing Math—Patterns and Picture Books:
http://www.carolhurst.com
(Click on “Curriculum Areas,” and then click on “Math: Patterns and Picture Books”)
2. Do Math and You Can Do Anything
http://www.domath.org
3. Gayle’s Preschool Rainbow
http://www.preschoolrainbow.org
(Click on “Rhymes, Songs, and Fingerplays”)
4. Math and Young Children
http://www.readyforlearning.net
(Click on “Math and Young Children”)
5. National Council of Teachers of Mathematics
http://www.nctm.org
6. The National Research Center on the Gifted and the Talented
http://www.gifted.uconn.edu/nrcgt.html
7. Newton’s Window.com
http://www.newtonswindow.com
(Click on “If You Hate Math” and then click on “Grades K–2”)
7. Northwest Education
http://www.nwrel.org/nwedu
8. Teachers Nurturing Math-Talented Young Children
Do a Web search by typing in “Teachers Nurturing Math-Talented Young Children”; this is an article about fostering mathematical ability in young children. Several are listed, but pick the one that has the guidelines included at the bottom of the page.
9. Teaching Math to English Language Learners
Do an Internet search by typing in “Teaching Math to English Language Learners Winter 2005”; this is a NorthWest Education Article.
10. Webmath
http://www.webmath.com

Chapter 6 Science

1. American Heart Association
http://www.americanheart.orgIn the search box, type in “Dietary Guidelines for Healthy Children” and click on the article.
2. Annenberg Math and Science Project – provides resources for educators.
http://www.lerner.org/
3. Center for Science in the Public Interest
http://www.cspinet.org/In the search box, type in “Guidelines for Responsible
Marketing to Children.”
4. Earth Science Week (October)
http://earthsciweek.org
5. Learning in Motion http://www.motion.com/topten/
6. National Association for the Education of Young Children
http://www.naeyc.org
7. National Science Teacher’s Association
http://www.nsta.org
8. The Project Approach http://www.projectapproach.org
9. Space Day (Mayfile://localhost/) http/::www.spaceday.org

Chapter 7 Social Studies

1. Children’s Museum of Houston
http://www.cmhouston.org
2. Children’s Museum of Manhattan
http://www.cmom.org
3. Early Childhood Education Online
http://www.umaine.edu/eceol/
4. Kidinfo
http://www.kidinfo.com
5. National Council for the Social Studies
http://www.ncss.org
6. National Geographic
http://www.nationalgeographic.com
7. Social Studies School Services
http://www.socialstudies.com
8. United States Committee for UNICEF United Nation’s Children’s Fund
http://www.unicefusa.org

Chapter 8 Art

1. America for the Arts
http://www.artsusa.org
2. Arts Education Partnership
http://www.aep-arts.org
3. Bank Street
http://www.bankstreetcorner.com
4. Bright Ideas for Learning
http://www.brightring.com/index.html
(Click on “Cool Links” or “Fostering Creativity”)
5. EdByDesign
http://www.edbydesign.com
(Click on “Art Ideas” in the Special Needs Corner, then scroll down and click on any of the five media for free ideas for art activities)
6. Global Children’s Art Gallery
http://www.naturalchild.com
7. International Child Art Association
http://www.icaf.org
8. The Kennedy Center ArtsEdge
http://artsedge.kennedy-center.org
(Under the Teach section, click on “Lessons,” then in the Lessons Quick Search box type in “Let’s Talk About Painting”)
9. KinderArt
http://www.kinderart.com
10. National Art Education Association (NAEA)
http://www.naea-reston.org
11. Process Art Versus Product
Community Playthings
http://www.communityplaythings.com
(Click on “Free Early Childhood Resources,” then under the Collage logo click on “Art with Children,” and then click on “Caught in the middle of the Process vs Product dilemma? Here’s what it’s all about and a way out.”)
12. VSA Arts
http://www.vsarts.org

Chapter 9 Sensory Centers

1. Better Kid Care
http://betterkidcare.psu.edu
2. Healthy Child Care
http://www.healthychild.net
(Scroll down and click on “Search,” then in the Search box type in “woodworking,” and then click on “Can a Woodworking Center be Safe?”) You can also search the Library of Issues for all sorts of information.
3. International Kids’ Space
http://www.kids-space.org
4. The Mud Center: Recapturing Childhood
http://www.communityplaythings.com
(Click on “Free Early Childhood Resources,” then click on “Dramatic Play,” and then click on “Here in the northeast”)
5. The Ooey Gooey Lady
http://www.ooeygooey.com
(Click on “Resources”)
6. PBS TeacherSource
http://www.pbs.org
(Under PBS Teachers, Click on “Explore preK-12 education resources and professional development”)
7. Perpetual Preschool—woodworking
http://www.perpetualpreschool.com
(In the Search box, type in “woodworking”)
8. Tech-LEARNING
http://www.techlearning.com
9. Technology in Early Education
http://www.netc.org(Under Technology in the Curriculum, click on “Early Connections”)

Chapter 10 Music and Movement

1. About: World Music
http://worldmusic.about.com
You can spend a long time exploring this site. There is a whole host of information in the left-hand menu. Just be careful to separate the information from sales pitches. Also, in the Search box, type in “what is the difference between world music”.)
2. Art Express: The Expressive Arts Project
http://www.wiu.edu/thecenter/art/
(Click on “Newsletter” to access previous newsletters for ideas; also click on “Art Express” and then “Music and Movement” and “Drawing to Music”)
3. Best Children’s Music
http://www.bestchildrensmusic.com
4. The Children’s Music Network
http://www.cmnonline.org
5. The Children’s Music Web
http://www.childrensmusic.org
6. Dr. Thomas Moore
http://www.drthomasmoore.com
(Click on “Articles,” then click on “If You Teach Children, You Can Sing!”)
7. Early Childhood Music and Movement Association
http://www.ecmma.org
8. Kididdles:
http://www.kididdles.com
9. National Association for Sports and Physical Education (NASPE)
http://www.aahperd.org
(Click on “NASPE”)
10. New Horizons
http://www.newhorizons.org
(Click on “Teaching and Learning Strategies,” then click on “Arts in Education”)
11. Oracle Think Quest
http://www.thinkquest.org/library/
(In the Search box, type in “Music Notes: An Interactive Musical Experience”)
12. PE Central
http://www.pecentral.org
13. Physical Development
http://www.pbs.org
(In the Search box, Type in “whole child”)
14. Scholastic Teacher
http://www.scholastic.com
(In the Search box, Type in “History of Jazz”)
15. Southern Early Childhood Association—Position Statement on the Arts and Movement
http://www.southernearlychildhood.org
(Click on “Position Statements,” then click on “Arts & Movement Education for Young Children”)

Chapter 11 Puppets

1. Das Puppenspiel
http://www.puppets.org
2. Folkmanis Puppets
http://www.folkmanis.com
3. Mister Rogers’ Neighborhood
http://www.pbskids.org
(Click on “Search,” then click on “Mister Rogers’ Neighborhood.”)
4. Preschool Rainbow
http://www.preschoolrainbow.org
5. Princeton online
http://www.princetonol.com
(Click on “Community,” then click on “The Arts,” then click on “Incredible Art Department,” then type in “Puppetry and Shadow Plays” in the Google Search box, and then click on the “Puppetry and Shadow Plays” link.)
6. The Puppet Museum
http://www.puppetmuseum.com
7. Puppet Dream
http://www.puppetdream.com
8. Puppeteers of America
http://www.puppeteers.org
9. Puppetry Theme Page
http://www.cln.org
(Click on “Search,” then type in “Fine Arts,” in the Search box, and then click on the “Puppetry Theme Page” link.)
10. Vietnamese Water Puppetry
http://thanglongwaterpuppet.org
11. The World of Puppets:
http://members.madasafish.com/~openbanana/puppets/page2.htm

Chapter 12 Dramatic Play and Creative Dramatics

1. Creative Drama Links
http://www.creativedrama.com
2. Games Kids Play
http://www.gameskidsplay.net
3. International Play Association
http://www.ipausa.org
4. Pretend Play and Young Children’s Development
http://www.ericdigests.org/2002-2/play.htm
5. Scholastic
http://teacher.scholastic.com
6. TASP—The Association for the Study of Play
http://www.csuchico.edu/kine/tasp/
7. Teaching Strategies
http://www.teachingstrategies.com
8. University of South Carolina Essays in Education
http://www.usca.edu/essays/
(Click on “Archives,” then click on “Volume 19, Winter 2007,” and then click on “The Importance of Symbolic Play as a Component of the Early Childhood Curriculum.”)

Texbooks

2009-10-23T06:20:00.000-07:00

Rebecca,
You asked about a timeline for this process and I am very flexible. I can have things to you from my files by the end of the week! However, perusing the websites may take longer as not all urls are still functional.

You also mentioned scenario problem solving activities. Most of the textbooks I get from the publisher have DVD's in them with scenarios. One class did not get the DVD's but otherwise they have proven beneficial to my classes! Suzanne and I also have students visit classrooms and centers and report a variety of information back to the forum. Scenarios can be achieved through that process as well. We have had positive feedback about those visits thus far, but it is anew feature and we only have one group to go by.

Since textbooks seemed to be the first priority for you I have compiled a list of texts I have used in my classes. See below. I have noted which classes Suzanne and I team teach as well. Suzanne and I also send out copies of the Vermont Early learning Standards (VELs) to our students in Fostering Creative Learning, Early Childhood Education and Curriculum Development.

EDU 1030 Early Childhood Education

Title: Teaching Young Children: An Introduction.(3rd Edition)
Author: Michael L. Henniger
ISBN: 0131135295
Publisher: Pearson/Merrill Prentice Hall

VELs

EDU 2042 –Program Management for Early Childhood Education

Title: Planning and Administering Early Childhood Programs (9th. Ed)
Author: Decker, Celia A. and Decker, John R (2009)
ISBN: 0135135494
Publisher: Pearson/Merrill Prentice Hall

EDU 2045 Curriculum Development for Early Childhood Education
Lynn and Suzanne

Title: : Early Education Curriculum: A Child’s Connection to the World (4th Ed)
Author: Hilda L. Jackman
ISBN: 1428322469
Publisher: Delmar Cengage Learning

VELs

EDU 2150 Management of the Classroom

Title: The First Six Weeks
Author: Paula Denton and Roxann Kriete (2000)
ISBN: 1892989042
Publisher: Northeast Foundation for Children, Inc.

Title: The Power of Our Words
Author: Paula Denton
ISBN: 18929891282
Publisher: Northeast Foundation for Children, Inc.

Title: Rules in School
Authors: Brady, Kathryn, Forton, Mary Beth, Porter, Deborah, and Wood, Chip
ISBN: 1892989107
Publisher: Northeast Foundation for Children, Inc

EDU 1250 Fostering Creative Learning for Children
Suzanne and Lynn

Title: Creative Activities for Young Children (9th ed)
Author: Mary Mayesky
ISBN: 1428321802
Publisher: Selmar Cengage Learning

VELs

Other Education classes I have taught and books used:

EDU 2010 Foundations of Education

Title: Introduction to Teaching: Becoming a Professional
Author: Kauchak, D.P & Eggen, P.
ISBN: 0131137719
Publisher: Prentice Hall

VELs

EDU 2055 Teaching Methods

Title: Effective Teaching Methods
Author: Borich, Gary
ISBN: 0131714961
Publisher: Pearson/Prentice Hall

VELs

Rebecca,
Let me know if this is what you are looking for - I will work on the web sites and get those to you as well.
Lynn

2009-10-22T15:19:00.000-07:00

Rebecca and Lynn,
I think this format is going to work well, since Lynn and I have had good luck with it in the past. I am grateful to you, Rebecca, for the overview, since I was having trouble remembering what we had already discussed. This really helps me get this into perspective!
I really like the premise of these projects, especially compiling a list of textbooks to use in these courses. While I support the concept of a list of web sites, I have to share that I have some misgivings about this because of a few recent experiences. As Lynn mentioned, we sometimes run into web site addresses that seem to offer relevant info, only to find that they are hard to use or even no longer available. I have no doubt that this would have to be an ongoing process if we are to provide instructors with really useful resources. Having said that, I am fully on-board, and want to share anything that Lynn and I have already, as well as looking into new resources. Lynn came to our collaboration with a huge list of online resources and we have added many to that over the past few swmwsters. It is a great place to start!
Suzanne

Rebecca and Suzanne

2009-10-21T17:06:00.000-07:00

Thank you Rebecca for an overview of our goals for our collaboration effort. I will compile the list of textbooks we are currently using so we can discuss them - I have taught some of the other classes on your list as well and will add the books I have used for them .

I have quite an extensive site list for each course and am willing to share them as well, however keep in mind that the urls change periodically and are not always available. I will work on this in the next few days and place it here, in the blog.

Suzanne and I have now collaborated on two courses and have compiled quite a resource list for our two classes. I will also add that as well, okay, Suzanne? Talk to you both soon!
Lynn

Thank You & Welcome!

2009-10-21T05:35:00.000-07:00

Suzanne and Lynn!

Thank you both for be willing to help out with a few items connected with CCV and its Education and Early Childhood Education programs! There are really two main projects for us to turn our attention to over this academic year and I am so pleased to be working with you on them as I know you'll have a lot of great ideas!

Project 1: For core courses in the Education and Early Childhood Education programs, build a list of recommended/preferred texts and web resources. More on this in a moment...

Project 2: In the past, we have designed several courses within our Early Childhood program that include practical/scenario-based assignments that faculty could readily use as assignments and then later as an assessment tool. There are a couple of courses that we still have not built scenario-assessments for that I'd like us to work on so that we have a complete set for faculty teaching our core courses.

I'd like us to work on Project 1 first... as sooner than later faculty will need to choose texts and or have at their fingertips webs resources relevant to their courses!... Here is a list of courses that I'd like to have recommended texts/resources for:

Introduction to Early Childhood Education
Introduction to Exceptional Populations
Child Development
Communication in the Early Childhood Education Workplace
Foundations of Education
Teaching in a Global Community (replaces Multiculturalism in Education)
Teaching Methods for Literacy Development
Assessment in the Education Setting

So... my questions for you?...
- How would you both like to proceed with this task? I can provide the curricular outlines/EOs as we're working on this... let me know what you need!
- What is a reasonable timeline for this project?... I am hoping we could have some material built by the end of the calendar year... with a goal of having most resources developed by around mid-spring (March?) when folks will be choosing fall texts and looking for resources to build their courses? ...

I like the idea of using a blog for this... seems like we could accomplish most of what we need to in this format?

Awesome photo!!

2009-10-21T02:55:00.000-07:00

Hey Suzanne!
That is an awesome photo! I envy you your freedom to travel around the Southwest - one of my favorite spots! I look forward to working with you as usual! Rebecca too!
Lynn

CCV Collaboration

2009-10-20T18:41:00.000-07:00

(This is my latest photo, taken in Arizona last month.)

Rebecca and Lynn,
Here is our blogspot. We will be able to share all kinds of documents, etc. here. I am looking forward to working with you on this project!
Suzanne