HD FS 340
ASSESSMENT AND CURRICULA:
AGES BIRTH THROUGH 2 YEARS
INSTRUCTOR:
Susan M. Hegland, Ph.D., Associate Professor
shegland@iastate.edu
http://www.public.iastate.edu/~shegland/homepage.html
Fall 2002
23261B Palmer
Office Hours: T: 3:30 – 5:30
(515) 294-4616 (work)
REQUIRED TEXTS :
Bredekamp S. & Copple, C. (1997) Developmentally appropriate practice in early childhood programs
(Revised Ed.). Washington, D. C.: NAEYC. (DAP)
th
Gonzalez-Mena, G. & Widmeyer Eyer, D. (2001) Infants, toddlers, & caregivers (5 ed.) Mayfield. (ITC)
Hegland, S. (2002). HDFS 340 Handbook . Copyworks, 105 Welch, Ames.
Losardo, A. & Notari-Syverson, A. (2001). Alternative approaches to assessing young children. Paul H.
Brookes. (AAA)
RECOMMENDED TEXT:
nd
Herr, J. & Swim, T. (2002). Creative resources for infants and toddlers (2 ed.). Delmar.
COURSE DESCRIPTION:
Assessment strategies for infants and toddlers, including those with special needs. Curricula, learning
environments, teaching strategies, health and nutritional practices, and schedules that are
developmentally, individually, and culturally appropriate. Using assessment to plan, implement, and
evaluate activities to promote physical, motor, cognitive, communication, and social emotional
development.
COURSE LEARNING OUTCOMES: Students will
1. Establish learning environments with social support, from the adults and from other children, for all
children to meet their optimal potential, with a climate characterized by mutual respect, encouraging
and valuing the efforts of all regardless of proficiency.
2. Appropriately use informal and formal assessments to monitor development of children as well as to
plan and evaluate developmental activities to meet individual needs of children and families.
3. Plan, implement, and continuously evaluate developmentally and individually appropriate
developmental goals, content, and adult-guided interactions for infants and toddlers based on the
needs and interests of individual children, their families, and their community.
4. Use both child initiated and adult directed learning methods, including strategies such as small and
large group projects, unstructured and structured play, systematic instruction, group discussion and
cooperative decision making.
5. Develop and implement integrated learning experiences that facilitate cognition, communication,
social and physical development of infants and toddlers within the context of parent -child and
caregiver child relationships.
6. Develop and implement learning experiences for infants and toddlers with a focus on language,
mathematics, science, social science, visual and expressive arts, social skills, higher thinking skills,
and developmentally appropriate methodology.
7. Design and implement physically and psychologically safe and healthy indoor and outdoor
environments to promote development and learning.
8. Promote nutritional practices that support cognitive, social, cultural, and physical development of
young children.
Please address any special needs or special accommodations with me at the beginning of the semester
or as soon as you become aware of your needs. Those seeking accommodations based on disabilities
should obtain a Student Academic Accommodation Request (SAAR) form from the Disability Resources
(DR) office (515-294-6624). DR is located in 1076 Students Services Building.
COURSE OUTLINE:
Date
August 27
August 29
Sept. 3
Sept. 5
Sept. 10
Sept. 12
Topic
Introduction; course overview
Principles of early care and education*
Caregiving and play as curriculum
Developmentally appropriate practices (DAP)
DAP (cont’d)*
Brain development: attachment & emotional dev’t*
Assignment 1 due
Sept. 17
Enhancing social and emotional dev’t*
Sept. 19
Enhancing perceptual & motor dev’t*
Sept. 24
Enhancing cognitive development*
Sept. 26
Enhancing cognitive development*
Oct. 1
Exam #1; reflective journals due
Oct. 3
Enhancing language & literacy*
Oct. 8
Enhancing language & literacy (cont’d)
Activity Plan #1 due
Oct. 10
Nutritional practices*
Oct. 15
Environment health and safety*
Oct. 17
Literacy Project in class*; Assignment 2 due
Oct. 22
Environment arrangement and use
Planning schedules and routines
Oct. 24
Activity Plan #2 due
Oct. 29
Staffing, grouping, and transition issues
Assessment of the environment due
Oct. 31
Exam #2; reflective journals due
Nov. 5
Overview of assessment
Program Plan Due
Nov. 7
Screening assessments
Nov. 12
Naturalistic assessment; Focused assessment
Nov. 14
Dynamic assessment
Nov. 19
Curriculum-based language assessment
Nov. 21
Transdisciplinary framework
Dec. 3
Working with families
Assessment assignment due
Dec. 5
Sharing assessment information with families
***December 6 is last day for practicum
Dec. 10
Diversity issues*
Dec. 12
Course review and summary; reflective journals due
Finals week
Final Exam
*See Handbook for assignment due at the beginning of class that day
Assignment
ITC, ch. 1 & 2
ITC, ch. 3 & 4
DAP: Part 1 & 2
DAP: Part 3
ITC: ch. 5 & 10
ITC: ch. 11
ITC: ch. 6 & 7
ITC: ch. 8
www.nncc.org
ITC: ch. 9
www.nncc.org
www.nncc.org
http://nrc.uchsc.edu
ITC: ch. 12
To be announced
ITC, App. B
AAA, ch. 1 & 2
AAA, ch. 3, 4
AAA, ch. 7
AAA, ch. 8
AAA, ch. 9
ITC: ch. 14
In-class activity
www.nncc.org
COURSE POLICIES:
1. All assignments are due at the beginning of class on the date indicated; late assignments, including
those returned due to missing components, receive a 5-point penalty. All assignments must include
the student’s self-assessment, using the criteria included in the handbook. Asterisked assignments
are intended to guide in-class discussion; therefore, students will only receive credit if turned in by the
student him/herself at the beginning of class and the student remains through class to participate in
the discussion. Dialogues are unannounced in-class activities; students receive credit only if present
and participating in the activity.
2. For each assignment and exam, a grade of A- requires 90% of the maximum points earned, a Brequires 80% of the maximum points earned, a C- requires 70% of the maximum points earned, and
3.
4.
5.
6.
5.
a D- requires 60% of the maximum points earned. There is no extra credit available for this course.
Final grades will be based on sum of the maximum points earned on each assignment; the same
percentage cut-offs will be used as for individual assignments.
Make-up exams will not be allowed unless the student notifies the instructor (by telephone message
or e-mail) before the scheduled exam.
Attendance is required at practicum placements; students are responsible for making sure their
attendance is noted on the lab verification form. All practicum placements must be made by the lab
placement coordinator, not by the instructor or the student.
Attendance in class is strongly encouraged. Points are given for both attendance and a variety of
unannounced in-class assignments that cannot be made-up.
Students must complete all of the requirements to pass the course. This means that the student must
take all of the exams, complete all of the assignments, and fulfill all laboratory participation
requirements to receive a passing grade.
The syllabus topics and dates may change throughout the semester at the discretion of the instructor.
GRADING:
Requirements
Points
Exams
Exam 1
Exam 2
Exam 3
50
50
50
Practicum Supervisor Evaluation
Practicum Verification Sheet
Practicum Self-Evaluation
Journals/Reflections
Assessment of the Environment
30
5
5
30
20
Practicum
Sum
150
90
Assignments
Activity Plan #1
Activity Plan #2
Class Assignment #1
Class Assignment #2
Program Plan
Nutrition Activity
Diversity Activity
Environmental Health & Safety
Activity
Developmental Assessment
Assignment
Dialogues (3 points each)
TOTAL
160
25
25
25
25
20
5
5
5
25
30
430
RESERVE LIST.
Dombro, A. L., Colker, L. J., Dodge, D. T. (1996). The creative curriculum for infants and toddlers.
Washington, DC: Teaching Strategies, Inc. ISBN: 1-1-879537-24-9
Herr, J. & Swim, T. (2002). Creative resources for infants and toddlers (2nd ed.). Delmar. ISBN: 0-76683078-0. (HQ774.H475 2001)
Oesterreich, L., Holt, B. G., & Karas, S. (1999). Iowa family child care handbook . Ames, IA: Iowa State
University. ISBN:
Assignment for August 29:
Principles of Early Care and Education
After reading chapter 1 in Gonzalez-Mena (ITC), choose one of the five questions on p. 22-23. Write your
answer out and bring it to class. After reading chapter 2 in Gonzalez -Mena (ITC), choose one of the four
questions on pp. 40-41. Write your answer out and bring it to class in preparation for our in-class
discussion.