ECE 320: Global Perspectives in Early Childhood Education

Course Description

This course will focus on examining early childhood education in seven diverse countries, Australia, Finland, New Zealand, Hong Kong, Republic of Korea, Singapore, England, and Italy. Students will compare how the countries’ history and values frame policies and programs for young children, with specific emphasis on curriculum methods and practices. Special consideration will be given to understanding the pedagogical practices of Reggio Emilia, Italy and how those practices can be implemented in the US. (3 credits)

Prerequisites

  • ENG 101: English Composition 1
  • ENG 102: English Composition 2

Student Learning Outcomes (SLOs)

Students who successfully complete this course will be able to:

  1. Explain that learning about other countries’ early childhood practices can impact change and improvement.
  2. Explain the history and evolution of other countries’ values related to young children
  3. Relate other countries’ values regarding young children to the development of early childhood education and care policies, practices, and services
  4. Examine each countries’ early learning framework
  5. Compare and contrast the early childhood education practices
  6. Discuss the merits and limitations of each country’s early childhood practices
  7. Recommend ways to improve current policy/practice/services to young children/families
  8. Explain the Reggio Emilia approach and related concepts such as The Environment as the Third Teacher, project work, observation and documentation, and family engagement.

General Education Outcomes (GEOs)

Please check the applicable GEOs for this course, if any, by outcomes at GEO Category Search, or by subject area at GEO Discipline Search.

Course Activities and Grading

Assignments

Points

Weight

Discussions (Weeks 1-8) (10 x 20 points each) 200

20%

Blogs (Week 1-7) (8 x 25 points each)

 200

20%

Wiki (Weeks 2-7) (6 x 20 points each)

120

12%

Observation Paper (Week 6)

150

15%

Compare & Contrast Project (Week 7)

 150

15%

Written Assignments

100

10%

Infographic

80

8%

Total

 1000

100%

Required Textbooks

Available through Charter Oak's online bookstore

  • Kagan. The Early Advantage I, Early Childhood Systems that Lead by Example. Teachers College Press, 2018. ISBN-13: 9780807759417
  • Wurm. Working in the Reggio Way. Redleaf Press. 2005. ISBN-13: 9781929610648 

 

Course Schedule

Week

SLOs

Readings and Exercises

Assignments

1

1,8

Topics: The Importance of Global Perspectives and The Image of the Child

  • Readings:
    • Kagan, Chapter 1 (p. 1-16)
    • Wurm, Introduction, Glossary, and Chapter 1 (p. 1-22)
    • Article - Returning Home from an International Experience
  • Read assigned chapters
  • Read article
  • Review Lecture material
  • Participate in Discussion
  • Submit blog

2

2,3,4,5,6,8

Topics: Australia and The Reggio Environment

  • Readings:
    • Kagan, Chapter 2
    • Wurm, Chapter 2
    • Document – Educators’ Guide to the Early Years Learning Framework for Australia (p. 1-47)
    • Article - Preschool: Inspired by Reggio Emilia: Emergent Curriculum in Relationship-Driven Learning Environments
  • Read assigned chapters
  • Read article
  • Read document
  • Review the lecture material
  • Participate in discussion
  • Submit blog
  • Add to Wiki

3

2,3,4,5,6

Topics: England and The Reggio Day

  • Readings:
    • Kagan, Chapter 3
    • Wurm, Chapter 3
    • Document - Statutory framework for the early years foundation stage
  • Read assigned chapters
  • Read document
  • Review the lecture material
  • Participate in discussion
  • Submit blog
  • Add to Wiki

4

2,3,4,5,6

Topics: Finland and the Reggio Progettazione

  • Readings:
    • Kagan, Chapter 4
    • Wurm, Chapter 4
    • Document - Finnish Education in a Nutshell pg. 6-16
  • Read assigned chapters
  • Read document
  • Review the lecture material
  • Participate in discussion
  • Submit blog
  • Add to Wiki
  • Submit Finland Resource Review

5

2,3,4,5,6

Topics: Hong Kong and Reggio Observation & Documentation

  • Readings:
    • Kagan, Chapter 5
    • Wurm, Chapter 5
    • Document - Kindergarten Education and Curriculum Guide
  • Read assigned chapters
  • Read document
  • Review the lecture material
  • Participate in discussion
  • Submit blog
  • Add to Wiki

6

2,3,4,5,6

Topics: Republic of Korea and Family Engagement

  • Readings:
    • Kagan, Chapter 6
    • Wurm, Chapter 6
    • Document – KICCE Policy Brief, Nuri Curriculum: The First Step Toward the Integration of the Split Systems of Early Childhood Education and Care in Korea.
  • Read assigned chapters
  • Read document
  • Review the lecture material
  • Participate in discussion
  • Submit blog
  • Add to Wiki
  • Submit Classroom Observation and Teacher Interview Paper

7

2,3,4,5,6

Topics: Singapore and Teacher Qualifications

  • Readings
    • Kagan, Chapter 7
    • Document - NURTURING EARLY LEARNERS, A Framework for a Kindergarten Curriculum in Singapore
    • Document – Early Years Development Framework
  • Read assigned chapters
  • Read documents
  • Review the lecture material
  • Participate in discussion
  • Submit blog
  • Add to Wiki
  • Submit Compare and Contrast Presentation

8

1-8

Topic: Acting on the New Narratives

  • Readings
    • Kagan, Chapter 8
  • Read assigned chapters
  • Read documents
  • Review the lecture material
  • View classmates’ Compare & Contrast Presentations
  • Submit blog
  • Submit Reggio Infographic
  • Participate in discussion
  • Complete Course Evaluation

COSC Accessibility Statement

Charter Oak State College encourages students with disabilities, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, attention deficit/hyperactive disorder, or psychiatric disabilities, to discuss appropriate accommodations with the Office of Accessibility Services at OAS@charteroak.edu.

COSC Policies, Course Policies, Academic Support Services and Resources

Students are responsible for knowing all Charter Oak State College (COSC) institutional policies, course-specific policies, procedures, and available academic support services and resources. Please see COSC Policies for COSC institutional policies, and see also specific policies related to this course. See COSC Resources for information regarding available academic support services and resources.