1. University of San Carlos
College of Education
TEACHER EDUCATION DEPARTMENT
SYLLABUS
Course No. : ECED 114
Course Title : Curriculum Development w/ Instructional Material Preparation & Technology Application
Course Credit : 5 units (lecture / lab – research-based)
Course Pre-Requisites : ECED 100 & 102
Course Description
This 5-unit course covers three components: curriculum development which deals with sensorial experiences within the prepared environment and focuses on the making of a
learning continuum in all subject areas; instructional material preparation is the component which aims to prepare would-be Montessori teachers in producing learning materials
which will help them in facilitating effective learning; and technology application which will give the students an opportunity to put their skills to practice. Furthermore, ECED 114

2. envisions to see prospective teachers master the art of teaching in the Montessori tradition in response to the growing demand for early childhood education teachers in areas
where they are mostly needed.
Course Objectives
1. learn the contemporary and holistic concepts of curriculum in contrast to traditional views,
2. know and understand the basic principles underlying early childhood curriculum development,
3. develop skills and competencies necessary in designing, evaluating and revising Montessori curriculum,
4. acquire additional learnings as regards the need to construct and utilize teaching devices to facilitate effective learning outcomes,
5. create project plans applying technology in the teaching-learning process,
6. make a practical carry over of the provisions of the USC vision-mission statements in the curriculum.
Course Requirements: Grading System
Regular Attendance Learning Continuum Sensorial materials 30% class standing / demo 20% term tests / materials
Passing grades Portfolio of Sources Review Demo 40% curriculum guide 10% deportment
Rubrics:
Criteria Knowledge Skills Attitudes / Values
1. Individual Performance Communicates concepts, accepts opinions Organizing, synthesizing, expressing, concluding Determination, trust, honesty, openness
2. Group Involvement Sharing insights, giving comments, reactions Analyzing, critiquing, arranging, classifying, sorting Acceptance, patience, fairness, kindness
3. Class Participation Joining common activities, consensus decision Initiating class development pursuits, coordinating Respect, self-control, attentiveness, faith
4. Articulation Indicators Speaks out ideas, reasons, agrees, justifies Leading, managing, moderating, disciplining Relates & gets along well, consideration
Suggested Learning Activities: Suggested Motivational Techniques
1. Keyword- examination 21. Chapter Defense 1. Ask intriguing questions 21. Listen to a soothing music
2. Highlighting concepts 22. Completion activity 2. Show colorful / relevant pictures 22. Project a fascinating image

3. 3. Matching options 23. Citing Opposites 3. Give puzzling issues to resolve 23. Act out a role
4. Deletion procedure 24. Alphabetizing 4. Comment on a sensational figure 24. Guess the correct answer
5. Text-study 25. Graphic interpretation 5. Draw reaction on a news item 25. Follow a word / picture clue
6. Mock up situations 26. Choose and tell 6. Make an incomplete statement 26. Rearrange a reshuffled sentence
7. Poster scrutiny 27. Sequencing events 7. Uncover a mysterious graphic 27. Simulate a scene
8. Lesson demo 28. Tracking episodes 8. Present an object thriller 28. Pick a rolled strip & make a remark
9. Critiquing session 29. Flashback - rewind 9. Sing a popular song 29. Craft a simple paper cut symbol
10. Creative presentation 30. Projecting / visioning 10. Read together a romantic poem 30. Perform an action song
11. Matrix synthesis 31. Error point 11. Recite an interesting quotation 31. Do a short dance number
12. Spelldown / Spell out summary 32. Perspective Revision 12. Play a short game 32. Have a follow-the-leader exercise
13. Pick-pocket Q & A exercise 33. SWOT-analysis 13. Recall a funny experience 33. Write thoughts on a freedom board
14. Wisdom Windows 34. KSAV Enrichment 14. Share a significant learning 34. Finish a hanging phrase
15. Learning Corners 35. Buddy Walk 15. Tell an embarrassing incident 35. Provide a title to a verse
16. Teaching Buddies 36. Quad Exchange 16. Elicit a personal insight 36. Contribute a line to a brief story
17. Listening Partners 37. Abstract writing 17. Describe a do-gooder 37. Inquire about causes and effects
18. Charting Responses 38. Portfolio making 18. Discover what’s lacking / what’s wrong 38. Interact on observations
19. Comment-sharing 39. Formalistic research work 19. Complete an If you were…declaration 39. Relate an alarming encounter
20. Take-home-messages 40. Documentation 20. Sketch a puzzling figure on the board 40. Narrate lessons from failure /
mistake
PRE-MIDTERM
Delivery Modes/
Specific Objectives Content Coverage Learning Activities/Resources Assessment Schemes
1. share keywords in an interaction on course, I. Orientation:
2. explain concepts describing topics in study,

4. 3. interact on suggested activities; strategies, 1. Course Overview  Keyword-analysis  Participation
4. discuss requires of the course,
5. give feedback on grading system 2. Description, Objectives
6. suggest ways on conduct of class.  Class interaction  Class performance
3. Content, Learning Experiences
 Feedbacking  Quality feedback
4. Course Requirements
5. Grading System
1. contribute to sharing expectations 6. Leveling Expectations  Matrix synthesis
2. complete the matrix on USC Vision-Mission 7.USC Vision-Mission Statements
3. participate in group discussion of entries  Matrix output
4. discuss ground rules for group work a. educational focus  Group dynamics
5. draw up plans for group tasks b. value implications  Group contribution
8. Teambuilding
 Planning session
 Paper work
1. define functional terms of the course based on 9. Definitions of Terms  Socialized recitation  Oral response
course description & scope & sequence a. Curriculum
2. enumerate the steps in curr. development b. Curriculum Development
3. interact on the history of curr. development 9. Historical Perspective  Comment-sharing  Quality comments]
 Board work – listing activity  Involvement
1. list & describe the elements of the curr. 10. Basic Types of the Curriculum  Brainstorming  Quality sharing
2. differentiate traditional & modern concepts of a. Traditional > subject offerings
the curriculum b. Modern >school experiences
3. talk about processes involved in curriculum 11. Curriculum Planning  Compare and contrast  Research findings
planning Curriculum Development
 SWOT - analysis  Term test

5. MIDTERM
Delivery Modes/
Specific Objectives Content Coverage Learning Activities/Resources Assessment Schemes
1. present group research findings on found- II. Foundations of the Curriculum
ations of the curriculum
2. comment on Essentialist & Progressivist  Creative presentations  Group presentations
schools of thought
1. Schools of Thought
3. explain the theories of curriculum develop…
a. Essentialist  Comment sharing  Individual input
and their emphases
b. Progressivist
2. Theories and Emphasis
 Group dynamics  Class participation
1. sketch the history of curriculum development in 2. Curriculum Development in the  Historical tracer sheets
the Philippines Philippines  Outline output
2. characterize the focus of each of curricular  Flashbacking  Paper work
designs under the Spaniards, Americans & c. Spanish-devised Curriculum  Expressed Learnings
during the Commonwealth periods d. American-devised Curr.  Matching concepts  Paper – pencil evaluation
e. Commonwealth
 Learning statement formulation
1. typify the other types of curriculum during the f. Japanese-devised Curr.  Charting differences  Charts
Japanese & Liberation Periods, during the  Powerpoint presentations
Philippine Republic and in the New Society g. Liberation Period  Group evaluations
2. highlight the emphasis of each orientation  Highlighting focus  documentations
h. Philippine Republic
 Curriculum assessment
i. New Society: Reorientation
1. illustrate the dimensions in Curriculum Dev’t 4. Dimensions in Curr. Dev’t:  Schematic diagramming
2. compare & contrast the dimensions of curr. a. Philosophical  Schema
b. Theological  Matrix comparison  Reflections paper
Development
c. Psychological  Learning statements

6. 3. state learnings from commonalities and d. Social  Midterm exams
differences among them
 Reaction sharing

7. PRE-FINALS
Delivery Modes/
Specific Objectives Content Coverage Learning Activities/Resources Assessment Schemes
1. spell out bases for assessment of trends III. Early Childhood Curriculum  Spelldown synthesis
2. present research findings on effective curricular
options / alternatives Development  Board work
3. display showcase of different styles in  Sharing research findings  Discussion
curriculum development 1. Assessment of Current Situation  Groups contributions
2. Alternatives  Group presentation: showcase  Individual participation
3. Approaches in Development
1. choose & give sample demonstrations on 3. Instructional Strategies  Strategy demonstration
effective teaching strategies 4. Evaluation of Learning
2. share readings on better ways of evaluating 5. Evaluation of Instruction  Demonstrations
teaching & learning to improve curriculum 6. The Montessori Curriculum  Reflection sharing  Quality sharing
3. contribute to discussion on Mont. Educ. a. Components  Pencil and paper work
 Group dynamics  Comments
1. expound on the dimensions of Early Child-hood b. Dimensions  Interaction
Education, its history & development
2. share reactions on criticisms made on c. History  Class performance
Montessori Education  Simple recall  Quality reactions
d. Development  Critique
 Commentary
e. Criticisms
1. construct a matrix showing the nature, merits 8. Five Curricular Outlines  Matrix summary
and disadvantages of the five curricular types in
early childhood education a. Experiential Education  Matrix
2. show comparative perspectives on their  Multi-media presentation  Presentations
strengths and weaknesses using the SWOT b. Active Learning  Interaction
Analysis process.  SWOT analysis  Term test
c. Child-centered Curriculum
d. Eclectic Curriculum

8. e. Modern Pre-school system  Curriculum Juxtaposition

9. FINALS
Delivery Modes/
Specific Objectives Content Coverage Learning Activities/Resources Assessment Schemes
1. identify functional terms used in the study IV. Instructional Material
Preparation  Labeling activity  Class participation
2. share reasons for the use of teaching aids  Quality sharing
 Buzz session  Activity involvement
 Individual contribution
3. list criteria for the choice & use of devices 1. Definitions of Terms  Board work
2. Importance  Freedom board  Group output
3. Suggestions on Choice
4. give suggestions on related AV devices 4. Uses of AV materials
 Checklist completion
1. explain the principles underlying the use of 5. Guiding Principles  Concept strips – sharing session  Individual performance
Educational Technology in ECEd  Learning statement formulation  Class engagement
2. recall and describe Montessori manipulatives 6. Montessori Didactic Objects  Discussion  Interaction
3. discuss the particulars of Montessori lessons  Group demonstrations  Reflections
4. demonstrate proper use of sensorial objects 7. Sensitive Periods & Sensorials  Individual return-demonstration  Demonstrations
8. Points of Interest
9. Control of Error
1. interact on the usage of computer in ECEd by V. Technology Application  Class interaction  Activity sheets
both teachers and students  Sample powerpoint presentations  Sample outcomes
2. produce audio-visual materials and show its 1. Electronics-based  Integration techniques  Individual projects
function in the teaching-learning process  Critiquing session  Group outputs
a. Computer
b. AV materials
1.classify and describe teacher –made devices 2. Teacher-made  Job sheet completion

10. 2.present sensorial materials and demonstrate a. Print & Non-Print  Sensorial materials – gallery  Poster presentations
 Sensorial showcase
Representative samples b. Realias  Critique checklists
 SWOT – analysis  Journal entries
3.critique display of projects c. Projects  Exams
 Journal entries
4.complete journal / portfolio entries d. Compilations
e. Journals

11. BIBLIOGRAPHY
Bagin, Don. The School and Community Relations. Boston: Pearson / Allyn & Bacon. 2008. (370.1931/B143)
Bentzen, Warren R. Seeing Young Children: A Guide to Observing and Recording Behavior. Clifton Park, NY: Thomson Delmar Learning. 2009.
(155.40723/B44)
Ebert, Edward s. II. School: An Introduction to Education. Australia: Thomson / Wadsworth. 2007 (371.00973/Eb39)
Gordon, Ann Miles. Beginning Essentials in Early Childhood Education. Australia: Thomson Learning. 2007 (372.21/G65)
Marsh, Colin J. Curriculum: Alternative Approaches, Ongoing Issues. New Jersey: Pearson Education. 2007 (375.001/M35)
Mayesky, Mary. Creative Activities for Young Children. Clifton Park, NY: Delmar, Cengage Learning. 2009.
(372.21/M45)
Morrison, George S. Early Childhood Education Today. New Jersey: Pearson Education. 2007 (372.21/M83)
Petersen, Sandra H. Endless Opportunities for Infant and Toddler Curriculum: A Relationship-Based Approach. Upper Saddle River, New Jersey:
Pearson
Education 2009. (372.19/P44)

12. Riley, Jeni Learning in the Early Years 3-7. . Los Angeles: Sage. 2007 (372.21/L45)
Starbuck, David. Creative Teaching: Getting It Right. London: Continuum. 2006 (371.102/St28)
Tanner, Daniel. Curriculum Development: Theory Into Practice. New Jersey: Pearson Education. 2007 (375.001/T15 c.2)
Willan, Jenny (editor). Early Childhood Studies: An Introduction to the Study of Children’s Worlds and Children’s Lives. Exeter: Learning Matters. 2007
(305.231/ Ea75)
http://ecrp.uiuc.edu/v4n2/kwon.html www.bamabydistance.ua.edu/page.cfm?page=degreeWeb&sub_page=427&WMID=222&WPID=41
www.ed.gov/parents/earlychild/ready/resources.html www.ncca.ie/eng/Curriculum_and_Assessment/Early_Childhood_and_Primary_Education
www.flemingc.on.ca/index.cfm/go/programs/sub/display/code/EC.cfm www.marylandpublicschools.org/MSDE/divisions/child_care/preschool_curriculum
www.thecb.state.tx.us/reports/DocFetch.cfm?DocID=0349&Format=PDF www.anthemchildcare.com/early-childhood-education.php
www.earlychilded.delmar.cengage.com www.state.nj.us/education/ece/curriculum/curriculum.htm
www.ericdigests.org/2000-3/disputes.htm www.ceep.crc.uiuc.edu/poptopics/preschoolcurr.html
www.pde.state.pa.us/early_childhood/cwp/view.asp?Q=101706 www.curriculum.edu.au/ccsite/cc_early_childhood_education,17850.html
www.nj.gov/education/ece www.apscms.net/departments/ece/curriculum

13. University of San Carlos
College of Education
TEACHER EDUCATION DEPARTMENT
SYLLABUS
Course No. : ECED 115
Course Title : Observational Child Study
Course Credit : 4 units (lecture / lab – research-based)
Course Pre-Requisites : ECED 100 & 102
Course Description
This is a 4-unit course which deals with the child in the light of his overt behavior, their causes and effects. Students of this course are expected to use scientific observational
methods of child study in order to provide the necessary intervention within the prepared environment. It is hoped that Carolinian Montessorians will be able to efficiently and
carefully employ ways of observing the child, recording data, and interpreting focus areas of the child’s personality. Knowledge, skills, attitudes and values acquired / developed

14. in this study go beyond academic considerations since observers are also able to articulate their learnings in their own lives. Observational techniques may not only be
applicable in the context of this course but wherever professionals opt to serve whether locally or globally.
Course Objectives
1. know and understand the basic principles underlying children’s behavior,
2. develop skills and competencies necessary in employing scientific observational child study methods,
3. learn varied ways and approaches of observing the child in the Montessori tradition,
4. design a program based on principles of observational child study and teacher-intervention in consideration for research findings,
5. acquire attitudes and values needed in dealing with children’s behaviors necessitating special attention.
Course Requirements: Grading System
Regular Attendance Observation narratives 30% class standing / reports 20% term tests / prototypes
Passing grades Portfolio of Sources 40% case study & oral defense 10% deportment
Rubrics:
Criteria Knowledge Skills Attitudes / Values
5. Individual Performance Communicates concepts, accepts opinions Organizing, synthesizing, expressing, concluding Determination, trust, honesty, openness
6. Group Involvement Sharing insights, giving comments, reactions Analyzing, critiquing, arranging, classifying, sorting Acceptance, patience, fairness, kindness
7. Class Participation Joining common activities, consensus decision Initiating class development pursuits, coordinating Respect, self-control, attentiveness, faith
8. Articulation Indicators Speaks out ideas, reasons, agrees, justifies Leading, managing, moderating, disciplining Relates & gets along well, consideration
Suggested Learning Activities: Suggested Motivational Techniques
21. Keyword- examination 21. Chapter Defense 1. Ask intriguing questions 21. Listen to a soothing music

15. 22. Highlighting concepts 22. Completion activity 2. Show colorful / relevant pictures 22. Project a fascinating image
23. Matching options 23. Citing Opposites 3. Give puzzling issues to resolve 23. Act out a role
24. Deletion procedure 24. Alphabetizing 4. Comment on a sensational figure 24. Guess the correct answer
25. Text-study 25. Graphic interpretation 5. Draw reaction on a news item 25. Follow a word / picture clue
26. Mock up situations 26. Choose and tell 6. Make an incomplete statement 26. Rearrange a reshuffled sentence
27. Poster scrutiny 27. Sequencing events 7. Uncover a mysterious graphic 27. Simulate a scene
28. Lesson demo 28. Tracking episodes 8. Present an object thriller 28. Pick a rolled strip & make a remark
29. Critiquing session 29. Flashback - rewind 9. Sing a popular song 29. Craft a simple paper cut symbol
30. Creative presentation 30. Projecting / visioning 10. Read together a romantic poem 30. Perform an action song
31. Matrix synthesis 31. Error point 11. Recite an interesting quotation 31. Do a short dance number
32. Spelldown / Spell out summary 32. Perspective Revision 12. Play a short game 32. Have a follow-the-leader exercise
33. Pick-pocket Q & A exercise 33. SWOT-analysis 13. Recall a funny experience 33. Write thoughts on a freedom board
34. Wisdom Windows 34. KSAV Enrichment 14. Share a significant learning 34. Finish a hanging phrase
35. Learning Corners 35. Buddy Walk 15. Tell an embarrassing incident 35. Provide a title to a verse
36. Teaching Buddies 36. Quad Exchange 16. Elicit a personal insight 36. Contribute a line to a brief story
37. Listening Partners 37. Abstract writing 17. Describe a do-gooder 37. Inquire about causes and effects
38. Charting Responses 38. Portfolio making 18. Discover what’s lacking / what’s wrong 38. Interact on observations
39. Comment-sharing 39. Formalistic research work 19. Complete an If you were…declaration 39. Relate an alarming encounter
40. Take-home-messages 40. Documentation 20. Sketch a puzzling figure on the board 40. Narrate lessons from failure /
mistake

16. PRE-MIDTERM
Delivery Modes/
Specific Objectives Content Coverage Learning Activities/Resources Assessment Schemes
1. share keywords in an interaction on course, I. Orientation:
2. explain concepts describing topics in study,
3. interact on suggested activities; strategies, 1. Course Overview  Insight-sharing  Response
4. discuss requires of the course,  Class interaction
5. give feedback on grading system 2. Description, Objectives  Group dynamics  Group involvement
6. suggest ways on conduct of class.  Brainstorming
7. contribute to sharing expectations 3. Content, Learning Experiences  Seatwork
8. complete the matrix on USC Vision-Mission  Charting expectations  Individual output
9. discuss ground rules for group work 4. Course Requirements  Personal visioning activity
10. draw up plans for group tasks  Ground rule formulation
5. Grading System  Finished product – matrix
11. Leveling Expectations
 Completed ground rules
7. USC Vision-Mission Statements
8.Teambuilding  Summative evaluation
II. Review
1. participate in group discussion of past learnings 1. Early Childhood Education in  Group sharing  Quality sharing
on ECED general  Poster-analysis
2. elucidate on Montessori info poster 2. Montessori Education  Schematic diagramming
3. draw a schema of the elements of the 3. The Difference  Comment-sharing  Reflections
Montessori system of education a. The Method  Research finding presentations
4. comment on learnings and relate with readings b. The Child  Reaction-sharing  Relevant comments
5. share reactions on research findings c. The Teacher  Informal classroom debate on
6. present common criticisms of the method d. The Prepared Environment criticisms of the Montessori method
e. Other Components  Pertinent arguments

17.  Critique sheets
1. define functional terms used in the study III. Introduction  Socialized recitation  Class engagement
2. explain spell-down synthesis of readings  Group contest  Board work
3. draw a sequence spot map of procedures 1. Definitions of terms  Spot map sketching  Individual contributions
4. identify possible focus areas for observation 2. Observational Study  Panel discussion  Part I of Research paper
5. elaborate justification for choice of focus 3. Procedures and steps  Buddy stroll  Summative evaluation
4. Focus areas

18. MIDTERM
Delivery Modes/
Specific Objectives Content Coverage Learning Activities/Resources Assessment Schemes
1. present research findings on particulars of IV. Observing the Child: Overview  Group performance
Observational child study  Buzz session participation
2. discuss in groups components of process 1. Criteria  Individual / group presentations  Individual / group outputs
3. give suggestions on how to collect data 2. Format  Insights
4. share readings on information processing 3. Procedure / Techniques  Group interaction  Research findings
5. formulate learning statements on possibilities in 4. Data collection  Question and answer
interpretation of findings 5. Information processing  Suggestion strips  Quality statements
6. answer activity sheets on implications 6. Interpretation  Completed answer sheets
7. Educational Implications  Freedom Board on readings
 Seat work: learning statements
 Question and answer: activity sheets
V. Approaches in Observational  Poster presentations
Child Study  Quality presentations
1. Covert Observational research  Components gallery: display
1. define terms used in this section 2. Overt Observational research  Showcase
2. describe components of the approaches 3. Researcher participation
3. enumerate the steps in each research a. The developing person
technique b. Systematic support system  Glossary matrix: approaches  Group work
4. suggest other related observational methods c. Early childhood programs
5. formulate questions for sample questionnaire in d. Developmental Changes in
participative research Early Childhood  Individual output
6. complete entry / reply chart 4. Relevant Questions:  Ladder fill: steps in research technique
7. write anticipatory responses to questions a. Cognitive development
8. present multi-dimensional development diagram b. Language development  Finished product
9. label interconnectedness among dimensions c. Socio-cultural development
d. Cognitive development  Chart-completion: responses

19. e. Moral development  Schema
 Diagramming: dimensional
development stages  Board work
 Class interaction
 Tracing connections
1. brainstorm on research process VI. Action Research in Child  Insight strips exchange  Quality involvement
2. comment on children’s personality: see chart  Interactive sharing
3. share reactions on parenting, parenthood the Development  Comment-sharing  Interview results
Filipino way  Accomplished chart
4. chart comparisons among childcare programs 1. Child personality  Role-playing  Progress reports
5. name / describe factors influencing dev’t. 2. Family values  Part Two Research paper
3. Daycare / Childcare programs  Tabulating similarities / differences
4. Developmental influences
among childcare programs
 Round Table discussion

20. PRE-FINALS
Delivery Modes/
Specific Objectives Content Coverage Learning Activities/Resources Assessment Schemes
1. Compare and contrast two experiential VII. Piaget’ Active Learning and
approaches in early childhood learning
Vygotsky’s Guided Participation  Matching concepts  Relevant concepts
2. Express agreement or disagreement on points
of conflict  Intelligent connections
1. Similarities and differences  Informal argumentation
2. Conflicts
3. Highlight positive points in suggested solutions
3. Solutions  Logical opinions
to conflicts by listing merits
a. A Caring Community
b. Establish Positive  Pros and cons Opinion fans
4. Give ways of overcoming conflicts in child- Relationships with families  Sample situations
rearing, educating, forming & transforming c. Help Families understand
conflicts
d. Overcoming conflicts  Situation - analysis  Reasonable solutions
5. List suggestions on how to build the child’s self- e. Bully-proof each Child
confidence to prevent bullying.
 Completed activity sheets
 Problem - solving
 Priority sheet - completion
1. Categorize observation targets according to VIII. Combined Observation
system
2. Draw standards in choosing and using methods Systems  Labeling activity  Matching labels
of improving the quality childhood education
practices

21. 3. Share learnings and readings on how language 1. Observation Targets:  Table of Specs - formulation  Finished product
develops in children a. Child Activity System
4. Discuss experts’ opinion on cognitive b. Adult Behavior System
development c. Management of Time  Reflections on readings
5. Rank means of enhancing motor skills in 2. Child Developmental Measures  Research findings presentation
children in the Montessori tradition 3. Language Developmental
6. Characterize social competence and provide Measures  Group involvement
alternatives in enriching skills 4. Cognitive Developmental Status
7. Outline measures provided by significant others Measure  Group Dynamics
during pre-academic stage in child development 5. Fine Motor Skills Measure  Paperwork
6. Social Competence Measure
7. Pre-academic Skills Measure
 Ranking activity  Completed matrix
 Part Three Research work
 Social skills directory
 Summative exams
 Summarizing / synthesizing
 Intervention program

22. FINALS
Delivery Modes/
Specific Objectives Content Coverage Learning Activities/Resources Assessment Schemes
IX. Expectations / Questionnaire
1. Draw a framework of expected topics to  Refining questionnaire items  Sample questionnaire
consider in finalizing observation data
1. Family Background
2. Provider Survey  Presentation of final copy
2. Reformat questionnaire form using APA format 3. Reasons for Choice of Subject  Re-writing questionnaire
4. Focus Items
a. Play Skills  Justification of items
3. Discuss to justify choice of subject of b. Communication
observation c. Social Skills  Interaction
d. Cooperation with Peers  Progress report
e. Cooperation with Adults
4. Check to verify items on the questionnaire f. Motor Skills
g. Behavior Problems  Group discussion  Critique
5. Learnings / Implications
5. Present observation results for critiquing
 Shared implications
 Norm review ( APA format )
 Learning statements
 Individual presentations
 Critiquing session
X. Documentation / Final Paper
1. Submit documentation for checking  Project submission  Documentation

23. 1. Preliminaries
2. Note items for revision 2. Organization  Highlighting  Final paper presentation
3. Revise write-up 3. Phase Check
 Oral Defense
4. Defend final paper 4. Progress Report  Revision
5. Evaluation  Final Evaluation
6. Revision  Final project presentations
7. Oral Defense / Presentations

24. BIBLIOGRAPHY
Brookes, Paul H.. Behavioral Support Baltimore, Md.: Rachel Janney. 2008 (371.393/J26)
Cheminais, Rita. Every Child Matters A New Role for SENCOs : A Practical Guide.. London : David Fulton, 2005. (371.904/C42)
Desai, Vandana (editor). The Companion to Development Studies - - London: Hodder Education. (2008) (338.9/ C73)
Driscoll, Amy. Early Childhood Education, Birth 8: The World of Children, Families, and Educators. Boston, Mass.: Pearson / Allyn & Bacon. 2007 (372.21/D83)
Gardner, Howard. The Development and Education of the Mind: The Selected Works of Howard Gardner. New York: Routledge, 2006 (370.1/G17)
Gordon, Ann Miles. Beginning Essentials in Early Childhood Education. Australia: Thomson Learning. 2007 (372.21/G65)
Hopkins, David. Every School a Great School: Realizing the Potential of System Leadership. England: McGraw-Hill. 2007. (371.2/H77)
Lerner, Janet W. Learning Disabilities and Related Disorders. Boston: Houghton Mifflin. 2006 (371.9/L56)
Mather, Nancy. Learning Disabilities and Challenging Behaviors: A Guide to Intervention and Classroom Management. Baltimore: Paul H. Brookes. 2008.

25. (371.9/M43)
Morrison, George S. Early Childhood Education Today. New Jersey: Pearson Education. 2007 (372.21/M83)
Starbuck, David. Creative Teaching: Getting It Right.. London: Continuum. 2006 (371.102/St28)
Taylor, Ronald L. Exceptional Students: Preparing Teachers for the 21st Century. Boston: McGraw-Hill. 2009. (371.9/T21)
Willan, Jenny. (ed.). Early Childhood Studies: An Introduction to the Study of Children’s Worlds and Children’s Lives. Exeter: Learning Matters. 2007
(305.231/ Ea75)
Zirpoli, Thomas J. Behavior Management: Applications for Teachers. - - New Jersey: Pearson Education. 2008. (370.1528/Z68)
Early Childhood Education: An International Encyclopedia (vol.1- 4). Westport, Connecticut: Praeger. 2007. (372.2103/Ea7)
How to Reach `Hard to Reach’ Children (2007). England: John Wiley and Sons. (378.7729/H83)

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