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EDC 362 Infants and Toddlers
Harris, Catherine A.


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 362 Infants and Toddlers

Semester

UU 2012 HOZ

Faculty

Harris, Catherine A.

Title

Adjunct Faculty

Degrees/Certificates

B.L.A. Psychology/Speech & Hearing Science-Univ. of Missouri/KC
M.S.Ed. Deaf Education-University of Kansas
Early Childhood Special Education Certification

Daytime Phone

816-547-5352

E-Mail

Cathy.Harris@park.edu

Semester Dates

June 4th-July 29th

Class Days

Monday

Class Time

6pm-9pm

Prerequisites

Admission to the School for Education. Students must co-enroll in EDC372 or 382  or permission from Coordinator or Department Chair

Credit Hours

3


Textbook:

1. Gonzalez-Mena J. & Widmeyer Eyer D. (2012). Infants, Toddlers and Caregivers 9th ed. NY, NY: The McGraw-Hill Companies, Inc.

2. Digital Video Camera to upload video/photos of teaching experience.

3. All Park University teacher candidates seeking certification and licensure 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 (cwilliams@park.edu) with the following information:

1.    Your Name

2.    The Contract Period you wish to purchase

3.    Your student identification number

4.    Your program of study

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 (cwilliams@park.edu) requesting she provide your current education professors and an academic advisor (list them) access to view your portfolio.  It is imperative you complete this final step!!


Optional:
1. Gandini, L. & Pope Edwards, C. eds. (2001). Bambini. The Italian Approach to Infant/Toddler Care. NY, NY: Teachers College Press.

2. Bredekamp S. & Copple, C. (2010). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. Washington, D.C. National Association for the Education of Young Children.

Additional:
Materials will also be downloaded from E-College.

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
EDC362 Infants and Toddlers: Students will plan, implement and evaluate developmentally appropriate materials, activities and strategies for children, birth through age 2. ECE Certification students and ECE Teaching Young Children must be concurrently enrolled in EDC382. Prerequisite: Admission to the School for Education. 3:0:3

Educational Philosophy:
The instructor's educational philosophy is one of interactiveness through writings, observations, dialogs, internet and websites, helping students to integrate learning from EDC 362 with a first hand, supervised field experience in an infant/toddler classroom. Projects and assignments from EDC 362 in conjunction with assignments and experience at practicum site provide the opportunity to assimilate teacher knowledge skills and dispositions. 

  Instructor Learning Outcomes

  1. Articulate and apply an educationally sound philosophy of early childhood education as a basis for making professional decisions when working with children and their families  MoSTEP - 1.2.1 &1.2.9  NAEYC - 4d.  ECE Competencies - 1.4
  2. Develop and evaluate opportunities to use technology as a teaching and learning tool   MO-STEP - 1.2.11  ECE Competency - 6.5
  3. Plan learning environments and experiences that promote play as a context for supporting development, active learning, and construction of knowledge  MoSTEP - 1.2.2 & 1.2.5  NAEYC - 4c  MOECE Competencies - 6.1, 6.2 & 6.3  SPED Competencies – 5
  4. Know about and use observation, documentation and other appropriate assessment tools and approaches  MO-STEP - 1.2.8.1  NAEYC - 3c
  5. Use developmental knowledge to create healthy, respectful, supportive and challenging learning environments (from NAEYC 1c & MO ECE 2.3)  MoSTEP - 1.2.1, 1.2.2 & 1.2.3 NAEYC - 1c & 4d  MOECE Competencies - 2.3  SPED Competencies - 2 & 5
  6. Construct positive relationships and supportive interactions as the foundation for their work with children; especially understanding the cultural identity of each child, individuality, and special rights that makes each child unique  MoSTEP - 1.2.3, 1.2.7 & 1.2.10  NAEYC - 2a & 4a  ECE Competencies - 2.1  SPED Competencies - 7
Class Assessment:

Participation in class weekly discussion of chapter readings. Evidence of reading assignments is evident through the application of ideas and reflection in discussions during classtime. 80 Total Points (10 points for each discussion board).

Project 1: Group Project and Activity/Experience Planning:

As a small group (2-4), teacher candidates will design:

1.  a presentation of the proposed topic, the Ounce Scale System of Assessment (for either infants or toddlers, to correspond to the age group you are working with in your practicum classroom).

  • Teacher candidates will post the background information on the three elements of the Ounce Scale System and will focus on the six areas of development for either infants or toddlers (corresponding to the age group of the students in the practicum classroom). Through a presentation utilizing technology (power point, mock website, etc.) teacher candidates will take the role as the teacher, explaining to “families” about how the Ounce Scale Assessment System is used with their children.  Candidates will use multiple resources including, but not limited to,  http://www.tkwconsulting.com/ounce.htm to create the presentation.  A delegate from each group will post the presentation.
  • The team members will facilitate the dialogue and check into the class regularly to answer questions and respond to peers.

 2. In addition, teacher candidates will plan and design activities emphasizing the importance of play and creativity for children aged birth to three.

  • Each teacher candidate must suggest one activity.  Activities must be developmentally appropriate, hands-on, accurate, relevant and meaningful for either infants or toddlers (reflecting the age of the children in your practicum classroom).
  • Teacher candidates will take the role as the teacher, explaining to families how the activities can be used for assessment using the Ounce Scale Standard.
Virtual sign-up (group formation) can be found and are due in Week 1. Please indicate which member of your group will be designated as group representative, responsible for posting presentation online.
Proposed plans for the presentation and activities are due for professor feedback in Week 2. 
Project 1 presentation is due in Week 3 (posted by group representative).  
Scores are determined upon both individual and group performance.


Project 2: Environment Project (Core Assessment):

Teacher Candidates will design, implement and analyze an environment within the early childhood classroom for infants and toddlers. Although the role of the classroom teacher is important, teacher candidates will relate the aspects of this project to the physical environment as a third teacher. This environment should be age/developmentally/ and culturally appropriate; hands-on, interesting to the children, creative, well organized, maintain the children's attention, demonstrate integration of content areas, include any directions, incorporate ideas for children with varying needs, and be integrated across the curriculum. Through this project, teacher candidates should be able to build upon the experiences and knowledge of the students enrolled in the classroom and document growth and development using the Ounce Scale Standard of Assessment.

  • Teacher candidates should work with the mentor teacher in order to develop ideas for the plans.
  • Teacher candidates should submit the entire plan to professor for feedback prior to providing mentor teacher with copies. No plans may be implemented until you have received written feedback.
  • After receiving feedback from professor, teacher candidates may revise their plan and submit to mentor teacher for feedback. If a teacher candidate implements a plan without feedback from both parties, they will not receive a score for that activity.
  • Upon feedback from the professor and mentor teacher, teacher candidates will facilitate the activity with the children.

 The Plan - 2a: (due Week 3)

When planning an environment for children, teacher candidates must take into consideration a pre-assessment of children. Teacher candidates must understand their prior knowledge and experiences. In order to consider these steps for effective planning:

  • Observe the children, listen to them and ask open-ended questions.
  • Talk with Mentor Teacher about curriculum and observations.
  • Plan the environment to build upon experience and knowledge of the children enrolled in the classrooms.
Before implementing Project 2 in the practicum classrooms the approval form from Mentor Teacher must be submitted to Professor in dropbox. 

The Implementation -2b: (Due Week 4)

Teacher candidates will implement the environment, making sure to document by taking five (5) photographs, as follows:

  1. Take a photo of any materials that you plan to include
  2. Take a photo of any materials after they are placed in the environment (showing how you have organized them).
  3. Take a photo of one child interacting in the new environment.
  4. Take a photo of a group (more than one) of children interacting in the new environment.
  5. Take a photo of the materials after they have been implemented in the environment for 1 Week (making note if/how the organization of materials has changed).
These photographs are to be uploaded for peer review and feedback (Week 5).

Remember to present Mentor Teacher with Project 2b form: (Implementation of Environment) on the day you implement your new environment (he/she should fill it out one week after implementation and submit it back to Professor through email.  You will be responsible for providing Professor email address to Mentor Teacher).

The Analysis -2c: (Due Week 6)

After having set up the environment change: (The environment should be left up for a minimum of one week in order to evaluate the usage).

  • Reflect upon the experience.
  • Consider how the children utilized the new environment and write a reflection using your notes and photos (minimum of five (5) pictures) of the children using the environment.
  • What worked well in the environment; what did not?
  • Why do you think that it was working well? How would you change it in the future?
  • Did you have to make any changes while it was set-up? What changes were they and why did you make them?
  • How did the families respond?
  • What are some important things that you learned from this experience?
  •  Tie to what you have been talking about in class.
Self-assess by initialing by each area; then submit form with Analysis Paper to Professor.


Project 3: Activity Implementation and Video reflection: 

3a. In collaboration with your mentor teacher, plan an activity to implement with the children during center time. Outline your plan using the Activity one Plan Format guide, making sure to address each criteria. (Due Week 5)

3b. Implement activity. As you implement the activity, videotape yourself teaching.  Ask your Mentor teacher to help you or position camera so that it is pointed at you. This videotape must then be submitted to professor in dropbox. Approval form must be submitted by Mentor Teacher to Professor by email, prior to implementation. You are responsible for providing Mentor Teacher with Professor's email address. (Due Week 6)

3c. Review the video using the outlined questions (found in attached project packet) to help self-reflect and self-evaluate teaching. Also include a description of the theoretical orientation and how it relates to the activity. In other words, how did the way you teach and the experience you gave the children relate to constructivist/social constructivist theorists such as Piaget, Vygotsky, Dewey, or Bruner, etc. Make sure that you cite references APA style. (Due Week 7) 


Project 4: Personal Philosophy Statement-INFANT/TODDLER: (Due Week 8)

Teacher Candidates will begin this process by listing adjectives to describe 1)Children, 2)Families and 3)Teachers. These lists of adjectives becomes your image of the child, teacher and family. It is important to understand that the way we describe people affects the way that we work with them. Use these images to help you define your philosophy.

Teacher candidates will write a personal philosophy statement for INFANT/TODDLER aged education. Supporting documentation include: image of the child, image of the teacher, image of the family, theories that support views on children, teaching and family involvement, and journals written in practicum piece. Citing references APA style, especially when addressing theory, is required.

Final Exam: Essay (Week 8)


Grading:

Grading Policy:
Class Discussion Boards 8 @ 10 points each 80 points
Project 1: Presentation 35 points 35 points
Project 2: Environment Project
Core Assessment
2a: A View of the Environment and Plan for Learning Center 45 points
2a: The Environment Plan – Mentor/Practicum Instructor approval form 10 points
2b: The Environment Implementation 25 points
2c: The Environment Analysis 35 points
115 points
Project 3: Activity 3a: Activity Plan 15 points
3a: Activity Plan – Mentor/Practicum Instructor approval form 10 points
3b: Activity Implementation 15 points
3c: Activity Reflection 30 points
70 points
Project 4: Infant/Toddler Philosophy Including: Image of Teacher, Child and Family 15 points
Philosophy of Infant/Toddler Education 28 points
43 points
Proctored Final 30 points 30 points
TOTAL  373 points



Grading Scale:

A

90-100%

B

80-89%

C

70-79%

D

60-69%

F

0-59%


Late Submission of Course Materials:
Teacher candidates must follow the criteria outlined and abide by the due dates for each project. Late submissions are accepted only with prior approval from the professor. Twenty percent of the total points (for the project) may be deducted if the professor accepts the paper as a late submission. It is the teacher candidate’s responsibility to contact the professor prior to due date if he/she does not understand the criteria for the assignments as explained.

Classroom Rules of Conduct:

Reading/Class Participation

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

Writing Assignments:

Scoring guides that include format for written assignments are provided for the course. Teacher candidates should attend the writing center to ensure that papers do not bear any technical writing and typological errors. Teacher candidates must cite references using APA style within the contents of the paper. Teacher candidates should write papers in order to explain all information (assume that the reader does not understand the information presented). This form of writing will enable the students to explain their ideas and understanding of content to the professor. Furthermore, this form will better enable students to explain ideas to family members of children with whom they will work in the future. All written papers should be saved for the purpose of revision.

Visiting programs or schools for observations:

It is essential that teacher candidates always remember that they are representatives of Park University. Professional dress and behaviors are required during all observations. Candidates must review the protocols and practicum manual for visiting programs. Cell phones for emergencies and are required to be turned to vibrate. Otherwise, all phones are to be turned off during class time.  Text messaging is not permitted during class time.

Course Topic/Dates/Assignments:


WeekWeekly ActivityWeekly ProjectWeekly Readings
Week 1
  • Discussion Board
  • Practicum Discussion Board
  • Video Observation
  • Community Building
  • Letter of Introduction to Mentor Teacher and Families at Practicum Site
  • Sign up for Project 1 team
  • Chapter 1 Gonzalez-Mena & Eyer
  • Resources for Infant Educarers (RIE) www.rie.org
Week 2
  • Discussion Board
  • Practicum Discussion Board
  • Video Observation
  • Project 1 Plan
Week 3
  • Discussion Board
  • Practicum Discussion Board
  • Activity - Uploading photos from Environment Project
  • Project 1 Presentation
  • Project 2a Environment Change Plan and approval forms to Mentor and Prof.
  • Chap 4, 12 Gonzalez-Mena & Eyer
  • Classroom Architect is an interactive architectural plan to help design the existing room environments and the one that you will be creating.
Week 4
  • Discussion Board
  • Practicum Discussion Board
  • Video Observation
  • Project 2a Approval Form from Mentor PRIOR to implementing in classroom
  • Project 2b Implement Environment Change in practicum classroom, taking a minimum of 5 photographs to be uploaded in practicum discussion board (see Week 5 requirements)
  • Chapters 5,10 Gonzalez-Mena & Eyer
Week 5
  • Discussion Board
  • Practicum Discussion Board
  • Project 2b "The Environment - Implementation" form with feedback from Mentor Teacher, after having self-assessed (you should have given this to Mentor Teacher last week as you set up your environment).
  • Project 3a PLAN and approval forms, after having self-assessed to Mentor Teacher and Professor.
  • Chapters 6, 7 Gonzalez-Mena & Eyer
Week 6
  • Discussion Board
  • Practicum Discussion Board
  • Video Observation
  • Project 2c: Environment Change Analysis and form, after having self-assessed
  • Project 3a: approval form from Mentor teacher and Professor PRIOR to implementing in practicum classroom
  • Project 3b Implement Activity in Practicum Classroom, VIDEOTAPING YOURSELF
  • Chapters 8,9 Gonzalez-Mena & Eyer
Week 7
  • Discussion Board
  • Practicum Discussion Board
  • Video Observation
  • Project 3b Mentoring Guide form (feedback) from Mentor Teacher
  • Project 3c Activity Analysis using guidelines for viewing video and form, after having self-assessed
  • Chapter 11, 13 Gonzalez-Mena & Eyer
Week 8
  • Discussion Board
  • Activity - "Important Forms"
  • Final Exam
  • Project 4 Philosophy of Infant Toddler Education
  • Chapters 14 Gonzalez-Mena & Eyer
         

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 93

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2011-2012 Undergraduate Catalog Page 93

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2011-2012 Undergraduate Catalog Page 96

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

Additional Information:

Bibliography:

Copyright:

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Last Updated:6/13/2012 7:39:00 PM