Early Childhood Pre K-3: Inquiry-Based Pedagogy

Examines content/methods for designing, implementing, and evaluating inquiry-based curriculum that is authentic and meaningful to students' lives. Students will construct a shared vision for high quality instruction and explore how integrating Next Generation Science and C3 Framework for Social Studies can provide rich opportunities for engaging students in interdisciplinary, inquiry investigations. Prerequisites: EDEC 2130, EDEC 2510, or Instructor permission.

Prereqs enforced by the system: EDEC 2130; Praxis Core requirement fulfilled; Coreqs for EDEC students: EDEC 3560, 3790, 3820; Open to Degree and PACE students

An education rich in science and social studies has the potential to capture a student’s sense of wonder about the natural world and provide the knowledge, skills, and values necessary to investigate this world with others. Research suggests that personal interest, experience, and enthusiasm—critical to children’s learning at school or in other settings—may also be linked to later educational and career choices. In a similar manner, children need to be active members in their school community in order learn how to solve social problems and be engaged participants in civic life, key components of a social studies curriculum. Therefore, this course will focus on strategies for engaging young children in interdisciplinary inquiry investigations that are relevant to their lives, build conceptual understanding, and integrate content areas in meaningful ways. A shared vision for high quality instruction will be constructed through an analysis of our work in class as well as opportunities to discuss relevant readings and classroom observations. After completing this course, the student will be able to: 1)Determine and articulate the value of science and social studies education for K-3 students' learning and development [NAEYC 5a, 5b]; 2) Discuss the attributes and goals of various approaches to curriculum planning and how they engage children’s interest and promote learning [NAEYC 5b]; 3) Identify, discuss, and explain the best teaching strategies for helping children achieve learning and developmental goals [NAEYC 4b]; 4) Design learning opportunities that: (a) are place-based, experiential, and authentic to children’s lives [NAEYC 1b, 1c, 2c], (b) integrate the central concepts and inquiry tools of different content areas (science, social studies, literacy, and mathematics) [NAEYC 5a], (c) are developmentally appropriate (age-appropriate, individually appropriate, and culturally appropriate) for kindergarten through third grade students [NAEYC 1c, 4b, 4c]; 5) Create and discuss the merits of developmentally appropriate assessments [NAEYC 3a, 3b, 4a, 6a] 6) Discuss and design learning opportunities that confront and teach about racism and other -isms and address biases and stereotypes in curriculum resources in ways that are developmentally appropriate for children in the early grades [NAEYC 4c, 6a, 6b]

Students are expected to come to class prepared having completed assigned course readings and resources. In-class time will be devoted to answering questions and engaging in discussion and analyses of course content.

Grades are based on in-class engagement in our community of learners and assignments, one of which is collaborative. Grades are also based on out-of-class assignments including: reading response essays; an analysis assignment; reflections; and the design of an inquiry project (this project is not implemented in your practicum).