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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 Early Childhood &Elementary Teachers

Semester

F1J 2009 DN

Faculty

Ebright, LaDonna E.

Title

Assistant Professor

Degrees/Certificates

Masters
Certification: Elementary K-8; Special Education in LD, BD, MR, K-12; School Psychological Examiner; School Psychologist K-12

Office Location

911 Main, Suite 903, KC, MO 64105

Office Hours

M-F 10am- 3pm and by appointment to meet student working hours.  I will be available before class time.

Daytime Phone

(816) 559-5632

Other Phone

Cell: (816) 210-4958

E-Mail

LaDonna.Ebright@park.edu

Semester Dates

August 17 to October 10, 2009

Class Time

5:30 - 9:50 PM- Thursdays

Prerequisites

none

Credit Hours

3


Textbook:

 
Trawick-Smith, Jeffrey (2010). Early Childhood Development: A Multicultural Perspective, 5/E. Upper Saddle River, New Jersey. Merrill (ISBN10-0135016460)

Copple C. & Bredekamp S, eds (2009). Developmentally Appropriate Practice in Early childhood Programs Serving Children from Birth through Age 8. Washington D.C. NAEYC (ISBN 978-1-928896-64-7)  note: selected chapters and selected readings from CD-

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, Virginia, 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, Washington, 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.
 
 WEB RESOURCES
Professional Organizations

American Psychological Association
http://www.apa.org
Provides information on the largest professional organization of psychologists in the country. Includes studies and news items focusing on children's behavior, learning, and physical growth and presents information on conferences, publications, and membership.

Association for Childhood Education International
http://www.acei.org
Provides information about one of the leading organizations for professionals in early childhood care and education. Includes materials related to children from birth through the elementary years and presents information on conferences, publications, and membership.

Council for Exceptional Children
http://www.cec.sped.org
Provides information on the largest international professional organization dedicated to improving the education of individuals with special needs. Click on the "Divisions" link for information on the Division for Early Childhood (DEC), devoted to supporting young children with special needs and their families. Included on the DEC Website are reports, position statements, and information on conferences and membership.

National Association for the Education of Young Children
http://www.naeyc.org
Presents information on the largest organization for professionals working with young children and their families. Provides lists of resources, publications, position statements, and information on conferences and memberships.

Advocacy Groups and Information Centers

Child Trends
http://www.childtrends.org
Provides an overview of this advocacy group that is devoted to protecting children. Includes articles and research findings on child welfare topics, such as child abuse and neglect and child poverty.

Child Welfare League of America
http://www.cwla.org
Presents articles, research studies, and general information on the oldest child advocacy organization in the United States. Includes descriptions of advocacy activities of the CWL, which is devoted to promoting policies that protect children and strengthen families.

Children Now
http://www.childrennow.org
Presents information on an organization that advocates for the well-being of children and families. Includes articles, data summaries, and research on such topics as the media, violence in children's lives, children's health issues, and child care.


Children's Defense Fund
http://www.childrensdefense.org
Provides information on one of the leading child advocacy groups in the country. Contains goals and position statements and information on key issues and problems facing children and families in the United States.

Education Commission of the States
http://www.ecs.org
Presents information on an organization devoted to disseminating research and theory that can guide educational practice. Includes articles and research findings on educational issues, including those affecting young children and their families.

Families USA
http://www.familiesUSA.org
Includes information on an organization that advocates for child and family health. Provides articles, summaries of pending legislation, position statements, and other resources related to health issues.

Kids Count
http://www.aecf.org/kidscount
Presents information on a national organization that tracks the status of children in the United States and shares this information with policymakers, educators, and families. Includes surveys and data summaries that profile the well-being of children both nationally and state-by-state.

National Dissemination Center for Children with Disabilities
http://www.nichcy.org
Includes information on this national organization and referral center that provides resources on disabilities for families, educators, and other professionals. Includes a library of articles and research reports and an information search engine.

National Safe Kids Campaign
http://www.safekids.org
Provides information on an organization devoted exclusively to protecting children from their number one killer: unintentional accidents. Includes research reports, safety tips, and statistics on childhood accidents.

Stand for Children
http://www.stand.org
Provides information on this grassroots action group that takes action on issues related to children's health and education. Includes policy statements on national issues, including early childhood education and health care.

United Nations Children's Fund
http://www.unicef.org
Presents information on UNICEF, a United Nations organization devoted to helping children living in poverty in developing countries. Includes press releases, articles, and overviews of its initiatives related to early care and education, gender equity, child health and mortality, and childhood survival during war and natural disasters.

Government Agencies

Environmental Protection Agency: Office of Children's Health Protection
http://yosemite.epa.gov/ochp/ochpweb.nsf/homepage
Presents information and an overview of initiatives of the U.S. Environmental Protection Agency related to children's health. Includes articles and research summaries related to such topics as asthma and respiratory ailments, neurological impairments, and the environmental factors that contribute to these conditions.

National Head Start Association
http://www.headstartinfo.org/
A link to the Head Start Information Center of the U.S. Department of Health and Human Services. Provides access to hundreds of research reports and articles related to early childhood development and preschool education. Contains specific information on Head Start, a federally funded birth-to-preschool program that serves children and families in poverty.

U.S. Census Bureau
http://www.census.gov/
Includes data on the U.S. population, including census findings on the social and mental health and socioeconomic status of children and families of diverse cultural backgrounds.

U.S. Department of Education
http://www.ed.gov/index.jsp
Contains hundreds of links to research studies, statistical reports, articles, grants, policy statements, and other documents related to all aspects of education, including topics such as early childhood education, ethnicity, poverty and education, and early reading.

U.S. Department of Health and Human Services
http://www.os.dhhs.gov
Contains links to studies, articles, statistical reports, and information on current initiatives of the largest government agency that supports the health and welfare of children and families.

Special Education Sites

Council for Exceptional Children (CEC)
http://www.cec.sped.org/
Advocates for individuals who are gifted and for those with disabilities. Has been instrumental in the successful passage of laws that have guaranteed the educational rights of students with disabilities. Has divisions (e.g., talented and gifted [TAG]) that focus on different groups of exceptional individuals.

ERIC Clearinghouse on Disabilities and Gifted Education
http://ericec.org/
The official ERIC clearinghouse addressing matters on giftedness and disabilities, operated by the Council for Exceptional Children. Contains links, fact sheets, bibliographies, parent information, and other useful information.

National Dissemination Center for Children with Disabilities (NICHCY)
http://www.nichcy.org/
Provides information on disabilities and disability-related issues for families, educators, and other professionals. Has a special focus on children and youth (birth to age 22). Provides links to many articles, questions and answers, information on IDEA, and a Spanish version.

United Cerebral Palsy (UCP)
http://www.ucp.org/
One of the oldest and largest disability-related organizations, with the mission to advance the independence, productivity, and full citizenship of people with cerebral palsy and other disabilities through UCP's commitment to the principles of independence, inclusion, and self-determination.

American Foundation for the Blind (AFB)
http://www.afb.org/
Founded in 1921, a leading national resource for people who are blind or visually impaired, the organizations that serve them, and the public. Provides links in the area of visual impairments; includes a section on talking books.

Multicultural/Culture Sites

National Association for Multicultural Education (NAME)
http://www.nameorg.org/
The leading organization in the country addressing multicultural education. Has links to articles, resources, publications, and other areas relevant to multicultural education.

University of Southern California Center for Multilingual Multicultural Research
http://www.usc.edu/dept/education/CMMR/
Provides links to Asian American, African American, Native American, and Latino/Hispanic resources; articles and audiovideo materials, including a video portion of Dr. Martin Luther King Jr.'s "I Have a Dream" speech.

Population Reference Bureau
http://www.prb.org/
Offers a wide range of demographic data.

U.S. Census Bureau
http://www.census.gov/
Contains demographic data, projections, links, and a wealth of information from poverty statistics to ethnic census data.

National Council for the Social Studies (NCSS)
http://www.socialstudies.org/
The largest association in the country devoted solely to social studies education.

Council of the Great City Schools
http://www.cgcs.org/
Offers many helpful resources and links (e.g., "What Works in Urban Education"), describing 155 successful urban programs.

U.S. Office for Civil Rights (OCR)
http://www.ed.gov/about/offices/list/ocr/index.html?src=oc
Provides numerous links to other agencies in the government; federal laws, such as ADA; information on sex, racial, age, and disability discrimination; and many other sites.

League of United Latin American Citizens (LULAC)
http://www.lulac.org/
Advances for the economic condition, educational attainment, political influence, health, and civil rights of the Hispanic population of the United States. Contains links to issues such as education, census, legislation, and other Hispanic organizations.


National Association for the Advancement of Colored People (NAACP)
http://www.naacp.org/
Addresses issues of school desegregation, fair housing, employment, and voter registration, as well as elections,

National Congress of American Indians
http://www.ncai.org
Works to inform the public and Congress on the governmental rights of American Indians and Alaska Natives. Includes a directory of tribes in the United States.

The National Urban League
http://www.nul.org/
Emphasizes greater reliance on the unique resources and strengths of the African American community to find solutions to its own problems. It has strong roots in the community that are focused on the social and educational development of youth, economic self-sufficiency, and racial inclusion. Provides several helpful links.
 
 

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 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:
 

Observations: Each student will spend 10 hours observing children in three early childhood settings (infant/toddler, preK-kindergarten and primary K-3) and interviewing families.  Each of the hours will be documented in an observation/interview assignment. The purposes of the observations and interviews are to: 1) connect readings and class discussion to the observation of children or to the multiple contexts for child rearing and 2) reflect on your learning and think about why these interviews and observations might be important for your teaching. 

 

IMPORTANT: Readings must be completed before observations! Observations/interview assignments are due on due each week prior to the next class. 

Grading:
 

GRADING PLAN:

A rubric will be provided for observations and interviews.

            Observations and Interviews Questions       10 points each =  160 points

           Reflection for Observation/Interview            10 points each  = 160 points

            e-companion threaded discussion                   5 points each x 8    =   40 points

            In class participation                                      5 pts ea class x 8    =   40 points

            Writing to the Standards/final reflection                                       =  30 points

            Final Exam                                                                                     = 50 points
                                                                              TOTAL                       =  480 points          
 
 
                                                                  

                        A         =          432-480 points

                        B         =          384-431points

                        C         =          336- 383points

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 drives 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, flash drive or 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:
   

Note: Special directions for observations/interviews follow this chart.

Week

Topic/Assignments

1

 

Young Children in Multicultural Perspective
 
Your reading assignment lays the foundation for the course of study. During this class, we will cover introductions, the syllabus and activities to help you get ready for actual observation assignments. 
Reading Assignment:
Trawick-Smith:

Chapter 1: Studying early Childhood Development in a Diverse World

Chapter 2: Historical Perspectives and Research in Early Childhood Development

Chapter 3: Theories of Child Development

            DAP-NAEYC:

                        Chapter 2: Development in the First three Years of Life

                                    Supplemental readings from DAP CD:#16: Cultivating Good Relationships with Families Can Make Hard Times Easier

   Field Work Assignment: NAEYC 1b, 3b, MoSTEP 1.2.3.1, 1.2.4.1

Interview two separate families of a young child who are distinctly different (i.e. cultural, special needs, socioeconomic) groups. Ask questions about what children are like and how they should be educated. The following questions might be considered: 

  1. What learning and behaviors should be expected of preschool-age children?
  2. What learning and behaviors should be expected of elementary school-age children?
  3. What should teachers and parents do when children of these two ages misbehave?

Take notes on your interview. Later, write an analysis guided by the following questions:

    1. How were the answers of the two parents different? How were they alike?
    2. What sources of information does the adult use to answer these questions (i.e. does this adult rely on research? on systematic observation? on personal opinion?)
    3. To what degree do answers reflect family background, culture, or other life experiences? (i.e. does this adult rely on beliefs passed down from parents or other family members? Does this adult refer to conditions in the neighborhood or community which influence thinking about children?)
    4. What can you conclude about differences in parenting beliefs and practices? How can these concepts negatively influence professional practice?

REFLECTION: Complete your assignment with a well-developed reflection that connects your observations to the reading and considers your learning from this assignment. This part of the assignment is important and should be at least ½ to 1 page.

 

2

 Prenatal Development, Childbirth, and Infancy

Reading Assignment:

            Trawick-Smith:

Chapter 4: Genetics, Prenatal Development, and Birth

                        Chapter 5: The Newborn

                        Chapter 6: Infant Physical Growth and Brain Development

Fieldwork: NAEYC 1a, 3b, MoSTEP 1.2.2.1

Observation #1:

Observe a newborn baby in a home or child care center. Write a narrative description of all behaviors you see guided by the following questions:

  1. How would you describe the baby’s general appearance (i.e. skin color, hair or lack of it, body proportions)?
  2. How would you describe this newborn’s movements? What kinds of “global wiggles” or other whole-body actions did you observe? What caused the baby to wiggle in these ways?
  3. What single body-part movements did you see (i.e. kicking a single leg, grasping with a hand)? What caused these movements to occur?
  4. How attentive was this newborn to you and the outside world? Did the baby look at you or other objects? Did the baby turn toward noises or in other ways show that he or she could hear well?
  5. Based on these observations, what can you conclude about newborn appearance, movement and perception?

REFLECTION: Complete your assignment with a well-developed reflection that connects your observations to the reading and considers your learning from this assignment. This part of the assignment is important and should be at least ½ to 1 page.

Observation #2: NAEYC 1a, 3b, MoSTEP 1.2.2.2, 1.2.4.1

Observe a group of infants of varying ages (0-12 months) in a child care setting. Select two infants who are at least 4 months apart in age. Write descriptions of their physical growth, motor abilities, and perceptual development of each, contrasting the two infants. Write a report on your observations guided by the following questions:

  1. What specific differences did you observe in physical growth, motor ability and perceptual development between the two infants you observed?
  2. What can you conclude about changes in motor abilities during these periods of infancy?
REFLECTION: Complete your assignment with a well-developed reflection that connects your observations to the reading and considers your learning from this assignment. This part of the assignment is important and should be at least ½ to 1 page.


Observation #3
NAEYC 1a, 3b, MoSTEP 1.2.2.2, 1.2.4.1

Observe two 6-12 month-old babies in child care who are of different ages. Write down descriptions of interesting behaviors they perform that show thinking or problem solving? Write a report on your observations guided by the following questions:

  1. What kinds of circular reactions were observed? Did babies perform these using their own bodies? Objects or toys? Vocalizations?
  2. Generally, how would you characterize the babies’ causal thinking? Did either baby set out to cause something to happen?
  3. What did babies do with objects? Did you see behaviors that show object permanence (i.e. Searching for a toy that was out of sight or dropping a toy and retrieving it)?
  4. What kinds of problems did you see babies solve? How did they get basic needs met? How did they retrieve toys or other desired objects?
  5. What types of imitation were observed? 
  6. Did babies emulate one another’s actions?
  7. Did babies emulate actions of adults?
  8. Did you see pseudo-imitation or deferred imitation?

REFLECTION: Complete your assignment with a well-developed reflection that connects your observations to the reading and considers your learning from this assignment. This part of the assignment is important and should be at least ½ to 1 page.

3

Prenatal Development, Childbirth, and Infancy (cont)

Reading Assignment:

            Trawick-Smith:

Chapter 7: Cognitive Development in Infancy

                        Chapter 8: Infant Language and Literacy

                        Chapter 9: Infant Social and Emotional Development

            DAP- NAEYC:

                        Supplemental Reading from CD:                              
                                    #19: Developmental Milestones of Children from Birth to Age 3

                                    #22: Diversity and infant/Toddler Caregiving

                                    #58: Significance of Touch in Young Children’s Lives
 
  Fieldwork: NAEYC 1a, 3b, MoSTEP 1.2.2.1

 Oobservation #1:

Observe an infant (0-6 months). Write down descriptions of interesting behaviors that show the following:

  1. What signs of attention or memory do you observe?
  2. What signs of receptive language do you observe
  3. How does the baby react to sudden noises or textures
  4. Interview the parent/caretaker to determine the babies temperament

REFLECTION: Complete your assignment with a well-developed reflection that connects your observations to the reading and considers your learning from this assignment. This part of the assignment is important and should be at least ½ to 1 page

 

Observation #2:

Observe as child care providers interact with infants or toddlers. Take notes on their responsiveness and warmth, as described in your readings. Write a report on these behaviors guided by the following questions:

  1. What specific responding behaviors did you see? What effect did these responses have on the infants or toddlers?
  2. What warm or nurturing behaviors did you see? What effect did they have?
  3. If you observed more than one caregiver, did you see differences in how each interacted with infants or toddlers in these areas? To what would you attribute caregiver differences in warmth or responsiveness?

REFLECTION: Complete your assignment with a well-developed reflection that connects your observations to the reading and considers your learning from this assignment. This part of the assignment is important and should be at least ½ to 1 page


4

 Reading Assignment:

            Trawick-Smith:

                        Chapter 10: Preschool Physical and Motor Development

                        Chapter 11: Cognitive Development in the Preschool Years

            DAP-NAEYC:

Chapter 4: Developmentally Appropriate Practice in the Preschool Years—Ages 3-5: An Overview
 
Fieldwork: NAEYC 1a, 3b, MoSTEP 1.2.2. 

Observation #1:

Observe an infant (0-6 months). Write down descriptions of interesting behaviors that show the following:

  1. What signs of attention or memory do you observe?
  2. What signs of receptive language do you observe
  3. How does the baby react to sudden noises or textures
  4. Interview the parent/caretaker to determine the babies temperament

REFLECTION: Complete your assignment with a well-developed reflection that connects your observations to the reading and considers your learning from this assignment. This part of the assignment is important and should be at least ½ to 1 page

 

Observation #2:

Observe as child care providers interact with infants or toddlers. Take notes on their responsiveness and warmth, as described in your readings. Write a report on these behaviors guided by the following questions:

  1. What specific responding behaviors did you see? What effect did these responses have on the infants or toddlers?
  2. What warm or nurturing behaviors did you see? What effect did they have?
  3. If you observed more than one caregiver, did you see differences in how each interacted with infants or toddlers in these areas? To what would you attribute caregiver differences in warmth or responsiveness?

REFLECTION: Complete your assignment with a well-developed reflection that connects your observations to the reading and considers your learning from this assignment. This part of the assignment is important and should be at least ½ to 1 page


           

 

 


 

5

 

Development in the Preschool Years (cont)

 Reading Assignment:

            Trawick-Smith:

Chapter 12: Symbolic Thought: Play, Language, and Literacy in the Preschool Years

Chapter 13: Social and Emotional Development of Preschoolers

            DAP- NAEYC

Chapter 6: Developmentally appropriate Practice in the Kindergarten year – Ages 5-6: An Overview

Supplemental Reading from DAP CD:

#68: What the Research Says about Young Children’s Listening and language Learning

 
 Field Work: NAEYC 1a, 1b, MoSTEP 1.2.2.2, 1.2.4.1

Observation #1

Observe a preschool classroom in which children of diverse cultural backgrounds are enrolled. Take notes on any socio dramatic episodes which you see, based on from your readings. Later, write a report describing this form of play, guided by the following questions:

  1. What kinds of make-believe did you see (i.e. pretend use of objects, role playing, and make-believe situations)? Give at least three examples from your observations.
  2. How would you characterize the social interactions you observed during socio dramatic play episodes? Give examples from your observations..
  3. Describe the language, which you heard during socio dramatic play episodes. Did children assume adult-like intonations and sentences? Did they use pretend voices? How much verbalization occurred?
  4. How did boys and girls differ in their play theses and roles? Did children of different cultural backgrounds play in different ways?

REFLECTION: Complete your assignment with a well-developed reflection that connects your observations to the reading and considers your learning from this assignment. This part of the assignment is important and should be at least ½ to 1 page.

Observation #2

Observe a teacher of young children (Pre-K or Kindergarten) and take notes on classroom interaction. Later, write an analysis of your observation guided by the following questions:

  1. What elements of a maturationist perspective did you see in the teacher’s interactions with children (i.e. tolerance of immature behavior, postponing tasks, or activities for some children until they are “ready”)?
  2. What elements of a behaviorist perspective did you see (i.e. using praise or rewards, ignoring misbehavior, “catching children being good”, modeling positive behaviors)?
  3. What elements of a psychoanalytic theory did you observe (i.e. promoting attachment, encouraging autonomy and initiative)?
  4. What elements of a cognitive-development did you see (i.e. encouraging children to construct their own learning through action, helping children to interpret/understand social situations)?
  5. What elements of sociocultural perspectives did you observe (verbal theory, self directed speech, scaffolding, or periods of zone of proximal development)?

REFLECTION: Complete your assignment with a well-developed reflection that connects your observations to the reading and considers your learning from this assignment. This part of the assignment is important and should be at least ½ to 1 page.

Observation #3

Observe an entire classroom of preschool-age children. Watch for examples of the social and emotional development as reviewed in your readings. Write a description of each of the following behaviors you observe (you might not see ALL of them)

  1. Altruistic behavior (acts of kindness, sharing, helping, comforting, etc)
  2. Empathy (vicarious feelings of emotion or physical pain)
  3. Aggression (teasing, hitting, reaction to peer aggression, unprovoked aggression, or bulling, etc.)
  4. Nonaggressive behaviors (rough and tumble play, teasing play, assertiveness, conflict and arguments).

INTERVENTIONS: Write an essay based on your observations to address what interventions you might use to meet good social emotional development in your classroom.

REFLECTION: Complete your assignment with a well-developed reflection that connects your observations to the reading and considers your learning from this assignment. This part of the assignment is important and should be at least ½ to 1 page


6

  The Primary Years in Cultural Context

 Reading Assignment:

            Trawick-Smith:

Chapter 14: Physical Growth and Motor Development in the Primary Years

                        Chapter 15: Cognition and Schooling

DAP- NAEYC:

Chapter 8: Developmentally Appropriate practice in the Primary Grades— Ages 6-: an Overview
 
 
Field Work: NAEYC 1a, 3b MoSTEP 1.2.2.2, 1.2.4.1

 Observation #1

Observe a classroom of first, second OR third-graders. Take notes on the diversity and stature and activity level of children. Later, write a report on your observations guided by the following questions:

  1. To what degree did children’s height and weight vary? Did you observe culture or gender differences in stature?
  2. How well were children able to sit still and attend to classroom activities?
  3. To what degree did motor development vary?
  4. What cultural or gender differences in abilities did you observe?

REFLECTION: Complete your assignment with a well-developed reflection that connects your observations to the reading and considers your learning from this assignment. This part of the assignment is important and should be at least ½ to 1 page.

Observation #2

Ask a primary-grade child to make a map of the school, their home or neighborhood. As the child draws, ask about the locations and objects depicted on the map, the distances between places, and other map space questions. Later, write a report on your observations guided by the following questions:

  1. How would assess the child’s performance in map-making? In what ways was the child’s map different from the way an adult might draw?
  2. Was the map drawn to scale? Were landmarks depicted? Which details were included in the map? Which important landmarks were omitted?
  3. What can you conclude about the development of map space in children of this age?

REFLECTION: Complete your assignment with a well-developed reflection that connects your observations to the reading and considers your learning from this assignment. This part of the assignment is important and should be at least ½ to 1 page.

Presentation: For the map assignment, you must post your map (you may do this either by scanning the map or taking a digital picture of it) and write your narrative in threaded discussion.

7

 

The Primary Years in Cultural Context (cont)

Reading Assignment:

            Trawick-Smith:

                        Chapter 16: Language, Literacy, and Schooling

                        Chapter 17: Social and Emotional Development in the Primary Years

  

Field Work: NAEYC 1a, 3b, MoSTEP 1.2.2.2, 1.2.4.1

 Observation #1

Observe social language and literacy of two children in a classroom. Later write a report based on the following questions:

Language:

  1. Were the children effective in communicating with and persuading peers? Were both children equally competent in language-to-peers?
  2. What examples did you observe in the rules of school language described in your readings? Did the two children use polite, formal language? Were they effective in asking or answering questions in class? What differences did you observe?

Literacy:

  1. What stage of writing do you believe each child to be in and what evidence supports your decision?
  2. What state of reading do you believe each child to be in and what evidence supports your decision?

Correlations: What correlations did you observe between each child’s language and literacy development?

REFLECTION: Complete your assignment with a well-developed reflection that connects your observations to the reading and considers your learning from this assignment. This part of the assignment is important and should be at least ½ to 1 page.

Observation #2

Observe primary-age children interacting in a classroom or playground. Make careful notes. Write a report based on the following questions:

  1. What evidence did you use to identify social acceptance or rejection?
  2. What evidence did you use to identify competence?
  3. What evidence did you use to identify moral self worth?
  4. What evidence did you use to identify control?
  5. If you interviewed the teacher, do you think s/he would support your speculations? What further evidence might you need to make more accurate assessments?
  6. What interventions might you use in your classroom for supporting positive peer relationships?

REFLECTION: Complete your assignment with a well-developed reflection that connects your observations to the reading and considers your learning from this assignment. This part of the assignment is important and should be at least ½ to 1 page


8

 

  Families in Cultural Context

 Reading Assignment:

            Trawick-Smith:

                        Chapter 18: Parents, Families, and Children: A Multicultural Perspective
 
Field Work: NAEYC 1b, 3b, MoSTEP 1.2.3.1, 1.2.4.1
 OBSERVATION: This week, you will be able to interview a guest speaker. Following the interview, you will post your reflection
 
Key Questions  

1.      What is a sense of competence and what common school practices threaten this feeling in the primary years?

2.      What are feelings of social acceptance, control, and moral self-worth and how do these types of self-esteem develop in the primary years?

3.      What are inclusive views of self and how are these influenced by culture?

4.      What are cultural competencies and how area these related to self-esteem?

5.      How are feelings of moral self-worth influenced by culture?

6.      How are feelings of moral self-worth influenced by culture?

7.      What is the myth of self-hatred, and why is prejudice less likely to influence self-esteem in some families?

8.      What is identity formation and what factors lead to strong gender and ethnic identities?

9.      How are peer groups, peer rejection and neglect, and friendships different in the primary years than they were during the preschool period?

10. How are peer relations in the primary years influenced by culture and class?

11. What are the basic tenets of Kohlberg’s theory of moral development, and what are the major multicultural and feminist criticisms of his viewpoint?

12. What classroom adaptations can be implemented to support the social development of children with serious emotional disturbance, autism, and attention deficit/hyperactivity disorder?

13. What are invisible handicaps and how can teachers help their students to understand and accept them?
PROJECT FINAL:  
  Write to the NAEYC Standard 1 for portfolio.
      FINAL:
        Final  Exam- Multiple Choice and Short Essay

           

 

 

INTERVIEWS AND OBSERVATIONS: Rubrics for each assignment will posted on e-companion before each class.

 Please note the appropriate MoSTEP and NAEYC Standards listed with each assignment. A full description of these Standards can be found in the drop box of e-companion  for this class.

 CRITICAL: For each assignment, you will post your reflection to e-companion and then you will respond to the reflection of at least 1 other classmate. (You should chose a different classmate for each assignment) 

 

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:
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 2009-2010 Undergraduate Catalog Page 92

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 2009-2010 Undergraduate Catalog Page 95

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:8/7/2009 9:07:29 PM