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EDUC 388-4

CHILDHOOD EDUCATION

Office: EDB 8644?

Phone: 604-268-7085

Office Hours: by appointment

email: mjm(@sfu.ca

WEDNESDAY 4:30-8:20 pm

EDB 8620B

Pre-requisite(s):

PSYC 250 or EDUC 220 and 60 credit hours

Course Description:

This course will investigate the use of pedagogical documentation as a method of formative assessment

within a generative curriculum model. A post-modern perspective will be adopted to identify and

challenge conventional discourses surrounding teaching and learning. The traditional assumptions that

filter our assessment, evaluation and planning methods in early childhood education will be critically

analyzed and Pedagogical Documentation will be explored as an alternate discourse leading to

responsive early childhood curriculum planning.

Objectives:

The objectives of the course are as follows:

1)

to engage students in the content and process of Pedagogical Documentation

2)

to analyze the ways in which it can be used to create a disposition toward listening to children and

interpreting their ideas, theories, and interests in the pursuit of curriculum that is generative

3)

To critically analyze traditional assessment methods and early childhood curriculum

Topics will include:

The restrictive assumptions associated with developmentally appropriate practice and traditional play

based learning environments, the theoretical contributions of documentation to self-efficacy, observation

for the purposes of planning, listening, capturing images of student interactions/learning moments,

student's theories/intent, peer/adult scaffolding, and linking learning moments to responsive curriculum

development.

Text:

Giudici, C., Rinaldi, C. & Krechevsky, M. (Eds), (2001). Making learning visible:

Children as individual and group learners. Reggio Emilia, Italy:

Reggio Children S.r.1. ISBN: 88-87960-25-9

Proposed Schedule of Topics:

Week 1 ?

Overview and Assignments (Review of REB Procedures)

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Outline

Week 2 ?

What is Pedagogical Documentation?

Week 3 ?

Assessment/Evaluation and Curriculum Planning

Week 4 ?

Post Modern Critique of Developmentally Appropriate Practice (DAP)

Week

5 ?

Play Based Learning Environments

Week 6

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Our Image of Young Learners

Week 7 ?

Protagonists in Curriculum Development

Week 8

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Boundaries Barriers Access

Week 9 ?

Mediating Social Interactions/Provocations

Week 10 Image and Self-Efficacy

Week 11 Using Documentation to Scaffold Memory

Week 12 Student's Theories /Intent

Week 13 Wrap up Discussion: Further Issues

Evaluation:

Five evaluation items will be used to assess student understandings of the course content. These items

are as follows:

Class attendance and participation:

15%

This will be calculated on student preparation for class discussions, participation in activities,

presentations and discussions as well as attendance

Paper Proposal: 10%

Students will be asked to submit a one page proposal plus bibliography of sources for their final paper

on a topic related to Pedgagogical Documentation. Due in week 7

Final Paper:

25%

A final paper will be due in week 13. Topics will be based on proposals submitted in Week 7

Group Pedagogical Documentation of Student Learning:25%

A Documentation Panel of student learning outlining the elements of a Children's Story, Learning Story

and Teacher's Story (varying due dates depending on presentation sign-up)

Group Presentation of Documentation Panel:25%

Groups will present their Documentation Panel Accompanied by Individual Reflections on the

documentation process (to be handed in at the time of the presentation. Due dates will vary depending

on sign-up)

EXPECTATIONS OF STUDENTS

1)

To be awarded a grade in the course all assignments must be handed in, in person during class on

or before the due date indicated in the course outline. Students are responsible for making back-up

copies of each of the assignments submitted

2)

Requests for extensions without penalty may be granted in cases of extreme circumstances if the

situation is discussed with the instructor prior to the due date. In all other cases late assignments

will be penalized by 10% per week or any portion thereof

3)

Given the emphasis on classroom participation and discussion, regular attendance is mandatory

4)

Due to issues of confidentiality all assignments must be picked up in person and grades will not be

reported over the telephone

GRADING

The grade definitions described below will be used to mark all assignments

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Grade Definitions

Grade

A+

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Excellent:

Shows superior understanding of the subject

A ?

matter; strong evidence of original thinking; good

A- organization; ability to analyze and synthesize; sound critical

evaluations; superior understanding of issues and familiarity

with the literature. All requirements complete.

B+

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Good: Shows good understanding of the subject matter;

B ?

some evidence of original thinking, critical capacity and

B- ?

ability to analyze; shows reasonable understanding of issues

and familiarity with the literature. All requirements complete.

C+ ?

Adequate:

Fair comprehension of the subject matter; few

C

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original insights; little or no evidence of critical capacity and

C- ?

ability to analyze; some deficits in understanding of issues

and familiarity with the literature. Incomplete; some

requirements not met.

D

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Marginal:

Some evidence of understanding subject matter;

little or no evidence of critical capacity and ability to

analyze; serious deficits in understanding of issues and

familiarity with the literature. Incomplete; several

requirements not met.

F ?

Fail: Little evidence of even superficial understanding subject

matter; serious weaknesses in critical capacity, ability to

analyze, understanding of issues, and familiarity with the

literature. Incomplete; many requirements not met.

Grading Criteria will be based on American Psychological Association writing standards (5th edition)

Return to Education's Undergraduate2006-3 Course Outlines Main Page.

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