Infant Toddler Child Development ECED 2110 Online Course Spring 2013

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1 1 Infant Toddler Child Development ECED 2110 Online Course Spring 2013 Instructors: Dr. Lissy Gloeckler Teaching Assistant: Cara Hooke Office Phone: (423) Class Website: Office: 316 Warf-Pickel Student Help Desk: campus Credit Hours: 3 Credit Hours (423) off campus Virtual Office Hours: M/W 1 p.m.-4 p.m. In-person appointments as needed. Phone Numbers for Practicum Sites: Lil Bucs Child Care Center (Vickie Ledford or Beverly Wiginton) The Child Study Center (Beverly Wiginton Director) Course Description: This course provides an in-depth study of the physical, cognitive, and socio-emotional development of the child from birth through age eight. Development, care, and guidance of the child will also be examined in relationship to the various developmental theories. Family and other socializing agents will be explored. Required Reading: Berk, L. E. (2012). Infants and children: Prenatal through middle childhood (7th Ed.). Boston: Allyn and Bacon. Additional articles and problem solving scenarios are posted on D2L. Goals: The main goal of this course is to familiarize the student with the physical, social, emotional, and cognitive development of the young child from birth through age eight. Special attention will be given to ecological systems theory of human development as it relates to the identification of multiple environmental influences that help shape the child and impact his/her development. Course Objectives and Learning Outcomes: 1. To identify the major theoretical assumptions as they relate to infant, toddler, and child development. COE 2, TNEC 5.a. NAEYC 1a, b. 2. To discuss the relationship between the child and his/her environment and how the interaction between the two impacts the total development of the child from birth through age eight. COE 6, TNEC 2.b, TNEL 3.e, NAEYC 1a, b. 3. To participate in observations and/or conduct interviews of/with children ages birth through age eight in order to identify the age-specific characteristic behaviors outlined in lectures and readings. COE 2, 10, TNEC 3.a, TNEC 5.g, NAEYC 3a, b, c. 4. To identify and understand the major social, emotional, cognitive, and physical developmental milestones of children ages birth through eight. COE 1, TNEC 1.a, TNEL 3.e, TNAE 1.b, NAEYC 1a, b.

2 2 5. To participate in class discussions regarding the characteristics of both typically and atypically developing young children. TNEC 1.c, TNEC 5.b, TNEC 5.g, NAEYC 1a, b., NAEYC 5d. 6. To critique films, case studies, lectures, child observations, and in-class activities that focus on concepts and issues related to both typically and atypically developing young children. COE 6, TNCE 1.c NAEYC 5d. 7. To identify, discuss and understand the unique cultural heritage of children and their families and how cultural, linguistic, and ability diversity impacts the development of young children. TNEC 1.c, TNEC 2.b, TNEC 5.b, TNEC 5.h 8. To discuss ways information learned in this course translates to working with young children. COE 6, TNEC 3.e NAEYC 5d. 9. To learn and use technology (Live Text and Desire to Learn, D2L) for posting of assignments and portfolio work. COE 1, TNEC To demonstrate proficiency in writing skills. COE 1, TNEL 4.c, TNEL 4.f, TNEL 4.g Standards: The Early Childhood Education and Development (ECED) program in the Department of Teaching Learning in the Clemmer College of Education at East Tennessee State University follows these college, state, and organizational standards in the design of its program and curriculum: Clemmer College of Education Conceptual Framework (CCOE) 10 Dimensions National Association for the Education of Young Children (NAEYC) Initial Licensure and Advanced Standards 6 Standards In addition, the ECED program is committed to diversity as outlined in the 4 components of NCATE s (National Council for Accreditation of Teacher Education) Standard 4: Diversity. For a complete listing and description of these standards, please visit the Early Childhood Website at The assignments, activities, and material covered in ECED 2110 address the aforementioned standards in the following ways: CCOE Conceptual Framework NAEYC Standards NCATE Standard 4: Diversity Dimension 1 Dimension 2 Dimension 6 Dimension 10 Standard 1a, b Standard 3 a, b, c Standard 5 d Experiences observing children who are diverse in Early Care and Education Programs as well as peer to peer interactions among students through online discussion board.

3 3 Class Policies and Organization: Live Text LiveText is a new technology system allowing student candidates to post assignments online for assessment purposes, store work electronically, and create online portfolios that instructors and future employers can view. Students registered for this course are required to have a LiveText (Field Experience version) subscription. LiveText subscription only needs to be purchased one time and can be used in all courses in which it is required (for up to 5 years). Purchase LiveText at the bookstore or Please Note: Students will be dropped from the course if LiveText has not been purchased by February 1 st, Background Check: Satisfactory completion and documentation of 10 hours of field placement experience is required in order to receive a passing grade in this course. State of Tennessee Law requires each university student participating in a field experience to complete a criminal history background check through the ETSU Clemmer College of Education and the Tennessee Bureau of Investigation (TBI). Students must receive approval from the TBI and the Dean of the College of Education prior to beginning field experience hours. The Clemmer College of Education provides information about this process at The criminal history background check must be recent (within the past 12 months) and MUST be on file with the ETSU Clemmer College of Education by February 1 st, 2013 OR students must have already been admitted to Teacher Education. Please Note: Students without a valid criminal background check on file with the Clemmer College of Education by February 1 st, 2013 will be dropped from this course. If you have questions about your criminal history background check, please contact Dr. Kimberly Hale at halekd@etsu.edu or Technology Support: 1. Student Help Desk: For questions concerning GoldMail, D2L, and other tech concerns. On campus: Off campus: (423) shdesk@goldmail.etsu.edu 2. Campus Computer Labs: For practicum case studies, students will need to either type or scan their observation notes. ETSU provides scanners in the campus computer labs. A list of computer labs and operating hours can be found at:

4 4 3. Ed Tech Resource Center: The College of Education also provides an Education Technology Resource Center (ETRC) that can answer questions about technology. They are located on the second floor of Warf-Pickel (Room 209L), and they are open Monday- Friday, 7:30am-4:30pm. Students can also check-out equipment for other class projects. For more information on the ETRC, go to or contact Tami Baker ETSU Attachment, Important Dates, Phone Numbers and Policies: Disability Services: It is the policy of ETSU to accommodate students with disabilities, pursuant to federal law, state law and the University s commitment to equal educational access. Any student with a disability who needs accommodations, for example special arrangements for examinations, should inform the instructor at the beginning of the course. Faculty accommodation forms are provided to students through Disability Services in the D. P. Culp center, Suite A, Telephone Mental Health: Students often have questions about mental health resources, whether for themselves or a friend or family member. There are many resources available on the ETSU Campus, including: ETSU Counseling Center (423) ; ETSU Behavioral Health & Wellness Clinic (423) ; ETSU Community Counseling Clinic: (423) If you or a friend are in immediate crisis, call 911. Available 24 hours per day is the National Suicide Prevention Lifeline: TALK (8255). Honor Code: Students are expected to understand and follow the ETSU Honor Code, which is printed in the student handbook. All written assignments must be in your own words, and all ideas and information taken from outside sources must be properly cited and referenced using APA style, 6 th edition. Please ask the instructor if you have any questions about this. Assignments: Please note: Please pay close attention in your syllabus to where assignments are to be posted, Drop Box, Discussion Board on D2L Or Live Text. Late Assignments: Arrangements for accepting late assignments will be made on an individual basis in the case of extenuating circumstances, and only if the student contacts the instructor immediately regarding his/her situation. Points will be deducted for late assignments. No late exams will be accepted. ECED 2110 is a writing intensive course. In order to fulfill the university requirements for writing intensive courses, students must submit at least 15 pages of writing over the course of the semester. In order to meet this requirement,

5 5 students will observe a young child and write a case study describing the child s development in detail. Practicum- Please note: A field placement of 10 hours is required to pass this course. Each student will be assigned to a specific early childhood site where she/he can apply information learned from this course. Students will have opportunities over the semester to observe infants/toddlers. Students will be placed at Lil Bucs Child Care Center or The Child Study Center Planning Ahead: Because the lab work is done on your own time, you will need to plan ahead for upcoming due dates and allow room for potential problems that might delay your gathering the information you need, such as a child being absent on the day you plan to observe. It is required that students spend 10 hours during the semester in their practicum site. More details will be given by the instructor. Confidentiality: This course places an additional obligation on you, namely the obligation of confidentiality. The children you will be observing have the right to privacy concerning their identity and school records, just as you have the right to confidentiality of your ETSU transcripts. You may NOT discuss the information you collect on the children with anyone other than the staff at the school/center and members of this class. This means that you may not tell a child s name to your friends, or show another person any test scores, checklists, or observational data that includes a child s name or other clues to his/her identity. To help insure the children s privacy, you should only use the child s first initial in any written work. ECED 2110 Course Assignments: 1. Practice Observations: (15 points each, total 30 points) In order to become skilled in observing and assessing young children, students will complete two practice observations. Students will practice these skills using videos that are posted on D2L before conducting field work at Lil Bucs or The Child Study Center. Further details will be provided by the instructor. These observations are not included in the 10 hours of field work. Practice Observations will be posted to the Drop Box. 2. Practicum Required Hours and Time Sheet: (40 points) As noted earlier in the syllabus, students are required to complete 10 hours of practicum at either Lil Bucs or The Child Study Center, as assigned by the instructor, in order to pass this course. Students will complete a time sheet noting the hours they observed and have it signed by the teachers in whose classes they observed. Students will scan and turn in their time sheet at the end of the semester by posting them to the Drop Box on D2L.

6 6 2a. Toddler Case Study: (210 points) Students will complete a case study on a toddler that they have observed during practicum. Case studies are to be typed in Times News Roman 12 pt font, double-spaced, with one inch margins. During the semester students will post Observations, Summaries etc. to the D2L site however, at the end of the semester the Toddler Case Study will be posted to the students Live Text account. Toddler Case Study: (Child Age 14 months- 36 months) First students will observe a toddler in the childcare environment taking detailed and specific notes for a total of 10 hours (7, 1 ½ hour observations). 2. Students will write summary statements on each of the 7 observations. 3. They will then complete a developmental checklist on their specific child. 4. Finally, students will write a 6-7 page paper on what was learned from the observations (including the skills and abilities the child demonstrated), and integrating that information with course discussions, power point presentations, checklist, and the text book. Please note: Students will observe the same toddler 7 times for a total of 10 hours. When the toddler case study is complete students will post to D2L: 1. Seven (1 ½ hour) Observations= 10 hours (Scanned hand-written notes or typed) 2. Seven (1 ½ page) Summary Statements 3. A Developmental Checklist 4. A 6-7 page paper 3. Discussion Board Topic Participation: (45 points) There will be three Discussion Board Topics to participate in across the semester. Be sure to read all articles and/or assigned chapters noted in the syllabus so you can actively participate. Students will receive 7 points for their initial response to each discussion board topic and then 4 points each for responding to two group mates (total 15 points each topic). Students will post their own initial response and responses to two group mates in the Discussion Board on D2L. See directions posted there. Please note: Late postings of responses will not be accepted as this is partially a group assignment. Discussion Board Topic Nettiquette: Please keep the following guidelines in mind while participating: Be respectful Do not say anything on a discussion board that you would not say in person. It is easy to have a miscommunication or misunderstanding via or discussion threads. Choose words carefully since other people cannot see your facial expressions or hear the tone of your voice. Remember, internet communication is not private. Please note, this is a writing intensive class and you are being graded on your language and spelling. Therefore, make sure to spell all words and use appropriate grammar Use spell-check. Also, everyone has a different understanding of internet lingo (For example, do not type What R U doing for your paper? or Lol! ).

7 7 Please include subject lines in posts/ s. Make sure that the topic matches the message content. Please do not use ALL CAPS. IT LOOKS LIKE YOU ARE SHOUTING! Use fonts and type colors that are easy to read. Black, Times News Roman size 12 font is a good choice. Please do not include attachments on discussion boards; they are difficult to open for some readers. Copy and paste your messages from a word document to the compose message page. If you include links to other websites, make sure that they are reliable and safe. 4. Tests: (50 points each, 200 points total) There will be four tests given through the course of the semester. These tests are typically essay and short answer questions. The test questions originate from material taken from class lectures/power point presentations and the text book. Tests will be made available on D2L Wednesdays at 9:00 a.m. and are due by Thursdays at 11p.m in the drop box. 5. Quizzes: (12 points each, total 36 points) There will be three quizzes in this course each worth 12 points each. Again they will be made available on D2L Wednesdays at 9am and then due by Thursdays at 11pm in the drop box. 6. Extra Credit (25 points) Students may conduct a cross cultural study on a topic or issue related to early childhood such as co-sleeping, spanking, feeding practices, health or prenatal care, parental leave for pregnancy and childbirth etc. They will compare the US with another country or countries and complete an assignment on their topic. The assignment will be posted online on D2L. Wednesday May 1 st is the last day extra credit projects will be accepted posted to D2L in the drop box by 11pm. Assignments Points Participation: Discussion Board Topics 45 Points (15 points each) Quizzes 36 Points (12 points each) Practicum and Signed Time Sheet 40 Points 4 Tests 200 Points (50 points each) 2 Practice Observations 30 Points (15 points each) Toddler Case Study 210 Points Total Points: 561 Points GRADING SCALE: Approximate Percentage Total Points Grade A A B B B-

8 C C C D D Below 60% Below 337 F Course Schedule and Assignment Due Dates Date Topics Students will: Tuesday 1/22/2013 Orientation Meeting Week 1 January 21 st 25 th Orientation to the Course Review of Syllabus Observation- a tool for learning about young children Practice Observation # 1 1. Complete Practicum Schedule 2. Read and sign Academic Responsibility Policy 3. Read and review Practicum Guidelines and Dress Code 1. Review video on Guidelines for Observing 2. Review Practice Obs Forms, a)guidelines for Observing, Running Records b) Practice Observation Instructions c) Example of a Summary Statement 3. Conduct Practice Observation # 1, using video for practice observation -posted under Week 1, type it, and post to the drop box on D2L by Thursday Jan 24 th at 11pm.

9 9 Week 2 January 28 th February 1 st Week 3 February 4 th 8 th Week 4 February 11 th - 15 th Quiz # 1 Theories and Theorists in Child Development Nature vs Nurture Receive Feedback on Obs # 1 from Dr Gloeckler Quiz # 2 Prenatal Development Test # 1 Practice Observation # 2 Requirements for Observation Assignments Receive Feedback on 4. Quiz # 1 will be available Wednesday Jan 23 rd at 9 am and is due on D2L in the Drop Box by Thursday Jan 24 th 11pm. 1. Read Chapter 1- Berk pages 3-30 only. 3. Quiz # 2 will be available Wednesday Jan 30 th at 9 am and is due by Thursday Jan 31 st at 11pm to the Drop Box 1. Read Chapter 3 Berk 3. Test #1 on Chapters 1 & 3 will be available Wednesday, Feb 6 th at 9 am. Deadline for Drop box submission on D2L is Thursday Feb 7 th at 11pm. 4. Conduct Practice Observation # 2, type it, and post to the drop box on D2L by Thursday Feb 7 th at 11pm. 1. Review the 5 Case Study Paper Documents located under Important Course Documents in preparation for Toddler Observations 2. Quiz # 3 will be available

10 10 Week 5 February 18 th 22 nd Practice Observation # 2 from Dr Gloeckler Quiz # 3 Toddler Observation # 1 Birth and the New Baby Discussion Board Topic Wednesday Feb 13 th at 9 am and is due to the Drop Box on D2L by Thursday Feb 14 th at 11pm. 3. Begin Observations at Child Study Center or Little Bucs 4. Observation and Summary # 1 due to the Drop Box by Sunday Feb 17 th by 11pm 1. Read Ch 4 Berk 3. Discussion Board Topic #1 on Discussion Board on D2L. First posting due Tuesday, Feb 19 th at 11pm. Second posting due Thursday, Feb 21 st at 11pm. Toddler Observation # 2 Week 6 Physical Development in February 25 th st March 1 Infancy and Toddlerhood Test # 2 Toddler Observation # 3 4. Observation and Summary 2 Due Sunday Feb 24 th by 11pm 1. Read Ch 5 Berk 3. Test # 2 on Chapters 4 & 5 will be available Wednesday, Feb 27 th at 9 am. Deadline for Drop box submission on D2L is Thursday, Feb 28 th at 11pm.

11 11 Week 7 March 4 th 8 th Week 8 March 11 th 15 th Cognitive Development in Infancy and Toddlerhood Discussion Board Topic Toddler Observation # 4 Spring Break- Work on Case Study 4. Observation and Summary 3 Due Sunday March 3 rd by 11pm 1. Read Ch 6 Berk 3. Discussion Board Topic #2 on Discussion Board on D2L. First posting due Tuesday, March 5 th at 11pm. Second posting due Thursday, March 7 th at 11pm. 4. Observation and Summary 4 Due Sunday March 10 th by 11pm to the Drop Box Spring Break- Work on Case Study Week 9 March 18 th 22 nd Emotional and Social Development in Infancy and Toddlerhood 1. Read Ch 7 Berk 3. Continue Toddler Observations at Child Study Center or Little Bucs Week 10 March 25 th 29 th Test # 3 Toddler Observation # 5 4. Observation and Summary 5 Due Sunday March 24 th by 11pm 1. Test # 3 on Chapter 6 & 7 will be available Wednesday, March 27 th at 9 am. Deadline for

12 12 Week 11 April 1 st 5 th Week 12 April 8 th 12 th Week 13 April 15 th 19 th Toddler Observation # 6 Physical Development in Early Childhood Toddler Observation # 7 Cognitive Development in Early Childhood Toddler Case Study Due Drop box submission on D2L is Thursday March 28 th at 11pm. 2. Observation and Summary 6 Due Sunday March 31 st by 11pm 1. Read Chapter 8 Berk 2. Print Power Point slides and listen to audio or 3. Discussion Board Topic # 3 on Discussion Board on D2L. First posting due Tuesday, April 2 nd at 11pm. Second posting due Thursday, April 4 th by 11pm. 4. Observation and Summary 7 Due Sunday April 7 th by 11pm 1. Read Ch 9 Berk 3. Work on Final Case Study Paper and Developmental Checklist 1. Toddler Case Study Due on Monday April 15th by 11pm Posted to the DROP BOX 2. Read Ch 10 Berk. Emotional Development in 3. Print Power Point slides Early Childhood Week 14 Test # 4 on chapters 8,

13 13 April 22 nd 26 th Test # 4 9, and 10 will be available Wednesday, April 24 th at 9 am. Deadline for Drop box submission on D2L is Thursday, April 25 th at Week 15 April 29 th May 3 rd Friday May 3 rd -Last Day of Class for Semester Case Study Posted to Live Text Extra Credit Due 11pm. 1. Case Study Posted to Live Text by Monday April 29 th by 11pm 2. Wednesday May 1 st is the last day extra credit projects will be accepted posted to D2L by 11pm. Finals Week May 4 th 9 th Final Exam Week