Designed for present and future teachers, caregivers, home visitors, administrators, and the general public who participate in decisions relating to early childhood curriculum. This course examines inquiry-based learning and how it relates to a child-centered, integrated preschool curriculum. In this course, students will better understand the importance of inquiry based curriculum in the preschool setting through hands-on experiences in an early childhood classroom, web -theme based lesson planning, and through the demonstration of inquiry based lessons. This course integrates the Michigan Department of Education (MDE) Early Childhood Standards of Quality and the National Association for the Education of Young Children's (NAEYC) position statements and guidelines for instruction into class discussions to help students gain insight into the best practices with young children. This class can be used to satisfy part of the 120 clock hours of instruction required by the CDA Council.
Goals, Topics, and Objectives
- Child Observation and Documentation
- Observe children's interactions in a preschool setting and thoroughly document their actions and dialogue to assist in future lesson planning.
- Engage in discussions, assignments and activities designed to promote theoretical understanding as well as real life applications of knowledge gained.
- NAEYC Guidelines for Developmentally Appropriate Practice
- Analyze documentation individually and with their classmates, identifying children's current level of understanding, interests, misconceptions and questions.
- Identify the impact the NAEYC guidelines for Developmentally Appropriate Practice have on lesson planning and implementation.
- Inquiry Based Learning
- Write two inquiry based lessons focusing on their analysis and classmates' ideas.
- Apply current research advocating a child-centered teaching approach through the use of inquiry and curriculum integration.
- Child Oriented Curriculum and Environments
- Design a child-centered classroom environment which promotes inquiry based learning and demonstrates their application of current research and developmentally appropriate practice.
- Explain the techniques, materials, and environment needed to implement an inquiry based, child-centered approach in a preschool setting.
- MDE Early Childhood Standards of Quality
- Create open-ended materials and expand their teaching resources in a variety of curriculum areas.
- Identify the impact the MDE Early Childhood Standards of Quality have on lesson planning and implementation.
- Open-Ended Materials
- Compose reflective essay responses demonstrating their knowledge of course content discussed over the course of the term.
Assessment and Requirements
- Written Activity plans in Math, Science, Social Studies, Language/Communication, Physical development, Creative Art, and Music/Movement
- Paper on early childhood (play-based) learning Curriculum or Approaches.
- Final Essay Exam
- Demonstration of a mock Large Group and Small Group lesson.
- Course Portfolio
Note: Grades for the CHD-231 (lecture) and CHD-234 (practicum) are separate. It is possible to receive a passing grade for CHD-231 and not for CHD-234 and vice versa. Students must pass CHD 231 with a grade of C or better.
The following NAEYC Associate Degree Standards are met by this course at the understanding or application level:
1. Promoting Child Development and Learning:
- 1b: Knowing and understanding the multiple influences on early development and learning.
3. Observing, Documenting, and Assessing to Support Young Children and Families:
- 3a: Understanding the goals, benefits, and uses of assessment.
4. Using Effective Approaches to Connect with Children and Families:
- 4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology.
5. Using Content Knowledge to Build Meaningful Curriculum:
- 5a: Understanding content knowledge and resources in academic disciplines.
- 5b: Knowing and using the central concepts, inquiry tools, and structures of content area or academic disciplines.
Determined by program lead.