ECE 18

Teaching in a Diverse Society

 

Dr. Phil Freneau Message Phone: 465-2334

Office Hrs. see web page: http://dn.redwoods.cc.ca.us

COURSE SYLLABUS

Note: the instructor may modify this syllabus at any time during the semester to accommodate the learning process.

Course Description:

An examination of the major social, economic, and psychological processes involved in interactions and relationships as related to differences in personal and group characteristics and how these processes impact the work with young children and their families in early education programs.  Various approaches will be explored, with emphasis on an anti-bias approach. Self-examination, reflection and integration of practices to promote equity and deepening understanding of how to best support children as they gain a sense of identity and become respectful and confident members of our complex, diverse society.

Course Objectives: A student successfully completing this course will be able to:

1.  Critically assess the components of culturally relevant and responsive physical and social environments to create respectful, reciprocal relationships that support and empower families, children and teachers and promote play and learning.

2.  Apply theories on how children learn prejudice and stereotypes to planning curriculum and supports promoting respectful interpersonal relationships.

3.  Critically examine societal and personal attitudes, beliefs, values, assumptions and

biases about culture, language, identity, family structures, ability, socio-economic status, and other issues influenced by systemic oppression.

4.  Demonstrate strategies for helping children negotiate and resolve conflicts with a focus on using an anti-bias approaches in the classroom.

5.  Identify and evaluate appropriate ethical and inclusive practices in early care and   education.

 

Required Text: Anti-bias Curriculum: Tools for Empowering Young Children, Louise Derman-Sparks. NAEYC, 1989.

 

Grading: Course grading will be determined by the percentage of total points earned. There will be no extra credit.

90% + up 900-1000 pts. A

80-89% 800-899 pts. B

70-79% 700-799 pts. C

60-69% 600-699 pts. D

Below 60% F

Course Assignments and Requirements

1. Reading Assignments will be given in class on a weekly basis from the course text, usually about one chapter a week. In addition, class handouts and library research will be assigned. Reading assignments must be completed by the assigned date so that the foundation material is covered for classroom discussion, curriculum exploration exercises, field assignments and learning reviews.

2. Three Anti-Bias Mini-Projects will give you the opportunity to develop and practice anti-bias curriculum. Projects will be shared in class presentations and will include written reports and hands-on demonstrations of activities. Students may work individually or collaborate in small groups. Students who work individually can choose to collaborate for presentations to the class with other students working on the same topic. Topics will include a variety of project ideas and formats to choose from, for example: create a persona Doll; an anti-bias picture file; anti-bias curriculum parent interview; or early childhood program anti-bias analysis

(3 @ 150 points each: 450 pts. = 45% of grade)

3. Four Take-home Content Reviews will be individually completed during the semester and will give you the opportunity to demonstrate your knowledge and analysis of course concepts from readings, classroom presentations, videos and discussions. You will be given a question to respond to in a 2-3 page essay reflecting your synthesis of the subject matter and your critical thinking skills. Organization, grammar, spelling and punctuation will be considered in grading

(4 @ 100 pts. Each: 400 pts. = 40% of grade)

4. Participation in class will be evaluated according to your commitment to "Course Agreements & Philosophy", #1-9 (below). Participation includes individual and small group exercises investigating course content including ongoing written and oral responses to assigned readings, presentations, observations, videos or guest speakers. (Question of the day)

( 150 pts. = 15% of grade)

COURSE AGREEMENTS AND PHILOSOPHY

  1. Be involved. Celebrate the learning process! This course will involve the active participation of all students in activities and assignments designed to enhance learning in and out of class.
  2. Be prepared. Come to class with assignments completed and be ready to share your ideas. Bring textbook, paper and writing implement to each class.
  3. Be respectful of others. Give your full attention when anyone is addressing the class as a whole. Side conversations are distracting and can be interpreted as disrespectful. If you disagree with an idea, do it constructively.
  4. We will be following the Humanities Division Statement on Student Responsibility and the C/R Student Discipline Policy. If you are unfamiliar with these guidelines, please read them.
  5. Grading policy for this course will follow the College of the Redwoods Grading Policy Guidelines.
  6. Work turned in past the due date will lose points and may not be accepted if more than one week late.
  7. Be responsible. Take responsibility for your own education and always offer your best effort.
  8. Be punctual. Come to class on time and stay until class is dismissed. Three late arrivals or early departures will be the equivalent of one absence.
  9. Final grade will be lowered one grade level after four absences from class. Absences in excess of this may jeopardize your successful completion of this course.
  10. You may rewrite any assignment providing that you turn it in early or on time. You have one week after the due date to rewrite the assignment.

 

 

Please note: This Course Syllabus is subject to change by the instructor and may be altered at any time to accommodate the learning process.

Tentative Calendar (Subject to Additions & Changes)

Course overview: Syllabus

Introduction & Chapter 1 – Why an Anti-Bias Curriculum?

Chapter 2 – Creating an Anti-Bias Environment

 Chapter 3 – Beginnings: Working With 2-Year-Olds

Take-home Content Review #1 distributed

Content Review #1 Due

Chapter 4 – Learning About Racial Differences

Chapter 5 – Learning About Disabilities

Mini Project #1 Due

Chapter 5 - continued

Chapter 6 – Learning About Gender Identity

Content Review #2 distributed

Content Review #2 due

Chapter 7 – Learning About Cultural Differences and Similarities

Chapter 7 continued

10 Chapter 8 - Learning To Resist Stereotyping and Discriminatory Behavior

Mini Project #2 Due

Chapter 9 – Activism with Young Children

Chapter 9 continued

Content Review #3 distributed

Content Review #3 due

Chapter 10 - Holiday Activities in an Anti-Bias Curriculum

Chapter 10 continued

Mini Project #3 Due

Chapter 11 – Working with Parents

 Chapter 12 – Getting Started: A Self-Education Guide

Content Review #4 distributed

Content Review #4 due

Chapter 12 continued

Final Class