I. BACKGROUND

Instructor:	Dr. Kathleen Burriss
Office:	Jones Hall 213
Phone:	(615) 898-2323
FAX:	(615) 898-5309
Place:	online [ cyberspace ]
E-mail:	kburriss@mtsu.edu

If you have a disability that may require assistance or accommodation, or if you have a question related to any accommodations for testing, note-takers, readers, etc., please speak with me as soon as possible. Students may also contact the Office of Disabled Students Services with questions about services.

Plagiarism, cheating and any other forms of academic dishonesty are prohibited. Students guilty of academic misconduct, either directly or indirectly through participation or assistance, are immediately responsible to the instructor of the class. In addition to other possible disciplinary sanctions which may be imposed through the regular instructional procedures as a result of academic misconduct, the instructor has the authority to assign an F or a zero for the exercise or examination; or to assign as F in the course. If the student believes he or she has been erroneously accused of academic misconduct, and if his or her final grade has been lowered as a result, the student may appeal the case through the appropriate institutional procedures.

This course will provide content related to early childhood history and theory, which includes significant people, events, and curriculum models. Educators will relate the history and theory of early childhood with authentic and relevant classroom practice. This knowledge will extend the professional knowledge base of early childhood professionals and enable them to relate individual child's interests and abilities with school learning.

Welcome. I look forward to interacting with you this semester via the Internet. I have provided objectives for each week with directions for completing the assignments. Classes are organized according to goals that are associated with the overall course competencies. Objectives are identified FOR each class. These objectives will be satisfied upon completion of weekly assignments.

If you are confused or not clear about weekly assignments, please do not hesitate to e-mail me directly at kburriss@mtsu.edu with your concerns. It is important we complete each assignment on schedule. In most instances, assignments are due Sunday evening by midnight and will build upon the previous assignment. In other words, learning will depend on our overall community involvement and responsibility.

The following goals target course requirements for the next five weeks.

- Students will begin to refine their philosophy of teaching and learning.

- Students will appreciate the rich history of early childhood and relate this understanding to the development of "best practice" as defined by early childhood professionals (K-4).

January 18

Objective 1
^ Begin refining your philosophy of education.

Requirement
Design (approximately 750 words) describing your philosophy of education. Describe your beliefs about teaching and learning.

Although you have shared this philosophy with the group for discussion, you will be expected to reflect on this document throughout the course, as well as your entire graduate program. After all, this is the very core of your graduate program, "What do I believe about children and how they learn?"

At the conclusion of the class you will reflect on what you have written and discern what refinements you might make. It is important you have the original with which to refer. Remember, the graduate program is founded on the importance of reflection. In order to perceive (measure, assess) where you are at the end of the class, you will need a baseline. This representation from the beginning of the course will enable you to compare and assess any modification. You may also wish to save this document and your comments as a part of your Exit Reflection Paper.

Resources
The following resources will be helpful in articulating your philosophy. In addition, these books will assist you in later assignments. To access any of the books listed below go to:

What are ebooks Or go first to the MTSU web page, the click on library, then research gateway, then net library.
Anderson, R. (1998). Enhancing Diversity. Gallaudet University Press.
Barnett, W. (1998). Early Care and Education for Children in Poverty. State University of New York Press.
Bates, T. (2000). Managing Technological Change. Jossey-Bates.
Bazeli, M. (1997). Technology Across The Curriculum. Libraries Unlimited.
Berman, S. (1993). Promising Practices in Teaching Social Responsibility. State University of New York Press.
Brady, J. (1995). Schooling Young Children. State University of New York Press.
Broadhead, P. (1996). Researching the Early Years. Multilingual Matters.
Cenoz, J. (1998). Beyond Bilingualism. Multilingual Matters.
Christiansen, H. (1997). Recreating Relationships. State University of New York Press.
Christie, J. (1991). Play and Early Literacy Development. State University of New York Press.
Coelho, E. (1998). Teaching and Learning in Multicultural Schools. Multilingual Maters.
Devillar, R. (1994). Cultural Diversity in Schools. State University of New York Press.
Duschl, R. (1992). Philosophy of Science, Cognitive Psychology, and Educational Theory and Practice. State University of New York Press.
Eaker-Rich, D. (1996). Caring in an Unjust World. State University of New York Press.
Ely, D. (1996). Classic Writings on Instructional Technology. Libraries Unlimited.
Farrell, E. (1994). Self and School Success. State University of New York Press.
Feyten, C. (1999). Virtual Instruction. Libraries Unlimited.
Hart, C. (1997). Integrated Curriculum and Developmentally Appropriate Practice. State University of New York Press.
Lipka, R. (1999). The Role of Self in Teacher Development. State University of New York Press.
McAfee, W. (1998). Religion, Race, and Reconstruction. State University of New York Press.
McGill-Franzen, A. (1993). Shaping the Preschool Agenda. State University of New York Press.
Noblit, G. (1996). The Social Construction of Virtue. State University of New York Press.
Page, R. (1993). Fostering Emotional Well-Being in the Classroom. Jones and Bartlett.
Sapon-Shevin, M. (1994). Playing Favorites. State University of New York.
Saracho, O. (1998) Multiple Perspectives on Play in Early Childhood Education. State University of New York.
Sleeter, C. (1996). Multicultural Education as Social Activism. State University of New York.
Smith, S. (1998). Risk and Our Pedagogical Relation to Children. State University of New York.
Thorne, B. (1993). Gender Play. Rutgers University Press.
Vedder, P. (1996). Multicultural Child Care. Multilingual Matters.
Wentworth, R. (1999). Montessori for the New Millennium. E. Erlbaum Associates.
Woods, P. (1999). Multicultural Children in the Early Years. Multilingual Matters Ltd.

DUE: Philosophy Statement January 18

January 25 - Theorist Assignment

Objective 2
Students will begin to establish an understanding of the historical and theoretical foundations of early childhood practice.

Requirement
Students will summarize one early childhood historian/theorist (approximately 750 words). Please check the list in both the Welcome message and again at the conclusion of this paragraph for your name and associated number. The number of your name will associate with the correct historian/theorist for which you will report. That is, if your name appears as third in the class list, then you review and summarize the third theorist identified in the syllabus. . This is also the set up for a later assignment describing curricula models.

If you are the fourth name on this class list, then you summarize the fourth theorist as it appears in the Resource Section.

1. Dana
2. Kelly
3. Michelle
4. Stacey
5. Amy
6. Tracy
7. Mary
8. Anna
9. Erica
10. Amber

Now, as you will see there is an issue of numbers. There are more theorists than people in the class. Here is how I wish to resolve this issue. Some of us will have double duty this week, but others of us will make it up when we do the curricula models in a few weeks from now. That is, this week Dana will do both the first and the eleventh, Kelly will do the second and the twelfth, Michelle will do the third and the thirteenth, Stacy and Stacy will do the fourth and the fourteenth. In a bit of time, the rest of the class will contribute a second summary to balance the inequity. I hope this works for all of you. I could not arbitrarily just eliminate one or several of the theorists. They are all too important. Thank you for your cooperation in this regard.

Resources
In addition to the links below, the online books should assist you.

1. Comenius, John Amos
Comenius On-Line
Comenius
Encyclopedia Britannica Online.

2. Locke, John
John Locke (1632 - 1704)
Second Treatise on Government

3. Rousseau, Jean Jacques
Jean Jacques Rousseau (1712-1778)
Rousseau on Education

4. Pestalozzi, Johann Hienrich
Pestalozzi: Principles & Contemporary Significance
Pestalozzi biography

5. Froebel, Friedrich
Froebel and Kindergarten
Froebel biography The Froebel Education Center

6. Owen, Robert Robert Owen Biography

7. Dewey, John
John Dewey Biography

8. Gardner, Howard
It's not how smart you are - It's How you are smart
I think...therefore...M.I.
Howard Gardner Biography

9. Piaget, Jean
Piaget (...and his critics)
Piaget: Biography and Theory
Piaget: Is it time to reevaluate his theories

10. Vygotsky, Lev
Lev Semyonovich Vygotsky
The Virtual Faculty's Second Project
Lev Semyonovich Vygotsky's zone of proximal development.
Social development theory Vygotsky's distinction between higher and lower mental functions.

11. Elkind, David
Elkind,David (1931-)
Elkind,D.Much too early.

12. Freud, Sigmund
Social and Emotional Theorists
Sigmund Freud and the Freud Archives
Freud's Theory of Development

13. Erikson, Erik
Erik Erikson's 8 Stages of Psychosocial Development
Erik Erikson and psychosocial development. Erikson,Erik

14. Kohlberg, Lawrence
Moral Stages Moral Story
Stages of Moral Development
Moral Stage Summary
Kohlberg Moral Stage Description
Kohlberg Stages

DUE: January 25

February 1

Objective
- Students will extend understanding of early childhood history and theory.

Requirement
^ Review a colleague's summary and relate it to your own. Check the roster for the name directly below yours. If your name is last then you reflect on the comments from the first person on the list (Amber reads Dana). Compare/contrast this historical/theoretical figure with your summary you completed the previous week. You may wish to check the link(s) for further information regarding this new perspective. Then, describe how these both compliment your personal/professional philosophy/ Same? Different? Something new you had not thought of before? Uncomfortable with something? (approximately 750 words).

DUE: February 1

February 8

Objective
- Students will begin to extend their understanding of early childhood history and theory and relate it with classroom practice.

Requirement
^ Take the necessary time to review ALL summaries. Prepare a response (750 words) that begins to answer the following:

What are some of the general principles that underpin early childhood history and theory?
Who do you most closely associate with philosophically? You do not have to choose only one. On the other hand, be careful in assuming you are an eclectic. You may choose several and think you have covered all the bases. Rather, be intentional. Assuming you are all the historical and theoretical representations, you may be interpreted by some as having no basis for your philosophy. That is, do not try to collect so many theoretical concepts into your philosophies that you become diffuse. Choose a doable number and be clear and concise in your reporting.

DUE: February 8

February 15

Objective
- Interpret theory as related to best practice. What is history and theory telling us?

Requirement
^ After reading the assigned article and reflecting back on the theorists we have explored, respond to the authors by describing what history and theory means to your classroom practice (750 words).

Read Crawford, P.A., Looking Back to Find a Vision

DUE: February 15

February 22

The following goals will guide the next four weeks of study:

To develop an understanding of best practice by analyzing and interpreting prototypic early childhood curriculum models.

To understand how "best practice" may be translated into public school learning environments.

Objectives
-1. To identify prototypic early childhood models.
-2. To associate "best practices" in the classroom.

Requirement
^ Provide a summary of your assigned model (approximately 750 words). Please check for the number assigned to your name and the associated early childhood program located below.

1. Comer School The Comer School Development Program
2. Katz, Lillian Readiness: Children and Schools
3. Constructivism What is constructivism
Constructivism
4. Waldorf Unschooling Waldorf Unschooling
5. Developmental Studies Center Developmental Studies Center
6. Bank Street College of Education School for Children & Family Center
7. Harvard Project Zero Harvard Project Zero
8. Reggio Emilia Reggio Emilia Approach
Smart Start
Katz & Chard (1996) The contribution of documentation to the quality of early childhood education
The Reggio Emilia Approach

9. Head Start National Head Start Association
10. Anti-Bias and Conflict Resolution Curricula Anti-Bias and Conflict Resolution Curricula: Theory and Practice
U.S. Department of Justice: Justice for Kids & Youth.
US Department of Education
National Network for Childcare
11. Montessori, Maria Montessori Open House
Montessori Teaching and Teacher Training
12. High Scope Highscope Educational Research Foundation
13. Kohn, Alfie Rescuing Our Schools from "Tougher Standards"

Okay, now it is time for those of us who only summarized one theorist earlier in the class to do double duty. Look at your number as identified in the class list. If you are the second person in our list (Kelly), then you summarize the second curriculum model; fifth on the list, summarize the fifth model and so on. However, when we get to number eleven, that is where we will ask Amy to do both the fifth and the eleventh (Montessori), Tracey to do the sixth and the twelfth (High Scope); and Mary to do both the seventh and the thirteenth (Kohn). Anna for her additional curriculum model is to report on "Play in the Classroom", Erica is to do for her additional curriculum model "Play and the Out of Doors." Finally, Amber is to do for her second assignment the role of curriculum integration.

DUE: February 22

February 29

Objective
- To extend an understanding of what is meant by "developmentally appropriate" as it relates to best practice.

Requirement
^ Check the list and look at the third name from yours. If you are number one on the list, count three and you end up at number four. If you are number nine on the class list, count three and you end up reviewing the second name. Read your colleague's summary and interpret the similarities to the model you reviewed the previous week. I know there will be two that some of us did, wonderful you have a choice. (750 words). These questions may guide your review:
Do you see any differences?
Similarities?
How might these two models be interpreted for children?

DUE: February 29

March 7

Objective
- Students will enhance their descriptions of prototypic early childhood curriculum models.

Requirement
^ Take the time necessary to review ALL the summaries. Yes, this will take time. However, please remember we do not have a text and are using our discussion as the means to further our understanding. Then , design a curriculum model for your classroom (approximately 900 words). The following questions may help you in creating your model:

What does your classroom look like?
What does your classroom sound like?
What is the role of the teacher?
What kinds of materials are there?
What theories frame your classroom?

If you are not presently working in a public school, describe the interactions you will stage with children.
Please do not be limited by these questions. They are only presented to assist your reflection, not to restrict your thinking.

Due: March 7

March 14

Objective
- Students will extend their strategies in relating early childhood history and theory with best classroom practices.

Requirement
^ Review the designs your colleagues have provided. Choose only one (your choice) and respond (approximately 360 words). The following questions may help you in your reflection:

What did you particularly like about the model?
What possibilities might you consider incorporating into your classroom and why?

Due: March 14

March 28

The issue of technology may bear on the developmentally appropriate principles of early childhood.

Objective
- Students will identify and describe the issues that Technology brings to the early childhood classroom.

Requirement
^ After reading through the identified links, please interpret what you have read on behalf of children (approximately 750 words).

Resources
1. Seymour Papert
2. Seymour Papert
3. Technology Works Enterprises Proposal
4. Top: Computers: History: Pioneers: Papert, Seymour
5. Quotes from Papert
6. The Children's Machine

What are the arguments that arise when trying to bring technology into the early childhood classroom?
Does technology have the potential to facilitate children's learning and development?
Does technology have the ability to undermine young children's learning and development?
Describe the role of the teacher with respect to technology.

DUE: March 28

The next three weeks will be guided by the following goal: To deepen our understanding of how a particular paradigm guides practitioners to create particular experiences for young children's learning.

April 4

Objective
- Students will be able to articulate how play contributes to young children's learning and development.

Requirement
^ After reviewing the links provided and specifically reading the article by Stone, please provide a reflection which describes the contributions of play to children's intellectual, social and emotional learning and development (approximately 750 words). Do not forget to draw relationships with early childhood history and theory.

Resources
Read Stone, S.J. Integrating Play into the Curriculum and Stone, S.J. Wanted: Advocates for Play in the Primary Grades

DUE: April 4

April 11

Objective
- Students will extend their ability to draw the implications of play for children's learning.

Requirement
^ Read over ALL of your colleagues responses. Then, provide further descriptions regarding the importance of children's play. In other words, do not just describe or report on what you have read. This assignment is seeking a deeper level of understanding. The following questions may help your reflection:

What is new that you had not considered?
What do you feel competent and comfortable to begin?
What will be difficult for you? There is an assumption that scheduling will be difficult. In addition, there is an assumption many administrators will not be grounded in the benefits of play for children's learning and development. Aside from these two factors, what are other issues that may prove difficult?
Do you believe the theoretical underpinnings support the importance of play for children's learning and development? Where? Who?

Due: April 11

April 18

Objective
- Students will relate the theories of early childhood with the issue of multicultural education.

Requirement
^ Based on your readings in this class, provide your interpretation to the following:

Many people misunderstand the notion of multicultural education with young children. They believe that, as in the past, food, festivals, and famous people satisfy a notion of multicultural understanding. In fact, presenting these historical representations of culture may undermine children's impressions of diversity.

Why is this historical presentation of people sometimes inappropriate?
What should early childhood practitioners be doing to insure deeper multicultural understandings.
What is meant by multicultural understanding?
How, according to early childhood theory, should young children be introduced to diverse populations?
How do you recommend this be handled?
Can you describe characteristics of your program?
Please define multicultural by race, ethnicity, gender, socioeconomic status, religion, ability, language, and sexual orientation.
What does multicultural education have to do with our overall society? That is, does what we do in public schools reflect our society at large? How? What does our teaching have to do with democracy? What about equity and justice?

Resources
Do not restrict your understanding to only these references. The internet is a big place. See what you can find and share your sites with us.

What is Constructivism

Due: April 18

April 25

Objective
- Students will demonstrate an understanding of early childhood history and theory as related to optimizing classroom practice.

Requirement
^ Students will provide evidence of the relationship of early childhood history and theory by demonstrating the ability to provide meaningful learning opportunities for children. These relevant classroom practices should be framed by early childhood history and theory. In doing so, compare this assignment with your initial philosophy.

Where has your philosophy evolved?
What does theory mean for classroom practice?
What role does theory play in framing the responsibilities of the teacher?
How does theory influence classroom environment?
What is the role of standardized curriculum?
Where does an individual develop a theoretical framework?
Has the knowledge in this course enhanced an existing philosophy or has it initiated a paradigm shift? Can you elaborate on this issue?

This assignment has to do with professional development. That is, looking back at our history, exploring our theoretical underpinnings and understanding the curriculum impllications, what is the role of classroom teacher as professional? Who bears the responsibility for teachers as professionals? the school? a particular principal? the university? the state? the teacher? Approx 750 words.

Due: April 25

May 2

Objective

- Students will describe how the knowledge gained regarding early childhood history, theory and curriculum relates to the contemporary classroom.

Requirement

^ Students are to reflect on their readings, summaries and the comments of others and describe what this course content has to do with who they are as 21st classroom teachers. Be specific. In particular, don't forget the contemporary classroom is inclusionary. Is our History and Theory outdated and irrelevant to who we are each day? How does this understanding relate with the current issue of standardized testing. When responding, be specific. You may use resources from your assessment class, or other classes to support your argument.

DUE: May2

FINAL EXAM AND REFLECTION TO BE ANNOUNCED.

Each of the 15 requirements will be assessed according to the following rubric.

Grammatical, spelling or typing errors will not be accepted. Remember, when interacting on the web, your responses are available to the world for review.

Assignments are to approximate the recommended number of words.

Assignments are to reference the assigned reading (if not more, at least three times per reflection). Remember, when you reflect, you must reflect on something - there must be content in order to extend knowledge. One cannot deeply reflect on one's own opinion. You do not have to always agree with a reference; however, you must at least acknowledge the points being made. You are encouraged to cite other sources in addition to the ones I have provided. Remember, an important part of being a reflective person is seeking out new information>

Assignments demonstrate your attempt to make connections either between authors or between theory and practice. This is critical. Across the course, your reflections should represent a deepening understanding of the issues. This means your ability to relate theory will become more evident.

Assignments will not be accepted late. Please be careful. Sometimes technology does not cooperate and systems fail. It might be advisable not to wait until the last minute.

Each assignment is worth 10 points for a total of 140 points. The philosophy is not given credit. The final reflection is worth 20 points. The Community Responses are worth 15 points.

140 Weekly Assignments
020 Final Reflection
015 Community Response
175 Total

A = 93%
B = 86%
C = 79%

In accordance with the College of Graduate Studies, a plus or minus grade may be assigned.