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EDC 220 Child Growth & Devel for ECE &Elementary Teachers
Ebright, Ladonna E.


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.

School For Education Mission Statement
The 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.



Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

School For Education Vision Statement
The 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


Course

EDC 220 Child Growth & Devel for ECE &Elementary Teachers

Semester

FA 2007 HO

Faculty

Ebright, Ladonna E.

Title

Assistant Professor, Practicum Director

Degrees/Certificates

Masters: KU
Certification: Elementary Ed (K-8), Special Education (LD, BD, MR), School Psychological Examiner, School Psychologist

Office Location

Copley #324

Office Hours

By appointment

Daytime Phone

816-584-6342

Other Phone

816-210-4958

E-Mail

LaDonna.Ebright@park.edu

Semester Dates

August 20 - December 14, 2007

Class Days

---W---

Class Time

6:00 - 8:30 PM

Prerequisites

none

Credit Hours

3


Textbook:
Trawick-Smith, Jeffrey. (2006). Early Childhood Development, A Multicultural Perspective, 4th Edition, Upper Saddle River, New Jersey, Merrill Prentice Hall (ISBN 0-13-119805-x)

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
 

Blum, H. and D’Arcangelom M, Developers. (2000). The Brain and Early Childhood, (facilitator’s guide and video), Alexandria, Virginis, 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, kWashinton, 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 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/.

http://dese.mo.gov/divimprove/fedprog/earlychild/PreK_Standards/Index.html
http://journal.naeyc.org/btj

Course Description:
A study of the growth and development of children, birth through the years of middle childhood. Emphasis will be placed on contemporary multicultural dimensions of development and child rearing, and their implications for teachers. Students will spend five contact hours in each of three early childhood settings: Infants/Toddler, Pre-K-Kindergarten, and Primary K-3. 3:0:3.

Learning Outcomes:
  Core Learning Outcomes

  1. Examine the typical sequence of development during the first eight years of life, as well as the wide variations in development of individual children
  2. Examine the social and cultural contexts of development
  3. Observation and record behaviors of young children


Core Assessment:

·         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 Rubric

Class Assessment:
Weekly observations, interviews, reflections, classroom activities, quizzes.

Grading:
 

A rubric will be provided for observations and interviews.

            Observations and Interviews            20 points each x 14 = 280 points

            Classroom Activities                          10 points each x 10 = 100 points

            e-companion participation                 5 points each x 4 =       20 points

 

                        A         =          360-400 points

                        B         =          320-359 points

                        C         =          280-319 points

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, 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.

Course Topic/Dates/Assignments:
 

Week

Dates

Topic/Assignments

1

August 22

In class observation activities and techniques of writing observations

Assignment: Read Chapter 1

2

August 29

Discussion/Activities for Chapter 1,

Assignment: Diversity Interview;  Read chapters 2 & 3

3

Sept. 5

Discuss/Activities for Chapters 2 & 3

Assignment: Teacher Interaction Observation; Read chapters 4 & 5

4

Sept 12

Discussion/Activities for Chapters 4 & 5

Assignment: Newborn observation; Read Chapter 6

5

Sept 19

Discussion/Activities for Chapter 6

Assignment: Observation of 2 infants 4 months apart in age; read chapters 7, 8 & 9

6

Sept 26

Discussion/Activities for Chapters 7, 8 & 9

Assignment: Language/Social/Emotional observation; read Chapter 10

7

Oct 3

Discussion/Activities for Chapter 10

Assignment: Observe Preschool Motor Development; Read Chapter 11

8

Oct 10

Discussion/Activities for Chapter 11

Assignment: Observe Cognitive Development in The Primary Years:  Read Chapter 12

9

Oct 14-21

NO CLASS- FALL BREAK Use this time to get ahead in reading and preparing for future observations/interviews. Because Chapter 12 looks at play, language and literacy, this may be a longer observation than most. You may want to observe children in the classroom and outside.

10

Oct. 24

Discussion/Activities for Chapter 12

Assignment: Observe Symbolic thought:  Read Chapter 13

11

Oct 31

Discussion/Activities for Chapter 13

Assignment: Observe Social Emotinal Development of Preschoolers; Read Chapter 14

12

Nov 7

Discussion/Activities for Chapter 14

Assignment: Observe Physical Growth and Motor Development in the Primary Years; Read Chapter 15

13

Nov 14

Discussion/Activities for Chapter 15

Assignment: Observe Cognition and Schooling: Read Chapter 16 & 17

14

Nov 21

Discussion/Activities for Chapter 16 & 17

Assignment: Observe Language, Literacy and Schooling :Observe Social and Emotional Development in the Primary Years: Read Chapter 18

15

Nov 28

Discussion/Activities for Chapter  18

Assignment: Multicultural Perspective interviews: From notes and assignments in this class, Write to MoSTEP Standard 1.2.2.1

16

Dec 5

 

Discussion of MoSTEP 1.2.2.1, 1.2.3.1 and 1.2.4.1

17

Finals Week

Fall Semester ends December 14, 2007

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 2007-2008 Undergraduate Catalog Page 85-86

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 2007-2008 Undergraduate Catalog Page 85

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.
  3. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  4. 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 "F".
  5. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  6. 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.
  7. 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 2007-2008 Undergraduate Catalog Page 87-88

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 .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Analysis (1)                                                                                                                                                                                                                                               
Outcomes
1, 2, 3______points NAEYC 1a, 1b 3a MoSTEP 1.2.2, 1.2.3                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Provides descriptive and objective accounts of the setting, teaching strategies, and learning experiences observed Brief accounts of teaching strategies and learning experiences Little effort to help reader visualize setting, interactions or learning experiences No Evidence 
Analysis (2)                                                                                                                                                                                                                                               
Outcomes
1, 2, 3______points NAEYC 1a, 1b, 3a MoSTEP 1.2.2, 1.2.3                                                                                                                                                                                                                                                                                                                                                                                                                                                             
Provides descriptive and objective accounts of the children's participation, responses, initiative, etc. Brief accounts of the children's responses Little if any attention to children's responses No Evidence 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1, 2, 3, 5 ______points NAEYCc 1a, 1b, 3aMKoSTEP 1.2.2, 1.2.3                                                                                                                                                                                                                                                                                                                                                                                                                                                        
Responses are well developed with explanations of two or more relevant examples (for each question) from fieldwork.


How are these learnings helping you know and understand young children's  characteristics and needs?  How are these learnings helping you know and understand to multiple influences on development and learning.


 
Responses address questions with reference to at least one example from fieldwork (for each question)  How are these learning helping you to know and understand young children's characteristics and needs?  How are these learnings helping you know and understand the multiple influences on development and learning Responses are well developed with explanations of two or more relevant examples (for each question) from fieldwork.  How are these learning helping you know and understand younhg children's characteristics and needs?  How are these leranings helping you know and understand the multiple influences on development and learning? No Evidence 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
1, 2, 3______points NAEYC 1a, 1b 3a MoSTEP 1.2.2, 1.2.3                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Reflections:  Clearly explain the purposes of the interview or observation in the field site, include graphic representation and/or samples of children's work Reflections Briefly reference the purposes of the interview or observation in the field site, including graphic representation and/or samples of children's work. Reflections: Little if any explanation is given for the purposes of the interview or observation in the field site including graphic representation and/or samples of children's work No Evidence 
Technical Skill in Communicating (1)                                                                                                                                                                                                                       
Outcomes
1, 2, 3, 5______points                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               
Careful attention to spelling and grammar Several minor errors in spelling and grammar (305) Substantial errors in spelling and grammar (more than 5) No Evidence 
Technical Sill in Communicating (2)                                                                                                                                                                                                                        
Outcomes
1, 2, 3, 5______points                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               
Explicit connections are made to course readings Well organized paragraphs help the reader follow your thinking Some connections to reading but often not explicit


Organized paragraphs but some difficulty in following your thinking


 
Readings are not referenced


Construction of paragraphs is confusing


 
No Evidence 
Disciplinary Competency (1)                                                                                                                                                                                                                                
Outcomes
2, 5 MoSTEP 1.2.2, 1.2.3 NAEYC Standard 1- Candidates use their understanding of young children's characteristics and needs, and of multiple interacting influences on children's development and learning to create environments that are healthy, respectful, supportive, and challenging for all children.1a: Knowing and understanding younr children's characteristics______points                                                                                                                              
Examines and documents the typical sequence of development during the first eight years of life, (Infant/toddler, pre-Kindergarten and Kindergarten through 3rd. grade) as well as a wide variations in development of individual children. Examines and documents the typical sequence of development during the first eight years of life in 2 out of 3 of the stages (infant/Toddler, Pre-Kindergarten and K-3) in development of individual children Examines and documents the typical sequence of development during the first eight years of life in at least 1 of the 3 stages (infant/toddler, pre-kindergarten and K-3) in development of individual children No Evidence 
Disciplinary Competency (2)                                                                                                                                                                                                                                
Outcomes
5 MoSTEP 1.2.2, 1.2.3 NAEYC Standard 1 (above) 1b: Knowing and understanding the multiple influences on development and learning ______points                                                                                                                                                                                                                                                                                                                                                                        
Examines and documents at least 3 different examples of the multiple influences on development and learning. (i.e. social, cultural, medical, etc) Examines and documents at least 2 or the multiple influences on development and learning. Examines and documents at least 1 of the multiple influences on development and learning. No Evidence 

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Last Updated:8/20/2007 10:43:18 AM