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Administrative Master Syllabus (Wharton County Junior College)

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Version: 3/20/2019 1
Administrative Master Syllabus
Course Information
Course Title
Educating Young Children
Course Prefix, Num. and Title
TECA 1311 Educating Young Children
Division
Technology and Business
Department
Education/ Early Childhood
Course Type
Academic General Education Course (from ACGM, but not WCJC Core)
Course Catalog Description
An introduction to the education of the young child, including developmentally
appropriate practices and programs, theoretical and historical perspectives, ethical
and professional responsibilities, and current issues. Course content must be aligned
as applicable with State Board for Educator Certification Pedagogy and Professional
Responsibilities standards and coincide with the National Association for the
Education of Young Children position statement related to developmentally
appropriate practices for children from birth through age eight. Requires students to
participate in field experiences with children from infancy through age12 in a variety
of settings with varied and diverse populations; and the course includes a minimum of
16 hours of field experiences.
Pre-Requisites
Texas Success Initiative (TSI) Reading and Writing Requirements must be met.
Students must pass a criminal background check.
Co-Requisites
none
Semester Credit Hours
Total Semester Credit Hours (SCH): Lecture Hours:
Lab/Other Hours
3:3:0
Equated Pay Hours
3
Lab/Other Hours Breakdown: Lab Hours
0
Lab/Other Hours Breakdown: Clinical Hours
0
Lab/Other Hours Breakdown: Practicum Hours
0
Other Hours Breakdown
16 hours of observation scheduled outside of class.
Approval Signatures
Title
Signature
Date
Prepared by:
Department Head:
Division Chair:
Dean/VPI:
Approved by CIR:
Barbara Lynn
Digitally signed by Barbara Lynn
DN: cn=Barbara Lynn, o=Wharton County Junior College, ou=Department
of Education and Early Childhood, email=barbaral@wcjc.edu, c=US
Date: 2020.05.19 21:36:50 -05'00'
Barbara Lynn
Digitally signed by Barbara Lynn
DN: cn=Barbara Lynn, o=Wharton County Junior College, ou=Department
of Education and Early Childhood, email=barbaral@wcjc.edu, c=US
Date: 2020.05.19 21:37:20 -05'00'
David Kucera
Digitally signed by David Kucera
DN: cn=David Kucera, o=Wharton County Junior College, ou=Division of
Technology and Business, email=davidk@wcjc.edu, c=US
Date: 2020.05.20 16:38:34 -05'00'
Paul J. Quinn
Digitally signed by Paul J. Quinn
Date: 2020.06.02 13:20:38 -05'00'
Paul J. Quinn
Digitally signed by Paul J. Quinn
Date: 2020.06.02 13:21:06 -05'00'
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Version: 3/20/2019 2
Additional Course Information
Topical Outline: Each offering of this course must include the following topics (be sure to include information regarding lab,
practicum, and clinical or other non-lecture instruction).
1. Discuss contributions of key historical and contemporary theorists to the field of early childhood education. Discuss
contributions of historical theorists to the field of early childhood education. Discuss contemporary theorists and their
contributions to the field of early childhood education.
2. Describe the features of a developmentally appropriate program for young children. Define the term
"developmentally appropriate practice. Discuss how knowledge of child growth and development impacts
developmentally appropriate practices. Describe developmentally appropriate practices as they apply to
infants/toddlers, preschoolers, school-age children (through grade 6), and children with special needs. Explain how
developmentally appropriate programs are impacted by difference in family structures and social and cultural
backgrounds. Explain how play is the foundation for children’s learning. Compare a developmentally appropriate
classroom with one that is not developmentally appropriate in relation to room arrangement, materials, and equipment.
3. Define Development and each of the basic developmental areas (physical, cognitive-language, social emotional).
4. Describe types of early childhood, elementary, and intermediate programs. Identify types and characteristics of
different programs for children (ages birth-grade 6). Contrast early childhood programs in terms of philosophy and
outcomes
5. Analyze current and future trends in the field of early childhood, elementary, and intermediate education. Identify
current legislation in the field of early childhood/special needs. Identify early childhood research findings and report on
them. Discuss public policy, how it is developed, and its impact on children and families. Describe inclusion and its
implications for the early childhood classroom. Explain the importance of early intervention programs.
6. Demonstrate an understanding of the characteristics and developmental stages of an early childhood professional.
List characteristics of an early childhood professional.
7. Discuss career opportunities for the early childhood professional List educational and experience requirements for
early childhood positions.
8.Describe the profession’s code of ethical conduct and its application in everyday practice.
9. Discuss the role of early childhood professional organizations in the development of an early childhood professional.
10. Describe the purpose of and opportunities for professional growth and development. Identify skills needed to locate
and obtain employment.
11. Describe advocacy as it relates to an early childhood professional.
12. Participate in a minimum of 16 hours of observation in programs for children ages birth-12 years, then summarize
and analyze the classrooms according to principles of developmentally appropriate practice.
National Association for the Education of Young Children Standards measured in this course:
1. Promoting child development and learning
2. Building family and community relationships
3. Observing, documenting, and assessing 4. Using developmentally appropriate approaches to connect with children
and families
5. Using content knowledge to build meaningful curriculum
6. Becoming a professional
Course Learning Outcomes:
Learning Outcomes – Upon successful completion of this course, students will:
1. Identify the features of a quality developmentally appropriate program for young children.
2. Explain contributions of historical and contemporary professionals and theorists to the field of early childhood
education.
3. Analyze various early childhood programs and curricular models that have influenced practice.
4. Describe current and future trends and issues in the field of education.
Version: 3/20/2019 3
5. Apply classroom observation and assessment skills to identify developmentally appropriate programs in
diverse early childhood educational settings.
6. Describe and adhere to professional code of legal and ethical requirements for educators
7. Apply theoretical principles in Early Childhood Education to classroom practices.
8. Articulate their philosophy of educating young children.
Methods of Assessment:
1.5.7 Students will submit written observations and analyses of infant, toddler, Pre-K or Head Start,
Kindergarten, elementary, and sixth grade classrooms graded by a rubric (minimum score of 70 demonstrates
mastery).
2. 3.4. Students will pass a midterm exam (with the minimum of one essay question) and comprehensive
departmental exam measuring the learning objectives stated in the topical outline for the course (minimum
score of 70 demonstrates mastery). The instructor may elect to include other quizzes or tests, the total of which
will comprise 60% of the final average
6. Students will evaluate their own level of professional conduct in a self-evaluation checklist prepared by the
department.
8. Students will compose a philosophy paper graded by a rubric (minimum score of 70 demonstrating mastery)
Required text(s), optional text(s) and/or materials to be supplied by the student:
Most recent edition of:
Morrison, G. S. (most recent edition). Early childhood education today . Upper Saddle NJ: Pearson.
And
Copple, C. & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving
children from birth through age 8. (3rd. ed.). Washington, DC: NAEYC. (ISBN 13: 978-1-928896-64-7)
Suggested Course Maximum:
35
List any specific or physical requirements beyond a typical classroom required to teach the
course.
Students need space to occasionally meet in small group discussions. Participate in a minimum of 16 hours of
observation in programs for children ages birth-12 years, at approved sites from ages infancy-12 years
Course Requirements/Grading System: Describe any course specific requirements such as research papers or
reading assignments and the generalized grading format for the course.
Following the reading of course text books and participation in class lecture, discussions, and observations*, the
determination of the final grade for the course will be made using the weighting of examinations and learning
opportunities:
Midterm Exam (with essay question)…..….. 30%
Final examination (Comprehensive) ……….30%
Portfolio (including observations)..…………30%
Attendance and class participation ………….10%
* Students will observe in a variety of programs for children ages infancy through grade 6 and analyze classroom
environments and teacher-child interactions according to principles of developmentally appropriate practices (as
defined by the National Association for the Education of Young Children-NAEYC). Passing TECA 1311 is contingent upon
the student’s documentation of 16 hours of observation at approved sites from ages infancy-12 years.
Grading Scale
A-90-100%
B-80-89%
C-70-79%
D-60-69%
Version: 3/20/2019 4
F-59 and below
Curriculum Checklist:
☒Administrative General Education Course (from ACGM, but not in WCJC Core) – No additional documents
needed.
☐Administrative WCJC Core Course. Attach the Core Curriculum Review Forms
☐Critical Thinking
☐Communication
☐Empirical & Quantitative Skills
☐Teamwork
☐Social Responsibility
☐Personal Responsibility
☐WECM Course -If needed, revise the Program SCANS Matrix and Competencies Checklist
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Administrative Master Syllabus (Wharton County Junior College)

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Completed 8 October 2020

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