<p> Wilmington College Education Department Syllabus</p><p>EDU211 Child Development 3 semester hours/No Field Hours listed but 3 Observations required Term: Fall Year:2011 Section: M1 Days/Times: MWF 8:00 – 8:50 a.m. Room: Robinson 114</p><p>Instructor: Michele Beery Office: College Hall 300-D Telephone: 382-6661 extension 279 E-Mail: [email protected] Office Hours: MW 10:00 a.m. – noon or by appointment Please join the class wiki: http://edu211fall10.wikispaces.com/ </p><p>The Education Department Mission Statement restates the Wilmington College Mission Statement in a way that is specific to teacher training: to prepare teachers in the liberal arts tradition. The College strives to develop professional educators who demonstrate a thorough knowledge of the subjects they will teach and a thorough knowledge of the teaching and learning process. Teacher education students are expected to have and to convey high expectations to all students that they teach. Student will have an understanding of and demonstrate evidence of ability to teach diverse groups of children and to develop an understanding of the particular culture and community in which they teach. As teachers they will be able to create a positive environment that encourages active engagement in learning and self-motivation. They will become reflective practitioners, able to collaborate with all people concerned about the development of their students and able to build learning communities in their classrooms. (2010-2012 Catalog, p.7)</p><p>Conceptual Framework: As a “Reflective Practitioner for Peaceful Schools” the instructor is committed to:  modeling reflective practice  promoting peaceful schools through example, clear communication, positive discipline, problem solving and negotiation, and advocacy  ensuring that all candidates are knowledgeable and prepared according to the standards set by the appropriate Special Program Association (SPA) – NAEYC for Early Childhood  incorporating the Ohio Department of Education’s Standards for the Teaching Profession (Students, Content, Assessment, Instruction, Learning Environment, Collaboration & Communication, Professional Responsibility & Growth) and Wilmington’s Quaker Values (Equity, Diversity, Social Justice, Integrity, Peaceful Conflict Resolution, Stewardship of All Resources, Positive Discipline, Ongoing Reflective Practice, and Acting as Change Agents)</p><p>Course Description: This course includes the study of theories and domains of child development, including the nature of typical and atypical development to provide a rationale for developmentally appropriate instruction of young children. Prenatal, perinatal and postnatal development in the context of such related factors as heredity and environment will be studied. Topics in this course include theories of play, development appropriate learning environments and teaching techniques, current research concerning the implications of specific developmental disabilities, cultural and linguistic diversity and mental, social, physical and emotional development in early childhood. Place in the Program: Child Development should the first EDU course taken by an Early Childhood candidate. It should be taken before EDU212 Programs and Practices in Early Childhood, for example. Technology: In this course candidates will email, use the class list, the class wiki, My Virtual Child, and be held accountable for assignments, etc., sent electronically. </p><p>1 Diversity: Candidates will learn about children’s individual and group uniqueness and how it affects learning with focus on gender, racial, cultural, and socioeconomic factors.</p><p>Required or Supporting: Assessment(s): No required assessments for PAS. General knowledge of student development will be used for all future lesson plans and field evaluations. Three observation assignments prepare candidates for qualitative assessment of their future students.</p><p>Value Added: Developmentally appropriate practice emphasizes individual appropriateness, therefore, the difference between proficiency tests and other assessments will be discussed.</p><p>Prerequisite: none</p><p>Required Text: My Virtual Child Optional Text: Santrock, John W. (2010) Children (11th ed.) Madison, WI: McGraw Hill. Or other recent Child Development textbook. www.mhhe.com/santrockc11e</p><p>Additional Resources: </p><p>Course Objectives: Candidates will: 1. Learn how all children develop and learn in order to provide instruction in various contexts that support physical, social, emotional, language cognitive and aesthetic development through age eight. (OH - Students) (Praxis A1) (NAEYC 1a) 2. Understand how young children differ in their development and approaches to learning to support the development and learning of individual children. (OH - Students) (Praxis A1) (NAEYC 1a) 3. Recognize cultural, socio-economic, and linguistic diversity as they effect development and learning and recognize that children are best understood in the context of family, culture and society. (WC - Equity, Diversity) (OH – Students) (Praxis A1) (NAEYC 1b) 4. Understand the rationale for a variety of developmentally appropriate methods that include play, small group projects, open-ended questioning, group discussion, problem solving, cooperative learning and inquiry experiences to help young children develop intellectual curiosity, solve problems and make decisions. (OH – Instruction) (Praxis A4) (NAEYC 1c) 5. Appreciate the importance of establishing positive supportive relationships with children, the use of individual and group guidance and problem solving techniques to encourage positive social interactions among children, to promote positive strategies of conflict resolution, and to develop personal self-control, self-motivation and self- esteem. (WC – Positive discipline) (OH – Learning Environment) (Praxis B1, B2) NAEYC 2b) 6. Demonstrate understanding of the influence of the physical setting, schedule, routines, and transitions on children to promote children’s development and learning in group and home settings. (OH – Learning Environment) (Praxis b5) (NAEYC 1c) 7. Learn how family roles, relationships and dynamics affect children’s learning within families and communities. (OH – Collaboration & Communication) (Praxis A1) (NAEYC 1c) 8. Value and practice objectivity and observation skills as a crucial step in understanding young children in their various contexts and planning instructional experiences in all of the domains of development. (WC – Reflective Practice) (OH - Assessment) (Praxis C4) (NAEYC 3a) (NAEYC 3a, 3b, 3c, 3d) 9. Use word processing, e-mail, and listserv. (OH - Instruction) 10. Demonstrate understanding of the concept of value added in relation to standardized testing and other assessment in early childhood education. (OH – Assessment)</p><p>2 Grading Criteria: (tentative weight of assignments) Attendance and Participation 10% Quizzes and Homework 10% *Observations (3) 30% Midterm & Final Exams 25% each </p><p>Identified Performance Assessment System (PAS) instrument(s): None PAS Equivalents: 96-100%=Exceeds Expections,80-95%=Meets Expectations,70-79%=Needs Improvement, 69% & less = Unacceptable</p><p>Grading Scale: 96-100 = A 92-95 = A- 91-88 = B+ 84-87 = B 80-83 = B- 76-79 = C+ 72–75 = C 68-71 = C- 64-67 = D+ 60–63 = D 59 or below = F</p><p>An education major can not take this course pass/fail since your grade in this course is a prerequisite to being admitted to the education department.</p><p>Attendance and Participation: Your participation and effort are necessary for you to learn from this class. Because attendance is expected and required it will be taken at every class. Please see Class Attendance policies in the 2010-2012Catalog (p.37). </p><p>Course Expectations for Professional “Attendance and Participation” Points Attendance & Participation 8-10 points 5-7 points 1-4 points Loss of all 10 points</p><p>Attendance Misses class only in a true emergency Misses only 2 Misses not more than 4 Misses more than 4 (T&TH) and /or almost always arrives on time; (T&TH) or 3 (MWF) (T&TH) classes or 6 classes or 6 (MWF) classes pays attention in class and refrains classes and/or is (MWF) classes and/or is and/or is frequently late; uses from use of electronics (texting, etc.) usually on time; frequently late; distracted cell phone, texts, etc. or distracted or or inattentive sleeps in class inattentive Contribution to Regularly initiates pertinent Contributes only when Rarely contributes Does not contribute Class Discussion comments &/or questions called upon Attitude Demonstrates eagerness to learn with Not enthusiastic about Does not accept feedback Negative and/or a positive, open attitude learning nor fully open unprofessional behavior or to suggestions responses Work Ethic Work turned in on time; work shows Work sometimes late, Work usually late, Work unacceptable evidence of pride and planning ahead; lacks neatness, sloppy, or not appropriate evidence of proof reading and rough planning or accuracy drafts Reflectivity/self Seeks critiques for improvement; Sometimes asks for Defensive; may think of Blames others for lack of critique; critique critiques self without prompting; not suggestions on work as “good enough” improvement; feels from others defensive improving; sometimes accountability is “unfair” makes excuses</p><p>Weather Policy: Class is obviously cancelled if Wilmington College is closed. State Highway Patrol information and the status of local public schools will also be considered. Students will be notified by e-mail at least one hour before class if it is cancelled.</p><p>Registration: I follow all of the policies in the catalog regarding registration, withdrawal and receiving and Incomplete.</p><p>3 Academic Integrity: Integrity is one of the Wilmington College Core Values and honesty is our mutual responsibility. Academic dishonesty in any form will not be tolerated. Such dishonesty may result in failing the assignment, project, test, or course and additional disciplinary action.</p><p>Please follow the policies on academic integrity found in the Student Handbook (p. ), also available on W.C. At Home (intranet).</p><p>Electronic Mail: Please see the instructor if you need assistance with computer access or need help learning how to use e-mail. It is your responsibility to transfer your W.C. e-mail to a private account. We will rely heavily on the class list, the wiki, and My Virtual Child and you will be held accountable for assignments, etc. sent electronically. </p><p>Disabilities: If you have a documented disability that requires an accommodation, you are encouraged to notify the instructor and the Academic Services Director (382-6661x684) within the first two weeks of the semester.</p><p>Midterm and Final Exams: Exams will consist of a variety of types of questions to include short answer, essay, matching, or fill-in type questions. Journals, reaction assignments and class discussions and activities will be a guide for exam content and you will be encouraged to study with classmates. The final exam will be held on Monday, December 5th from 8:00 – 10:00 a.m., the time scheduled in the college calendar. (approximately 3-4 hours study required) </p><p>Observation Assignment #1 Make arrangements and spend at least 30 minutes observing a child under 2 years of age, hopefully, at a time when the child is active and alert. If you need help finding a child, please make your need known on our class list serve so that one of us can help. Please follow these guidelines: * Try to be primarily an observer and not a participant * Be objective * Use the child's first name only and limit other identifying information to protect confidentiality * Turn in: 1. your field notes 2. a one page write-up - which points out developmental milestones observed - evidence of theories observed (What would Piaget, Freud, Skinner and Erikson say about what you observed?) and - your personal reflection about doing this observation and write up 3. Permission to Observe signed by the child's parents (unless you observed anonymously at a mall, for example) (approximately 2-3 hours to conduct and write up)</p><p>Observation Assignment #2 Observe and assess a preschooler (3 to 5 years of age). You may CHOOSE to: a. use a standardized instrument like the Denver developmental screening, b. collect language samples, for example by asking the questions provided in class plus some of your own c. tally the occurrence of a specific behavior, for example, interactions with playground peers OR d. conduct a Piagetian conservation task (approximately 2-3 hours to conduct and write up)</p><p>Observation Assignment #3 EDU211 Child Development Observation #3 For this assignment I would like you to choose between the two following options.</p><p>4  Developmentally Appropriate Learning Environments and Teaching Techniques (K-3rd grade)  Interview the parent(s) of a K - 3 student. We will develop a list of questions in class together.  A third possible option would be to revisit the child you first observed in Observation #1. Not and reflect on developmental changes. (approximately 2-3 hours to conduct and write up)</p><p>Homework and short assignments: to be assigned, but My Virtual Child (about 1 hour per week)</p><p>Reading Requirements: Reading assignments from the schedule should be completed by the first class day of each week. Other materials may be added to this reading list. Students will be notified in advance of any additions or changes. (approximately 2 hours to read and study each chapter)</p><p>Tentative Schedule</p><p>Week of: Tentative Schedule/Topics: Reading: August 22 Introductions Why study children? Overview Chapter 1 August 29 Theories Heredity and biology Chapters 2 September 5 NO SCHOOL - Labor Day September 5 Prenatal development Chapter 3 September 12 Birth Chapters 4 Date to be announced Quiz #1 – Chapters 1-4 (approximately 3-4 hours studying) September 19 Infancy – Infancy – Physical & Cognitive Development Chapters 5, 6 & 7 Date to be announced – Observation #1 September 26 Infancy – Socioemotional Development Chapter 7 Date to be announced Quiz #2 – Chapters 6-8 October 3 Early Childhood - Physical Development Chapter 8 October 7 NO CLASS - FALL BREAK October 10Early Childhood - Cognitive Development Chapter 9 October 17 Early Childhood - Socioemotional Development Chapter 10 Date to be announced - Observation #2 (approximately 3-4 hours studying) Quiz #3 Chapters 9-11 Date to be announced - Midterm Chapters 1-11 October 19 Required Attendance at Westheimer Peace Symposium in lieu of class October 24 Middle and Late Childhood - Physical Development Chapter 11 October 31 Middle and Late Childhood - Cognitive Development Chapter 12 November 1 Election Day November 7 Middle and Late Childhood - Socioemotional Development Chapter 13 Date to be announced Quiz #4 - Chapter 12-14 (approximately 3-4 hours studying) November 14 Adolescent - Physical Development Chapter 14 Date to be announced – Observation #3 November 21 Adolescent - Cognitive Development Chapter 15 November 23, 24 & 25 NO SCHOOL – Thanksgiving Break November 28 Adolescent – Socioemotional Development Chapter 16 Date to be announced Quiz #5 - chapter 15-17 (approximately 3-4 hours studying) December 2 Last Day of Class 5 December 8 8:00 – 10:00 a.m. TENTATIVE Final Exam in Room 114 Robinson Communications </p><p>6</p>