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EDC 220 Child Growth & Devel for ECE &Elementary Teachers
Ebright, Ladonna 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/EDE 220 Child Growth & Devel for ECE & Elementary Teachers

Semester

FA 2012 HO

Faculty

Ebright, Ladonna E.

Title

Assistant Professor

Degrees/Certificates

Masters Certifications: Elementary Ed K-8, Special Education in LD, BD, MR, School Psy. Examiner and School Psychologist

Office Location

911 Main Suite 903, K.C., MO 64105

Office Hours

Tuesday-Wednesday 10 am- 2 pm, Thursday 3pm-5pm  CT. I am available by appointment at other times.  I will return your "office questions" or e-mails within  24 hours.

Daytime Phone

816.559.5632 office

Other Phone

816.210.5958 cell

E-Mail

LaDonna.Ebright@park.edu

Semester Dates

August 20 - December 14, 2012

Class Days

Monday and Wednesday

Class Time

1:30- 2:45pm

Prerequisites

none

Credit Hours

3


Textbook:

 

Child and Adolescent Development

Anita Woolfolk and Nancy E. Perry

Upper Saddle River, New Jersey. Pearson

ISBN 13:978-0-13-702311-0

FOLIOTEK 

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 accessing Foliotek is a multi-step process, please follow these instructions: 

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

 Contract Period    

 Contract Fee

Per Student (Prepaid)

Cost Breakdown

Per Student, Per Year

 1 year

 $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 Foliotek contract.

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.

 

   Supplemental Materials

 ·Supplemental ready materials are listed on the Weekly Home page. Additionally, website links are available in the Webliography.

·         http://dese.mo.gov/divimprove/fedprog/earlychild/PreK_Standards/Index.html: Missouri PreK Standards.

·         http://journal.naeyc.org/btj. (2007) YC Young Children, Journal of the National Association for the Education of Young Children. Use for research of various related sites to Child Growth and Development and current issues in the field of early childhood.

 

 

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

WEB 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.
 
Missouri Department of Elementary and Secondary Education
http://www.dese.mo.gov
Current information on teacher educator preparation, state standards, early childhood programs, etc.

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 Agencies Environmental 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.

 

 

 

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/.


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-6). 3:0:3.

Educational Philosophy:
Teachers are catalysts for their students' learning process and educational experiences.  My goal is to work collaborately with my students to deepen their knowledge and understanding of early childhood development. This will be based on lectures, readings, quizzes, diaglogues, field experiences, web sites and writings.  We will engage in conversations that challenge thinking about how best to teach each child.  I will encourage lively exploration of ideas, issues and contradictions. 

Learning Outcomes:
  Core Learning Outcomes

  • Examine the typical sequence of development during the first eight years of life, as well as the wide variations in development of individual children
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.2.1 knows and identifies child/adolescent development;
    1.2.2.2 strengthens prior knowledge with new ideas;
    1.2.4.1 selects and creates learning experiences that are appropriate for curriculum goals, relevant to learners, and based upon principles of effective instruction (e.g., encourages exploration and problem solving, building new skills from those previously acquired);
    SPAs
    NAEYC Standard 1, 1a, 1b
    Relevant MoSTEP Standards 1.2.2.1, 1.2.2.2, 1.2.4.1,
    MoSTEP 1.2.1.1 Selected SPED Cross-Categorical Educational Competencies CC1, CAT3
    School for Education Conceptual Framework: Knowledge 2A, Dispositions 2A
    ACEI/NCATE Standards: 1 (1.0) Development, Learning and Motivation, 5 (5.2) Collaboration with families
    Assessment
    Field Experiences, Reflections, Threaded Discussions, Core Assessment, Final Exam
  • Examine the social and cultural contexts of development
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.2.1 knows and identifies child/adolescent development;
    1.2.2.2 strengthens prior knowledge with new ideas;
    1.2.4.1 selects and creates learning experiences that are appropriate for curriculum goals, relevant to learners, and based upon principles of effective instruction (e.g., encourages exploration and problem solving, building new skills from those previously acquired);
    SPAs
    NAEYC Standard 1, 1a, 1b
    Relevant MoSTEP Standards 1.2.2.1, 1.2.2.2, 1.2.4.1,
    MoSTEP 1.2.1.1 Selected SPED Cross-Categorical Educational Competencies : CC1, CC4, CAT3
    School for Education Conceptual Framework: Knowledge 2A, Dispositions 2A
    ACEI/NCATE Standards: 1 (1.0) Development, Learning and Motivation, 5 (5.2) Collaboration with families
    Assessment

    Field Experiences, Reflections, Threaded Discussions, Core Assessment, Final Exam.

  • Observation and record behaviors of young children
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.2.1 knows and identifies child/adolescent development;
    1.2.2.2 strengthens prior knowledge with new ideas;
    1.2.4.1 selects and creates learning experiences that are appropriate for curriculum goals, relevant to learners, and based upon principles of effective instruction (e.g., encourages exploration and problem solving, building new skills from those previously acquired);
    SPAs
    NAEYC Standard 1, 1a, 1b
                Relevant MoSTEP Standards 1.2.2.1, 1.2.2.2, 1.2.4.1,
    MoSTEP 1.2.1.1 Selected SPED Cross-Categorical Educational Competencies CC1, CC4 CAT3
    School for Education Conceptual Framework: Knowledge 2A, Dispositions 2A
    ACEI/NCATE Standards: 1 (1.0) Development, Learning and Motivation, 5 (5.2) Collaboration with families
    Assessment
    Field Experiences, Reflections, Threaded Discussions, Core Assessment, Final Exam.


      Instructor Learning Outcomes
    1. Examine the typical sequence of development from birth through 6th grade.
    Core Assessment:
    Core Assessment:
    Weekly Observations with Analysis and Reflection

     


     

    Link to Class Rubric

    Class Assessment:

    Assessment of Course Objectives

    Relative National and State Professional Standards 

    Upon completion of this course, the student will be able to:

    • Examine the typical sequence of development during: Birth, Infancy and Toddlerhood; Early Childhood; and Middle Childhood.
    • Examine the social and cultural contexts of development during: Birth, Infancy and Toddlerhood; Early Childhood; and Middle Childhood.
    • Observe and record behaviors of young children.

    Relative National and State Professional Standards:
    National Council for the Accreditation of Teacher Education and the Association for Childhood Education International (NCATE and ACEI)
    Standard 1 Development, Learning, Motivation.  Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation.
    National Association for the Education of Young Children (NAEYC)   
    Standard 1: Candidates prepared in early childhood degree programs are grounded in a child development knowledge base.  They 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 each child.
    Council for Exceptional Children (CEC)
    Standard 2: Development and Characteristics of Learners

    • ICC2K1: Typical and atypical human growth and development
    • ICC2K3: Characteristics and effects of the cultural and environment milieu of the individual with exceptional learning needs and the family

    Missouri Standards for Professional Educators (MoSPE)
    Standard 2: Understanding and Encouraging Student Learning, Growth and Development
    The teacher understands how students learn, develop and differ in their approaches to learning.  The teacher provides learning opportunities that are adapted to diverse learners and support the intellectual, social and personal development of all students.
    Quality Indicator 1. Cognitive, social, emotional and physical development

    School For Education (SFE) Portfolio
    The new artifact-driven SFE Portfolio allows teacher candidates to showcase their best work, or artifacts, completed during their education coursework.  These artifacts are chosen by the teacher candidate to demonstrate his/her competency of the knowledge and skills associated with the 36 Missouri Standards for Professional Educators (MoSPE) quality indicators specified for teacher candidates.  Teacher candidates not seeking certification may use the 2010 NAEYC Standards.

    The number of artifacts included in the teacher candidate’s SFE Portfolio may vary depending upon the artifacts themselves and the justifications provided as to how the artifacts demonstrates one’s knowledge and skills associated with identified standards and  quality indicators.  Due to the complexity of many of the quality indicators and standards, multiple artifacts may be needed to demonstrate competency.  Teacher candidates should be encouraged to select and include complex, rich, robust artifacts to include in their SFE Portfolio that highlight their best work and can also be aligned to multiple quality indicators or standards.
    The contents of the SFE Portfolio consista of two parts.  Part A is a self-introductory section in which the teacher candidate introduces himself or herself to the SFE Portfolio Readers/Evaluators by providing an autobiography and a student teacher resume.  Part B contains the artifacts themselves, with each artifact accompanied by an informal artifact cover sheet.  The artifact cover sheet provides an introduction to the artifact—title and descriptions of the contents and context of the artifact – followed by the teacher candidate’s justification(s) for the inclusion of the artifact in his/her SFE Portfolio.  These justifications must provide a convincing argument as to how the artifact – or components included in the artifact – demonstrates competency of the knowledge and skills associated with specific MoSPE quality indicators or NAEYC standards designed for teacher candidates.  The teacher candidate’s justifications must address the knowledge and skills inherent in each of the MoSPE quality indicators or NAEYC standards.

    The SFE Portfolio rubric criteria are based both on what the teacher candidate says – content- and how they say it- the writing mechanics, styles and skills used to convey the content.   In EDC/EDE220, the teacher candidate will create a portfolio reflection based upon artifacts of their observations and reflections created in this class. 

    EDC/EDE220 Overview of the Course Learning Activities
    Each week you will have regular learning activities:

    1.     Readings – Textbook and supplemental

    2.     Websites - Visit topical websites

    3.     Chapter Overviews and Concepts – Overviews of weekly readings from Woolfolk and Perry:  Child and Adolescent Development.

    4.     Field Work - Observations/Interviews and Reflections

    5.     Discussions - Post a discussion point and post a response to someone else's.
     
    6.  School for Education Portfolio development
     
    7.     Final Exam – Multiple Choice

    Grading Policy

    Rubrics for each assignment will be found with each week’s assignments and also in Doc Sharing.

    Grading Rubric 

    Assignment

    Possible Points

    Total Points

    Total %

    Survey

     5 points

       5 points

        1%

    Interview/Observations

    10 points each (13)

    130 points

      30.5%

    Reflections

    10 points each (13)

    130 points

      30.5%

    Portfolio Artifact

    30 points

      30 points

       7%

    Class discussions/activities

      5 points each (16)

      80 points

      19%

    Final Exam

    50 points

      50 points

      12%

    TOTAL

     

    425 points

    100%

    Grading:

      Grading Scale

    Letter

    Number of Points

    Percentage

    A

    382 - 425

    90 - 100%

    B

    340 - 381

    80 - 89.9%

    C

    297 - 339

    70 - 79.9%

    D

    255 - 296

    60 - 69.9%

    F

    000 - 254

    00 - 59.9%

    Late Submission of Course Materials:

    A class week is defined as the period of time between Monday and Sunday.  The first week begins the first day of the semester (Monday August 20, 2012 and ends December  14, 2012.)  Assignments must be submitted by 11:59 pm CST on their posted due date on the class assignment schedule. Writing assignments must be completed and successfully submitted to the Discussion thread, Drop Box or DocSharing  (as directed by the instructor).  If you have any problems posting your assignments, contact me immediately by Email or by phone and we'll get the problem solved. 

    Classroom Rules of Conduct:

    General classroom participation rules:
    • You should use Email for private messages to me and/or to your classmates.  .
    • You must participate in all conference area topics and discussions.  When using e-companion, please remember conventions of "online etiquette," which include courtesy to all users, will be observed
    • Assignment will be given each week, and discussion questions will be presented.  you are expected to complete all assignments and actively participate in all weekly activities or discussions..

    Course Topic/Dates/Assignments:

    The course schedule below contains the weekly reading assignments, observation assignments and due dates.  They types of activities that you will be required to complete include written assignments, participation in the classroom activities and discussions, etc.

    Each week, there will be a “warm up” introduction which will be in the form of a power point with questions (and answers) to get you thinking about the topic of the readings assigned for the week. 

    There will also be a power point presentation to introduce the materials covered in the reading assignment for the week. You will find materials in these power points to be excellent study guides for the final exam.  (There will be no mid-term exam).  
     

      

    EDC EDE 220 WEEKLY SCHEDULE

    NOTE: Text chapters must be read prior to class! Come prepared to discuss!

    WEEK

    DATE

    CLASS ACTIVITIES

    DUE

    Week 1

    Monday       8/20/12

    Chapter 1 Dimensions of Development

    Welcome- Introductions – Handout 1.1

    Participation in class (5 points)

    Survey Handout 1.4 (10 points)

    Review Syllabus

    Clicker Questions Power Point Chapter 1

    Chapter 1 Introduction Power Point

    FIELD WORK – due 8/29/12 - 10 points interview and 10 points reflection

    OBSERVATION/INTERVIEW:  Interview two separate parents/guardians of a young child who are distinctly different (i.e. cultural, special needs, socioeconomic) groups.  Ask questions about their children and how they believe they should be educated.  Describe each set of parents/guardians (i.e. cultural, special needs, socioeconomic groups) and their children (gender, ages).

    The following questions should be considered:  Take good notes on your interview.

    1. What learning and behaviors should be expected of preschool-age and/or elementary school age children?
    2. What influences have helped you most to be a good parent? (Parents, classes, internet, friends, etc.)
    3. What should teachers and parents do when children of these two ages misbehave?

    Analysis guided by the following questions:

      1. How were the answers of the two parents different? How were they alike?
      2. What sources of information does the adult use to answer these questions (i.e. does this adult rely on research? on systematic observation? on personal opinion?)
      3. To what degree do answers reflect family background, culture, or other life experiences?  (i.e. does this adult rely on beliefs passed down from parents or other family members?  Does this adult refer to conditions in the neighborhood or community which influence thinking about children?)
      4. What can you conclude about differences in parenting beliefs and practices?  How can these concepts negatively influence professional practice?

    Grading Rubric for Week 1 Interviews


    Exceeds Expectations

    Meets Expectations

    Unacceptable

    Provides and objective accounts of interview of each parent.  Narrative should include how the two families are different.  
    3 points

    Brief accounts of interview of each family including narrative of how the two families are different.
    2 points

    Little effort to help reader visualize families and their differences.
    0 points

    Includes descriptive and objective accounts on all 3 questions asked
    3 points

    Descriptive and objective accounts of  2 questions asked
    2 points

    Little if any attention to proposed questions
    0 points

    Analysis: Responses address questions a-d with examples for each.
    2 points

    Analysis: Responses address at least 2 questions with reference to at least one example from fieldwork for each question.
    1 points

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

    Total Points:   /10 points

    REFLECTION:  Complete your assignment with a well-developed reflection that connects your observations to the reading and considers your learning from this assignment and how that information will impact your teaching..  This part of the assignment is important and should be at least ½ to 1 page

    Grading Rubric for Reflection of Fieldwork Assignment


    Exceeds Expectations

    Meets Expectations

    Unacceptable

    Reflections clearly explain the purposes of the interview or observation in the field site.
    4 points

    Reflections briefly reference the purposes of the interview or observations in the field site
    3 points

    Reflections give little if any explanation for the purposes of the interview or observation in the field site.   0 points                                

    Explicit connections are made to course readings
    2 points

    Some connection to reading but often not explicit
    1 points

    No connection to course readings.
    0 points

    Explicit connections of what you learned from this activity that will impact your practice as a teacher? 2 points

    Brief connections of what you learned from this activity that will impact your practice as a teacher? 1 point

    NO connections of what you learned from this activity that will impact your practice as a teacher? 0 points

    Careful attention to spelling and grammar. Well organized paragraphs help the reader follow your thinking
    2 points

    Several minor errors in spelling and grammar (3-5) Organized paragraphs but some difficulty in following your thinking
    1 point

    Substantial errors in spelling and grammar. Construction of paragraph is confusing
    0 points

    Total Points:    /10 points

    Field Work Assignment:
    NAEYC 1a, 1b, 2a, MoSPE  Standard 2 – Quality Indicator I #1, Quality Indicator #3

    Due: 8/29/12

    Wednesday 8/22/12

    Review Chapter 1 with “Test Questions” – oral whole class work- no grade

    Handout 1.2 Principles of Development (group of 3-4 people)

    Handout 1.5 & 1.6- (1.5 parts in envelope) Developmental Milestones – Domain Sorting.

    Discussion – (Participation 5 points)

    1.       What is the most surprising thing you learned from this chapter? Why did it surprise you?

    2.       What have you learned from this chapter that will have a direct impact on your personal life or professional practice? What will this impact look like? (pp22-25)

    Week 2

    Monday    8/ 27/12                    

    Chapter 2: Theory and Research in Child Development

    Clicker Questions Power Point

    Chapter 2 Overview Power Point

    Discussion/Activity: (5 points for participation)

    Theory as Lenses Metaphor  

    “The Dangers of Bread” - become critical consumers of research- handout

    Video- http://www.davidsonfilms.com/ go to Early Childhood (6) and choose “Play: a Vygotskyian Approach”- it will take you to YouTube and you can watch the 28 min. film.   Once you get to YouTube, there are other theorists you may want to watch.

    FIELD WORK: 2 assignments 10 points for each observation/interview and 10 points each for each reflection. DUE 9/5/12

    OBSERVATION/INTERVIEW: Field Work #1- Interview new parents:
    Ask the mother to share her pregnancy and birth story.  (note-if this baby is adopted, that adoptive mother still has a pregnancy and birth story)
    Possible questions:

    • What training for parenthood did you receive when you found you were pregnant?
    • What tests were administered during pregnancy?
    • Were there any complications during pregnancy or birth?
    • What changes occurred in your family following the birth of your    child/ren?
    • What supports do you have (grandparents, close friends, parenting education)?
    • Describe your newborn.

    Grading Rubric for Interview #1


    Exceeds Expectations

    Meets Expectations

    Unacceptable

    Narrative description of all 7 questions asked:

    • Pregnancy & birth story
    • Parenthood training
    • Tests during pregnancy
    • Complications during pregnancy or birth
    • Changes in family after birth
    • Family supports
    • Describe your baby

    10 points

    Narrative description 5/7 questions asked (Column 1)

    6 points

    Less than 5 questions asked

    0 points

    Total Points:      /10

    Field Work Assignment:
    NAEYC 1a, 1b, 2a, MoSPE  Standard 2 – Quality Indicator I #1, Quality Indicator #3

    REFLECTION:  Complete your assignment with a well-developed reflection that connects your observations to the reading and considers your learning from this assignment and how that information will impact your teaching..  This part of the assignment is important and should be at least ½ to 1 page.

    Grading Rubric for Reflection of New Born Parent’s Interview Fieldwork Assignment


    Exceeds Expectations

    Meets Expectations

    Unacceptable

    Reflections clearly explain the purposes of the interview or observation in the field site.
    4 points

    Reflections briefly reference the purposes of the interview or observations in the field site
    3 points

    Reflections give little if any explanation for the purposes of the interview or observation in the field site.   0 points                                

    Explicit connections are made to course readings
    2 points

    Some connection to reading but often not explicit
    1 points

    No connection to course readings.
    0 points

    Explicit connections of what you learned from this activity that will impact your practice as a teacher? 2 points

    Brief connections of what you learned from this activity that will impact your practice as a teacher? 1 point

    NO connections of what you learned from this activity that will impact your practice as a teacher? 0 points

    Careful attention to spelling and grammar. Well organized paragraphs help the reader follow your thinking
    2 points

    Several minor errors in spelling and grammar (3-5) Organized paragraphs but some difficulty in following your thinking
    1 point

    Substantial errors in spelling and grammar. Construction of paragraph is confusing
    0 points

    Total Points:    /10 points

    This rubric is also available in Doc Sharing.  The rubric for the observation/interview will be different for each week.  The reflection rubric will be the same most weeks.

    OBSERVATION/INTERVIEW: Fieldwork #2 New Born Observation:

    Observe the newborn baby at home or child care center of the parents in the above interview.  Write a narrative description of all behaviors you see guided by the following questions:

    1. How would you describe the baby’s general appearance (i.e. skin color, hair or lack of it, body proportions)?
    2. How would you describe this newborn’s movements?  What kinds of “global wiggles” or other whole-body actions did you observe?  What caused the baby to wiggle in these ways?
    3. What single body-part movements did you see (i.e. kicking a single leg, grasping with a hand)?  What caused these movements to occur?
    4. How attentive was this newborn to you and the outside world?  Did the baby look at you or other objects? Did the baby turn toward noises or in other ways show that he or she could hear well?
    5. Based on these observations, what can you conclude about newborn appearance, movement and perception?

    Rubric for New Born Observation

    Exceeds Expectations

    Meets Expectations

    Unacceptable

    Narrative description of all behaviors observed answering questions 1-4

    • How would you describe the baby’s general appearance?
    • How would you describe the newborn’s movements?  What kinds of “global wiggles” or whole-body actions did you observe?  What caused the baby to wiggle in these ways?
    • What single body-part movements did you see? What caused these movements to occur?
    • How attentive was this newborn to you and the outside world?  Did the baby look at you or other objects?  Did the baby turn toward noises or in other ways to show that s/he could hear well?

    10 points

    Narrative description of all behaviors (column 1) observed answering at least 3 questions.

    7 points

    Narrative description answers less than 3 questions.

    0 points

    Total:    /10

     Field Work Assignment:
    NAEYC 1a, 1b, 2a, MoSPE  Standard 2 – Quality Indicator I #1, Quality Indicator #3

    REFLECTION:  Complete your assignment with a well-developed reflection that connects your observations to the reading and considers your learning from this assignment and how that information will impact your teaching..  This part of the assignment is important and should be at least ½ to 1 page.

    Grading Rubric for Observation New Born Observation Reflection


    Exceeds Expectations

    Meets Expectations

    Unacceptable

    Based on these observations, what can you conclude about newborn appearance, movement and perception?  At least 4 descriptive conclusions.
    5 points

    Based on these observations, what can you conclude about newborn appearance, movement and perception?  At least 3 descriptive conclusions.
    3 points

    Less than 3 descriptive conclusions.

    0 points

    How will this information help you as a teacher? (detailed)
    3 points

    How will this information help you as a teacher? (brief)
    2 points

    NO evidence

    Careful attention to spelling and grammar
    2 points

    Minor errors in spelling and grammar.
    1 points

    Substantial errors in spelling and grammar.

    Total:    /10

    This rubric is also available in Doc Sharing.  The rubric for the observation/interview will be different for each week.  The reflection rubric will be the same most weeks.

    Wednesday 8/29/12

    No face to face class today—assignments will be posted on e-companion today.

    Discussion- (5 points)  On pages 28-30 –The “Casebook” walks you through the many different types of permission approvals parents must agree upon in order to have their child participate in a research project. Then on page 75, the “Casebook” reports 3 different persons respond to whether or not they would sign permission to allow their child to participate in a research project. Re-read these pages and then answer the following questions: (p.30 Critical Thinking)

    1.       If you were a parent reading this form, what would you think?

    2.       Would you sign?

    3.       How are children protected by this procedure?

    Post your response in the Discussion Board by Thursday 8/30/12 and then respond to at least one classmate by 8/31/12

    5 points

    Have a safe and restful Labor Day Weekend!! See you in class Wednesday 9/5/12. Remember your field work assignment from 8/27/12 is due 9/5/12.

    8/20/12 field work due

    Posting is due by 8/30/12

    respond to peer by 8/31/12

    Week 3

    Monday 9/3/12

    NO CLASS – LABOR DAY

    Wednesday 9/5/12

    Review test for Chapter 2 – oral whole class work.

    Chapter 3: Genetics, Prenatal Development and Birth

    Clicker Questions Power Point for Chapter 3

    Overview Power Point for Chapter 3

    Class Discussion/Activities (5 points for participation)

    Class Discussion:

    ·         Share highlights from your 8/20 and 8/27 field experience assignments with the class. 

    Activities:

    ·         Characteristics of Self and Birth Stories

    8/27/12 field work due

    Week 4

    Monday 9/10/12

    Continuation of Chapter 3

    Class Discussion/Activities (5 points for participation)

    ·         Cooking Activity to Learn about Nature and Nurture

    ·         The Effects of Teratogens on Prenatal Development – Handout 3.1

    ·         Video- Brain Development- Nature and Nurture

    Wednesday 9/12/12

    Chapter 4: Infancy and Toddlerhood

    Clicker Questions Chapter 4

    Power Point Overview for Chapter 4

    Discussion/Activities Participation (5 points)

    Discussion:

    Infants cry as a way to communicate their needs. Many parents are unsure about when and how to comfort their babies when they cry in their cribs at night. What are the pros and cons of allowing a baby to self-soothe? Should parents always pick up their infants when they cry? (pp. 131-133).

    Activity:

    The Dance: Respectful and Responsive Care for Infants

    FIELD WORK – Due 9/19/12- 10 points for observation and 10 points for reflection.

    OBSERVATION/INTERVIEW: Chapter 4 Observation #1: Observe two 6-12 month-old babies in child care who are different ages.  Write down descriptions of interesting behaviors they perform that show thinking or problem solving.  Write a report on your observations guided by the following questions:

    • What kinds of circular reactions were observed?  Did babies perform these using their own bodies?  Objects or toys?  Vocalizations?
    • Generally, how would you characterize the babies’ casual thinking?  Did either baby set out to cause something to happen?
    • What did babies do with objects?  Did you see behaviors that show object permanence (i.e searching for a toy that was out of sight or dropping a toy and retrieving it)?
    • What kinds of problems did you see babies solve?   How did they get basic needs met?  How did they retrieve toys or other desired objects?
    • What types of imitation were observed?
    • Did babies emulate one another’s actions?
    • Did babies emulate actions of adults?
    • Did you see pseudo-imitation or deferred imitation?

    Field Work Assignment:
    NAEYC 1a, 1b, 2a, MoSPE  Standard 2 – Quality Indicator I #1, Quality Indicator #3

    Exceeds Expectations

    Meets Expectations

    Unacceptable

    Narrative description of all behaviors observed answering at least 6/8 questions in assignment
    7 points

    Narrative description of all behaviors observed answering at least 5  questions in assignment
    5 points

    Narrative description answers less than 5 questions.
    0 points

    Describe the differences you observed between the 2 ages.
    3 points

    Describe the differences you observed between the 2 ages
    2 points

    Brief or no description of differences between the 2 ages.
    0 points

    Total:   /10

    REFLECTION:  Complete your assignment with a well-developed reflection that connects your observations to the reading and considers your learning from this assignment and how that information will impact your teaching..  This part of the assignment is important and should be at least ½ to 1 page.

    Field Work Assignment:
    NAEYC 1a, 1b, 2a, MoSPE  Standard 2 – Quality Indicator I #1, Quality Indicator #3

    Grading Rubric for Week 3 Observation Reflection #1


    Exceeds Expectations

    Meets Expectations

    Unacceptable

    Based on these observations, what can you conclude about babies’ behaviors of 2 different ages? (at least 4 differences)
    5 points

    Based on these observations, what can you conclude about babies’ behaviors of 2 different ages? (at least 3 differences)
    3 points

    Less than 3 descriptive conclusions.

    0 points

    How will this information help you as a teacher? (detailed)
    3 points

    How will this information help you as a teacher? (brief)
    2 points

    NO evidence

    Careful attention to spelling and grammar
    2 points

    Minor errors in spelling and grammar.
    1 points

    Substantial errors in spelling and grammar.

    Total:    /10

    Week 5

    Monday 9/17/12

    Continuation of Chapter 4

    Activity:

    Jigsaw Critical Periods Report

    This activity will assist students in investigating a variety of information on specific critical periods in a child’s development.

    Film:

    ·         I Am Your Child: To Be a Father; 2003, 29 minutes, Parents Action for Children.

    Hosted by Ray Romano, this video features information on what fathers can do to help promote and participate in their young children’s healthy development. New research has shown that fathers can have an enormous impact on children — from how well they succeed in school to how they get along with their friends. The new generation of fathers is taking a more active rule in everything having to do with their child’s upbringing and care. And it’s paying off. The program looks at how fathering begins even before the baby is born, how dads can connect with their children right from the start, what fathers can do to foster a close relationship with their children, even when they live miles apart, and how fathers can overcome the challenges of parenting under special circumstances such as separation and divorce.

    Field Work due 9/24/12 – observation= 10 points, reflection = 10 points

    FIELD WORK

    OBSERVATION/INTERVIEW: Chapter 4 Observation #2: Observe a 3 year old boy and girl as they engage in motor play in a child care center or preschool.  Take notes on their motor activities.  Write a report comparing their play, guided by the following questions:

    • What types of play did you observe which were common to both children (i.e. climbing games, throwing, and running)?
    • What differences did you observe in the two children’s play preferences?
    • Did you observe differences in activity level or rough and tumble play?
    • Did you see motor activities that appeared to be influenced by gender?  Generally, to what degree do you think that gender explains differences in motor play of the two children?

    Field Work Assignment:
    NAEYC 1a, 1b, 2a, MoSPE  Standard 2 – Quality Indicator I #1, Quality Indicator #3

    Grading Rubric for Chapter 4 - Observation #2


    Exceeds Expectations

    Meets Expectations

    Unacceptable

    Narrative description of all behaviors observed answering questions 1-4
    10 points

    Narrative description of all behaviors  observed answering at least 3 questions.

    7 points

    Narrative description answers less than 3 questions.

    0 points

    Total:    /10

     

     Field Work Assignment:
    NAEYC 1a, 1b, 2a, MoSPE  Standard 2 – Quality Indicator I #1, Quality Indicator #3

    REFLECTION:  Complete your assignment with a well-developed reflection that connects your observations to the reading and considers your learning from this assignment and how that information will impact your teaching..  This part of the assignment is important and should be at least ½ to 1 page

    Field Work Assignment:
    NAEYC 1a, 1b, 2a, MoSPE  Standard 2 – Quality Indicator I #1, Quality Indicator #3

    Grading Rubric for Reflection of Fieldwork Assignment


    Exceeds Expectations

    Meets Expectations

    Unacceptable

    Reflections clearly explain the purposes of the interview or observation in the field site.
    4 points

    Reflections briefly reference the purposes of the interview or observations in the field site
    3 points

    Reflections give little if any explanation for the purposes of the interview or observation in the field site.   0 points                                

    Explicit connections are made to course readings
    2 points

    Some connection to reading but often not explicit
    1 points

    No connection to course readings.
    0 points

    Explicit connections of what you learned from this activity that will impact your practice as a teacher? 2 points

    Brief connections of what you learned from this activity that will impact your practice as a teacher? 1 point

    NO connections of what you learned from this activity that will impact your practice as a teacher? 0 points

    Careful attention to spelling and grammar. Well organized paragraphs help the reader follow your thinking
    2 points

    Several minor errors in spelling and grammar (3-5) Organized paragraphs but some difficulty in following your thinking
    1 point

    Substantial errors in spelling and grammar. Construction of paragraph is confusing
    0 points

    Total Points:    /10 points

    Field Work Assignment:
    NAEYC 1a, 1b, 2a, MoSPE  Standard 2 – Quality Indicator I #1, Quality Indicator #3

    Wednesday 9/19/12

    Chapter 5 Physical Development in Early Childhood

    Clicker Questions for Chapter 5

    Power Point Chapter 5 overview

    Class Activities/Discussion participation = 5 points

    ·         Analysis of Children’s Drawings

    ·         Life as a Lefty

    9/12 FW due

    Week 6

    Monday 9/24/12

    Chapter 5 cont.

    Field Work – due 10/1/12 – 10 points for observation and 10 points for reflection

    Field Work: Gross Motor Skills

    OBSERVATION/INTERVIEW: Observation #1: Gross Motor Skills 10 points. This week you are to observe a 4-5 year old involved in gross motor skills.  This can be done indoors or outdoors, where ever there is opportunity for gross motor play.  You observation should determine the level of the following skills:

      • Catches ball with hands only
      • Bounces and catches a ball
      • Throws a ball in the air and catches
      • Balances on one foot for 4-5 seconds
      • Walks on a line heel to toe

    Grading Rubric for Observation #1


    Exceeds Expectations

    Meets Expectations

    Unacceptable

    Detailed accounts of skills 1-5 covered.
    10 points

    Brief accounts of 3/5 skills
    7 points

    Less than 2 skills described
    0 points

    Total Points:   /10 points

    Gross Motor Skills

    REFLECTION:  Complete your assignment with a well-developed reflection that connects your observations to the reading and considers your learning from this assignment and how that information will impact your teaching..  This part of the assignment is important and should be at least ½ to 1 page

    Field Work Assignment:
    NAEYC 1a, 1b, 2a, MoSPE  Standard 2 – Quality Indicator I #1, Quality Indicator #3

    Grading Rubric for Reflection of Fieldwork Assignment


    Exceeds Expectations

    Meets Expectations

    Unacceptable

    Reflections clearly explain the purposes of the interview or observation in the field site.
    4 points

    Reflections briefly reference the purposes of the interview or observations in the field site
    3 points

    Reflections give little if any explanation for the purposes of the interview or observation in the field site.   0 points                                

    Explicit connections are made to course readings
    2 points

    Some connection to reading but often not explicit
    1 points

    No connection to course readings.
    0 points

    Explicit connections of what you learned from this activity that will impact your practice as a teacher? 2 points

    Brief connections of what you learned from this activity that will impact your practice as a teacher? 1 point

    NO connections of what you learned from this activity that will impact your practice as a teacher? 0 points

    Careful attention to spelling and grammar. Well organized paragraphs help the reader follow your thinking
    2 points

    Several minor errors in spelling and grammar (3-5) Organized paragraphs but some difficulty in following your thinking
    1 point

    Substantial errors in spelling and grammar. Construction of paragraph is confusing
    0 points

    Total Points:    /10 points

    9/17 FW due

    Wednesday 9/26/12

    Continue Chapter 5

    Activity participation (5 points)

    Children’s and College Students’ Self-Portraits: Any Similarities?

    This activity will provide students with a creative way to learn about children’s fine motor development. The instructor should participate by drawing his or her own self-portrait. The students will get a kick out of their professor participating too!

    Field Work – due 10/3/12 – observation = 10 points, reflection = 10 points

    Fine Motor Skills

    OBSERVATION/INTERVIEW: Observation #2: Fine Motor Skills - 10 points. This week you are to observe a 4-5 year old involved in fine motor skills.  This child may be the same child used for the Gross Motor Skills observation.  Your observation should be guided by determining the level of the following fine motor skills:

    • Screws together a threaded-object
    • Tripod grasp on a pencil
    • Builds 10 block tower
    • Cuts fairly accurately with scissors
    • Handedness- sample of drawing or writing (page 175 in text has samples of children’s progression through the stages of drawing.

    Field Work Assignment:
    NAEYC 1a, 1b, 2a, MoSPE  Standard 2 – Quality Indicator I #1, Quality Indicator #3

    Grading Rubric for Week 4 Observation #1 and #2


    Exceeds Expectations

    Meets Expectations

    Unacceptable

    Detailed accounts of skills 1-5 covered.
    10 points

    Brief accounts of 3/5 skills
    7 points

    Less than 2 skills described
    0 points

    Total Points:   /10 points

    Fine Motor Skills

    REFLECTION:  Complete your assignment with a well-developed reflection that connects your observations to the reading and considers your learning from this assignment and how that information will impact your teaching..  This part of the assignment is important and should be at least ½ to 1 page

    Field Work Assignment:
    NAEYC 1a, 1b, 2a, MoSPE  Standard 2 – Quality Indicator I #1, Quality Indicator #3

    Grading Rubric for Reflection of Fieldwork Assignment


    Exceeds Expectations

    Meets Expectations

    Unacceptable

    Reflections clearly explain the purposes of the interview or observation in the field site.
    4 points

    Reflections briefly reference the purposes of the interview or observations in the field site
    3 points

    Reflections give little if any explanation for the purposes of the interview or observation in the field site.   0 points                                

    Explicit connections are made to course readings
    2 points

    Some connection to reading but often not explicit
    1 points

    No connection to course readings.
    0 points

    Explicit connections of what you learned from this activity that will impact your practice as a teacher? 2 points

    Brief connections of what you learned from this activity that will impact your practice as a teacher? 1 point

    NO connections of what you learned from this activity that will impact your practice as a teacher? 0 points

    Careful attention to spelling and grammar. Well organized paragraphs help the reader follow your thinking
    2 points

    Several minor errors in spelling and grammar (3-5) Organized paragraphs but some difficulty in following your thinking
    1 point

    Substantial errors in spelling and grammar. Construction of paragraph is confusing
    0 points

    Total Points:    /10 points

    Week 7

    Monday 10/1/12

    Chapter 6 Cognitive Development in Early Childhood

    Clicker questions for chapter 6

    Power Point for overview of chapter 6

    Activities/Discussion participation = 5 points

    Activities:

    1.       In what ways is our language changing in the United States? Can you think of some words that did not exist only a few years ago? (pp. 199-200).

    2.       What are some of the benefits of bilingualism? Did the chapter clear up any misconceptions you might have had about bilingual speakers? Are you bilingual? Can you share with the class what it is like to grow up speaking two languages? (p. 200-201).

    3.       Why might it be important for teachers and parents to understand the difference between receptive vocabulary and expressive vocabulary? (pp. 201-202).

    4.       What are some of the most important things teachers and parents can do to help preschoolers learn to read? What is this set of skills called? (emergent literacy) (pp. 205-206).

    5.       What are some of the characteristics of preschools based on the Montessori and Reggio Emilia approaches? Did you experience this kind of education as a child? (pp. 232-233).

    Communication activities (2)

    9/24  FW due

    Wednesday 10/3/12

    Continuation of Chapter 6

    FIELD WORK- due 10/10/12 – observation = 10 points each, reflection= 10 points each.

    Language and Literacy

    OBSERVATION/INTERVIEW: Observation: Language and Literacy: Observe social language and literacy of two children in a primary age classroom.  Your observation should be guided by the following questions:

    Language:

    • Were the children effective in communicating with and persuading peers? Were both children equally competent in language-to-peers?
    • What examples did you observe in the rules of school language (taking turns, listening to peers, polite formal language)?
    • Were they effective in asking or answering questions in class?
    • What differences did you observe?

    Literacy:

    • What stage of writing do you believe each child to be in and what evidence supports your decision?
    • What stage of reading do you believe each child to be in and what evidence supports your decision?

    Correlations:  What correlations did you observe between each child’s language and literacy development?

    Field Work Assignment: NAEYC 1a, 1b, 2a, MoSPE  Standard 2 – Quality Indicator I #1, Quality Indicator #3

    Grading Rubric Observation


    Exceeds Expectations

    Meets Expectations

    Unacceptable

    Detailed Descriptions of 5/6 questions on language and literacy. 
    8 points

    Brief descriptions of 5/6 questions on language and literacy
    6 points

    Little effort to help reader visualize children’s functioning in language and literacy.
    0 points

    1 sample of children’s writing with narrative explanation.
    2 points

    1 sample of children’s writing with narrative explanation.
    2 points

    No sample
    0 points

    Total Points:   /10 points

    This rubric is also available in Doc Sharing.  The rubric for the observation/interview will be different for each week.  The reflection rubric will be the same each most weeks .

     Language and Literacy Reflection

    REFLECTION:  Complete your assignment with a well-developed reflection that connects your observations to the reading and considers your learning from this assignment and how that information will impact your teaching..  This part of the assignment is important and should be at least ½ to 1 page

    Field Work Assignment:
    NAEYC 1a, 1b, 2a, MoSPE  Standard 2 – Quality Indicator I #1, Quality Indicator #3

    Grading Rubric for Reflection of Fieldwork Assignment


    Exceeds Expectations

    Meets Expectations

    Unacceptable

    Reflections clearly explain the purposes of the interview or observation in the field site.
    4 points

    Reflections briefly reference the purposes of the interview or observations in the field site
    3 points

    Reflections give little if any explanation for the purposes of the interview or observation in the field site.   0 points                                

    Explicit connections are made to course readings
    2 points

    Some connection to reading but often not explicit
    1 points

    No connection to course readings.
    0 points

    Explicit connections of what you learned from this activity that will impact your practice as a teacher? 2 points

    Brief connections of what you learned from this activity that will impact your practice as a teacher? 1 point

    NO connections of what you learned from this activity that will impact your practice as a teacher? 0 points

    Careful attention to spelling and grammar. Well organized paragraphs help the reader follow your thinking
    2 points

    Several minor errors in spelling and grammar (3-5) Organized paragraphs but some difficulty in following your thinking
    1 point

    Substantial errors in spelling and grammar. Construction of paragraph is confusing
    0 points

    Total Points:    /10 points

    Guest Speaker: Speech Therapist

    9/26 FW  due

    Week 8

    Monday 10/8/12

    Continuation of Chapter 6

    Discussion/Activities participation (5 points)

    ·         Conservation of numbers

    ·         Conservation of volume

    ·         Application of development to practice

    Wednesday 10/10/12

    Review Chapters 1-6 –

    Share observations

    Class activity- Theorists grid. This will be a grid of the theorists studied in this course. You will complete information about each theorist covered through chapter 6. This will be ongoing throughout this class and will give you a good start to continue your information through EDC222.

    10/3 FW due

    Week 9

    10/14-10/21/12

    FALL RECESS – NO CLASS THIS WEEK

    Week 10

    Monday 10/22/12

    Chapter 7 Social Emotional Development in Early Childhood

    Clicker questions Chapter 7

    Power Point overview of Chapter 7

    Discussion/Activities participation = 5 points

    Move Over, Geppetto

    This activity is based on an article by Neysmith-Roy (1994). Students will have an opportunity to apply their knowledge of Piaget’s and Vygotsky’s theories of cognitive development in designing a toy or game appropriate for young children. This can be adapted as a cooperative learning activity. Neysmith-Roy (1994) designed the Make-a-Toy project to enable students to develop a higher level of understanding of children’s psychological and physical needs. She explains that this activity is a good alternative to experience-based activities in case students don’t have opportunities to interact directly with children.

    Field Work DUE 10/29/12 – 10 points for observation, 10 points for reflection

    Middle Children

    OBSERVATION/INTERVIEW: You are to observe middle children interacting in a classroom or playground.  Make careful notes.  Write a summary based on the following questions:

    • What evidence did you use to identify social acceptance or rejection?
    • What evidence did you use to identify competence?
    • What evidence did you use to identify moral self-worth?
    • What evidence did you use to identify control?
    • If you interviewed the teacher, do you thing s/he would support your speculations?  What further evidence might you need to make more accurate assessments?
    • What interventions might you use in your classroom for supporting positive peer relationships?

    Field Work Assignment:
    NAEYC 1a, 1b, 2a, MoSPE  Standard 2 – Quality Indicator I #1, Quality Indicator #3

    Grading Rubric for Observation


    Exceeds Expectations

    Meets Expectations

    Unacceptable

    Provides detailed evidence for each of the 6 questions presented.

    5 points

    Provides evidence for at least 4/6 questions presented
    4 points

    Provides brief or no evidence
    0 points

    Describes 3 or more interventions to be used in the classroom for supporting positive peer relationships.
    5 points

    Describes 2 interventions to be used in the classroom for supporting positive peer relationships.
    4 points

    No interventions described
    0 points

    Total Points:   /10 points

    Middle Children

    REFLECTION:  Complete your assignment with a well-developed reflection that connects your observations to the reading and considers your learning from this assignment and how that information will impact your teaching..  This part of the assignment is important and should be at least ½ to 1 page

    Field Work Assignment:
    NAEYC 1a, 1b, 2a, MoSPE  Standard 2 – Quality Indicator I #1, Quality Indicator #3

    Grading Rubric for Reflection of Fieldwork Assignment


    Exceeds Expectations

    Meets Expectations

    Unacceptable

    Reflections clearly explain the purposes of the interview or observation in the field site.
    4 points

    Reflections briefly reference the purposes of the interview or observations in the field site
    3 points

    Reflections give little if any explanation for the purposes of the interview or observation in the field site.   0 points                                

    Explicit connections are made to course readings
    2 points

    Some connection to reading but often not explicit
    1 points

    No connection to course readings.
    0 points

    Explicit connections of what you learned from this activity that will impact your practice as a teacher? 2 points

    Brief connections of what you learned from this activity that will impact your practice as a teacher? 1 point

    NO connections of what you learned from this activity that will impact your practice as a teacher? 0 points

    Careful attention to spelling and grammar. Well organized paragraphs help the reader follow your thinking
    2 points

    Several minor errors in spelling and grammar (3-5) Organized paragraphs but some difficulty in following your thinking
    1 point

    Substantial errors in spelling and grammar. Construction of paragraph is confusing
    0 points

    Total Points:    /10 points

    Wednesday 10/24/12

    Continuation of Chapter 7

    Discussion/Activities participation: 5 points

    ·         Social Dimensions of Play

    ·         Parenting styles

    ·         Multiple Selves

    ·         Self - Regulation

    Week 11

    Monday 10/29/12

    Chapter 8 Physical Development in Middle Childhood

    Clicker Questions for Chapter 8

    Power Point for Chapter 8 overview

    Chapter 8 Physical Development in Middle School

    Activities/Discussion participation = 5 points

    FIELD WORK: Chapter 8 has 2 field work assignments. You may complete both at the same time or you may complete them separately. The assignment using handout 8.1 is due 11/5/12. The assignment using handout 8.2 is due 11/7/12 Observations = 10 points each, Reflections = 10 points each.

    Physical Needs of Middle Children

    OBSERVATION/INTERVIEW: For this assignment, you are to visit a local elementary school or community center that has programs for children.  For this activity, you are to observe how the classrooms and playgrounds are designed to accommodate the physical abilities of the children in middle childhood.  You will have 1 set of questions and 2 handouts to help you complete this assignment; 8.1 Accommodating the Physical Needs of Children (record comments and examples in the blank right-hand column), and 8.2 Developmental Analyses of Playground Equipment  (answer the questions about the equipment you are analyzing).  Based on what you have observed from the questions, and what you have completed on the “handouts”, write an analysis of your findings. You should attaché your “handouts” to your analysis in the drop box.   This entire assignment is worth 20 points.
    Some issues to keep in mind:

    • What types of materials are within reach and what is kept out of reach?  It is not uncommon for teachers or supervisors to restrict the amount of open space in a classroom to reduce indoor rough and tumble play.
    • What items are accessible to students and which ones are not?
    • Is there variation from one classroom to another/
    • What arrangements are made to ensure privacy in locker rooms?
    • What arrangements are made to convey that students of all abilities are welcome in that learning environment?  Are aisles wide enough for easy movement by a student in a wheelchair?
    • Based on the physical arrangement of the classrooms and playground, how much is physical movement encouraged here?

    Handout 8.1
    Accommodating the Physical Needs of Children


    Accommodating the Physical
    Needs of Children

    Examples
    • Make sure that the classroom is free of sharp edges, peeling paint, and other environmental hazards to which young children may particularly vulnerable.
    • Provide frequent opportunities for children to engage in physical activity.
    • Plan activities that will help children develop their fine motor skills.
    • Design physical activities so that students with widely differing skill levels can successfully participate.
    • Integrate physical activity into academic lessons.
    • Give children time to rest and rejuvenate.
    • Respect children’s growing ability to care for their own bodies.


    Field Work Assignment:
    NAEYC 1a, 1b, 2a, MoSPE  Standard 2 – Quality Indicator I #1, Quality Indicator #3

    Grading Rubric for Week 7 Observation


    Exceeds Expectations

    Meets Expectations

    Unacceptable

    Provides detailed evidence for each of the 6 questions presented.

    5 points

    Provides evidence for at least 4/6 questions presented
    4 points

    Provides brief or no evidence
    0 points

    Describes 3 or more interventions to be used in the classroom for supporting positive peer relationships.
    5 points

    Describes 2 interventions to be used in the classroom for supporting positive peer relationships.
    4 points

    No interventions described
    0 points

    Total Points:   /10 points

    REFLECTION:  Complete your assignment with a well-developed reflection that connects your observations to the reading and considers your learning from this assignment and how that information will impact your teaching..  This part of the assignment is important and should be at least ½ to 1 page

    Field Work Assignment:
    NAEYC 1a, 1b, 2a, MoSPE  Standard 2 – Quality Indicator I #1, Quality Indicator #3

    Grading Rubric for Reflection of Fieldwork Assignment


    Exceeds Expectations

    Meets Expectations

    Unacceptable

    Reflections clearly explain the purposes of the interview or observation in the field site.
    4 points

    Reflections briefly reference the purposes of the interview or observations in the field site
    3 points

    Reflections give little if any explanation for the purposes of the interview or observation in the field site.   0 points                                

    Explicit connections are made to course readings
    2 points

    Some connection to reading but often not explicit
    1 points

    No connection to course readings.
    0 points

    Explicit connections of what you learned from this activity that will impact your practice as a teacher? 2 points

    Brief connections of what you learned from this activity that will impact your practice as a teacher? 1 point

    NO connections of what you learned from this activity that will impact your practice as a teacher? 0 points

    Careful attention to spelling and grammar. Well organized paragraphs help the reader follow your thinking
    2 points

    Several minor errors in spelling and grammar (3-5) Organized paragraphs but some difficulty in following your thinking
    1 point

    Substantial errors in spelling and grammar. Construction of paragraph is confusing
    0 points

    Total Points:    /10 points

    Classroom activities:

    Sensory Homunculus

    This demonstration will give students a visual picture of neural plasticity, as described in chapter 8 of the textbook (pp. 301-302).

     

    Physical Play and Life Trajectory

    This activity will demonstrate the long-term impact of physical movement and play in middle childhood.

     

     

    Handout 8.3

    Physical Play and Life Trajectory

    1.       Think back to when you were in elementary school. Make a list of the physical activities that were a regular part of your life. Consider playground play, organized sports activities, lessons involving physical movement, and family activities.

    2.       How did your involvement in these activities impact your life when you were a child? How was your life different than it might have been because you participated in these activities?

    3.       Now, think about your adolescence and adulthood. Is there any important part of your life then (and now) that you can trace back to your involvement in physical activities in elementary school?

    4.       What insights do you have as a result of answering these questions?

    IMPORTANT: ON WED. 10/31, WHAT WAS YOUR FAVORITE “BROWN PAPER BAG” LUNCH WHEN YOU WERE IN ELEMENTARY SCHOOL. PACK THAT “BROWN PAPER BAG” LUNCH AND BRING IT TO CLASS WITH YOU. We will eat lunch together!! Instructor will provide water.

    12/22  FW due

    Wednesday 10/31/12

    Part 2 of Field Work for Chapter 8- due 11/7/12

    Physical Needs of Middle Children

    OBSERVATION/INTERVIEW: For this assignment, you are to visit a local elementary school or community center that has programs for children.  For this activity, you are to observe how the classrooms and playgrounds are designed to accommodate the physical abilities of the children in middle childhood.  You will have 1 set of questions and 2 handouts to help you complete this assignment; 8.1 Accommodating the Physical Needs of Children (record comments and examples in the blank right-hand column), and 8.2 Developmental Analyses of Playground Equipment  (answer the questions about the equipment you are analyzing).  Based on what you have observed from the questions, and what you have completed on the “handouts”, write an analysis of your findings. You should attaché your “handouts” to your analysis in the drop box.   This entire assignment is worth 20 points.
    Some issues to keep in mind:

    • What types of materials are within reach and what is kept out of reach?  It is not uncommon for teachers or supervisors to restrict the amount of open space in a classroom to reduce indoor rough and tumble play.
    • What items are accessible to students and which ones are not?
    • Is there variation from one classroom to another/
    • What arrangements are made to ensure privacy in locker rooms?
    • What arrangements are made to convey that students of all abilities are welcome in that learning environment?  Are aisles wide enough for easy movement by a student in a wheelchair?
    • Based on the physical arrangement of the classrooms and playground, how much is physical movement encouraged here?

    Handout 8.2

    Developmental Analyses of Playground Equipment

    Please answer the following questions about the equipment you are analyzing.

    • Describe the equipment you are analyzing.

      

    • For what age group is this equipment intended? How do you know?
    • Based on what you read in chapter 8 about elementary-aged children’s fine and gross motor development do you
    • Believe that this equipment is appropriate for the age group for which it is intended?
    • Likely to help develop gross motor control? Explain.
    • Likely to develop fine motor control? Explain.
    • Is this activity safe and appropriate for students with physical disabilities? Explain.
    • Are there any improvements that you would make to this toy to make it more appropriate for all children?  Explain.

    Field Work Assignment:
    NAEYC 1a, 1b, 2a, MoSPE  Standard 2 – Quality Indicator I #1, Quality Indicator #3

    Grading Rubric for Week 7 Observation


    Exceeds Expectations

    Meets Expectations

    Unacceptable

    Provides detailed evidence for each of the 6 questions presented.

    5 points

    Provides evidence for at least 4/6 questions presented
    4 points

    Provides brief or no evidence
    0 points

    Describes 3 or more interventions to be used in the classroom for supporting positive peer relationships.
    5 points

    Describes 2 interventions to be used in the classroom for supporting positive peer relationships.
    4 points

    No interventions described
    0 points

    Total Points:   /10 points

    Developmental Analyses of Playground Equipment

    REFLECTION:  Complete your assignment with a well-developed reflection that connects your observations to the reading and considers your learning from this assignment and how that information will impact your teaching..  This part of the assignment is important and should be at least ½ to 1 page

    Field Work Assignment:
    NAEYC 1a, 1b, 2a, MoSPE  Standard 2 – Quality Indicator I #1, Quality Indicator #3

    Grading Rubric for Reflection of Fieldwork Assignment


    Exceeds Expectations

    Meets Expectations

    Unacceptable

    Reflections clearly explain the purposes of the interview or observation in the field site.
    4 points

    Reflections briefly reference the purposes of the interview or observations in the field site
    3 points

    Reflections give little if any explanation for the purposes of the interview or observation in the field site.   0 points                                

    Explicit connections are made to course readings
    2 points

    Some connection to reading but often not explicit
    1 points

    No connection to course readings.
    0 points

    Explicit connections of what you learned from this activity that will impact your practice as a teacher? 2 points

    Brief connections of what you learned from this activity that will impact your practice as a teacher? 1 point

    NO connections of what you learned from this activity that will impact your practice as a teacher? 0 points

    Careful attention to spelling and grammar. Well organized paragraphs help the reader follow your thinking
    2 points

    Several minor errors in spelling and grammar (3-5) Organized paragraphs but some difficulty in following your thinking
    1 point

    Substantial errors in spelling and grammar. Construction of paragraph is confusing
    0 points

    Total Points:    /10 points

    “BROWN PAPER BAG LUNCH”

    Discussion:

    What do you remember about the school lunches when you were in elementary school? What role do schools have today in guiding elementary students’ nutrition? How might nutrition impact physical as well as cognitive development? (pp. 315-316)

    Small group discussions: There will be several current articles provided about current nutritional practice in some schools. Each group should choose 1 article, read it, discuss it and prepare to present the information to the group.

    Week 12

    Monday 11/5/12

    Chapter 9 Cognitive Development in Middle Childhood

    Clicker Questions for Chapter 9

    Power Point Overview of Chapter 9

    Discussion Questions/Activities participation = 5 points

    Discussion:

    Has anyone ever attended or volunteered for a Special Olympics or Paralympics event? What was that like? What are some of the benefits of physical activity for individuals with orthopedic, sensory, or cognitive disabilities? (pp. 311-314).

     

    Code Switching Demonstration

    This activity can be very enlightening if used sensitively. Instructors who teach classes that exhibit linguistic diversity can capitalize on this circumstance by letting the students learn from each other.

    Multiple Intelligence Self Rating Scale

    This activity will help students identify their multiple intelligence profile.

    Continue theorist discussion and add to grid. (see 10/10 work)

    Field Work – Due 11/12/12 – observations = 10 points, reflections = 10 points.

    Field Work:

    Memory Development in Middle Childhood

    OBSERVATION/INTERVIEW: Observation #1 Memory Development in Middle Childhood: After you have read the Information Processing and Memory section of the chapter (pp348-353) you are to play a board or card game with some elementary school-aged children.  Then fill out Handout 9.3  (attached and in Doc Sharing) to analyze and reflect on this experience.  This observation activity is worth 20 points (Handout 9.3-10 points and reflection 10 points)

    Handout 9.3
    Playing a Game with Elementary Children
    Please read pages 348-353 of your textbook. Then, choose a card or board game to play with one or more elementary school children.  Use your experiences with playing the game to respond to the following questions.

    • Reflect on the child(ren)’s ability to pay attention during the game.  Is your experience consistent with what would be expected at this age?
      ____________________________________________________________________________________________________________________________________________________________________________________________________________________
      ____________________________________________________________________________________________________________________________________________________________________________________________________________________
    • What evidence do you have that the child(ren) were using working memory? What strategies did you see used?
      ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
    • During the game, were there any instances of event memory?  Did the child identify the source of the memory?  What does the text say about this?
      ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

    Field Work Assignment:
    NAEYC 1a, 1b, 2a, MoSPE  Standard 2 – Quality Indicator I #1, Quality Indicator #3

    Grading Rubric for Reflection of Fieldwork Assignment #1 & #2


    Exceeds Expectations

    Meets Expectations

    Unacceptable

    Reflections clearly explain the purposes of the interview or observation in the field site.
    4 points

    Reflections briefly reference the purposes of the interview or observations in the field site
    3 points

    Reflections give little if any explanation for the purposes of the interview or observation in the field site.   0 points                                

    Explicit connections are made to course readings
    2 points

    Some connection to reading but often not explicit
    1 points

    No connection to course readings.
    0 points

    Explicit connections of what you learned from this activity that will impact your practice as a teacher? 2 points

    Brief connections of what you learned from this activity that will impact your practice as a teacher? 1 point

    NO connections of what you learned from this activity that will impact your practice as a teacher? 0 points

    Careful attention to spelling and grammar. Well organized paragraphs help the reader follow your thinking
    2 points

    Several minor errors in spelling and grammar (3-5) Organized paragraphs but some difficulty in following your thinking  1 point

    Substantial errors in spelling and grammar. Construction of paragraph is confusing
    0 points

    Total Points:    /10 points

    10/29 FW due

    Wednesday 11/7/12

    Chapter 9 continued

    Field Work – Due 11/19/12 – Observation = 10 points, Reflection = 10 points

    Physical Needs of Middle Children

    OBSERVATION/INTERVIEW: For this assignment, you are to visit a local elementary school or community center that has programs for children.  For this activity, you are to observe how the classrooms and playgrounds are designed to accommodate the physical abilities of the children in middle childhood.  You will have 1 set of questions and 2 handouts to help you complete this assignment; 8.1 Accommodating the Physical Needs of Children (record comments and examples in the blank right-hand column), and 8.2 Developmental Analyses of Playground Equipment  (answer the questions about the equipment you are analyzing).  Based on what you have observed from the questions, and what you have completed on the “handouts”, write an analysis of your findings. You should attaché your “handouts” to your analysis in the drop box.   This entire assignment is worth 20 points.
    Some issues to keep in mind:

    • What types of materials are within reach and what is kept out of reach?  It is not uncommon for teachers or supervisors to restrict the amount of open space in a classroom to reduce indoor rough and tumble play.
    • What items are accessible to students and which ones are not?
    • Is there variation from one classroom to another/
    • What arrangements are made to ensure privacy in locker rooms?
    • What arrangements are made to convey that students of all abilities are welcome in that learning environment?  Are aisles wide enough for easy movement by a student in a wheelchair?
    • Based on the physical arrangement of the classrooms and playground, how much is physical movement encouraged here?

    Handout 8.2

    Developmental Analyses of Playground Equipment

    Please answer the following questions about the equipment you are analyzing.

    • Describe the equipment you are analyzing.

      

    • For what age group is this equipment intended? How do you know?
    • Based on what you read in chapter 8 about elementary-aged children’s fine and gross motor development do you
    • Believe that this equipment is appropriate for the age group for which it is intended?
    • Likely to help develop gross motor control? Explain.
    • Likely to develop fine motor control? Explain.
    • Is this activity safe and appropriate for students with physical disabilities? Explain.
    • Are there any improvements that you would make to this toy to make it more appropriate for all children?  Explain.

     Field Work Assignment:
    NAEYC 1a, 1b, 2a, MoSPE  Standard 2 – Quality Indicator I #1, Quality Indicator #3

    Grading Rubric for Week 7 Observation


    Exceeds Expectations

    Meets Expectations

    Unacceptable

    Provides detailed evidence for each of the 6 questions presented.

    5 points

    Provides evidence for at least 4/6 questions presented
    4 points

    Provides brief or no evidence
    0 points

    Describes 3 or more interventions to be used in the classroom for supporting positive peer relationships.
    5 points

    Describes 2 interventions to be used in the classroom for supporting positive peer relationships.
    4 points

    No interventions described
    0 points

    Total Points:   /10 points

    Instructor may be attending NAEYC Conference- if so- assignment will be via e-companion.

    10/31 FW due

    Week 13

    Monday 11/12/12

    Chapter 10 Social Emotional Development in Middle Childhood

    Clicker questions for Chapter 10

    Power Point overview for Chapter 10

    Discussion/Activities participation = 5 points

    "Build-a-Kid" This activity is designed to provide a hands-on review of significant physical, cognitive, and social emotional milestones of middle childhood. It was created by Dr. Ranae Stetson of Texas Christian University. Used with Permission.

    Attributes of child development chapters 8-10

    .

    Children Live What They Learn

    This activity uses a poem as a jumping off point from which to discuss the role teachers play in promoting social and emotional development in students.

    Field Work – Due 11/21/12 – observation = 10 points, reflection = 10 points

    FIELD WORK:

    Middle Children

    OBSERVATION/INTERVIEW: You are to observe middle children interacting in a classroom or playground.  Make careful notes.  Write a summary based on the following questions:

    • What evidence did you use to identify social acceptance or rejection?
    • What evidence did you use to identify competence?
    • What evidence did you use to identify moral self-worth?
    • What evidence did you use to identify control?
    • If you interviewed the teacher, do you thing s/he would support your speculations?  What further evidence might you need to make more accurate assessments?
    • What interventions might you use in your classroom for supporting positive peer relationships?

    Field Work Assignment:
    NAEYC 1a, 1b, 2a, MoSPE  Standard 2 – Quality Indicator I #1, Quality Indicator #3

    Grading Rubric for Week 6 Observation


    Exceeds Expectations

    Meets Expectations

    Unacceptable

    Provides detailed evidence for each of the 6 questions presented.

    5 points

    Provides evidence for at least 4/6 questions presented
    4 points

    Provides brief or no evidence
    0 points

    Describes 3 or more interventions to be used in the classroom for supporting positive peer relationships.
    5 points

    Describes 2 interventions to be used in the classroom for supporting positive peer relationships.
    4 points

    No interventions described
    0 points

    Total Points:   /10 points

    REFLECTION:  Complete your assignment with a well-developed reflection that connects your observations to the reading and considers your learning from this assignment and how that information will impact your teaching..  This part of the assignment is important and should be at least ½ to 1 page

    Field Work Assignment:
    NAEYC 1a, 1b, 2a, MoSPE  Standard 2 – Quality Indicator I #1, Quality Indicator #3

    Grading Rubric for Reflection of Fieldwork Assignment


    Exceeds Expectations

    Meets Expectations

    Unacceptable

    Reflections clearly explain the purposes of the interview or observation in the field site.
    4 points

    Reflections briefly reference the purposes of the interview or observations in the field site
    3 points

    Reflections give little if any explanation for the purposes of the interview or observation in the field site.   0 points                                

    Explicit connections are made to course readings
    2 points

    Some connection to reading but often not explicit
    1 points

    No connection to course readings.
    0 points

    Explicit connections of what you learned from this activity that will impact your practice as a teacher? 2 points

    Brief connections of what you learned from this activity that will impact your practice as a teacher? 1 point

    NO connections of what you learned from this activity that will impact your practice as a teacher? 0 points

    Careful attention to spelling and grammar. Well organized paragraphs help the reader follow your thinking
    2 points

    Several minor errors in spelling and grammar (3-5) Organized paragraphs but some difficulty in following your thinking
    1 point

    Substantial errors in spelling and grammar. Construction of paragraph is confusing
    0 points

    Total Points:    /10 points

    11/5 FW due

    Wednesday 11/14/12

    PROFESSIONAL DEVELOPMENT

    Participation = 5 pints

    You have an attitude choice! Video “Fish”

    You have a role in “stop the bullying” – Video Peter Paul and Mary project.

    Week 14

    Monday 11/19/12

    Portfolio- Workshop- Bring all of your finished work for this class and we will begin work on an artifact for this class.

    11/7 FW due

    Wednesday 11/21/12

    Continue work on Portfolio project.

    Work on Theorists Grid

    11/12 FW due

    Week 15

    Monday 11/26/12

    Guest Speaker TBA

    Wednesday 11/28/12

    Final discussions- review for final exam

    Week 16

    Monday 12/3/12

    Final Exam

    Wednesday 12/5/12

    Portfolio Project due – share with class

    Participation = 5 points

    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 95-96
    Park University 2012-2013 Undergraduate Catalog p95-96.

    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 95
    Park University 2012-2013 Undergraduate Catalog Page 95

    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 2011-2012 Undergraduate Catalog Page 98
    Park University 2012-2013 Undergraduate Catalog page 98

    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:
    Rubrics are posted each week with the assignments.


    Attachments:
    NAEYC Standards

    MoSPE Teacher Standards

    MoSPE Teacher Standards Continuum

    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:8/19/2012 8:38:44 AM