CCCOnline LogoCourse Snapshot for ECE 127 - Music/Movement for the Young Child

The information listed below is subject to change. Please review the course syllabus within your online course at the start of class.

Course Competencies

The competencies you will demonstrate in this course are as follows:

  1. Discuss the benefits for the inclusion of music and movement in the early childhood setting.
  2. Identify the stages and abilities of children as they relate to music and movement.
  3. Adapt music and movement activities to a variety of age groups and abilities.
  4. Identify direct and indirect outcomes for activities.
  5. Recognize music/movement terminology appropriate for use with children.
  6. Demonstrate a music and movement activity student has planned and prepared.
  7. Evaluate activities for developmental appropriateness and ability to meet objectives.
Learning concepts for this course are enchanced using modules, websites, and online discussions.

Module Outcomes

Module 1 Learning Outcomes
  • Describe the role of music and movement in the following domains:  Physical, Social/Emotional, and Cognitive.
  • Describe the role of music and movement in a child’s life and education.
  • Discuss the importance of creativity and the role it plays in a child’s creative development.
  • Describe general accommodations to be made for the inclusion of young children with different challenges.
  • Define the following terms:  locomotor, non-locomotor and manipulative skills. 
  • Define the terms and create movement experiences that promote the development of locomotor, non locomotor and manipulative skills.

Module 2 Learning Outcomes
  • Describe how movement/music can be used in the following parts of the day:  arrival, transitions in and out of the classroom, clean up time, nap time and departure.
  • Describe accommodations/modifications used to create positive learning experiences for children with special needs.
  • Create a detailed lesson plan using rationale for development based both Colorado and NAEYC standards.
  • Determine how to best utilize movement activities in the schedule incorporating best group size, props/equipment and space.
  • Determine how to choose music to enhance children’s movement activities.
  • Create appropriate movement experiences for young children.
  • Describe the connections between movement and the following disciplines:  art, language arts, mathematics, science and social studies.

Module 3 Learning Outcomes
  • Describe and use a variety of teaching techniques to create and maintain a positive learning environment.  (how to handle the following situations: nonparticipation, disruptive behavior and relaxation activities).
  • Describe and implement the following teaching methods to facilitate children’s movement education:  direct approach, guided discovery and exploration.
  • Describe and use a variety of teaching techniques to create and maintain a positive learning environment.  (how to handle the following situations: nonparticipation, disruptive behavior and relaxation activities).

Module 4 Learning Outcomes
  • Describe how movement/music can be used in the following parts of the day:  arrival, transitions in and out of the classroom, clean up time, nap time and departure.
  • Describe how play space, climbing structures and toys can be used for movement education.
  • Describe how movement/music can be used in the following parts of the day:  arrival, transitions in and out of the classroom, clean up time, nap time and departure.

Module 5 Learning Outcomes
  • Professional articles linked to site – brain development and contemporary issues.
  • Discuss the developmental milestones as they pertain to movement experiences for young children.
  • Explain the theory of multiple intelligences and how it differs for different learning styles.
  • Describe and implement the following teaching methods to facilitate children’s movement education:  direct approach, guided discovery and exploration.

Course Time Commitment and Expectations

For every credit hour, students should plan to spend an average of 2-3 hours per week for course-related activities in a 15-week course. For example, a 3 credit hour course would average an average 6-9 hours per week to read/listen to the online content, participate in discussion forums, complete assignments, and study the course material. For 10  and 6-week courses, the amount of time per week will be higher so all course competencies, module outcomes, and assignments will be covered.

Aside from typical reading assignments, this course has the following (Please Note: This list is subject to change based on the discretion of the instructor facilitating this course.):

Gradable Item Points

Discussions:  Student Introduction (10)  Academic Integrity (5)

15

Weekly threaded discussions (10 points each)

100

Unit 1 assignment:  About Social Play

50

Unit 2 assignment:  Music Portfolio

100
Unit 3 assignment:  Teaching Methods 100
Unit 4 assignment:  Transition Activities 50
Research Paper 100
Exams 3 @ 50 each 150

Total

665

 

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