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Education Major Version

EDC 222 Early Childhood Principles
Wolf, Amy


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 222 Early Childhood Principles

Semester

FA 2007 HO

Faculty

Wolf, Amy

Title

Assistant Professor and Chair of Early Childhood Education

Degrees/Certificates

Interdisciplinary Ph.D. Early Childhood Education and Sociology
MA Human Development and Family Studies
BS Human Development and Family Studies

Office Location

Copley 320

Office Hours

Tuesdays 1:30-3:30 and Thursdays 1:30-4:30  *Other times by appointment

Daytime Phone

816-584-6303

Other Phone

cell 816-590-8282

E-Mail

amy.wolf@park.edu

Class Days

--T-R--

Class Time

10:10 - 11:25 AM

Prerequisites

EDC 220

Credit Hours

3


Textbook:

Mooney, C.G. Theories of Childhood: An introduction to Dewey, Montessori, Erikson, Piaget, and Vygotsky. St. Paul, MN: Redleaf Press, 2000.

 
Gestwicki, C. Developmentally Approrpriate Practice: Curriculum and Development in Early Education. NY: Thomson Delmar Learning, 2007

 

 

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

Reggio Emilia
http://www.ericdigests.org/2001-3/reggio.htm
Montessori
http://www.infed.org/thinkers/et-mont.htm
John Dwey
http://www.ericdigests.org/1999-3/foxfire.htm
Project Approach
http://www.ericdigets.org/2000-3/disputes.htm
Proebel and Pestalozzi
http://www.infed.org/thinkers/et-froeb.htm
http://www.infed.org/thinkers/et-pest.htm
constance Kamii and Rheta DeVries
http://www.ericdigests.org/pre-9211/nature.htm
 

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:
An introduction to early childhood principles and their implications for teaching. Students will be familiar with the philosophical framework of developmentally appropriate practices as a basis for making professional decisions. Students will observe for a total of five (5) hours in each of the following early childhood settings: Infants/Toddler, Pre-Kindergarten, and Primary. K-3. 3:0:3.

Educational Philosophy:

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

The class is organized in the style of a seminar including techniques such as: in-class dialogue, demonstration, discussion board, observation, library/internet research, collaborative group projects and oral presentations.  

Learning Outcomes:
  Core Learning Outcomes

  1. Describe significant historical, philosophical, psychological, and social foundations of current practice in early childhood education.
  2. Apply knowledge of child growth, development, and learning to teaching practice.
  3. IIdentify the characteristics and principles guiding the planning, implementation, and evaluation of developmentally appropriate materials, activities, and strategies in an integrated curriculum in various early childhood settings.
  4. Identify the characteristics and purposes of learning environments using concrete manipulative materials, child choice and decision-making, and play as a context for enhancing development.
  5. Demonstrate the importance of reflection in teaching.
  6. Articulate a developing philosophy of early childhood education as a basis for making professional decisions.


Core Assessment:
Three Classroom Observations with Analysis and Reflection  

Link to Class Rubric

Class Assessment:

 

1.   Reflecting on Readings. (18 pts)   Apply and reflect on content of selected readings (Early Childhood vision statement, School for Education's vision and mission, School for Education's Conceptual Framework). Review the vision statements and conceptual framework. Explain why each of the categories of qualities is essential for a teacher. 

a)      Is there something that surprises you? 

b)      Is there something that inspires you? 

c)      Is there something that will be challenging? Be sure to explain why. 

d)      Conclude with a reflection that examines why this assignment might be important

       as you prepare to become a teacher.
 
 
 
 
2. NAEYC Standards/MoSTEP Standards and EC Competencies Essays. (25 pts.) Examine the NAEYC Standards, MoSTEP Standards, and Early Childhood Competencies. Write several paragraphs
1) explaining the standard or competency, 2) describing how the standards and competencies are interrelated, 3.) describing why they will be important in your teaching. 

3.  Three Observations (210 pts) (Core Assessment). You will be asked to observe in three different early childhood settings (Infant/Toddler, Pre-primary, Primary) for a total of 15 hours.

A. Observation part

1. Plan to observe for 5 hours (minimum) in a program serving infants or toddlers. Use the Gestwicki text as a guideline to organize your report.

Your report should have 7 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. You may also use the observation guide to help you organize your observatio

 Anecdotal Record

 

            a-1) Introduction: Describe these three components in the introduction.

  • Teacher –Child Ratio / What the teachers do /What the children do
      a-2) Incident: Describe a specific child(ren)'s or teacher(s)' behaviors on which you wish to elaborate. 
 
      a-3) Interpretation: Interpret the incident described above using professional knowledge and perspectives. B. Reflection part

Reflect on your learnings from the assignment. 

a)      What are you noticing that seems important for your teaching? 

b)      How are these learnings helping you develop a vision of the teacher you want to be? 

c)      What readings are helping you understand the issues? 

d)      Why might your learnings be important for the year children will spend in your company? 

e)      How are your learnings helping you envision children as capable and competent? 

f)       How are you coming to appreciate the values that underlie teaching decisions. 

 

4.   Personal Autobiography (12 pts): Write your personal autobiography including where you live, your family, hobbies, interests, and motivation to become a teacher in early childhood education. Consider your values and how they impact your decisions.

 You should include the following components.

a)         Your writing should be written in an active voice, creative but in a professional style (no slang) with logical organization.

b)         Include an explanation of who you are and how or why you decided upon a teaching career. Consider your values.

c)         Correct grammar, spelling, and punctuation. Varied and correct sentence structure.

d)         Meaningful and descriptive information is included.
 

5.  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)         Professional language/ No slang terms.   
 

6.   Group work: Early Childhood Program Study Project and Presentation. (48 pts)

Two students, as one team, select one program model or approach that has influenced the field of early childhood education. Discuss the major ideas model or approach: Describe the educational philosophy, theory of teaching and learning. Discuss the pros and cons of each model or approach. Reflect the implications of both these ideas for your teaching.: Why or what would I apply to my teaching? How do or will I reflect this approach to my teaching? 
 
The presentation must include PowerPoint presentation that engage peers in learning about the model/approach. Teacher Candidates must be able to explain how the model/approach/program relates to the activities done in class. Be creative in your presentation! *You must choose an approach that interests you but not one in which you have been working.
            Team 1: Bank Street/Developmental Interactionist
 
            Team 2: High Scope

            Team 3: Project Construct

            Team 4: Creative Curriculum

            Team 5: Reggio Emilia

            Team 6: Montessori
 
7.  Model/Approach/Theorist Guide (12 points):
 
Complete a brief description of each theorist, model and approach.

 

Grading:

 
1. Reflections on Readings                  18 points
2. Standards/Compentency Essays      25 points
3. 3 Observations                                 210 points
4. Personal Autobiography                  12 points 
5. Philosophy of Education                  16 points
6. Presentation of model/apporach     48 points
7. Model/Approach/Theorist Guide    12 points
8. E-class: Technology in Education     9 points
9. E-class Philosophy of Education       6 points
10. Class Participation (26x5)           130 points
TOTAL                                               486 points
 
Bonus Opportunities
Attend a professional Meeting and submit notes (5 points)
Missing 0 classes (10 points)
 
437-486   A (Represents exceptional work that demonstrates a strong understadnin and critical thinking.)*
389-436   B
340-388   C
293-339   D
292-0       F
 
 
 
 

Grading:

The course requirements are all assigned point values. Scoring Guides will be provided for each of the assignments and must be turned in with each assignment. You will earn grades on the basis of total points earned in the course.
 
A=320-288 points
B=287-256 points
C=255-224 points
D=223-192 points
 
 
* To earn a grade of "A" for the course your participation and coursework must clearly demonstrate each of the dispositions at the level of "3" or "4." This includes turning assignments in on the date due and attending each and every class for the entire class period.
 
 

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 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 digital drop box, 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 cite references using APA style within the contents of the paper. Teacher candidates 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.

Classroom Rules of Conduct:

Reading/class participation

           Teacher candidates are required to read the textbook chapters in order to participate in class discussions and small group activities.  Small group work includes dialogue and problem solving throughout the semester. Individual teacher candidates will receive partial points for class participation and interaction. The class projects are based on contents covered in the text and class dialogue.

  Revision of Papers 
      All written papers should be saved for the purpose of revision.  Teacher candidates are allowed to make one revision for each written project if the grade is less than ninety percent and submitted on time. The due date for the revised papers is two weeks after they have been returned to students.
 
Mobile Phones and Messaging:
Participation in class is essential for everyone's learning. If teacher candidates must have a mobile phone for emergencies, they are required to turn to vibrate. Otherwise, all phones are to be turned off during class time. Text messaging is not permitting during class time.
 
Visiting Programs
When visiting early childhood programs for observations it is essential that teacher candidates always remember that they are representatives of Park University. Professional dress and behaviors are during all observations.

Course Topic/Dates/Assignments:
 

Sun

Mon

Tue

Wed

Thu

Fri

Sat

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

Introduction to class

Building Community

Homework: Read Gestwicki Chapter 1

Park University School For Education and Early Childhood Education’s Mission, Vision and conceptual Framework

22

23

Chapter 1: Understanding Developmentally Appropriate Practice

Homework: Read Gestwicki Chapter 2

24

25

26

27

28

Chapter 2: Understanding Play: Its importance in Developmentally Appropriate Practice

Homework: Read Gestwicki Chapter 3

NAEYC Standards/MoSTEP standards and EC Competencies

Due: Reflection on Readings (Mission, Vision and Conceptual Framework)

29

30

Chapter 3: Planning for Developmentally Appropriate Curriculum

Homework: Read Gestwicki Chapters 4, 8, 12

31

2007

August

 


Sun

Mon

Tue

Wed

Thu

Fri

Sat

1

2

3

Labor Day Holiday Enjoy!

4

Chapters 4, 8 and 12: Developmentally Appropriate Physical Environments, Social/Emotional Environments, Cognitive Environments: For Infants

DUE: NAEYC Standards/MoSTEP Standards and EC Competencies Essays

5

6

Chapters 4, 8 and 12: Developmentally Appropriate Physical Environments, Social/Emotional Environments, Cognitive Environments: For Infants

Homework: Read Gestwicki Chapters 5, 9, 13

7

8

9

10

11

Chapters 5, 9 and 13: Developmentally Appropriate Physical Environments, Social/Emotional Environments, Cognitive Environments: For Toddlers

12

13

Chapters 5, 9 and 13: Developmentally Appropriate Physical Environments, Social/Emotional Environments, Cognitive Environments: For Toddlers

14

15

16

17

18

Field Experience: Observe Infant and Toddler classrooms

On-line discussion of observation

19

20

Field Experience: Observe Infant and Toddler Classrooms

On-Line discussion of observation

Homework: Read Gestwicki Chapters 6, 10, 14

21

22

23

24

25

Chapters 6, 10 and 14: Developmentally Appropriate Physical Environments, Social/Emotional Environments, Cognitive Environments: For Pre-primary aged children

26

27

Chapters 6, 10 and 14: Developmentally Appropriate Physical Environments, Social/Emotional Environments, Cognitive Environments: For Pre-primary aged children

DUE: Infant and Toddler Observations

28

29

30

2007

September

 


Sun

Mon

Tue

Wed

Thu

Fri

Sat

1

2

Field Experience: Observe Pre-primary Classrooms

On-Line Discussion of observation

3

4

Field Experience: Observe Pre-primary Classroom

On-line discussion of observation

Homework: Read Gestwicki Chapters 7, 11, and 15

5

6

7

8

9

Chapters 7, 11 and 15: Developmentally Appropriate Physical Environments, Social/Emotional Environments, Cognitive Environments: For Pre-primary aged children

10

11

Chapters 7, 11 and 15: Developmentally Appropriate Physical Environments, Social/Emotional Environments, Cognitive Environments: For Primary aged children

DUE: Pre-primary Observations

12

13

14

Fall Break

15

Fall Break

16

Fall Break

17

Fall Break

18

Fall Break

19

Fall Break

20

Fall Break

21

22

Spring Pre-registration begins

2

Field Experience: Observe Primary Classrooms

On-Line Discussion of observation

3

4

Field Experience: Observe Primary Classroom

On-line discussion of observation

Homework: Read Mooney Chapters 1 and 3

26

27

28

29

30

Understanding Dewey and Erikson

Homework: Read Mooney Chapters 4 and 5

31

2007

October

 


Sun

Mon

Tue

Wed

Thu

Fri

Sat

1

Understanding Piaget and Vygotsky

Homework: Read Gestwicki Chapter 16

DUE: Primary Observations

2

3

4

5

6

Chapter 16: Helping Teachers Change to More Appropriate Practice
Guests from DESE

Due: Personal Autobiography and Self-study of Dispositions

7

8

E-Class: Beginning Philosophy of Early Childhood Education
E-Class Technology in Early Childhood Education

Homework: Read Gestwicki Chapter 17

9

10

11

12

Veteran’s Day Holiday

13

Chapter 17: Helping Families and Communities Understand Developmentally Appropriate Practice

14

15

Team Presentation Model/Approach

DUE: Philosophy

16

17

18

19

20

Team Presentation Model/Approach

21

22

Thanksgiving Recess

23

Thanksgiving Recess

24

25

26

27

Team Presentation Model/Approach

 

28

29

Team Presentation Model/Approach

30

2007

November

 


Sun

Mon

Tue

Wed

Thu

Fri

Sat

1

2

3

4

Team Presentation Model/Approach

5

6

Team Presentation Model/Approach

7

Fall Classes End

8

9

10

11

10:15-12:15 Final Celebration

12

13

14

15

16

17

18

Final Grades submitted

19

20

21

22

23

24

25

26

27

28

29

30

31

2007

December

 

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
Teacher candidates have 2 excused absences without penalty. Teacher candidates must notify the professor in advance of any/all absences. Teacher candidates receive participation points for each class attended on time.  Failure to attend course requires teacher candidates to obtain notes and information from classmates. Content covered in class helps teacher candidates complete required assignments and in teaching abilities.

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 .

Bibliography:

Chenfeld, M.B., (1993). Teaching in the key of life. Washington, DC: National Association for the Education of Young Children.
 
Copple, C., & Bredekamp, S. (2006). Basics of developmentally appropriate practice: An introduction for teachers of children 3 to 6. Washington, DC: National Association for the Education of Young Children.
 
Frost, J., Wortham, S., & Reifel, S. (2005). Play and child development, 2nd ed. Upper Saddle River, NJ: Pearson.
 
Hendrick, J., & Weissman, P. (2006). The whole child, 8th ed. Upper Saddle River, NJ: Pearson.
 
Henniger, M. (2002). Teaching young children: An introduction, 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall.
 
Isenberg, J., Jalongo, M. (2006). Creative thinking and arts-based learning: Reschool through fourth grade, 4th ed. Upper Saddle River, NJ: Pearson.
 
Yelland, N., ed. (2000). Promoting meaningful learning: Innovations in educating early childhood professionals. Washington, DC: National Association for the Education of Young Children.



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Analysis                                                                                                                                                                                                                                                   
Outcomes
3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Provides descriptive accounts of the setting, teaching strategies, and learning experiences observed. Includes descriptive accounts of the children's participation, responses, initiative, etc. Brief accounts of teaching strategies.  

Brief accounts of the children's responses. 
Little effort to help reader visualize setting, interactions, or learning experiences. Little if any attention to children's responses.



 
No evidence... 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Responses are well-developed with explanations of two or more relevant examples (for each question) from your fieldwork.

•How are these learnings helping you develop a vision of the teacher you want to be?  (NAEYC Standard 5d)

•How are your learnings helping you envision children as capable and competent? (NAEYC Standard 4a)







 
Responses address questions with reference to at least one example from your fieldwork (for each question).  

•How are these learnings helping you develop a vision of the teacher you want to be?  (NAEYC Standard 5d)

•How are your learnings helping you envision children as capable and competent? (NAEYC Standard 4a)













 
Examples from fieldwork are inappropriate or missing.

•How are these learnings helping you develop a vision of the teacher you want to be?  (NAEYC Standard 5d)

•How are your learnings helping you envision children as capable and competent? (NAEYC Standard 4a)



 
No evidence. 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
5, 6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Response is well-developed with explanations of two or more relevant examples from your fieldwork or readings.

•How are you coming to appreciate the values that underlie teaching decisions? (NAEYC Standard 5d)

 
Response addresses the question and includes a reference to at least one example from your fieldwork or readings.  

•How are you coming to appreciate the values that underlie teaching decisions? (NAEYC Standard 5d)

 
Response fails to appropriately address the question.  Relies on personal opinion.

•How are you coming to appreciate the values that underlie teaching decisions? (NAEYC Standard 5d)

 
No evidence of addressing the required questions. 
Application                                                                                                                                                                                                                                                
Outcomes
5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Response is well-developed with explanations of two or more relevant examples from your readings.

•Why might these learnings be important for the year children will spend in your company?  (NAEYC Standard 5d)

 
Response addresses the question and includes a reference to at least one example from your readings.  

•Why might these learnings be important for the year children will spend in your company?  (NAEYC Standard 5d)





 
Response fails to appropriately address the question.  Relies on personal opinion.

•Why might these learnings be important for the year children will spend in your company?  (NAEYC Standard 5d)





 
No evidence. 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Reflection explains teaching practices in relation to major theorists: Piaget, Vygotsky, Dewey, and Erikson.

 
Reflection references observed teaching practices to major theorists: Piaget, Vygotsky, Dewey, and Erikson.



 
Reflection makes little if any reference to theorists.



 
No evidence. 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Careful attention to spelling and grammar.



Well-organized paragraphs.



 
Some errors in grammar and spelling (5 or less).

Paragraphs help organize thinking.

 
Substantial errors in grammar and spelling (more than 5).



Construction of paragraphs is confusing.

















 
 
First Disciplinary Competency                                                                                                                                                                                                                              
Outcomes
Identify the characteristics and purposes of learning environments using concrete manipulative materials, child choice and decision-making, and play as a context for enhancing development. (MoSTEP Standards 1.2.4.  EC 6.3 NAEYC 4b)                                                                                                                                                                                                                                                                              
Assignment clearly explains the specific contributions of a learning environment that invites the child to investigate, make meaningful decisions, and play as a way of making sense of her/his world.

 
Assignment makes a brief reference to the importance of a learning environment that invites the child to investigate, make meaningful decisions, and play as a way of making sense of her/his world.

 
Little if any reference to the importance of a learning environment that invites the child to investigate, make meaningful decisions, and play as a way of making sense of her/his world

 
No evidence of competency 
Second Disciplinary Competency                                                                                                                                                                                                                             
Outcomes
Reflect on professional learnings. (MoSTEP 1.2.9, EC 7.6 NAEYC 5)                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Reflection clearly explains your growth in professional learnings, that is, the reader is able to understand how you viewed the role of the teacher of young children at the beginning of the semester, and how your thinking has evolved.



Specific examples of growth are provided and linked to the vision statement of the Park University Early Childhood Department.  

 
Reflection references your growth in professional learnings.



Statements of growth are general rather than specific.  





 
Reflection makes little if any references to your growth in professional learnings.



Statements of growth are vague and generic, failing to reflect the specific content of the course.



 
No evidence of competency 

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Last Updated:8/20/2007 12:35:30 PM