Syllabus for: ECE 9 - Observation and Assessment in Early Childhood Education

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1 Syllabus for: ECE 9 - Observation and Assessment in Early Childhood Education Semester & Year: Fall 2012 Course ID and Section Number: ECE 9 K3188 Number of Credits/Units: 3 Day/Time: Location: Instructor s Name: Lea Nagy Contact Information: Office location and hours: By arrangement Phone: Course Description (catalog description as described in course outline): Thursdays 5:40 to 9:10pm College of the Redwoods - Klamath Trinity Instructional Site A focus on the appropriate use of assessment and observation strategies to document development, growth, play and learning to join with families and professionals in promoting children s success. Recording strategies, rating systems, portfolios, and multiple assessment tools are explored. Student Learning Outcomes (as described in course outline) : 1. Critically compare the purpose, value and use of formal and informal observation and early childhood settings.. 2. Describe and evaluate the characteristics, strengths and limitations of common assessment tools with all children s developmental, cultural and linguistic characteristics. 3. Demonstrate systematic observation methods to provide data to assess the impact of the environment, interactions and curriculum on all domains of children s learning and development. 4. Assess the value of partnerships with families and other professionals in utilizing interpretations of observational data to inform teaching responses and strategies. 5. Embed activities related to assessment within play-based environments, curriculum and care routines for typically and atypically developing children. 6. Critically compare the purpose, value and use of formal and informal observation and early childhood settings.

2 Special accommodations: College of the Redwoods complies with the Americans with Disabilities Act in making reasonable accommodations for qualified students with disabilities. Please present your written accommodation request at least one week before the first test so that necessary arrangements can be made. No last-minute arrangements or post-test adjustments will be made. If you have a disability or believe you might benefit from disability related services and may need accommodations, please see me or contact Disabled Students Programs and Services. Students may make requests for alternative media by contacting DSPS. Academic Misconduct: Cheating, plagiarism, collusion, abuse of resource materials, computer misuse, fabrication or falsification, multiple submissions, complicity in academic misconduct, and/ or bearing false witness will not be tolerated. Violations will be dealt with according to the procedures and sanctions proscribed by the College of the Redwoods. Students caught plagiarizing or cheating on exams will receive an F in the course. The student code of conduct is available on the College of the Redwoods website at: College of the Redwoods is committed to equal opportunity in employment, admission to the college, and in the conduct of all of its programs and activities.

3 College of the Redwoods Klamath Trinity Branch Campus ECE 9 - Observation and Assessment in Early Childhood Education Thursdays 5:40 to 9:10 Fall 2012 Lea Nagy Phone: (707) Offices Hours by Arrangement Course Description: A focus on the appropriate use of assessment and observation strategies to document development, growth, play and learning to join with families and professionals in promoting children s success. Recording strategies, rating systems, portfolios, and multiple assessment tools are explored. College level reading and writing are requited for the students to understand course concepts and complete course assignments. Course Learning Outcomes: 1. Critically compare the purpose, value and use of formal and informal observation and early childhood settings.. 2. Describe and evaluate the characteristics, strengths and limitations of common assessment tools with all children s developmental, cultural and linguistic characteristics. 3. Demonstrate systematic observation methods to provide data to assess the impact of the environment, interactions and curriculum on all domains of children s learning and development. 4. Assess the value of partnerships with families and other professionals in utilizing interpretations of observational data to inform teaching responses and strategies. 5. Embed activities related to assessment within play-based environments, curriculum and care routines for typically and atypically developing children. 6. Critically compare the purpose, value and use of formal and informal observation and early childhood settings. Concepts: 1. Position statements of key groups including NABE and NAEYC regarding assessment and documentation. 2. Basic quantitative and qualitative observation and recording techniques.

4 3. Historic and currently recognized current state and widely-used assessment tools and processes. 4. Knowledge of developmental domains to interpretations of observations. 5. The role that observation and assessment play in intervention. Issues: 1. Involving families and other professionals in the observation and assessment process for all children. 2. Knowledge of developmental domains when dealing with difference, delays, and disorders. Themes: 1. Knowledge of the legal and ethical responsibilities, including confidentiality related to assessment in early childhood settings. 2. Logistical challenges, biases and preconceptions about assessing children. 3. The effect of social context, child s state of health and well-being, primary language, ability and environment on assessment processes. 1. Knowledge of the legal and ethical responsibilities, including confidentiality related to assessment in early childhood settings. 2. Logistical challenges, biases and preconceptions about assessing children. 3. The effect of social context, child s state of health and well-being, primary language, ability and environment on assessment processes. Skills: 1. Observation tools to identify patterns, trends and anomalies in individuals and groups of children (e.g., DRDP-R, Ages and States). 2. Observation tools to identify quality in play-based environment, curriculum, and care routines (e.g., ECERS-R, ELLCO). 3. Observation and assessment to implement curriculum and environmental changes in support of both group and individual needs. Course Text: Through The Looking Glass by Nicolson, ISBN# ,Edition 3, Publisher Other readings and assignments will include library research, materials passed out in class and other audio visual materials presented in class sessions.

5 Course Assignments Class Journal All Semester You will be keeping a journal. You may be asked to write in your journal about specific topics inside and outside of class. In some cases you might be asked to reflect on a reading, a video, or an observation of a parent and child interaction. Other times you will be responding to what has happened or been presented in class. I will read your journals weekly and write responses to your entries. Feel free to use your journals to ask me questions or give me suggestions or just share your feelings with me. Journal entries must reflect thought and demonstrate an integration of class material into your own experiences. If you are not in class on the day the journal assignment is given you may not make it up this is an in class activity. Journals are given a +, -, or a 0 grade. The plus sign indicates critical thought, the minus sign shows a lack of analysis of the topic and a 0 means you tried but could do much better with your answer, perhaps you were a little hasty with your answer. Class Participation All semester Your active attendance and participation in this class is an important part of the learning process. You will need to be involved in small class activities, large group activities, discussions, and have prompt arrival to class with all your materials. Behavior which does not distract others is important., no cell phones, and your attention to class is vital to your participation in ECE 9. Content Review Questions Last class period of each month Content review questions will provide you with the opportunity to demonstrate and clarify your understanding of the concepts covered in the text and in the classroom. You will be given content review questions every four weeks and these will be completed in class (part of the 500 word essay requirement for all ECE classes). Child Portfolio: You will be asked to select two children of different ages in the program you are working in and formulate a portfolio for the children you select. You must include a variety of methods and projects to document the child s development and play exploration during the semester. Your final portfolio is due in class on December 6 th. No late portfolios will be accepted.

6 Curriculum Analysis and Comparisons: Describe at least 3 different curriculums for the preschool child and compare their strengths and weaknesses. You will need to state your thoughts about each of these curriculums and which ones you would choose to implement and why you feel the curriculum is appropriate for the young child. Your paper must be at least 500 words, double spaced and typed. Due on Thursday, Nov. 15 th. No late papers will be accepted. Field Experience Labs: You will be required to complete child observations on a weekly basis using the various methods of observation and assessment. You will be asked to critically compare the use of formal and informal observations and assessment strategies and their strengths and weakness in helping you describe and evaluate the young child s development. There will be a total of 8 observation assignments this semester. These observations need to be performed in a quality child care program. Due Weekly at class sessions. Final Essay (Specific Learning Objective for ECE 6) Due Dec.6th You will be asked to write an essay which will be selected from the course learning outcomes. The learning outcome will be announced in advance. Assignments must be typed and no late papers will be accepted after the due date assigned. This syllabus is subject to change. You will be notified of any changes in writing. Course Grade* 96 to 100 = A 90 to 95 = A- 86 to 89 = B+ 83 to 85 = B 80 to 82 = B- 76 to 79 = C+ 70 to 75 = C 60 to 69 = D 0 to 59 = F

7 *Please remember that Community Care Licensing and the Commission on Teacher Credentialing only accept grades of C or better. Although a D grade is considered passing, it will not meet the requirements to be a fully qualified Title 22 program director or to earn a Child Development Permit. Campus E-Resources Through the College of the Redwoods Learning Resource Center you have access to NetLibrary for on-line books and to several databases for journal articles. These will be tremendous resources to you in completing course work. Go to for log in instructions to these sites. Academic Dishonesty College of the Redwoods Student Code of Conduct applies to online students as well as on campus students. Please familiarize yourself with the policy by going to Pay special attention to APPENDIX A Statement on Academic Integrity. Services for Students with Disabilities The primary function of the DSPS Office is to accommodate a student's disabling condition and empower that individual to successfully participate in the educational experience at College of the Redwoods. If you have a diagnosed disability, or think that you may have a disability, please contact Disabled Students Programs and Services at or TTY at or on the web at Disclaimer Because education is a journey involving people with varying needs, this syllabus is

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