School For Education Mission StatementThe School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.
School For Education Vision StatementThe School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.
Park University School for Education Conceptual Framework
EDC 220 Child Growth & Devel for Early Childhood &Elementary Teachers
F1J 2008 DN
Ebright, LaDonna E.
MastersCertification: Elementary K-8; Special Education in LD, BD, MR, K-12; School Psychological Examiner; School Psychologist K-12
911 Main, Suite 903, KC, MO 64105
Cell: (816) 210-4958
August 18 to October 12, 2008
----R-- Room 810- Downtown
5:30 - 9:50 PM
Trawick-Smith, Jeffrey.(2006). Early Childhood Development A Multicultural Perspective. Fourth Edition, Upper Saddle River, New Jersey, Merrill Prentice Hall. (ISBN 0-13-119805-x)
Blum, H. and D’Arcangelom M, Developers. (2000). The Brain and Early Childhood, (facilitator’s guide and video), Alexandria, Virginia, Association for Supervision and Curriculum Development
Cavazzoni, Paola, Pini, Barbara, Porani, Francesca and Renieri, Annalisa (Spring 2007) Corpo in Movimento…The Body in Motion. Innovations in Early Education: the international reggio exchange. V14 (2). P1-12. Merrill Palmer Skillman Institute. Wayne State University
Feeney, S. and Freeman, N. (2005). Ethics and the Early childhood Educator Using the NAEYC Code. National Association for the Education of Young Children, Washington, D.C.
Gopnik, A, Meltzoff, A, Kuhl, P. (1999) The Scientist in the Crib, What Early Learning Tells Us About the Mind, New York, Harper Collins Publishers
Jablon, J, Dombro, A, Dichtelmiller, M. (2007) The Power of Observation for Birth through Eight, 2nd edition, Washington DC, Teaching Strategies, Inc.
http://dese.mo.gov/divimprove/fedprog/earlychild/PreK_Standards/Index.html : Missouri PreK Standards.
http://journal.naeyc.org/btj. (2007) YC Young Children, Journal of the National Association for the Education of Young Children. Use for research of various related sites to Child Growth and Development and current issues in the field of early childhood
Karp, Harvey, MD, (2006) The Happiest Baby on the Block, (DVD) , The Happiest Baby, Inc.
Martin, Ginny, Tranchin, Rob, Sr. Producers, (1999) Ready for Life, Investing in our Children’s Future, (DVD), North Texas Public Broadcasting Inc.
Wingert, P. and Brant, M. (August 15, 2005). Reading Your Baby’s Mind. Newsweek V CSLVI (7). P32-39. Harlan, IA.
McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.Career Counseling - The Career Development Center (CDC) provides services for all stages of career development. The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email email@example.com or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Learning Outcomes: Core Learning Outcomes
· Portfolio Essay NAEYC Standard 1 CORE ASSESSMENT)
· Weekly Observations with Analysis and Reflection
· Family Interviews with analysis and Reflection
· Midterm and Final Exams
· Portfolio Essay NAEYC Standard 1 CORE ASSESSMENT)
· Weekly Observations with Analysis and Reflection
· Family Interviews with analysis and Reflection
· Midterm and Final Exams
Link to Class RubricClass Assessment:
Observations: Each student will spend 10 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 Thursday following the week of observation. You will receive a list of approved observation sites the first day of class.
A rubric will be provided for observations and interviews.
Observations and Interviews Questions 10 points each x 7 = 70 points
Reflection for Observation/Interview 10 points each x 7 = 70 points
Classroom Activities 10 points each x 7 = 80 points
e-companion participation 5 points each x 6 = 30 points
In class participation 5 pts ea class x 8 = 40 points
Writing to the Standards/final reflection = 30 points
TOTAL = 320 points
A = 288-320 points
B = 256-287 points
C = 224-255 points
Late Submission of Course Materials:
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, flash drive or hard drive, and print out paper copies for backup purposes. 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.
Please turn off all cell phones during class.
Note: Special directions for observations/interviews follow this chart.
Assignment, Read Chapters 1, 2 & 3 prior to class
In class observation activities and techniques of writing observations. Use of E-Companion tutorial
Homework: Interview Assignment
Assignment: Read Chapters 4, 5 & 6 prior to class
Homework: Observation Assignment (1 out of 4)
Assignment: Read Chapters 10 and 14 prior to class
Homework Observation Assignment (1 out of 3)
Assignment: Read Chapter 7, 11 and 15
Homework Observation Assignment (2)
IMPORTANT- 2 assignments
Assignment: Read Chapter 8, 12 & 16
Homework Observation Assignment (1 out of 2)
Assignment: Read Chapter 9, 13 & 17
Homework Observation Assignment (2 out of 4)
Assignment: Read Chapter 18
Class Discussion and Interview in class
Reflection written in class
Final Class- Write to MoSTEP Standards for this course
Final reflection will be written in class.
INTERVIEWS AND OBSERVATIONS: Rubrics for each assignment will be distributed in class.
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.
CRITICAL: For each assignment, you will post your reflection to e-companion and then you will respond to the reflection of at least 1 other classmate. (You should chose a different classmate for each assignment)
August 21, 2008: Part I: Young Children in Multicultural Perspective: An Introduction You should have read Chapter 1: Studying Early Childhood Development in a Diverse World, Chapter 2, Historical Perspectives and Research in Early Childhood Development and Chapter 3 Theories of Child Development. These chapters lay the foundation for the course of study. During this class, we will cover introductions, the syllabus and activities to help you get ready for actual observation assignments.
HOMEWORK: MoSTEP 126.96.36.199, 188.8.131.52, 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? What learning and behaviors should be expected of 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?)
d. 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.
August 28, 2008: Continue Infants:
You should have read: Chapter 4, Genetics, Prenatal Development, and Birth, Chapter 5, The Newborn and Chapter 6, Infant Physical Growth and Brain Development
Important: You will only complete one of the following Observations. You will be given a Group # during class. That Group # will be your assignment.
Observation Assignment: MoSTEP 184.108.40.206, 220.127.116.11, 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.
Observation Assignment: MoSTEP 18.104.22.168, 22.214.171.124, NAEYC 1a, 3b
Observe a group of infants of varying ages (0-12 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.
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?
What types of imitation were observed? Did babies emulate one another’s actions? Did babies emulate actions of adults? Did you see pseudo-imitation or deferred imitation?
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.
September 4, 2008 Physical Growth and Development and play of PreK and Primary Children;
You should have read Chapter 10; Preschool Phyusical and Motor Development and Chapter 14; Physical Growth and Motor Development in the Primary Years
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?
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?
September 11, 2008: Cognitive Development in Infancy, Preschool and Primary Years
You should have read, Chapter 7 Cognitive Development in Infancy, Chapter 11, Cognitive Development in the Preschool Years and Chapter 15, Cognitition and schooling.
IMPORTANT: YOU MUST DO BOTH ASSIGNMENTS THIS WEEK!!
ASSIGNMENT #1: : MoSTEP 126.96.36.199, 188.8.131.52, 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?
ASSIGNMENT #2: MoSTEP 184.108.40.206, 220.127.116.11, NAEYC 1a, 3b (no E-companion on this one)
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?
PRESENTATION: For the map assignment, you must bring your maps to class and share your experience with the class.
September 18, 2008: Language and Literacy
You should have read: Chpater 8, Infant Language and Literacy, Chapter 12, Symbolic Thought: Play, Language, and Literacy in the Preschool Years, and Chapter 16; Language, Litereacy, and Schooling
GROUP #1 Observation Assignment: MoSTEP 18.104.22.168, 22.214.171.124, 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?
GROUP #2Observation Assignment: MoSTEP 126.96.36.199, 188.8.131.52, NAEYC 1a, 3b
Based on Chapter 16: Language, Literacy, and Schooling
Observe social language and literacy of two children in a classroom. Later write a report based on the following questions:
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?
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?
September 25, 2008: Social Emotional Development:
You should have read Chapter 9; Infant Social and Emotional Development, Chaper 13, Social and Emotional Development of Preschoolers, and Chapter 17, Social and Emotional Development in the Primary Years
GROUP#1 Observation Assignment: MoSTEP 184.108.40.206, 220.127.116.11, 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 you 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)?
GROUP #2 Observation Assignment MoSTEP 18.104.22.168, 22.214.171.124, NAEYC 1a, 3b
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?
GROUP #3 : Observation Assignment: MoSTEP 126.96.36.199, 188.8.131.52, 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.
GROUP #4: Observation Assignment: MoSTEP 184.108.40.206, 220.127.116.11, NAEYC 1a
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?
October 2, 2008: Parents, Families, and children: A Multicultural Perspective: Guest Speaker
In class reflection
October 9, 2008: Final Class: Write to MoSTEP/NAEYC Standards for this course
Final reflection for class.
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 2008-2009 Undergraduate Catalog Page 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 2008-2009 Undergraduate Catalog Page 87
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2008-2009 Undergraduate Catalog Page 89-90
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 Americans with Disabilities Act of 1990, regarding students with disabilities. In the case 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: http://www.park.edu/disability .
Last Updated:7/17/2008 8:30:29 PM