School For Education Mission StatementThe 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.
School For Education Vision StatementThe 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 220 Child Growth & Devel for Early Childhood &Elementary Teachers
F1J 2009 DN
Ebright, LaDonna E.
MastersCertification: Elementary K-8; Special Education in LD, BD, MR, K-12; School Psychological Examiner; School Psychologist K-12
911 Main, Suite 903, KC, MO 64105
M-F 10am- 3pm and by appointment to meet student working hours. I will be available before class time.
Cell: (816) 210-4958
August 17 to October 10, 2009
5:30 - 9:50 PM- Thursdays
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
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.
American Psychological Association
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
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
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
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.
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
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.
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
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
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.
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.
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
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
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
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
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.
Environmental Protection Agency: Office of Children's Health Protection
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
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
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
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
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.
Council for Exceptional Children (CEC)
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
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)
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)
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)
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.
National Association for Multicultural Education (NAME)
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
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
Offers a wide range of demographic data.
U.S. Census Bureau
Contains demographic data, projections, links, and a wealth of information from poverty statistics to ethnic census data.
National Council for the Social Studies (NCSS)
The largest association in the country devoted solely to social studies education.
Council of the Great City Schools
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)
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)
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)
Addresses issues of school desegregation, fair housing, employment, and voter registration, as well as elections,
National Congress of American Indians
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.
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 firstname.lastname@example.org or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Learning Outcomes: Core Learning Outcomes
· Portfolio Essay NAEYC Standard 1 CORE ASSESSMENT)
· Weekly Observations with Analysis and Reflection
· Family Interviews with analysis and Reflection
· Midterm and Final Exams
· 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 RubricClass 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.
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
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.
Note: Special directions for observations/interviews follow this chart.
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
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 126.96.36.199, 188.8.131.52
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:
Take notes on your interview. Later, write an analysis guided by the following questions:
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.
Chapter 4: Genetics, Prenatal Development, and Birth
Chapter 5: The Newborn
Chapter 6: Infant Physical Growth and Brain Development
Fieldwork: NAEYC 1a, 3b, MoSTEP 184.108.40.206
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:
Observation #2: NAEYC 1a, 3b, MoSTEP 220.127.116.11, 18.104.22.168
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:
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:
Chapter 7: Cognitive Development in Infancy
Chapter 8: Infant Language and Literacy
Chapter 9: Infant Social and Emotional Development
#22: Diversity and infant/Toddler Caregiving
Observe an infant (0-6 months). Write down descriptions of interesting behaviors that show the following:
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
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:
Chapter 10: Preschool Physical and Motor Development
Chapter 11: Cognitive Development in the Preschool Years
Development in the Preschool Years (cont)
Chapter 12: Symbolic Thought: Play, Language, and Literacy in the Preschool Years
Chapter 13: Social and Emotional Development of Preschoolers
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
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:
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:
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)
INTERVENTIONS: Write an essay based on your observations to address what interventions you might use to meet good social emotional development in your classroom.
Chapter 14: Physical Growth and Motor Development in the Primary Years
Chapter 15: Cognition and Schooling
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:
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:
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.
The Primary Years in Cultural Context (cont)
Chapter 16: Language, Literacy, and Schooling
Chapter 17: Social and Emotional Development in the Primary Years
Field Work: NAEYC 1a, 3b, MoSTEP 22.214.171.124, 126.96.36.199
Observe social language and literacy of two children in a classroom. Later write a report based on the following questions:
Correlations: What correlations did you observe between each child’s language and literacy development?
Observe primary-age children interacting in a classroom or playground. Make careful notes. Write a report based on the following 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?
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.
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 .
Last Updated:8/7/2009 9:07:29 PM