ECE 50 DE: Early Childhood Principles & Practices

Spring, 2019

Instructor Email Virtual Office Hours (Student

Visiting Hours)
Nadiyah Taylor Use the Canvas Inbox Wednesdays, 12:30 – 1:20 PM
(but you can email directly to
ntaylor@laspositascollege.edu)
Getting Started
1. Read the syllabus!
2. Purchase your textbook right away
3. Log into Canvas on January 14: ⁠https://clpccd.instructure.com/login/canvas⁠⁠
4. Use the dashboard to find our course
5. Open Module 1.
6. Log in and submit at least one assignment by 1/16 to stay in the class.

Welcome to our course!

▪ You can find me on campus in Rm. 2324 or Call me at 925-424-1175
(Building 2300 is a locked facility, so please ring the bell for admittance)

I look forward to working closely with you this semester, so I plan to be very active in the
class. I will initiate contact by posting announcements, participating in class discussions to
help you better understand concepts, and providing detailed feedback on assignments.

For discussions, I sometimes post comments for the class to see, and this might be my
feedback to you. I also give you private feedback in the Grades area. For other types of
assignments (file uploads, quizzes, exams, etc.), you will submit them within Canvas, and
you can view feedback for them when checking your grades. I will try my best to give you
necessary feedback quickly.

Don’t hesitate to initiate contact with me by asking questions. In particular, if anything

comes up that will impact your success, let me know right away.

I will respond to emails during the week within 48 hours, usually sooner, but may not reply
on the weekends. If I do not respond to your message within 48 hours, please email again. I
may be swamped with work or my children, but your email is important to me!

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General Information
Description
This course is designed to explore the historical context and theoretical perspectives of
developmentally appropriate practice in early care and education. Examines the role of the
early childhood educator, identification of best practices for environmental design,
curriculum, and teaching strategies. Explores constructive teacher -child interactions and
relationships, the role of the family in education, culture and inclusion, professional ethics,
career pathways and professional standards.

Student Learning Outcomes

By the end of ECE 50 students shall be able to:
1. Compare and contrast historical and current early childhood education perspectives,
theories, and program types and philosophies.
2. Describe the role of the early childhood educator, including ethical conduct and
professional pathways.
3. Examine a variety of observation, reflection, guidance and interaction strategies to
increase children's social competence and promote a caring classroom community.
4. Identify the underlying theoretical perspective in forming a professional philosophy.
5. Identify quality in early education programs related to environment, curriculum,
interactions and teaching strategies.

Measurable Objectives
Upon completion of this course, the student should be able to:
A. Describe the historical development of various group care systems for all young children
B. Define and describe the theories, philosophies, goals, objectives and methods associated with
contemporary group care and educational systems as related to developmentally appropriate
practices for all young children with typical and atypical development in a play-based
environment
C. Examine the value of play as a vehicle for developing skills, knowledge, dispositions and
strengthening relationships among young children
D. Describe children’s developmental stages as it relates to developmentally appropriate
practices
E. Explain the licensing and educational requirements of working in early childhood education and
the potential for employment in the field
F. Describe how culture influences early childhood programs and practices
G. Describe guidance and positive communication strategies which promote children’s social
competence in a caring community
H. Identify strategies to promote communication with English learning families
I. Identify program adaptations which may be needed to support children with diverse abilities
J. Analyze the relationship between observation, planning, implementation and assessment in
developing effective teaching strategies and positive learning and development

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 K. Document written objective observations based on specific criteria which informs curriculum
L. Use environmental rating instruments
M. Explain the professional standards of early care and education and importance of establishing
relationships with coworkers, families, children and the professional community
N. Develop a personal and professional philosophy using a theoretical perspective and
Developmentally Appropriate Practices (DAP)

Required Materials

1. Being comfortable using technology is a key requirement to success in an online course.

Learning online requires you to have a basic level of computer proficiency. To assess your
readiness, please take the Online Student Readiness Quiz.

2. CANVAS
Canvas is the learning management system for this class. It is where you will find all of
the information and materials you will need (except for the textbook).

It is also what you will use to email me any questions and where you will turn in all of
your work.
Need Help?
If you have any questions about how Canvas or the Canvas app work (or are not
working):
M-F between 9 am - 5pm all support will be handled by LPC’s technical support desk.

Call Canvas to get questions answered the come up at night or on the weekend. The
Canvas student support number is 1-844-600-3467.
3. Our Textbook:
Effective Practices in Early Childhood Education: Building a Foundation by Sue
Bredekamp, 3rd Edition

You can purchase your book at the LPC bookstore on campus, or you can order them via
the Internet through the college's online bookstore. Click to go to the bookstore
site. You can also purchase your text directly from the publisher with a number of
rental, e-text, loose-leaf or hard copy options.

4. In addition to your textbook the following items will help you to be successful in this online
class:
Regular access to reliable, high speed internet access on a computer (not only a mobile
device).

o There is a Computer Center on campus if you don't have access to a computer where you
live, the Computer Center is a clean, well-lighted place for studying, computing, and
printing. Along with knowledgeable staff to help with completing these tasks, they are also

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 here to support Canvas and other technology issues on a drop-in basis. The LPC Computer
Center in room 803.

Google Suite: LPC students are given access automatically

o You have access to Google Docs in the Google Drive account that comes with your District-
issued Zonemail account. Some of you might even have your own private Gmail account.
Learn how to use Google Docs.
o A YouTube account: Having a Gmail account means you have a YouTube account. We will be
posting videos of ourselves during the course and they will need to be uploaded via
YouTube.
o The files you submit as assignments in Canvas can be created using Google Docs. You will
need to export the files as PDFs or Word before uploading into Canvas.

Firefox and Chrome are the preferred browsers for Canvas. All browsers should work,
but really, there is no perfect browser.

Here are links to popular browsers:

Get Firefox
Get Chrome
Get Safari
In order to view documents and certain multimedia on the Web, you need specific browser
plug-ins. The most popular plug-ins are Acrobat Reader and Flash and are typically built into
your web browser. If you do need to download these free plug-ins, click the links below.
Get Acrobat Reader
Get Flash player

Copyright
Materials used in connection with this course might be subject to copyright protection. You
can use them for this class only until the end of the semester. Learn more about copyright at
the
U.S. Copyright Office web site.

Expectations and Goals

Some online learners start classes feeling isolated, but not in this class! This class is a
community. Each person in our community has the same objective: to learn. This class is
designed to have you learn in community with your peers. When you're a member of a
community, you can rely upon others for help and support when you need it, but you must
also be willing to step up and contribute regularly, as well!
I believe that I am sending students into the work world. High quality programs require well-
prepared and educated teachers. When a student leaves this course, it is my expectation that
you will demonstrate a high level of understanding about the important role teachers have in

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supporting children’s families, their language and culture, and creating safe learning spaces
for them. Let’s work together to make this semester great for everyone!

Our Learning Community

We are a community of learners and it takes all of us to make the class beneficial for each
member. We will learn best together. Share tips with your classmates about what works well
for you and learn from others. Our goal is to create a classroom climate that is respectful,
inclusive and engaging. The content of the course will be explored through a variety of
methods which include: lecture, discussion, small group activities, readings, presentations
and assignments. Opportunities will be provided to acquire information, utilize critical
thinking, and draw upon personal experience and knowledge to support your learning.
Students play a dynamic role in their own learning experience and the learning of others.
Let’s all learn and support one another in respectful and equitable ways!

How I'll communicate with you

Establishing regular and effective communications with me is foundational to your success in

this class and is a shared responsibility of instructor and student. Email is the quickest way to
reach me. Use the Canvas Inbox to email me.
During student visiting hours I will be available online to address questions or concerns.
Sometimes student visiting hours will be done through ConferZoom, often you may find it
easier to email me.
I also have in-person student visiting hours on Mondays from 12:30 - 1:20 pm, so feel free to
come stop by if that works better for you.

How you will communicate with your classmates

Email: Through the Inbox, you have the ability to email any or all of your classmates.
Discussions: Aside from the discussions where you will post and reply for assignments, you can
use the Student-to-Student Questions area to post questions for your fellow students to
answer.
ConferZoom: You can use ConferZoom with your classmates when you need to communicate in
real time.
Netiquette: Since this is a college classroom, I trust that everybody will treat each other with
respect. Netiquette is network etiquette and essentially describes what you should and
shouldn’t do while communicating online. If you need more information, you can read ⁠The
Core Rules of Netiquette.⁠ Like all LPC classes, this one abides by the college ⁠Student Conduct
Code⁠ and ⁠Academic Honesty Statement.⁠

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Discussions and Group Work
Discussions in our class are Very important
Discussion assignments, where you post a comment and then comment on the ideas of others,
is one of the main ways that we build community in an online class. This is how you to get to
know your classmates and to learn from them.

Discussion assignments will require you to post your own answer AND respond to classmates’
posts.
▪ Your own post is almost ALWAYS due midway through the module, not at the end.
▪ These assignments are "discussions," a 2-way conversation
▪ To be graded you must do both parts. If you only do one of the steps, you will receive a
“0” on the entire assignment
▪ Proper capitalization and other grammar rules must be followed when posting. Do not
write as though you are texting. You will lose points for improper grammar and improper
discussion etiquette.

"Netiquette" is a quality displayed by responsible, respectful digital citizens (a digital

citizen is anyone who uses the Internet or technology appropriately and responsibly)
(Ribble, 2015).

Ground Rules for Discussions

In an online class, our “discussions” with each another happen through writing. This can lead
to misunderstandings because we don't have access to clues about a person’s thoughts,
feelings and intentions. We must be extra careful to clearly explain ourselves and to not
unintentionally offend our classmates.
To help with this, I am providing the following rules related to Discussion etiquette.
• When responding to a classmate, use their name. For instance, "Javier, I agree with what you
wrote because..."
• When critiquing or commenting on others' work use the sandwich method - say what you liked
about the post, what could be improved and then end with another positive comment
• Students must be prepared before entering the discussion. This makes it less likely that you will
think “off the cuff” and not analyze yourself before posting.
• Give other’s the benefit of the doubt and assume best intentions
• I will monitor and facilitate discussions and will make comments to the whole class and individuals
• Email me with concerns about students’ posts

Rules about Netiquette (or how to communicate online):

• Treat people with respect.
• Be forgiving of others' mistakes.
• Don't use all uppercase letters. This is considered SHOUTING.
• Don't use profanities or insults. This is considered flaming.
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• Respect everybody's opinions, even though some might clash with yours.
• Use only popular emoticons, such as :-) for a smile, ;-) for a wink, and :-( for unhappy.

Our class is made up of 9 modules

Use the link called "Modules" in Canvas to access them

Module Dates & Larger Assignments (dates subject to change)

1. 1/14-1/20: Intro - 1st assignment due by 1/16
2. 1/21 - 2/3: Professionalism & Ethics - Group assignment due
3. 2/4 - 2/17: ECE History & Learning to Observe
4. 2/18 - 3/3: Play & Developmentally Appropriate Practices - Large paper due
5. 3/4 - 3/17: Child Development Theories & Adapting to All Learners
6. 3/17 - 4/7 * (Includes Spring Break) Cultural & Relationships with Families - Large
Paper due
7. 4/8 - 4/28 : Quality & Teaching Strategies - Draft of Final Paper due
8. 4/29 - 5/12: Curriculum & Assessment - Final large paper due
9. 5/13 - 5/20: (Short Module): Wrapping Up

▪ Each module has various activities, readings and assignment; each is open about two
weeks.
▪ Many activities require you to interact with me and your classmates using tools in Canvas.
▪ Assignment dates will be posted in several places in the module, including on the calendar
for the class.
▪ Some assignments have due dates before the module closes - read the directions carefully!
You will find a rubric for many assignments.
▪ If you have questions ask classmates and of course, email me and I will reply as soon as
possible.
▪ Modules will stay open so you can access the material and study. However, the due dates
on the modules remain in effect.
▪ You will see that the reading for the next module is listed so that you can read ahead.
▪ At the end of some modules is a section “for further information.” You might find these
links helpful for some of your assignments or for future reference.

Types of Assignments:
▪ Individual reflection papers
▪ Group papers and projects
▪ Discussions
▪ Quizzes
▪ Child Observations, teacher interviews

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Turning in Your Work
✔️ Upload all work through Canvas as an attachment
▪ Include your name on all assignments
▪ Title your assignments with your name_assignment (for example, Taylor_N._look at
myself essay).
▪ Discussions can be typed directly, using the Comment box

✔️Always use 12-point font

▪ Double-space between sentences (but not paragraphs)

▪ 1-inch margins on all sides.

✔️ All assignments must be in a Word document format or a PDF. Other formats cannot be
opened and therefore will not be graded. Using both google and apple products all you to
export as a PDF.

LPC provides online tutoring free to its students. I encourage students to utilize this service
by clicking the NetTutor link in the course menu. If you want to learn more about NetTutor,
view the LPC Online Tutoring page. You can also visit the writing center

✔️ Proofread all assignments for grammar, formatting, run-on sentences and run a spell check
before you upload it.

✔️ There are group papers or other group assignments for this class. These depend on
everyone in the group participating. Points will be deducted from group members who do not
participate fully.

✔️ Keep track of your participation in case you have to show Prof. Taylor how you
participated.

✔️I don't accept assignments via email. Your work is very important, and I don't want it to get
lost.

Late Work Isn't Accepted, But You Can Do This!

Let me know about any concerns or ask me questions about the class by emailing me, calling
my office, or meeting me during my office hours.

If something occurs personally that is impacting your success in class please know that I want
you to be successful. Make sure to connect with me so that we can work on a plan of action.
This only works if you let me know before problems affect your grade – not after.

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For Parents and Other Busy People
Some ideas from a previous student
"For students taking this course next semester I would advise planning your study time to fit in
with your current schedule and sticking to it. This course is very well organized and there are
no hidden surprises so if you plan your time well it is achievable. I highlighted times in my
busy week for reading and working on assignment. I found I could do quite a lot of reading and
note taking during my son’s after school activities and I then found myself reflecting on what I
had learnt while cooking dinner! I did have various notepads around for scribbling down my
thoughts!

For me using the first week of each module to complete the reading of the text and lecture
notes worked well, I then used the following week to work on assignments and reflect and
consolidate my thoughts.

Don’t leave completing an assignment and posting it to the last minute as being online can be
unpredictable. The discussions are a great way of learning from others and they give a wide
range of perspectives. Everyone has different experiences and knowledge that they bring to
this forum so do take time to read the contributions of your classmates."

Students with Disabilities or Specific Learning Needs

If you have a documented disability or special learning need, welcome and please get in
touch with me at the start of class.

Provide documentation of the needed learning accommodations you have.

You can make an appointment with the Disability Resource Center (Room 1615) for additional
support and services. Visit the ⁠LPC Students with Disabilities page.⁠

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Dropping the class
I definitely don't want to see anyone drop or withdraw from the class. But, if circumstances
change, here is the information on dropping:
▪ Students are responsible for officially withdrawing from classes by the deadline date
listed in the current Class Schedule.
▪ There is no automatic withdrawal process. Failure to follow the proper withdrawal
procedures can result in a grade of “F”. Students may drop a course in CLASS-Web.
▪ ✔️ The instructor may drop students who miss the first meeting of a course.
o The first meeting of online or hybrid Distance Education courses is the first day
of the class as specified in the class schedule listing.
▪ ✔️ For these courses, instructors may drop students who do not log into their Canvas
course and/or complete indicated activities by the third day of classes.
o DE instructors may drop students if they have not submitted work and/or
accessed the class for two consecutive weeks.
▪ For more information on withdrawals, go to the LPC Registration Policies page.

Resources

On Campus Resources

For a complete guide for the campus resources, go online to the Las Positas College website
and you will find a list of college services there
http://www.laspositascollege.edu/currentStudents/index.php.

You can also find more information in the College Catalog

http://laspositascollege.edu/files/docs/catalog/catalog-2016-17.pdf.

Helpful Websites:

The following websites may be helpful to you:

⁠I Can Afford College

⁠Las Positas Financial Aid⁠

⁠Extended Opportunities Programs & Services (EOPS)⁠

⁠Campus Health Center⁠

⁠Campus Integrated Learning Center⁠⁠

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⁠English Writing Center⁠

⁠Tutorial Center⁠

Repeatability of Classes

⁠Las Positas Policy on Repeating Courses

There is a state-mandated Repetition Policy for the Chabot-Las Positas District that is retroactive to
the date a student first started taking courses at either Chabot or Las Positas.

What does this mean for students?

Within the district, a student is allowed to attempt a course (or courses equivalent to it) a total of
THREE TIMES.

If the first attempt is unsuccessful (W, D, F, or NC (No Credit)), a student has two additional attempts
to complete the course with a passing grade (A, B, C or Cr (Credit)).

After three attempts to pass a course (or equivalent course), students will be blocked from registering
for that course (or its equivalents) again at either Las Positas or Chabot College unless a special
circumstance petition is approved, as described in the Administrative Rules and Procedures.

Others Who May Access the Class

There might be others, such as guest speakers, course evaluators, and college technical
support people, who will have access to this class from time to time.

The Las Positas Code of Student Conduct

There are certain expectations of behavior in an educational setting. Some relate to
submission of your work and others are related to physical, verbal, written, posted or emailed
expressions.

Plagiarism or any type of cheating will result in a “0” for that assignment and may result in a
referral to the Dean of Student Services. Plagiarism includes the deliberate misrepresentation
of someone else's works and ideas, as one's own, as well as paraphrasing without footnoting
the source.

Cheating is defined as fraud, deceit, or dishonesty in an academic assignment or using or

attempting to use materials, or assisting others in using materials, or assisting others in using
materials, which are prohibited or inappropriate in the context of the academic assignment in
question, such as:
o Copying or attempting to copy from others during an examination or on an assignment
o Communicating test information with another person during an examination
o Preprogramming a calculator or computer to contain answers or other unauthorized
information for exams

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 o Using unauthorized materials, prepared answers, written notes, or concealed
information during an examination
o Allowing others to do an assignment or portion of an assignment, including the use of a
commercial term paper service

The LPC Student Code of Conduct identifies several other classroom or online behaviors that
can result in referral to the Dean of Student Services for additional follow up. Some of these
other behaviors include:
o Physical abuse on or off college property or of members of his or her family or the
threat of such physical abuse.
o Abusive behavior directed toward, or hazing of, a member of the college community.
o Harassment, including sexual harassment, in violation of state or federal law.
o Discrimination based on race, color, religion, gender, national origin, ancestry, age,
marital status, disability, sexual orientation, and/or Vietnam era or special disabled
veteran status.
o Obstruction or disruption of teaching. Interference with the course of instruction to the
detriment of other students, including but not limited to entering the classroom after
the class has started and disrupting the lecture or class activities including verbal
outbursts that disrupt the instructor's lesson. Failure to comply with the instruction or
directives of the course instructor.
o Disruption of classes or other academic activities in an attempt to stifle academic

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