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Brooklyn College
City University of New York
School of Education
ECAE 2004 TQ2 & TQ5
Foundations of Early Childhood Education
Spring 2014

Course Instructor: Charlene Kohler-Britton, MS Ed
Office: TBA Email: Charlene@brooklyn.cuny.edu
Office hours: Tuesdays, 10:00 AM 12:00 PM

Meeting Times: Section TQ2: Tuesdays, 2:15 3:55 PM Room 2615J
Section TQ5: Tuesdays, 5:05 6:45 PM Room 0416J

Course Description
This course provides an overview of the social, historical and philosophical foundations of early childhood
education (ECE), including early childhood special education and bilingual education. With an emphasis on
young children (birth to 8 years of age) and families from racially, ethnically, culturally, linguistically, and
socio-economically diverse backgrounds, including recent immigrants, students will learn about
implementing high quality early childhood education, including developmentally appropriate practices;
importance of parent involvement and social justice; changing views in ECE curriculum and pedagogy;
integrated co-teaching and collaboration with peers, families and communities; role of play, creativity and
aesthetic education, and reflective practice in early learning. Current issues in ECE will be addressed.
Students will be responsible for 30 hours of required supervised fieldwork in early childhood and early
childhood special education settings.

School of Education Mission Statement
The content of this course as well as methodologies used are consistent with the mission of the School
Education. The School of Education at Brooklyn College prepares teachers, administrators, counselors,
and school psychologists to serve, lead and thrive in the schools and agencies of this city and beyond.
Through collaborative action, teaching and research, we develop our students' capacities to create socially
just, intellectually vital, aesthetically rich and compassionate communities that value equity and excellence,
access and rigor. We design our programs in cooperation with Liberal Arts and Sciences faculties and in
consultation with local schools in order to provide our students with the opportunity to develop the
knowledge, proficiencies and understandings needed to work with New York City's racially, ethnically and
linguistically diverse populations. We believe that teaching is an art that incorporates critical self-reflection,
openness to new ideas, practices and technologies, and that focuses on the individual learner's needs and
promotes growth. Our collective work is shaped by scholarship and is animated by a commitment to
educate our students to the highest standards of professional competence.

Tk20 Online Student Information System:
As documented on the School of Education (SOE) website, Tk20 is an online student information system
that all students in the SOE at Brooklyn College are required to purchase and post key assignments
from their courses. In the Early Childhood/Art Education department, Tk20 serves four main purposes.
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First, it allows our students to begin to develop an electronic portfolio that documents their work throughout
their tenure at BC, which can be used to submit to potential employers. Second, it is the platform used for
students to apply for student-teaching and to obtain access to the material needed to prepare for the
Teacher Performance Assessment (EdTPA), one of New York States certification exams. Third, it allows
our students to submit their completed EdTPA assessment to NYS for evaluation, which includes video
clips of teaching, lesson plans, and other assessment material. Fourth, it allows our department to collect
data on key student assignments for program improvements and to maintain national accreditation. The
purchase price is $103.00, and it is purchased through Brooklyn College Web Central under the Academics
tab. If you have any difficulties with the purchase of your account please contact Tk20@brooklyn.cuny.edu.
Also, students have continual access to this electronic portfolio system for 10 years after the initial date of
purchase.
Required Field Experience (30 hours)
This course requires 30 hours of field experience in an early childhood, early childhood
special education, and/or early childhood bilingual classroom at a school or center. Students
will practice observing the classroom environment, the role of the teacher, teacher-child
interactions, peer-peer interactions, and the expectations for the children. Interacting with
and assisting the children under the guidance of the classroom teachers will be expected.
Students are encouraged to keep a small pad to jot down key observations, descriptions and
actual quotes of childrens comments, questions and conversations that take place in the
classroom. A thoughtful and reflective discussion of what was observed and how it relates to
our studies in this class should follow, based on those observations. All field notes should be
neatly typed using proper grammar and spelling. Each must be dated, with time frames
noted. Each must include the students name and placement for that observation. Students
will keep a signed, official log of the hours spent at the field site, which they will submit at
the end of semester with their final Field Work Journal.
Course Goals
The goals of this course are to address the social, historical and philosophical foundations of
early childhood education (ECE), including early childhood special education and bilingual
education. This course will allow ECE students to learn about implementing high quality early
childhood education, including developmentally appropriate practices, importance of parent
involvement, social justice and integrated co-teaching as well as the role of play, the arts, and
reflective practice in early learning. ECE students will increase their knowledge and
understanding of teaching young children (birth to 8 years of age) from diverse racial, ethnic,
cultural, linguistic backgrounds and diverse learning needs, and working with these students
families and communities. These course goals have been articulated by the national early
childhood professional organizationthe National Association for the Education of Young
Children (NAEYC).
Overall Course Objectives
Ensure that students master the course subject
Develop student ability to use course concepts in thinking, reflection and problem solving
Prepare students to understand the importance of supporting children to be life-long
learners by reflecting that importance in this class
Develop students interpersonal and team interaction skills
Have students enjoy the course
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Conceptual Framework Theme Addressed By Course
This course addresses the four areas described in the Brooklyn College School of Educations
conceptual Framework (http://depthome.brooklyn.cuny.edu/schooled/), as follows:
Collaboration: Through the readings, class discussions, assignments and field placements,
early childhood teacher candidates are prepared to involve themselves in childrens lives
through collaboration with families, teachers, administrators, and colleagues..
Critical Self-Reflection and Reflective Practice: Early childhood teacher candidates are
expected to critically reflect on readings, class discussions and assignments. Over the course
of the semester, students will reflect on their assumptions about education, families, children
and communities and their own dispositions.
Social Justice: Early childhood teacher candidates will develop a deeper understanding of the
quest for social justice. They will develop strategies that create access to knowledge for all
children and educational settings that support inclusiveness. They will understand the benefits
and importance of being caring advocates and change agents for all children and families.
Diversity: Early childhood teacher candidates will demonstrate a capacity to understand
diverse cultures and families and use this information as a basis for connecting their practice to
childrens educational experiences.

Course Learning Outcomes
Students completing this course will be able to:
1. Demonstrate knowledge of what a welcoming early childhood classroom atmosphere and
environment feels and looks like for all members of its community. Dispositions,
barriers and effective methods and strategies for achieving this will be examined.
Assessed: Application Activities Text Response
Exams, including RATs Reflective Field Notes
2. Demonstrate knowledge of the social, historical and philosophical foundations and
contemporary views of Early Childhood Education (ECE), including Early Childhood
Special Education and Bilingual Education
Assessed: Application Activities Text Response
Exams, including RATs Reflective Field Notes
3. Demonstrate an understanding of theoretical ECE models, curriculum and
developmentally appropriate practice (DAP) with relation to developmental level and
specific needs of diverse children, including children with special needs and English
language learners
Assessed: Application Activities Text Response Key Assignment (Part 1)
Exams, including RATs Reflective Field Notes
4. Demonstrate knowledge about and understand integrated co-teaching, collaboration with
peers, family and community, social justice and how to involve parents and families to
support childrens relationships, development and learning
Assessed: Application Activities Text Response Key Assignment (Part 2, Part 3)
Exams, including RATs Reflective Field Notes
5. Demonstrate ability to integrate knowledge, reflection, and critical perspectives of early
childhood education and formulate a personal Early Childhood Education philosophy and
demonstrate improved ability to work productively in a team
Assessed: Application Activities Text Response Key Assignment(Tk20Part 1,2,3)
Exams, including RATs Reflective Field Notes Final
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This course will be using the Team-Based Learning (TBL) strategy (www.teambasedlearning.org).

TBL will increase your understanding of course concepts by using them to solve authentic, real-world
problems and help you develop your workplace learning skills. The primary course objective shifts from
content transmission (lectures) to helping you learn how to use course content to solve significant
problems. Most of your class time will be spent solving problems and making decisions. It will be done in a
way that will hold teams accountable for using course content to make decisions (solve problems) that will
be reported publically and subject to cross-team discussion/critique.

Overview of TBL Sequence
Phase 1 Preparation: You will complete specified preparatory materials (readings and assignments) for
each unit.
Phase 2 Readiness Assurance Test: At the first class meeting of each unit, you will be given a
Readiness Assurance Test (RAT). The RAT measures your comprehension and mastery of the assigned
readings and helps you deepen your understanding of the course material needed to begin problem solving
in Phase 3. Once the test period is over, the instructor may present a short mini-lecture to clarify concepts
that are not well understood as evidenced by test scores. The purpose of Phase 2 is to ensure that you and
your teammates have sufficient foundational knowledge to begin learning how to apply and use the course
concepts in Phase 3. RATS are closed book and based on the assigned preparatory material
(readings and assignments).
Individual RAT (iRAT): You individually complete a multiple-choice test based on the readings.
Team RAT (tRAT): Following the iRAT, the same multiple-choice test is re-taken with your team.
These tests use a scratch and win type answer card known as an IF-AT. You develop a
consensus with our teammates, and then scratch off the opaque coating hoping to reveal a star
that indicates a correct answer. Your team is awarded 4 points if you uncover the correct answer
on the first scratch, 2 points for the second scratch, and 1 point for the third scratch. If you are
incorrect with any scratch, your team needs to reconsider, discuss, and make another decision.
Appeals Process: Once your team has completed the team test, your team has the opportunity to
fill out an appeals form. The purpose of the appeals process is to allow your team to identify
questions where you disagree with the question wording or ambiguous information in the readings.
The instructor will review the appeals outside of class time and report the outcome of your team
appeal at the next class meeting. Only teams are allowed to appeal questions (no individual
appeals).
Impact of appeals on test scores:
When an appeal is accepted on a question that a team has missed (no individual appeals will be
accepted):
1. It counts. In other words, the points missed will be added to:
a. their team score
b. the score of any individual in the team who answered the same as the team
Individual
Preparation
Team
Discussion
Class
Discussion
Impact on
Learning
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c. only those teams that appeal.
2. Team member(s) who had the original correct answer will continue to receive credit on the
question.
Feedback and Mini-Lecture: Following the RATs and Appeal Process, the instructor provides a
short, clarifying lecture on any difficult or troublesome concepts or asks for further questions to help
clarify the material.
Phase 3 In-Class Application Activities: You and your team use the foundational knowledge,
acquired in the first two phases, to make decisions that will be reported publically and subject to cross-
team discussion/critique. We will use a variety of methods to have you report your teams decision at
the end of each activity. Sometimes you will hold up colored cards indicating a specific choice,
sometimes you will write your answer, and other times you will complete short worksheets, which will
be randomly reported to the rest of the class.
Three Keys to TBL

Key One Promote Accountability

Promoting Individual Accountability
The Readiness Assurance Process is designed to promote individual accountability. The Readiness
Assurance Process requires individuals to complete a multiple-choice test covering a set of pre-assigned
readings and turn in their answers. Students are individually accountable because the individual scores
count as part of the course grade. Next, during the team test (exact same test as individual), each member
is invariably asked to voice and defend his or her choice on every question as the teams come to a
consensus on their answers. The resulting discussions produce immediate peer dialogue/feedback that
provides clear evidence of the quality of individual preparation and the importance of obtaining input from
everyone on all important decisions. Third, members who are chronically unprepared almost invariably
receive a low peer evaluation score.
Promoting Team Accountability
Fostering team accountability is very important. Without team accountability, neither instructor nor students
know: 1) if their learning goals have been achieved, or 2) if students are taking teamwork seriously. Teams
can be held accountable by carefully managing intra-team and whole-class discussions. The key is the
nature of the application activity. First, team assignments must require production of a tangible output.
Second, the product that teams are asked to create should enable both immediate feedback on the
quality of teamwork and the opportunity for direct comparisons from other teams.
Accountability matters: If students fail to prepare for teamwork, then better prepared students are likely
forced to carry their less willing and/or less able peers. Additionally, improperly managed team
discussions are likely to degenerate into social events in which little if any learning occurs. Both problems
can be avoided almost entirely by establishing accountability practices. The key is using assignments and
practices that hold individuals and teams accountable for their contributions and behaviors. Accountability
to your team is via immediate peer feedback and direct anonymous assessment in the peer evaluation
process.
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Instructional activity sequences that promote individual and team accountability
2
Assignments that link and reinforce the learning of course concepts - individual, team, and
whole class
3
Publically report decisions and critically examine other positions and defend your own
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Key Two Using Activities that Link and Reinforce

The second key to using groups effectively is making sure that the assignments at each stage of the
learning process are linked and mutually reinforcing (individually, team, whole class). When this is done,
assignments in the first two stages have a powerful positive effect on the learning that occurs in the last
stage.

To obtain the maximum benefits, the 4 Ss should be used to design each activity.
Same Problem: Teams work on the same problem, case, or question
Significant Problem: Teams work on a problem, case, or question demonstrating a concepts usefulness
Specific Choice: Teams using course concepts to make a specific choice
Simultaneous Report: Teams reporting choices simultaneously

In-Class Application Activity

Key Three Adopting Practices that Stimulate Idea Exchange

The degree to which the application activities and reporting discussions expose students to new
perspectives from their peers depends on two factors:
1. The degree that assignment design fosters give-and-take individual, team, and whole-class
discussion.
2. The degree that assignments require high levels of team interaction.

It is important to foster high levels of interaction. Assignments needs to be designed to be challenging
enough that a single team member cannot comprehend them alone. Good assignments engage the diverse
talents of the team in generating reasonably defendable decisions and solutions. The most common reason
for a low level of group interaction is the use of assignments that are too easy where one member will
simply act on behalf of the team or assignments where too much delegation occurs (i.e., long written
assignments).
It is important to remove barriers to participation. Because members of newly formed teams may be
reluctant to speak out, it is important to use an approach with long-term teams as well as assignments,
practices, and a grading system that fosters the development of group cohesion (Michaelsen, Black & Fink,
1996). As groups become more cohesive, trust and support typically build to the point that even naturally
quiet members are willing to engage in intense give-and-take interactions. Within a cohesive team,
members feel little worry about being offensive or misunderstood (Watson, Michaelsen & Sharp, 1991). As
team members come to see their own success tied to the success of their team, they are motivated to
invest considerable personal energy into doing teamwork.

(Information about TBL adapted from Three Keys to Using Learning Groups Effectively by Larry Michaelsen; Student Orientation
Materials by Dean Parmelee; and The Essential Elements of Team-Based Learning by Michaelsen & Sweet.)

Significant
Problem
Same
Problem
Specific
Choice
Simultaneous
Reporting
Maximum
Impact on
Learning
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Course Requirements

1. Class attendance and participation: Students are required to keep up-to-date on class readings and
assignments. Students are also expected to be active team members. If you miss a class, you miss
whatever your team did. Most teams, in real life and here, will forgive a single absence for which you
have a really good reason, and be less forgiving of multiple or casual absences. More than one
absence and/or tardiness, including scheduled field placement commitments, will affect course
grade (two points per absence and one point for lateness). Attendance is taken at the beginning of
class and it is expected that all students will be present at the start of class.
2. Field Placements: Each student is required to secure and complete a total of 30 hours of Field
Placement in an approved early childhood setting. More than one absence and/or tardiness, at your
scheduled field placement commitments, will affect course grade (two points per absence and
one point for lateness).
3. Text Response: (2 points each = 20 total) Students must submit 10 separate Text Response (TR)
papers, (typically limited to one page, unless more space is needed), based on one of the assigned
readings for each specified date. One of the goals of a Text Response is to create a dialogue with the
text, a conversation with the ideas and their author. To this end you should select a passage from one
of the readings that resonates with you in some way. You might share strong agreement with the
author or you might strongly disagree with an argument or concept raised. You might ask questions of
the author or simply request clarification.
You must copy (quote) the passage exactly as it is written
You will write a response to the passage in which you do the following:
*Explain the meaning of the passage and explain how the passage relates to the rest of the
reading assigned for that class session AND .explain how the passage resonates with you
personally, by connecting the concepts raised with examples from your own life, personal
experience, etc.*Extend the ideas raised by the author by starting with where the passage begins
and connect with new/other ideas
4. Individual Project Early Childhood Education Advocacy Paper (25 points total)
This Key Assignment must be posted directly on your TK20 account by 04/29/14. This
assignment will only be graded directly on your TK20 account based on the rubric provided below.
Your TK20 account allows you to put together a professional electronic portfolio in which you are able
to easily include all assignments you have posted to the account. Note: Students who do not submit
their key assignment for this course on TK20 by the deadline will receive an incomplete for the
course until the assignment has been successfully uploaded and graded
You will write a 9 to 12-page paper that centers on an issue in Early Childhood Education. The paper
will consist of three sections; each section will be approximately three pages in length.
For this assignment, you will:
Part 1: Define and describe fully the advocacy issue you selected within the larger context of early
childhood education. Place the early childhood advocacy issue in a New York City context, if possible.
How does the issue play out in the field sites where you observed? What did you learn about the issue
from your field observations, if relevant?
Part 2: Provide summaries of three relevant articles from education journals (from databases Eric or
J-Stor) and newspapers (from The New York Times, Daily News, New York Post, Education Week).
Explain why you selected the articles and how they serve to illuminate your topic.
Part 3: Present a realistic and effective reform proposal. Explain how different stakeholders (teachers,
school leaders, parents, children, other community members) will play a role.
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Possible topics:
Advocacy Issues in Early Childhood Education Cont.
Parental involvement
Grandparents and extended family members
involvement
Teacher shortages
Minority teachers
De facto segregation of/in schools
Dual language programs/Teaching English to speakers of
other languages
Early Intervention/Early Childhood Special
Education/Inclusion
Culturally relevant pedagogy
Funding for Early Childhood Centers/Schools
Daycares/Early Head Start/Head Start
Room arrangement/physical space of the classroom
Charter schools
Co-teaching
Lack of funding in Arts/Physical Education
Integrating the Arts and Play in the early childhood
classroom
Multicultural curriculum
LGBT students/families and schooling
Latino children and their families in relation to
schooling
African American children and their families in relation
to schooling
Asian American children and their families in relation to
schooling
Arab American children and their families in relation to
schooling
Gender roles or gender identity and schooling
Teacher certification
Merit pay for teachers
Class size
Home visits/Home visiting programs

NAEYC Standards addressed: Standard 6. Becoming a Professional
6a: Identifying and involving oneself with the early childhood field
6d: Integrating knowledgeable, reflective, and critical perspectives on early education
6e: Engaging in informed advocacy for young children and the early childhood profession
Early Childhood Advocacy Paper Rubric (24 points_(+1 if all areas exceed expectations = 25 total)
I. Definition/Context of Issue: Issue is clearly defined and explained. The context is provided including
how the issue pertains to teaching, learning, teachers, students and families. Perspectives that provide
further context and insight on the issue are also provided, including examples from field observations.
0-6 points
II. Article Summaries: Three articles (from journals and/or newspapers) were selected and described. The
researcher was able to effectively summarize and contextualize the articles, providing further insight on
the issue in early childhood education.
III. Reform Proposal: The reform proposal is thoughtful and insightful, demonstrating a deep and clear
understanding of the issues at hand. How the proposal might be carried out is explained in detail. All
aspects of the proposal are fully developed including how stakeholders such as school administrators,
teachers, parents and students will play a role.
IV. Writing/Presentation: The paper is well written and has been edited for clarity and errors. Drafts were
presented and author took into account suggestions made and thus improved upon the work.
Early Childhood Advocacy Rubric:
Standard
Does not yet meet
expectations (0-4)
Meets expectations
(5)
Exceeds expectations
(6)
Standard 6a.
Identifying and
involving oneself with
the early childhood
field
Definition/Context of
Issue:
The paper shows a lack of
understanding of the chosen
issue -- either its current or
historical context or its
significance for the field of
early childhood education.
The paper is not complete.
The paper shows a fair
understanding of the chosen
issue -- its current and
historical context, and its
significance for the field of
early childhood education.


The paper shows a deep
understanding of the chosen
issue -- its current and
historical context, and its
significance for the field of
early childhood education.


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Standard 6d.
Integrating
knowledgeable,
reflective, and critical
perspectives on early
education
Article Summaries:

The paper shows a lack of
understanding of the articles
and does not integrate the
articles content well, and/or
there is a lack of
understanding of the
significance of observations
in the field.
(The articles have not been
approved by the instructor.)
The paper shows a fair
understanding of the articles
and does integrate the articles
content to some degree.
There is an understanding of
the significance of
observations in the field and a
critical understanding of what
has been observed.

The paper shows a deep
understanding of the articles
and does integrate all three
articles content well. There is
thorough understanding of
the significance of
observations in the field and a
complex critical
understanding of what has
been observed.

Standard 6e.
Engaging in informed
advocacy for young
children and the early
childhood profession
Reform Proposal:
The reform proposal is not
well informed by the articles
and/or the field experience,
or the proposal is not
detailed or addressed to all
key stakeholders.
The reform proposal is fairly
well informed by the articles
and the field experience. The
proposal is quite detailed and
addresses most key
stakeholders.
The reform proposal is well
informed by the articles and
the field experience. The
proposal is sufficiently
detailed and addresses all key
stakeholders.

Writing/Presentation
:
Repeated grammatical,
syntactical and spelling
errors
Some grammatical, syntactical
and spelling errors
Few or no grammatical,
syntactical and spelling errors

6. Reflective Field Notes (1.5 points each =15 points total)
Reflective field notes must be descriptive, detailed and include reflection. Examples of
student and teacher talk should be included. We will discuss field note writing at length
throughout the semester. Notes from no less than ten (10) field visits should be included.

7. Exams: (30 points total) There are five individual RATs (iRat) (10 points) and five team RATS
(tRat) (10 points) as well as a Final Exam (10 points)
Final Exam: My Philosophy of Education. For the final exam you will describe your emerging
philosophy of education, as it exists after taking this class. You will incorporate into your exam essay:
1) insights gained from field observations, and 2) references to authors we read this semester. (For
example, if you agree with Paolo Freire that we must reconsider the role of the teacher in the
classroom as one in which the teacher is both a teacher and a learner, then you should refer to his
work in your paper. Your essay should reference the guiding questions we explored throughout the
semester and further you towards the goals of this course. Your philosophy of education will
change as you continue your studies, look for the right teaching position for you and begin to
teach.

8. Peer Evaluation: (10 points total) Each individual will evaluate the contributions of all of the other
team members by assigning an average of 10 points to the other team members. For example,
members of a 6-member team: 1) must assign a total of 50 points to the other 5 members in their
team (for a 5-member team it would be 40 points; for 7-member team it would be 60 points, etc.)
and must differentiate some in their ratings; and 2) must give at least one score of 11 or higher,
with a maximum of 15, and at least one score of 9 or lower. Peer evaluation scores will be the
average of the points received and will produce differences in grades only within teams. This
means that team members cannot help everyone in their team get an A by giving everyone high
peer evaluation scores. The only way for everyone in a team to earn an A is by doing an
outstanding job on the individual and team exams and projects.
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Example: Amy evaluated her team members

1. Amy --
2. Bob 8
3. Clark 10
4. Denise 10
5. Edward 12
TOTAL: 40
Average: 10 each




Course Evaluation
Individual Performance: 80% of grade
Text Response 20%
Individual RATs (5) 10%
Individual Final Exam: Philosophy of Education 10%
Advocacy Paper 25%
Reflective Field Notes 15%
Team Performance: 20% of grade
Team RATs (5) 10%
Peer Evaluation 10%

All assignments are due on the dates indicated on the course calendar. Grades will be lowered on overdue
work. Grades on assignments will be lowered the designated number of points per week/day late, as
measured by the beginning of the class period in which the assignment was due.
Grading Contract: 100+ A+ 84 86 B Below 72 F
94 100 A 80 83 B-
90 93 A- 76 79 C+
8789 B+ 72 75 C
Policy on Late Submissions/Incompletes
Timely submission of work is an important professional attribute. Work submitted late will be marked down
accordingly at the discretion of the instructor.
Faculty Council has determined the following policy for Incomplete Grades:
A grade of Incomplete (INC) may be given at the discretion of the instructor when 1) a student has
satisfactorily completed most, but not all, course requirements, and 2) a student provides to the instructor
evidence documenting the extenuating circumstances that prevent the completion of course requirements
by the end of the semester.

Candidates receive grades of incomplete (INC) only when a situation beyond their control prevents them
from completing course work. It is important to note that grades of INC will only be given if the instructor
determines the grade is appropriate given the unusual extenuating circumstances and such circumstances
are documented by the student. An incomplete grade in a course that is a prerequisite for another course
must be cleared before the candidate can enter the next course. Final assignments not submitted on the
due date at the end of the semester are given a grade of zero.
RULES
Do not evaluate yourself.
Assign an average of 10 points to each of the other
members of the group.
There must be some differentiation.
Reminder: This is not a time to be nice and give
everyone the same grade. It is a time to be honest
and identify the people who contributed the most.

A. B. C. D. E. Averag
e
Points
toward
grade*
A. Amy X 8.2 123
B. Bob X 9.4 141
C. Clark X 9.8 147
D. Denise X 10.8 162
E. Edward X 11.8 177
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Course Textbooks
Required Texts

1. BlackBoard Assigned Readings and Multimedia
2. Copple, C. & Bredekamp, S. (2009). Developmentally appropriate practice in early
childhood programs: Serving children from birth through age 8. Washington, DC:
National Association for the Education of Young Children.
3. Dewey, John. (1938). Experience and Education. New York: Simon and Schuster.
4. Paley, Vivian. (1986). Mollie is Three: Growing Up in School. Chicago: University of
Chicago Press.
5. (Sandall, S., Hemmeter, M.L., Smith B.J., & McLean, M.E. (Eds.) (2005). DEC
recommended practices: A comprehensive guide for practical application in early
intervention/early childhood special education. Missoula, MT: Division for Early
Childhood. Chapters 1-4.)

Additional Readings and Other Relevant Materials
On occasion, journal articles, chapters or links to multimedia resources may be assigned on short notice.
They will be available on Blackboard. Students will need to be flexible and are expected to complete the
readings as assigned.

Policy on Academic Integrity
Academic dishonesty of any type, including cheating and plagiarism, is unacceptable at Brooklyn College.
Cheating is any misrepresentation in academic work. Plagiarism is the representation of another persons
work, words, or ideas as your own. Students should consult the Brooklyn College Student Handbook for a
fuller, more specific discussion of related academic integrity standards. Academic dishonesty is punishable
by failure of the test, examination, term paper or other assignment on which cheating occurred (Faculty
Council, May 18, 1954). In addition, disciplinary proceedings in cases of academic dishonesty may result in
penalties of admonition, warning, censure, disciplinary probation, restitution, suspension, expulsion,
complaint to civil authorities, or ejection (Adopted by Policy Council, May 8, 1991). Download the CUNY
Policy on Academic Integrity document from Blackboard, located in the Syllabus folder of the Course
Documents link.
Falsifying data on protocols, reports, and other assignments is considered cheating, and is grounds for
disciplinary action which may include failure in the assignment, failure in the class and expulsion from the
program.

Disability Statement
Please inform the professor if you have a disability or any other situation that may require Section 504/ADA
classroom accommodations. The faculty and staff will attempt to work out whatever arrangements are
necessary, such as seating, tape recording, writing, testing, or other accommodations. Please see the
professor as soon as possible to ensure accommodations are met in a timely fashion.
Quality of Writing
The form as well as the content of your written work will be a part of your evaluation and grade. Correct
grammar, punctuation, spelling and organization and clarity of thought will be assessed. Please contact the
Brooklyn College Learning Center, 951-5821, located in 1300 Boylan Hall, for assistance with writing. The
instructor is also available to consult with you about your writing. There will be no re-writes for any
papers.
12

Classroom Decorum
The following rules are intended to improve the quality of the classroom and enhance learning for all. These
are expectations to be adhered to in every class:
o No cell phone calls, call answering, texting in class. Put your phones away; wear a watch to
know the time of day. Cell phone use (including internet use) is not allowed during application
activities or any other class activity. If you are expecting an URGENT phone call (e.g.,
significant family crisis or illness), put your phone on vibrate and leave the class to answer the
call. DO NOT answer in the classroom. Turn off all ringers prior to entering the classroom, or
even better, turn off the phone. If I see you texting or using your phone, your course grade will
be lowered.
o When using email to contact the professor, use a professional writing style. Use an appropriate
salutation, valediction, and signature line (since an email address like
AweSome@hotmail.com does not tell me who you are). Your email is considered
professional communication, as it will be in the schools. Do not write an email as if chatting on
an instant messenger program!
o Please come to class prepared by completing assigned reading, arriving on time, and
following class discussions and activities attentively.

























13



Course Calendar: Schedule of Readings, Topics, and Assignments


SESSION 1
Tuesday Class: 01/28

Introduction to course and requirements ITeam-Based Learning (TBL).Introduction
to the Readiness Assurance Process and Application Activities.
Class Activities: iRAT/tRAT Syllabus; Application Activity Creating
Successful Learning Environments
SESSION 2:
Tuesday Class: 02/04

UNIT 1: Welcoming
Pre-Class Preparation:
Video: When Learning Comes Naturally
http://www.communityplaythings.com/resources/videos/when-learning-comes-
naturally
The View from the Door
Fleet & Robertson: Unpacking Educational Environments
Readiness Assurance Process: iRAT/tRAT Unit 1
Application Activities:Components of a welcoming early learning environment.
Identifying the stakeholders and considering the needs of the community in creating a welcoming
atmosphere in the classroom
SESSION 3:
Tuesday Class: 02/11

UNIT 1: Application Activities:
Pre-Class Preparation:
Gilman: Including the Child With Special Needs
Parents as Partners
Application Activities: Identifying barriers ,methods and strategies for creating a welcoming
atmosphere in the classroom
Reflection Questions:
Due: Text Response
SESSION 4:
Tuesday Class: 02/18

UNIT 2: Social, historical and philosophical foundations
Application Activities:
Pre-Class Preparation: :
PBS: The Story of Public Education
United Nations Declarations of the Rights of the Child
Brooklyn Colleges Conceptual Framework
Reflection Questions:
Readiness Assurance Process: iRAT/tRAT Unit 2
Application Activities: How the history of our early childhood education impacts the field
today
Due: Text Response

14



SESSION 5:
Tuesday Class: 02/25



UNIT 2 :
Pre-Class Preparation:
Lorde, : Zami: A New Spelling of my Name.
Delpit,: Education in a Multicultural Society.. In Other Peoples Children:
Application Activities: Identifying barriers to equal access to learning
Reflection Questions:

Due: Text Response
Due: Reflective Field Journal
SESSION 6:
Tuesday Class: 03/04

UNIT 2 : Application Activities: Identifying how culture, language and expectations
effect equal access to learning
Pre-Class Preparation:
Wiley: Accessing Language rights in Education
Video: A Trip to the Grocery Store
http://www.youtube.com/watch?v=GTvU7uUgjUI&feature=player_embedde
Reflection Questions:
Due: Text Response
Due: Reflective Field Journal
SESSION 7:
Tuesday Class: 03/11

UNIT 3 : Early Childhood Education Models, Curriculum and Practice
Pre-Class Preparation:
Dewey: Experience in Education
Paley: Molly is Three
Readiness Assurance Process: iRAT/tRAT Unit 3
Application Activities: Authentic education
Due: Text Response
Due: Reflective Field Journal
SESSION 8:
Tuesday Class: 03/18

Unit 3
Pre-Class Preparation:
DAP viii-pg.31
Wondering with Children: The Importance of Observation in Early Education
http://ecrp.uiuc.edu/v7n2/forman.html
Application Activities: Observing children for understanding
Reflection Questions:
Due: Text Response
Due: Reflective Field Journal
DUE: Individual Project Early Childhood Education Advocacy Paper(1)
SESSION 9:
Tuesday Class: 03/25

UNIT 3
Pre-Class Preparation:
Sandall DEC Chapters 1-4
Emergent Bilinguals
Meeting the Needs of English learners
Application Activities: Meeting the needs of diverse learners
Reflection Questions:
Due: Text Response
Due: Reflective Field Journal

15


SESSION 10:
Tuesday Class: 04/01


UNIT 3:
Pre-Class Preparation:
Bank Street method
Dodd-Nufrio: Reggio Emilia, Montessori and Dewey
Waldorf Education
Project Approach
Froebels Chief Writing on Education
The Montessori Method
Application Activities: Methods and models of curriculum in Early Education
Reflection Questions:
Due: Text Response
Due: Reflective Field Journal
DUE: Individual Project Early Childhood Education Advocacy Paper(1&2)
SESSION 11:
Tuesday Class: 04/08

UNIT 4: Co-Teaching, Collaboration, Relationships and Social Justice
Pre-Class Preparation:
Bruner- A Theory of Instruction
Krechevsky: Minds at Work
Charney: Teaching Children to Care
DAP: To be an Excellent Teacher pgs. 33-50
Readiness Assurance Process: iRAT/tRAT Unit 4
Application Activities: Considering relationships as pedagogy
Due: Text Response
Due: Reflective Field Journal
SESSION 12:
Tuesday Class: 04/29

UNIT 4
Pre-Class Preparation:
Freire: Pedagogy of the Oppressed
Ayers: Teaching for Social Justice
Application Activities: Implications of caring
Reflection Questions:
Due: Reflective Field Journal
DUE: Individual Project Early Childhood Education Advocacy
Paper(1,2,&3)

SESSION 13:
Tuesday Class: 05/06

UNIT 5: Knowledge, Reflection and Perspectives
Pre-Class Preparation:
Conversations With Duckworth
Noddings
Diane Ravich
Readiness Assurance Process: iRAT/tRAT Unit 5
What type of teacher do you wish to be?: What type of teacher do you wish to be?
Due: Text Response
Due: Reflective Field Journal
SESSION 14:
Tuesday Class: 05/13

UNIT 5
Application Activities: Developing a personal philosophy of education
Due: Reflective Field Journal
SESSION 15:
Tuesday Class: 05/20

Final Exam: Philosophy of Education
Peer Evaluation Form Due
Signed Field Observation Sheet Due
16



TBL APPEAL RE-WRITE OF BAD QUESTION (TEAMS ONLY) TEAM # ______

INDIVIDUAL QUESTION # ________ IF-AT QUESTION/LINE #_________

Guidelines for preparing successful appeals:
Appeals are granted when they demonstrate that you understood the concept(s) but
missed the question anyway or that your confusion was due to inadequacies in either
the question or the reading material.
For appeals based on AMBUGUITY OF THE QUESTION, you should:
1. Identify the source of ambiguity in the question and,
2. Offer an alternative wording that would have helped you to avoid the problem.
In the space below, re-write the question so that it is a better one:











TBL APPEAL BASED ON CONTENT ISSUES (TEAMS ONLY) TEAM # ______

INDIVIDUAL QUESTION # ________ IF-AT QUESTION/LINE #_________

PROPOSED CORRECT ANSWER _______

Guidelines for preparing successful appeals:
Appeals are granted when they demonstrate that you understood the concept(s) but
missed the question anyway or that your confusion was due to inadequacies in either
the question or the reading material.
For appeals based on CONTENT, you should:
1. State the reason(s) for disagreeing with our answer and,
2. Provide specific references from the reading material to support your point of view.
In the space below, explain, with references from the readings if possible, why
you feel your selected response was the BEST one.

17

Peer Evaluation

Name___________________________________________ Team # ______
Please assign scores that reflect how you really feel about the extent to which the other
members of your team contributed to your learning and/or your teams performance. This
will be your only opportunity to reward the members of your team who worked hard on
your behalf. (Note: If you give everyone pretty much the same score you will be
hurting those who did the most and helping those who did the least.)
Instructions: In the space below please rate each of the other members of your team.
Each member's peer evaluation score will be the average of the points they receive from
the other members of the team. To complete the evaluation you should: 1) List the name
of each member of your team in the alphabetical order of their last names and, 2) assign
an average of ten points to the other members of your team (Thus, for example, you
should assign a total of 50 points in a six-member team; 60 points in a seven-member
team; etc.) and, 3) differentiate some in your ratings; for example, you must give at least
one score of 11 or higher (maximum = 15) and one score of 9 or lower.

Team Members: Scores: Team Members: Scores:
1) 5)
2) 6)
3) 7)
4) 8)
Additional Feedback: In the space below, briefly describe your reasons for your highest
and lowest ratings. These comments but not information about who provided them will
be used to provide feedback to students who would like to receive it.
Reason(s) for your highest rating(s). (Use back if necessary.)








Reason(s) for your lowest rating(s). (Use back if necessary.)




18


Evaluation of Student Fieldwork
ECAE 2004 Early Childhood Education Foundations
Brooklyn College


Student______________________________________________________________________

Placement Site______________________________________ Age/Grade level____________

Evaluation Completed by__________________________ Title:__________ Date: _________

Please evaluate the students performance based on the qualities listed below. Comments
for each section are strongly encouraged to provide feedback and reflection for the student.

Scale: 4- Accomplished
3- Developing
2- Novice
1-Unacceptable

NAEYC: Growing as a Professional Rating:
Attendance and punctuality
Neat, well groomed and appropriately dressed
Takes initiative
Self-evaluates and benefits from experiences (reflective teaching)
Positive attitude with children and families
Cooperates and works effectively with staff members
Willingly participates in activities with children
Shows sensitivity to feelings and needs of others
Seeks, accepts and implements suggestions
Respects the rights and teaching techniques of the classroom teacher
Respects confidentiality
Positive attitude with colleagues and administration
Collaborative learner and member of teaching team
Utilizes reflective perspective and makes adaptations
Assumes responsibility when asked
Makes informed decisions
Aligns participation with NAEYC developmentally appropriate practices

Comments:




Please return this evaluation with the student or by fax to Charlene Kohler-Britton, Brooklyn College,
Fax 718 951 4658 or email: charlene@brooklyn.cuny.edu by May 16, 2014.
Thank you