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EDC 220 Child Growth & Devel for ECE &Elementary Teachers
Edwards, Diane E.


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

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, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

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 ECE &Elementary Teachers

Semester

U1T 2012 DL

Faculty

Edwards, Diane E.

Title

Adjunct Faculty

Degrees/Certificates

Ed.D. birth - grade 3, birth - age 3 with special needs, K-12 special

Office Location

Online

E-Mail

Diane.Edwards02@park.edu

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:

Developmentally Appropriate Practice in Early Childhood Programs - With CD • 3RD 09
ISBN: 978-1-928896-64-7
~$21 http://www.chegg.com/textbooks/developmentally-appropriate-practice-in-early-childhood-programs-third-edition-3rd-edition-9781928896647-1928896642?om_ss=1

Early Childhood Development: A Multicultural Perspective • 5TH 10
ISBN: 978-0-13-501646-6
~$30 http://www.chegg.com/textbooks/early-childhood-development-5th-edition-9780135016466-0135016460?om_ss=1

Additional 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 AgenciesEnvironmental 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.

(web resources from http://www.park.edu/syllabus/syllabus.aspx?ID=893595)


Students must purchase Foliotek as a School for Education required text. Contactcarol.williams@park.edu to purchase. Students seeking Missouri Teacher Certification purchase MO-STEP portfolio. Students seeking Early Childhood Teaching Young Children and Early Childhood Education and Leadership purchase NAEYC portfolio. All work must be saved for input.

Please Note: All Park University School for Education candidates seeking a degree in Education (certification and non-certification tracks), must purchase 
Foliotek, the School for Education’s electronic portfolio system. As purchasing and accessingFoliotek 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

 $30.00

$30.00

 2 years

 $59.00

$29.50

 3 years

 $87.00

$29.00

 4 years

 $112.00

$28.00

 5 years

$120.00

$24.00

6 years

$125.00

$20.83

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

a.      Your Name

b.      The Contract Period you wish to purchase

c.      Your student identification number

d. Note: Students on a non-certification early childhood track, Teaching Young Children or Early Childhood and Leadership, need to request purchase of the NAEYC portfolio).

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

4.      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.

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/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
EDC220: Child Growth and Development for Early Childhood and Elementary Teachers: 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-primary and Early Elementary (K-3). 3:0:3.

Educational Philosophy:


Learning Outcomes:

  Core Learning Outcomes

  1. Describe significant historical, philosophical, psychological, and social foundations of current practice in early childhood education.
  2. Apply knowledge of child growth, development, and learning to teaching practice.
  3. Identify the characteristics and principles guiding the planning, implementation, and evaluation of developmentally appropriate materials, activities, and strategies in an integrated curriculum in various early childhood settings.
  4. Identify the characteristics and purposes of learning environments using concrete manipulative materials, child choice and decision-making, and play as a context for enhancing development.
  5. Demonstrate the importance of reflection in teaching.
  6. Articulate a developing philosophy of early childhood education as a basis for making professional decisions.

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:
Core Assessment:
Weekly Observations with Analysis and Reflection

 


 

Link to Class Rubric

Class Assessment:

OVERVIEW OF THE COURSE LEARNING ACTIVITIES  

Each week you will have regular learning activities:

Readings – Textbook and supplemental

Websites - Visit topical websites 

Chapter Overviews and Concepts –   Overviews of weekly readings from Trawick Textbook 

Field Work - Observations/Interviews and Reflections

Discussions -   Post a discussion point and post a response to someone else's. 

Final Exam – Multiple Choice

ASSESSMENT OF COURSE OBJECTIVES 

Core Assessment -

Organization. There are two major parts to the Core Assessment:

 

THE FIRST PART is a document (Portfolio Standard) that explores MoSTEP Standards 1.2.2 and 1.2.3 and Standard 1 from the five core standards of the NAEYC Standards for Initial Licensure as they apply to your Field Work. (See sample in Doc Sharing)

THE SECOND PART   of the Core Assessment is a your Field Work assignments.

EDC220 Portfolio Core Competency (Portfolio Standard)

 

The Early Childhood Portfolio has its own Rubric for writing. That rubric is comparable to the Core Assessment Rubric for EDC220. A comparison of the two and a point conversion for EDC220 is shown below: (Both of these rubrics can be found in full in Doc Sharing of this course)

Disciplinary Competency (1)

NAEYC Standard 1a

Level 3 = 3 points
Level 2 = 2 points
Level 1 = 1 point

Level 3 = 3 points = 15 points for EDC220
Level 2 = 2 points = 10 points for EDC220
Level 1 = 1 point = 5 points for EDC220

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 young children’s characteristics ___ points.

NAEYC 1a: Knowing and understanding young children’s characteristics and needs.Uses theory and current research about child development and learning to explain and analyze decision-making. Provides rich documentation of the interrelationship among developmental areas. Seeks out new knowledge about development and learning to improve future teaching practices.

Disciplinary Competency (2)

NAEYC Standard 1b

Level 3 = 3 points
Level 2 = 2 points
Level 1 = 1 point

Level 3 = 3 points = 15 points for EDC220
Level 2 = 2 points = 10 points for EDC220
Level 1 = 1 point = 5 points for EDC220

Outcomes 5: MoSTEP 1.2.2, 1.2.3, NAEYC Standard 1b: Knowing and understanding the multiple influences on development and learning ____ points

NAEYC 1b: Knowing and understanding the multiple influences on development and learning. Uses knowledge of the interactions and impact of economic factors, culture, language, and individual developmental characteristics to assess the strengths and needs of children and families. Observes and gathers information on child(ren) with special needs and analyzes its impact on development and learning. Shows involvement of school and/or community resources in development of plans for child(ren)


Field Work Assignments: 

These field work samples provide concrete evidence of your performance, and become critical points where your knowledge is demonstrated in both action and reflection. The overarching question that guides your thinking should be: How do my knowledge, skills, and dispositions result in better learning outcomes for children? They are divided into two parts:

Interview Observation (See sample in Doc Sharing): 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.

Reflection: (See sample in Doc Sharing): 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.

GRADING RUBRIC FOR OBSERVATIONS AND INTERVIEWS

Exceeds Expectations

Meets Expectations

Does Not Meet Expectations  Unacceptable

No Evidence

Provides descriptive and objective accounts of the setting, teaching and learning experiences observed
3 points

Brief accounts of teaching strategies and learning experiences 
2 points

Little effort to help reader visualize setting, interactions or learning experiences 
1 point

No evidence
0 points

Includes descriptive and objective accounts of the children’s participation, responses, initiative, etc. 
3 points

Brief accounts of the children’s responses 
2 points

Little if any attention to children’s’ responses 
1 point

No evidence
0 points

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? 
    2 points

  • How are these learnings helping you know and understand the multiple influences on development and learning? 
    (NAEYC 1a, 1b) 
    2 points

Responses address questions with reference to at least one example from fieldwork (for each question)

  • How are these learnings helping you know and understand young children’s characteristics and needs? 
    1 point 

  • How are these learnings helping you know and understand the multiple influences on development and learning? (NAEYC 1a, 1b)1 point

Little effort is given explanations of relevant examples (FOR ANY questions) from fieldwork 
0 points

No evidence
0 points

 

 

 

 

 

GRADING RUBRIC FOR REFLECTION

Exceeds Expectations

Meets Expectations

Does Not Meet Expectations  Unacceptable

No Evidence

Clearly explain the purposes of the interview or observation in the field site, including graphic representation and/or samples of children’s work (NAEYC 1a, 1b) 
4 points

Briefly reference the purposes of the interview or observations in the field site, including graphic representation and/or samples of children’s work 3 points

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 
2 points

No evidence 
0 points

Explicit connections are made to course readings 
2 points
Some connection to reading but often not explicit 
1 point
Substantial errors in spelling and grammar (more than 5) 
0 points

No evidence 
0 points

Careful attention to spelling and grammar 
2 points
Several minor errors in spelling and grammar (3-5) 1 point Construction of paragraphs is confusing 
0 points
No evidence 
0 points
Well organized paragraphs help the reader follow your thinking 
2 points
Organized paragraphs but some difficulty in following your thinking 
1 point
Construction of paragraphs is confusing 
0 points
No evidence 
0 points
 

Discussion Assessment Rubric 

Online discussions will be graded according to the following rubric. Note that additional points will be subtracted for late submission or failure to complete peer replies.

Post your first response by midnight Wednesday. Post your comment to another students response by midnight Sunday.

9 - 10 pts

Discussion is clear, relevant and insightful. Interactions go beyond a basic response to the question to provide a critical examination of the issue and/or stimulate critical thinking. Posts show a strong mastery of the content and promote ongoing dialogue.

7 – 8 pts

Discussion is clear and relevant. Interactions convey the basic information and show strong content knowledge. Postings would benefit from incorporation of critical analysis and insight; need to expand on the reasoning and logic.

4 – 6 pts

Discussion addressed the main points but lacks explanation or elaboration. Interactions provide minimal information; need to include justification, support and additional content. Writing needs significant improvement to adhere to professional guidelines.

0 - 3 pts

Discussion is vague, irrelevant or off-topic. Interactions are missing or fail to encourage continued dialogue.

 

Grading Rubric

Assignment

Possible Points

Total Points

Total %

CORE ASSESSMENT

350

73% 

Interview/ 
Observation

10 pts each

160

 

Reflection

10 pts each

160
Portfolio Standard

30 pts

30

OTHER ASSIGNMENTS 

    

130

27%

Discussions

10 pts each

80

Final Exam

50 pts

50

 

TOTAL

 

480

  100%


Grading:

Letter Grade

Letter

Number of Points

Percentage

A

432 - 480

90 - 100%

B

384 - 431

80 - 89.9%

C

336 - 383

70 - 79.9%

D

288 - 335

60 - 69.9%

F

000 - 287

00 - 59.9%


Late Submission of Course Materials:
Late submissions are accepted only with prior approval from the professor and not for full points. It is the students responsibility to contact the professor prior to due date if he/she does not understand the criteria for the assignments as explained.

Classroom Rules of Conduct:


Reading/Class Participation 
Teacher candidates are required to read the textbook chapters in order to participate in class discussion boards. Small group work includes dialogue and problem solving throughout the semester. Individual teacher candidates can receive partial points for class participation and discussion boards. The class projects are based on contents covered in the text and class dialogue.

Writing Assignments Scoring guides that include format for written assignments are provided for the course. Teacher candidates should attend the writing center to ensure that papers do not bear any technical writing and typological errors. Teacher candidates must cite references using APA style within the contents of the paper. Teacher 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 students to explain their ideas and understanding of content to the professor. Furthermore, this form will better enable students 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. Teacher 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.

Course Topic/Dates/Assignments:

Week 1
  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
  Discussion 10 pts
  Field Work 20 pts

Week 2
  CHAPTER 4: GENETICS, PRENATAL DEVELOPMENT, AND BIRTH
  CHAPTER 5: THE NEWBORN
  CHAPTER 6: INFANT PHYSICAL GROWTH AND BRAIN DEVELOPMENT
  Discussion 10 pts
  Field Work 60 pts

Week 3
  CHAPTER 7: COGNITIVE DEVELOPMENT IN INFANCY
  CHAPTER 8: INFANT LANGUAGE AND LITERACY
  CHAPTER 9: INFANT SOCIAL AND EMOTIONAL DEVELOPMENT
  Discussion 10 pts
  Field Work 40 pts

Week 4
  CHAPTER 10: PRESCHOOL PHYSICAL AND MOTOR DEVELOPMENT
  CHAPTER 11: COGNITIVE DEVELOPMENT IN THE PRESCHOOL YEARS
  Discussion 10 pts
  Field Work 40 pts

Week 5
  CHAPTER 12: SYMBOLIC THOUGHT: PLAY, LANGUAGE, AND LITERACY IN THE PRESCHOOL YEARS
  CHAPTER 13: SOCIAL AND EMOTIONAL GROWTH OF PRESCHOOLERS
  Discussion 10 pts
  Field Work 60 pts

Week 6
  CHAPTER 14: PHYSICAL GROWTH AND MOTOR DEVELOPMENT IN THE PRIMARY YEARS
  CHAPTER 15: COGNITION AND SCHOOLING
  Discussion 10 pts
  Field Work 40 pts

Week 7
  CHAPTER 16: LANGUAGE, LITERACY, AND SCHOOLING
  CHAPTER 17: SOCIAL AND EMOTIONAL DEVELOPMENT IN THE PRIMARY YEARS
  Discussion 10 pts
  Field Work 40 pts

Week 8
  CHAPTER 18: PARENTS, FAMILIES, AND CHILDREN: A MULTICULTURAL PERSPECTIVE
  Discussion 10 pts
  Field Work 20 pts
  Final Exam 50 pts

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 93

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. from Park University 2011-2012 Undergraduate Catalog Page 93

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.
ONLINE NOTE: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools.

Park University 2011-2012 Undergraduate Catalog Page 96

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:



Bibliography:



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:5/28/2012 4:19:59 PM