EDC360A Infant & Todd Pract for ECE Cert

for UU 2007

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EDC 360 Infant and Toddler Practicum for ECE Certification


UU 2007 HO


Ballentine, Dana & Robb, Pamela


Adjunct Faculty


MA in Curriculum and Instruction - Early Childhood Emphasis

Daytime Phone

Dana home: 913-642-4345 or Pamela home 816-363-1002

Other Phone

Dana cell: 913-515-5117.  Pamela cell: 816-916-5405


dballentine@park.edu or probb@park.edu

danaballentine@yahoo.com  or  probb@pembrokehill.org

Semester Dates

Summer 2007

Class Days


Class Time

1 day a week from 8-5 and a second day from 8-12 for 6 weeks (total of 72 hours)

Credit Hours


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:
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 3, and their families. The student is required to complete the field experience in the infant/toddler setting in full day or 3/4  day periods. 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 methods for the course and Philosophy

The professors draw from Howard Gardner's theory of multiple intelligences, in that it is important to allow for diverse learning styles in all classrooms. Further, they believe in the fact that individuals learn through collaboration and construction of their own knowledge. In other words the professors draw heavily from theorists such as Dewey, Vygotsky, Piaget, Bruner to name a few. The professors provides time to share personal experiences and ideas to understand multiple perspectives.

The student integrates the learning, from EDC 359A: Infants and Toddlers into a first hand supervised field experience in an infant or toddler classroom. The setting in conjunction with reflective journals, as well as the projects and assignments from EDC 359A, provides the opportunity to assimilate teacher knowledge, skills, and dispositions .

  Instructor Learning Outcomes

  1. Use developmental knowledge to create healthy, respectful, supportive and challenging learning environments (NAEYC 1; MoSTEP 1.2.1, 1.2.2, 1.2.3; Compentency 2)
  2. Understand the importance of each content area in young children
  3. Support and empower families and communities through respectful, reciprocal relationships (NAEYC c;  MO-STEP 1,2,10; ECE competency 3.2, 7.5)
  4. Plan learning environments and experiences that promote play as a context for supporting development, active learning, and construction of knowledge (MO-STEP 1.1.1; ECE competency 6.2, 6.3)
  5. Know, understand and use positive relationships ans supportive interactions as the foundation for their work with children; especially understanding the cultural identity of each child, individuality, and special rights that makes each child unique (NAEYC 4a; MO-STEP 1.2.1, 1.2.7; ECE Competency 5.1, 5.3)
  6. Know about and use observation, documentation and other appropriate assessment tools and approaches (NAEYC 3c; MO-STEP
  7. Develop and evaluate opportunities to use technology as a teaching and learning tool  (MO-STEP 1.2.11; ECE Competency 6.5)
  8. Articulate and apply an educationally sound philosophy of early childhood education as a basis for making professional decisions when working with children and their families (MO-STEP 1.2.1, 1.2.9; ECE Competency 1.4)
Class Assessment:

1. Fieldwork Evaluation for Practicum ( 50 pts)

Student, cooperating teacher, and instructor will meet twice together during the practicum period.

Week of June 25 -At a joint conference attended by the cooperating teacher, instructor and student; the cooperating teacher provides feedback on the student’s performance and the student provides self-reflection using the provided forms (0 points).This discussion and feedback should be use to improve or modify your performances .

Week of July 16 (50 points) At a joint conference attended by the cooperating teacher, instructor and student; the cooperating teacher evaluates the student’s performance and the student provides self-reflection using the provided forms.

2. Reflective journal writing ( 6 journals) (Core Assessment) (120 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 a Park instructor on Thursday (June 14, 21, 28, July 5, 12, 19) of the week it is due during the class (EDC 359A )

The following topics are to be written about all students in addition to general practicum observations and reflections. 

      *Reflect on the image of the child in your cooperating teacher’s classroom? How is that image communicated through the environment? Through the documentation? Through the daily schedule? What does the schedule reveal about prioritie

     * Describe your cooperating teachers’ classroom management style. Describe incidents of student’s behavior and 
     *How does your teacher plan for the day’s activities?  How does your cooperating teacher plan for individual children’s growth and development?  How does your cooperating teacher assess the learning from the activities? Compare and contrast what is planned for the day and what actually takes place. Be sure to explain discrepancies.
      * Read and review the Code of Ethics, licensing standards, and the QRS.  Reflect on how the three are inter-related. Describe the influence you see (or don’t see) of these documents in your practicum classroom.

      * How does your cooperating teacher demonstrate collaboration both in the classroom, the school and with families? How does you teacher establish and maintain communication with the families. Do you see any constraints?   How are families included in the classroom? Discuss with a cooperating teacher a time they had to communicate negative information to the 
      *  What responsibilities of the teaching position that surprised you? Talk to your cooperating teacher about “hidden responsibilities.” Ask and reflect on how the teachers’ balance job and personal life.
 3.   8 Observation sheets (8)
Complete the observation sheets during your field experience period. (120)
Due: July 28 (TH):  A minimum of 4 observation sheets
Due: July 19 (TH): Remaining 4 observation sheets.




A= 261-290  pts

B= 232-260 pts   

C= 203-231 pts

D=174-202 pts

F= less than 174 pts

Late Submission of Course Materials:


All written papers should be saved for the purpose of revision. You are allowed to make one revision for each written project if the grade is less than ninety-three percent and submitted on time. The due date for the revised papers is two weeks after they have been returned to the students. Paper return immediately prior to finals must be resubmitted by July 19th.

Classroom Rules of Conduct:

A. Students are required to follow the guidelines set forth in the Practicum Fieldwork Manual 2006-2007

B. Submission of Assignments Scoring guides that include format for written assignments are provided for the course. Students 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 of the total points (for the project) may be deducted if the professor accepts the paper as a late submission. Students may submit papers on time even if absent (via digital drop box, placing in the professor's mailbox, or sending with a friend). It is the student's responsibility to contact the professor prior to due date if they do not understand the criteria for the assignments as explained. Students should attend the writing center to ensure that papers do not bear any technical writing and typological errors. Students must cite references using APA style within the contents of the paper. Students should write papers in order to explain all information (assume that the reader 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 whom they will work in the future.

C. Revision of Written Papers All written papers should be saved for the purpose of revision. You are allowed to make one revision for each written project if the grade is less than ninety-three percent and submitted on time. The due date for the revised papers is the next class after they have been returned to students. Papers returned immediately prior to finals must be resubmitted by July 19, 2007.

D. 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.

E. Attendance: The cooperating teacher and the university instructor will work together to provide a schedule that is conducive to the student's learning. The student is expected to report to practicum at the scheduled time. It is the student's responsibility to make up any absences. Students should be sure to call the host program or school if any absence or delay is necessary. The student should fill out the attendance sheet and have it initialed by the cooperating teacher after each school visit.

F. Telephones, Mobile Phones and Messaging: Participation in the practicum experience provides a student with the opportunity to begin entry into the profession of teaching. Attention during in the classroom must be directed towards the children and families; it is inappropriate and disrespectful to use telephones, mobile phones, or messaging for any personal purpose other than an emergency.

G. Dress Dress should reflect a professional approach to teaching. Students should check with the cooperating teacher to ensure that dress meets program/school policies



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 .

Observation Sheets

Practicum Evaluation


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Last Updated:5/31/2007 1:49:35 PM