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 222 Early Childhood Principles
F2J 2008 DN
Ebright, Ladonna E.
Assistant Professor and Prcticum Director
Masters: Special Education; Certificatin: K-8 Elementary, Learning Disabilities, Behavior Disorder, Mentally Retarded, School Psy. Examiner, School Psychologist
911 Main St. Suite 902, Kansas City, MO 64105
By appointment either downtown or Parkville campus
Cell (816) 210-4958
Fall II - October 20 - December 14, 2008
5:30 - 9:50 PM
EDC220 child Growth and Development
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
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 firstname.lastname@example.org 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
Link to Class RubricClass Assessment:
Late Submission of Course Materials: Scoring guides that include format for written assignments are provided for the course. Teacher candidates must follow the criteria outlined and abide by the due dates for each project. Late submissions are accepted only with PRIOR approval from the professor. Twenty percent (20%) of the total points (for the project) MAY be deducted if the professor accepts the paper as a late submission. Teacher candidates may submit papers on time even if absent (via e-mail, placing in professor's mailbox, or sending with a friend). It is the teacher candidate's responsibility to contact the professor PRIOR to due date if they do not understand the criteria for the assignments as explained. Teacher candidates should attend the writing center to ensure that papers do not bear any technical writing and typological errors. Teacher candidates must site references using APA style within the contents of the paper. Teacher candidates should write papers in order to explain all information (assume that the readers does not understand the information presented). This form of writing will enable the students to explain their ideas and understanding of content to the professor. Furthermore, this form will better enable students to explain ideas to family members of children with whomn they will work in the future.
Classroom Rules of Conduct:
Developmentally Appropriate Practice (DAP)
Read/Discuss: Gestwicki Ch.1. DAP; Ch. 2: Understanding Play: Its Importance in DAP and Ch. 3: Planning for Developmentally appropriate Curriculum.
Introduction to Class, review of Park University’s Early Childhood Mission, Conceptual Framework, NAEYC Standards, MoSTEP standards and Early Childhood Competencies. Syllabus and learning how to use e-companion.
HOMEWORK: Reflection of readings paper; E-companion chapter questions. Read Gestwicki Chapters 4, 8,12 (infant) and 5, 9,13 (toddler)
Infant Toddler Developmentally Appropriate Practice
Discuss Gestwicki Ch. 4 DA Physical Environments for Infants: Ch 8 DA Social/Emotional Environments for Infants; Ch 12 DA Cognitive/Language/Literacy Environments for Infants; Ch 5 DA Physical Environments for Toddlers; Ch 9 DA Social/Emotional Environments for Toddlers; and Ch 13 DA Cognitive/Language/Literacy Environments: for Toddlers
Reflection paper due
Homework: Set up observation for Infant/Toddlers
Field Work Experience Observe Infant/Toddler program and Work on Standards
NKC Hospital and CITI Corp both have infants until around 7pm if you do not have access during the day. NKC Hospital also has children on Saturdays.
Homework: You should use this time to complete your observation and prepare your paper for submission. You also should be writing to the NAEYC Standards, MoSTEP Standards and Early Childhood Competencies. These will be due on Dec. 4th. Read Gestwicki Chapters, 6, 10 & 14 .
PreSchool Developmentally Appropriate Practice
Discuss Gestwicki Ch. 6 DA Physical Environments for Preschoolers; Ch 10 DA Social/Emotional Environments for Preschoolers and 14 Developmentally Appropriate Cognitive/Language/Literacy Environments for Preschoolers
HOMEWORK: Read Gestwicki Ch 7, 11 & 15 and Mooney Chapters 1, 2, 3, 4, & 5.
DUE: Infant Toddler Observation and NAEYC Standards; MoSTEP Standards and EC Competencies. papers
Primary Developmentally Appropriate Practice
Discuss Gestwicki Ch 7 DA Physical Environments for Primary-Aged Children; Ch 11 DA Social/Emotional Environments for Primary-Aged Children and Ch 15 DA Cognitive/Language/Literacy Environments; for Primary-Aged Children
Discuss Mooney: Entire book on Theories of Childhood. Set up for presentations
HOMEWORK: Read Gestwicki Ch 16, 17, &18 complete Primary Observation
DUE: PreSchool Observation
Teachers and Families and Work Night
Discuss Gestwicki Ch 16 Helping Teachers Change to More Appropriate Practice and Ch 17 Helping Families and Communities Understand Developmentally Appropriate Practice.
WORK: Using information from Gestwicki Ch 18 A consideration of Various Curriculum Models and information from web sites, work in teams on presentation. Also work on Autobiography, Philosophy and Self Study of Dispositions.
Work on presentation and the Model Approach/Theorist Guide in 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:10/3/2008 11:32:31 AM