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EDC 359A Infants and Toddlers
Choi, Dong Hwa


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

EDC 359 Infants and Toddlers

Semester

FA 2006 HO

Faculty

Choi, Dong Hwa

Title

Assistant Professor

Degrees/Certificates

Ph. D

Office Location

Independence Campus

Office Hours

T, TH 12-3 pm

Daytime Phone

816-584-6563

E-Mail

dong.choi@park.edu

donghwachoi@hotmail.com

Class Days

----R--

Class Time

6:00 - 8:30 PM

Prerequisites

Admission to the School of Education or the Early Childhood Education and Leadership Program

Credit Hours

3


Textbook:

1.       Gonzalez-Mena Janet & Eyer, Dianne Widmeyer. Infants, Toddlers, and Caregivers. Seventh edition. McGraw-Hill Company, Inc., NY, 2007

 

2.       Gonzalez-Mena Janet. Diversity in Early Care and Education. Fourth edition. McGraw-Hill Company, Inc., NY, 2005

Additional Resources:

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 helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
Students will plan, implement and evaluate developmentally appropriate materials, activities and strategies for children, birth through age 2. ECE Certification students must be concurrently enrolled in EDC 360A K-3 Infant and Toddler Practicum for ECE Certification. (2cr.). Early Childhood Education and Leadership students must be concurrently enrolled in EDC 361A Infant and Toddler Practicum for Early Childhood Education and Leadership. (1cr.). PREREQUISITE: Admission to the School of Education or the Early Childhood Education and Leadership Program. 3:0:3

Educational Philosophy:

Teaching is an interactive and a collaborative meeting between teachers and students. In this meeting, students become self-motivated, self-empowered, self-initiated, critical, and creative learners as the products of that teaching practice. This meeting should be rooted in trust, caring, and support from the teacher as well as the students. This two-way interaction makes this teaching process a moment of growth for the both parties. Teaching is not a one-way delivery of knowledge or skills to students. Instead, it is a continuous search for the teachers' and learners' process of change, self-growth, hidden potential, and competencies. It demonstrates respect for the full range of all individual human talents unique to each individual. An inquiry-based teaching-learning process which entails a teacher-guided journey of discovery, constitutes my main pedagogical approach to nurturing each learner in the process of becoming a self-learner/self-teacher as well as supporting my teaching philosophy.

 

Class Assessment:

1. Child Study with Plans and Self-Assessment Project(CORE ASSESSMENT) (160 pts) 

 

A. Observing for Assessment With the written permission of the family, observe a child carefully during your practicum experience.  After 3-4 weeks of observation, prepare a narrative portrait of the child's development using guidelines provided in class. Use the NAEYC Developmentally Appropriate Practice: Early Childhood Programs Serving Children From Birth Through Age 8 (Bredekamp & Copple) as a guideline to organize your report. (pp. 70-71). Your observation should include seven categories:

a) Interest in others

b) Self-awareness

c) Motor milestones and eye-hand skills

d)Language development/communication

e) Physical, spatial, and temporal awareness

f) Purposeful action and use of tools

g) Expression of feelings

 

In each category, record a child or children's behavior using anecdotal records.  Each anecdotal record consists of three parts; introduction, incident, and interpretation.

 

 Anecdotal Record

a-1) Introduction: Describe these three components in the introduction.: Teacher –Child Ratio / What the teachers do /What the children do . This section must be a minimum of 2 lines. (using Times New Roman 12 font and double spaced)

a-2) Incident: Describe a specific child(ren)'s or teacher(s)' behaviors on which you wish to elaborate.  This section must be a minimum of 5 lines. (using Times New Roman 12 font and double spaced)

a-3) Interpretation:  Interpret the incident described above using professional knowledge and perspectives.  This section must be a minimum of 3 lines. (using Times New Roman 12 font and double spaced)

 

B.     Plans. Based upon your child observations, plan two experiences for a child/children in the infant/toddler setting. Follow the guidelines to set up your plan.

a)   Decide two or three developmental areas in which you would like to develop the learning experiences for the child(ren).  Provide your rationales for selecting the developmental areas for the plans.

b)   Plan two learning experiences for the child(ren) to facilitate development or improvement in the developmental areas that you have selected. If you would like to, you can plan the learning experience by integrating two or three developmental areas for the child(ren). Provide your rationales for planning these learning experiences.

c)   If needed, you can create some learning materials for the child(ren). ( Plan must be

approved by cooperating teacher and Park instructor.) (Two or more pages using Times

New Roman 12 font and double spaced)

 

 

C.     Implementation of the plan

a)         After you establish the plan for the project, implement the two learning experiences with the child(ren) under the supervision of your classroom teacher.

b)         Videotape your implementation of one of the learning experiences. You can use your own video-camera or check out the one from the school.

 

D. Evaluate your learning experience using the “Self-Assessment.” (Five or more pages using Times New Roman 12 font and double spaced)

 

 

SELF-ASSESSMENT

As soon as you have presented a learning experience, assess the plan, your implementation, and the meaningful involvement of children.  In a well-developed narrative style consider each of the following questions:

 

Rationales:

1.       What are your rationales for selecting the developmental domains or the learning experience for the

      child(ren)?

Teaching Strategies:

1.       What new teaching strategies or materials did you implement or use?  Why?

2.       Discuss the effectiveness of the strategies/materials.

3.       What would you adapt, modify, or eliminate? Why?

Planning:

1.       Did the implementation of the learning experience proceed as anticipated?  Why or why not?  How would you modify the plan?  Why?

2.       Were the concepts and materials appropriate for the child/children and the learning experience?  How do you know?  Did your plan allow an appropriate amount of time for the learning experience?  How do you know?

3.       Did your plan anticipate efficient distribution of materials and supplies, clean up, and transitions?  Were children able to participate confidently?  How do you know?

Learners and Assessment:

1.       Were the children meaningfully engaged in the learning experience?  How do you know?  Provide examples?

2.       Were there some children who were not able to become fully engaged in the learning experience?  What would you do next time to build on the strengths of these children?

3.       What do you think the children learned?  Skills?  Knowledge?  Dispositions?  Feelings? How do you know that the children learned?  Examples?

4.       What other ways might you assess their learnings?

5.       Were there any unanticipated learnings?  If so, what were they?

6.       What does your assessment tell you about planning to further the child's/children's development?

Application:

How does what you learned about planning, teaching, and the children apply to other learning experiences that you will plan for children?

Teacher:

1.  What did you learn about yourself as a teacher?

 

E. Write a brief report about the project after you have completed it including what you planed, how you implemented, and how the child responded for the learning experiences. Attach a brief evaluation sheet to the report and sent them to the child(ren)'s parents. Collect the evaluation form from the parents.  

(One page pages using Times New Roman 12 font and double spaced)

 

Learning Environment Analysis Project : Safe/Healthy Environment vs. non-Safe/Healthy Environment (Web)  Presentation ( 70 pts)

 

In Kansas City area, there are safe and healthy places where children can play and do activities. However, unsafe and unhealthy places still exist. To identify safe and healthy and non-safe/healthy environments, students will be asked to take photos using digital cameras (or cameras) to collect examples of safe and healthy versus unsafe and unhealthy environments in Kansas City area.  For a two-month period of time, students will take photos in children's playgrounds, public parks, residential areas, commercial areas, and public buildings.

 

Using the photos taken, the students will construct their own websites or presentation panels that demonstrate recommended and non-recommended places where children can play or do activities.  As a culminating experience, the students will present their websites during class. They will explain the photos in terms of place taken and the reasons for selecting them as examples. When the students present their photos, actual sites of both cases will be identified.

 

Using photos to demonstrate these cases is a very powerful presentation for helping students to visualize the reality of the issue. Students' participation can be activated when they are engaged in a community-based project because they are learning how to deal with current or urgent educational issues in their community.  When these concerns or issues are clearly raised or stressed, students' awareness of these concerns and issues can be developed and their participation, as well as the learning process, is increased. Taking photos of children for this project will not be permitted because of confidentiality issues.  In this project, students will take photos of places and objects in relation to safe and healthy environments, and did not include children in the photos.

 
A. Taking photos for actual sites  : Take photos of safe and healthy environments (15 photos) and non-safe and unhealthy environments (15 photos) 
 
B.     Explain the rationale of selection of each case 
 
C.     Plan for improvements or change : In the case of non-safe and unhealthy environments, explain how the places should be changed, improved, or developed. 
 

Philosophy of Education  (16 pts)

Describe your philosophy of Education including the followings.

a)         Your writing should include accurate presentation of seven (7) or more beliefs. 

b)         More than three of the beliefs are supported by an appropriate, respected  philosopher(ies) or theorists.

c)         Personal examples or insights are included. 

d)         Essay demonstrates a deep understanding of educational terminology, ideas, and issues and is written in a professional style and unique or enticing organization. 

e)         Essay reflects insights of the writer's future as an educator. 

f)          Correct sentence structure, punctuation, and grammar.   Transitions create unified essay. 

g)         Minimum three pages using Times New Roman 12 font and double spaced.

h)         Professional language/ No slang terms.   

 

Examinations : Midterm and Final examinations (each 100 pts, total 200 pts) 

 

Grading:

A: 446-389 pts

B: 388-300 pts

C: 299-219 pts

D: 218-140 pts

F: below 139 pts

Late Submission of Course Materials:

All assignments must be turned in on time.  Late assignments will not be given full credit.   Rubrics must be completed and attached to each assignment.

Classroom Rules of Conduct:

CLASS EXPECTATIONS:

·         Arrive promptly for class.

·         Turn off cell phone.

·         Attend all class meetings (excused absences for emergencies only).

·         Actively participate in class learning experiences.

 

Each student will be an important part of the community of learners.  The learnings created through discussion and group work will be essential to developing understandings of the course content.  If you should have an emergency and are unable to attend, please be sure to call the instructor before the class meeting.  Attendance will be considered in determining the final course grade.   If you have more than three absences for the semester, your final evaluation will be lowered by one grade, for example, a “B” will become a “C.”  Three late arrivals or early departures = one missed class.

 

·         Complete all reading assignments before the class for which they are assigned.

·         Complete all assignments on the date indicated in the syllabus. 

 

Computers make writing and revising much easier and more productive however technology can also cause problems.  Printers run out of ink and hard drives crash.  You are responsible for planning ahead and meeting deadlines in spite of technology.  Be sure to save copies of your work to disk 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.

Course Topic/Dates/Assignments:

COURSE TOPICS/DATES/ASSIGNMENTS:

Week

Date

Topics/Assignments

1

August 24

Introduction of the course

Orientation for the field experience

“Principles, Practices, and Curriculum

Reading

1) Gonzalez-Mena & Eyer Chapter 1

2

August 31

“Infants-Toddler Education and Caregiving as Curriculum”

Reading

1) Gonzalez-Mena & Eyer Chapters 2 & 3

3

September 7

“Play as Curriculum”

Reading

Gonzalez-Mena & Eyer Chapter 4

1) Gonzalez-Mena Chapter 6

4

September 14

“Attachment and Emotion”

Reading

1) Gonzalez-Mena & Eyer Chapters 5 & 10

2) Gonzalez-Mena Chapter 5

5

September 21

“Perception & Motor Skills”

Reading

1)Gonzalez-Mena & Eyer Chapters 6 & 7

6

September 28

“Cognition & Language”

Reading

1)Gonzalez-Mena & Eyer Chapters 8 & 9

Assignment Due: Child Study Observation and Assessment

7

October 5

“Socialization, Guidance, and Discipline”

Reading

1) Gonzalez-Mena & Eyer Chapters 11

2) Gonzalez-Mena Chapter 7

8

October 12

Midterm Examination

Presentation of the Child Study for Learning Experiences and Instructor's consultation for the project

Assignment Due: Child Study Plan for Learning Experiences

9

October 15-22

Fall Recess

10

October 26

“Physical Environment”

1) Gonzalez-Mena & Eyer Chapters 12

**You must complete the photo-taking process for the assignment: Learning Environment Analysis Project by October 26.

**Bring the photos taken to the class and consult with the instructor.

11

November 2

“Social Environment”

1) Gonzalez-Mena & Eyer Chapters 13

12

November 9

“Adults Relations in Infant-Toddler Care and Education Programs”

1) Gonzalez-Mena & Eyer Chapters 14

2) Gonzalez-Mena Chapters 1& 2

Assignment Due: Child Study Leaning Experiences Implementation

13

November 16

“Communicating Across Cultures”

1) Gonzalez-Mena Chapters 3 & 4

14

November 23-26

Thanksgiving Recess

15

November 30

Final Examination

Presentation of the Child Study with Plans and Self-Assessment

Assignment Due: Child Study Learning Experiences Self-Assessment

16

December 7

Presentation of the Learning Environment Analysis Project

Assignment Due: Learning Environment Analysis Project

Assignment Due: Philosophy of Education

Final

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 2006-2007 Undergraduate Catalog Page 87-89

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 2006-2007 Undergraduate Catalog Page 87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid 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 semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "W".
  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 semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2006-2007 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 .

Copyright:

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Last Updated:8/28/2006 8:03:18 PM