EDC361A Inf & Todd Pract for ECE&Ldrshp

for UU 2009

Printer Friendly

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


EDC 361A Inf & Todd Pract for ECE&Ldrshp


UU 2009 HOZ


Ballentine, Dana


Adjunct Faculty


B.A. Special Education/Recreation,  Ottawa University - Ottawa, KS
M.A. Curriculum and Instruction,   University of Missouri - Kansas City

Office Location

off campus

Daytime Phone

913-515-5117 cell

Other Phone

913-642-4345 home



Semester Dates

June 1-July 25, 2009

Class Days


Class Time



Admission to the School for Education. Students must co-enroll in EDC 359A Infants and Toddlers

Credit Hours


No textbooks are required.

Additional Resources:
Technology is embedded in the course through Internet research. Teacher candidates will use technology in the college classroom and the classroom with children. Some instruction occurs in E-Classes via the discussion board.

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:
EDC361A Infant and Toddler Practicum for Early Childhood Education and Leadership: A supervised field experience in an infant/toddler setting that supports the integration of teacher knowledge, skills, and disposition necessary for working with young children (birth-age 2) and their families. The student is required to be in the infant/toddler setting one half day per week (36 hours) during the semester. The student must earn at least a "B" to continue in the program. The student must be concurrently enrolled in EDC359A Infants and Toddlers Prerequisite: Admission to the School of Education or the Early Childhood Education and Leadership Program. 0:1:1

Educational Philosophy:
The instructor's educational philosophy is one of interactiveness through writings, observations, dialogs, internet and websites, helping students to integrate learning from EDC359A with a first hand, supervised field experience in an infant/toddler classroom.  Projects and assignments from EDC359A in conjunction with assignments and experience at practicum site provide the opportunity to assimilate teacher knowledge skills and dispositions.

Learning Outcomes:
  Core Learning Outcomes

  1. Formulate and apply an educationally sound philosophy of early childhood education as a basis for making professional decisions when working with infants, toddlers, and their families.
  2. Communicate respectfully with families from diverse cultural linguistic, and socio-economic backgrounds to develop supportive relationships on behalf of their children.
  3. Communicate and work effectively with support staff, volunteers, colleagues, and other professionals.
  4. Articulate and apply the NAEYC Code of Ethics in making professional decisions.

  Instructor Learning Outcomes
  1. 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. 2. Understand the importance of each content area in young children's learning and the essential concepts, inquiry tools and structure of content areas including academic subjects and identify resources to deeper their understanding (NAEYC 4c; MO-STEP 1.2.1,; ECE Competency 5.4, 5.6,5.7, 6.1, 6.2, 6.3, 6.4)
  3. 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. 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. 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. 6. Know about and use observation, documentation and other appropriate assessment tools and approaches (NAEYC 3c; MO-STEP
  7. 7. Develop and evaluate opportunities to use technology as a teaching and learning tool  (MO-STEP 1.2.11; ECE Competency 6.5)
  8. 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)
Core Assessment:
Fieldwork Evaluation for Practicum

Class Assessment:

Assessment of class will be done by Reflective Journal writing, and Final Evaluation.



1.     Fieldwork Evaluation for Practicum ( 300 pts)

2.     Reflective journal writing ( 6 journals - 36 pts/ea)

1.     Fieldwork Evaluation for Practicum                                     300
2.     Reflective journal writing                                                    216
Total pts available:                                                                  516

464 - 516 - A
411 - 464 - B
358 - 410 - C
305 - 357 - D
below 305 - F



Late Submission of Course Materials:

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 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. Rubrics must be completed and attached to each assignment.

Classroom Rules of Conduct:

• Students are required to follow the guidelines set forth in the Practicum Fieldwork Manual 2008-2009.

• 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.  Students 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. 

Course Topic/Dates/Assignments:

1.      Fieldwork Evaluation for Practicum ( 300 pts)

You, your mentor teacher and your practicum instructor will evaluate your performances using the evaluation form. In a conference you will discuss your performance by comparing the evaluation forms. 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.

2.     Reflective journal writing ( 6 journals - 36 pts/ea - 216 total 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, double spaced and left alignment. Refer to rubric for additional expectations. Two journal assignments may be submitted on-line as class discussion at instructor discretion.  Each journal writing should be submitted by dropbox on due date.  The following topics are to be written about all students in addition to general practicum observations and reflections.

    * Visit the school’s/classroom’s supply room and create a list of materials and supplies that are available in your classroom.  After observing the classroom environments, add to the list any materials and supplies that you think would be of benefit to encourage the growth and development (cognitive, social, representational, physical) of infants or toddlers.  Compare the materials stored in the classroom and those in the Art Studio.  How are they alike or different?  Discuss with your mentor teacher about how the materials in the Art Studio may enhance the learning taking place in the classroom? Due June 12, 8pm

    * How does your teacher plan for the day’s activities?  How does your mentor teacher plan for individual children's growth and development?   What evidence of this planning is visible?  How does your mentor teacher assess the learning from the activities that are planned and implemented? Compare and contrast what is planned for the day and what actually takes place. Be sure to explain discrepancies.  Due June 19, 8pm

    * Reflect on the image of the child in your mentor teacher’s classroom?  How is that image communicated through the environment, through the documentation, and through the daily schedule? Relate this to the Berkley Philosophy (You can get a copy of this from your Mentor Teacher or off of the Berkley Website) and comment about how it is reflected both in and out of the classroom. Due June 26, 8pm

    * Describe your mentor teachers’ classroom management style. Describe incidents of student’s behavior and teachers’ response.  How effective was the management style? Reflect upon other methods of classroom management and compare/contrast.  Due July 3, 8pm

    * How does your mentor teacher demonstrate collaboration in the classroom, in the school and with families? How does your mentor teacher establish and maintain communication with the families?  Do you see any constraints?   How are families included in both the classroom community and the school community? Discuss with a mentor teacher a time she has had to communicate negative information to a families. Reflect on the response and what you have learned. Due July 10, 8pm

    * Refer to doc sharing to read and review the NAEYC Code of Ethics, and the Quality Rating Scale (QRS). Reflect on how the two are inter-related.  Give examples of incidents that you have observed and describe the influence you see (or don’t see) of these documents in your practicum classroom. Due July 17, 8pm


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 2008-2009 Undergraduate Catalog Page 87

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 2008-2009 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 "F".
  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 2008-2009 Undergraduate Catalog Page 89-90
Students must complete all hours of the practicum assignment (36 hrs); if a student misses scheduled practicum hours they must arrange with the mentor teacher to make these hours up in the class room.  A report of an “F” will be made if student does not complete 36 hours total during the practicum period.

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 .


I/T Journal Rubric


This material is protected by copyright and can not be reused without author permission.

Last Updated:5/20/2009 12:41:26 PM