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
ED 527 Growth/Development of Childrenand Adolescents
S1P 2010 EDN
Domsch, Gayle D.
B.S. in Education, Concordia University-NebraskaM.A. in Special Education, University of Missouri-Kansas CityEd.D.in Educational Leadership, St. Louis University
Before and after class
January 14, 2010 to March 5, 2010
5:00 - 9:30 PM
Required text: McDevitt, T.M. & Ormrod, J. E. (2010). Child Development and Education, 4th edition. Upper Saddle River, NJ: Pearson Education, Inc. ISBN # 0-13-713383-9.
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
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Educational Philosophy: The facilitator's educational philosophy is that student learning is constructed from experiences and thoughtful reflection. The class is based on discussion, readings, writing, observation, and exploration of theories and practices in education of the growth and development of children and adolescents.
Learning Outcomes: Core Learning Outcomes
The core assessment for this course is an Observational Study and will account for 20% of the total grade. The Observational Study assesses students’ mastery of ED 527 core learning outcomes 1, 2, 3, 4, 5, 7, and 8.
To complete the Observational Study, students must observe two children of different ages to apply developmental theories and constructs. Specifically, students must:
A.) Select two children who each represent different age groups and conduct an observation of each child. The ages groups include: infant (birth to 2 years), preschool age (ages 3 to 6), an elementary-school age (ages 5 – 11), OR middle-school age (ages 11 – 15). Each observation should be for a period of approximately 45-minutes. The following elements must be observed and recorded:
a. Setting: Describe the setting of the observation, including place and situation. Who are the people present and what are their roles? What type of activity is occurring? What is the time of day and day of the week? Include anything necessary that may enhance the reader’s understanding of the setting.
b. Child: Provide ALL information possible to give the reader a full description of the child, including his/her physical characteristics, age, expressions, and appearance; personality, mood, and activity level. To preserve confidentiality, assign each child a name that represents the child (e.g., Child A, Child B).
c. Behavior: Record ALL of the behavior (i.e., each action) exhibited by the child over a period of 45 minutes. Indicate strength or quality of activity level. Include interactions, movements, activities, and even silence. Be objective! Describe only the behavior. Do not interact with the child or try to interpret “why” he/she may be doing something.
B.) After completing the two observations, students must provide a written comparative analysis of their two observations. Using APA style, the written analysis should consist of the following sections:
I. Title Page
The introduction should capture the reader's attention, give background on the topic, develop interest in the topic, and guide the reader to the thesis or purpose of the paper.
III. Observation Summary
This section contains the typed version of the handwritten records of the observation, including setting, child, and behavior, of each child. The original, handwritten records must be included at the back of the paper in Appendix A.
IV. Analysis of Observed Behaviors
In this section, students must provide their analysis of the observed behaviors of each child using a least three (3) theoretical perspectives of child development per child. These areas may include, but are not limited to, theories of social development, moral development, cognition, etc.
V. Compare and Contrast Observed Behaviors
In this section, students must compare and contrast the two children observed according to their developmental abilities in (at least) three (3) concepts, constructs, or milestones (e.g., conservation, etc.) in any of the three developmental domains (i.e., physical development; cognitive development, and social-emotional development). For example, compare and contrast the play activities between a preschool and a middle-school child. This section may also include any other comments, questions, or concerns students may have about either child observed – here is where students may draw judgments or conclusions based upon their observations.
VI. Analysis of Research Methods
Students are to provide an analysis of the pros and cons of using observation as a research method to study child development. Discuss how other types of research methods may add to one’s knowledge of child development. Discuss how data received from observation and other possible research methods may guide one’s decisions in working with children.
Using APA format, students must list all references used to support their analysis.
IX. Appendix A
This section contains the original, handwritten observation records.
Note: Each section (section II – VII) of the article should start with a heading.
C.) Students must be prepared to present their Observational Study and defend their analysis to other students in class.
Link to Class RubricClass Assessment:
Participation: (15 pts per class, 120 points total)
Student participation is essential in achieving maximum learning. It is expected that students will attend all scheduled class sessions and contribute to the classroom learning environment. However, it is recognized that occasions do arise that necessitate being absent from a class. Students are responsible for making prior arrangements regarding a necessary absence and for
the completion any alternative assignments.
Reflections: (10 points per reflection, 80 points total)
Each student will submit a weekly reflection journal starting with week two. The reflection journal should include the student's reaction to course activities (subject matter, class discussions, comments, presentations, etc.) that occurred the preceding week. Each reflection should be approximately about one to two typed double spaced pages in length, 12 point font (APA Format).
Article Summaries: (100 points total)
Each student should obtain and review two or more journal articles to expand understanding of theories of child development introduced in lecture and text for discussion activities in the course.
Group Project and Presentation: (300 points total)
A scoring guide of quality indicators will be discussed in class. The project will present one of the major trends in educational practices in all three domains: physical, cognitive, and social-emotional. The project presentation will include an analysis of the educational practice, evaluation of outcomes, and the interaction with context and culture on child development.
Observational Study: (300 points total)
A scoring guide of quality indicators for the analysis will be discussed in class. Students will observe two children of different ages to apply developmental theories and constructs, write up the observations, and provide a comparative analysis of the two observations.
§ The observation of each child should be for 45-60 minutes.
§ Ages groups include: infant (birth to 35 months), preschool (ages 3-6), elementary school age (5-11), middle school age (11-15).
§ Describe the setting including place and situation. Who are the others present and their roles? What type of activity is occurring? What is the time of day and day of the week? Include all information necessary to enhance the readers’ understanding of the setting.
§ Provide all information possible to give the reader a full description of the child, including physical characteristics, age, affect, appearance, personality, mood, and activity level. Do NOT use the child’s name to preserve confidentiality. Assign a label such as Child A or Child B.
§ Record all behavior exhibited by the child. Indicate strength or quality of activity level. Include interactions, movements, activities, or non-movements. Describe only the actual behavior. Do not interact with the child. Do not try to interpret why he is doing something.
§ Include both the typed observational summaries and handwritten notes with the analysis.
Final Exam: (100 points total)
Students will individually complete an open book/ open note comprehensive examination of the course content. Students should be able to identify the original source (authors, educators, philosophers, etc.) and basic premises of major theories, ideas, and concepts in child and adolescent development, and interrelatedness of theory, research, and practice in working with children and adolescents.
Points: 1000 total points
Attendance/Participation (15 points/ week) 120
Weekly Reflections (10 points / week) 80
Article Summaries (50 each) 100
Group Project and Presentation 300
Observational Study 300
Final Exam 100
Grades: The final grade will be based on the percentage of total points earned.
A = 90 - 100 %
B = 80 - 89 %
C = 70 - 79 %
D = 60 - 69%
F = 59% or lower
Late Submission of Course Materials: Course material submitted after the deadline may not be eligible for full credit.
Classroom Rules of Conduct:
Class Expectations: Due to the compacted format, expectations will be highly rigorous. Reading, critical reflection, formal and informal writing, class activities, and discussion are required. Each student will be responsible for presenting and actively participating in class discussions and activities. Attendance and participation are essential.
Attendance Policy: Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands. Students are responsible for any missed work.
Absences in excess of four (4) class periods, in a 16-week semester (or two (2) in an 8-week term) will be reported to the Director of the individual graduate program, or to the Dean, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified by mail that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).See the Park University Graduate Catalog. <http://www.park.edu/catalog>
Date/ Assignments Due / Topics
1. January 14- Syllabus overview
1- Philosophy of education (Reflection 1)
2- Foundations in Child Development
3- Read Chapters 1 and 2 and 3 (106 pages)
2. January 21- Reflection 2 due
4- Biological Development
5- Physical Development
6- Read Chapters 4 and 5 (84 pages)
3. January 28- Reflection 3 and Article Summary due
7- Cognitive Development and Processes
9- Read Chapters 6 and 7 and 8 (120 pages)
4. February 4- Reflection 4
10- Language Development
11- Academic Development
12- Read Chapters 9 and 10 (84 pages)
5. February 11- Reflection 5 and Article Summary due
13- Emotional Development
14- Social Development
15- Read Chapters 11 and 12 (78 pages)
6. February 18- Reflection 6 and Group Presentation Projects due
17- Group Presentations
18- Read Chapters 13 and 14 (72 pages)
7. February 25- Reflection 7 and Observational Study due
19- Moral Development
20- Societal Influences
21- Read Chapter 15 (34 pages)
8. March 4- Reflection 8 due
22- Final Exam
Academic Honesty:As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2009-2010 Graduate Catalog Page 31
Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct. Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.
Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.
Park University 2009-2010 Graduate Catalog Page 31-32
Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences for two successive weeks, without approved excuse, will be reported to the Director of the individual graduate program, or to the Executive Director for the Graduate School, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2009-2010 Graduate Catalog Page 35
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:1/13/2010 3:44:47 PM