Berk, L. (2012). Infants and Children: Prenatal through Middle Childhood, 7 th Ed. Pearson ISBN-10:

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1 CHILD DEVELOPMENT BIRTH THROUGH 8 YEARS HDFS 224 Spring 2015 Tues/Thurs 12:40 2:00 PM 2069 LeBaron Instructor: Kere Hughes-Belding, Ph.D. 2361D Palmer Building Please me through BlackBoard Learn Office Hours: My office hours are on Tuesday and Thursday from You can either me or see me after class for a different time to meet. If there are ever any questions or concerns, please do not hesitate to contact me. The class should be challenging, but I m here to support you. Required Learning Materials: Berk, L. (2012). Infants and Children: Prenatal through Middle Childhood, 7 th Ed. Pearson ISBN-10: Course Description: Learning, growth, and development (typical and atypical) of children from birth through age eight. Explores importance of family, programs, and a diverse society. Strategies for observing, recording, and interpreting children s cognitive, communication, motor, social, and emotional development. A practicum is a required component of the course. Learning Outcomes: At the conclusion of the course students will be able to: 1. Identify and describe typical and atypical child growth and development of children (birth through age 8) in the areas of physical/motor development, cognition, language, and social/emotional development. 2. Observe and explain individual differences in development and learning including risk factors, typical and atypical development, and developmental variations. 3. Enact basic positive interactions strategies with children. 4. Apply critical thinking to evaluate contemporary child and family issues. 5. Characterize the issues related to professionalism and the ethical responsibilities of people working with children. 6. Recognize positive guidance techniques used by teachers to promote development. 7. Identify the fields and specializations which require a background in child development.

2 Topic Outline DATE TOPIC ASSIGNMENT Jan 13 Introduction - Labs begin week of Jan 28 Syllabus Assign Childbirth Interview Jan 15 Basic Guidance Principles Blackboard Jan 20 History/Theory, Research Ch.1 Jan 22 Lab Orientation/Labs start January 26 Jan 27 History/Theory, Research Continued Ch. 1 Jan 27: Assign Observation #1 Jan 29 & Genetics & Environment Ch.2 Feb 3 Feb 5 & 10 Prenatal Development Ch. 3 Due Feb 5 online by 5pm: Childbirth Interview Feb 12 & 17 Birth & the Newborn Ch. 4 Feb 17: Assign Observation #2 Due Feb 12 online by 5pm: Observation # 1 Feb 19 NO CLASS: Exam 1 via Blackboard available Feb 17 at 9am until Feb 19 at 5pm. NO MAKE UP EXAMS Feb 24 & 26 Physical Development (Infants & Toddlers) Ch. 5 Due Feb 26 online by 5pm: Observation #2 March 3 & 5 Cognitive Development (Infants & Toddlers) Ch. 6 March 10 & Emotional & Social Development (Infants & Toddlers) Ch March 12: Assign Observation #3 March 16- SPRING BREAK! ENJOY AND BE CAREFUL! 20 March 24 NO CLASS: Exam 2 via Blackboard available March 22 nd at 9am until March 24 th at 5pm. NO MAKE UP EXAMS March 26 Physical Development (Early Childhood) Ch.8 Assign Observation #4 March 31 Cognitive Development (Early Childhood) Ch. 9 Due March 31 online by 5pm:Observation #3 April 2 & 7 Emotional & Social Development (Early Childhood) Ch. 10 April 9 Physical Development (Older Children) Ch. 11 Assign Observation #5 April 14 Cognitive Development (Older Children) Ch. 12 Due April 14 online by 5pm: Observation #4 April 16 Cultural, Linguistic and Developmental Diversity Blackboard Readings April 21 Special Topics TBD Due April 21 online by 5pm: Observation #5 April 23 Special Topics TBD Due April 23 online by 5pm, Journal Notes April 28 Peer Presentations on Chosen Topics April 30 Course wrap-up and final review May 4-8 Final Exam available online 9am May 4 until 2pm May 7 *Syllabus is subject to change, particularly the above order and contents due to unforeseen circumstances. Some topics may take longer or less time than planned. Exam dates, however, will not change.

3 Evaluation: Exams (3 x 100 points each) 300 Childbirth Interview 25 Structured Observations (5 x 20 points each) 100 Unannounced In-Class assignments (5 x 10 points each) 50 Peer Presentation 25 Peer Presentation Write-up 25 Evaluation from Lab Supervisor-Dr. Colbert picks up 60 Journal Notes (5 x 10 points each) 50 Total 635 ***Designated Performance Indicators/Standards Assessments: ISU Educator Preparation Program Conceptual Framework The ISU educator preparation program is founded on the land grant commitment of access and opportunity when serving the people of Iowa, the nation, and the world. Like the University, the ISU educator preparation program is fundamentally grounded in the science and technology of living and learning. The themes of leadership, equity, critical thinking, and innovation are intentionally woven throughout the fabric of this program in order to help today s learners achieve to their full potential. Additional information about the framework can be found at: Teacher Education Practicum Policy Practica (clinical experiences) are a key part of professional preparation working with children. It is important that you have opportunities to apply what you learn in coursework in authentic classroom settings, and you are successful in those practica settings. All students in teacher education licensure programs (including ECE) must pass course-related practica. If a student does not get the minimum passing grade for the practicum portion of a course, the student will have to retake the course in order to continue in the licensure program. A written student improvement plan will be used when a student is dismissed from a practicum or does not receive the minimum grade required to progress in the teacher education program. The student improvement plan will be developed by faculty/staff associated with the relevant course, practicum experience, and the student. Any student who does not receive the required minimum grade or is dismissed from two practica (two times in one course or in two different courses) will not be allowed to take courses with practica in teacher education related courses, and will be counseled to find another major. More information about this policy can be found at: IOWA TEACHER LICENSURE STANDARDS In fall 2001, the Iowa Department of Education mandated that all teacher education programs, including Iowa State s, comply with a performance based system for teacher training. The idea was that there are certain things that beginning teachers should be able to do, and that these competencies would provide evidence for a teacher in training to become licensed. The area of early childhood education specified and implemented content standards in Endorsement 100 at the state level. In the fall of 2007, the Iowa State University teacher education program adopted the Iowa Department of Education Chapter 79 standards. These standards are the basis of the teacher

4 preparation program at Iowa State, and students must demonstrate an acceptable level of proficiency in each area in order to obtain licensure. These twelve standards are: 1) Content/ Subject Matter Specialization, 2) Student Learning, 3) Diverse Learners, 4) Instructional Planning, 5) Instructional Strategies, 6) Learning Environment/Classroom Management, 7) Communication, 8) Assessment, 9) Foundations, Reflective Practice, and Professional Development, 10) Collaboration, Ethics, and Relationships, 11) Computer Technology Related to Instruction, and 12) Methods of Teaching. Following this same competency based system, the state of Iowa (mandated through the Teacher Quality Act) developed and implemented a competency system for beginning teachers in order for them to qualify for a standard license. The eight State of Iowa standards (referred to as the Iowa Quality Teaching Standards) and their specific competencies, or model criteria, can be found at the following website: These standards have a close correspondence with the twelve Chapter 79 standards being used at Iowa State, but unfortunately have a different numbering system. As of July 2005, this system is also being used to evaluate the performance of all teachers. For students in early childhood education, each required course will have one or more standards assessments (also called DPI or Developmental Performance Indicator). These can be an assignment, a project, practicum participation, or a combination of these. The scoring criteria for each standards assessment will be provided to the student. Each student will be evaluated on the completed standards assessment as either proficient or not proficient. The standards assessments may also count in the overall course grade. Students who do not perform at a proficient level on each standard for which there is a standards assessment will be required to retake the course. The standards assessments for HDFS 224 are as follows: Standards Assessments DPI 17 While observing a group of 3- to 8-year-old children, record examples of motor development including aesthetics and adaptive behavior, both typical and atypical; language and cognitive development, and social, and emotional development; use theory and research to interpret each observation. recommend culturally, developmentally, and individually appropriate guidance techniques for the situations Course Activity Observation 3 Observation 4 ISU Standard State of Iowa Standard Endorsement 100 Standard (262) 2 2, 3 1.1, 1.2

5 18 The cooperating supervisor will review and assess professional behavior, including ethics and work with children 19 While observing a group of infants or toddlers, record examples of typical and atypical motor, language, cognitive, and social, and emotional development; use theory and research to interpret each observation; recommend culturally, developmentally, and individually appropriate guidance techniques for the situations 20 The cooperating supervisor will review and assess professional behavior, including ethics and work with children Practicum Evaluation- Preschool Observation 1 Observation 2 Practicum Evaluation- Infants/ Toddlers 2 2, , 3 1.1, , 3 6 Criminal Background Checks: In response to Iowa Department of Human Services (Iowa Code 237A) and ISU University Teacher Education Program requirements, all students participating in the practicum component of this class must first complete a criminal background check. Students cannot participate in the practicum experience until a background check is completed. The criminal background checks have two parts: (1) the State of Iowa criminal background check and (2) a FBI national criminal background check that requires fingerprinting. Background checks include a search for the following: 1. Serious criminal (felony) convictions. 2. Convictions involving less serious crimes (misdemeanors), such as minor in possession or driving under the influence. In general, if you paid a fine of any sort, you have a conviction on your record. However, parking or speeding violations are not included or considered in the background check. 3. Listing in the Child Abuse Registry. 4. Listing in the Sexual Offender Registry If you have a Deferred Judgment from the Iowa Division of Criminal Investigation, it will also show up on your background check.

6 If you have successfully completed HDFS 103, you have completed the background check. If you completed the check for another course in the past 2 years, then you do not need to complete another background check. However, if you have not completed a background check, you need to do so immediately. Students will need to complete paperwork to begin the background check. Students should go to the following website to find forms to complete for the checks: Students should follow directions carefully, as there are different procedures and costs for the state and national checks. The State of Iowa background checks are currently valid for 2 years, and the national background checks are valid for 4 years. All background checks that find any of the convictions listed above will be reviewed by a committee at Iowa State University and forwarded to the DHS for evaluation to determine if the student can participate in the practicum or field based experience. If the student s record shows cause for serious concerns, he/she cannot complete the practicum, cannot pass the class, and will be dropped from the course. The student will then be referred to his/her advisor for further guidance. If there are convictions after the background check is completed, they must be reported immediately to the Teacher Education Services office ( ) so that they can be reviewed. Failure to do this constitutes fraud, and will result in possible disciplinary action. If you have any questions about the background check process, please contact Teresa Kahler, 0133 MacKay Hall; Course Requirements: 1. The exams will consist of multiple-choice, true-false, matching, and short answer questions based on the textbook and class discussions/lecture. The exams will not be cumulative. Exams will be completed online. Exams will be available for a four day window. This flexibility in taking the exams ensures that all students have ample opportunity to complete the exam in time. There are absolutely no extensions. If you have an extended absence emergency, you need to contact the Dean of Students office and they will contact instructors for you. I will work with you to determine the best course for your circumstances. 2. Whatever is covered in class (answers to your questions, videos, guest speakers, my lecture) can be on the exams. You are responsible for what was discussed in class and/or distributed on days you are absent. Getting my PowerPoint slides alone will not be helpful because they are not detailed. So I encourage you to get the phone numbers of at least two other classmates, who will be able to inform you of announcements and assignments, and who will supply class notes and handouts during periods of absence. 3. Please note that I do not lecture solely from the textbook. Information in class expands on the text and provides new content. Also our class discussions are often based on your questions and may take us in new directions not in the text. And a practical consideration is we simply do not have enough time in class to cover all that is in the text but you are responsible for the readings they are important to your mastery of child development. 4. In-class exercises: There will be 5 in-class learning activities throughout the semester worth 10 points each. These activities will involve your personal understanding of the course content. Activities will be graded based on the completeness and quality of your responses. These class activities will be unannounced and cannot be made up, even if you arrive late or leave early and miss the exercise. 5. Attendance is required for the practicum experience and you are responsible for making sure your attendance is noted by your supervising teacher on the lab verification sheet (attendance sheet) at your lab site. Unless Dr. Colbert, Lab Coordinator, informs you otherwise, you are also responsible to arrange all make-ups with the teacher at your placement site.

7 6. Written Assignments (Childbirth Interview, 5 Observations) must be typed and are due through Blackboard by the date and time specified in the calendar. a. Late assignments will not be accepted. All written assignments must be typed, with Times New Roman 12 point font. They must be double spaced with 1 margins. Be sure to put your name on the top of your typed assignment. b. Work will not be excused from the late penalty due to problems with your computer or Blackboard or internet connection. Assignments are given well in advance. Do not wait until the last minute to avoid any technical problems. A doctor s note regarding illness or other proof of a personal crisis is generally allowed. c. Deadlines are strictly enforced because as future professionals, it is good practice to learn that excuses are rarely acceptable in the world of work. Plan ahead, have a back up plan, borrow someone else s computer, etc. And, please keep a copy of all assignments to verify your original work. 7. Peer Presentations You will create and present a presentation with a partner on a special topic of child development. There will be a written report AND a presentation. These reports will be presented in-class. More specific information will be available on Blackboard before midterms. 8. Journals You will complete 5 journal entries in Blackboard over the course of the semester. Document your thoughts on your experiences in practicum, inspiration and curiosities you might have about your future career, or particular topics/theories we ll discuss that you find significant. Journal entries should be 2 to 3 paragraphs in length with the average paragraph being 5 or more sentences. Journal entries should not be completed all at once. The posting date should indicate a minimum of one week in between submissions. 9. Students must complete all course requirements to pass the course. This means students must take all the exams, complete all the written assignments, pass the DPIs, and fulfill the laboratory participation requirements (12 labs = 10 hours) to receive a passing grade. All lab make ups must be completed by Friday of Dead Week. The only exceptions to this requirement of completing all assigned work are the in-class exercises. There are no make ups for these. Blackboard You must be able to access Blackboard. You will need to check it regularly for notes, announcements, exam reviews, communication, course information, and grade postings. Please print out notes and bring them to class. You will have access to your individual scores through Blackboard. If there is discrepancy in your recorded scores please contact me IMMEDIATELY. Do not wait until the end of the course to contact me about scores. Save all of your work in several locations, both on a personal computer and a flash drive as technical issues may arise. Personal Issues Professionalism and respect are expected and required for this course. Disruptive and unprofessional behavior will not be tolerated (i.e.; talking to your peers during lecture, disrupting other students, etc.). If you exhibit disrespectful or unprofessional behavior, we will discuss the issue with you. If the behavior continues, you will be referred to your academic advisor or department chair and appropriate measures will be taken. Due to the content of this course, the material will relate to personal issues. You will never be required to share personal information unless you choose to. However, I encourage you to become an active participant in this course, so we can all learn from each other s experiences. The basic ground rules for class discussion are RESPECT and CONFIDENTIALITY. I expect

8 diversity in beliefs and values related to the course content. It is expected that every student always maintain respect for opinions differing from his/her own that may be presented in class. It is also expected that the stories shared in the classroom stay in the classroom. Please do not discuss or share the personal stories of others outside of class. Legitimate Absences Written documentation for legitimate absences for missed exams or late out-of-class assignments must be provided prior to the anticipated absences. Approval must be obtained ahead of time for an exam to be taken at a time other than the scheduled time. Major illnesses, funerals or family emergencies must also have written documentation. Notify the instructor or graduate assistant as soon as possible. In case of an immediate, extreme emergency notify the Dean of Students Office and your academic advisor. They will notify your instructors. Cell Phones and Laptops Cell phones must be turned to silent during class to respect the learning environment of all students. No texting during class. If you have a call that you must take, please notify me at the beginning of class and step out into the hallway to take the phone call. If you would like to use a laptop to take notes, I ask that you sit in the back of the class to minimize any distractions. Accommodations Iowa State University strives to maintain our campus as a place of work and study for faculty, staff, and students that is free of all forms of prohibited discrimination and harassment based upon race, ethnicity, sex (including sexual assault), pregnancy, color, religion, national origin, physical or mental disability, age, marital status, sexual orientation, gender identity, genetic information, or status as a U.S. veteran. Any student who has concerns about such behavior should contact his/her instructor, Student Assistance at or or the Office of Equal Opportunity and Compliance at Academic Dishonesty The class will follow Iowa State University s policy on academic dishonesty. Anyone suspected of academic dishonesty will be reported to the Dean of Students Office. Forms of academic dishonesty: Obtaining unauthorized information. Information is obtained dishonestly, for example, by copying graded homework assignments from another student, by working with another student on a take-home test or homework when not specifically permitted to do so by the instructor, or by looking at your notes or other written work during an examination when not specifically permitted to do so. Tendering of information. Students may not give or sell their work to another person who plans to submit it as his or her own. This includes giving their work to another student to be copied, giving someone answers to exam questions during the exam, taking an exam and discussing its contents with students who will be taking the same exam, or giving or selling a term paper to another student. Misrepresentation. Students misrepresent their work by handing in the work of someone else. The following are examples: purchasing a paper from a term paper service; reproducing another person s paper (even with modifications) and submitting it as their own; having another student do their computer program or having someone else take their exam.

9 Plagiarism. Unacknowledged use of the information, ideas, or phrasing of other writers is an offense comparable with theft and fraud, and it is so recognized by the copyright and patent laws. Literary offenses of this kind are known as plagiarism. Dead Week This class follows the Iowa State University Dead Week policy as noted in section of the Faculty Handbook Harassment and Discrimination Iowa State University strives to maintain our campus as a place of work and study for faculty, staff, and students that is free of all forms of prohibited discrimination and harassment based upon race, ethnicity, sex (including sexual assault), pregnancy, color, religion, national origin, physical or mental disability, age, marital status, sexual orientation, gender identity, genetic information, or status as a U.S. veteran. Any student who has concerns about such behavior should contact his/her instructor, Student Assistance at or or the Office of Equal Opportunity and Compliance at Religious Accommodation If an academic or work requirement conflicts with your religious practices and/or observances, you may request reasonable accommodations. Your request must be in writing, and your instructor or supervisor will review the request. You or your instructor may also seek assistance from the Dean of Students Office or the Office of Equal Opportunity and Compliance. Contact Information If you are experiencing, or have experienced, a problem with any of the above issues,

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