| Pellissippi State Community College Summer 2011 ECED 2020; Th 6:15--9:15; MA 124 |
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| Instructor: Catherine T. Shafer, PhD ctshafer@pstcc.edu catherinejts@yahoo.com Additionally you can send me a message through my contact me page. _______________________________________________________________________________________________________________ Textbook: Infants and Children: Prenatal through Middle Childhood (7th Ed.), Laura Berk, Pearson Education, Inc. _______________________________________________________________________________________________________________ Course description: An overview of the physical, cognitive, and social/emotional aspects of young children as they develop. _______________________________________________________________________________________________________________ NAEYC Standards: Standard 1: Promoting child development and learning 1a. Know and understand children’s characteristics and needs; 1b. Know and understand multiple influences on development and learning. Standard 3: Observing, Documenting, and Assessing to support young children and families. 3b. Know about and use observation, documentation, and other appropriate assessment tools and approaches. _____________________________________________________________________________________________________________________________ IDEA Standards: Objective 1: Gaining factual knowledge (terminology, classifications, methods, trends); Objective 2: Learning fundamental principles, generalizations, or theories; Objective 11: Learning to analyze and critically evaluate ideas, arguments, and points of view. _____________________________________________________________________________________________________________________________ COURSE SCHEDULE: Thursday, June 2 Thursday, June 9 Thursday, June 16 Thursday, June 23 Thursday, June 30 Thursday, July 7 Thursday, July 14 Thursday, July 21 Thursday, July 28 _____________________________________________________________________________________________________________________________ Policies: Attendance Policy: PSCC expects students to attend all scheduled instructional activities. At a minimum, students in all courses must be present for at least 75% of their scheduled class and laboratory meetings in order to receive credit for the course. I take attendance every day. Academic Dishonesty: Plagiarism, cheating, and other forms of academic dishonesty are prohibited. A student guilty of academic misconduct, either directly or indirectly through participation or assistance, is immediately responsible to the instructor of the class. In addition to other possible disciplinary sanctions that may be imposed through the regular PSCC procedures as a result of academic misconduct, the instructor has the authority to assign an F for the exercise, examination, or course. Accommodations for disabilities: Students who need accommodations because of a disability, have emergency medical information to share, or need special arrangements in case the building must be evacuated should inform the instructor immediately, privately after class or in her/his office. Students must present a current accommodation plan from a staff member in Services for Students with Disabilities (SSWD) in order to receive accommodations in this course. SSWD may be contacted by going to Goins 134 or 126 or by phone: 694-6751 (Voice/TTY) or 539-7153. More information is available at www.pstcc.edu/departments/swd/ Extended College Closure: In case of an extended college closure (one week or more), please contact me by email (see above), I will also attempt to contact you. I expect you to be in touch with me while the college is closed. The classes that I can conduct online will be covered in the days that the college is closed. Student presentations will be resumed when we return to campus. If it appears that we will not return to campus before the semester ends, I will contact you with further instructions. Late Assignments: Don’t do this. It is really unfair to everyone else. I will lower the grade that would have been awarded a letter grade each day that it is late. After three days, assignments will not be accepted. Testing procedures: 200 points There will be four examinations each worth 100 points. The exam will cover lecture notes, assigned readings, and other materials presented in class. The exam questions might consist of matching, multiple choice, fill-in-the-blank, quantum mechanics equations, and essay. Assignments: 500 points Reflections from watching childbirth videos -- 100 points (Done in class after videos) Cultural Influence Presentation OR Developmental Disorder Presentation -- 100 points Children’s Television Show Review -- 100 points (Due on March 13) Activity Option Display -- 100 points Attendance and Participation -- 100 points Grading scale: 630 -- 700 = A 550 -- 629 = B 480 -- 549 = C 410 -- 479 = D Below 409 = F _____________________________________________________________________________________________________________________________ ASSIGNMENTS: 1. Reflections from childbirth videos. (In class writing assignment) **100 points** After watching the videos presented in class, write your reflections and reactions. Due in class; obviously this does not have to be typed, etc. 2. Cultural Influence Presentation **100 points** (choose only 2 or 3) Choose a specific culture to highlight and present to the class. Report to the class the various patterns and behavior that make this culture unique. Be sure to touch on ways that our cultures are similar and how we can provide a more inclusive educational experience for those from this culture. You are encouraged to provide hand-outs for the other class members for their portfolios. -- OR -- (By which I mean, choose 2 or choose 3 but not both) 3. Developmental Disorder Presentation **100 points** (choose only 2 or 3) Choose a specific developmental disorder and research the cause, characteristics, and other data concerning the disorder. Describe the implications that this disorder has on a person’s life. Provide enough understanding to give a basic understanding of the disorder. Again, hand-outs are encouraged to share with other class members. 4. Children’s TV Show Review **100 points** Choose a children’s television show to watch and review critically. Observe how the show addresses such issues as individuality, multiculturalism, character, violence, etc. Is this show appropriate for the target audience? What is appropriate and what are some ways that the show could be changed to make it appropriate? Turn in 1-page typed. 5. Activity Option Display **100 points** Make a poster or power point or overhead or other such thing display of the research option you have chosen from below. These will be presented after the cultural and developmental disorder presentations. See options below. _____________________________________________________________________________________________________________________________ Activity Options: Option # 1: Interviewing parents The demands of parenthood disrupt the routines of the husband and wife and change their lifestyles in ways that are often permanent. Speak with parents of a newborn (first-time parents, if possible) to find out how the arrival of their baby has changed their lives. This will elicit an amazing amount of information! Questions should be open-ended and the interview should flow naturally. Questions might include such things as: What surprised you the most when your child was born? Have you both continued to work? How has the baby affected this? What is your division of parental duties like? How has your relationship changed? How do you handle the stress involved with caring for a newborn? What was your biggest adjustment? You can also cover such things as: 1. Birth story 2. Daily routine 3. Description of the child’s character and personality. Take notes or record the interview. Make a visual display of your findings. Option # 2: Historical perspective of pregnancy Advice to pregnant women has changed over the last twenty years. Examine popular magazines and other literature provided to the general population over the last 20 years. Also, you may want to visit an obstetrician’s office and either talk to the doctor or see what kinds of literature are available to couples expecting a baby. See if they have copies of any older materials that they no longer keep available (you may have to tell them that this is for an assignment). Note changes over the years regarding maternal cigarette smoking, alcohol consumption, exercise, nutrition, etc. Look at the current literature and answer: Is the information clear? Is the information accurate? Is the information supported with research? Produce a visual display of what you have learned. Option # 3: Evaluation of toys or children’s literature Evaluate several toys (minimum of 10) or several books pertaining to a certain age (minimum 10). See how they are designed with respect to perceptual capabilities needed to respond appropriately, motor skills required (toys), and abilities or concepts that the toy or book promotes. Pay attention to the recommended ages and guidelines provided for each toy or book. Make a visual display of your findings, including, if possible, pictures of the toys or books, or the actual toy or book. Include what you can find out from scholarly literature about play or literacy for your chosen age group. Option # 4: Research laws regulating childcare. The quality of child care, both at home and in a childcare setting, is important for fostering the emotional security of young children. The quality of American childcare is a cause for deep concern. Standards are set by the states, and they vary greatly across the nation. In some places, caregivers need no special training in child development, and one adult is permitted to care for as many as 6 to 12 infants at once. Research information about licensure or standards of child care in Tennessee, for example: licensure information for staff child-to-caregiver ratio maximum group sizes space and equipment health and safety requirements transportation child records curriculum requirements discipline rating system parental rights nutritional requirements Prepare a visual of what you have learned. Option # 5: Examining preschool art Small children have interesting ways of drawing. Around age 3 or 4, a child usually draws her first picture of a person. Between 3 and 6, drawing gradually becomes more complex. Collect art samples from preschoolers of varying ages. Note the age and gender of each child for your visual. You may display the art on your visual, if you like. Come to an understanding of the milestones associated with the development of skills in art, and the general ages associated with each milestone. Show concrete examples of your findings through the artwork. Option # 6: Observing make-believe play Visit a home or childcare center, focusing on 1 ½ to 3 year old children. Watch the children at play. If you can become part of the play, it is even better, so that you can try to understand more clearly what is happening. Have the children explain in their own words what is happening. On your visual, display the pretend play with words and pictures. Use quotes from the children to spice it up. What are the developmental milestones associated with make-believe play? See if the children you are observing are true to the expectations. Option # 10: Development of the human senses Make a visual display of all of the human senses. Indicate on your display how each develops, both prenatally and after birth. Show the developmental pathways that a human normally follows in each of the five senses (touch, sight, hearing, smell, and taste). If a newborn is born with one of the senses not working, what are the implications for his/her life? What interventions may ease their progress in life? Option # 11: Children’s literature Examine children’s literature, focusing on a specific age. Look at the artwork and the text, making notes of how appropriate the book is to the age recommended. Make a visual of your assessment of these books (at least 10). You might also want to talk to parents, teachers, or children to learn their perspectives. Option # 12: Attachment display Make a display of attachment theory, indicating notable names in attachment theory history, milestones, implications for parents and practitioners, and attachment disorders. Be sure to include your assessment of attachment theory. Option # 13: Freud or Jung or Rogers or Maslow display Make a display of the theorizing of Sigmund Freud, Carl Jung, Abraham Maslow, or Carl Rogers, delineating phases of psychosexual development (Freud), dream interpretation and mandalas (Jung), the hierarchy of needs (Maslow), or humanistic approach (Rogers) and other terminology typically associated with him (them). Be sure to include your assessment of his (their) theories. Address the applicability of his (their) theorizing to our society._ Option # 7: Interviewing preschoolers Because preschoolers are notorious for short interviews, interview at least 3 preschoolers. Ask a general question (for example, “Tell me about yourself”) and follow-up with more specific queries addressing the child’s likes and dislikes, what he is good at or not good at. (NOTE: Some answers that preschoolers give may be quite surprising or personal. Use discretion.) Did the child describe himself using observable descriptors (such as, name, physical appearance, everyday behaviors) or did they use psychological characteristics (such as, beliefs, emotions, attitudes)? Record the interviews if possible. Make a visual of your interviews, using the children’s own words for interest. Option # 8: Make a time line of theorists for display Using material in the text book as well as other sources (if desired) make a time line of important theorists in human development. Indicate on your time line the contributions of each theorist. Make a note of how each theorist has influenced other theorists and also our thinking for today. Make this into an attractive visual which can be displayed. BE AS COMPREHENSIVE AS POSSIBLE!!!! Option # 9: Genetic or other disorders of pregnancy Make a display of several of the genetic or other types of problems that may occur in pregnancy (such as fetal alcohol syndrome, implications of cigarette smoke, transmission of STDs or other diseases from mother to baby, etc.) Make a visual as well as descriptive statements of causes, interventions, and outcomes. Try to be comprehensive as time and space permits, but do not become overwhelmed. Option # 14: School programs for children with disabilities OR talented and gifted programs Visit an elementary school for the purpose of observing either a special education classroom or a gifted-talented classroom. Make an assessment of the classroom, indicating the age and developmental abilities of the children in the classroom. Find out the laws that regulate this kind of classroom. Make a visual of your experience. Include your own assessments. Option # 15: Sexually Transmitted Diseases Do some research on sexually transmitted diseases. Make a visual of your research, indicating the symptoms, cures, and implications of each disease (for giving birth, for instance). Option # 16: Anti-substance Campaign Make a convincing campaign poster against smoking, alcohol, or illicit drugs. Indicate on your poster your knowledge of this substance that you obtained through research. Make sure to note the symptoms and implications for each in a person’s life. Option # 17: Human Genome Project Look into the findings of the Human Genome Project, indicating the timeline. Describe what you find, using proper terminology (chromosomes, DNA, genes, RNA, etc). Examine in detail one finding (such as a particular gene) and describe the implications of this finding on human society. Make a visual of your research. Option # 18: I’m tired, what do you think is a good idea? Relationships, marriage, divorce, Alzheimer’s Disease, insurance, parenthood, career choices, elementary schools, high schools, childhood diseases, immunizations, early parental death, ADHD, Down Syndrome, etc. etc. etc. etc. . . . . Please present to me any other idea you might have for an attractive display and presentation to the class that is RELEVANT TO HUMAN DEVELOPMENT! _____________________________________________________________________________________________________________________________ |
Introductions, syllabus, textbook
Chapter 1 -- History, Theories, Research
Chapter 2 -- Biological and Environmental Foundations
Teratogens
Chapter 3 -- Prenatal Development in Infancy and Toddlerhood
Chapter 4 -- Birth and the Newborn Baby
Childbirth videos -- writing assignment
NO CLASS, I will miss your faces.
Chapter 5 -- Physical Development in Infancy and Toddlerhood
Chapter 6 -- Cognitive Development in Infancy and Toddlerhood
Review for first test -- chapters 1-- 6
FIRST TEST; chapters 1 -- 6
Chapter 7 -- Social and Emotional Development in Infancy and Toddlerhood
Chapter 8 -- Physical Development in Early Childhood
Attachment
Chapter 9 -- Cognitive Development in Early Childhood
Parenting Styles
Reggio Emilia Preschools
Chapter 10 -- Emotional and Social Development in Early Childhood
Chapter 11 -- Physical Development in Middle Childhood
Chapter 12 -- Cognitive Development in Middle Childhood
Review for second test -- chapters 7 -- 12
SECOND TEST -- chapters 7 -- 12
Gender
Multiple Intelligences
Moral Development
STUDENT PRESENTATIONS
Chapter 1 -- History, Theories, Research
Chapter 2 -- Biological and Environmental Foundations
Teratogens
Chapter 3 -- Prenatal Development in Infancy and Toddlerhood
Chapter 4 -- Birth and the Newborn Baby
Childbirth videos -- writing assignment
NO CLASS, I will miss your faces.
Chapter 5 -- Physical Development in Infancy and Toddlerhood
Chapter 6 -- Cognitive Development in Infancy and Toddlerhood
Review for first test -- chapters 1-- 6
FIRST TEST; chapters 1 -- 6
Chapter 7 -- Social and Emotional Development in Infancy and Toddlerhood
Chapter 8 -- Physical Development in Early Childhood
Attachment
Chapter 9 -- Cognitive Development in Early Childhood
Parenting Styles
Reggio Emilia Preschools
Chapter 10 -- Emotional and Social Development in Early Childhood
Chapter 11 -- Physical Development in Middle Childhood
Chapter 12 -- Cognitive Development in Middle Childhood
Review for second test -- chapters 7 -- 12
SECOND TEST -- chapters 7 -- 12
Gender
Multiple Intelligences
Moral Development
STUDENT PRESENTATIONS