HD FS 221
DEVELOPMENT & GUIDANCE: Ages 3 through 8 Years
280 Town Engineering
Fall 2001
shegland@iastate.edu
jcemore@iastate.edu
Susan Hegland, 2361B Palmer; 294-4616
Joanna Cemore 1363 Palmer; 294-3042
Thursday 3-5 PM
Tuesday 2-4 PM
COURSE DESCRIPTION:
Typical and atypical development from three through eight years of age. Development and guidance within the contexts
of family, program, and society. Guided observation of physical, motor, cognitive, communication, social, and emotional
development; participation in an accredited preprimary program.
TEXTS:
Required:
AEPS Data Recording From 3 to 6 years. ISBN 1-55766-249-5 (Stock #2495) Note: these booklets come in a
package of 10; each student needs ONLY one.
Berk, L. (2002). Infants and Children: Prenatal through Middle Childhood (4th ed.). Boston: Allyn & Bacon.
Hegland, S. (2001). HD FS 221 Handbook. Ames: Copyworks.
Marion, M. (1999). Guidance of Young Children (5th ed.). Upper Saddle River, NJ: Merrill-Prentice Hall.
Recommended
Allen, E. K. & Marotz, L. R. (1998). Developmental Profiles: Pre-Birth through Eight. Albany, NY: Delmar
Publishers, ISBN 0-827-38605-2
PERFORMANCE OUTCOMES:
1. Identify developmental characteristics (both typical and atypical) of children from three through eight years of age.
2. Identify environmental influences (e.g., family, peers, school, community, culture) on young children's development.
3. Record children's behavior objectively as a basis for assessment and planning.
4. Describe individual differences in young children’s motor, cognitive, language, personal, and social development.
5. Link theory and research to observations of young children's behaviors.
6. Demonstrate effective guidance strategies in interactions with young children in early childhood programs.
7. Plan guidance strategies to facilitate children’s development in motor, cognitive, language, literacy, mathematics, and
social domains.
ASSIGNMENT WEIGHTS DEADLINES
Assignment
Points
1. A (Obs 1 & 2)
20
2. B (Obs 3 & 4)
20
3. C (Obs 5 & 6)
20
4. D (Obs 7)
20
5. E (Obs 8 & 9)
20
6. F (Obs 10 & 11)
20
7. Exam I
100
8. Exam II
100
9. Exam III
100
10. Practicum
24
11. Dialogues
20
TOTAL
483
GRADING SCALE
GRADE
PERCENTAGE
A
90-100%
B
80-89%
C
70-79%
D
60-69%
F
Less than 60%
HD FS 221 Development & Guidance: Ages 3 through 8 Years
SCHEDULE AND READING ASSIGNMENTS
Date
Topic
8-28
Overview; Performance Outcomes; Practicum assignments
8-30
Observing, recording, and interpreting children’s behaviors
9-4
Types of observations; observing large motor development (VT)
9-6
Applying understanding of child abuse, ethics, and positive guidance
9-11
9-13
9-18
9-20
9-25
9-27
10-2
10-4
10-9
10-11
10-16
10-18
10-23
10-25
10-30
11-1
11-6
11-8
11-13
11-15
11-27
11-29
12-4
12-6
12-11
12-13
TBA
Development in the context of family, community, culture
First week of participation
Physical & Motor Development: Early childhood
Assignment A (Observations 1 & 2) due
Motor Development: Middle Childhood
Perceptual Development
Review
Exam I: Observation, Positive Guidance, Physical, Motor,
Perceptual Dev’t
Assignment B (observations 3 & 4) due ;
Cognitive Development: Early Childhood
Cognitive Development: Middle Childhood
Language Development: Early Childhood
Language Development: Middle Childhood
Assignment C (observations 5 & 6) due
Literacy Development
Mathematics Development
Review
Exam II: Cognitive, Literacy, Mathematics Development
Assignment D (observation 7) due
Emotional & Social Development: Early Childhood
Emotional & Social Development: Middle Childhood
Approaches to Guidance
Guidance: Low adult power strategies (Rogerian)
Assignment E (observation 8 & 9) due
Guidance: Moderate adult power strategies (Adlerian)
Guidance: High adult power strategies (Social learning)
Guiding children under stress
Guiding children: Building self-esteem
Assignment F (observation 10 & 11) due
Guiding children’s expression of anger
Guiding aggressive children
Guiding prosocial development
Review
Exam III: Emotional & Social Development; Guidance
Assignment
Placement Survey
Hegland, p. 11-16
Hegland, p. 3-10
Marion, ch. 2, 3
Berk, ch. 2, pp. 7394
Berk, ch. 8
Week
1
1
2
2
3
3
Berk, ch. 8
Berk, ch. 11
4
4
5
5
Berk, ch. 9
6
Berk, ch. 12
Berk, ch. 9
Berk, ch. 12
Berk, ch. 9
6
7
7
8
Berk, ch. 12
Berk, ch. 10
8
9
9
10
Berk, ch. 13
Marion, ch. 10
Marion, ch. 10
Marion, ch. 11
10
11
11
12
Marion, ch. 11
Marion, ch. 5
Marion, ch. 6
Marion, ch. 7
12
13
13
14
Marion, ch. 8
Marion, ch. 9
14
15
15
16
If you have a documented disability that may affect your ability to participate fully in the course or if you require special
accommodations, speak with me immediately so that appropriate accommodations can be arranged.
2
HD FS 221 Development & Guidance: Ages 3 through 8 Years
3
GENERAL COURSE POLICIES:
1. All students must have and regularly use an ISU e-mail address in order to receive course announcements. All
course notes, assignments, study guides, lab handbook, and exam results will be posted in Adobe Acrobat on the
instructor’s http://www.public.iastate.edu/~shegland. Instructions for downloading Adobe Acrobat Reader are
available on the ISU CFCS Classweb site.
2. Practicum placements are only made in accredited early childhood programs. Attendance is required at practicum
and earns 2 points for each week of scheduled participation. Students are responsible for signing in attendance on
the Practicum Participation Worksheet. Because of the number of students enrolled in practica, students may not
make their own arrangements for make-ups; all make-up arrangements are made by Dr. Karen Colbert, practicum
coordinator. Make-up slots are very limited at the end of the semester.
3. Assignments should be completed following the format provided in the Handbook. Assignments, neatly typed or
printed and stapled together with the grading sheet (included in the Handbook), should be turned in during class or
to 2361B Palmer before 5 PM on the date due. Do not leave assignments in an unguarded mailbox; keep a copy of
all assignments to verify your original work. Late assignments that are submitted after 5 PM on the date due will be
penalized 5 points.
4. Each exam consists of 50 multiple-choice questions chosen from lecture and textbooks. All make-up exams will be
essay exams; no make-ups will be allowed unless the student notifies the instructor prior to the scheduled time of
the exam (294-4616; shegland@iastate.edu).
5. Students must complete the first ten course assignments in order to pass the course. This policy means students
must submit all observation assignments, take all exams, and complete 12 hours of participation in order to receive
a passing grade in the course.
6. No make-ups will be permitted for assignment 11 (in-class written dialogues). Participation in each dialogue,
accompanied by an individual signed summary of the discussion, will receive 2 points. A maximum of 20 points can
be earned for these activities. More than 10 dialogues will occur at unannounced times during the semester.
7. Incompletes will only be arranged for extended illnesses.
8. No extra credit opportunities are available for this course.
9. Students are responsible to bring the Handbook to class each time because many of the dialogues are included in
the Handbook.
10. Grades are based on relative percentages of the total of maximum points earned on each assignment. Plusses and
minuses are generally given to students within 5 points of a grade break. The total grade is based on the percentage
of the maximum points earned by any student in the course).
RELEVANT STATE OF IOWA LICENSURE STANDARDS IN EARLY CHILDHOOD EDUCATION:
(1) Child growth, development, and learning
1. Understand the nature of child growth and development for infants and toddlers (birth through 2), preprimary (3
through 5) and primary school children (6 though 8), both typical and atypical, in areas of cognition, language
development, physical motor, social-emotional, aesthetics, and adaptive behavior.
2. Understand individual differences in development and learning including risk factors, developmental variations and
developmental patterns of specific disabilities and special abilities.
3. Recognize that children are best understood in the contexts of family, culture, and society and that cultural and
linguistic diversity influence development and learning.
(6) Pre-student teaching field experiences. Complete 100 clock hours of pre-student teaching field experience with
three age levels in infant and toddler, pre-primary, and primary programs, and in different settings, such as rural and
urban, and encompassing differing socio-economic status, ability levels, cultural and linguistic diversity and program
types and sponsorship.
HD FS 221 Development & Guidance: Ages 3 through 8 Years
4
ACTIVITIES (see Handbook for details and scoring rubrics):
1. While observing a group of young children, record examples of positive and negative guidance techniques; use
theory and research to interpret each observation; write a paragraph recommending culturally, developmentally, and
individually appropriate guidance techniques for the situations observed.
2. While observing a group of young children, record examples of motor development (including aesthetics and
adaptive behavior), both typical and atypical; use theory and research to interpret each observation; write a
paragraph recommending culturally, developmentally, and individually appropriate guidance techniques for the
situations.
3. On an examination, demonstrate understanding of observation techniques; ethics; child abuse mandatory reporting
requirements; typical and atypical physical, motor, and perceptual development (including specific disabilities);
environmental factors (including risks, abuse and neglect) and nutritional factors, that affect physical, motor, and
perceptual development.
4. While observing a group of young children, record examples of language and literacy development, both typical and
atypical; use theory and research to interpret each observation; write a paragraph recommending culturally,
developmentally, and individually appropriate guidance techniques for the situations.
5. On an examination, demonstrate understanding of typical and atypical development (including specific disabilities) in
communication, language, literacy, and cognition, including the influence of environmental factors such as family,
culture, and community.
6. While observing a group of young children, record examples of cognitive development, both typical and atypical;
use theory and research to interpret each observation; write a paragraph recommending culturally, developmentally,
and individually appropriate guidance techniques for the situations.
7. While observing a group of young children, record examples of personal and social development, both typical and
atypical; use theory and research to interpret each observation; write a paragraph recommending culturally,
developmentally, and individually appropriate guidance techniques for the situations.
8. On an examination, demonstrate understanding of different theories of guidance and of typical and atypical
development (including specific disabilities) in self, emotional, and social development, including the influence of
environmental factors such as family, culture, and community.
9. Complete 13 hours of practicum experiences with children from 3 to 8 years of age; meet with the cooperating
supervisor to review his/her assessment of your professional behavior (including ethics) and work with children.
10. Complete 13 hours of observation experiences with children from 3 to 8 years of age; complete an observation
record that includes at least 26 anecdotal observations of children’s development.
RELEVANT STATE OF IOWA LICENSURE STANDARDS IN EARLY CHILDHOOD EDUCATION
(UNIFIED):
Standard
Activities
HD FS 221 Development & Guidance: Ages 3 through 8 Years
(1) Child growth, development, and learning
1. Understand the nature of child growth and development for infants and toddlers (birth through 2),
preprimary (3 through 5) and primary school children (6 though 8), both typical and atypical, in areas
of cognition, language development, physical motor, social-emotional, aesthetics, and adaptive
behavior.
1, 2, 3, 4,
5, 6, 7, 8
2. Understand individual differences in development and learning including risk factors,
developmental variations and developmental patterns of specific disabilities and special abilities.
3, 5, 8
3. Recognize that children are best understood in the contexts of family, culture, and society and that
cultural and linguistic diversity influence development and learning.
3, 5, 8
(6) Pre-student teaching field experiences. Complete 100 clock hours of pre-student teaching field
experience with three age levels in infant and toddler, pre-primary, and primary programs, and in
different settings, such as rural and urban, and encompassing differing socio-economic status, ability
levels, cultural and linguistic diversity and program types and sponsorship.
9, 10
5