EDC361A Inf & Todd Pract for ECE&Ldrshp

for U1J 2010

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EDC 361A Inf & Todd Pract for ECE&Ldrshp


U1J 2010 DNZ


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


Credit Hours



Additional Resources:

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.
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Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.

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

Learning Outcomes:
  Core Learning Outcomes

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

  Instructor Learning Outcomes
  1. 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:
Fieldwork Evaluation for Practicum


1.     Fieldwork Evaluation for Practicum ( 300 pts)                   300

2.     Reflective journal writing ( 6 journals - 30 pts/ea)              180

TOTAL:     480


432 - 480 A

383 - 431 B

334 - 382 C

285 - 333  D

below 285 F

Classroom Rules of Conduct:

• Students are required to follow the guidelines set forth in the Practicum Fieldwork Manual 2009-2010.

• Complete all assignments on the date indicated in the syllabus.

 Computers make writing and revising much easier and more productive however technology can also cause problems.  Printers run out of ink and hard drives crash.  Students are responsible for planning ahead and meeting deadlines in spite of technology.  Be sure to save copies of your work to disk and print out paper copies for backup purposes.

Mobile Phones and Messaging:

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 practicum experience. Text messaging is not permitting during time spent in practicum classroom.  Policies of the Practicum site must be respected.


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:

1.      Fieldwork Evaluation for Practicum ( 300 pts)

You, your mentor teacher and your practicum instructor will evaluate your performances using the evaluation form. In a conference you will discuss your performance by comparing the evaluation forms. This discussion and evaluation should be use to improve or modify your performances and can be used to have a better evaluation by the end of semester.

 2.     Reflective journal writing ( 6 journals - 30 pts/ea)

Write a reflective journal for each visit to your school or program. Your journal should include the following components. Three or more pages using Times New Roman 12 font, double spaced and left alignment. Refer to rubric for additional expectations. Two journal assignments may be submitted on-line as class discussion at instructor discretion.  Each journal writing should be submitted by dropbox on due date.  The following topics are to be written about all students in addition to general practicum observations and reflections.

1.  Visit the school’s/classroom’s supply room and create a list of materials and supplies that are available in your classroom.  After observing the classroom environments, add to the list any materials and supplies that you think would be of benefit to encourage the growth and development (cognitive, social, representational, physical) of infants or toddlers.  Compare the materials stored in the classroom and those in the Art Studio.  How are they alike or different?  Discuss with your mentor teacher about how the materials in the Art Studio may enhance the learning taking place in the classroom? Hard copy due in class on Thurs, June 24.

2.  How does your teacher plan for the day’s activities?  How does your mentor teacher plan for individual children's growth and development?   What evidence of this planning is visible?  How does your mentor teacher assess the learning from the activities that are planned and implemented? Compare and contrast what is planned for the day and what actually takes place. Be sure to explain discrepancies.  Hard copy due in class on Thurs, July 1.

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

4.  Describe your mentor teachers’ classroom management style. Describe incidents of student’s behavior and teachers’ response.  How effective was the management style? Reflect upon other methods of classroom management and compare/contrast. Hard copy due in class on Thurs, July 15.

5.  How does your mentor teacher demonstrate collaboration in the classroom, in the school and with families? How does your mentor teacher establish and maintain communication with the families?  Do you see any constraints?   How are families included in both the classroom community and the school community? Discuss with a mentor teacher a time she has had to communicate negative information to a families. Reflect on the response and what you have learned. Hard copy due in class on Thurs, July 22.

 **6.  Refer to doc sharing to read and review the NAEYC Code of Ethics, and the Quality Rating Scale (QRS). Reflect on how the two are inter-related.  Give examples of incidents that you have observed and describe the influence you see (or don’t see) of these documents in your practicum classroom. Submit in dropbox by 8pm, Thurs, July 29. (will not be accepted after this date).

**Instructor reserves the right to change this journal.


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 .

Journal Rubric

Practicum Fieldwork Manual


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Last Updated:5/25/2010 10:57:46 PM