EDC359A Infants and Toddlers

for U1J 2010

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Park University School for Education  Conceptual Framework


EDC 359A Infants and Toddlers


U1J 2010 DN


Ballentine, Dana


Adjunct Faculty


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

Daytime Phone




Semester Dates

June 7 - July 30, 2010

Class Days


Class Time

5:30 - 8:00 PM


EDC 220  or EDC 222

Credit Hours




Gonzalez-Mena J. & Widmeyer Eyer D. (2009). Infants, Toddlers, and Caregivers 8th ed. New York, NY: The McGraw-Hill Companies, Inc.


Gandini, L. & Pope Edwards, C. eds. (2001). Bambini. The Italian Approach to Infant/Toddler Care. New York, NY: Teachers College Press.



Gonzalez-Mena, J., (2007). Diversity in Early Care and Education Honoring Difference 5th ed.  New York, NY: The McGraw-Hill Companies, Inc.


Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

Additional readings:
 DOWNLOAD FROM E-companion

Download from internet:


All students seeking teacher certification and licensure must purchase Foliotek, the School for Education electronic portfolio system. Purchasing information will be distributed within the first two weeks of the semester.

All Park University teacher candidates seeking certification and licensure must purchase Foliotek, the School for Education’s electronic portfolio system. As purchasing and accessing Foliotek is a multi-step process, please follow these instructions: 

1.    Decide the Contract Period and fee for which you will be paying. Minimally, you must purchase a contract which extends to the year you expect to graduate, however some students purchase a contract extending one year beyond graduation. 

 Contract Period    

 Contract Fee

Per Student (Prepaid)

Cost Breakdown

Per Student, Per Year

 1 year



 2 years



 3 years



 4 years



 5 years



6 years



2.    Send an email to Carol Williams (carol.williams@park.edu) with the following information:

1.    Your Name

2.    The Contract Period you wish to purchase

3.    Your student identification number

3.    Within a few days, you will receive from Foliotek an email with online purchasing information. Upon receipt of this email, purchase your Foliotek contract.

  1. Upon receipt of your payment, you will receive your login information. You must then send a final email to Carol Williams (carol.williams@park.edu), requesting she provide your current education professors and a academic advisor (list them) access to view your portfolio. It is imperative you complete this final step!!

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Course Description:
EDC359A Infants and Toddlers: Students will plan, implement and evaluate developmentally appropriate materials, activities and strategies for children, birth through age 2. ECE Certification students must be concurrently enrolled in EDC 360A  Infant and Toddler Practicum for ECE Certification. Early Childhood Education and Leadership students must be concurrently enrolled in EDC 361A Infants and Toddler Practicum for Early Childhood Education and Leadership. Prerequisite:Admission to the School of Education or the Early Childhood Education and Leadership Program. 3:0:3.

Educational Philosophy:
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 the practicum site provide the opportunity to assimilate teacher knowledge, skills and dispositions.

Learning Outcomes:
  Core Learning Outcomes

  1. Analyze and evaluate early child settings based upon the criterion of providing healthy, respectful, supportive, and challenging learning environments, materials, resources, and activities appropriate for young children, birth through age 2, appropriate to the developmental, individual, and cultural characteristics of the particular children in the group.
  2. Assess the interrelationship of developmental areas in young children
  3. Observe, document, and assess children to plan experiences that support and extend growth in all areas; social-emotional, language, physical, and intellectual.
  4. Collaborate with families to plan goals for children's learning and development.
  5. 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.

  Instructor Learning Outcomes
  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: Competency 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,; EC Competency 5.4, 5.6, 5.7, 6.1, 6.2, 6.3, 6.4)
  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. 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. Know, understand and use positive relationships and supportive interactions as the foundation for their work with children; especially understanding the cultural identity of each child, individuality, and special rights that make each child unique (NAEYC 4a; Mo-STEP 1.2.1, 1.2.7; ECE Competency 5.1, 5.3)
  6. Know about and use observation, documentation and other appropriate assessment tools and approaches (NAEYC 3c; Mo-STEP 1.2, 8.1)
  7. Develop and evaluate opportunities to use technology as a teaching and learning tool (Mo-STEP 1.2.11; ECE Competency 6.5)
  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:
Child Study with Plans and Self-Assessment

Class Assessment:

Assessment will be from class projects, small group and individual participation in class discussion.





Project packet with complete descriptions and scoring guides will be distributed the first day of class.

Project 1: Group Presentation and Activity 35
Project 2a: A VIEW of the Environment and PLAN for Learning Center 45
Project 2a: The Environment PLAN/Mentor Teacher/Practicum Instructor approval form 10
Project 2b: The Environment IMPLEMENTATION 25
Project 2c: The Environment ANALYSIS 35
Project 3a: Activity One PLAN 15
Project 3a: Mentor Teacher/Practicum Instructor Feedback/Approval 10
Project 3b: Activity One IMPLEMENTATION 25
Project 3c: Activity One REFLECTION 30
Project 4: Philosophy of Infant/Toddler Education 28
(include your image of Teacher, Child and Family) 15
Project 5: Video Documentation  30
*Participation (10 pts/class)       160
Total:       463

*a. Each student is responsible to provide, prior to class, one quote from each reading assignment that particularly interests or provokes them.  This should be typed underneath the nightly discussion questions already on the screen.  Each student will, after all questions have been discussed, share with the class the relevance of their chosen quote.

  b. Each night one student will assist me by scoring fellow students on their participation.  I call these weekly helpers my "worthy assistants".  Assignments as worthy assistant will be made during orientation night.  The worthy assistant will maintain the discussion involvement tally sheet.  (I'll hand it out in class). The worthy assistant will earn up to 10 points for the essay/discussion session, not from attendance/discussion involvement but by maintaining an accurate tally of discussion participation and by submitting a 1-2 page synopsis of the major ideas in the chapters to be discussed in class. 

 c. In formatting the synopsis paper, use Times New Roman 12 font, double space with left alignment.  Include your name and date.  This should be completed and turned in to me in prior to class the night that you are the worthy assistant.  It is vital that my worthy assistant keep an accurate record of class participatin in the discussion.  Grades hinge in large part upon this record.  So, be attentive.  The night you are my assistant bring your copy of the score sheet to class and give it to me immediately after class (DO NOT TAKE IT HOME!)

So, come prepared to join in discussion.  Try to know and reflect upon the main ideas in the chapters before we meet for class.  You'll receive 4 points for coming to class (Should you leave the class early, you will receive only 2 points.)  and up to 6 more points for class involvement.  You can, therefore, earn up to 10 points for each class. 


417 - 463  A
370 - 416 B
323 - 369 C
276 - 322 D
below 276 F

Late Submission of Course Materials:
Candidates must follow the criteria outlined and abide by the due dates for each project.  Late submissions are accepted only with prior approval from the professor.  TWENTY percent of the total points (for the project only) may be deducted if the professor accepts the paper as a late submission.  Teacher Candidates may submit papers on time even if absent from class by sending with a friend, e-mailing or sending through digital dropbox.  It is the teacher candidate's responsibility to contact the professor prior to due date if they do not understand the criteria for the assignments as explained. 

Classroom Rules of Conduct:
Candidates are required to read the textbook chapters in order to participate in class discussions and small group activities. Small group work and on-line discussion board includes dialogue and problem solving throughout the semester. Individual teacher candidates may receive partial points for class participation and interaction.  The class projects are based on contents covered in the text and class dialogue.  When engaging in on-line discussion board, you must enter responses on-time for any credit at all.  Critical thinking is required.

Writing Assignments:
Scoring guides that include format for written assignments are provided for the course.  Candidates should attend the writing center to ensure that papers do not bear any technical writing and typological errors.  Candidates must cite references using APA style within the contents of the paper.  Candidates should write papers in order to explain all information (assume that the reader does not understand the information presented).  This form of writing will enable the candidates to explain their ideas and understanding of content to the professor.  Furthermore, this form will better enable candidates to explain ideas to family members of children with whom they will work in the future.  All written papers should be saved for the purpose of revision.  Candidates are allowed to make one revision for each written project if the grade is less than ninety percent and submitted on time.  The due date for the revised papers is one week after they have been returned to students, the last due no later than July 29th.

Mobile Phones and Messaging:
Participation in class is essential for everyone's learning.  If candidates must have a mobile phone for emergencies, they are required to turn to vibrate.  Otherwise, all phones are to be turned off during class time.  Text messaging is not permitted during class time.

Visiting Programs:
When visiting early childhood programs for observations it is essential that candidates always remember that they are representatives of Park University.  Professional dress and behaviors are required during all observations. 

Course Topic/Dates/Assignments:

Course Topic/Dates/Assignments:
Course calendar with assignments/due dates will be distributed on the first day of class.

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 2009-2010 Undergraduate Catalog Page 92

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 .

Additional Information:
The course is taught in a "hybrid" fashion  (on-line and face to face) and participation is essential to complete the course requirements.  Full participation is required in each class period whether it is on-line or in class.

Discussion Tally Sheet

Project Packet


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Last Updated:5/25/2010 10:05:46 PM