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404

Summer 

1979

(iç i:So-':-) 

SIMON FRASER UNIVERSITY 

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Dr. Lillian Logan 

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) 

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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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 

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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.

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 

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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.