School For Education Mission StatementThe 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.
School For Education Vision StatementThe 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
EDC 222 Early Childhood Principles
S1T 2013 DL
Grant, Lisa A.
Adjunct Faculty - Online
B.S. - Human Development & Family Studies, Specialization-Children, Youth, & Family Services: Penn State UniversityM. A. - Human Development, Specialization-Leadership in Education: Pacific Oaks College
January 14, 2013 - March 10, 2013
EDC 220: Child Growth & Dvelopment
Early Childhood Education Today, 11th Edition
By George S. Morrison
Published by Merrill
Pub. Date: Mar 13, 2008
Textbooks can be purchased through the MBS bookstore
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
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.
Per Student (Prepaid)
Per Student, Per Year
2. Send an
email to Carol Williams (firstname.lastname@example.org) with the following
a. Your Name
The Contract Period you wish to purchase
Your student identification number
Students on a non-certification early childhood track, Teaching Young Children
or Early Childhood and Leadership, need to request purchase of the NAEYC
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.
receipt of your payment, you will receive your login information. You must then
send a final email to Carol Williams (email@example.com), 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.
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 firstname.lastname@example.org or call 800-927-3024Resources 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 email@example.com 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.
A combination of delivery methods is key, in order to
grasp every learner in a course. A combination of hands-on assignments,
reading, and self-reflection provides every student with the opportunity to
display his/her skills and talents. I enjoy utilizing a variety of discussion
starters, articles, and projects in order to accomplish this objective. The
variety in approaches and activities allows each student to feel comfortable
enough in the learning environment to learn, reflect, and share their own
experiences and what they are learning with me and the rest of the class.
My role in the classroom is that of facilitator. I want to coach and mentor my students as we
explore the topic at hand; get them actively engaged in the material. It is critical to form a professional
relationship with students that is built on mutual respect. In order to do this, I must display the
willingness to learn from them…making an environment again, where students feel
comfortable being themselves, and sharing their thoughts and experiences with
the group. My responsibility within the
student/teacher relationship demands that I also display my credibility; being
able to share my own experiences, as it relates to our coursework, with
them. Again, this fosters an atmosphere
of comfort with learning and sharing within the class and builds a strong
foundation for relating coursework to real-life experiences;
critically thinking about how theory influences practice.
Learning Outcomes: Core Learning Outcomes
Link to Class RubricClass Assessment:
Core Assessment: All Park University courses must include a core assessment that measures the relevant Core Learning Outcomes. The purpose of this assessment is to determine if expectations have been met concerning mastery of learning outcomes across all instructional modalities. The core assessment for this course is the Observations and Reflections.
Three Observations (210 pts) Candidates will observe in three different early childhood settings (Infant/Toddler, Pre-primary, Early Primary), 5 hours each,for a total of 15 hours.
Reflection part (completed upon the conclusion of each observation):
For each observation (infant/toddler, pre-primary and early elementary), reflect on learnings from the assignment. This should be completed once the observations have concluded. Keep in mind the following questions to help organize your thinking.
a) What are you noticing that seems important for your teaching (refer directly to observation and apply readings)?
b) How are these learnings helping you develop a vision of the teacher you want to be (refer directly to observation and apply readings)?
d) Why might your learnings be important for the time children will spend in your company (refer directly to observation and apply readings)?
e) How are your learnings helping you envision children as capable and competent (refer directly to observation and apply readings)?
f) How are you coming to appreciate the values that underlie teaching decisions (refer directly to observation and apply readings)?
Participation in class discussion board. Evidence of reading assignments is evident through the application of ideas and reflection in discussion boards. 90 Total Points (10 points for each discussion board and 5 points each for community building)
Project 1: Observations and Reflections (Core Assessment)
A. Observation part
B. Reflection part (completed upon the conclusion of the observation):
210 Total Points
Project 2: Model/Approach/Program Presentation Participate in a group presentation on the topic assigned. Grades are determined upon both individual and group performance. Groups will not only describe the model/approach/program (when it began, philosophy), but they should also identify the positives and negatives of their identified model/approach or program. The presentation must include a Power Point. Be creative in your presentation! Students should use resources to collaborate (virtual café, document sharing, etc.)
20 Total Points
Project 3: Technology Paper Description: During week 7, participate in the online discussion regarding technology. In addition to the regular text book reading, candidates will select 1 academic article to help understand appropriate uses of technology in an early childhood classroom AND 1 article to help analyze appropriate software for children in age group selected (3-5 year olds or 6-8 year olds).
After participating in the online discussion, candidates will select 1 computer software program for young children (either 3-5 year olds or 6-8 year olds). Candidates will play the game with a child of that age group. Fully describe what occurs in the program and how the child responds.
Using the information gained through the discussion board, analyze the software using the academic articles and text. Determine whether the software is appropriate to use in the classroom/with young children. Make sure to cite sources.
Proctored Final Exam Write an essay that describes your understanding of the early childhood competencies. Define each competency in your own words and provide specific examples that demonstrate your knowledge. (Competencies can be located at: http://www.dese.mo.gov/divteachqual/teached/competencies/ece_404.pdf . These will be provided on the day of the exam.)
45 Total Points
Late Submission of Course Materials:
Teacher candidates must follow the criteria outlined and abide by the due dates for each project. Late submissions are accepted only with prior approval from the professor. Twenty percent of the total points (for the project) may be deducted if the professor accepts the paper as a late submission. It is the teacher candidate’s responsibility to contact the professor prior to due date if he/she does not understand the criteria for the assignments as explained.
Classroom Rules of Conduct:
Reading/Class Participation Teacher candidates are required to read the textbook chapters in order to participate in class discussion boards. Small group work includes dialogue and problem solving throughout the semester. Individual teacher candidates can receive partial points for class participation and discussion boards. The class projects are based on contents covered in the text and class dialogue.
Writing Assignments Scoring guides that include format for written assignments are provided for the course. Teacher candidates should attend the writing center to ensure that papers do not bear any technical writing and typological errors. Teacher candidates must cite references using APA style within the contents of the paper. Teacher candidates should write papers in order to explain all information (assume that the reader does not understand the information presented). This form of writing will enable the students to explain their ideas and understanding of content to the professor. Furthermore, this form will better enable students to explain ideas to family members of children with whom they will work in the future. All written papers should be saved for the purpose of revision. Teacher candidates are allowed to make one revision for each written project if the grade is less than ninety percent and submitted on time. The due date for the revised papers is one week after they have been returned to students.
Visiting Programs When visiting programs or schools for observations it is essential that teacher candidates always remember that they are representatives of Park University. Professional dress and behaviors are required during all observations. Candidates must review the protocols for visiting programs, sign and return to professor prior to observing.
• Responses to questions due by 7 p.m. CT
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.
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 .
Last Updated:12/21/2012 1:47:23 PM