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EDC 222 Early Childhood Principles
Choi, Dong Hwa


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 222 Early Childhood Principles

Semester

F2T 2011 DL

Faculty

Choi, Dong Hwa

Title

Associate Professor

Degrees/Certificates

Ph.D. Early Childhood Education and Urban Leadership & Policy Studies in Education
M.A.  Educational Psychology
B.S. Elementary School Education

Office Location

911 Main, Suite 819 Kansas City, MO 64105

Office Hours

Monday 12-5 pm: Additional office hours are available by appointment. available 8:00 a.m.-10:00 p.m. M-Sat by cell phone

Daytime Phone

816-559-5604

Other Phone

(cell) 816-820-7950

E-Mail

dong.choi@park.edu

Semester Dates

Oct 17-Dec 11

Class Days

TBA

Class Time

TBA

Prerequisites

EDC 220: Child Growth & Dvelopment

Credit Hours

3


Textbook:

Early Childhood Education Today, 11th Edition
By George S. Morrison
ISBN-10: 0-13-501052-7
ISBN-13: 978-0-13-501052-5
Published by Merrill
© 2009
Pub. Date: Mar 13, 2008

Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8
Author(s): Bredekamp, Sue; Copple, Carol; National Association for the Education of Young Children
ISBN10: 1928896642
ISBN13: 9781928896647
Format: Bound Book
Pub. Date: 1/1/2009
Publisher(s): NATIONAL ASSOCIATION FOR THE EDUCATION OF YOUNG CHILDREN
*Websites will be used throughout the semester….assigned times come with discussion questions.


Students must purchase Foliotek as a School for Education required text. Contact carol.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.

Textbooks can be purchased through the MBS bookstore

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.
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:
EDC222 Early Childhood Principles: An introduction to early childhood principles and their impli- cations for teaching. Students will be familiar with the philosophical framework of developmentally appropriate practices as a basis for making professional decisions. Students will observe for a total of five (5) hours in each of the following early childhood settings: Infants/Toddler, Pre-Primary, and Early Elemenatary (K-3). Prerequisite: EDC220. 3:0:3.

Educational Philosophy:

The professor draws from Howard Gardner's theory of multiple intelligences, in that it is important to allow for diverse learning styles in all classrooms. Further, she believes in the fact that individuals learn through collaboration and construction of their own knowledge. In other words the professor draws heavily from theorists such as Dewey, Vygotsky, Piaget, Bruner to name a few. The professor provides time to share personal experiences and ideas to understand multiple perspectives.

The class is organized in the style of a seminar including techniques such as: in-class dialogue, demonstration, discussion board, observation, library/internet research, collaborative group projects and oral presentations.  

Learning Outcomes:
  Core Learning Outcomes

  • Describe significant historical, philosophical, psychological, and social foundations of current practice in early childhood education.
    MoSTEP
    1.2.1 The preservice teacher understands the central concepts, tools of inquiry and structures of the discipline(s) within the context of a global society and creates learning experiences that make these aspects of subject matter meaningful for students.
    SPAs
    • NAEYC Standard
      • 5d. Integrating knowledgeable, reflective, and critical perspectives
    • EC Competency
      • 1.1 The beginning (pre-service) early childhood teacher will demonstrate knowledge of and/or competency in understanding the historical, philosophical, psychological, and social foundations of education, including early childhood education, to include major early childhood curriculum models.
    • SPED Competency
      • 1. Philosophical, historical, and legal foundations of Special Education
    Assessment
    Presentations and Reflecting on Readings
  • Apply knowledge of child growth, development, and learning to teaching practice.
    MoSTEP
    1.2.2 The preservice teacher understands how students learn and develop, and provides learning opportunities that support the intellectual, social, and personal development of all students.
    1.2.3 The preservice teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
    SPAs
    • NAEYC
      • 1c. Using developmental knowledge to create learning environments
    • EC Competency
      • 2.3 uses developmental knowledge to create healthy, respectful, supportive, and challenging learning environments, materials, resources, and activities appropriate to various developmental levels of all children birth through age eight
    • SPED Competency
      • 2. Development and Characteristics of Learners
        • CAT 2 [2.5] effects of poverty in contributing to the development and/or sustaining of mild/moderate disabilities.
    •   CAT 4 [2.4] effect of one or more disabilities on an individual's learning.
    Assessment
    Observations
  • 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.
    MoSTEP
    1.2.4 The preservice teacher recognizes the importance of long-range planning and curriculum development and develops, implements, and evaluates curriculum based upon student, district, and state performance standards.
    1.2.5 The preservice teacher uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
    SPAs
    • NAEYC
      • 1b. Understanding multiple influences on development and learning
      • 4b. Using developmentally effective approaches
    • EC Competency
      • 2.3 uses developmental knowledge to create healthy, respectful, supportive, and challenging learning environments, materials, resources, and activities appropriate to various developmental levels of all children birth through age eight
    • SPED Competency
      • 4. Instructional Strategies
        • CC3 [CC4S3] selection, adaptation, and use of research based on the learning needs of the student.
        • CAT 8 [GC4S2] identifying and using accommodations, problem-solving, and other research-based methods methods of modifying the general education curriculum to increase access and success of
    Assessment
    Observations students with mild/moderate disabilities.
  • 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.
    MoSTEP
    1.2.4 The preservice teacher recognizes the importance of long-range planning and curriculum development and develops, implements, and evaluates curriculum based upon student, district, and state performance standards.
    SPAs
    • NAEYC
      • 4d. Building meaningful curriculum
    • EC Competency
      • 6.3 creates learning environments using concrete manipulative materials, child choice and decision making, and play as a context for enhancing development, active learning, and the construction of knowledge
    • SPED Competency
      • 5. Learning Environments and Social Interactions
        • CC5 [CC5K8] creating learning environments that allow individuals to retain and appreciate their own and each others' respective language and cultural heritage.
        • CAT 1 [GC5K3] methods for ensuring individual academic success in one-to-one, small group, and large-group settings.
      • 7. Instructional Planning
        • CAT 4 [GC7S2] selecting and using specialized instructional strategies appropriate to the abilities and needs of the individual.
    Assessment
    Observations
  • Demonstrate the importance of reflection in teaching.
    MoSTEP
    1.2.9 The preservice teacher is a reflective practitioner who applies the ethical practices of the profession and continually assesses the effects of his/her choices and actions on others. This reflective practitioner actively seeks out opportunities to grow professionally and utilizes the assessment and professional growth to generate more learning for more students.
    SPAs
    • NAEYC
      • 5b. Upholding ethical and professional standards
      • 5d. Integrating knowledgeable, reflective, and critical perspectives
    • EC Competency
      • 1.4 articulates and applies an educationally sound philosophy (i.e., a coherent set of beliefs, concepts, and attitudes) of early childhood education as a basis for making professional decisions
    Assessment
    Reflection on Readings and Observations
  • Articulate a developing philosophy of early childhood education as a basis for making professional decisions.
    MoSTEP
    1.2.9 The preservice teacher is a reflective practitioner who applies the ethical practices of the profession and continually assesses the effects of his/her choices and actions on others. This reflective practitioner actively seeks out opportunities to grow professionally and utilizes the assessment and professional growth to generate more learning for more students.
    SPAs
    • NAEYC
      • 5a. Identifying and becoming involved with the early childhood field
      • 5d. Integrating knowledgeable, reflective, and critical perspectives
    • EC Competency
      • 1.4 articulates and applies an educationally sound philosophy (i.e., a coherent set of beliefs, concepts, and attitudes) of early childhood education as a basis for making professional decisions
    • SPED Competency
      • 4. Instructional Strategies
        • CC3 [CC4S3] selection, adaptation, and use of research-based instructional strategies and materials based on the learning needs of the student.
    Assessment
    MoSTEP Standards and ECE Competencies essay drafts


    Core Assessment:
    Three Classroom Observations with Analysis and Reflection  

    Link to Class Rubric

    Class Assessment:

    Core Assessment: All Park University courses must include a core assessment that measures the relevant Core Learning Outcomes. The purpose of this assessment is to determine if expectations have been met concerning mastery of learning outcomes across all instructional modalities. The core assessment for this course is the Observations and Reflections.

    Three Observations (210 pts) Candidates will observe in three different early childhood settings (Infant/Toddler, Pre-primary, Early Primary), 5 hours each,for a total of 15 hours. 

    Observation part

    1. Plan to observe for 5 hours (Minimum) in each program serving infants or toddlers, Pre-primary and Kindergarten or early elementary (1st, 2nd, or 3rd grade). Complete the observation guide for the specified age group (addressing Developmentally Appropriate Practices for the specific age groups as defined in Copple and Bredekamp). The examples you provide must address each indicator provided on the guide. If you do not observe a behavior, you are still responsible for stating what you observed and how it might be changed in order to become developmentally appropriate.

    Reflection part (completed upon the conclusion of each observation):

    For each observation (infant/toddler, pre-primary and early elementary), reflect on learnings from the assignment. This should be completed once the observations have concluded. Keep in mind the following questions to help organize your thinking.

    a) What are you noticing that seems important for your teaching (refer directly to observation and apply readings)?

    b) How are these learnings helping you develop a vision of the teacher you want to be (refer directly to observation and apply readings)?

    d) Why might your learnings be important for the time children will spend in your company (refer directly to observation and apply readings)?

    e) How are your learnings helping you envision children as capable and competent (refer directly to observation and apply readings)?

    f) How are you coming to appreciate the values that underlie teaching decisions (refer directly to observation and apply readings)?

    Class Assessment:

    Participation in class discussion board. Evidence of reading assignments is evident through the application of ideas and reflection in discussion boards. 90 Total Points (10 points for each discussion board and 5 points each for community building)

    Project 1: Observations and Reflections (Core Assessment)

    A. Observation part

    1. Plan to observe for 5 hours (Minimum) in each program serving infants or toddlers, Pre-primary and Kindergarten or early elementary (1st, 2nd or 3rd grade).
    2. Complete the observation guide for the specified age group (addressing Developmentally Appropriate Practices for the specific age groups as defined in Copple and Bredekamp). The examples you provide must address each indicator provided on the guide. If you do not observe a behavior, you are still responsible for stating what you observed and how it might be changed in order to become developmentally appropriate.

    B. Reflection part (completed upon the conclusion of the observation):

    For each observation (infant/toddler, pre-primary and early elementary), reflect on learnings from the assignment. This should be completed once the observations have concluded. Keep in mind the following questions to help organize your thinking.

    a) What are you noticing that seems important for your teaching (refer directly to observation and apply readings)?

    b) How are these learnings helping you develop a vision of the teacher you want to be (refer directly to observation and apply readings)?

    d) Why might your learnings be important for the time children will spend in your company (refer directly to observation and apply readings)?

    e) How are your learnings helping you envision children as capable and competent (refer directly to observation and apply readings)?

    f) How are you coming to appreciate the values that underlie teaching decisions (refer directly to observation and apply readings)?

    210 Total Points 

    Project 2: Model/Approach/Program Presentation Participate in a group presentation on the topic assigned. Grades are determined upon both individual and group performance. Groups will not only describe the model/approach/program (when it began, philosophy), but they should also identify the positives and negatives of their identified model/approach or program. The presentation must include a Power Point. Be creative in your presentation! Students should use resources to collaborate (virtual café, document sharing, etc.)

    20 Total Points

    Project 3: Technology Paper Description: During week 7, participate in the online discussion regarding technology. In addition to the regular text book reading, candidates will select 1 academic article to help understand appropriate uses of technology in an early childhood classroom AND 1 article to help analyze appropriate software for children in age group selected (3-5 year olds or 6-8 year olds).

    After participating in the online discussion, candidates will select 1 computer software program for young children (either 3-5 year olds or 6-8 year olds). Candidates will play the game with a child of that age group. Fully describe what occurs in the program and how the child responds.

    Using the information gained through the discussion board, analyze the software using the academic articles and text. Determine whether the software is appropriate to use in the classroom/with young children. Make sure to cite sources.

    20 Total Points

    Proctored Final Exam Write an essay that describes your understanding of the early childhood competencies. Define each competency in your own words and provide specific examples that demonstrate your knowledge. (Competencies can be located at: http://www.dese.mo.gov/divteachqual/teached/competencies/ece_404.pdf . These will be provided on the day of the exam.)

    45 Total Points

    Grading:

    A project packet, which includes all scoring guides and complete descriptions of assignments, will be located in document sharing.
     
    90 points Participation
    210 points Project 1: Observations and Reflections (Core Assessment)
    20 points Project 2: Model/Approach/Program Presentation
    20 points Project 3: Technology Paper
    45 points Proctored Final Exam
     
     
    Grading Scale
    347-385 A
    308-346 B
    270-307 C
    228-269 D

    Late Submission of Course Materials:

    Teacher 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) may be deducted if the professor accepts the paper as a late submission. It is the teacher candidate’s 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.

    Visiting Programs When visiting programs or schools for observations it is essential that teacher candidates always remember that they are representatives of Park University. Professional dress and behaviors are required during all observations. Candidates must review the protocols for visiting programs, sign and return to professor prior to observing.

    Course Topic/Dates/Assignments:

    Week one

    Monday

    • Welcome to Week 1!
    • Readings for Week: Morrison, Chapters 1, 2, and 3

    Wednesday

    • DUE: Initial responses to all discussion board questions by 7 p.m. CT.
    • DUE: “Mini Home Page” by 11 p.m. CT

    Friday

    • DUE: Critical response to at least 3 classmates by 11 a.m. CT.

    Sunday

    • DUE: Return to discussion board to review critical responses and any additional posts by the professor by 7 p.m. CT
    • End of Week 1

    Week Two

    Monday

    • Welcome to Week 2!
    • Readings for Week: Morrison, Chapters 4-5 and APPENDIX A Copple & Bredekamp Chapter 1
    • To Make a Portrait of a Lion video
    • Available for viewing: Overview of Proctored Final Exam

    Wednesday

    • DUE: Initial responses to all discussion board questions by 7 p.m. CT.
    • DUE: Community Building Discussion Board by 11 p.m. CT

     Friday

    • DUE: Critical response to at least 3 classmates by 11 a.m. CT. 

    Sunday

    • DUE: Return to discussion board to review critical responses and any additional posts by the professor by 7 p.m. CT
    • End of Week 2

    Week Three

    Monday

    • Welcome to Week 3!
    • Readings for Week: Morrison, Chapters 6-8
      I’m Just a Bill from School House Rocks video
      Selected websites as directed in discussion board
    • Available for viewing:
      Overview of Project 2: Power Point presentation

    Wednesday

    • DUE: Initial responses to all discussion board questions by 7 p.m. CT.

    Friday

    • DUE: Critical response to at least 3 classmates by 11 a.m. CT.

    Sunday

    • DUE: Return to discussion board to review critical responses and any additional posts by the professor by 7 p.m. CT
    • End of Week 3

    Week Four

    Monday

    • Welcome to Week 4!
    • Readings for Week: Morrison, Chapters 9, 14, 15, 16, & 17
      Copple & Bredekamp Chapter 3
      Ready to Walk video
    • Available for viewing: Overview of Project 1, Part A

    Wednesday

    • DUE: Initial responses to all discussion board questions by 7 p.m. CT.

    Friday

    • DUE: Critical response to at least 3 classmates by 11 a.m. CT.

    Sunday

    • DUE: Return to discussion board to review critical responses and any additional posts by the professor by 7 p.m. CT
    • End of Week 4

      


    Week Five

    Monday

    • Welcome to Week 5!
    • Readings for Week:
      Morrison, Chapters 10, 14, 15, 16, & 17
      Copple & Bredekamp Chapter 5
      To Make a Portrait of a Lion (Segment 1) video
    • Available for viewing: Overview of Project 1, Part B
    • DUE Sunday: Project 1, Part A 

    Wednesday

    • DUE: Initial responses to all discussion board questions by 7 p.m. CT.

    Friday

    • DUE: Critical response to at least 3 classmates by 11 a.m. CT.

    Sunday

    • DUE: Return to discussion board to review critical responses and any additional posts by the professor by 7 p.m. CT
    • DUE: Project 1, Part A by 11 p.m. CT 
    • End of Week 5

    Week Six

    Monday

    • Welcome to Week 6!
    • Readings for Week: Morrison, Chapters 11, 12, 14, 15, 16, & 17
      Copple & Bredekamp Chapters 7 & 9
      Jed Draws His Bicycle video
    • Available for viewing: Overview of Project 1, Part C
    • DUE Sunday: Project 1, Part B  
    • DUE Sunday: Powerpoint Presentation (for instructor feedback)

    Wednesday

    • DUE: Initial responses to all discussion board questions by 7 p.m. CT.

    Friday

    • DUE: Critical response to at least 3 classmates by 11 a.m. CT.

    Sunday

    • DUE: Return to discussion board to review critical responses and any additional posts by the professor by 7 p.m. CT
    • DUE: Project 1, Part B by 11 p.m. CT 
    • End of Week 6

    Week Seven

    Monday

    • Welcome to Week 7!
    • Readings  Morrison, Chapter 13
      One academic article to help understand appropriate uses of technology in early childhood classrooms (infants, toddlers, pre-primary, and early elementary)
      One article to help analyze appropriate software for children (pre-primary and early elementary children)
      * Academic articles include research to help support ideas. A search engine does not always include academic articles. It is advisable to use ERIC or Ebscohost.
    • Overview Project 3: Technology Paper
    • DUE Sunday: Project 1, Part C  

    Wednesday

    • DUE: Initial responses to all discussion board questions by 7 p.m. CT.

    Friday

    • DUE: Critical response to at least 3 classmates by 11 a.m. CT.

    Sunday

    • DUE: Return to discussion board to review critical responses and any additional posts by the professor by 7 p.m. CT
    • DUE: Project 1, Part C by 11 p.m. CT 
    • DUE: Revisions to Power Point (do not need to submit; will submit on discussion board)
    • End of Week 7

    Week Eight

    Monday

    • Welcome to Week 8!
    • Readings for Week: PowerPoint Presentations as posted (POST BY 7am CT)DUE TODAY:  Project 3: Technology Paper by 11 p.m. CT .

    Wednesday

       Responses to questions due by 7 p.m. CT

    Thursday

    • DUE: Critical response to at least 3 classmates by 11 a.m. CT.

    Friday

    • DUE: Proctored Final Exam by 7 p.m. CT 
    • DUE: Return to discussion board to review critical responses and any additional posts by the professor by 11 a.m. CT
    • End of Week 8

    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 courserelated 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 .



    Rubric

    CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
    Analysis                                                                                                                                                                                                                                                   
    Outcomes
    3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
    Provides descriptive accounts of the setting, teaching strategies, and learning experiences observed. Includes descriptive accounts of the children's participation, responses, initiative, etc. Brief accounts of teaching strategies.  



    Brief accounts of the children's responses. 
    Little effort to help reader visualize setting, interactions, or learning experiences. Little if any attention to children's responses.







     
    No evidence... 
    Synthesis                                                                                                                                                                                                                                                  
    Outcomes
    3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
    Responses are well-developed with explanations of two or more relevant examples (for each question) from your fieldwork.



    •How are these learnings helping you develop a vision of the teacher you want to be?  (NAEYC Standard 5d)



    •How are your learnings helping you envision children as capable and competent? (NAEYC Standard 4a)















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



    •How are these learnings helping you develop a vision of the teacher you want to be?  (NAEYC Standard 5d)



    •How are your learnings helping you envision children as capable and competent? (NAEYC Standard 4a)



























     
    Examples from fieldwork are inappropriate or missing.



    •How are these learnings helping you develop a vision of the teacher you want to be?  (NAEYC Standard 5d)



    •How are your learnings helping you envision children as capable and competent? (NAEYC Standard 4a)







     
    No evidence. 
    Evaluation                                                                                                                                                                                                                                                 
    Outcomes
    5, 6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
    Response is well-developed with explanations of two or more relevant examples from your fieldwork or readings.



    •How are you coming to appreciate the values that underlie teaching decisions? (NAEYC Standard 5d)



     
    Response addresses the question and includes a reference to at least one example from your fieldwork or readings.  



    •How are you coming to appreciate the values that underlie teaching decisions? (NAEYC Standard 5d)



     
    Response fails to appropriately address the question.  Relies on personal opinion.



    •How are you coming to appreciate the values that underlie teaching decisions? (NAEYC Standard 5d)



     
    No evidence of addressing the required questions. 
    Application                                                                                                                                                                                                                                                
    Outcomes
    5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
    Response is well-developed with explanations of two or more relevant examples from your readings.



    •Why might these learnings be important for the year children will spend in your company?  (NAEYC Standard 5d)



     
    Response addresses the question and includes a reference to at least one example from your readings.  



    •Why might these learnings be important for the year children will spend in your company?  (NAEYC Standard 5d)











     
    Response fails to appropriately address the question.  Relies on personal opinion.



    •Why might these learnings be important for the year children will spend in your company?  (NAEYC Standard 5d)











     
    No evidence. 
    Content of Communication                                                                                                                                                                                                                                   
    Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
    Reflection explains teaching practices in relation to major theorists: Piaget, Vygotsky, Dewey, and Erikson.



     
    Reflection references observed teaching practices to major theorists: Piaget, Vygotsky, Dewey, and Erikson.







     
    Reflection makes little if any reference to theorists.







     
    No evidence. 
    Technical Skill in Communicating                                                                                                                                                                                                                           
    Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
    Careful attention to spelling and grammar.







    Well-organized paragraphs.







     
    Some errors in grammar and spelling (5 or less).



    Paragraphs help organize thinking.



     
    Substantial errors in grammar and spelling (more than 5).







    Construction of paragraphs is confusing.



































     
     
    First Disciplinary Competency                                                                                                                                                                                                                              
    Outcomes
    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. (MoSTEP Standards 1.2.4.  EC 6.3 NAEYC 4b)                                                                                                                                                                                                                                                                              
    Assignment clearly explains the specific contributions of a learning environment that invites the child to investigate, make meaningful decisions, and play as a way of making sense of her/his world.



     
    Assignment makes a brief reference to the importance of a learning environment that invites the child to investigate, make meaningful decisions, and play as a way of making sense of her/his world.



     
    Little if any reference to the importance of a learning environment that invites the child to investigate, make meaningful decisions, and play as a way of making sense of her/his world



     
    No evidence of competency 
    Second Disciplinary Competency                                                                                                                                                                                                                             
    Outcomes
    Reflect on professional learnings. (MoSTEP 1.2.9, EC 7.6 NAEYC 5)                                                                                                                                                                                                                                                                                                                                                                                                                                                    
    Reflection clearly explains your growth in professional learnings, that is, the reader is able to understand how you viewed the role of the teacher of young children at the beginning of the semester, and how your thinking has evolved.







    Specific examples of growth are provided and linked to the vision statement of the Park University Early Childhood Department.  



     
    Reflection references your growth in professional learnings.







    Statements of growth are general rather than specific.  











     
    Reflection makes little if any references to your growth in professional learnings.







    Statements of growth are vague and generic, failing to reflect the specific content of the course.







     
    No evidence of competency 

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    Last Updated:10/10/2011 11:25:29 PM