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NHTI, Concord’s Community College

ECE 155C ZZ: Using Children’s Literature to Support Young Children’s Language and Literacy Development

Spring 2018

Instructor: Katie Boissy, M.Ed

Instructor Email: kboissy@ccsnh.edu

Syllabus Items Academic Affairs Notice Assessment Blackboard Student Orientation Communication Policy Course Description Learning Outcomes Prerequisites Required Course Materials and Resources Additional Course Information

Syllabus

High quality children's books will be used as a vehicle for supporting and applying current research on the acquisition of language and reading. This course will provide an overview of exemplary authors and illustrators of children's literature from birth to age 8. Students will become familiar with Caldecott Award-winning books and the artistic techniques used to create these books. Big books will be introduced as a way of distinguishing features of print. Poetry, multicultural books, and bibliotherapy as applied to early childhood education will be studied. Students will learn how to use children’s literature to highlight the literacy elements of characterization, plot, setting, and theme. They will learn how to teach domains of language (phonology, semantics, syntax, morphology, and pragmatics) through shared storybook reading. Additionally, students will explore the teacher's role in promoting family literacy and participate in service learning on this topic. Service Learning is a component of this course.

No prerequisites

Course Description

Prerequisites

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REQUIRED TEXTS: Schickedanz, Judith A. and Molly F. Collins (2013) So Much More than the ABCs: The Early Phases of Reading and Writing. Washington, D.C.:NAEYC Ezell, Helen K. and Laura M. Justice. (2005) Shared Storybook Reading – Building Young Children’s Language and Emergent Literacy Skills. Baltimore, Maryland: Paul H. Brookes Publishing Co SUPPLEMENTAL TEXTS: Children’s Literature (picture books – There is a section in the NHTI library or your local library.) REQUIRED MATERIALS: Students must supply most materials (3-ring binders, display board, photos, invitation contents and containers and other materials as required) to complete assignments. This will most likely require $30 or more for the course. NHTI e-mail address – all e-mail communications for this class must be made using your college e-mail address. Digital camera for lab. Cell phones are not allowed in the Lab classrooms. SUPPLEMENTAL MATERIALS: Articles from various editions of Young Children, the professional journal of The National Association for the Education of Young Children. (NAEYC) (Statement on inside cover of Young Children states – “No permission is required to excerpt or make copies of NAEYC-copyrighted articles in Young Children as long as they are distributed at no cost.”)

Textbooks, materials and software are available online at: http://www.efollett.com unless specified by your instructor.

Under “Select your Bookstore”, choose “New Hampshire”

Under “Select Your Institution”, choose the campus offering the course.

Required Course Materials and Resources

Learning Outcomes

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MAJOR STUDENT-CENTERED OUTCOMES: Upon completion of this course students will be able to: 1) identify the genres of children’s literature;

NAEYC Standard 5a 2) apply developmental concepts to the appropriate selection and use of literature in

early childhood settings; NAEYC Standard 1a, 5c

3) evaluate children’s books that have been created by a variety authors and

illustrators based on various literacy elements; NAEYC Standard 5b

4) incorporate literature into an early childhood setting with books, props, and

extension activities thus creating a literacy-rich environment; NAEYC Standards 4c, 5c

5) use good children’s literature to teach age-appropriate reading, writing, and

language skills; NAEYC Standard 1a, 5a, 5c

6) demonstrate the ability to share children’s books using various techniques in group

and individual settings; NAEYC Standards 4b, 4c, 5c

7) interact with children in ways that foster self-esteem and enhance favorable attitudes

toward school and learning NAEYC Standard 4a

8) facilitate family literacy and the home-school connection in the development of

reading and writing skills NAEYC Standards 2b, 2c

9) use quality children’s books to introduce the domains of language and emergent

literacy skills NAEYC Standard 4b, 5b, 5c and

10) demonstrate a positive attitude toward children, safe practice with children in field

work associated with this class, a willingness to learn, and a willingness to accept direction from instructors, Lab School teachers, and Mentor Teachers.

NAEYC Standards addressed by the major assignments in this course

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STANDARDS PAGE

Assignment NAEYC STANDARD Reading to Children Literature Plans

1a: Knowing and understanding young children’s characteristics and needs from birth through age 8; 3a: Understanding the goals, benefits, and uses of assessment – including its use in development of appropriate goals, curriculum, and teaching strategies for young children; 4a: Understanding positive relationships and supportive interactions as the foundation of their work with young children; 4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology. 4d: Reflecting on own practice to promote positive outcomes for each child. 5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child.

Flannel board or puppets

4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology. 4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches; 5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child.

Children’s Book

2a: Knowing about and understanding diverse family and community characteristics 2b: Supporting and engaging families and communities through respectful, reciprocal relationships 2c: Involving families and communities in young children’s development and learning 4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches 4d: Reflecting on own practice to promote positive outcomes for each child. 5c: Using own knowledge, appropriate early learning standards, and other resources to

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design, implement, and evaluate developmentally meaningful and challenging curriculum for each child. 6a: Identifying and involving oneself with the early childhood field.

Toolbox

4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches. 6a: Identifying and involving oneself with the early childhood field.

If this is your first time using Blackboard at CCSNH, please complete the online student orientation. This orientation offers the opportunity to familiarize you with online courses.

http://www.ccsnh.edu/students/orientation-online-learning Available Technical Support Frequently asked questions regarding online learning, Student Information System (SIS) and student email can be found at the link below by clicking “Support Center”.

http://www.ccsnh.edu/academics/online-learning-blackboard

Communication Response Time I try to go to bed by 9:00 and shut down my computer by 8:30. The first 3 weeks of class I will be in class every day. After that, I will check in every couple of days. Please post any questions that you have about class to the Q&A Discussion Board which will always be the first DB that is listed. Other people in class may have the same question that you have and it will be a more efficient use of time to respond to the question in one spot rather than receiving many e-mails on the same question. (Please reserve e-mails to issues of a personal nature.) Please check out the Q&A DB every day to see what questions have been asked and answered. This way we will all be on “the same page.” If you enter the Q&A DB before I get the chance to respond, and you know the answer to a question posted by a classmate, please respond to it. When I enter the DB I will read through any answers and confirm that the response was correct, or make any necessary corrections. Thanks!

Blackboard Orientation

Instructor’s Communication Policy

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Find within Modules

Please see the detailed syllabus as it opens up in each Module each week, as well as the separately attached week to week syllabus.

Discussion Participation Expectation Thoughtful participation, in each discussion, is expected. This means that students are taking the time to include thoughtful, well thought out posts to the Discussion Boards in response to the prompts of the instructor. Explain why you say the things you are saying rather than simply saying that you agree or disagree or like something that is posted. Give specific examples to bring your ideas to “life.” Students are expected to interact with each other on the Discussion Board as well. This means that you are reading the posts of your classmates and responding back by posing questions and/or expanding on the ideas that were shared as you are inspired. If you agree or disagree with something, state clearly WHY you agree. Add any additional ideas that your classmate’s post may have inspired in you. Answer the questions that are posed to you. Students are required to adhere to the Code of Conduct, and demonstrate proper netiquette in all aspects of our communication.

Child and Family Studies Conceptual Framework Statement The vision of the Child and Family Studies (CFS) Department at NHTI is “Learn, practice, teach, reflect, and connect in communities of quality and joy.” The faculty of the CFS department view learning and teaching as an emotional and intellectual process that challenges and inspires learners. Faculty aim to develop within students the ability to be curious observers of children using theory and knowledge of growth and development to understand children through interactive learning and play.

Assessment

Course Schedule

Additional Course Information

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Students learn how to promote the social and emotional competence of young children understanding that this provides a solid foundation from which children can explore their world with curiosity and confidence. Students practice implementing effective approaches to teaching early childhood content as they create curriculum with and for children thus discovering answers to their questions about how young children learn. By reflecting on what they have learned through class discussion and documentation in writing and using technology, students become reflective practitioners and embrace lifelong learning. The family is valued as the first and most important teacher of the child. Students learn to identify and challenge their biases so that they can become culturally competent and inclusive educators who form strong relationships with all families in order to support their children. As they develop professional dispositions in their work, students practice their roles of advocacy and leadership within programs and the greater community. The Early Childhood Education program of study has been developed to support these beliefs. The curriculum also follows the NAEYC standards for Associate Degree Granting Institutions.

Vision - Learn, practice, teach, reflect,

and connect in communities of quality and joy.

Learning ECE theory and

content knowledge

Teaching effectively -

curious observers who create

curriculum with children

Using technologyfor assessment

and documentation

Displaying professional dispositions,

leadership, and advocacy

Supporting all families and children asculturally

competent and inclusive educators

Becoming reflective

practitioners

Promoting positive social and emotionaldevelopment

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COURSE POLICIES AND PROCEDURES: Many of these policies are based on common sense and respect. The goal is to create an encouraging learning environment for everyone in class and to ensure that expectations are clear. Please review them carefully so that you can contribute positively to the culture of the classroom. Thanks! Positive Attributes of Class Participation:

Come to class - Without your presence, we cannot benefit from your ideas. Listen in class - View your classmates, guest speakers, and instructor as

resources for your learning. Share ideas - Contribute your pertinent experiences to the learning of others. Ask questions - Questions and disequilibrium lead us to new discoveries. Be

a thoughtful questioner in class. Respectively challenge ideas that don’t make sense to you.

Complete assigned readings - Read the chapters or handouts outlined in the syllabus in preparation for class. The readings are considered to be the “field trip” for the class and will bring about a richer discussion.

Complete assigned work - Complete assigned work to assure your preparedness for integrating new information in class. It keeps you from falling behind and helps you feel positive about your learning.

Contribute to a dynamic classroom culture - Help create a positive, safe classroom atmosphere where diverse opinions are valued and encouraged. We can agree to disagree. We can take risks and grow.

Bring Learning Forward: Apply knowledge from previously taken classes and life experience to this class. College Success Skills: Research has shown that doing the following right from the first day of class contributes to college success. Please embrace these opportunities to be the best student that you can be:

Purchase your textbooks right away and bring them “ to class”;

Participate in class – ask questions of your instructor and your classmates, contribute your ideas and experiences related to course content, etc.;

Access your college email every day;

Turn in your assignments on time;

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Turn off and put away your cell phone while “in class” so that you are not distracted by incoming texts or calls;

Have a notebook and take notes in class;

Prepare for class by doing the readings and assignments outlined in your syllabus;

Post your questions about class to the Q&A discussion board as soon as you have questions and check back daily for responses (see e-mail policy above);

Access the Academic Center for Excellence for writing and math supports; and

Share concerns that might impact your schoolwork with your professor so that you can collaboratively make a plan to move forward.

Photography of children: It is mandatory to check with the teachers in your room or other setting to find out which children you are able and are not able to photograph for class assignments. There must be a signed photo/video release from the parents/guardian on file to refer to. This confidentiality is essential. Breaking this confidentiality can result in suspension from your program of study. Attendance Policy: I highly recommend that you “come to class” several times during the week beginning on Tuesday when the new week’s Module opens. Then plan on entering every other day or more if needed. Please be sure that on the first day that the module becomes available (Tuesday) that you review all that will be required of you that week. This way you will know when you need to carry out an assignment with children in lab so that you can be prepared by having completed class lectures and readings so that you can be successful in lab. As you plan your time, plan that it will take you 2-3 hours just to go through everything that is posted in class for the week – pretend that this is “seat time” in class. Then in addition to this, you can expect 6-9 additional hours each week to complete homework assignments and readings. TIME MANAGEMENT IS CRUCIAL TO YOUR SUCCESS ON-LINE! Attend all classes. Your attendance will be verified by your participation in discussion boards and WIKIS. If illness or other circumstances prevents attendance for more than a few days, contact me by e-mail at kboissy@ccsnh.edu to let me know when you will not be coming to class and when you plan in returning. You may miss one week’s participation without any impact on your grade due to attendance. Subsequent absences will result in a loss of points on your final grade. If you miss 2 weeks in a row without participating or contacting me, a grade of AF will be issued. The maximum number of weeks of non-attendance for the semester is three. A fourth week’s lack of participation will result in an AF even if you have contacted me and even if you are sick. (You prove your attendance by participating in the WIKIS and Discussions and through the submission of your homework assignments.) Missing

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class is a big deal. It represents 3 hours of instruction that will impact a possible 6-9 hours of your homework for that class that week. It also costs you $46 in terms of tuition that you have paid for the class. If you miss a module, it is your responsibility to make it up stay on top of your work. You may only complete DBs and WiKIs in the week during which they are assigned to receive credit. Since the DBs and WIKIs are there to share ideas with your classmates and for you to share ideas back, this work is most relevant during the week in which it is assigned. You will still have access to the information in the modules as I will leave them open for the entire course once they have opened. The attendance policy for the AF grade as outlined in the Student Handbook reads as follows:

Instructor or administrator initiated withdrawal at any time for reasons other than poor grade performance-e.g., failure to meet attendance requirements, as published in the instructor's syllabus, violation of the Student Code of Conduct, disruptive behavior, etc. The grade may also be issued if a student registered in a clinic, practicum, internship or lab is deemed unsafe or performing in an unsatisfactory manner as determined by an evaluation by a faculty member/agency supervisor in accordance with department criteria and procedure. Calculated in GPA as an "F."

Weekly classes Each week’s class opens on Tuesday morning (12:01 am) and closes at 9:00 pm the following Monday. Come to class early each week to review that week’s materials so that you have an idea of what you’ll need to do that week. Making a copy of the weekly pages and creating your own hard-copy notebook may help you to easily review course content. Discussion Boards (DB) Plan on coming to discussion early in the week as outlined in the individual assignment so that you have time to share ideas and then discuss the ideas that you have shared. If you wait until later in the week to enter the DB, it will be difficult for others to respond to your posts. Course Information Please review all of the documents that are on the Course Information Tab on the BB course. The Health, Character, and Technical Standards outline what is expected of students on our courses. The netiquette policy guides our discussions with each other on-line. The NAEYC Standards help you connect course outcomes to our professional organization’s standards for Associate Degree Granting institutions.

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BlackBoard Support The tabs on the course menu will help to answer questions that you may have about the mechanics of using BB. Lab/Site Participation hours You are expected to have a group of children to interact with in a child care setting for hours each week so that you may carry out the learning experiences (homework) of this class with real children. We have space available at our campus Lab School (Child and Family Development Center or CFDC) for this purpose. If you will not be doing your Lab Hours at the CFDC you will need to find another site to carry out your hours. Please see the information on Lab Hours that is outlined on the Course Information tab of the Course Menu for detailed information. If you are sick on a day that you are scheduled at the Lab School, please call your site that morning. Leave your name, the time that you are scheduled to be there, and the room that you are assigned to work in. Treat this time as you would a job commitment. If you wish, you may make up hours in the classroom during the following week only. These hours must be scheduled directly with the Lead Teacher in the classroom to assure that there are not too many adults in the classroom at one time and to be sure that the hours are convenient for the classroom team.

Lab School or other Field/Site work You are expected to demonstrate a positive attitude toward children, safe practice with children in field work associated with this class, a willingness to learn, and a willingness to accept direction from instructors, Lab School teachers, and Supervising or Cooperating Teachers. If any “cooperating teacher” (CT) has concerns in regards to these areas, he/she will share these with you as a verbal warning. If the concerns continue, a written warning will be issued. If the concerns continue, you will be removed from the field site and accompanying class and receive an AF as a grade in that class. The “supervising teacher” may request that you be removed from the site (and thus the class) without any warning for safety issues. Falsifying any attendance records is considered plagiarism According to the NHTI Student Code of Conduct, this can result in an F in all of your ECE classes or suspension from the ECE program of study.

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Late Work: This policy has been developed on the recommendation of our recent graduates to prevent procrastination and help alleviate being overwhelmed with assignments: For our purposes, “late” means that an assignment is turned in after it is due – even if it is 30 minutes after it is due. Deadlines are the reality of life. It is our responsibility to one another to complete work in a timely manner so that ideas can be discussed and applied in current time. So please, complete assignments by the date specified on the Class Schedule, or be willing to accept a zero. Written homework is to be handed in on the date that it is due. When life happens, e-mail me BEFORE the assignment is due to let me know that it will not be in on time. Additionally, write up a plan of action to let me know when to expect the assignment. If this doesn’t happen, please accept a zero! Please note that Discussion Board and WIKI posts will not receive any credit if they are late, even if “life happens” as explained earlier in the syllabus. Extra Credit: I do not give extra credit work. All assignments are thoughtfully created to help assure that you meet the competencies of this course. Computer Crashes and Printer Mishaps: Technology is great when it works. Sometimes it doesn’t. Plan your time well so that you are not faced with a computer or printer problem the night before something is due. SAVE ALL OF YOUR WORK TO THUMB OR OTHER EXTERNAL DRIVE AND KEEP IT UNTIL AFTER YOU RECEIVE YOUR FINAL GRADE. THIS WILL ALLOW YOU TO SUPPLY ME WITH A DUPLICATE OF YOUR WORK IF NEEDED. It is also helpful to e-mail your work to yourself as you are doing it. This way if you have computer problems, you will still have the assignment available to you simply by accessing your e-mail.

POSTING TO WIKIS Sometimes more than one person is posting to a WIKI at the same time. If this happens, your information may not be saved when you hit SUBMIT. My suggestion is to do one of these 2 things:

1) Write up your WIKI posts in a Word document and then copy and paste them into the WIKI; or

2) After you have written your information into the WIKI, copy it before hitting SUBMIT. Then you will still have the information if someone else is submitting at the same time and your information does not take.

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NHTI ALERT Everyone can sign up to receive NHTI alerts regarding weather closings or other emergencies on their cell phone. One of the great things about on-line learning is that weather does not have to get in the way of our learning. The alerts are most helpful to students doing lab hours with children on campus. Class Presentations In the on-line format, presentations in our class will occur by posting assignments, PPTs, or video to a designated discussion board. Grammar and Spelling: Proper grammar and spelling is expected on your work and will be worth 10% of each assignment. Please pay special attention to the following common errors: use of their/there/they’re, run on sentences, sentence fragments, and possessives. In the following example, #1 is correct while #2 is incorrect.

1) The child is playing with her toy. 2) The child is playing with their toy.

If I take off points for these purposes, you will see your grade followed by the points deducted for “mechanics” and then the final grade. Parents of young children expect that the child’s teacher know how to spell and write. Grades: Doing well in your classes is important to your progression in your degree program, for transfer to 4 year colleges and universities, and for financial aid. In order to do practicum in your senior year in ECE, you will need a grade point average (GPA) of 2.5 in your ECE classes. If you do not have a 2.5 in your ECE classes, you will need to repeat appropriate classes in an effort to bring up your GPA so that you can proceed to practicum. Financial aid does not pay for retaking a class. To transfer classes to 4 year institutions, you generally need to have passed that course with at least a C. If you are planning on taking advantage of articulation agreements that we have with 4 year schools, it is important to keep this in mind right from the start. Our current agreements are 2+2 agreements (program to program rather than course to course) which offer you the best transfer possible. These agreements are based on grades of C or better in classes. To maintain your financial aid, new rules require that you have at least a 67% completion rate in your classes. If you were taking four 3-credit classes and failed 2 of them, your completion rate would only be 50% and you could lose your financial aid for

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the upcoming semester. This will also impact the sequence of courses that you complete for your degree which will prolong the time until degree completion. It is very important to make school a priority. GPA is calculated with the following points: A = 4.0 A- = 3.7 B+ = 3.3 B = 3.0 B- = 2.7 C+ = 2.3 C = 2.0 C- = 1.7 D+ = 1.3 D = 1.0 D- = 0.7 Feeling Confused about class or assignments? The syllabus explains each assigned learning experience in detail. I will review each assignment in class on the day I assign it both in a written attachment and often a video explanation. Please note questions and take clarifying notes on your paper as I describe the assignment. If you are still not clear about the assigned learning experience, write down the specific questions that you have and post your question to the Question and Answer (Q&A) Discussion Board. (Please see my e-mail policy above,) If you are confused, it is your responsibility to share that so that you can get your questions answered and feel capable to proceed in class. Do this sooner than later. Save all Work: Save all of your assignments until you graduate. You will need to use work from all of your classes as artifacts for your professional portfolio in your final ECE class. Texts: We recommend that you keep your ECE texts rather than selling them back to the bookstore. This is because we often use the same text in more than one class. We do this on purpose to help save money on texts and to make connections across the curriculum. When you complete your degree you will have the beginnings of a great professional library. Face Book and other Social Networking Technologies: In our technological world, we are faced with new issues that we must view through the lens of our professional ethics. Face Book provides an opportunity for people to communicate with “friends” in a quick and easy fashion. It also makes it easy for people that you do not know to learn a lot about you through the information you include and the photos you post. People say and show things on Face Book that they wouldn’t say

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or do in public. For some people this has resulted in losing scholarships and jobs due to inappropriate items they posted on Face Book. Once you join a group (a place of employment, a college, a community organization) you represent that group. Do you really know who your “friends” are on Face Book? Are you representing NHTI and the Department of Child and Family Studies here in an appropriate way? We are concerned with your safety and the safety of the children and families in our Lab School and lab sites. You will be taking photos of children to use in your learning experiences for your courses. These photos are confidential and are used to document your learning. It is never appropriate for images of the children or families at lab sites to be posted on Face Book or other social networking sites. If this occurs, you will be suspended from the ECE program. Images and information that you post about yourself should also be appropriate. Inappropriate information or images used on Face Book can result in an AF in the class, academic probation, or dismissal from the ECE program. Be safe in our world and keep those that you know safe as well. Student Athletes If you are a student athlete, you must provide me with a copy of your game schedule at the beginning of the semester. Please be aware that the attendance policy applies to students athletes. ACADEMIC HONESTY: Honesty is expected of all students. Plagiarism and cheating can result in an F for the assignment, an F or AF for the class, and/or suspension from the Child and Family Studies program for a semester. For further discussion, see the Student Handbook. INSTRUCTIONAL METHODS:

Class Discussions

Lecture

Play

Video Lectures

Lab School Videos

Text Questions

WIKIS

Discussion Boards

Role-play

Class Presentations by Peers

Reflective practice

Field work at an early childhood setting

Service Learning project

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Field Trips

Guest Speakers COURSE ASSESSMENTS: Written explanation of assignments will become available to you throughout the semester as assigned. Please review the assignment carefully and compare it right away to the evaluation rubric. Review the evaluation rubric along with the assignment so that you are addressing all aspects of the assignment that will be evaluated. The rubric clearly outlines how your assignment will be graded. As soon as the assignment in given in a particular module, it will also become visible under the Assignments and Rubrics folder in the Course Information tab on your course menu. It is in the place that you will be actually sending your written assignments to me. Once posted in this tab, the assignments and rubrics will be available to you for the rest of the semester. For further discussion, refer to the Student Handbook. SUBMITTING YOUR WORK: Discussion Boards (DB) – You will be able to access DBs right in the module in which they are assigned. Another easy way to quickly check in with DBs, especially the Q&A DB, is to click on the Discussion Board tab on your course menu. Please note that each page holds 25 DBs. After that number has been reached, please click on the SHOW ALL tab at the bottom of the page to see anything beyond the 25. WIKIS – WIKIS may be accessed right in the course module. You can click on the WIKI icon just above the WIKI description and it will take you right there. (You can also get to the WIKIs by clicking on the Tools tab on the course menu.) Most of my WIKIs are actually in a table format. You click on the EDIT WIKI tab at the upper right hand of the actual table to enter the WIKI. Then you can type your information right there. If you want to make a comment to what a classmate has written, you can type your comment right after their response in the table. Please highlight your comment with a different color font (avoid yellow as it is hard to read) and sign your name. This allows us to see everything without having to click back and forth between threads. Written Assignments – Your written assignments are explained during the Module in which they are introduced. When you are ready to submit it, please go to the Assignment and Rubrics tab on your course menu and click into the folder with the name of your assignment. There you will find the assignment description and rubric posted again (I know this is redundant, but it makes it easy to find the description and rubric without searching through the Modules. Often assignments are due several weeks after they have been assigned as it will take you time to prepare and carry out the work.) Find the assignment icon (paper, ruler, pencil), click on that, and upload your assignment to me there.

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ADDITIONAL INFORMATION: Take advantage of the various support services on campus to help you to be the best student that you can be! CFS NHTI Jargon These are ways that we as a faculty at NHTI refer to work that you will do. I don’t think any other college does this, so you would need to explain to and early childhood person from a different campus what you mean by these things.

o PLECCS (The domains of development – physical, language/literacy, emotional, cognitive, creative, social)

o JITs (Just in Time files – short handouts to provide to families about information to engage them in their children’s learning or to respond to questions they may have.)

o Toolboxes (These are binders that you will put together in some classes to help you organize the information from that class so that you can use it is practicum and at the workplace when you graduate.)

o Invitations (We refer to activity plans as invitations. We want to “invite” children to come and explore the materials that we have set out based on our observations of their needs and interests. You may start to hear this term being used more frequently in the field.)

NOTE: This syllabus is to be used as a guide; it contains information about the course, how it will be taught, what will be required of students and assessment methods that will be used. All information is subject to change at any time. This could be due to poor weather, unforeseen

circumstances and/or opportunities, or instructor discretion. It is my best guess before the semester starts. But at that point I don’t know which topics may engage you in important conversations that I decide to continue even if it means not discussing a different topic.

(Each semester, NHTI faculty must attach the updated Academic Affairs Notice, which is provided by the Office of the Vice President for Academic Affairs.) Please find this in the syllabus tab on your course menu.

Academic Affairs Notice