Del Mar College Child Development / Early Childhood. Course Syllabus TECA 1354 (online)

Transcription

1 Del Mar College Child Development / Early Childhood Course Syllabus TECA 1354 (online) Course Title: Child Growth and Development Course Description: A study of the physical, emotional, social and cognitive factors of growth and development of children birth through adolescence. (REM Levels: R2, E2, M1) Time & Place: Section 709: Internet utilizing CANVAS Online Learning INSTRUCTOR: Dr. Amy Mintz, Assistant Professor of Child Development How to reach me: Office: CL 121 Office Phone: Office Hours: amintz@delmar.edu Office hours vary by semester and are posted outside office. Appointment may also be scheduled by contacting instructor. Textbook Requirements: Rathus, Spencer A. (2011). Childhood and Adolescence: Voyages in Development (5 th ed.). Belmont, CA: Thomson Wadsworth. ISBN #: Technology Requirements: This course utilizes CANVAS for all lecture materials and assignments as well as Panopto audio recordings of lecture. Students enrolled in this class should have regular access to a computer with internet and audio capabilities. Students should print out the posted Powerpoint lecture material to utilize while listening to the recorded lectures available. Problems with internet or personal computer do NOT count as valid excuses for not completing course requirements on time. The Del Mar College library is open to students with free use of computers, internet, and headphones in case you have issues with your 1

2 internet/personal computer. Additionally students may utilize computers/internet at local city library. The final exam will also be administered online, but students will be expected to complete the exam during final exam week at the Testing Center at a time which works best during their schedule. The course instructor for this class is NOT technical support for CANVAS. If you have difficulty uploading assignments or navigating through CANVAS, please visit the E- Learning Division at or call the help desk at Course Learning Outcomes: The student will summarize principles of growth and development and developmental stage in various domains: discuss theories of development, the impact of developmental processes on early childhood practices and types of techniques of observation; and explain the importance of play. The student will demonstrate skills in practical application of developmental principles and theories, observation techniques and recognition of growth and developmental patterns. Course Objectives: 1. Summarize principles of growth and development. a. Explain the principles of growth and development. b. Understand how development in any one domain impacts development in other domains. c.. Analyze how specific factors (e.g., those related to prior experiences, classroom grouping practices, stress, family life, nutritional and physical status, etc.) may affect individuals in one or more developmental domains. d. Recognize factors affecting the physical growth and health of students (ex. nutrition, sleep, prenatal exposure to drugs, abuse) and know that students physical growth and health impact their development in other domains. e. Describe how brain research impacts current knowledge of growth and development. f. Analyze ways in which factors in the home and community (e.g., parent expectations, availability of community resources, community problems) impact student learning. g. Understand the lifelong impact of multiple influences and experiences on individual development and on society. 2. Know the typical stage of cognitive, social, physical and emotional development. a. Explain the process of development from conception to birth. b. Describe physical, fine and gross motor and perceptional development from conception to adolescence. c. Explain cognitive development from conception through adolescence and demonstrates knowledge of developmental changes in children s thinking (i.e., from primarily concrete thinking to the ability to reason and think logically to understand cause and effect, and to organize information systematically.) 2

3 d. Describe social and emotional development (including self-concept and selfesteem) from birth through adolescence. Recognize factors affecting the social and emotional development of students (lack of affection and attention, limited opportunity for verbal interactions, changes in family structure) and knows that students social and emotional development impacts their development in other domains. e. Describe receptive and expressive language development from birth though adolescence. f. Outline literacy development from birth through adolescence. g. Recognize signs of developmental delays or impairments in students. 3. Discuss theories of development. a. Explain the purpose of child development study and research. b. Analyze the theoretical approaches, research and theorists. c. Describe the interaction of biological and environmental influences on growth and development. d. Describe practical applications of theories. e. Understand the role of learning theory in the instructional process and uses instructional strategies and appropriate technologies to facilitate student learning (i.e. connecting new information and ideas to prior knowledge, making learning meaningful and relevant to students.) 4. Discuss the impact of developmental processes on educational practices. a. Recognize the wide range of individual developmental differences that characterizes students and the implications of this developmental variation for instructional planning. b. Analyze how developmental characteristics of students impact learning and performance. c. Accepts and respects students with diverse backgrounds and needs. d. Discuss how brain development research impacts classroom practice. e. Understand that young children think concretely and rely primarily on motor and sensory input and direct experience for development of skills and knowledge. 5. Know the stages of play development (i.e. from solitary to cooperative) and the important role of play in young children s learning and development. 6. Demonstrate skills in practical application of developmental principles and theories, observation techniques and recognition of growth and development pattern. Italicized = Competencies from Test Framework for TexEs (pedagogy & professional responsibilities EC-4) Scans Competencies:* C5 Information: Acquires and evaluates information C7 Information: Interprets and communicates information. C9 Interpersonal: Participates as a member of a team; Contributes to group effort. 3

4 *The SCANS competencies identified by the Secretary s Commission on Achieving Necessary Skills have been infused into this course. The SCANS were developed to close the gap between training and workplace know how. IDEA Objectives:* Gaining factual knowledge (terminology, classifications, methods, trends). Learning fundamental principles, generalization, or theories. Developing a clear understanding of, and commitment to personal values. *IDEA Objectives will be emphasized in this course and their effectiveness may be formally evaluated by students during the semester. COURSE EVALUATION: ******************************************************************************************** Quizzes: There will be 12 quizzes each quiz date is listed on the course schedule and Canvas calendar. Each quiz will consist of true/false, multiple choice and short answer questions. Each quiz will be worth 100 points. Quizzes can be found on the Assessments tab on the left side of Canvas. Students will have 1 hour to complete each quiz once a quiz is started. Each quiz has a deadline (just like assignments) so check the schedule and/or calendar for quiz deadlines. Once a deadline for a quiz has passed, the quiz will close and student will no longer be able to take that quiz. Grading of Quizzes: Canvas is unable to grade student s written answers on quizzes, so the instructor will grade each quiz individually after the due date. Since Canvas is not able to score student s answers, it will give a score of 0 for that particular response, even if it is correct. Thus, student s sores will most likely go up after the instructor has had a chance to grade it. Most grading is completed by Monday, so please be patient if it takes a little longer. If you have questions about your quiz grade after it has been graded, please contact the instructor. At the end of the semester, I will offer an extra credit quiz to replace a low or missing quiz. Assignments: There will be 3 out of class assignments. Each assignment requires some preparation, so plan ahead so you do not get behind on your assignments. Each assignment will be worth 100 points. Detailed information about assignments are posted under Assignment section in Canvas on the left-hand side. Observation Assignment: One assignment to be completed in this class requires an observation of a preschool child at a school setting on student s own time. A minimum of 4 hours must be completed, so please plan for this in your schedule. Student may observe at any childcare setting, 4

5 though there are suggestions given on the assignment instructions, which can be accessed through CANVAS. Poor planning or busyness in your schedule does NOT count as a valid excuse for late work. Guidelines for CDEC Student Observers: To Observe: 1. Students need to call the observation location, or stop by to schedule an appointment to observe. 2. Avoid bringing lots of personal items bring only your notebook and something to write with. NO cell phones may be used in centers they must be left in your car or at the front desk. No exceptions! 3. Students need to bring their Del Mar College ID and show this to the front desk receptionist or the director as they are signing in. 4. Tell the front desk receptionist what or who you need to observe (a certain age group, a certain type of interaction, a certain environment, etc.). They can then guide you on where you need to go so ask first! 5. Check the posted schedule to make sure you have enough time to observe (we ask that you leave during naptime). When doing your observation: 1. Before you enter the environment, take a moment to look around and find your target child (if observing a child) and find an area where you can sit. Remember, your back needs to be against something (wall, shelf, etc.) so you are not in the middle of the child s play environment. 2. When you enter, wash or sanitize your hands. 3. Do not disrupt the child s play environment you are there to observe, not interact or carry on a conversation. If a child approaches you, you can tell the child you are here to watch or doing teacher work and then look back down to your notes. If you are boring, they will go away. 4. Though a child may do or say something funny, do not laugh this will encourage them to continue. 5. If you are unable to see, you may discretely move to another location without being distracting. Please remain seated in your new location, however. 6. If you need to ask a teacher a question, please wait until they are not directly interacting with the children or with a parent. Assignment Policy: 5

6 All students are expected to produce college level work. One of the goals of this class is to prepare students to be successful professionals. Part of having a successful image is the ability to produce neat, legible, coherent, and grammatically correct written materials. Grammar and spelling should be correct and do influence the points given on assignments. It is strongly recommended that students have someone else proof read assignments prior to turning them in Stone Writing Center is excellent for this. All assignments must be typed using approved software. All assignments must be typed as a separate file and saved as either a:.doc file (older version of Microsoft Word).docx file (newer version of Microsoft Word).pdf (Adobe).pub (Microsoft Publisher).rtf file (Rich Text Format) Please do not type directly into the submission box for assignments assignments must be added as an attachment when submitting. If I cannot open the file, the assignment will not be graded and you will receive a zero for it. Please make sure it is saved in the correct format. Late Policy: Late work automatically loses 2 points for every day late (including weekends) and will not be accepted after 30 calendar days from the due date. Redoing an assignment: If a student scores below 70 on any written assignment, the student may have the option to redo an assignment for a higher grade based upon feedback from instructor. If so, students will have 1 week to get completed revised assignment turned in. Instructor will average original submission score with the revised submission score to calculate student s final score on that particular assignment. Discussions: On various weeks there will be a discussion prompt which you will be expected to reply to. Each prompt will be related to the lecture material just covered and allows you to think about a situation more in-depth, or apply lecture material in hypothetical situations. Students are expected to respond thoroughly and appropriately, showing college-level thinking. To answer a Discussion: Please type your response directly into the Reply line below the question/ prompt. At times, you may be asked to reply directly to a student in which case you would type your response directly below that student s original post. Discussions will close at midnight on Saturday, so please plan for these in your schedule. There are 10 discussions total and each are worth up to 10 points depending on how thorough and thoughtful response is. Final Exam: 6

7 There will be a final exam which will be comprehensive (cover the entire semester material). This exam will consist of 9 essay questions covering topics/stages discussed in lecture and text. Students must answer 5 of the essay questions (students will have a choice which questions to answers). Exam will be administered through Canvas during the final exam period and must be taken at the Del Mar testing center. Score on each essay will be based upon the ability to thoroughly answer the question showing knowledge of developmental principles presented throughout the semester. A review sheet will be given 1 week in advance for preparation. How your grade is determined Average of all quiz grades Average of all written assignments Final exam 33.3% of final grade 33.3% of final grade 33.3% of final grade MISC: ******************************************************************************* Drop/Withdraws This class depends highly on participation and reading in order to be successful. If you are falling behind in the assigned readings and/or not logging onto Canvas, it is highly recommend you meet with the instructor to get assistance. It may be that I advise you to drop the class as opposed to taking a failing grade. It is up to the student, not the instructor, to complete the drop process. Do NOT get stuck with a failing grade because you forgot to drop the class I cannot help you at that point. Simply not participating online does NOT count as a drop you must take further action to drop a class. Office of Special Services Students requesting disability accommodations or information are encouraged to contact the Office of Special Services, Harvin Center Room 188, Writing Center: Written assignments will be evaluated on grammar, spelling, and sentence structure in addition to content. Students needing help with written assignments may contact the Stone Writing Center for tutoring or assistance in writing The writing center is also a GREAT resource to make your paper stronger (more impressive), so use it you already paid for it!! You can also submit your papers to tutor@delmar.edu for review and feedback. Be sure to your teacher's directions, expectations, criteria, etc.), and what do you feel are the weaknesses of your paper. Be as precise as possible. Replies can take up to 48 hours or less, but may take longer if volume of submissions is heavy. 7

8 MISC: I do NOT answer my on the weekend. If you have questions about an assignment or as you prepare for a quiz, please contact me ahead of time, or meet with me during my office hours. Any that is received over the weekend will be answered on Monday. Students at Del Mar College are expected to do their own work. Any student caught cheating, copying, plagiarizing, or committing any other acts of academic dishonesty as defined by the Del Mar College Student Handbook will be subject to disciplinary actions by the instructor as well as by the college. Just do not cheat in my class. I understand that you are busy and have other things in your life outside of school. Please come to class, however this is the BEST way for you to learn and do well in this class. Students are expected to read and abide by the Code of Conduct found in the College Catalogue. If you have any questions regarding the Code of Conduct, please consult with your instructor. If at any time you have issues which arise that interfere with your ability to be the best student you can, PLEASE come talk to me! 8