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EDC 220 Child Growth & Devel for ECE &Elementary Teachers
Ogle, Ann K.,, Ms.


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

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



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

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

EDC 220 Child Growth & Devel for ECE &Elementary Teachers

Semester

F2B 2012 BL

Faculty

Ogle, Ann K., Ms.

Title

Adjunct Faculty

Degrees/Certificates

B.S. Education
M.S. Psychology
PhD Candidate, Industrial and Organizational Psychology

Office Location

Park University, Ft. Bliss, Texas

Office Hours

By Appointment

Daytime Phone

915-241-8085 (text messaging acceptable)

Other Phone

915-569-7199

E-Mail

Ann.Ogle@park.edu

ao4kids2@aol.com

Semester Dates

10/22-12/16/2012

Class Days

------S

Class Time

8:00 - 1:00 PM

Credit Hours

3


Textbook:
Woolfolk, A. & Perry, N.E. (2012). Child and Adolescent Development. Upper Saddle River, NJ./Pearson. ISBN:

13:978-0-13-702311-0

Recommended Resource/Text:

American Psychological Association. (2010). Publication Manual of the American Psychological Association. 6th ed.

Washington, D.C.: American Psychological Association.

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.



Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
American Psychological Association. http://www.apa.org

National Association for the Education of Young Children. http://www.naeyc.org

National Head Start Association. http://www.headstartinfo.org

U.S. Department of Education. http://www.ed.gov/index.jsp

Texas Education Agency. www.tea.state.tx.us/

ERIC. http://ericec.org/

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-3). 3:0:3.

Educational Philosophy:
It is my belief that learning is dynamic; in order to fully understand and think about material, an exchange of ideas is necessary. Consequently, beyond the materials made available throughout this course of study, it will the lively and interesting exchanges that make the material valid and important – not only to receiving a grade for the course but to the application of its ideas in life and in future study. As the student studies development across the early years, he or she may well discover the knowledge set forth here was part of their own development. It was most certainly a part of mine. (Ogle, 2012).

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.


    Core Assessment:
    Core Assessment:
    Weekly Observations with Analysis and Reflection

     


     

    Link to Class Rubric

    Class Assessment:

    Discussion Questions: During weeks two through eight (six of eight weeks), students will develop a response to two discussion questions. Those responses must be at least 150 to 250 words in length and have one reference. All reference must come from a recognized source (i.e. a textbook, a peer reviewed journal, a dictionary or encyclopedia). Sources like Wikkipedia will not be considered acceptable. 

    Lecture Notes: Both the midterm and final examinations will be “open lecture notes”. It is encouraged that students use not only handouts and presentations, but also notes from each class to complete these tests. It is further encouraged that the learners in this course make notes as appropriate from the textbook, as the textbook will not be open during the tests.

    Research Paper: A research paper will be due in week six (6). This paper will be at least 1400 to 1700 words in length and have at least five scholarly references from textbooks or peer reviewed journals. Sources like dictionaries and encyclopedias will not count toward the five required sources for this assignment. The paper will be formatted according to the APA manual of style, and a title page is required. (Topic choices are during week one).

    Oral Presentation: During week seven, each student will make an oral presentation. A power point will be used to support the presentation that shares the information from their research paper. This power point presentation will be 8 to 10 slides in length, and will include presenter notes for review by the instructor. A reference slide is required but will not count toward the total number of contextual slides. The presentation should last at least 10 minutes and should not exceed 20 minutes.

     APA Recognized Manual of Style: All assignments for grading will be submitted in the APA Manual of Style. The week one lecture will include key elements for this to include font type and size, spacing requirements, first line versus hanging indentations, appropriate italics, cover page, and heading/subheading structures.

    Grading:

    Grading Plan:

    Discussion Questions: 10 points each/ 20 points per week/ 110 points per semester

    Midterm: 200 points

    Final: 200 points

    Research paper: 200 points

    Power Point Presentation: 200 points

    Observation Papers: 10 points each or 70 points per semester

    APA Style: 20 points

     

    Possible score: 1000

    Grading Scale:

    90-100 = A

    80-89 = B

    70-79 = C

    65-69 = D

    Below 65 = F

    Late Submission of Course Materials:
    If an assignment is late, 10% of the total grade will be lost the first week, 50% the second week, and after two weeks the assignment will not be accepted. However, special circumstances may be discussed.

    Classroom Rules of Conduct:

    This course will borrow the pillars from Character Counts ®: Respect, Trustworthiness, Responsibility, Fairness, Caring, and Citizenship (http://charactercounts.org/sixpillars.html). These pillars will be the flagship for our mutual conduct in class.

    We will respect one another by listening to each other, debating each other with the understanding we all may be right, and attempting not to disturb each other while we study (i.e. put your phone on vibrate). We will show our sense of citizenship by respecting our campus (limit food and drinks in the classroom and pick up after ourselves). We will show our trustworthiness by holding academic integrity as integral to our work and completing this course as the University has tasked us to. Finally, we will be fair and kind. All of these will show that we care.

    Course Topic/Dates/Assignments:

    Week 1 (October 27) : Introductions and review of the syllabus. Lecture/Discussion. Assignment: Read Chapters 1 and 3. Discussion Questions (DQs) assigned.

    Week 2 (November 3): Lecture/Discussion. DQs 1 and 2 due. Observation paper #1 due. Read Chapter 4.

    Week 3 (November 10): Lecture/Discussion. DQs 3 and 4 due. Observation paper #2 due. Read Chapters 5, 6, and 7.

    Week 4 (November 17): Lecture/Discussion. DQ 5 due. Observation papers # 3 and # 4 due. Read Chapters 8, 9, and 10. Midterm Exam.

    Week 5 (November 24): Lecture/Discussion. DQs 6 and 7 due. Observation paper # 5, 6, and 7 due. Focus on your research paper and power points due week 6 and 7!

    Week 6 (December 1): Lecture/Discussion. Research Paper due. Read Chapters 11,12, and 13.

    Week 7 (December 8): Power Point presentations. Lecture/Discussion. DQs 8 and 9 due.

    Week 8 (December 15): DQs 10 and 11 due. Final Exam.

    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

    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

    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

    Disability Guidelines:
    Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



    Rubric

    CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
    Analysis (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:9/20/2012 8:01:23 AM