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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

F1T 2012 DL

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 - October 14, 2012

Class Days

online

Class Time

online

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


Course Description:
EDC220: Child Growth and Development for Early Childhood and Elementary Teachers: A study of the growth and development of children, birth through the years of middle childhood. Emphasis will be placed on contemporary multicultural dimensions of development and child rearing, and their implications for teachers. Students will spend five contact hours in each of three early childhood settings: Infants/Toddler, Pre-primary and Early Elementary (K-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

    130 points

      30.5%

    Reflections

    10 points each

    130 points

      30.5%

    Portfolio Artifact

    30 points

      30 points

       7%

    Threaded Discussions

    10 points each

      80 points

      19%

    Proctored 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 October 14, 2012.)  Assignments must be submitted by 11:59 pm CST on Sunday of each week to receive credit. 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 online participation rules:
    • You should use Email for private messages to me and/or to your classmates.  The class conference area is to be used for public messages only.
    • You must participate in all conference area topics and discussions.  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 online 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, online self-tests, participation in the discussion board group work, 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 proctored exam.  (There will be no mid-term exam).    

    The next section will be your field work assignment for the week.  This course includes about 15 hours of field work.  The field work will be tied to the reading assignment information each week.  This will come in the forms of interviews and observations of children, parents and teachers or child care workers.  There will be a rubric posted each week to help guide your tasks.  After your interview, observation, you will be expected to write your findings of the activity and then complete a reflection of what you learned.  This means you will talk about what you learned from the experience, compare what you observed with what you read in the textbook and then tell how this will impact your professional practice.  In other words, how can you use what you learned to make you a better professional?

    BEFORE YOU BEGIN:  When you open the site to open this course, you will find other courses, you did not sign up for, listed.  Open PDL300.  This is a free course that will walk you through all the “mechanics” of an online course:

    How do I retrieve or post something in “Doc Sharing”?

    • How do I post or respond to the “Threaded Discussions”?
    • How do I post my lessons?
    • How do I look at my grades?
    • Etc.

    BEGIN:

    This course is split into 8 weekly units.  The unit starts and ends on Sunday at midnight CST. (CST is the Central Standard Time Zone and is the zone for Park University HOME campus in Parkville, MO)

    You will be able to view your course content on the first day of the week (Monday at 12:00am).  The sequence of topics in the course is linear.  Complete Week 1 before starting Week 2 content, etc.

    Submitting Assignments

    All electronic assignments are required to be submitted through the weekly Dropbox or Discussion boards.   Because there are many different computer software  used by students in this class, you must submit your assignment in “Rich Text Format”.

    Due Dates:

    ·         Discussion Board – Initial weekly posts are due by Wednesday at 12:01a.m., CST and the follow up posts are due by Sunday at midnight CST.

    ·         Assignments are due to be posted in the weekly Dropbox by Sunday at midnight CST.

    Schedule Changes

    Occasionally there are weather problems on campuses, technical outages or other problems that may interfere with a student having access to the online courses.  Instructors may modify these dates if needed.  Students will be notified of changes in the schedule in the weekly Course Announcements.  Students should notify the course instructor if there are critical happenings in their lives or area they live that would delay an assignment.  This is extremely important in that if the system detects you have not participated in the class for 2 consecutive weeks, it will automatically drop you from the course which will result in an automatic “F” for the course.  Only your instructor may excuse you from an absence. 

    WEEKLY SCHEDULE
    Full directions and details for these assignments can be found in each week of the online course

    WEEK 1

    Overviews and Concepts

    Readings – Child and Adolescent Development- Part 1

    • Chapter 1 Introduction: Dimensions of Development
    • Chapter 2 Theory and research in Child Development

    Threaded Discussion 10 points

    Examine Your Beliefs about Development:  5 points

    Fieldwork – interview 2 sets of parents of different cultures – Relating to Every Child: Different Parenting Styles in Different Cultures (p17) 10 points
    Reflection of interview 10 points.

    WEEK 2

    Overviews and Concepts

    Readings: Child and Adolescent Development- Part II

    • Chapter 3 – Genetics, Prenatal Development and Birth

    Threaded Discussion 10 points

    Field Work:

    • Interview of new parent(s) 10 points observation – 10 points reflection
    • Observation of new born- 10 points observation – 10 points reflection

     

    WEEK 3

    Overviews and Concepts
    Readings: Child and Adolescent Development- Part II

    • Chapter 4 Infancy and Toddlerhood

    Threaded Discussion 10 points

    Field Work: Observation of Infant and Toddler Development and Learning
    2 observations:

    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.  10 points observation, 10 points reflection.
     
    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.  10 points observation, 10 points reflection.

    WEEK 4

    Overviews and Concepts

    Readings: Child and Adolescent Development- Part III

    • Chapter 5 Physical Development in Early Childhood

    Threaded Discussion 10 points

    Field Work: 2 observations:
    Observation #1: Gross Motor Skills: 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.  10 points observation, 10 points reflection
     
    Observation #2: Fine Motor Skills - 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.  10 points observation, 10 points reflection.

     

    WEEK 5

    Overviews and Concepts

    Readings: Child and Adolescent Development- Part III

    • Chapter 6 Cognitive Development in Early Childhood

    Threaded Discussion 10 points

    Field Work:  1 observation;  

    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?

    Language and Literacy, 10 points observation, 10 points reflection

     

    WEEK 6

    Overviews and Concepts
    Readings: Child and Adolescent Development- Part III

    • Chapter 7 Social Emotional Development in Early Childhood

    Threaded Discussion 10 points

    Field Work
    You are to observe middle children interacting in a classroom or playground.  Make careful notes on the social behaviors you observe.  10 points observation, 10 points reflection. 

    WEEK 7

    Overviews and Concepts

    Readings: Child and Adolescent Development- Part IV

    • Chapter 8 Physical Development in Middle Childhood

    Threaded Discussion 10 points

    Field Work:  Observation of physical development of elementary aged children. Observe motor differences between 6-7 year olds and 8-9 year olds. 10 points observation, 10 points reflection

    Portfolio : Development of an artifact for portfolio 30 points - Examples given in class.

    WEEK 8

    Overviews and Concepts

    Readings: Child and Adolescent Development- Part IV

    • Chapter 9 Cognitive Development in Middle Childhood
    • Chapter 10 Social Emotional Development in Middle Childhood

    Threaded Discussion 10 points

    Field Work: 2 observations in Middle Childhood  – 6-11 year olds:
    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)

     

    Observation #2 Social Emotional Development in Middle Childhood (6-11 year olds)

    Observe several children interacting in a social setting (e.g. classroom, playground, private home) and resond to the questions from Handout 10.2. (Handout 10.2 is worth 10 points and your reflection is worth 10 points—both should be posted in the drop box)

    Proctored Final – 50 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.
    ONLINE NOTE: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools.

    Park University 2011-2012 Undergraduate Catalog Page 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 ContinuumBibliography:
    See list of web pages



    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:8/12/2012 2:47:53 PM