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) While all sections of TECA 1354 will address the topics listed above, additional course content and areas of emphasis vary by instructor and how the course is administered (online or lecture). Students should consult the syllabus for the particular section of TECA 1354 in which they enroll. Time & Place: Section 709: Internet: Canvas If you will be traveling during the semester, make sure you know where there will be internet access as it is expect of you to always be able to find a connection to complete course requirements. The instructor will not extend dates unless the Canvas server is down (which instructor will be aware of). INSTRUCTOR: Development Dr. Amy Mintz, Assistant Professor of Early Childhood/Child How to reach me: Office: CL 121 Office Phone: Office Hours: amintz@delmar.edu Please see schedule posted outside office or contact instructor for an appointment. Textbook Requirements: Rathus, Spencer A. (2011). Childhood and Adolescence: Voyages in Development (4 th ed.). Belmont, CA: Thomson Wadsworth. ISBN #:

2 Technology Requirements: This course utilizes Canvas for all lecture materials and assignments. Students enrolled in this class should have regular access to a computer with internet and audio capabilities. Students should print out the posted Powerpoints lecture material to utilize while listening to the recorded lectures available. For assistance using Canvas, please visit the E-Learning Division at or call the help desk at 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. 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. 2

3 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.) 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 3

4 C7 Information: Interprets and communicates information. C9 Interpersonal: Participates as a member of a team; Contributes to group effort. *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. TAKING THIS COURSE ONLINE: All materials for this class will be available online and through your textbooks. To access the course materials, click on the Module for each week. There you will find the PowerPoints for each week. It may be a good idea to print these out so you can refer back to them as needed. Under Modules you will also find any additional reading articles that are not in your textbooks, or videos that correspond with a lecture. After reviewing the course materials, you will also participate in quizzes (which may not be every week), and complete out-of-class assignments which correspond with lecture material (there are 3 out of class assignments). Please check the uploaded course schedule for due dates it is a good idea to print this out so you have it for quick reference. You can also check the Canvas calendar for due dates. COURSE EVALUATION: ******************************************************************************************** Once the semester begins, students may access this online class Monday through Saturday each week. On Sunday, Discussions and Quizzes will be locked. Sunday will be used by the instructor to finish reading any discussion posts and grade quizzes. You are encouraged to work at your own pace, however deadlines are placed on class activities, assignments and exams. You should become familiar with the Calendar to determine when materials are due and adjust your study schedule accordingly. All work must be completed by the assigned date. 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 Quizzes 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. After the submission deadline, I will grade each quiz individually since the computer is not able to grade your written answers. I try to get grading done on Sunday, but please be patient as it may be Monday before quizzes get graded. 4

5 At the end of the semester, I will offer an extra credit quiz to replace a low or missing quiz. I will also drop the lowest quiz grade before calculating quiz averages. This quiz will cover material from the entire semester and is also an excellent review for the final exam. It will not be available until the end, so please do not ask to take it sooner. The extra credit quiz will be available in the Wrap-Up Learning Module. Studying previous quizzes is also an excellent way to prepare for the final exam. Assignments: There will be 3 written 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 the Module for the week it is due as well as under the Assignment section on the left-hand side of Canvas. 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 lose late points until the assignment in the correct format is turned in. Please make sure it is saved in the correct format. To turn in an assignment: Click New Submission on the right side of the assignment instruction page. From there you can upload your assignment as an attachment from your computer. Do not your assignment from Canvas turn it in from the Assignment section. If you are having trouble uploading your assignment in the proper location, that is the only time you can the assignment direction to the instructor. Assignment Policy: 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. Handwritten work will not be accepted. Late work automatically loses points as follows and will not be accepted after 25 calendar days from the due date. 1 day late loss of 5 points 2 4 days late loss of 10 points 5 7 days late loss of 15 points 5

6 8 14 days late loss of 20 points days late loss of 30 points 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 redone assignment turned in. If original assignment was turned in late, original late points carry forward to the redone assignment. The raw score on the original and the raw score on the redone assignment will be averaged together for the student s new score. Final Exam: There will be a final exam which will be comprehensive (cover the entire semester material). This exam will consist of 8 essay questions covering topics/stages discussed in lecture and text. Students must answer 4 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. This exam must be taken at the Del Mar Testing Center on Ayers Street during the final exam testing period (Dec 6th through Dec 12th). Students must find time in their schedule to take this exam (I will not give a specific time or date). Hours the testing center is open and their location can be found on Canvas in the Wrap-Up Module or on Del Mar s web homepage. 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 At any point you can check your grades by clicking on the Grades tab on the left side of Canvas. 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. 6

7 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. MISC: 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. If you have difficulty navigating this class online, please come see me. I cannot help you in the most effective way if you ask for help AFTER deadlines have passed. Also, the help desk at Del Mar is available for assistance as well. They can be reached at (361) or helpdesk@delmar.edu 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! Childcare Center Observation Options: 1. Del Mar Early Learning Center :30am-5:30pm 2. 1 St Christian Day School :30am-6:00pm 3. YWCA on Corona Drive :30am- 6:30pm. 4. Kindercare (3 different locations) 6:30am- 6:30pm 5. Driscoll Early Learning Center :45am-7:30pm (however they close early if all the children have left) 7

8 **You do not have to observe at THESE locations. They are just suggestions that have extended hours or centers we have working relationships with.*** Guidelines for CD/EC Student Observers To Observe: 1. Students need to call the observation location, or stop by to schedule an appoint 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 and they MUST be on silent. 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. 8

9 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. 9