Early Childhood Pre K-3: CL:Intr Early Care & Educ

A Civic Learning course that introduces and explores current issues, policies and practices in early care and education, which impact families and young children of diverse backgrounds. Emphasis on self-study, anti-bias frameworks, inclusion, and advocacy as well as civic engagement and cross-cultural communication.

All students warmly welcome. Includes 16 hours of fieldwork with young children in the community. Students currently employed in a classroom with children birth - age 8 can use their existing placement. Others will be provided a placement.

https://soc.uvm.edu/?details&srcdb=202501&crn=12941

A Civic Learning course that introduces and explores current issues, policies and practices in early care and education, which impact families and young children of diverse backgrounds. Emphasis on self-study, anti-bias frameworks, inclusion, and advocacy as well as civic engagement and cross-cultural communication. All students warmly welcome. Includes 16 hours of fieldwork with young children in the community. Students currently employed in a classroom with children birth - age 8 can use their existing placement. Others will be provided a placement. The purpose of this course is to begin to understand and develop values, attitudes, knowledge, and skills needed in high quality early education (birth to age 8), as early childhood teachers and other professionals working with children and families. Central to this course is the civic learning experience in early care classrooms from birth to age 5. Students engage weekly for 8 weeks in early care classrooms to develop critical skills in childhood discoveries, glocal citizenship, cross-cultural communication, and professional attributes of educators in ECE. Students will develop relationships in class, with professionals in the field, and with children. This course places emphasis on how young children make sense of themselves and the world around them, the ways in which environments influence young children’s development, and the roles of early childhood teachers in the lives of young children, their families, cultural groups, and community members. Inherent in this experience is the opportunity for advocacy of topics and equity issues related to high quality care, cultural and linguistic diversity, and inclusive practices for children with special needs. Through self-study and reflection, this course provides opportunities to reflect on one’s own unique culture as well as develop appreciation for the unique cultures of others in the pursuit of skills and dispositions towards anti-bias and anti-racist education. Anti-racism includes beliefs, actions, policies, curriculum, and practices designed with the intent to oppose racism and its harmful effects on childhood, families, and communities. This is a four-credit experiential course that meets twice a week on Tues/Thurs with 2 hours each week in an early care classroom. This civic learning experience is for 8 weeks during the semester at the Greater Burlington YMCA. The total number of hours you will spend in the field is 16 hours. You will develop relationships with children and professionals as you observe, notice and wonder; and participate in the life of an early care and education classroom. During Civic Learning weeks, you will observe, record, and analyze the classroom environment and play in 3 reflections based on prompts provided by the instructor and evaluated with a rubric. Each critical analysis from three distinct observations will link to fundamental concepts, theory, and practice explored throughout the course. Majority of students are placed at the Greater Burlington YMCA, yet others may use their current sites of employment or volunteerism when relevant and approved ahead of time by the instructor.

Students will participate in… • Supporting the classroom environment and teachers in the classroom • Engaging with children; communicating with families where applicable • Reflecting on experiential learning through emergent practice • Observing (*notice and wonder) details about mentor teachers’ pedagogy (practice) • Collecting experiential data of children at play and learn about the complex roles of the teacher in early childhood settings Course Objectives and NAEYC Standards Students will… 1) Read, reflect, and respond about children, families, and educators, and with peers, from a strength-based perspective and anti-bias framework, with curiosity and inclusivity. NAEYC 1b: Understand and value each child as an individual with unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and with the capacity to make choices. 2) Demonstrate competence with observational skills and analysis through recording children at play (birth to age 5) and utilize meaningful methods and strategies for evaluating and designing curricula and instruction to promote children’s development. NAEYC 3a: Understand that assessments (formal, informal, formative, summative) are conducted to make informed choices about curricula and instruction and for planning in early learning settings. NAEYC 3c: Use screening and assessment tools in ways that are ethically grounded and developmentally, ability, culturally, and linguistically appropriate in order to document developmental progress and promote positive outcomes for each child. 3) Act as civic learning volunteers in an inclusive early childhood, community-based setting which will provide a context for learning and inquiry of course content. Applying course content knowledge to the field, students gain understanding of multiple roles of the teacher in early education; the key principles of Developmentally Appropriate Practices (DAP) and NAEYC Standards; and Universal Design for Learning (UDL). NAEYC 4a: Understand and demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children. NAEYC 4c: Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias and evidence-based teaching skills and strategies that reflect the principles of universal design for learning. 4) Research and engage in public advocacy topics to promote the importance of high quality, diverse, inclusive and accessible Early Childhood Education. NAEYC 6a: Identify and involve oneself with the early childhood field and serve as an informed advocate for young children, families and the profession.

1.Cultural Self-Interview (20 points): You will have the opportunity to reflect on, identify, and share your own cultural values, beliefs and traditions that define your behavior, and thus, impact your teaching, perspectives of others and implicit biases. It is critical that teachers are self-aware and communicative, as we strive to develop an inclusive approach to teaching and learning, as well as cultural sensitivity, effective partnerships and an anti-bias stance. 2. Civic-Learning Reflections (Noticing’s/Wonderings) (30 points): You will reflect upon and participate in the life of an early care and education classroom. You will observe, record, analyze and reflect on play-based scenarios. You will observe and write two reflections based on the prompt. You will write one reflection based on the prompt. Formal Observations and Record Keeping is key. You will include attendance logs at the YMCA or respective classroom with each reflection. (3 total reflections: 10 points each = 30 total points) 3.Anti-Bias Group Presentations (50 points): In a small group, you’ll plan and deliver a prepared lesson on an assigned reading, a chapter in our text on Anti-bias Curricula and Framework. Each chapter focuses on a specific anti-bias topic. You will be able to choose which chapter/topic you wish to present on. Your group is expected to meet with Liz at least one week prior to the presentation day. Arrive early on the morning of your presentation and be ready to teach class! Group members are encouraged to meet with the instructor by scheduling a meeting 2 weeks before the presentation date to discuss plans. Sign up TBD. 4. Reading Quizzes: The purpose of each quiz is to hone your focus of knowledge from key readings in the Bredekamp book. These assessments are designed to support your active engagement and accountability in grappling with content knowledge. Study guides will be provided on Brightspace to assist with your preparation for quizzes. (50 points each x 3 = 150 total points) Topics will include: Quiz 1-- Foundations of ECE (Bredekamp Ch. 1 & 2) Quiz 2-- Cultural Linguistic Diversity and Principles of Assessment (Bredekamp Ch. 6 &11) Quiz 3-- DAP and Adapting for Individual Differences (Bredekamp Ch. 3 & 5) 5. Advocating for High-Quality Early Care and Education (100 points) For this advocacy project, you will research and thoughtfully identify and read 5 high-quality scholarly articles on identified topic or issue in ONE of three categories: High quality early care and education; Inclusive practices for students with special needs; Linguistically and Culturally Responsive Practices in early care. You will write an annotated bibliography to summarize and analyze 5 articles. Then, you will use this information to create an infographic to communicate the importance of early care and education to multiple audiences. You will print and post this infographic in 3-4 public locations. This is an advocacy piece, so it is important to clearly illustrate 5 evidence-based justifications for your chosen position on the topic. You will present your topic in class. Use APA format for citations and references: http://library.uvm.edu/research/citations_style_guides_and_information_management Library Resource link to the video in Teams: Using ERIC Video: https://streaming.uvm.edu/private/videos/bfntqlW (to be viewed first) Tutorial: https://uvm.libwizard.com/f/ERIC 6. Critical Civic Learning (CCL) Art Project or Paper (50 points): For your Final Project, in lieu of an exam, you will produce either an art project or an autoethnographic self-reflection paper. For the art project, you will need to incorporate your experiences and knowledge gleaned from the course and CL experience to represent in an art form (for example, a drawing, a multi-media presentation, a painting, a short story, a song, dance, a quilt). You will present the art to the class (3-4 minutes). For the paper, you will need to produce a 5-7 page autoethnographic self-reflection on your experiences with civic learning and your engagement with the theoretical issues you have encountered this semester. You will present an overview of your paper to the class (3-4 minutes). 7. Final Gathering: “This I Believe…” (Complete/Incomplete) 3 minute creative expression of personal belief statement, discussed in class. Writing framework: https://thisibelieve.org/guidelines/ Participation and Attendance (100 points): If you need to miss a class, for any reason, you are responsible for gathering information was covered in that class session from peers. Contact information will be available in Microsoft Teams. Attendance will be taken at 10:05am daily. Points will be deducted as follows: •Unexcused absence: -15 •Tardiness: -5