Last updated: January 2006
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College of Education
Valdosta State University
Department of Psychology and Counseling

PSYC 3120: Psychoeducational Aspects of Early Childhood
Course Syllabus

Instructor:

William G. (Bill) Huitt, Ph.D.
Office Hours: MTWR: 1-3pm
Office: Psychology Building (next to Continuing Education Center on Patterson)
Phone: 333-5613 (O); 229-259-5576 (F); 247-2327 (H)
E-Mail: whuitt at valdosta dot edu

Required Texts:

• Eggen, P., & Kauchak, D. (2004). Educational psychology: Windows on classrooms (6th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
• Required readings packet available at the copy center in the Education Center

Optional Materials:

• Materials packet available at the copy center in the Education Center [http://chiron.valdosta.edu/whuitt/edpsyec/edpeframe.html]

Additional Web Sites:

Textbook site	http://wps.prenhall.com/chet_eggen_education_6
Learning Theory and Classroom Practice	http://www.gse.uci.edu/ed173online/173tour/index.html
Educational Psychology	http://www.mhhe.com/socscience/education/edpsych/
Teacher Talk Home Page	http://education.indiana.edu/cas/tt/ttarticles.html

Course Description:

This course is designed to introduce psychological principles as they apply to teaching and learning, especially for children ages three through eight. It is the required second course in the core sequence for the BS degree in Early Childhood Education.

NOTE: Students must be admitted to the Education program or be eligible to do so (i.e., successfully completed the Regents' Exam and have a 2.5 CGPA). Students should also have completed PSYC 2700 and either MSED 2000 or HSPE 2100 before enrolling in this course. It is highly recommended that students complete PSYC 2500 (Fundamentals of Psychology) prior to enrolling in this course.

ollege of Education Conceptual Framework: Guiding Principles

The following are adapted from the Georgia Systemic Teacher Education Program Accomplished Teacher Framework

• Dispositions Principle:  Productive dispositions positively affect learners, professional growth, and the learning environment.

• Equity Principle:  All learners deserve high expectations and support. 

• Process Principle:  Learning is a life-long process of development and growth. 

• Ownership Principle:  Professionals are committed to, and assume responsibility for, the future of their disciplines. 

• Support Principle:  Successful engagement in the process of learning requires collaboration among multiple partners.

• Impact Principle:  Effective practice yields evidence of learning.

• Technology Principle:  Technology facilitates teaching, learning, community building, and resource acquisition. 

• Standards Principle:  Evidence-based standards systematically guide professional preparation and development. 

College of Education Conceptual Framework Standards (CFS)

 The following framework standards will be emphasized in this course:

• II. KNOWLEDGE OF STUDENTS AND THEIR LEARNING:  Teachers support the intellectual, social, physical, and personal development of all students.

• III. LEARNING ENVIRONMENTS: Teachers create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation.

The following framework standards will be introduced in this course:

•  IV. ASSESSMENT: Teachers understand and use a range of formal and informal assessment strategies to evaluate and ensure the continuous development of all learners.

•  V.     PLANNING AND INSTRUCTION: Teachers design and create instructional experiences based on their knowledge of content and curriculum, students, learning environments, and assessment.

• VI. PROFESSIONALISM: Teachers recognize, participate in, and contribute to teaching as a profession.

General Course Objectives:

Students will be able to:

1. name and discuss the major categories of variables that have been studied in educational psychology in an attempt to answer the question "Why do some students learn more than others?" and arrange these in the form of a model of the teaching/ learning process.
2. name and discuss the major components and techniques of classroom planning, management and instruction that have been addressed in the study of the teaching/learning process as well as how these general techniques can be modified to address individual differences.
3. define learning and compare and contrast the factors that cognitive, behavioral, and humanistic theorists believe influence the learning process, giving specific examples of how these principles could be used in the classroom.

Note: More specific course objectives are presented separately.

Topics:

I. Introduction

A. Purpose and objectives of course
B. Working in the public schools
C. Definitions

1. Education
2. Educational psychology
3. Learning
4. Teaching

D. Objectives of Schooling

1. Master basic skills of reading, writing, and arithmetic
2. Become contributing member of society
3. Develop individual, unique potential
4. Others

II. Scientific Investigation

A. Types of Studies

1. Descriptive
2. Correlational
3. Experimental

B. Methods

1. Systematic observation
2. Participant observation
3. Paper/pencil
4. Clinical

III. Behavioral Theories of Learning

A. Theories

1. Contiguity
2. Classical conditioning (respondent learning)
3. Operant conditioning

B. Applications

1. Behavioral Objectives
2. Direct Instruction
3. Classroom Management

IV. Cognitive Theories of Learning

A. Theories

1. Information processing
2. Developmental

B. Applications

1. Concept learning
2. Constructivistic approaches

V. Classroom Processes

A. Planning

B. Instruction

C. Management

VI. Evaluating learning

A. In the classroom

B. Standardized testing

C. Georgia Teacher Observation Instrument (GTOI)

VII. Humanistic (Theories and Applications)

A. Self-concept

B. Psychosocial development

VIII. Social Cognition (Theories and Applications)

A. Modeling and imitation

B. Self-efficacy

C. Self-regulation

IX. Character and Moral Development

A. Kohlberg and Gilligan's Theories

B. Other Approaches

C. Service Learning

Field Experience:

A course requirement is that students spend 2 clock hours per week as aides to teachers in the public school system for a total of 20 hours. The hours spent are in regular classroom settings which contain black and white students of both sexes. Since the college students act as tutors to children as assigned by the classroom teacher, they are getting experiences in multicultural settings and with individual differences. School assignments will be made in the Valdosta and Lowndes schools through your instructor. If commuting students desire to complete this experience in their hometown schools, the student is required to make all arrangements with principals and teachers. A memorandum explaining the purpose of the school experience can be obtained from the instructor. A letter authorizing the student to work in the school must be signed by the principal and returned before the student actually begins working.

Since working in the schools places students in the role of professionals, each student is required to show proof of professional liability insurance. This may be done privately or by joining one of the professional educational organizations having a local chapter at VSU.

At the end of the semester, the teachers for whom student aides have worked will be asked to complete an evaluation of each student's performance in the classroom. This evaluation will be considered in determining the course grade.

Students with Disabilities:

Valdosta State University, in accordance with the Americans with Disabilities Act, will make arrangements for students who require special assistance due to a disability. If you require some assistance, do not hesitate to make me aware of it. In addition, if you are not already registered with the Access Office for Students With Disabilities, you must contact the Access Office in Farber Hall, or call 245-2498 (voice) and 219-1348 (tty).

E-Mail:

Each student will be required to make 5 postings on the course WebCT bulletin board. Writing Across the Curriculum and the use of technology is a major emphasis at VSU as well as the K-12 school system and the use of e-mail is an excellent example of how writing may be incorporated into the academic curriculum. The explanation of the bulletin board requirement is also described in the materials packet.

Grading:

Extra credit:

Up to ten points extra credit may be earned by reading research articles from education or psychology journals or readings in educational psychology; by listening to cassette tapes; viewing videotapes; or reviewing computer software dealing with issues related to the teaching-learning process. A critique is to be typewritten, double-spaced and should include:

1. Publication data or tape identification;
2. Summary of article or tape (1 to 1-1/2 pages);
3. Your personal opinion about the value of the article or tape (1/2 page).

Each report will be worth a maximum of one point added to one of the 4 exams.

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Dr. William G. (Bill) Huitt
Dept. of Psychology, Counseling & Guidance
Valdosta State University
Valdosta, GA 31698-0001

Copyright (c) 2005 -- Bill Huitt