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EDC 220 Child Growth and Development for Early Childhood and Elementary
Ebright, Ladonna E.


COURSE: EDC220

SEMESTER: Fall 2005

COURSE TITLE: Child Growth and Development for Early Childhood and Elementary Teachers

NAME OF FACULTY MEMBER: LaDonna Ebright

TITLE OF FACULTY MEMBER:  Assistant Professor

FACULTY OFFICE LOCATION: Copley Hall Rm 320

FACULTY OFFICE HOURS:  By appointment

FACULTY OFFICE TELEPHONE NUMBER: 584-6332- Home: (816) 891-8513, Cell: (816) 210-4958

FACULTY PARK EMAIL ADDRESS: Ladonna.Ebright@park.edu

OTHER FACULTY EMAIL ADDRESS: laebright@aol.com

FACULTY WEB PAGE ADDRESS:

SEMESTER TERM DATES:  August 23, 2005 through December 8, 2005

CLASS SESSIONS DAYS: Tuesday and Thursday

CLASS SESSION TIME: 1:00 PM – 2:15 PM

PREREQUISITE(S): none

CREDIT HOURS: 3

 

MISSION STATEMENT

The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

 

VISION STATEMENT

Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

 

COURSE TEXTBOOKS:

  Trawick-Smith, Jeffrey. Early Childhood Development A Multicultural Perspective. Fourth Edition, Upper Saddle River, New Jersey, Merrill Prentice Hall. 2006 (ISBN 0-13-119805-x)

 

 

COURSE DESCRIPTION: A study of the growth and development of children, birth through middle childhood.  Emphasis will be placed on contemporary multicultural dimensions of development and child rearing, and their implications for teachers.  Students will observe for a total of five (5) hours in each of the following early childhood settings:  Infant/Toddler, Pre-Kindergarten, and Primary K-3. 

 

 

FACULTY’S EDUCATIONAL PHILOSOPHY: The instructor’s educational philosophy is one of interactiveness based on lectures, readings, quizzes, dialogues, examinations, internet, videos, web sites and writings.  The instructor will engage each learner in what is referred to as disputatious learning to encourage the lively exploration of ideas, issues, and contradictions.

 

LEARNING OUTCOMES:

Upon completion of this course, the student will be able to: (Relevant MoSTEP Early Childhood Education Standards and Competencies, and National Association Education of Young Children (NAEYC) are listed in parentheses)

 

Learning Outcomes

 

Measures of Assessment

1. Discuss the typical sequence of development during the first eight years of life, as well as the wide variations in development of individual children..(MoSTEP 1.2.2.1 and 1.2.2.2; NAEYC 1a, 1b)

 

Classroom observations, interviews, classroom discussions, activities and/or quiz.

2. Discuss the social and cultural contexts of development (MoSTEP 1.2.2.1, 1.2.2.2, 1.2.3.1; NAEYC 1a, 1b)

 

Classroom observations, interviews, classroom discussions, activities and/or quiz

3. Observe and record behaviors of young children (MoSTEP 1.2.4.1, NAEYC 3b)

 

Classroom observations and interviews

 

COURSE ASSESSMENT:

 

Observations: Each student will spend 15 hours observing children in three early childhood settings (infant/toddler, preK-kindergarten and primary K-3) and interviewing families.  Each of the hours will be documented in an observation/interview assignment.  The purposes of the observations and interviews are to: 1) connect readings and class discussion to the observation of children or to the multiple contexts for child rearing and 2)  reflect on your learning and think about why these interviews and observations might be important for your teaching. 

IMPORTANT:  Readings must be completed before observations!  Observations/interview assignments are due on Tuesday of each week.  You will receive a list of approved observation sites the first night of class. 

 

GRADING PLAN:

A rubric will be provided for observations and interviews.

            Observations and Interviews            20 points each x 14 = 280 points

            Classroom Activities                          15 points each x 15 = 225 points

            Class Attendance                               2 points each x 29 =     58 points

 

                        A         =          506-563 points

                        B         =          450-505 points

                        C         =          394-449 points

                        D         =          355-393 points

 

LATE SUBMISSION OF COURSE MATERIALS:  Unless prior arrangements have been made with the instructor, assignments not submitted on the due date will not receive full points.

 

CLASSROOM RULES OF CONDUCT:

Computers make writing and revising much easier and more productive.  Students must recognize though that technology can also cause problems.  Printers run out of ink and hard drive crash.  Students must be responsible for planning ahead and meeting deadlines in spite of technology.  Be sure to save copies of your work to disk, hard drive, and print out paper copies for backup purposes.  When turning in an assignment, be sure to provide the instructor with a paper copy rather than a disk or an e-mail attachment.  Every student is an important participant in the learning community of this class.  Respect for fellow classmates, the instructor, and any guest presenters is expected.  Rude behavior will not be tolerated.

 

COURSE TOPICS/DATES/ASSIGNMENTS:

Week

Date

Topics/Assignments (see below chart for specifics of each interview/observation)

1

August 23

In class observation activities and techniques of writing observations

1

August 25

Discuss Chapter 1 – interview assigned

2

August 30 and Sept 1

Chapter 1 interview due on  8/30, discussion of chapters 2 and 3

3

September 6 and Sept 8

Chapter 2 & 3 observation due 9/6, discussion of chapters 4 & 5

4

Sept 13 and Sept 15

Chapter 4 & 5  - Observation due 9/13, discussion of chapter 6

5

Sept 20 and Sept 22

Chapter 6 – Observation due 9/20, discussion of chapters 7, 8 and 9

6

Sept 27 and Sept 29

Chapter 7 &, 8 OR 9 Observation due 9/27, discussion of  chapter 10

7

Oct 4 and Oct 6

Chapter 10 – Observation due 10/4, discussion of chapter 11

8

Oct 11 and Oct 13

Chapter 11 – Observation due 10/11, discussion of chapter 12

9 No class – Fall Recess

Oct 15 through Oct 23

Keep on reading- Because Chapter 12 looks at play, language and literacy, this may be a longer observation than most.  You may want to watch children in the classroom and outside.

10

Oct 25 and Oct. 27

Chapter 12 – Observation due 10/25, discussion of  chapter 13

11

November 1 and Nov 3

Chapter 13 – Observation due 11/1, discussion of Chapter 14

12

Nov 8 and Nov. 10

Chapter 14 – Observation due 11/8, discussion of chapter 15

13

Nov 15 and Nov 17

Chapter 15 – Observation due 11/15, discussion of chapter 16

14

Nov 22 – (no class Nov 24)

Chapter 16 – Observation due 11/22 , discussion of Chapter 17

15

Nov 29 and December 1

Chapter 17 – Observation due 11/29, discussion of chapter 18.

16

Dec 6 and 8

Chapter 18 – Interviews due 12/6,  Final class discussions.

 

ACADEMIC HONESTY: “Academic integrity is the foundation of the academic community.  Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. “Park University 2005-2006 Undergraduate Catalog Page 85-87.

PLAGIARISM:  “Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another’s idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing” Park University 2005-2006 Undergraduate Catalog Page 85-87

 

ATTENDANCE POLICY: Instructors are required to keep attendance records and report absences via the online attendance reporting system.

1. The instructor may excuse absences for cogent reasons, but missed work must be made up within the semester/term of enrollment. 

2. Work missed through unexcused absences must also be made up within the term of enrollment, but unexcused absences may carry further penalties. 

3.  In the event of two consecutive weeks of unexcused absences in a term of enrollment, the student will be administratively withdrawn, resulting in a grade of “WH”. 

4. A ”Contract for Incomplete” will not be issued to a student who has unexcused or excessive absences recorded for a course. 

5.  Students receiving Military Tuition Assistance or Veterans Administration  educational benefits must not exceed three unexcused absences in the term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student. 

6. Reports of “F” grade (attendance or academic) resulting from excessive absence for students receiving financial assistance from agencies not mentioned  in item 5 above will be reported to the appropriate agency.

NOTE: An attendance report of “P” (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term.  Recording of attendance is not equivalent to participation.  Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of this syllabus.

Park University 2005-2006 Undergraduate Catalog Page 89

 

 

 

DISABILITY GUIDELINES:

Park University is committed to meeting the needs of all students that meet the criteria for special assistance.  These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal.  It is Park University’s policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990, regarding students with disabilities and, to the extent of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply.  Park University is committed to meeting the needs of all learners that meet the criteria for special assistance.  These guidelines are designed to supply directions to learners concerning the state law, including Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990, regarding learners with disabilities and, to the extent of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply.  Additional information concerning Park University’s policies and procedures related to disability can be found on the Park  University web page:  www.park.edu/disability

 

COPYRIGHT NOTIFICATION:  This material is copyright and can not be reused without author permission.

 

 

INTERVIEWS AND OBSERVATIONS:

 

Please note the appropriate MoSTEP and NAEYC Standards listed with each assignment.  A full description of these Standards can be found at the end of this syllabus.

 

August 23– You will view video and photos of children in class and learn different techniques of writing observations of children. (This would be a good time to get ahead with your text book readings)  MoSTEP 1.2.4.1, NAEYC 3b

 

DUE August 30th

Chapter 1: Studying Early Childhood Development in a Diverse World

Interview Assignment:  MoSTEP 1.2.3.1, 1.2.4.1, NAEYC 1b, 3b

Interview two separate families of a young child who are distinctly different (i.e. cultural, special needs, socioeconomic) groups.  Ask questions about what children are like and how they should be educated.  The following questions might be considered:  “What learning and behaviors should be expected of preschool-age children?,  of early elementary school-age children?  What should teachers and parents do when children of these two ages misbehave?  Take notes on your interview.  Later, write an analysis guided by the following questions:

a.       How were the answers of the two parents different?  How were they alike?

b.      What sources of information does the adult use to answer these questions (i.e. does this adult rely on research?, on systematic observation?, on personal opinion?)

c.       To what degree do answers reflect family background, culture, or other life experiences? (i.e. does this adult rely on beliefs passed down from parents or other family members?  Does this adult refer to conditions in the neighborhood or community which influence thinking about children?)

What can you conclude about differences in parenting beliefs and practices?  How can these concepts negatively influence professional practice?

Complete your assignment with a well-developed reflection that connects your observations to the reading and considers your learning from this assignment.  This part of the assignment is important and should be at least ½ to 1 page.  

Points =

 

 

DUE September 6th

Chapter 2:Historical Perspectives and Research in Early Childhood Development and Chapter 3: Theories of Child Development

 

Observation Assignment:   MoSTEP 1.2.2.2, 1.2.4.1, NAEYC 1b, 3b

Observe a teacher of young children (Pre-K or Kindergarten) and take notes on classroom interaction.  Later, write an analysis of your observation guided by the following questions:

a.       What elements of a maturationist perspective did you see in the teacher’s interactions with children (i.e. tolerance of immature behavior, postponing tasks, or activities for come children until they are”ready”)?

b.      What elements of a behaviorist perspective did you see (i.e. using praise or rewards, ignoring misbehavior, “catching children being good”, modeling positive behaviors)?

c.       What elements of a psychoanalytic theory did you observe (i.e. promoting attachment, encouraging autonomy and initiative)?

d.      What elements of a cognitive-development perspective did yuou see (i.e. encouraging children to construct their own learning through action, helping children to interpret/understand social situations).?

e.       Use table 2-4 on page 30 to chart the activities of 4 different children during play time. (you can use different symbols or colors to differentiate children-don’t use names)

f.        What elements of sociocultural perspectives did you observe (verbal theory,  self directed speech, scaffolding, or periods of zone of proximal development)?

Complete your assignment with a well-developed reflection that connects your observations to the reading and considers your learning from this assignment.  This part of the assignment is important and should be at lease ½ to 1 page.

Points =

 

DUE September 13th

Chapters 4: Genetics, Prenatal Development and 5: The Newborn

 

Observation Assignment: MoSTEP 1.2.2.1, 1.2.4.1, NAEYC 1a, 3b

Observe a newborn baby in a home or child care center.  Write a narrative description of all behaviors you see guided by the following questions:

a.       How would you describe the baby’s general appearance (i.e. skin color, hair o lack of it, body proportions)?

b.      How would you describe this newborn’s movements?  What kinds of “global wiggles” or other whole-body actions did you observe?  What caused the baby to wiggle in these ways?

c.       What single body-part movements did you see (i.e. kicking a single leg, grasping with a hand)?  What caused these movements to occur?

d.      How attentive was this newborn to you and the outside world?  Did the baby look at you or other objects?  Did the baby turn toward noises or in other ways show that he or she could hear well?

e.       Based on these observations, what can you conclude about newborn appearance, movement and perception?

Complete your assignment with a well-developed reflection that connects your observations to the reading and considers your learnings from this assignment.  This part of the assignment is important and should be at least ½ to 1 page.

Points =

 

DUE: September 20th

Chapter 6: Infant Physical Growth and Brain Development

 

Observation Assignment: MoSTEP 1.2.2.2, 1.2.4.1, NAEYC 1a, 3b

Observe a group of infants of varying ages (0-24 months) in a child care setting.  Select two infants who are at least 4 months apart in age.  Write descriptions of their physical growth, motor  abilities, and  perceptual development of each, contrasting the two infants. Write a report on your observations guided by the following questions:

a.       What specific differences did you observe in physical growth, motor ability and perceptual development  between the two infants you observed?

b.      What can you conclude about changes in motor abilities during these periods of infancy?

Conclude your assignment with a well-developed reflection that connects your observations to the reading and considers your learnings from this assignment.  This part of the assignment is important and should be at least ½ to 1 pate.

Points =

 

DUE: September 27th

Chapters7: Cognitive Development in Infancy, and  Chapter 8, Infant Language and Literacy, and Infant Social and Chapter 9: Infant Social and Emotional Development

 

Observation Assignment;  EITHER  Chapter 7 & 8 Observation OR Chapter 9 Observation  MoSTEP 1.2.2.2, 1.2.4.1, NAEYC 1a, 3b

 

EITHER: Chapter 7 & 8

Observe two 6-12 month-old babies in child care who are of different ages.  Write down descriptions of interesting behaviors they perform that show thinking or problem solving?  Write a report on your observations guided by the following questions:

a.       What kinds of circular reactions were observed?  Did babies perform these using their own bodies?  Objects or toys?  Vocalizations?

b.      Generally, how would you characterize the babies’ causal thinking?  Did either baby set out to cause something to happen?

c.       What did babies do with objects?  Did you see behaviors that show object permanence (i.e. searching for a toy that was out of sight or dropping a toy and retrieving it)?

d.      What kinds of problems did you see babies solve?  How did they get basic needs met?  How did they retrieve toys or other desired objects? 

e.       What types of imitation were observed?  Did babies emulate one another’s actions?  Those of adults?  Did you see pseudo-imitation or deferred imitation?

 

OR: Chapter 9

Observe as child care providers interact with infants or toddlers.  Take notes on their responsiveness and warmth, as described in Chapter 9.  Write a report on these behaviors guided by the following questions:

a.       What specific responding behaviors did you see?  What effect did these responses have on the infants or toddlers?

b.      What warm or nurturing behaviors did you see?  What effect did they have?

c.       If you observed more than one caregiver, did you see differences in how each interacted with infants or toddlers in these areas?  To what would you attribute caregiver differences in warmth or responsiveness?

 

Complete your assignment with a well-developed reflection that connects your observations to the reading and considers your learnings from this assignment.  This part of the assignment is important and should be at least ½ to 1 page.

 

 

DUE: October 4th

Chapter 10 Preschool Physical and Motor Development

 

Observation Assignment: MoSTEP 1.2.2.2, 1.2.4.1, NAEYC 1a, 3b

Observe a preschool boy and girl of approximately the same age as they engage in motor play in a child care center or preschool.  Take notes on their motor activities.  Write a report comparing their play, guided by the following questions:

a.       What types of play did you observe which were common to both children (i.e. clinbing games, throwing, and running)?

b.      What differences did you observe in the two children’s play preferences?

c.       Did you observe differences in activity level or rough and tumble play?

d.      Did you see motor activities that appeared to be influenced by gender?  Generally, to what degree, do you think that gender explains differences in motor play of the two children?

Complete your assignment with a well-developed reflection that connects your observations to the reading and considers your learnings from this assignment.  This part of the assignment is important and should be at least ½ to 1 page.

Points =

 

DUE: October 10th

Chapter 11: Cognitive Development in the Preschool Years

 

Observation Assignment: MoSTEP 1.2.2.2, 1.2.4.1, NAEYC 1a, 3b

Observe a preschool child for at least one hour in a classroom.  As you observe, record any evidence of a developing theory of the mind as described in Chapter 11.  Watch for indicators of the child’s theories about emotional states, intentions and motives, and knowing and remembering.  Pay special attention to the words the child uses.  Later write a report on your observation guided by the following questions:

a.       What language or social behaviors did you observe, if any, which indicate that this child understands internal emotional states?

b.      What indicators were there, if any, that the child was aware of motives and intentions?

c.       What behaviors did you observe that showed the child was aware of internal processes of learning, remembering, and knowing?

Complete your assignment with a well-developed reflection that connects your observations to the reading and considers your learnings from this assignment.  This part of the assignment is important and should be at least ½ to 1 page.

Points =

 

DUE: October 25th

Chapter 12:  Symbolic Thought Play, Language and Literacy in the Preschool Years.

 

Observation Assignment:  MoSTEP 1.2.2.1, 1.2.4.1, NAEYC 1a, 3b

Observe a preschool classroom in which children of diverse cultural backgrounds are enrolled.  Take notes on any sociodramatic episodes which you see, based on descriptions in this chapter.  Later, write a report describing this form of play, guided by the following questions:

a.       What kinds of make-believe did you see (i.e. pretend use of objects, role playing, make-believe situations)?  Give at lease three examples from your observations.

b.      How would you characterize the social interactions you observed during sociodramatic play episodes?  Give examples from your observations.

c.       Describe the language, which you heard during sociodramatic play episodes.  Did children assume adult-like intonations and sentences?  Did they use pretend voices?  How much verbalization occurred?

d.      How did boys and girls differ in their play themes and roles?  Did children of different cultural backgrounds play in different ways?

Complete your assignment with a well-developed reflection that connects your observations to the reading and considers your learnings from this assignment.  This part of the assignment is important and should be at least ½ to 1 page.

Points =

 

DUE: November 1st

Chapter 13: Social and Emotional Development of Preschoolers

 

Observation Assignment: MoSTEP 1.2.2.2, 1.2.4.1, NAEYC 1a, 3b

Observe an entire classroom of preschool-age children.  Watch for examples of the social and emotional development reviewed in Chapter 13.   Write a description of each of the following behaviors you observe (you may not see all of them):

a. Altruistic behavior (acts of kindness, sharing, helping, comforting, etc)

b. Empathy (vicarious feelings of emotion or physical pain)

c. Aggression (teasing, hitting, reaction to peer aggression, unprovoked aggression, or bulling, etc.)

d. Nonaggressive behaviors (rough and tumble play, teasing play, assertiveness, conflict and arguments).

 Then write an essay based on your observations to address what interventions you might use to meet good social emotional development in your classroom.

Complete your assignment with a well-developed reflection that connects your observations to the reading and considers your learnings from this assignment.  This part of the assignment is important and should be at least ½ to 1 page.

Points =

 

DUE: November 8th Chapter 14:  Physical Growth and Motor Development in the Primary Years

 

Observation Assignment: MoSTEP 1.2.2.2, 1.2.4.1, NAEYC 1a, 3b

Observe a classroom of first, second, OR third-graders.  Take notes on the diversity of stature and activity level of the children.  Later, write a report on your observations guided by the following questions:

a.       To what degree did children’s height and weight vary?  Did you observe cultural or gender differences in stature?

b.      How well were children able to sit still and attend to classroom activities? 

c.       To what degree did motor development vary? 

d.      What cultural or gender differences in abilities did you observe?

Complete your assignment with a well-developed reflection that connects your observations to the reading and considers your learnings from this assignment.  This part of the assignment is important and should be at least ½ to 1 page.

Points =

 

DUE: November 15th Chapter 15: Cognition and Schooling

 

Observation Assignment: MoSTEP 1.2.2.2, 1.2.4.1, NAEYC 1a, 3b

Ask a primary-grade child to make a map of the school, the home or neighborhood.  As the child draws, ask about the locations and objects depicted on the map, the distances between places, and other map space questions.  Later, write a report on your observations guided by the following questions:

a.       How would you assess the child’s performance in map-making?  In what ways was the child’s map different from the way an adult might draw?

b.      Was the map drawn to scale?  Were landmarks depicted?  Which details were included in the map?  Which important landmarks were omitted? 

c.       What can you conclude about the development of map space in children of this age?

Complete your assignment with a well-developed reflection that connects your observations to the reading and considers your learnings from this assignment.  This part of the assignment is important and should be at least ½ to 1 page.

Points =

 

DUE November 22

Chapter 16: Language, Literacy, and Schooling

 

Observation Assignment: MoSTEP 1.2.2.2, 1.2.4.1, NAEYC 1a, 3b

Observe social language and literacy of two children in a classroom.  Later write a report  based on the following questions:

Language:

a.       Were the children effective in communicating with and persuading peers?  Were both children equally competent in language-to-peers?

b.      What examples did you observe in the rules of school language described in Chapter 16?  Did the two children use polite, formal language?  Were they effective in asking or answering questions in class?  What differences did you observe?

Literacy

c.       What stage of writing do you believe each child to be in and what evidence supports your decision?

d.      What stage of reading do you believe each child to be in and what evidence supports your decision?

Correlations:  What correlations did you observe between each child’s language and literacy development?

Complete your assignment with a well-developed reflection that connects your observations to the reading and considers your learnings from this assignment.  This part of the assignment is important and should be at least ½ to 1 page.

Points =

 

DUE:  November 29th

Chapter 17: Social and Emotional Development in the Primary Years

 

Observation Assignment: MoSTEP 1.2.2.2, 1.2.4.1, NAEYC 1a, 3b

Observe primary-age children interacting in a classroom or playground.  Make careful notes.  Write a report based on the following questions:

a.       What evidence did you use to identify social acceptance or rejection?

b.      What evidence did you use to identify competence?

c.       What evidence did you use to identify moral self worth?

d.      What evidence did you use to identify control?

e.       If you interviewed the teacher, do you think she/he would support your speculations? What further evidence might you need to make more accurate assessments?

f.        What interventions might you use in your classroom for supporting positive peer relationships?

Complete your assignment with a well-developed reflection that connects your observations to the reading and considers your learnings from this assignment.  This part of the assignment is important and should be at least ½ to 1 page.

Points =

 

DUE: December 6th

Chapter 18: Parents, Families, and Children: A Multicultural Perspective

 

Interview Assignment: MoSTEP 1.2.3.1, 1.2.4.1, NAEYC 1b, 3b

EITHER:

Identify two families with babies who are of distinct cultural backgrounds.  Interview parents or other caregivers living in the home regarding child rearing beliefs and methods.  Ask questions about response to crying, carrying practices, and teaching interactions.  Write a report on these interviews, guided by the following questions:

a.       How do these two families differ in infant care beliefs and practices?  How are they alike?

b.      To what degree does culture affect similarities and differences in care giving?  Does family structure have an influence?  Does the specific role of the caregiver (i.e. parent, grandparent, relative) affect his or her practices and beliefs? 

c.       How active are parents or caregivers in ethnic socialization?  What “socialization messages” do they give to their children to instill ethnic pride?

d.      What can you conclude from your interviews about the attitudes and beliefs about primary children in these two families?

 

OR

Identify two families with primary children who are of distinct cultural backgrounds.  Interview parents or other caregivers living in the home regarding the importance of school and what strategies they use in the home to promote academic success.  Also ask whether they believe schools are sufficiently sensitive to their family’s culture.  (Note:  All families have a culture, even those of Euro-American backgrounds!)  Ask about what out-of-school strategies they use to instill cultural pride.  Ask other questions which are inspired by the ideas in Chapter 18.  Write a report on your findings, guided by the following questions:

a.       How do these two families differ in their beliefs and attitudes about school?  What are the sources of these beliefs?

b.      To what degree does culture affect similarities and differences in beliefs?  To what degree do parents and family members believe schools are sensitive to their culture?

c.       How active are parents or caregivers in ethnic socialization?  What “socialization messages” do they give to their children to instill ethnic price?

d.      What can you conclude from your interviews about the attitudes and beliefs about primary children in these two families?

 

Complete your assignment with a well-developed reflection that connects your observations to the reading and considers your learnings from this assignment.  This part of the assignment is important and should be at least ½ to 1 page.

Points =

 

 

 

NAEYC Standard 1: Promoting Child Develo0pment and Learning (MoSTEP 1.2.2.1, 1.2.2.2, 1.2.3.1)

 

Candidates use their understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for all children.

 

1a:  Knowing and understanding young children’s characteristics and needs. (MoStep Quality Indicator 1.2.2.1, knows and identifies child development,  1.2.2.2, knows and understands major theories of cognitive, physical, social and emotional development.)

 

1b: Knowing and understanding the multiple influences on development and learning (MoSTEP Quality Indicator 1.2.3.1  Understands various theories of family systems, cultural, socioeconomic, political and community characteristics and influences)

 

 

NAEYC Standard 3: Observing, Documenting, and Assessing to Support Young Children.  (MoSTEP 1.2.4.1)

 

Candidates know about and understand the goals, benefits and uses of assessment.  They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence children’s development and learning.

 

3b: Knowing about and using observation, documentation and other appropriate assessment tools and approaches.  (MoSTEP Quality Indicator 1.2.4.1 Understands the goals and benefits of systematic observation, documentation, and other effective assessment strategies including those for children with disabilities and culturally and linguistically diverse.)

Name_________________________________                     Assignment Date__________

MoSTEP __________, 1.2.4.1,    NAEYC _____, 3b

GRADING RUBRIC FOR OBSERVATIONS AND INTERVIEWS

 


 

Meets Expectations

4 points each =20      

 

Observations or  Interviews are recorded in language that is descriptive and objective.

 

 

The content is written clearly and concisely with a logical progression of ideas and supporting information.  The student demonstrates full knowledge with explanations and elaboration

 

 

Each question in the assignment is answered with a well-developed response. Explicit connections are made to course readings

 

 

Thoughtful reflection of learnings from the assignment

 

The text is written with no errors in grammar, capitalization, punctuation, and spelling

 

 

Developing

3 points each =15

 

Observations or Interviews are recorded with some attention to language that is descriptive and objective                                  

 

The content is written with a logical progression of ideas and supporting information.  The student is at ease with content, but fails to elaborate.

 

 

 

 

 

Questions are considered but response should be further developed.  Some connection to reading but often not explicit.

 

 

Beginning awareness of self as a learner

 

 

The text is clearly written with little or no editing required for grammar, punctuation, and spelling

 

 

Not Met

2 points each =10

 

Observations or Interviews reflect a subjective approach to observing children and/or are brief and incomplete

 

The content is vague in conveying a point of view and does not create a strong sense of purpose.  The student is uncomfortable with information and cannot answer questions about subject.

 

 

 

Narrative fails to address questions/topics in the assignment or responses are brief, as if written in a hurry. Readings are not referenced

 

Reflection brief and superficial or missing.

 

 

Spelling, punctuation, and grammar errors distract or impair readability