Early Childhood Education Program

Education Department Hostos Community College of the City University of New York

500 Grand Concourse, Bronx, New York 10451

EDU 101: Foundations of Education

Section: 000B Code: 5671 Semester: Summer 2020

Class meets: Online Location: Online



Instructor/Professor: Dr. Denise Cummings-Clay Office: A-107H Education Office: Early Childhood Education, A-107 Office Hours: Online or by Appointment Phone: (405) 409-2464; Message Line: (405) 409-2464 Email: dcummings-clay@hostos.cuny.edu This course has been designated a Writing Intensive (WI) Course by Hostos Community College. The requirements include both formal (graded) and informal (non-graded) writing assignments. These assignments are designed to strengthen students’ writing skills within their specific disciplines. It is expected that through these writing exercises, students will become better writers and communicators.

Course Description

This course introduces learners to a variety of critical contemporary and foundational issues and themes that influence modern urban education models. Due to the interdisciplinary nature of this course, prospective paraprofessionals, teachers and/or non-education-liberal arts majors interested in Child & Family Studies related fields, will be introduced to the social-cultural, historical, philosophical, and technological influences that impact children’s curricula, pedagogical practices, and learning environments. This course also integrates theoretical readings with required visits to educational urban settings and formal written observations of their experiences.

Course Materials: Open Educational Resources

Open Educational Resources (OER) are any type of educational materials that are in the public domain or introduced with an open license, which are useful for teaching, learning, and assessing as well as for research purposes. The nature of these open materials means that anyone can legally and freely copy, use, adapt and re-share them.




Course Objectives Learners are exposed to the concept that teaching is inherently a political act. Schools and learners don’t reside in a value neutral environment, but quite the opposite. The mere “fact” of acquiring an education is a political act in the sense that it involves making choices as to:

• WHAT is taught (content) • HOW information is presented


• WHOM is taught (student) • WHO will teach (teacher) • WHY it is taught (history)


Using this concept as a background for discussion, this course is designed to address the following goals:

1. To develop consciousness concerning how schooling and education are related to larger structures of social, cultural, political, and economical life in the United States. It is expected that learners will understand the larger socio-political macrocosm of American Society and how it influences the daily life of a teacher.

2. To suggest alternatives and critiques to the way we “do education and schooling” in the U.S. To this end, learners will focus on a serious discussion and understanding of educational reform in the nation and specifically their application here in New York.

3. To give learners the opportunity to first hand experiences in observing educational practices in Early Childhood and Elementary school programs such as the NYC Public Schools, day care centers, Head Start programs, hospital classes, etc.

4. To provide opportunities for learners to exchange ideas and problems that result from their exploration of the foundational issues introduced in class.

5. To increase knowledge and understanding of Pre-K through grade 6 philosophy, socio- cultural background, methods and materials through assigned readings and projects.


Program-Learning Outcomes (PLO) and General-Education (GenEd) Competencies

PLO 1: Students will analyze the pros and cons of current social and political issues in education, especially in urban and diverse settings, using scholarly resources. GenEd Competencies addressed: A2 and A3. This program-learning outcome will be assessed through the EDU 101 Buzz-Word Paper.

• A2 – Develop the acts of speaking, reading, listening, and writing; demonstrate the act of speaking and synthesizing information correctly and effectively with the ability to use context-appropriate vocabulary and communication technology; parse lectures, text, and other educational material.

• A3 – Distinguish factual information from subjective opinion; consider informational origin in analyzing relevance in order to represent content in a clear, succinct and logical manner.


Supplemental Reading Options Banks, J. A., Cookson, P., Hawley, W. D., Irvine, J. J., Nieto, S., Schofield, J. W., and Stephan, W. G. (2001). Diversity Within Unity: Essential Principles for Teaching and Learning in a Multicultural Society. Phi Delta Kappan, 83 (3), pp. 196-2003. Canuto, A. (2015). Reflections on Theory and Pedagogy of Challenges in Facilitating Children’s Dialogues

in the Community of Inquiry. International Journal of Whole Schooling, 11(1), pp. 1-15. Dewey, J. (1986). Experience and Education. Educational Forum, 50(3), pp. 241-252. Hale, J.E. (2016). Learning Styles of African American Children: Instructional Implications. Journal of

Curriculum and Teaching, 5(2), pp. 109-118. Nieto, S. M. (2003). Profoundly Multicultural Questions. Educational Leadership, 60 (4), pp. 6-11. Noddings, N. (1999). Renewing Democracy in Schools. Phi Delta Kappan, 80(8), pp. 579-583.




Noddings, N. (1998). Thoughts on John Dewey’s “Ethical Principles Underlying Education”. The Elementary School Journal. 98(5), pp. 479-488. Piper, R. (2019). Navigating Black Identity Development: The Power of Interactive Multicultural Read

Alouds with Elementary-Aged Children. Education Sciences, 9(141), pp. 1-11. Sharkins, K., Newton, A., Causey, C., & Ernest, J. (2017). Flipping Theory: Ways in Which Children’s

Experiences in the 21st Century Classroom Can Provide Insight into the Theories of Piaget and Vygotsky. International Journal of Early Childhood Education Care, 6, pp. 11-18.

Shih, Y. (2018). Towards a Pedagogy of Humanizing Child Education in Terms of Teacher-Student

Interaction. Journal of Education and Learning. 7(3), pp. 197-202.

Technology Requirements 1. A reliable device with access to Blackboard (BB). 2. Use of Mozilla Firefox Internet Browser. 3. Basic skills in Microsoft Word and use of the Internet.

Learners with Disabilities Policy Equal educational opportunity is offered to learners with special needs due to a disability. Please notify me if a reasonable accommodation is needed to meet course requirements. If at any point in the semester you encounter difficulty with the course material or feel you could be performing at a higher level, please visit my office hours or arrange an appointment to meet with me about your concerns. The Americans with Disabilities Act (ADA) prohibits discrimination based on disability and requires the College to be physically and programmatically accessible. Beyond the basic requirements of the ADA, Section 504 of the Rehabilitation Act and New York State and New York City statutes, the college has created an office, Services for Learners with Disabilities (SSWD) that provides services to help each student with a disability maximize his or her potential for success. Based on an intake interview and documentation provided by a student, a variety of accommodations may be provided to assist qualified learners to attain their academic objectives. Intake and counseling are provided in English and Spanish. As provided within the College Catalogue http://www.hostos.cuny.edu/sswd/txt/html/geninfo.html. As required by section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, reasonable accommodations are provided to ensure equal opportunity for learners with verified disabilities. If you have a disability that requires accommodations, contact the Academic Resource Center, Savoy (D) Building, 120 Walton Avenue, Room D101P, Bronx, New York 10451; telephone: (718) 518-4454 (Voice/TTY); E-mail: gburd@hostos.cuny.edu or psalazar@hostos.cuny.edu.

If you are registered with Accessibility Services and have a letter from them verifying that you are a qualified student with a disability, please present the letter to the instructor as soon as possible. The instructor will work with you and Accessibility Services to plan and implement appropriate accommodations.

Student Integrity Policy: Definitions and Examples of Academic Dishonesty

Academic Dishonesty is prohibited in the City University of New York and is punishable by penalties, including failing grades, suspension, and expulsion, as provided within the College Catalogue: http://www.hostos.cuny.edu/sdem/student_life_aip.html. Learners are responsible for upholding the academic integrity of the program by not participating either directly or indirectly in acts of cheating and by discouraging others from doing so. Learners’ responsibilities include, but are not limited to, the following. No student shall:




1. Give or receive any assistance or communicate in any way with another student while an examination is in progress.

2. Use unauthorized notes, books, or other materials during an examination. 3. Attempt to obtain or disseminate the content of any examination prior to its distribution by the

proctor. 4. Procure or distribute answers to examinations in advance.

Definitions of academic dishonesty:

1. Cheating is the unauthorized use or attempted use of material, information, notes, study aids, devices or communication during an academic exercise.

2. Plagiarism is the act of presenting another person’s ideas, research, or writings as your own. 3. Internet plagiarism includes submitting downloaded term papers or parts of term papers,

paraphrasing or copying information from the Internet without citing the source, and cutting and pasting from various sources without proper attribution.

4. Obtaining Unfair Advantage is any activity that intentionally or unintentionally gives a student an unfair advantage in his/her academic work over another student.

5. Falsification of Records and Official Documents The following are some examples of falsification, but by no means is it an exhaustive list: (a) forging signatures of authorization; (b) falsifying information on an official academic record; and (c) falsifying information on an official document such as a grade report, letter of permission, drop/add form, ID card or other college document.

For more detailed information, visit http://www.hostos.cuny.edu/oaa/policies.htm.

APA Style The required format for all reports and papers for this course is the American Psychological Association Style (APA). For information on how to set this up and incorporate it into a report, please visit your library. An online site that is helpful is – http://owl.english.pudue.edu/owl/resource/560/01/

Class Participation Participation is essential. You must be present to participate. You need to be ready to contribute to class discussions based on the readings and to work cooperatively with fellow learners in assignments. Excessive absences in participation will lower your grade. Please be advised that if you are late with assignments or your participation is missing due to extenuating circumstances, please send an e-mail to me or text message so that we can arrange an appointment to discuss.

Learner Responsibilities 1. Use Blackboard and keep Hostos e-mail accounts active. 2. Keep Hostos e-mail accounts accessible for new mail. Check and empty e-mail daily. 3. Communicate with faculty using their Hostos e-mail. 4. Perform all lesson objectives, activities, and reading assignments. 5. Complete and submit all written assignments on or before the respective due date. 6. Demonstrate skill and ability with all homework and written assignments. 7. Demonstrate a significant amount of critical thinking and analysis. Each student’s quantity and

quality of participation will be factored into the grade. 8. Complete all class work, which is mandatory.

Written Assignments 1. Written assignments must be the product of the student’s own research.




2. No student shall submit work that has been written by someone else or copied from an outside source.

3. No student shall submit work that has been previously submitted in either whole or part for academic credit. This is termed “self-plagiarism.

4. Late assignments may not be accepted; if accepted, points will be deducted. 5. Learners who engage in academic dishonesty will receive a grade of zero for the assignment. 6. All violations of the academic integrity policy shall be referred to the Disciplinary Committee to

determine if negative incentives or additional sanctions, including suspension or dismissal from the program, are warranted.

Note: Hostos Community College Library staff are available to help with respect to how to avoid plagiarism.

Academic Policies and Procedures

Hostos Community College awards letter grades to denote the level of achievement for each course. The grading system is as follows:

Letter Grade Range Quantity Point Value Explanation

A 93 -100 4.0 Exceeding Standard

A- 90 – 92 3.7

B+ 87 – 89 3.5 Meeting Standard

B 83 – 86 3.0

B- 80 – 82 2.7

C+ 77 – 79 2.3 Approaching Standard

C 70 – 76 2.0

D 60 – 69 1.0 Far Below Standard

F Failure 0 Unacceptable


Course Requirements

Assignments Points Due Dates

Writing Assignments

• Critical Reading

Low Stakes Assignment Supplemental Reading

(Turning Point Exercise)

0 Points 6/3/20

• Historical Figure (HF) Paper

Analysis Paper – Contributions to the

field of Education

10 Points 6/5/20

• Buzz Word Topic Paper

Low Stakes Assignments Part I-A Part I-B Part I-C

0 Points 6/4/20 6/5/20 6/8/20

Part II – Final Comprehensive Paper

20 Points 6/16/20

• Personal Philosophy of Education Paper 20 Points 6/17/20

• Observation Assignment Paper (Note: 20 hours of observation in an educational setting including a written Observation Paper reflecting observation experiences. An alternative assignment will be used for this Summer 2020 Online Course – see pg. 11 of this syllabus.)

20 Points 6/19/20




• “Just Mercy” Reflection Paper (Optional – Extra Credit)

To be determined



• Exam 1 15 Points 6/9/20

• Exam 2 (Final Exam) 15 Points 6/24/20

Total 100 Points


Historical Figure in Education (Due 6/5/20)

(This assignment fulfills Standard 5: Becoming a Professional)

Historical Figures, listed below, can be used for the Historical Figure paper. There are some choices (listed below), although there are countless others. If you choose someone not on this list, please check with me BEFORE you start research to prepare your paper.

• Jean Rousseau (His book, Émile, was one of the most significant books on education)

• Johann Pestolozzi (philosopher of early childhood education)

• Jane Adams (philosopher of early childhood education)

• Noah Webster (teaching language as a means of unifying the country)

• Johann Herbart (educational methods should be based on psychology and ethics)

• Herbert Spencer (coined the phrase “survival of the fittest”)

• Friedrich Froebel (father of kindergarten)

• Marva Collins (fought for children’s right to an education)

• Socrates (excited the youth of Athens to discover current ideas through the use of questions)

• Emma Willard (women’s education)

• Horace Mann (created schools for teacher education)

• Joseph Lancaster (developed the monitorial school system)

• Henry Barnard (introduced the first legislation for free education and created the Connecticut Board of Common Schools)

• Booker T. Washington (vocational education)

• W.E.B. DuBois (teach the “talented tenth” of the African American population)

• John Dewey (child-centered education, learning by doing)

• Maria Montessori (philosopher of education)

• Mary Bethune (founder of Bethune-Cookman College)

• Jean Piaget (philosopher of education)

• B. F. Skinner (explained the behavioral/psychology behind student learning/response)

• Thomas Jefferson (inspired public education)

• Benjamin Rush (He wanted American education to be in line with American needs, and work along with the principles of democracy.)

• Benjamin Franklin (founded first public library)

• Mary Lyon (pioneer for equal education for women)

• Justin Smith Morrill (vocational colleges; education for all social classes)

• Sarah and Benjamin Roberts (desegregation)

• Catharine Beecher (female teachers)

• Blanche Lamont (female teacher in 1893)

• Edward Thorndike (IQ test)

• Melba Pattillo Beals (an African-American teenager chosen to integrate into an all-white school in 1957)




• Joseph Albert Delaine (filed a lawsuit against a white school district for not provided buses for his 3 children)

• Oliver Brown (plaintiff in Brown v. Board of Education)

• Jose Angel Gutierrez (leader in the Chicano civil rights movement in education)

• Jerome Bruner (philosopher of education)

• Lev Vygotsky (philosopher of education)

• William Holmes McGuffey (created McGuffey readers for reading instruction)

• Jan Amos Comenius (placement of pictures in text) Instructions: Research one of the people from the list on the previous page in this syllabus. Obtain information from two to three scholarly reference sources. Summarize (in a one-page paper) your research of a Historical Figure, including in-text citations. Include on a separate page your reference sources in APA Style. In your summary, answer the questions that follow.

1. Who was the Historical Figure/person? 2. What was his/her significant accomplishment in the education field? 3. How did this person affect education at that time? 4. Why did this person make these changes and what may have been some of the obstacles faced?

What would you have done differently? 5. What, if any, is this person’s impact on education today? How would education be different

today without this person’s accomplishments? 6. Is this person memorialized in any way? If so, how? 7. From your perspective, in what ways can education be further reformed to enhance this

person’s contributions?

Buzz Word Paper Assignment – Part I-A, Part I-B, & Part I-C (Low Stakes Writing) (The completion of this assignment fulfills Standard 4: Teaching and Learning

and Standard 5: Becoming a Professional) Part I-A (Due on 6/4/20) (Choose a topic; prepare a two-page response to an encyclopedia article on the topic) Assignment: Choose one (1) topic from the list of “Buzz Words” (below) and develop a preliminary account of why it is so controversial in the field of Early Childhood Education:

1. Accountability in Education 2. Charter Schools 3. Constructivism

4. Home Schooling 5. Homework 6. Merit Pay


The Assignment:

Critical Reading, Part I-A (Due on 6/4/20)

Choose one (1) topic from the list of “Buzz Words” (below)

1. Accountability in Education 2. Charter Schools 3. Constructivism

4. Home Schooling 5. Homework 6. Merit Pay





Critical Reading Exercise – Part I-A (Assignment in Bullet Format) – The Assignment:

1 Use the Gale Virtual Reference Library (GVRL) database to locate at least one (1) encyclopedia article that gives an overview of your topic. HINT: GVRL contains encyclopedia articles and a glossary of dictionary entries. Make sure you find an article that covers all the basics of your topic (an encyclopedia article). Determine why it is so controversial in the field of Early Childhood Education.

2. Read the article and identify three possible arguments in support of your Buzz Word topic and three possible arguments in opposition to your topic.

3. Using the key words in the pro and con arguments identified, search the OneSearch database to identify two articles – one article in support of your topic and one in opposition of the topic.

4. Identify the following and write your responses in bullet format for each article:

a. Author’s main idea b. Author’s sub ideas c. State the reasoning or evidence the author uses d. Identify how the author establishes a question(s), concern(s), or conflict(s) e. State how the author evaluates the evidence/weigh one piece of evidence against

another f. State how the author deals with what is unknown, uncertain or is being debated by

experts g. State the conclusions based on the evaluation of evidence the author finds

Part I-B (Due 6/5/20) Assignment: Find at least six articles that address your topic (three articles addressing the advantages and three articles addressing the opposition to your topic, or that present both sides of the issue. Draw information from all six of these to advance your own description of the advantages and disadvantages. Submit a typed list of these reference sources in APA format (i.e., your sample “References” page.)

1. Skim the encyclopedia article again and your two-page response and circle all the most important words and phrases—these are things you can use to search when you do research in the next step. NOTE: this is a preliminary assessment of the topic; you should expect your understanding to change as you get more information.

2. Using key words from the Gale article, locate two articles—one in-favor and one opposed—using the Opposing Viewpoints in Context database. (See the Find Materials tab of the library guide).

3. Choose four other articles, two in-favor and two-opposed to the topic. I suggest that you look in the following three places for these articles: Opposing Viewpoints in Context, Education Source, and OneSearch. The first two are individual databases, and One Search is a tool that searches multiple databases at once. Use the following tips:

• Look in all three places. You will likely get different results, and some topics work better in one search engine/database or another.




• You can take your initial assignment—the two columns and the initial paragraph you developed on the topic—and circle each main word on both pages. These can be used for key words.

• The key words “pro” and “con” will not likely be very useful. o It is best to just use the most important words to search – leave out: and, or, the, etc. o Be creative about what keywords you use – the writing you did in Part I-A and the

language in the encyclopedia article should help. o You might want to add the word, “education,” to your search terms since some of the

words in the list of topics are words that are relevant in various areas of life (not just education).

• OneSearch has “filters” in the right-hand side that will help a lot, particularly the Topic/Subject filters. Try “Education,” or “Teaching,” or “Children”; try these one at a time, rather than all at once.

• When you begin to type a search into Education Source, a drop-down menu appears with search suggestions that can be very helpful.

This assignment will take perseverance, creativity, and problem-solving. Be ready to adjust your topic as you learn additional information. Consider more than just the first three articles listed in the results, and use what you learn to develop new keywords for further searching. Part I-C (Due 6/8/20) Assignment: Write an overview of the topic consisting of two paragraphs. This assignment is designed for you to develop an assessment of the topic with your interpretation of it. The assignment also will give you the chance to practice paraphrasing text. Follow these steps to prepare the assignment:

• Write two paragraphs. The first paragraph is to interpret the topic based on the information you discovered. Include the arguments for and the arguments opposing the topic in this paragraph.

• For the second paragraph, choose one position that you think has the strongest argument and write a paragraph supporting this argument. In this second paragraph, also describe how the topic fits into a larger ethical dilemma.

• Note: These introductory paragraphs can help the reader to understand the issues raised by the discussion around the topic. The paragraphs also can help you think about the different

sides of the debate. Use APA Style for in-text citations to give credit to the author for his or her idea(s). Below are three examples of how to do it.

Instructions on how to paraphrase.

Paraphrasing – Most of your academic writing will be a paraphrase of what you have been reading. This means using your own words to express the ideas of others, without changing their meaning or intent.

Effective paraphrasing starts with effective reading and note-making, which you have done in your critical reading assignments.

Simple Three-Step Process on how to paraphrase.

1. Original text:

• “Employers must ensure staff have healthy options through the day” (Smith, 2009, p. 12).




2. Your own words:

• Bosses must make sure staff eat good food all the time.

3. More formal, academic language:

• Management has a responsibility to their employees’ health, which can include supplying healthy food choices (Smith, 2009).

Examples of in-text citations using APA Style

• According to Maldonado (2015) stated that education polices….

• In 2015, Maldonado wrote that education polices…

• Education policies… (Maldonado, 2015).

Buzz Word Paper Assignment – Part II (Final Paper)

(Due 6/16/20) Assignment (Final Paper): Choose one topic from the list of “Buzz Words” below and discuss why it is so controversial in the field of early childhood education. Find three (3) articles that support your topic and three (3) articles that disagree with the idea. In an eight (8)-page, doubled-spaced paper, summarize your findings. Remember that every argument has two sides. It is important that you pay adequate attention to arguments that may disagree with your view as well as to persuade others holding your same position(s). Part II is the revision and expansion of the information you gathered, and the comments you received from Part I of the assignment. Use this as the basis for your final research paper. When finalizing your paper, refer to all handouts for the proper format. Format for Final Paper:

• pp. 1: Title page

• pp. 2: Define your topic. What is it? How do schools use it? Who is it meant for? Who uses it? etc.

• pp. 3-4: Summarize the three (3) articles that agree with/support your topic

• pp. 5-6: Summarize the three (3) articles that disagree with your topic

• pp. 7: Summarize which side you agree with and why

• pp. 8: Reference page, APA Style

Research Recommendation – Use Opposing Viewpoints in Context to identify articles Tips for Writing the Paper

• Determine whether each article presents arguments for or opposed to the topic debate.

• Identify the following information in your articles and include in your written paragraphs (one paragraph per argument) the following, including in-text citations for paraphrased text or quotes:




o Author’s main idea o Author’s sub ideas o The reasoning or evidence the author uses o Identify how the author establishes a question(s), concern(s), or conflict(s) o How does the author evaluate the evidence/weigh one piece of evidence against

another? o How the author deals with what is unknown, uncertain or is being debated by

experts o Is the debate a pro argument? o Is the debate a con argument? o What conclusions based on the evaluation of evidence does the author find

Be sure to summarize the authors’ ideas by using your words (paraphrasing), not their words. Insert in- text citations in your narrative for both paraphrased text and quotes. For paraphrased text, cite the names of the authors you are paraphrasing and the year that the article was published. For quotes, cite the names of the authors you are quoting, the year the article was published, and the page number where the quote is printed. Include the references for your six (6) articles on an 8th page titled, “References”. If you have any questions along the way, please ask! The paper must be typed, double spaced, and in 12-point font.

Personal Philosophy of Education Paper

(Due 6/17/20) Assignment:

• Conduct research in the Library with respect to the educational philosophy for which your personal educational philosophy is based. Find two different articles about the educational philosophy and one article about the educational philosopher that is influencing your decision.

• In a two-page, double-spaced paper, write your Personal Philosophy of Education. This paper is a description of your goals and beliefs as a teacher. o Start by writing one or two paragraphs describing the educational philosophy, and one

paragraph about the educational philosopher(s) for which your personal educational philosophy is based. Use in-text citations in the narrative to indicate the source of your information.

o You can approach the development of your philosophy by continuing the paper with paragraphs each regarding why you want to teach, how you view the purpose of education, whom you plan to teach, how you want to teach, what you are going to teach, and where you plan to teach. Your educational philosophy should reflect your own approach to education. It should be based on your personal beliefs, which in turn should show an influence of college work, readings, and thinkers.

o A “References” page is to be placed as the last page of this paper. Use citations in the in-text narrative to indicate the source of your information. A “References” page in APA Style should be placed as the last page of the document that indicates the three reference sources. The paper must be typed, double spaced, and in 12-point font.





Observation Assignment (Paper & Time Sheet of Observation Hours) (Due 6/19/20)

Observation Assignment in an Early Childhood Classroom (ages 3-8 years, PreK – 2nd Grades)

(This assignment fulfills Standard 1: Promoting Child Development and Learning and Standard 3: Observing, Documenting, and Assessing to Support Young Children and Families)


This Observation Assignment is modified for this Summer Online course since students are unable to complete the 20 hours of observation in classrooms due to the current health pandemic. For each hour of observation up to 20 hours, please do the following to meet the hours requirements.

1. Choose 20, 30-45-minute videos to satisfy the observation requirement at the K-5 levels

to view. Choose five videos in each of the topical areas that follow: (1) Effective

classroom physical environment; (2) curriculum (academic activities observed); (3)

adult-child interactions; and (4) parent or community involvement in the classroom.

Sample: https://highqualityearlylearning.org/

o “The High Quality Early Learning Project conducts and communicates research about teaching that supports effective learning for young children and their families.”

o https://www.engageny.org/video-library/

2. Write a report using the prompts that follow:

• Write the name of the video and author (if indicated).

• Write one to three sentences summarizing each video.

• Indicate who you think is the intended audience.

• Indicate how you think the creator wanted the audience to respond. List evidence from the video and your knowledge about who made it that led you to your conclusion.

• Write a sentence that describes what you learned from the video.

3. Compile these responses in one document (the Observation Assignment document).

4. Submit the Observation Assignment on or before the due date. Standard Assignment (On Pause for Summer 2020)

• Observe learners for 20 documented hours as you maintain a journal of your observations. • Write a report of what you observed under the following categories:

a. Physical environment b. Curriculum; activities observed c. Adult-child interactions d. Parent or community involvement in the classroom.

• Include pictures, student work, or flyers from the school to make it authentic. • Include the documented hours on a time sheet, which has been posted in Blackboard for you to

fill out and have the supervising teacher (or supervisor) sign each time you observe at the school/observation site. Please submit the completed original time sheet by June 21, 2019. Either hand-deliver the time sheet to the Education Office (A-107) at Hostos Community College.




Or, mail it to my attention to the Education Office (A-107), Hostos Community College, 500 Grand Concourse, Bronx, NY 10451. Submit the original to me and keep a copy for yourself.

• Note: Prior to Submission of the Observation Assignment: 1. Take a picture of your Time Sheet and place it at the end of your Observation paper. 2. Hand-deliver to my attention or mail the original Time Sheet to the Education Office, A-107,

Hostos Community College, 500 Grand Concourse, Bronx, NY 10451. Keep a copy for your records.

REMEMBER: This is a 20-hour observation. Therefore, you should have a great deal of information to select for your paper.

a. Physical environment—Describe what the room looks like. What projects are displayed? Are there

windows? Are they covered with charts or projects? Is it organized? Are materials accessible to the learners and teachers? Is there a defined space for the teacher?

b. Curriculum; activities observed—What are some things that learners are learning? (not only for one

day) What subjects do the learners have in the room? What subjects do the learners have outside of the room?

c. Adult-child interactions—How do the children respond to the teacher? How does the teacher

respond to all of the different learners in the classroom? Do any children stand out to you? What behaviors do you notice? Does the teacher notice certain learners more than others?

d. Parent or community involvement in the classroom—Did any parents visit the classroom during

your observation period? Is there another teacher in the room? How do the children respond to you?

A Note to All:

• Be sure to search for a school immediately. Early Childhood Education (ECE) majors are required to conduct an observation in a school. The observation also can be conducted in an ECE setting, like a day care, summer camp, etc. An alternative for Liberal Arts majors only is to review 10 one-hour videos of ECE settings and prepare a reflection Observation paper that reflects the four components indicated above. If this option is used, each Observation paper is to include in chart form at the end of the paper a list of the videos and the website address (i.e. url) for each video. For student records, scan it or take a photo of it.

• Download the letter (posted in the Course Content section of Blackboard) to present to the school to verify the assignment. You should also take your syllabus as evidence.

• You will be required to give me the location of the observation site by a certain date. The same location given must correspond to the one in your final observation paper.

• Always take a picture identification when visiting the observation site. • If you wait to find a school/observation site, you may have difficulty.

“Just Mercy” Reflection

(Due 6/23/20) Assignment:

1. Review the Library Guide (lib guide) posted in the Course Content section of Blackboard. 2. Specifically, view the video and read the Bryan Stevenson Quotes. 3. Write the following: (a) your definition of social justice; (b) one way in which you can

contribute to the cause; (c) what you believe the book title means by “just mercy”; and (d) how the book’s theme addresses ethics in an early childhood education classroom.




Course Schedule (Subject to Change)


Dates OER Topics for Review

Reading Assignments and Due Dates for Course Assignments

6/1/20 Review of Syllabus Topics: Role and Responsibilities of a Teacher & Early Childhood Education Discussion Board – Introduce Yourself to Colleagues

• Read Weeks 1 & 2 OER

• Begin Research for “Supplemental Reading” Exercise and Buzz Word, Part I-A Assignments

6/2/20 Read one “Supplemental Reading” (Page 3 of this syllabus) • Conduct Research in the Library

6/3/20 Topics: Preparing a Research Paper (Conducting Research/APA Style Usage) & Multicultural Education

• Read Weeks 3 & 4 OER

• Conduct Research in the Library

6/4/20 Review Observation Assignment in Syllabus / Begin Review of Videos

• Due 6/4/20: Submit Buzz Word, Part I-A

6/5/20 Topics: Learning Styles & Differentiation and Special Education

• Read Weeks 5 & 6 OER

• Due 6/5/20: Historical Figure Responses

• Due 6/5/20: Buzz Word, Part I-B

6/8/20 Review for Exam #1 (Chapters 1-6) • Due 6/8/20: Buzz Word, Part I-C

• Review/Study OER, Weeks 1-6

6/9/20 Exam #1 (OER, Weeks 1-6)

6/10/20 Topic: History and Theories • Read Week 7 OER

• Finalize Buzz Word Final Paper

6/11/20 Topic: Philosophical Foundations of Education in the United States Review Course Content section of Blackboard for Personal Educational Philosophy Guide, Grid, and Chart of Philosophies

• Review Handout: Six Philosophies (Chart)

• Conduct Library Research and Write a Personal Philosophy of Education (Note: Use scholarly reference sources only and not information retrieved via google.)

6/12/20 Topic: Classroom Observation • Read Week 8 OER

6/15/20 Topics: Educational Law (OER and Supplements) & Political Influences in Education

• Read Weeks 9 & 10 OER

6/16/20 Topic: The Home-School Relationship • Read Week 11 OER

• Due 6/16/20: Buzz Word, Final Paper

6/17/20 Topic: Curriculum • Read Weeks 12 & 13 OER

• Due 6/17/20: Philosophy of Edu. Paper

6/18/20 Topic: Your First Steps

• Read Weeks 14 & 15 OER

• Prepare Observation Assignment

6/19/20 Review for Exam #2 (Final Exam – OER, Weeks 7-15) • Due 6/19/20: Observation Paper

6/22/20 Review “Just Mercy” Videos & Printed Library Guide Information

• Prepare the “Just Mercy” Assignment

6/23/20 Submit the “Just Mercy” Optional Assignment only if you have completed all other assignments.

• Due 6/23/20: “Just Mercy” Optional Extra Credit Assignment

6/24/20 Exam #2 (Final Exam – OER, Weeks 7-15)

You can succeed in this course! Try doing the following:

• Organize!

• Place each assignment on a personal calendar!

• Place each time you need to work on an assignment on the calendar.

• Follow the calendar and the syllabus.

• Ask questions and pose questions from your readings.

• Engage in the course materials and course activities.




• Be patient with yourself and say to yourself, “I can and will succeed in this course.”