TUL555 Slum Education

COURSE DESCRIPTION

Course Code: TUL555

Subject Title: Educational Centre Development

Domain: Education

Course Writer: Corrie de Boer

Course Facilitator:

Subject Expert: Corrie de Boer

Credit Value: 3 credit

	Hours
Lecture	10 hours
Site Visit	8 hours
Practical Work	7 hours
Self-study reading and writing	10 hours
Total Hours	35

Level of Course Outline Development (Check and send when done):

Task No Task Assigned to Deadline Sent to Supervisor Sent to Encarnacao Coordinator

1 This Initial Course Outline

2 Assessment tasks

3 Lecture titles

4 Weekly readings, bibliography

5 Field Supervision with report forms

6 Course manual with initial notes for each lecture

7 Course manual completed

8 Course manual with graphics

9 Conversion to web pages

10 CD of course

11 3-5 min video clips added

12 Interactive CD for distance learning

GENERAL STATEMENT ABOUT THE OBJECTIVES OF THE COURSE:

The theory, strategies and processes for the development of preschool, elementary and technical schools in the slums as integral to urban poor churchplanting processes. Candidates are able to understand milestones in the development of slum schools,and their relationship to church growth, and critically evaluate the development of slum schools, issues of curriculum develoment, long-term management and financial viability.

LEARNING OUTCOMES THAT WILL BE MEASURED BY ASSESSMENT: (This is a statement of the outcomes that must be measured by the assessment tasks set by the Subject Expert and Course Director, and how they will be measured so candidates can be credited with competency.)

Outcome1.

(9332)

Understands the benefits or early childhood education and has the ability to explain those benefits to the parents of children in a slum community. Develop an enrolment agreement that identifies the expectations of the parents. Develop and explain a plan to help overcome barriers to enrolment facing slum dwellers.

Outcome 2. (9336)

Understands the milestones in the development of early childhood services, identify and research the key groups and individuals who had an influence on the development of early childhood services, and critically evaluate the development of early childhood services with reference to the urban poor.

Outcome 3.

(none)

Visit three early childhood centers and critically evaluate the performance, effectiveness and standard of these centers according to the goals and objectives of international best practice.

Outcome 4.

(none)

Have to ability to propose a plan for either a vocational training program or an early childhood training program that will demonstrate a balance between cognitive, evaluative and psychomotor skills required for the vocational or childhood activities the learners are being trained for. Integrate social and spiritual goals in keeping with the vision of the Ministry/organization the candidate is employed with or related too.

Assessment Tasks

Task No.	Description of the task/assignment	Marks	Weighting
	Understands the benefits or early childhood education and has the ability to explain those benefits to the parents of children in a slum community.	100	10%
	Understands the milestones in development of an early childhood services delivery process	100	10%
	Visit three early childhood centers and critically evaluate the performance	100	30%
	Propose a plan for either a vocational training program or an early childhood training program that will demonstrate a balance between cognitive, evaluative and psychomotor skills required for the vocational or childhood activities the learners are being trained for.		50%

Assessment Schedule

Task No.	Elements	Evidence required	Judgements about quality of evidence
	Understands the benefits or early childhood education and has the ability to explain those benefits to the parents of children in a slum community.	·1 Develop an enrolment agreement that identifies the expectations of the parents. ·2 Develop and explain a plan to help overcome barriers to enrolment facing slum dwellers.
	Understands the milestones in development of an early childhood services delivery process	a group presentation to the church/community members of the results of the research.	Participants and lecturer will rank each ones contribution.
	Visit three early childhood centers and critically evaluate the performance	evaluate the performance, effectiveness and standard of these centers	according to the goals and objectives of international best practice.
	Have to ability to propose a plan for either a vocational training program or an early childhood training program	·1 Demonstrate a balance between cognitive, evaluative and psychomotor skills required for the vocational or childhood activities the learners are being trained for. ·2 Integrate social and spiritual goals in keeping with the vision of the Ministry/organization the candidate is employed with or related too.

BIBLIOGRAHY

Chona’s Course Outline for Preschools

Course Code:

Domain: Education

Course Writers: (Tentative)

1. Prof. Gisela Luna

Educational Psychology Ph.D. (candidate)

University of the Philippines

2. Claribel Amihan

M. Ed. Guidance & Counseling

University of the Philippines

3. Joy Magracia

MA in Educational Administration

University of the Philippines

4. Arlyn Magracia

MA in Curriculum Instruction

University of the Philippines

5. Prof. Yanky Agustin

Ph.D. Psychology, University of the Philippines

Faculty, Family Life & Child Development

University of the Philippines

COURSE TITLE: Developmentally Appropriate Community/Church Based Program for Preschool Children.

COURSE DESCRIPTION: The course puts together basic learning experiences for planning, organizing and setting up a Developmentally Appropriate Early Childhood Program.

COURSE OBJECTIVES:

At the conclusion of the course the students should have:

1. An overview background and history of the Early Childhood Program and various types of Early Childhood Program.

An understanding of the theology and philosophy of Early Childhood Program
Understanding of the characteristics, needs and teaching philosophy related to preschool and children.
Understanding of how to implement government regulations for different types of Early Childhood Programs.
Know the qualification and duties of the director, teacher and other staff.
A practical idea on how to set up& implement a developmentally appropriate Early Childhood Program in a community.

COURSE REQUIREMENTS:

Midterm and Final Exams 30%

Position/Reactions Papers 20% (a choice of topics from A–D)

Class Participation 15%

Feasibility Study 35%

100%

COURSE CONTENTS:

I. FOUNDATION OF EARLY CHILDHOOD PROGRAM:

Introduction: Overview of the Early Childhood Program

a. Biblical Foundation/ History of the Early Childhood Program

b. Trends & Issues in the Early Childhood Program.

c. Philosophy of Early Childhood Program

-Principles of Growth & Development/How children Learn

-The Role of the Early Childhood Workers

Outcomes:

* Explain the current, historical, philosophical, biblical & theoretical approaches to early Childhood Program.

* Enumerate the importance of developing an Early Childhood Program and perceive the role of the community church .

*Explain the nature of child development particularly the nature & needs of young children. Discuss critically the developmental tasks and milestone of children from conception to early childhood. Demonstrate knowledge of the physical, cognitive, social and emotional developments of infants, toddlers and Preschool children & its implication for group program for young children.

Identify the qualification and duties of Early Childhood worker.

Discuss the competency areas of s Preschool/Daycare teacher & Administrator.

Develop personal Philosophy in Early Childhood Education

MODELS & APPROACHES IN EARLY CHILDHOOD PROGRAM

a. Center Based: drop inn, daycare, preschools (Developmentally appropriate, Traditional, Montessori), community church-based, workplace related child care, child minding;

b. Home-based: neighborhood-based playgroups

Outcomes:

* Examine & critique various types of Early Childhood Program & understand their implications to slum communities.

* Assess the needs of children in one’s target community & plan an appropriate Early Childhood Program.

BASIC MANAGEMENT AND OPERATION OF THE EARLY CHILDHOOD PROGRAM:

a. Constructing the Early Childhood Program

-Planning Stage

-Implementing Stage

-Evaluating Stage

b. Formulating Regulations & Policies

- Regulations Governing All Early Childhood Program

-Regulations Governing Private Early Childhood Program

-Regulations Governing Government Early Childhood Program

c. Operationalizing the Early Childhood Program

-Leading & Equipping Staff

-Financing & Budgeting

-Networking

d. Implementing the Early Childhood Program

-Planning & Scheduling

-Assessment & Recording

-Working with Parents / Community/ Church

Outcomes:

Plan & implement children’s program that is consistent with developmentally appropriate practice that reflects the needs of children. An understanding on how to implement government regulations on Early Childhood Program
Work as a team member & interface with families & other service providers in the field of early childhood education.

COURSE REFFERENCES:

Clark, Brubaker & Zuck, Childhood Education in the Church, 1986
Daniel, Wade & Gresham, Introduction to Christian Education, 1975
Gangel & Hendricks. The Christian Educators Handbook in Teaching, 1988
Fred Hughes, What do you mean Christian Education, 1992
Gordon, Browne, Beginnings & Beyond, 1989
Yancy, Beth. The Christian Preschool: A Strategy for Parents & Teachers, ACSI, 1989
Legal Issues Affecting Private Education SPDECS seminar
Margaret Reed, Church Related Preschool, 1985
Dept. of Education DECS service manual
DSWD, Setting UP a Day Care Program
Gonzales, Andrew, The Laws on Education and The Private School Administrator
Vialle Handbook on Child Development 2000
Fleer, Marilyn. DAP Centrism, 1995
Nixon & Aldwinckle, Exploring, 1999

Competency Profiles as Basis for Course Design of the MA in Transformational Urban

Course:

TUL555

Educational Centre Development

CompID

Competency

Skill Knowledge Value Character

Course Objectives:

The theory, strategies and processes for the development of preschool, elementary, adult literacy and technical

schools in the slums as integral to urban poor churchplanting processes. Candidates are able to understand

TUL555

Educational Centre

milestones in the development of slum schools,and their relationship to church growth, and critically evaluate the

Development

development of slum schools, issues of curriculum development, long-term management and financial viability.

Processes of

resourcing, setting up and managing a computer centre in the slums as source of income, development of slum

people and context of communication of the gospel.

332

ability to propose a plan for

design and initiate a new

Understands the benefits

either a vocational training

preschool, elementary or

or early childhood

program or an early childhood

vocational educational centre that

education and has the

training program. Integrate

contibutes to the growth of an

ability to explain those

urban poor church

benefits to the parents of

children in a slum

community.

415

Understands the milestones in

development of an early

childhood services delivery

314

Aware of processes involved in

Can create the core of a

Aware of processes involved in

Values education as a

setting up an educational

business plan doe a slum school

setting up an educational

means to escape poverty

institution in the slums

416

Understands the benefits or

Understands the benefits or early

early childhood education and

childhood education and has the

has the ability to explain those

ability to explain those benefits to

benefits to the parents of

the parents of children in a slum

children in a slum community.

community.

Summary for Course = TUL555 (4 competencies)

Task No	Task	Assigned to	Deadline	Sent to Supervisor	Sent to Encarnacao Coordinator
1	This Initial Course Outline
2	Assessment tasks
3	Lecture titles
4	Weekly readings, bibliography
5	Field Supervision with report forms
6	Course manual with initial notes for each lecture
7	Course manual completed
8	Course manual with graphics
9	Conversion to web pages
10	CD of course
11	3-5 min video clips added
12	Interactive CD for distance learning