Course Information Can Be Found at www.usd.edu/~gjacobs

	The University of South Dakota
	School of Education
	Division of Curriculum and Instruction
	ELED 512 Kindergarten Education
	Fall, 2008

Instructor: Gera Jacobs, Ed.D.	Class Days: Mondays
Office: Delzell Ed Center, Room 115D	Class Hours: 5:00 - 8:00 P.M.
Telephone: 677-5822	Meeting Room: Delzell 203/DDN
E-Mail Address: gjacobs@usd.edu 3 credit hours	Office Hours: 1:15-3:15 M/T/Th and by appointment

I. Course Description

ELED 512 - Kindergarten Education: Designed for students and teachers interested in work with kindergarten children. Emphasis will be placed on issues, curriculum, developmentally appropriate practices, and professionalism for kindergarten educators. Prerequisite: EPSY 327 - Child Growth and Development or EPSY 421 - Psychology of Early Childhood.

II. Rationale

The USD Reflective Decision Making and Leadership model for preparing educators provides the framework supporting the School of Education professional programs. This course is designed to provide students with an overview of the issues involved in working with children of kindergarten age and their families, including multicultural issues, school entrance age, and working with school personnel. It is also designed to give students knowledge, dispositions, skills, and information on resources that will prepare them to work as reflective professionals with kindergarten children and families. Throughout the course students will be encouraged to reflect on the topics being discussed and to respond as reflective decision makers when designing appropriate kindergarten environments and curricula

III. Textbooks

The textbooks adopted for this course are:

Fisher, B. (1998). Joyful learning kindergarten. Portsmouth, NH: Heinemann.

Walmsley, B., & Wing, D. (2004). Welcome to Kindergarten: A month by month

guide to teaching and learning. Portsmouth, NH: Heinemann

Gullo, D. (Ed.). (2006). K Today: Teaching and Learning in the Kindergarten Year. Washington, DC: National Association for the Education of Young Children.

South Dakota Content Standards for Kindergarten (These can be found on the web at: http://doe.sd.gov/contentstandards/ choose 4 areas to print off, including Math and Language Arts)

IV. Course Objectives/Outcomes , Standards, Assessment:

This course is designed to enable students to:

Objectives/Outcomes	Standards /Code	Assessment
1. Become familiar with current issues in the field of kindergarten education, including the concept of "kindergarten readiness"	DOE 24:16:07:01(9) DOE 24:16:08:02 (2) DOE 24:16:08:07 SOE #12 NAEYC #1	Kindergarten Readings Final Summary
2. Become familiar with the history of the kindergarten movement and its implications on current practices	DOE 24:16:07:01 (8) DOE 24:16:08:02 (2) DOE 24:16:08:07 SOE #12 NAEYC #1	Portfolio Kindergarten Readings
3. Understand how to design a developmentally appropriate kindergarten learning environment that will invite learning and active participation	DOE 24:16:07:01 (1) DOE 24:16:08:07 SOE #4, 5 & 7 NAEYC #4	Portfolio Kindergarten Readings In-class Center Projects Kindergarten Unit Final Summary
4. Be able to design an integrated, multicultural kindergarten curriculum	DOE 24:16:07:01 (1) DOE 24:16:08:07 SOE #3 NAEYC #4	Portfolio Kindergarten Unit
5. Be able to describe the necessary components of an effective emergent literacy program for kindergarten children	DOE 24:16:07:01 (1) DOE 24:16:08:02 (2) DOE 24:16:08:07 SOE #1 NAEYC #4	Portfolio Kindergarten Readings In-class Center Projects Kindergarten Unit Final Summary
6. Be able to discuss ways of integrating children with special needs into the kindergarten classroom	DOE 24:16:07:01 (1) DOE 24:16:08:07 SOE #3 NAEYC #4	Portfolio Kindergarten Readings Kindergarten Unit Final Summary
7. Demonstrate an understanding of how to incorporate current technology, including the use of computers in the kindergarten classroom in developmentally appropriate ways	DECA 24:16:07:01 (8) DOE 24:16:08:07 SOE #11 NAEYC #4	Portfolio In-class Center Projects Kindergarten Unit
8. Demonstrate the use reflective decision making in discussing policy issues related to kindergarten, as well as in designing the curriculum and environment for kindergarten and working with parents and other professionals	DOE 24:16:07:01 (7) DOE 24:16:08:07 SOE #9 & 10 NAEYC #2	Portfolio Kindergarten Readings Kindergarten Unit Final Summary
9. Describe ways to authentically assess kindergarten children and know the current literature regarding assessment issues	DOE 24:16:07:01 (5) DOE 24:16:08:02 (2) DOE 24:16:08:07 SOE #8 NAEYC #3	Portfolio Kindergarten Readings Kindergarten Unit Final Summary
10. Understand how to demonstrate the dispositions of Respect, Responsibility, Integrity, and Humanity/Caring in their work with Kindergarten Children	DOE 24:16:07:01 (8) SOE #9, 10, 12 NAEYC #2	Self Assessment

The evaluation and the criteria for grade assignment for this course are Performance Assessments:

Portfolio

Students will be asked to compile a portfolio, which will provide evidence of their knowledge and expertise in the field of kindergarten education. There will be several components to the portfolio:

Kindergarten Readings

Students are expected to read the weekly assignments before class. Each week students will be asked to write 10 statements in numbered sentence form that list the major points of each chapter of the required readings. Together the 10 sentences should form a summary of the readings that provide evidence of their reflections on the readings for that month. Some of the statements (not all) may be direct quotes and include quotation marks and page references. These summary statements are to be turned in or e-mailed on the last class day of the month to include all readings for the month. Points for the monthly kindergarten reading assignments will be assigned as follows:

1 point Student lists some statements from the chapter.

3 points Student lists 10 statements from the chapter, which partially

summarize the chapter

5 points Student demonstrates a real understanding of and reflection on the

readings, including the major topics included in the readings in 10

complete sentences, turned in on time.

In-class Center Projects

Students will participate in centers during class and will have additions to their portfolio from these centers. They will also be asked to share information with the class found on the web concerning incorporating multiculturalism in the K classroom.

SD Kindergarten Standards

Students are asked to put a copy of 4 of the areas of the SD Kindergarten Standards in their portfolio.

An Integrated Kindergarten Project Plan/Unit

Students will be asked to work individually or as teams to develop an idea for a unit/project that could be explored in the kindergarten classroom. A topic for the project/unit should be turned in Oct. 20^th and an outline of the unit/project will be turned in by Nov. 3rd for feedback. Individuals/Teams will continue to brainstorm ideas, and develop a unit/project plan, which could be used by a team of kindergarten teachers. The plan must include all subject areas integrated into the unit/project plan, a list of the major goals of the unit/project, books and authors which could be used in the unit, at least 5 interest areas/centers designed for the unit, and a description of authentic assessment that could be used to assess students during the unit, including portfolio assessment. Students are to add a list of at least 5 state Kindergarten standards (in at least 4 areas) that can be met through the unit/project. The unit must also include technology and multicultural aspects. Students may include other materials, such as poems or songs that might be included, but should not include plans that involve using worksheets. The project/unit plan must include identification of what each student did toward the plan. Students are asked to set up a center for the class that either could be used in their project or displays materials that could be used in the project. The project/unit will provide the students with an opportunity to demonstrate their ability to apply the course objectives. The unit/project is due Nov. 24th. Students will be asked to share highlights of their plans with the class and set up a center/interest area for the class.

Graduate Book Review

Graduate students will be asked to do a book review of the book K Today: Teaching and Learning in the Kindergarten Year. This review should be approximately 3 to 4 pages. The book review should begin with a broad overview of the book, and go through chapter-by-chapter, giving summaries of the chapters.  Then it should end with an overall summary.  Relevant examples could be provided.  The book review should be clear and easy to read and understand, and provide the reader with a good summary of the book’s major points.  It should demonstrate the student’s knowledge of some of the course objectives.

Graduate Research Project

Students are required to do a graduate project for their portfolio. The project should ideally be something that the student will be able to use, or concern a topic of great interest to the student. The project may be a 4 to 5 page research paper on a kindergarten-related topic, using at least 5 journal or book references. The project may also be a paper presentation that could be given at a conference or workshop, an article written by the student to submit to a journal, production of a video that could be shown to a group on a topic related to Kindergarten, or another project the student wishes to pursue, such as teacher research. The project could also be a review of a kindergarten-related book. All projects, except the book review must include at least 5 journal references. The topic must be approved by the instructor by October 27th. The project must be turned in by November 17th. The project, as well as the Portfolio is designed to show the student's knowledge and ability to demonstrate an understanding of the course objectives. Students may be asked to prepare a brief presentation of their research to the class.

Self Assessment

Students will assess themselves in their ability to demonstrate the dispositions of Respect, Responsibility, Integrity, Humanity/Caring, Fairness, and Belief that All Children Can Learn. This can be turned in with the portfolio. A form will be provided for this self-assessment.

Final Summary

Students will be asked to write a final summary of kindergarten issues and

curriculum presented in the readings and coursework. The summary should be approximately two pages, done on a word processor.

Attendance and participation 70 points

Center Activities & multicultural web report 55 points

Monthly Kindergarten Readings 110 points

Outline for Project/Unit Plan 10 points

Project/Unit Plan 70 points

Grad Research Project 40 points

Grad Book Review 30 points

Self Assessment 25 points

Final Summary 30 points

Grading Scale

410 - 440 points A

379 - 409 points B

348 - 378 points C

317 - 347 points D

below 316 points F

V. Instructional Methods and Activities

Methods and activities for instruction include:

Traditional Experiences

Large group instructions/discussion

Clinical Experiences

Small group discussion and collaboration on projects

Group presentations on unit plans

Work on center activities in class

VI. Course Schedules and Policies

A. Tentative Course Schedule

Date	Unit	Readings
Sept 8	Course Introduction, Portfolios Using the Project Approach Deep Respect for Children and Families First Day of School, Historical Perspectives
Sept 15	School Entrance, “Readiness” How Children Learn The Importance of Play	Joyful Learning Ch. 1
Sept. 22	Transitions to and from Kindergarten Developmentally Appropriate Practice Appropriate Kindergarten Curriculum	DAP Position Statement http://www.naeyc.org/about/positions/pdf/PSDAP98.PDF
Sept. 29	Beginning the Day Setting up the Environment Choice Time Applying Whole Language Theories	Joyful Learning Ch. 2, 3, 4, & 7 First K Readings due
Oct. 6	Work on ideas for Project/Unit Plan Readings from Welcome to Kindergarten NO CLASS	Welcome to Kindergarten - October through January
Oct. 13	Native American Day NO CLASS
Oct. 20	Literacy in Kindergarten Shared Reading Theory and Practice Literacy Centers in Kindergarten	Joyful Learning Ch. 5, 6, 8 Project Plan/Unit idea due
Oct. 27	Writing in Kindergarten Language Arts	Joyful Learning Ch. 9 & 18 Second K Readings and Grad Research Project idea due
Nov. 3	Integrating Math and Technology in the Kindergarten Classroom	Welcome to Kindergarten March Outline of Project/Unit due
Nov. 10	Kindergarten Science Teaching concern for the environment	Joyful Learning Ch. 10
Nov. 17	Integrating the Curriculum Integrating Social Studies The Multicultural Kindergarten	Bring information from the web or other resource on incorporating multiculturalism Grad Project due
Nov 24	Art, Music, Dramatic Play The Generative Curriculum Block Play Social skills and Discipline Classroom Management and Organization Kindergarten Project Plan/Unit and accompanying center presentations	Joyful Learning Ch. 11, 12, 17 & 19 Kindergarten Project/Unit due
Dec. 1	Assessment Including Children with Special Needs Kindergarten Project Plan/Unit and accompanying center presentations	Joyful Learning Ch. 13, 14, 15 & 16 Kindergarten Portfolio due Self Assessment due Final K Readings due
Dec. 8	Parent Involvement/Newsletters Conferences Ending the Day Length of Day and other Kindergarten Issues Kindergarten Teachers	K Today Book Review due
Dec 15	Final Summary Paper Due 5:00 pm

B. Class Policies

1. Freedom in learning.  Students are responsible for learning the content of any course of study in which they are enrolled. Under Board of Regents and University policy, student academic performance shall be evaluated solely on an academic basis and students should be free to take reasoned exception to the data or views offered in any course of study. Students who believe that an academic evaluation is unrelated to academic standards but is related instead to judgment of their personal opinion or conduct should contact the dean of the college which offers the class to initiate a review of the evaluation.

2. If you have a disability for which you are or may be requesting an accommodation, you are encouraged to contact both your instructor and the Director of the Office of Disability Services, (Service Center 199; 677-6389) as early as possible in the semester.

3. Anytime a student turns in an assignment, it must be written in the student’s own

words. Any direct quotations must be marked and acknowledged. Failure to do

so is considered plagiarism.

No credit can be given for a dishonest assignment. At the discretion of the instructor, a student caught engaging in any form of academic dishonesty may be:

a. Given a zero for that assignment.

b. Allowed to rewrite and resubmit the assignment for credit.

c. Assigned a reduced grade for the course.

d. Dropped from the course.

e. Failed in the course.

4. Points will be deducted for late assignments.

5. Projects and papers can be picked up in the instructor's office for up to one semester

after the class is completed.

VII. Bibliography

The knowledge bases that support course content and procedures include:

A. Contemporary References (1990 - present)

Boyer, E. L. (1991). Ready to learn: A mandate for the nation. Princeton: New Jersey.

Bredekamp, S. (Ed.). (1997). Developmentally appropriate practice in early childhood programs

serving children from birth through age eight. Washington, DC: NAEYC.

Denton, P., & Kriete, R. (2000). The first six weeks of school. Turner Falls, MA: The Northeast

Foundation for Children.

Graves, D. (1994). A fresh look at writing. Portsmouth, NH: Heinemann.

Graves, D. & Sunstein, B. (Eds.) (1992). Portfolio Portraits. Portsmouth, NH: Heinemann.

Gullo, D. (Ed.). (2006). Teaching and learning in the Kindergarten year. Washington, DC:

NAEYC.

Hatch, J. A. (2005). Teaching in the New Kindergarten. Clifton Park, NY:

Thomson/Delmar.

Jacobs, G. & Crowley, K. (2006). Play, Projects, and Preschool Standards: Nurturing Children’s

Sense of Wonder and Joy in Learning. Thousand Oaks, CA: Corwin Press.

Jones, E., Evans, K., Rencken, K. (2001). The Lively Kindergarten.

Washington, DC: National Association for the Education of Young Children.

Kriete, R. (2002). The morning meeting book. Turner Falls, MA: The Northeast Foundation

for Children.

Neugebauer, B. (Ed.) (1992). Alike and different: Exploring our humanity with young children.

Washington, DC: National Association for the Education of Young Children.

Raines, S., & Canady, R.J. (1991). Story Stretchers. Mt. Rainier, MA:Gryphon House.

Richgels, D. (2003). Going to Kindergarten: A Year With an Outstanding

Teacher. Scarecrow Education.

Siccone, F. (1995). Celebrating diversity: building self-esteem in today's multicultural

classroom. Needham Heights, MA: Allyn and Bacon.

Strickland, D., & Morrow. L. ( Emergent literacy: Young children learn to read and write.

Washington, DC: National Association for the Education of Young Children.

Walmsley, B., & Wing, D. (2004). Welcome to Kindergarten: A month by month guide to

teaching and learning. Portsmouth, NH: Heinemann

2. Classic References

Barata-Lorton, M. (1976). Mathematics their way. Reading, MA: Addison-Wesley.

Bissex, G. (1980). Gyns at work: A child learns to read and write. Cambridge, MA: Harvard

University Press.

Butler, A., & Turbill, J. (1984). Toward a reading-writing classroom. Portsmouth, NH:

Heinemann.

Cambourne, B., & Turbill, J. (1987). Coping with chaos. Portsmouth, NH: Heinemann.

Derman-Sparks, L. & the A.B.C. Task Force. (1989). Anti-Bias curriculum: Tools for

empowering young children. Washington, DC: NAEYC.

Dreikurs, R. (1964). Children the challenge. New York: Hawthorn/Dutton.

Elkind, D. (1981). The hurried child: Growing up too fast too soon. Reading, PA: Addison

Wesley.

Froschl, M., Colon, L., Rubin, E., & Sprung, B. (1984). Including all of us. An early childhood

curriculum about disability. New York: Educational Equity Concepts, Inc.

Fulghum, R. (1989). All I really need to know, I learned in Kindergarten.

New York: Villard Books.

Goodman, K. (1986). What’s whole in whole language. Ontario: Scholastic.

Honig, A.S. (1979). Parent involvement in early childhood education.

Washington, DC: NAEYC.

Hall, N. (1987). The emergence of literacy. Portsmouth: Heinemann.

Kamii, C. (Ed.). (1990). Achievement testing in the early grades: The games grownups play.

Washington, DC: National Association for the Education of Young Children.

Katz, L. (1988). Early childhood education: What research tells us.

Bloomington: Phi Delta Kappa Educational Foundation.

Katz, L, & Chard, S. (1989). Engaging children's minds: The project approach.

Norwood, NJ: Ablex.

Riley. How to generate values in young children. Washington, DC: NAEYC.

Slaby, Roedell, Arezzo, Hendrix. Early Violence Prevention. Washington, DC: NAEYC.

C. Key Journals

1. Young Children

2. Journal of Research Childhood Education

3. Phi Delta Kappan

4. Childhood Education

5. The Journal of Early Education and Family Review

Class Policies

1. Students are expected to attend class and will receive points for each class.

2. Students are expected to work cooperatively and contribute to the group.

3. Anytime a student turns in an assignment, it must be written in the student’s own

words. Any direct quotations must be marked and acknowledged. Failure to do

so is considered plagiarism and may result in a failing grade.

4. Points will be deducted for late assignments.

6. Projects and papers can be picked up in the instructor's office for up to one semester

after the class is completed.

ACCREDITATION STANDARDS FOR THE USD SCHOOL OF EDUCATION

DOE (South Dakota Department of Education) Standard 24:16:07:01

(1) Understands the principles of how all students develop and learn and using that knowledge to design active learning opportunities that are appropriately adapted for varied developmental levels and diverse approaches to learning

(2) Integrating pedagogical studies with knowledge of a specific discipline to create meaningful learning experiences

(3) Designing a variety of instructional strategies based on knowledge of subject matter, students, material, technology, and curriculum frameworks, including the SD K-12 content standards as provided in SDCL 13-3-48 and other established academic standards

(4) Establishing a safe, orderly, and equitable learning environment that fosters positive social interaction, active engagement in learning and self-motivation

(5) Creating, selecting, and using formal and informal assessment strategies to evaluate student progress and utilizing the results

(6) Using effective communication and consultation techniques with students, families, patrons, school colleagues, and community agencies to foster supportive relationships for students’ lifelong learning, well-being, and readiness for the workforce

(7) Reflecting on and evaluating instructional practices and continually seeking opportunities for professional growth and development

(8) Understanding the foundations of public education, technological and societal changes in schools, and the legal and ethical responsibilities

DOE (South Dakota Department of Education) Standard 24:16:08:02 Birth through preschool education endorsement program requires:

(1) A child development associate credential (CDA) for infant, toddlers, and preschoolers; or

(2) Completion of 18 semester hours of coursework to include:

child growth and development

Curriculum, methodology, and materials related to infants, toddlers, and preschoolers;

Family systems;

Introduction to children with disabilities;

135 clock hours of experience, practicum, or student teaching with birth through preschool age children.

DECA (South Dakota State Department) Standard 24:16:08:02 Kindergarten endorsement program requires completion of nine semester hours in early childhood education, including a course in kindergarten education, and a practicum, internship, or student teaching in kindergarten.

NAEYC Standards for Advanced Professionals

Standard 1 Promoting Child Development and Learning

Standard 2 Building Family and Community relationships

Standard 3 Observing, Documenting, and Assessing to Support Young Children and

Families

Standard 4 Teaching and Learning

Standard 5 Becoming a Professional

NOTE: Any student who feels s/he may need academic accommodations or access accommodations based on the impact of a documented disability should contact and register with Disability Services during the first week of class. Disability Services is the official office to assist students through the process of disability verification and coordination of appropriate and reasonable accommodations.  Students currently registered with Disability Services must obtain a new accommodation memo each semester. For information contact: Ernetta L. Fox, DirectorDisability Services, Room 119 Service Center, (605)677-6389 www.usd.edu/ds; dservices@usd.edu.

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