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S.

Education 464-4 Early Childhood Education

REGULAR SUMMESESTER 1983

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Instructor: Dr. Roger Gehibach

Mondays,

5:30

-9:20

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Location: On Campus

Objectives

Students will gain articulate competence in the key philosophical and psychological

issues relating to Early Childhood education.

Students will gain, design competence in the major modes of instruction for young

children:

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Direct instruction, informal instruction, and play.

Outline of ToDics

I.

Philosophical and Social Issues Early childhood education has become a kind

of "motherhood" issue in education, especially since developments in psychology

have documented the importance of early experiences in the overall development

of adult persons. We will examine the place of the young child in modern

society and the place of early, organized educational programs at the foot

of the public school ladder.

II.

Psychological Issues The field of psychology has grown vastly over the past

fifty years, while our ideas of what constitutes a "good" early childhood edu-

cational program have changed little. We will examine those aspects of con-

temporary psychology which have the most direct implications for the design of

learning programs for young children.

III.

Curricular Issues This component of the course will focus on identifying

what should be systematically taught to young children and on deciding the

most appropriate mode of instruction for teaching it.

Requirements

1.

Mid-term examination, one-week take-home.

2.

Curriculum development project, due end-of-term.

Eligibility:

Prerequisite: 60 credit hours.

Students will also find it helpful to have had Educ. 220, Psych. 351 and/or

Educ. 320.

Textbooks

Morrison, G. Early childhood education today. Columbus: Charles E. Merrill, 1980.

Bandura, A. Social learning theory. Englewood Cliffs, N.J.: Prentice-Hall, 1977.