Concord University Division of Education and Human Performance Fall Semester, 2015 Early Education 265 Child Development

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1 Credit: 3 Hours Concord University Division of Education and Human Performance Fall Semester, 2015 Early Education 265 Child Development Instructor: Name: Dr. Andrea Campbell Office: 104 A Marshall Hall Phone: acampbell@concord.edu Office Hours: M 1:00-2:00 T 8:00-9:00 TH 8:00-9:00 F 8-11:30 *Any other time by appointment Course Description: The course provides a study of theory and research regarding social-emotional, cognitive, motor, and language development in young children. Required Text: Berk, Laura E., (Ninth Edition) Child Development, Boston, MA: Allyn and Bacon Course Goals: Goals of this course are to provide students with a basic knowledge of child development ranging from prenatal period to adolescents. An emphasis is placed on developmental theories in the areas of social-emotional, cognitive, motor, and language development. Additionally, the course will require application of observation strategies with children. Concord University Teacher Education Conceptual Framework: Concord University s Professional Education Unit s (PEU) Conceptual Framework, The 21 st Century Professional, for the teacher initial and advanced education programs consists of the following six competencies indicating that professionals are: 1.Competent, 2.Intentional, 3. Reflective, 4. Culturally Responsive, 5. Leaders, and 6. Empathetic. The PEU strives to provide all teacher candidates at the initial and advanced level with the knowledge, skills, and dispositions necessary to become effective teachers/leaders by offering the highest quality instruction and programs. In EED 265, we will address eight of the ten competencies as they relate to teaching and learning through our readings, discussions, and clinical experiences

2 in the schools. The information in this course will provide teacher candidates with the knowledge and skills to become informed and thoughtful decisionmakers. The following table links the course objectives to the Conceptual Framework Objectives and the West Virginia Professional Educational Standards for Teaching. Course Objectives: Upon satisfactory completion of this course, the student will: 1.0 Analyze theories on the development of young children in motor (psychomotor, gross and fine), cognitive, language (receptive and expression) and social-emotional domains. 2.0 Synthesize the environmental, hereditary, and biological influences on development. 3.0 Explain causes of the development of selfconcept, morals, and values in the young child. NAEYC Standards INTASC ISTE Praxis II Prek-K Praxis II Prek - special Conceptual Framework 1,3 1,2, 3 1 ABCD 1,2AB 1, 2.3,4 2, C 2AB 1,4,6 1 1,2 3 1C 1,2,3,6 4.0 Compare and contrast infant and childcare guidance styles E, 2A,2B 5B 1,6 5.0 Relate the educational implications for development in each area of growth. 6.0 Explain causes of exceptionality in young children. 7.0 Select and apply observational techniques (formal and informal) 7.1 Demonstrate appropriate use of anecdotal records, time sampling, event sampling, checklists, rating scales, as well as child and parent interviews to describe development. 4 1,2 3 2A,2B,2 D 4 1,3,6 1,2, ,2AB 1,3 3 1,4 3 2D 3 1,2,3,5,6 Methodologies/Teaching Strategies/Processes: Learning experiences will be organized into Modules. These modules will consist of a variety of activities including individual readings and study, threaded group discussions, learning activities, videos, and observations. Course Requirements: Learning Modules: Course assignments will be organized into weekly learning modules. All modules within the course follow the same format with readings, presentations, activities, discussions, and end in a quiz. Each learning module will be one week in duration and ALL components of the module will be due every Monday by 11:59PM. LATE ASSIGNMENTS: There will be a 10% grade reduction per day on any assignment completed and/or turned in after the due date. Missed quizzes and discussions cannot be made up after the due date.

3 Participation: Participation in online courses is different from the traditional class participation in face-to-face courses. Participation in this online course is critical to the overall learning experience gained from the course. Students are required to participate in weekly threaded discussions held on Blackboard. You will receive a grade for each discussion. ALL students must participate. Being a learner in an online environment prevents students from letting others answer the questions. Discussion posts are expected to contribute to the overall information of the discussion. Discussion posts such as I agree, I disagree will not be accepted. Grading rubrics are assigned to each discussion. Students are expected to be articulate, post appropriate and accurate information, and contribute to the overall quality of the discussion. Observation Activities: Observation of children is required for this course. Learning modules will contain specific observational assignments that must be completed during the observations. Confidentiality of all children and families that are observed are required during the field experience. Learners are responsible for locating appropriate age children to complete the observation assignments with, ALWAYS obtaining parental permission prior to ANY observation. Learners may wish to complete observations at a local child care facility and should contact the director before any observations. Exams: There will be two exams throughout the course (midterm and final). Exam will be taken on Blackboard. Evaluation Procedures: Students will be evaluated and assigned points through the Blackboard system. All assignments have a rubric that states maximum amount of points possible. View each learning module within Blackboard for points possible. The instructor will respond to s within hours. Grading Policy: The following scale will be used for determining grades: A B C D F 60 and below Concord University Honor Code - A Concord University Honor Code was approved by students, staff, faculty, administration, and the CU Board of Governors. The Code states: "As a member of the Concord University Community I will act with honesty and integrity in accordance with our fundamental principles and I will respect myself and others while challenging them to do the same."

4 The Honor Code is intended to unite the Concord community behind a culture of honesty, integrity, and civility. Academic Dishonesty. Plagiarism and any type of academic dishonesty will be considered a serious offense. Accidental plagiarism is still considered plagiarism. Students WILL BE held ACCOUNTABLE for plagiarism of any kind including claims of accidental plagiarism. Go to: and be sure you understand what plagiarism is. Students observed to be cheating or plagiarizing will receive an automatic F for the course. Other steps may be taken as described in the University Catalog. Academic dishonesty in this program is considered to be giving or receiving any assistance from peers or to peers on assignments, assessments, discussions, or any other course related activity assigned as individual work. To avoid any issues with academic dishonesty, work INDEPENDENTLY and DO NOT share or discuss your work with anyone. Be sure your electronic documents are protected and only you have access to them. Communication with Instructor. Any and ALL communications with instructors MUST be professional. It is expected that students will use appropriate grammar and sentence structure in communications. Students should also allow a minimum of 24 hours for an response from the instructor. Students are advised to instructors directly through CU rather than other accounts to avoid s being received as spam. If the instructor does not respond within 24 hours, students are encouraged to send a POLITE follow up . Please consider the instructor is working with many students and could inadvertently miss responding to one out of many. Unprofessional communication with instructors will not be tolerated. Students maybe dismissed from courses for inappropriate communication. See the University Catalog for possible consequences. **Concord University is committed to responding to the needs of students with disabilities as defined by the Americans with Disabilities Act. Students who request academic accommodations or modifications related to a disability should first notify their instructor and then contact the Vice President and Academic Dean's Office.

5 Getting Started: Welcome to Online Learning!!! I would like to take this opportunity to introduce myself as the facilitator to this course and the course itself. I hope you are eager to learn a great deal by undertaking this endeavor and participating in this challenge. I am an Associate Professor of Early Childhood Special Education here at Concord University. Having an undergraduate degree from Virginia Tech in Family and Child Development makes me very passionate about child development and its importance in the lives of educators. With that in mind, I continued my education in Low Incidence Disabilities with a M.S. from the East Carolina University and a Doctorate from North Central University. To begin the course, you will need to log onto Blackboard 9. Your username will be the beginning of your CONCORD address. For example: acampbell is my username. You will then need to enter your password which is your student ID #. After the initial login, you will be asked to change your password. Once you have been successful logging in, be sure to visit the On Demand Help and Learning Catalog where you can find getting started guides. Please note that all course materials will be developed saved as Word or PDF files. Please be sure your computer is set to view these documents. Online learning maybe a new experience for you - please be patient with yourself in learning and progressing through the course. Take time to orient yourself with Blackboard and be sure you are comfortable in operating the Blackboard system. Take comfort in knowing this is a learning experience for all of us, however, module assignment due dates will be strictly enforced. Ask questions early to prevent rushing at the last moment to find yourself troubled by technological difficulties. The first step in beginning this course is to send a message to me within the Blackboard system indicating you have been successful logging on and are ready to go. To send a message within Blackboard, go to the left hand side of your course screen and select My . Then select either All instructors or Single/Select Observer and choose my name. Please put EED-265 in the subject box. Next you should introduce yourself to the class via the Blackboard discussion board. Be sure to include your name, major, one thing you want to learn from this course. Locate introduction discussion of the 265 homepage to post your discussion. Finally, as a future educator, this maybe the most important course you take during your program. Teachers cannot provide developmentally and individually appropriate instruction for students if they do not understand child development.

6 The exams for this course are NOT easy. They require a high level of understanding of the readings and activities assigned throughout the course, therefore, require you to take the initiative for your own learning by studying the material a great deal. I am here to guide you through the course, but you must do your part and dedicate yourself to the course as well. Please do not hesitate to contact me for any questions/concerns as you work through this course. I look forward to learning from and with you! Dr. Andrea Campbell Associate Professor of Early Childhood Special Education Concord University 104A Administration Building (304) acampbell@concord.edu