EDC360A Infant & Todd Pract for ECE Cert

for FA 2006

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EDC 360 Infant and Toddler Practicum for ECE Certification


FA 2006 HO


Choi, Dong Hwa


Assistant Professor


Ph. D

Office Location

Independence campus

Daytime Phone





Class Days


Class Time



Admission to the School for Education

Credit Hours



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Course Description:
A supervised field experience in an infant/toddler setting that supports the integration of teacher knowledge, skills, and dispositions necessary for working with young children, birth through age 2, and their families. The student is required to be in the infant/toddler setting one full day or two half days during the semester. The practicum is coordinated with Phase I courses in the ECE Professional Curriculum. The student must be concurrently enrolled in EDC 359A (3 cr.) and must earn at least a “B” in the practicum to continue in the program. PREREQUISITE: Admission to the School for Education. 0:2:2

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.      Fieldwork Evaluation for Practicum ( 50 pts) 
Your cooperating teacher will evaluate your performance using the form given by the instructor.
After 5 weeks of your attendance, you and your cooperating teacher evaluate your performances using the evaluation form. Have a conference with your cooperating teacher to discuss your performance by comparing the evaluation form froms you and your cooperating teacher. This discussion and evaluation should be use to improve or modify your performances and can be used to have a better evaluation by the end of semester. 
      Due: December 7 (TH), 06
      2. Reflective journal writing (10 journals) (Core Assessment) (98 pts) 

Write a reflective journal for each visit to your school or program. Your journal should include the following components. Three or more pages using Times New Roman 12 font and double spaced.

Due: Each journal writing should be submitted to Park instructor when the class (EDC 359A)   meets.  All 10 journals should be submitted to Park instructor by December 7 (TH), 06

Although no two-practicum journals will be alike, because no two-practicum experience are alike, the following topics are to be written about all students in addition to (or more likely, in conjunction with) general practicum observations and reflections.  Gather ideas by talking to people at the school site, observing, reading, etc.


Required Topics:


How does your cooperating teacher use district and state curriculum guides?  If

n       possible, look at some of the notebooks used for this.  How do these curriculum guides influence what goes on in the actual classroom?


n       How does your teacher set up lesson plans?  Reflect on the decisions as well as the practical constraints of lesson planning.  Find out what principals typically require.


n       Ask the cooperating teacher for an outline of the classroom's daily/weekly schedule.  Then reflect on this.  What do you notice?  What does the schedule reveal about priorities?


n       Write self-evaluations for lessons you present in the classroom.  What do you think you did well?  What would you do differently next time?  Include some of both!  React to any feedback you receive from children, peers, teachers, etc.  Were the instructional objectives of the lessons generally met?  Did the children learn what they were intended to learn? 


n       Get your teacher's perspective on parent relationships and parent-teacher conferences.  If allowed, sit in on a conference and/or other event involving parents (e.g. a room party) and react to that.  (Some schools, teachers, and parents are happy to do this, and some are not.  Use good sense, and remember confidentiality.)


n       As you observe instruction in your assigned classroom as well as others, notice and reflect upon the ways children and teachers communicate and mis-communicate.  What kinds of questions are asked?  What kinds of responses do teachers give to children?  How do peers relate to each other?


n       Describe the various types of teaching strategies you see and your reactions to them, looking especially for strategies that go beyond the traditional and that aim at higher-level outcomes.


n       What do teachers at the site do to further their own professional development?  Often you can hear them talking about this at lunch or in other casual settings.  What organizations do teachers belong to?  What further coursework are they taking?  What do they read?  Reflect about how you will continue to grow as a professional even after you complete your certification program.


n       Write about special children at the practicum site—children who pose challenges, children with special needs, children who mean a lot to you, children you will remember.  Reflect on how you might work with these children when you have your own classroom.


n       Write about the lesson accommodations the classroom teacher makes for the children who have special needs or handicaps.  Reflect on your plans to accommodate your lesson plans for these children.


n       Reflect on your own strengths as well as areas you want to improve on as you think ahead to student teaching.  What are the practicum and the class teaching you about yourself?




3. Observation sheets (176 pts): Complete the observation sheets during your field experience period.

Due: October 26 (TH): You are supposed to complete at least 6 observation sheets.

Due: December 7 (TH): Submit 11 observation sheets.

4. Infant/Toddler Environment Rating Scale by Harms, T., Cryer, D., & Clifford, R. (2003) University of North Carolina-Chapel Hill  (30 pts) 

Due : December 7 (TH)


A:354-229 pts

B:228-170 pts

C:169-100 pts

D:100-20 pts

F:below 20 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:


·         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:

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 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 .


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Last Updated:8/28/2006 8:00:04 PM