Indiana University Purdue University Fort Wayne
School of Education Fall 2010
P 249 - 01: Growth and Development in Early Childhood (3 credits; CRN 11269)
M101: Field Experience (0 credits; 20 hours minimum)
Tuesday & Thursday 10:30 – 11:45, Neff 135, elearning on own
Instructor: Zeynep I. Ercan (pronounced as Ar-Jon), Ph.D.
Office: Neff Hall 250 P
Email:isikz@ipfw.edu (best way of contact)
Phone: 260.481.6440 (o); 614.2663648 (c)
Office hours: Tuesday 1:30 pm – 3:30 pm & Thursday 1:30 pm -3: 30 pm by appointment
Secretary: 260.481.6861 (to set up an appointment)
The Mission of the IPFW School of Education (SOE; adopted January 10, 1996) is “To prepare professionals in teaching,
counseling, and leadership who demonstrate the capacity and willingness to continuously improve schools and related entities so
that they become more effective with their clients by:
1.
Becoming more caring, humane, and functional citizens in a global, multicultural, democratic society;
2.
Improving the human condition by creating positive learning environments;
3.
Becoming change agents by demonstrating reflective professional practice;
4.
Solving client problems through clear, creative analyses;
5.
Assessing client performance, creating and executing effective teaching, counseling and educational leadership,
by utilizing a variety of methodologies reflecting current related research; and
6.
Utilizing interdisciplinary scholarship, demonstrating technological, and critical literacies, and effectively
communicating with all stakeholders.”
III.
Course description from IPFW Undergraduate Bulletin:
This course focuses on the cognitive, social, affective, and physical development of the child during the early years of life.
The goal of understanding the growing child from multiple perspectives guides the study of theory and research on child
development. Theoretical study is integrated with observations of, and experiences with, children in a way that increases
the insights and competence of the teacher of young children. The unique developmental problems of special groups of
children – handicapped, economically deprived, and minority groups are addressed.
IV.
Course Objectives: Upon the completion of this course, you will be able to:
1.
Understand the major theories and areas of child development (CF Knowledge; INTASC 2; NAEYC 1; IDOE 1, 2),
appreciate universal and unique patterns in child development, and gain the ability of seeing all developmental
areas as interconnected within the whole child.
2.
Understand biological and environmental impacts, as well as social and cultural impacts on growth and
development from prenatal through adolescence. (CF Habits of Mind, Knowledge; INTASC 2, 9; NAEYC 1, 2;
IDOE 1, 2, 5)
3.
Apply knowledge of child development to analyze and interpret observations of children in the early years. (CF
Experience; INTASC 2, 8; NAEYC 1, 3; IDOE 5, 6)
4.
Be insightful consumers of educational research by critically looking at scholarly studies conducted on the
development of young children.
5.
Follow ethical guidelines when gathering/ utilizing results of various observation and assessment tools from field
experiences with young children. (CF Experience; INTASC 8, 9; NAEYC 3, 5; IDOE 1, 6, 7)
6.
Consider the impacts of their educational decisions on the development of their students, also on families and
communities (CF Habits of Mind; INTASC 9; NAEYC 2, 5; IDOE 5, 7)
V.
INTASC, NAEYC, and IDOE Standards
The State of Indiana, Department of Education, has altered its certification/licensure requirements to appropriately reflect
current national standards for teacher education and quality. Course objectives and activities reflect these changes. This
syllabus reflects Interstate New Teacher Assessment and Support Consortium (INTASC) Model Standards for Beginning
Teacher Licensing and Development (1992), the National Association for the Education of Young Children’s (NAEYC)
teacher preparation standards (Hyson, 2003), and the Indiana Department of Education Standards for Early Childhood
Teachers (1998).
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INTASC Standards – Students in Professional Studies for Initial Teacher Preparation will develop understanding and use of:
1.
The central concepts, tools of inquiry, and structures of the discipline(s) she teachers and create learning experiences that
make these aspects of subject matter meaningful for students.
2.
How children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal
development.
3.
How students differ in their approaches to learning and create instructional opportunities that are adapted to diverse
students.
4.
A variety of instructional strategies to encourage students’ development of critical thinking, problem-solving, and
performance skills.
5.
Individual and group motivation and behavior to create a learning environment that encourages positive social interaction,
active engagement in learning, and self-motivation.
6.
Knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration,
and supportive interaction in the classroom.
7.
Planning instruction based upon knowledge of subjective matter, students, community, and curriculum goals.
8.
How to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and
physical development of the learner.
9.
How to be a reflective practitioner who continually evaluates the effects of her choices and actions on others (students,
parents, and other professionals in the learning community) and how actively seeks out opportunities to grow
professionally.
10.
The knowledge to foster relationships with school colleagues, parents, and agencies in the larger community to support
students’ learning and well-being.
NAEYC Standards for Early Childhood Teacher Preparation (see http://www.naeyc.org/faculty/pdf/2001.pdf for a more detailed
explanation):
1.
Promoting Child Development and Learning Candidates use their understanding of young children’s characteristics and
needs, and of multiple interacting influences on children’s development and learning, to create environments that are
healthy, respectful, supportive, and challenging for all children.
2.
Building Family and Community Relationships Candidates know about, understand, and value the importance and
complex characteristics of children’s families and communities. They use this understanding to create respectful,
reciprocal relationships that support and empower families, and to involve all families in their children’s development and
learning.
3.
Observing, Documenting, and Assessing to Support Young Children and Families Candidates know about and understand
the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other
effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively
influence children’s development and learning.
4.
Teaching and Learning (this standard has 4 sub-standards)
5.
Becoming a Professional Candidates identify and conduct themselves as members of the early childhood profession. They
know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous,
collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making
informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound
educational practices and policies.
IDOE Standards for Teachers of Early Childhood:
1.
The early childhood education professional possesses core knowledge that is extensive and comprehensive and goes well
beyond common knowledge.
2.
The early childhood education professional understands typical and atypical growth and development within each
developmental domain and possesses the knowledge to facilitate healthy growth and development in all children.
3.
The early childhood education professional understands the role of history, philosophy, and educational learning theories
as being fundamental to planning curricula that are developmentally appropriate for each of the individual children in the
group.
4.
The early childhood education professional understands developmentally appropriate practices and can develop
curriculum and implement instruction for all children.
5.
The early childhood education professional understands the influence of the family, community, and culture on the
learning and development of the young child.
6.
The early childhood education professional is knowledgeable about methods of assessment and evaluation and uses
assessment information to plan appropriate curriculum and to provide feedback for families.
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7.
8.
The early childhood education professional embraces and actively models professionalism, ethical behavior, and
commitment to lifelong learning.
The early childhood education professional promotes an environment that nurtures and encourages the physical,
emotional, social, more, aesthetic, language, and cognitive growth and development of all children.
The Conceptual Framework – A Learning and Leadership Model – for the IPFW SOE (February 9, 2000) declares that we are
committed to the following for our programs:
1.
Democracy and community
Effective educators,1 such as teachers, counselors, and administrators needs to be a part of a dynamic educational
community as a model for the climate of community they hope to create. To do this, these educators need an
understanding of the moral, cultural, social, political, and economic foundations of our society. Consequently, the SOE
should foster a democratic, just, inclusive learning community among its students, faculty, and staff, and with all
other stakeholders in the educational enterprise.
2.
Habits of Mind
Effective educators realize that knowledge alone is not sufficient. They practice critical reflection in all endeavors. Within
the context of a compassionate, caring community, educators foster habits of minds necessary to engage learners, such as
investigating, inquiring, challenging, critiquing, questioning, and evaluating. Consequently, the SOE must integrate
critical habits of the mind in all aspects of the teaching/learning process.
3.
Pedagogy
Effective educators need to understand multiple approaches to pedagogy as well as the multiple roles of the teacher, such
as facilitator, guide, role model, scholar, and motivator. Educators appreciate and are receptive to the diverse
perspectives, modes of understanding, and social circumstances that they and their students bring to the educational
setting. Consequently, the SOE needs to prepare educators to understand and use pedagogy creatively and thereby
ensure active learning, conceptual understanding, and meaningful growth.
4.
Knowledge
Effective educators need to be well-grounded in the content which they expect to teach. Educators need to understand
how knowledge is constructed, how the processes of inquiry are applied, how domains of knowledge are established, how
disciplines can be integrated and most effectively communicated to their students. Educators also need understanding of
themselves, of communities in which they intend to teach, and of students. Consequently, the SOE should immerse
educators in nurturing learning communities that deepen knowledge, and encourage ongoing intellectual,
emotional, and personal growth.
5.
Experience
Effective educators learn their craft through experiences in actual educational settings. Through onsite campus activities
and field-based experiences students will observe and emulate exemplary teaching and learning. These educators will
practice, collaborate, and interact with practitioners and their students. Consequently, the SOE must integrate field
and/or clinical experiences that reflect the diversity of educators, students, and schools into all aspects of the
curriculum, and help educators to assess and reflect on those experiences.
6.
Leadership
Effective educators are leaders. They have developed educational and social visions informed by historical and cultural
perspectives. They strive to set the highest goals for themselves and inspire students to do likewise. Educators are
enriched by the convergence of knowledge, theory, and practices as they optimistically face the educational challenges of
the twenty-first century. Consequently, the SOE must provide opportunities for educators to develop as leaders in
their profession and their communities.
EDUC M101 FIELD EXPERIENCE REQUIREMENTS (minimum 20 hours) In order to successfully complete M101, you
must complete all of these assigned field experience observations and provide evidence that you completed a minimum
of 20 hours in field.
1. Special Needs/Rights Observation/Reflection (Minimum 2-3 hours) You will utilize observational data gathered
while providing care for a group of children while a parent/guardian attends a meeting/support group. You are to
write a 2-page reflection paper. Guidelines will be given.(Course objectives 1,2)
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Educator is broadly defined as pre-service and in-service teachers, administrators, and counselors.
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2. Research project observations (Minimum 17-18 hours) You will observe a child in order to understand his/her
development and find answers to your research question for your research project. See EDUC P249 course
requirement #4 for the process. (Course objectives 1,2)
3. Limited Criminal History Complete the application on-line at the Indiana State Police website
(http://www.in.gov/ai/appfiles/isp-lch/) and print two copies of the results (one for the SOE and one for your
records). This must be completed every 12 months and a current report stating “No records found” must be on file
with the School of Education Advising Center in order to participate in any field experience.
EDUC P249 COURSE REQUIREMENTS
1. Readings and classroom participation (10 points)
a. Course text: McDevitt, T.M., & Ormrod, J.E. (2010). Child development and education (4rd ed.). Upper
Saddle River, NJ: Merrill Prentice Hall.
b. Scholarly articles as assigned (Will be provided in class, posted on elearning or the citation is given).
The textbooks and articles were chosen because of their value to this course. You are expected to complete all reading
assignments and must come to class prepared to reflect on these readings. However, it is unreasonable to expect that
there will be enough class time to discuss every topic presented in the textbook.
I will assess your knowledge and learning on course readings (the textbook and scholarly articles) through questions,
worksheets, case studies, discussions, quizzes, and peer and group work.
I hope to make my class an interactive and welcoming learning environment; therefore I value your ideas, questions,
and contributions to your peers’ learning. On an important note, in your transition from a college student to a
professional educator, it is imperative to practice public speaking, sharing ideas/work, reviewing the ideas/work of
peers, and having your own ideas/work reviewed. You need to quickly get comfortable about participating in class
discussions since active participation in the classroom activities is required for this course. In addition, participation
points will be embedded in most of the assignments.
2. Demonstration of Learning (Total: 45 points) will occur several times throughout the semester.
a. Case Study Analyses and Discussions (24 points total- 8 points each): will occur three times throughout
the semester as indicated on the course calendar. These case studies will investigate how different actors
and contexts impact child development. You will be provided a case and take it with you to write a 2-page
response in a week. During class, we will discuss the case studies. You will be graded based on your written
response and your participation during the class discussion. (Course objectives 1,2,6)
b.
Classroom Debate (6 points): You will sign up to form “panels of experts” (composed of parents, teachers,
researchers, children etc.) who will systematically debate on some of the hot topics in child development by
taking on different roles and providing evidence from textbook, scholarly work, educational practices, lived
experiences and other resources. No winner will need to be announced, yet, your peers will evaluate your
debate as the audience of your work. Guidelines will be given. (Course objectives 1,2,3,4,6)
c. Homework Assignments and Quizzes (15 points): Throughout the semester, your instructor will give you
opportunities to practice your emerging understanding of child development by competing various minihomework assignments and quizzes. These can be in the form of using assessment tools, doing miniexperiments, analyzing research, completing worksheets, quizzes, problem-solving, analyzing classroom
practices and curriculum pieces and the like. (Course objectives 1,2,3,4,6)
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3. Research Project (45 points) requires that you define a research question related to a concept in child development
and education (a sample list of concepts will be provided) and explore how it impacts physical, cognitive, and socialemotional development of the child you are observing (Example question: How does music impact Anna’s physical,
cognitive, and social-emotional growth?). You will answer your research question by (1) using scholarly articles
about your topic, and (2) by making repeated and ongoing observations and videotaping a child (ages 0-12) during
the semester. Written permission must be provided to your instructor for the videos/ observation. Guidelines will be
given. (Course objectives 1,2,3,4,5,6)
a. Paper (30 points): You will write a research paper (8-10 pages) using at least 3 of the class content/or
additional books, and 5 scholarly (peer reviewed) research articles. Your paper needs to
i. answer your question by providing descriptions and analysis of your observations of the child,
ii. provide your analyses that explain the impact of the particular concept on all developmental areas
using your observation data, the research articles and classroom resources,
iii. describe how the particular social-cultural context surrounding the child played a role in his/her
development, and
iv. explain in what ways answering your question helped you in teaching young children.
You will turn in the observation log for field experience along with your final paper. Guidelines will be given.
b. Final Presentation (15 points): You will prepare a 12-minute final presentation that demonstrates the
connection among all three developmental areas using the video evidence, examples from your final
research project, your textbook and classroom resources. In the beginning of your presentation, you need
to show 1 or 2 video pieces from your research project observation to utilize it as a case for your
understanding of all developmental areas as interconnected. (Course objectives 1,3,4).
4. Portfolio Checkpoint This course is designated as the second SOE Portfolio checkpoint. As such, you will submit
to me your portfolio for review. Your portfolio should be organized according to the guidelines found in the SOE
Portfolio Handbook (see Fall 2004 revised edition, online at
http://www.ipfw.edu/educ/resources/handbooks.shtml). For this checkpoint, you should have a minimum of 5
artifacts with reflections for EACH of them (see the online portfolio handbook for reflection samples). Two (2) of
them can come from this course, which means that you would need to provide 3 from other courses. This
checkpoint is intended to facilitate your success in the final evaluation of your portfolio by providing feedback and
encouragement of your work. Guidelines will be given.
POLICIES AND GUIDELINES
University policies. All assignments must be original to this course. Take special care to cite all sources APA style so
that no questions arise about your work or the use of other persons’ ideas (i.e., plagiarism). All IPFW policies (e.g.,
attendance, cheating/plagiarism, as well as withdrawal, incompletes, and final examinations) will be followed (see
2009-2010 Bulletin Undergraduate Programs and Student Handbook Planner 2009-2010). If you, for example, do not
appear on the university’s official class list, you will not be permitted to participate in the course. You are responsible
for these regulations whether you read them or not.
Syllabus as the course guide This syllabus is a guide for fulfilling the course objectives and assignments. All students
are responsible for both the textbook /assigned readings and other class content. Many of the course assignments will
be useful in the creation of your professional portfolio. I reserve the right to change the content of this syllabus to
better meet your needs, to enhance your learning, to respond to teachable moments, and/or to better meet the
objectives of the course.
Attendance will be taken at each class period. Communication and collaboration with your instructor is a must in any
circumstances that prevent you from attending the class. Frequent unexcused absences will negatively impact grading.
In every classroom session, important announcements are made regarding assignments, grading and future agenda. In
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addition, there are resources distributed. It is the students’ responsibility to follow up with peers / instructor to track
what has been missed and make up missed assignments.
Excused absences: You must communicate with your instructor before you miss any class and learn whether this will
be excused. Examples to excused absences include but not limited to religious holidays, illness of a family member, and
student illness with doctor’s report.
Tardiness policy: To receive full benefit from the course you must come to class on time and stay for the entire period.
Coming on time and leaving only when the work ends are signs of professionalism in the field of education and help
yourself, your peers, and your instructor to sustain a productive learning environment.
Late assignments: Same policy on attendance applies. Unexcused late assignments will not be graded.
Cell phone policy. Cell phones should never be turned on during classes, even if silent or vibration mode.
Respect and civility IPFW and the SOE stress our collective responsibility to create a democratic community
environment conductive to learning. My goal is to create a welcoming and productive classroom environment. It is my
expectation that you will enjoy the rights and responsibilities afforded to you as an IPFW student (see the 2008-2009
Student Handbook Planner). Classroom discussions and projects will undoubtedly result in differences of opinions.
Thus, it is imperative that students demonstrate respect for the opinions of others (instructor, peers, and young
children) and focus on the areas they themselves need to grow.
Diversity and Multiculturalism The instructor respects all students and will not discriminate against any student in
terms of race, ethnicity, gender, age, demographics, religion, disability, and sexual orientation.
Disability If you have a disability and need assistance, special arrangements can be made to accommodate most needs.
Contact the Director of Services for Students with Disabilities (Walb Union, Room 113, telephone number 481-6658)
ASAP to work out the details. Once the Director has provided you with a letter attesting to your needs for modification,
bring the letter to me. For more information, please visit the web site for SSD at http://www.ipfw.edu/ssd/
Writing Center Please use the Writing Center for most of your assignments. The clarity of papers, as well as technical
issues such as grammar and style affect the quality of your paper. Writing Center consultants help you discover
strategies for: analyzing your purpose and audience; generating, organizing, and developing ideas; writing more
effective sentences and strengthening your word choice; researching and documenting your sources; and editing and
proofreading your own work. Sign up for appointments at Kettler G19 or register for online consultation at
http://www.ipfw.edu/casa/writing/ . Information also available in the Student Handbook Planner (2008-2009).
BONUSES AND OPPORTUNITIES
Attendance Students who do not miss any class during the semester will receive 1 bonus point.
Field Experience Students who choose to volunteer by participating in Saturday immigrant literacy program will
receive 1 bonus point (provided you are not conducting it as part of another course).
Children’s Literature Students who would like to critique 2 children’s picture books to explore whether they are
developmentally appropriate/ inappropriate and then prepare a 2- page reflection paper will receive 1 bonus
point.
Lab: I am offering you a few lab sessions built in the classroom hours. My goal in designing lab hours is to give you an
opportunity to closely work with me and your peers as you make progress in your research paper assignment.
GRADING POLICY
Professional quality of college level work is expected. This includes spelling, grammar, usage and all the mechanics of
good writing, as well as meaningful content and an articulate command of the language. All assignments must be
typed. References must be cited using APA style. Please see the section on writing center above.
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Grade
Points
A
96-100
A91-95
B+
86-90
B
80-85
B76-80
C+
71-75
C
66-70
C61-65
D+
56-60
D
51-55
D46-50
F
49 and below
* Receiving a “D”, “D-” or “F” in P249 will result in an “F” for the accompanying M101.
TENTATIVE COURSE CALENDAR*
Date
Topic
Syllabus and Course
Content
Reading / Agenda
Getting to know one
another
8/26 R
Introduction
Chapter 1 (p.2-10; 17-31)
8/31 T
Developmental Theories
9/2 R
No Class
8/24 T
9/7 T
Developmental Theories
9/9 R
Research in CD
9/14 T
Contexts for CD
9/16 R
Contexts for CD
9/21 T
9/23 R
9/28 T
9/30 R
10/5 T
10/7 R
Cultural Nature of
Human Development
Biological Beginnings
Physical Development
Cognitive Development
Piaget and Vygotsky
Cognitive Development
– Piaget Vygotsky
Cognitive Development
Chapter 1 (p.11-17)
Bronfenbrenner articles
Instructor at Indiana Early
Childhood Higher
Education Forum
Matusov article
Read Chapter 2 (32-61)
Marion Chapter
Read Chapter 3
Assignment/ Sharing Due
Guidelines: Debates + Sign Up
Special Needs Obs. Sign-Up
Guidelines: Case study
Guidelines: Research Project
Brainstorm on research project topic
and identifying a child to observe
Research Project Lab #1: Bring 2/3
alternative questions for your
project & identify a child
Debate #1
Case Study 1
Read Chapter by Rogoff
Read Chapter 4
Read Chapter 5
Debate #2
Read Chapter 6
Research Project Lab #2: Learning
from Observations. Bring one of
your running records to the class
Read Chapter 7
Research Presentation sign-up
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10/26 T
– Cognitive Processes
Spring Recess
No Class
Cognitive Development
– Cognitive Processes
Cognitive Development
– Intelligence
Language Development
10/28 R
Emotional Development
11/2 T
Emotional Development
10/12 T
10/14 R
10/19 T
10/21 R
11/4 R
11/9 T
11/11 R
11/16 T
Development of Self and
Social Understandings
Dev. of Morality and
Interpersonal Behaviors
Peers, Schools, and
Society
Development in Domain
Areas
Case Study 2
None
None
Instructor at MWERA Conference
Debate #3
Read Chapter 8
Debate #4
Read Chapter 9
Guideline: Final Presentations
Research Project Lab #3: Searching
for Research Articles / Utilizing them
Research Project Lab #4: Organizing
the paper. Bring a 1 page outline of
your paper to the class
Read Chapter 11
Read Chapter 12
Read Chapter 14
Read Chapter 15
Chapter 10 (p.354-373)
11/18 R
Development in Domain
Areas
Chapter 10 (p.373-389)
Article Club
11/23 T
Dev. in Domain Areas
11/25 R
No Class
Chapter 10 (p.389-401)
Article Club
None
11/30 T
Technology and CD
Article Assignment
12/2 R
Immigrant and minority
children and CD
Article Assignment
Case Study 3
Guidelines: Portfolio Reflections
Research Presentation (3 person)
Research Paper Drafts Due for
feedback via email(Optional)
Research Presentation (3 persons)
Thanksgiving
Research Presentation (4 persons)
Research Papers Due
Bring a portfolio artifact/ reflective
analysis
Research Presentation (3 persons)
Children with Special
Discuss Special Needs
Research Presentation (4 persons)
12/7 T
Rights and Needs and
Observations
CD
Article Assignment
12/9 R
Research Presentations
Research Presentations
Research Presentations (5 persons)
Final’s Week Meeting
Closure and Formal and
Research Presentation (4 persons)
10:30 am-12:30 am
12/14 T
Informal Evaluations of
Portfolios due on Taskstream for
Using CD theories to
Classroom Learning
Checkpoint 2
guide practice
* Subject to change. All changes will be announced in class and will become part of the official syllabus.
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