CATALOG TITLE AND DESCRIPTION:
HUEC/EDCI 4058  Student Teaching in the Kindergarten (5)  Prereq:  Prior application required;  EDCI/HUEC 4057, and credit or registration in EDCI/HUEC 4055 for undergraduates; credit or registration in EDCI/HUEC 4055 for students with elementary cretification.  1 hr. seminar;  12 hrs. lab;  2.50 or better GPA required for registration.  Supervised experiences in planning and guiding children's activities in kindergarten programs for varied cultural groups and socioeconomic levels.

HUEC 4059  Student Teaching in the Nursery School and Other Early Childhood Settings (5)  Prereq:  prior application required;  EDCI/HUEC 4057, and credit or registration in EDCI/HUEC 4055, 1 hr. seminar;  12 hrs. lab; 2.50 or better GPA required for registration.  Supervised experiences in planning and guiding children's activities in nursery school and other early childhood settings for varied cultural groups and socioeconomic levels.

OBJECTIVES:
        The general goal of the course is to integrate (through practical experiences and seminars) knowledge, skills, and attitudes to provide developmentally appropriate programs for pre-kindergarten and/or kindergarten children.  Students are expected to take responsibility for their own learning with the instructor serving as a facilitator of that learning.

        The contributions students make in seminars through discussions and presentations are essential components of students' profesisonal development.  Seminars are designed to support students in becoming better acquainted with the early childhood education professional literature, and to assist them in articulating their views concerning various issues in early childhood education.  Students are expected to take intitiatie in selecting relevant materials to study thoughtfully in order to meet their own individual needs.

        The value of the student teaching experience and the seminar is directly related to the students' degree of personal inquiry, reflection, motivation to read and review professional materials, and to engage in contemplative dialogues with peers and cooperating teachers.
 

Upon successful completion of the courses, students should be able to:
 1.  Describe and compare the roles of early childhood professionals as they relate to other professionals concerned with young children and their families.
 2.  Evaluate the advantages and disadvantages of teaching the pre-kindergarten and kindergarten child both generally and personally.
 3.  Evaluate feelings about and develop strategies for working wiht parents and with other adults in the program.
 4.  Develop and implement strategies for working with culturally diverse and special needs children and their families.
 5.  Apply effective techniques for guiding the behavior of pre-kindergarten and/or kindergarten children.
 6.  Plan routines so that they aid in the total development of the young child.
 7.  Plan for, execute, and evaluate developmentally appropriate experiences for pre-kindergarten and kindergarten children.
 8.  Organize for instruction including obtaining appropriate equipment, aids, and materials; arranging and organizing the classroom; scheduling the day; planning the  program; developing learning centers; and planning program assessment and ongoing evaluation.
 9.  Utilize appropriate assessment techniques involving children, their families, and other profesionals to evaluate children's development and learning.
10.  Locate, review, and apply research and/or other professional literature concerned with teaching pre-kindergarten and/or kindergarten children.
11.  Identify topics of concern to early childhood educators and suggest ways to address these concerns.
12.  Reflect upon, evaluate, and improve teaching performance with pre-kindergarten and/or kindergarten children.

TEXTS
MacDonald, S. (1996).  The portfolio and its use.  Book II:  a road map for assessment.  Little Rock, AR:  Southern Early Childhood Association.

Saifer, S. (1990).  Practical solutions to practically every problem:  The early childhood teacher's manual.  St. Paul, MN:  Redleaf Press.

RESOURCE BOOKS:
Bredekamp, S., & Rosegrant, T.  (1992).  Reaching potentials:  Appropriate curriculum and assessment for young children, volume 1.  Washington, DC:  National Association for the Education of Young Children.

SUGGESTED JOURNALS:
Childhood Education                                                The Elementary School Journal
Dimensions of Early Childhood                                Journal of Research in Childhood Education
Early Childhood Research Quarterly                        Young Children

INSTRUCTOR:
Diane C. Burts
340 Human Ecology Building
Phone:  388-2404 (office)       769-3057 (home)

EVALUATION:
Evaluation of each assignment will be according to the criteria presented on the evaluation sheet for each assignment.  Graduate students enrolled in the course are required to do an additional project in consultation with the instructor (e.g., research paper, action research).
 
 

4058			4059
A	Student Teaching	100 pts.	A	Student Teaching	100 pts.
B.	Assessment (2 children)	20 pts.	B.	Assessment (2 children)	20 pts.
C.	Class/Seminar Participation, Attendance, and Professioanlism	16 pts.	C.	Class/Seminar Participation, Attendance, and Professioanlism	16 pts.
D.	Reflective Journal	14 pts.	D.	Reflective Journal	14 pts.
E.	Final Exam (written & oral)	50 pts.	E.	Final Exam (written & oral)	50 pts.
F.	Graduate Project	25 pts.	F.	Graduate Project	25 pts.

 

Undergraduate Scale		Graduate Scale
180 - 200	A	202 -225	A
160 - 179	B	180 - 201	B
140 - 159	C	158 - 179	C
120 - 139	D	135 - 157	D
119 & below	F	134 & below	F

May 18 and May 19        Make-up days & scheduled exit evaluation appointments with Burts