ncate Institutional Report
banner  
 

 

logo

 

Additional Evidence Report for Elementary Education - Early Childhood (B.A.)

This report is designed to include additional information but not already included in SPA reports. Begin your program review with the latter.

DIVERSITY

ECED 301 is the first course our candidates take upon admission into our undergraduate program. This course provides a range of methods for writing and teaching lessons and also includes information for the candidates on Universal Design for Learning, Teaching Tolerance, differentiated instruction, academic and cultural diversity, learning styles, multiple intelligences, and other issues related to diversity.

ECED 419 is usually taken concurrently with ECED 301 and focuses on early care and education of children from birth to three.  It includes a practica working with infants and toddlers, a case study and journal log, a visit and workshop at Prevent Child Abuse Rhode Island  and a workshop on early intervention, IFSP's and IEP's.

ECED 423 is the first required Developmental Literacy and Language Arts course and also includes information about young children's literature.  The focus is on promoting literacy and the other four language arts with children with different literacy and language arts needs from kindergarten through grade two from diverse cultural backgrounds. It includes a practica working with first graders in a rural school and a suburban school that has a diverse student group. Attention is given to working with  students with diverse literacy needs including those who are English Language Learners  and communicating about children's development with different types of parents including those who are illiterate, non English speaking, and/or do not have funds to purchase books. The PLP is introduced in this course.
Candidates have several different multicultural literature assignments. To illustrate the importance of using books reflecting children's lives, a short film, Both My Moms Names Are Judy, is shown in which young children say how they wish their kindergarten teachers had used books that included their families.  After a slide presentation on antibias (promoted by NAEYC) books, the candidates plan, implement and reflect on a literacy related antibias lesson using one of the recommended books. They   must also include in their children's literature  bibliography annotated information about  books that they would use to enhance literacy and also awareness of and appreciation of   race, language or immigration, culture,*same sex parented families and disability.  Several different Reserve collections at Adams Library have been established to facilitate these assignments.  This year candidates will also be critiquing Native American Indian picture books for young children. As we have just started a reserve collection of these materials, this professor will bring her own books for the class to utilize after a slide presentation on how to select and use appropriate materials.
Each semester the teacher candidates are given an assignment and extra credit opportunity for their attendance at different diversity events on campus including those during Diversity Week (Oct), The Promising Practices Conference (Nov) and the Dialogue on Diversity Spring Lecture. They must write a brief paper explaining what they learned from the event that could enhance their literacy work with young children.

ECED 425 is the second of two Developmental Literacy and Language Arts courses.
Teacher candidates work with infants, toddlers and preschoolers from diverse settings in two private non-profit or sliding fee scale nursery/preschools during the first half of the course and are placed in a variety of individual settings from k-2nd grade for the remainder. Following up on the strong emphasis on literacy and diversity in  ECED 423, the candidates have assignments and discussions  to  reflect on the diversity presented in the staff, families, and young children in each class that they are working with in relation to selecting appropriate literacy related activities, materials, and assessments.  To enhance their work this professor has supplied board books that they can utilize in the first placement including some that are bilingual and multicultural.  The teacher candidates are required to utilize multicultural/antibias materials at least once in each placement. Adapting literacy/language arts activities/instruction for children appropriate for their literacy and language arts development and whose first language is not English is an integral part of the class.  The PLP is studied in more depth in this class. Films are shown to enhance awareness of how to work more effectively with parents with disabilities and the importance of culture/language in young children's literacy development. Each semester the teacher candidates are given an assignment and extra credit opportunity for their attendance at different diversity events on campus including those during Diversity Week (Oct), The Promising Practices Conference (Nov) and the Dialogue on Diversity Spring Lecture. Candidates must write a brief paper explaining what they learned from the event that could enhance their literacy work with young children.

TECHNOLOGY

In addition to technology use in the individual courses technology is assessed in the unit wide FSEHD Implemented Lesson Rubric and during student teaching in the Observation Rubric. 

ECED 301, Developmental Approaches to Teaching Learning uses technology to enhance teaching and learning through the use of Blackboard, the internet, Universal Design for Learning, and other resources.  Teacher candidates develop a Resource Project related to the teaching standards and Conceptual Framework using varied and diverse resources and technologies including online community resources, the library, the www, state, national, and international resources. During their practicum, candidates are encouraged to incorporate technology into their lesson plans.

Through the use of technology, teacher candidates write a research paper related to effective early childhood teaching and learning that includes instruction for on-line researching at Adams Library.

Teacher candidates present early childhood constructivist models using the internet and links to websites.  Technology is explored and discussed in class through class presentations, educational websites, and the ISTE National Educational Technology Standards (NETS•T) and Performance Indicators for Teachers.

Class presentations include the use of technology including PowerPoints, discussion groups on Blackboard, links to websites, videos, and audiotapes.  Teacher candidates are encouraged to creatively present their research projects using multiple means of presentation, engagement, and expression.

ECED 419 Early Care and Education, Birth to Three Years
Because of the early age of the children, the students have a limited opportunity to use technology in the classroom.  However, the teacher candidates are required to create a brochure specifically for the families of the children to assist them with area resources.
ECED 420 Early Mathematics Pre-k through Grade 2
The Early Childhood Mathematics (ECED 420) course utilizes technology to enhance teaching and learning through the use of Blackboard.  In addition, the course is taught in the Rhode Island College's STEM Center classrooms which utilize a variety of technology including:

  • Dual projection (or monitors)
  • Sound reinforcement and program audio
  • Wireless microphone
  • DVD/VCR playback
  • Lectern or desk with fold-out shelf
  • PC with Sympodium 350 interactive display
  • Laptop and peripherial connections
  • Wireless networking
  • Video conferencing
  • Content capture
  • Document camera
  • Tablet PC/PC cart

The teacher candidates see the use of various technology components modeled during the
lecture portion of the course. When available in the field sites, technology is utilized by the teacher candidates in their teaching.

ECED 423 Developmental Literacy and the Language Arts I uses technology to enhance teaching and learning through the use of Blackboard, internet materials and multimedia sources. Information is provided to the teacher candidates regarding the use of media, the computer, CD Roms, videos, selective TV programs, and digital images, as well as other types of visuals and media to promote literacy. Teacher candidates are expected to be able demonstrate an awareness of how technology can assist students to grow in literacy; and describe how to effectively use media and technology to promote young children's growth and interest in literacy and the language arts.

ECED 425 Developmental Literacy and the Language Arts II
Materials for lectures are researched through Internet resources, PBS television programming and CD resources of published texts. Lectures are presented through the use of dual projectors and monitors, the instructor's laptop, Internet resources and document camera in the STEM Center classroom. Presentations include Power Point, links to websites and audio sites.
Teacher candidates use Internet resources to develop lesson plans, research content for discussion and interact with their colleagues and the instructor. Teacher candidates each make a PowerPoint presentation to the group. Teacher candidates often include appropriate instruction support through laptop computers they bring to the field experiences.

ECED 429 Early Childhood Science and Social Studies
The Early Childhood Science (ECED 429) course is taught in the Rhode Island College's STEM Center classrooms which utilize a variety of technology including:

  • Dual projection (or monitors)
  • Sound reinforcement and program audio
  • Wireless microphone
  • DVD/VCR playback
  • Lectern or desk with fold-out shelf
  • PC with Sympodium 350 interactive display
  • Laptop and peripherial connections
  • Wireless networking
  • Video conferencing
  • Content capture
  • Document camera
  • Tablet PC/PC cart

The teacher candidates see the use of various technology components modeled during the
lecture portion of the course. When available in the field sites, technology is utilized by the teacher candidates in their teaching.
In addition, the course uses technology to enhance teaching and learning through the use of Blackboard. 

   
Lectern or desk with fold-out shelf
  • PC with Sympodium 350 interactive display
  • Laptop and peripherial connections
  • Wireless networking
  • Video conferencing
  • Content capture
  • Document camera
  • Tablet PC/PC cart
  • The teacher candidates see the use of various technology components modeled during the
    lecture portion of the course. When available in the field sites, technology is utilized by the teacher candidates in their teaching.

    ECED 423 Developmental Literacy and the Language Arts I uses technology to enhance teaching and learning through the use of Blackboard, internet materials and multimedia sources. Information is provided to the teacher candidates regarding the use of media, the computer, CD Roms, videos, selective TV programs, and digital images, as well as other types of visuals and media to promote literacy. Teacher candidates are expected to be able demonstrate an awareness of how technology can assist students to grow in literacy; and describe how to effectively use media and technology to promote young children's growth and interest in literacy and the language arts.

    ECED 425 Developmental Literacy and the Language Arts II
    Materials for lectures are researched through Internet resources, PBS television programming and CD resources of published texts. Lectures are presented through the use of dual projectors and monitors, the instructor's laptop, Internet resources and document camera in the STEM Center classroom. Presentations include Power Point, links to websites and audio sites.
    Teacher candidates use Internet resources to develop lesson plans, research content for discussion and interact with their colleagues and the instructor. Teacher candidates each make a PowerPoint presentation to the group. Teacher candidates often include appropriate instruction support through laptop computers they bring to the field experiences.

    ECED 429 Early Childhood Science and Social Studies
    The Early Childhood Science (ECED 429) course is taught in the Rhode Island College's STEM Center classrooms which utilize a variety of technology including:

    • Dual projection (or monitors)
    • Sound reinforcement and program audio
    • Wireless microphone
    • DVD/VCR playback
    • Lectern or desk with fold-out shelf
    • PC with Sympodium 350 interactive display
    • Laptop and peripherial connections
    • Wireless networking
    • Video conferencing
    • Content capture
    • Document camera
    • Tablet PC/PC cart

    The teacher candidates see the use of various technology components modeled during the
    lecture portion of the course. When available in the field sites, technology is utilized by the teacher candidates in their teaching.
    In addition, the course uses technology to enhance teaching and learning through the use of Blackboard.