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ECE 405 Course Extraordinary Success
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ECE 405 Course Extraordinary Success
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• ECE 405 Entire Course

• ECE 405 Week 1 DQ 1 Commonly Held Beliefs and Bias

• ECE 405 Week 1 DQ 1 Commonly Held Beliefs and
  Bias
• ECE 405 Week 1 DQ 2 Children and Prejudice
• ECE 405 Week 2 DQ 1 Race Illusion vs. Reality
• ECE 405 Week 2 DQ 2 Cultural Differences
• ECE 405 Week 2 Exposure to Stereotypes
• ECE 405 Week 3 DQ 1 Second Language Learners
• ECE 405 Week 3 DQ 2 The Role of Families and
  Communities in Culturally Relevant Anti-Bias
  Education
• ECE 405 Week 3 The IRIS Center Module
• ECE 405 Week 4 DQ 1 Classroom Environments and
  Learning
• ECE 405 Week 4 DQ 2 Multicultural Literature

• Commonly Held Beliefs and Bias. Review the
  questions, links and accompanying videos for the
  Commonly Held Beliefs that Influence Teachers
  Work with Diverse Students at http//www.tolerance
  .org/tdsi/cb_intro. Which of the 13
  misconceptions stand out for you as being
  particularly important for you to recognize and
  avoid as an early childhood educator? How can we
  become more aware of our own hidden biases and
  cultural assumptions when it comes to educating
  children of different backgrounds? Respond to at
  least two of your classmates postings.

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ECE 405 Course Extraordinary Success
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• ECE 405 Week 1 DQ 2 Children and Prejudice

• ECE 405 Week 2 DQ 1 Race Illusion vs

• Children and Prejudice. In Vivian Gussin Paleys
  book, You Cant Say, You Cant Play, a
  hierarchy of bosses and outcasts emerges year
  after year in her classroom. What, in your
  experience with children, determines this
  hierarchy and how much of it is due to the
  development of pre-prejudicial behavior in
  children? Provide examples and then consider why
  it is important to address this behavior earlier
  rather than later. Would Vivian Gussins Paleys
  rule have worked in the example you provide? Why
  or why not? Respond to at least two of your
  classmates postings.

• Race Illusion vs. Reality. Review the seven
  propositions including the accompanying videos
  on Understanding the Influence of Race
  (http//www.tolerance.org/tdsi/uir_intro). From
  these links and videos, you will learn that much
  of what we hold to be true about race is a social
  construction, which has little connection to
  human biology. Unfortunately this means children
  of different races may face stereotypes based on
  the way they look or speak. As an early childhood
  educator, you will be in a unique position to
  make an impact on children of all racial
  backgrounds. Refer to the information provided in
  the links as you consider the scenario below

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ECE 405 Course Extraordinary Success
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• ECE 405 Week 2 DQ 2 Cultural Differences

• ECE 405 Week 2 Exposure to Stereotypes

• Cultural Differences. On page 64, your text
  offers a list of 13 childrearing patterns that
  differ between cultures. These can create
  challenges for educators when family structures
  and norms conflict with the assumed norms of the
  school. In the US, these are most often based on
  white, middle-class cultural assumptions. Provide
  an example from your own life or one in the media
  where these values have led to conflict or
  misunderstandings between the school and family.
  How might the educator or school have responded
  in a more culturally sensitive manner? Respond to
  at least two of your classmates postings.

• Exposure to Stereotypes. Children are bombarded
  by racial, cultural and gender stereotypes both
  within and outside the classroom. Consider the
  movies, television series and products (including
  toys and videogames), which are marketed to young
  children. Submit a 2-3 page paper (not including
  title and reference page) arguing why you believe
  the movie, television series or product chosen
  taints childrens understanding of race, culture,
  gender, and the message being conveyed. Include
  the following in your argument

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• ECE 405 Week 3 DQ 1 Second Language Learners

• ECE 405 Week 3 DQ 2 The Role of Families and
  Communities in Culturally Relevant Anti

• Second Language Learners. Imagine that you teach
  in a school where the majority of the student
  population is English speaking, and there is a
  growing a number of English language learners.
  You are assigned to a first-grade classroom where
  60 of children speak English only and the other
  40 speak mostly Spanish with varying levels of
  English. How will you approach and organize this
  classroom? What challenges do English language
  learners face? What challenges will you face? How
  will foster a positive, collaborative classroom
  community despite a language barrier? Respond to
  at least two of your classmates postings.

• The Role of Families and Communities in
  Culturally Relevant Anti-Bias Education. Often
  school attempts to connect with families fail.
  One reason is that schools assume the role of
  educator and expect families to go out of their
  way to learn how they can help modify family
  patterns to best suit the school environment.
  However, a more effective way to connect to
  families is for teachers to go out into the
  communities they serve and learn more about
  those communities.

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ECE 405 Course Extraordinary Success
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• ECE 405 Week 3 The IRIS Center Module

• ECE 405 Week 4 DQ 1 Classroom Environments and
  Learning

• The IRIS Center Module. The IRIS Center is a
  national center that aims to provide high quality
  resources and training for educators. Go to
  http//www.iriscenter.com/clde/chalcycle.htm.
  Begin by selecting the Challenge balloon. Listen
  to the Case study. Then select the Initial
  Thoughts balloon. Focus on the question regarding
  the level of involvement of Marias parents.

• Classroom Environments and Learning. Both your
  reading in Roots and Wings and the lessons from
  Vivian Gussin Paleys book demonstrate that
  classroom environments give children and parents
  strong messages in the way they are set up and
  decorated. Identify and describe at least two
  ways you can structure and design the classroom
  environment to enhance anti-bias education and
  culturally relevant learning. Provide specific
  examples and respond to at least two of your
  classmates postings.

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• ECE 405 Week 4 DQ 2 Multicultural Literature

• ECE 405 Week 4 PowerPoint Presentation

• Multicultural Literature. There are many
  different kinds of multicultural childrens
  books. Choose one book from the titles presented
  in your text. Read the book and provide a brief
  summary of the story. Describe how the book
  fosters one of the curriculum goals listed on
  page 162 in your text. Be specific and give
  examples related to the text to support your
  thinking. Respond to at least two of your
  classmates postings.

• PowerPoint Presentation. You will create an 8-10
  slide (not including the title and reference
  slide) presentation in Microsoft PowerPoint. The
  presentation should provide an overview of the
  arguments, ideas, facts, and information students
  will be applying to their final paper. The
  information should be presented in a visually
  compelling manner and discuss how the information
  provided can be applied to the design and
  development of multicultural, anti-bias
  curriculum as future early childhood educators.

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• ECE 405 Week 5 DQ 1 Evaluating Multiculturalism
  in the Classroom

• ECE 405 Week 5 Final Paper

• Evaluative Multiculturalism in the Classroom.
  Teachers can be genuine in their efforts to
  deliver a culturally-relevant and anti-bias
  curriculum, but still fail to produce a classroom
  where children are fully inclusive of others and
  prejudice-free. What criteria will be most
  important to you as you evaluate your literature
  selections and activities in the classroom for
  multicultural and anti-bias?

• Focus of the Final Paper
• This paper should be a combination of
  philosophies, theories, and concepts learned and
  how they apply to the early childhood classroom.
  The primary focus will be on the
  comprehensiveness of understanding the many
  components that are necessary for the preschool
  classroom.

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