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S
ED
404
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Summer
1979
(iç i:So-':-)
SIMON FRASER UNIVERSITY
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Dr. Lillian Logan
S
EARLY CHILDHOOD FJ)CATION
COURSE OUTLINE
PURPOSE: This course is designed to accent the developmental philosophy
of early childhood and the integration of knowledge about
growth and development into meaningful educational programs
for young children between the ages of two and nine. It views
curriculum goals and techniques of
teaching
in terms of the
developmental needs of children of pre-school and primary age.
Focus will be on models of early childhood. education which
give evidence of maximizing, the human potential for the young
child in nursery school, kindergarten and primary school.
TOPICS to be explored include:
The Current Scene in Schools for Young Children
Understanding the Children You Teach
Teaching the Exceptional Child
Planning a Curriculum for Children from Ages two to nine
Promising Practices in Developing Language Abilities and
Creative Reading
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Exploring the Universe: Experiences in Social Studies,
Science and Math.
Fostering the Child's Creatve Abilities: Play, Movement,
Music, Art, Drama
Working with Parents
Evaluation: On three Dimensions
ORGANIZATION OF COURSE:
Phase One:
a)
Division of class into groups, each group selecting an
in-depth study of a particular level of early childhood
education focusing on rationaLe, structure, and organiza-
tion of a program appropriate to the needs of children
in the selected type of organization proposed.
b)
Work periods: in groups daily with lectures and discussions
o) Seminar presentations to class.
Phase Two:
a) Re-division of class into groups, based on a specific
curriculum area to be explored in depth and appropriate
for the early childhood level of instruction agreed upon
by the group.
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b) Each group will construct a tentative curriculum and an
illustrative unit.
c)
Work periods: in groups daily with lectures, intermittent
reports, discussions, speakers and
d)
Presentation of unite to the class.
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EVALUATION OF COURSE
a)
Team work and presentations (20% for each presentation)
40
b)
Discussion on assigned and voluntary reading and
lectures
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20%
c)
A term paper, project, or series of critiques of
reading dealing with a topic of special interest
to the student. The nature of work will be decided
in an interview with the instructor
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20%
a) Handbook of Ideas for Teaching Young Children
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20%
WDIONIONO
Educating Young
Children. Logan and Logan. McGraw-Hill Ryerson.
ACQUAINTANCE WITH THE FOLLOWING PERIODICALS:
Young Children. NAEYC
The Journal of the Canadian Association for Young Children
Childhood Education
Elementary School Journal
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Learning: The Magazine for Creative Teaching
The Readin g
Teacher
Science for Young Children
Social Education
International Journal of Early Childhood
Organizacion Nundial Educacion Preescolar
Teacher
Highway One - C.C.T.E.
The Instructor
The English Quateai (Caailian Council)
Teachers of English
BIBLIOGRAPHY:
Almy, M. The Early Childhood Educator at Work. Toronto: McGraw-
Hill, Inc., 1975.
Anderson, Robert and Harold Shane. As the Twig is Bent. Boston:
Houghton Mifflin, Co., 1972.
Butler, A. L. et al. Early Childhood Programs: Developmental
Objectives and. Their Use.
Cazden, Courtney B. Child Language and Education. Toronto: Holt,
Rinehart and Winston, Inc. 1972.
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EN
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3 -
5
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Danoff, J. et al. Open Classroom for Those Interested in Early
Childhood Education. New York: McGraw-Hill Co.,
1977.
Day, Mary Carol and Ronald K. Parker. The Preschool in Action.
Sec. Ed.. Toronto: Allyn and Bacon,
1977.
Evans, E. D. et al. Contemporary Influences in Early Childhood
Education. Toronto: Holt, Rinehart and Winston, Inc.,
1971.
Fallon, B. J. 40 Innovative Programs in Early Childhood Education.
California, Lear Sigler Inc.,
1973.
Lindberg, Lucile and Rita SwedJ.ow. Early Childhood Education.
Boston: Allyn and Bacon, Inc.,
1976.
Logan, Lillian and G. Rixnmington.
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Social Studies: A Creative
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Direction. Toronto: McGraw-Hill Ryerson,
1969.
Mills, Belen Collantee. Understandin
g
the Young Child and His
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Curriculum. Toronto: Collier-Macmillan Co.,
1972.
Myers, Elizabeth S. et al. The Kindergarten Teacher's Handbook.
Los Angeles: Gramercy Press,
1973.
Mowbray, J. et al. Diagnosing Individual Needs for Early Childhood.
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Columbus, Ohio: Charles Merrill Publishing Co.,
1975.
Nash, C. The Learning Environment: A Practical Approach. Toronto:
Methuen Pub.,
1976.
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Rapport, Virginia (Assoc. Editor). Learning Centers. Washington,
D. C., The Association for Childhood Education International.
Read, Katherine. The Nursery School. Fifth Ed. Philadelphia:
W. B. Saunders Co.,
1969.
Ridgeway, L. et al. Family Grouping in the Primary School. England.:
Basil Blackwell,
1974.
Schickedanz, J. A. et al. Strate
g
ies for Teaching Young Children.
Toronto: Prentice-Hall Inc.,
1977.
Simpson, D. et al. Creative Play in the Infant's School. Toronto:
Sir Isaac Pitman & Sons Ltd.,
1968.
Wagner, G. et al. Gaines and Activities for Early Childhood Education.
Toronto: Coll iei-MacMillan
rubl.. 1967.
Walton, J. et al. The Integrated Day
in Theory and Practice.
England: Ward Lock Educational,
1971.
Ward, F. E. The Montessori Method and the American School. Arno
Press,
1971.
Weber, E. Early Childhood Education: Perspectives on Change.
Toronto: Charles A. Jones Pubi. Co.,
1970.
Yeomans, E. Preparing Teachers for the Integrated. Day. National
Association of Independent Schools,
1972.
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