TECA 1354 – page 1
TECA 1354 Child Growth & Development
Spring 2010
Instructor:
Contact Information:
Office Hours:
Class Information:
Class Time:
Class Dates:
Final Exam:
Class Location:
Debi Sandstrom
debra.sandstrom@hccs.edu
281-748-2402 (emergencies only)
Immediately following class meeting at Campus Classroom OR by appointment
TECA 1354
CRN #64556
Wednesday 5:00 p.m.-8:00 p.m.
First class meeting: 8/28/2013
Last class meeting: 12/04/2011
Wednesday 12/11/2013, 5:00 p.m. – 8:00 p.m.
West Loop South Campus, Room 001
The instructor reserves the right to modify this syllabus and will notify the class of any changes in a timely manner.
COURSE DESCRIPTION: A study of the physical, emotional, social, and cognitive factors impacting growth and development of
children through adolescence.
CAPSTONE course for Early Childhood Certificate.
NOTICE: This course of study would not be appropriate for anyone who falls into the following category as noted by the Texas
Department of Protective and Regulatory Service. "No person with a conviction or who is under indictment for, or is the subject of
an official criminal complaint alleging violation of any of the crimes listed as a felony against the person or felony violation of the
Texas Controlled Substance Act may be present while children are in care."
TEXT: Berk, L. E. Infants, Children, and Adolescents. (7th ed.). Boston: Pearson.
COURSE LEARNING OUTCOMES: The student will summarize principles of growth and development; know the typical stages of
cognitive, social, physical and emotional development; discuss theories of development; and discuss the impact of developmental
processes on early childhood practices. The student will also know the stages of play and the important role in young children’s
learning and development and demonstrate skills in practical application of developmental principles and theories, observation
techniques and recognition of growth and developmental patterns.
COURSE COMPETENCIES:
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 (e.g. nutrition, sleep, prenatal exposure to drugs,
abuse) and knows 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 stages of cognitive, social, physical and emotional development.
a) Explain the process of development from conception through birth.
b) Describe physical, fine and gross motor and perceptual development from conception through adolescence.
c) Explain cognitive development from conception through adolescence and demonstrates knowledge of developmental
changes in children’s thinking (e.g. 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 self-esteem) from birth through adolescence
and recognize factors affecting the social and emotional development of students (lack of affection and attention, limited
TECA 1354 – page 2
X
X
X
X
X
2286
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
2386
X
X
2380
X
2186
1393
1359
1358
1357
1356
X
X
X
2341
X
X
X
X
Interpersonal
Technology
X
X
Information
Systems
1354
X
2328
X
X
2326
X
X
2324
X
1321
X
1319
X
2322
Thinking
Skills
Personal
Qualities
Resources
1318
Basic Skills
1317
1313
1311
1303
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 through 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 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 (e.g. connecting new information and ideas to prior knowledge, making
learning meaningful and relevant to students).
4. Discuss the impact of developmental processes on early childhood 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) Accept and respects students with diverse backgrounds and needs.
d) Discuss how brain 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 (e.g. solitary to cooperative) and the important role 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 developmental patterns.
SCANS Competencies:
X
X
X
X
X
X
Basic skills: The student will learn information from text about developmental domains (reading) and write case study from child
observation (writing).
Information: The student will retrieve information about theories of child development (process information with computers) and
communicate information by completing computer lab assignment (interpret/communicate data).
NAEYC Standards: Standard 1. Promoting Child Development and Learning; Standard 3. Observing, Documenting, and
Assessing to Support Young Children and Families; Standard 5 Becoming a Professional
PPR (EC-4) Standards: Standard I. The teacher designs instruction appropriate for all students that reflects an understanding of
relevant content and is based on continuous and appropriate assessment. (Students); Standard II. The teacher creates a
classroom environment of respect and rapport that fosters a positive climate for learning, equity, and excellence. (Managing
Student Behavior); and Standard IV. The teacher fulfills professional roles and responsibilities and adheres to legal and ethical
requirements of the profession. (Interacting and Communicating with Families)
Scholastic Dishonesty -- Students are responsible for conducting themselves with honor and integrity in fulfilling course
requirements. Penalties and/or disciplinary proceedings may be initiated by College System officials against a student accused of
scholastic dishonesty.
“Scholastic dishonesty”: includes, but is not limited to, cheating on a test, plagiarism, and collusion.
TECA 1354 – page 3
Cheating on a test includes:
 Copying from another students’ test paper; using during a test, materials not authorized by the person giving the test;
 Collaborating with another student during a test without authorization;
 Knowingly using, buying, selling, stealing, transporting, or soliciting in whole or part the contents of an unadministered test;
 Bribing another person to obtain a test that is to be administered.
Plagiarism mean the appropriation of another’s work and the unacknowledged incorporation of that work in one’s own written work
offered for credit.
Collusion mean the unauthorized collaboration with another person in preparing written work offered for credit.
Possible punishments for academic dishonesty may include a grade of 0 or F in the particular assignment, failure in the course,
and/or recommendation for probation or dismissal from the College System. (See the Student Handbook)
EGLS3—Evaluation for Greater Learning Student Survey System
At Houston Community College, professors believe that thoughtful student feedback is necessary to improve teaching and
learning. During a designated time, you will be asked to answer a short online survey of research-based questions related to
instruction. The anonymous results of the survey will be made available to your professors and division chairs for continual
improvement of instruction. Look for the survey as part of the Houston Community College Student System online near the end of
the term.
Services to Students with Disabilities – Any student with a documented disability (e.g. physical, learning, psychiatric, vision,
hearing, etc.) who needs to arrange reasonable accommodations must contact the Disability Support Services (DSS) Counselor at
the beginning of each semester. Faculty members are authorized to provide only the accommodations requested by the DSS
Office. Ms. Becky Hauri is the Southwest (West Loop South) College’s DSS counselor. Her telephone number is (713) 718-7909.
Attendance and Drop Policy - It is important that you come to class! According to college rules an instructor may drop a
student after he/she has missed six (6) hours of class time, provided that those six (6) hours are missed prior to the official drop
date. The six hours of class time would include any total classes missed or for excessive tardiness or leaving class early.
The official drop date is posted on HCCS site. IT IS THE STUDENT’S RESPONSIBILITY
TO WITHDRAW FROM THIS CLASS PRIOR TO THE OFFICIAL DROP DATE, IF THEY SO CHOOSE.
You may decide NOT to come to class for whatever reason. As an adult making the decision not to attend, you do not have to
notify the instructor prior to missing a class. However, if this happens too many times, you may suddenly find that you have “lost”
the class.
Poor attendance records tend to correlate with poor grades. If you miss any class, including the first week, you are responsible
for all material missed. It is a good idea to find a friend or a buddy in class who would be willing to share class notes or
discussion or be able to hand in paper if you unavoidably miss a class.
NOTICE OF STUDENTS’ RESPONSIBILITY TO READ THE HCC STUDENT HANDBOOK: Refer to the HCC Student
Handbook (http://www.hccs.edu/students/handbook/HandbookHome2.html) for information about students’ rights and
responsibilities.
Children on Campus - We love your children and understand that parents often face childcare problems. However, the campus is
a work place, and the purpose of our presence here is the business of education. Therefore, we cannot allow children in the
college classrooms or unattended on campus. We ask for your cooperation in adhering to this policy.
Final grades - Semester grades may be accessed via the Internet www.hccs.edu or www.degreecheck.com or telephone
1-800-646-1858. Further Information about the Child Development Department and Houston Community College may be found by
visiting the HCCS homepage www.hccs.edu
Instructor Responsibilities:
 Provide the grading scale and detailed grading formula explaining how student grades are to be derived
 Facilitate an effective learning environment through class activities, discussions, and lectures
 Description of any special projects or assignments
 Inform students of policies such as attendance, withdrawal, tardiness and make up
 Provide the course outline and class calendar which will include a description of any special projects or assignments
 Arrange to meet with individual students before and after class as required
Student responsibilities:
 Attend class and participate in class discussions and activities
 Read and comprehend the textbook
 Complete the required assignments and exams
TECA 1354 – page 4



Ask for help when there is a question or problem
Keep copies of all paperwork, including this syllabus, handouts and all assignments
Read assigned chapters and check with a classmate for any additional assignments before attending class so that you are
familiar with the topics and terminology.
Withdrawal from a Course (“W”)
It is your responsibility to officially withdraw from a class and prevent an “F” from appearing on your transcript. When considering
withdrawal from a course, remember the following information:
 If you withdraw before the Official Date of Record, no grade is given and your transcript reflects no record of the course.
 A “W” (indicating withdrawal) appears on your transcript if you withdraw from a course after the Official Date of Record and
before the final deadline.
 College policy requires instructors to write “never attended” on the official roll sheet next to the names of those students who
do not attend class by the Official Date of Record. If you do not attend class before the Official Date of Record, the college
may automatically drop you from the course.
 To “attend class” in online distance education classes, you must log onto the course in WebCT (or Blackboard Vista) before
the Official Date of Record. If you do not do so, “never attended” will be marked on the official roll sheet. The college may
automatically drop you from the course, and you will be denied access to your course in WebCT (or Blackboard Vista).
 A “W” (withdrawal) may negatively impact your ability to receive financial aid or your visa status if you are an international
student.
 Students who take a course three or more times face additional tuition/fee increases at HCC and other Texas public colleges
and universities. If you are considering course withdrawal because you are not earning passing grades, confer with your
instructor/counselor as early as possible about your study habits, reading and writing homework, test-taking skills, attendance,
course participation, and opportunities for tutoring or other assistance that might be available.
 The Texas Legislature passed a law limiting first time entering freshmen to no more than SIX total course withdrawals
throughout their educational career in obtaining a baccalaureate degree. This policy is effective beginning with the Fall 2007
semester. There may be future penalties imposed.
 If you MUST withdraw, visit with your instructor, a counselor or online student services associate prior to withdrawing
(dropping) the class BEFORE the “Last Day for Administrative/Student Withdrawls” posted in the HCC Schedule of
Classes. Instructors are no longer allowed to process a “W” on their final grades—YOU are responsible for processing the
paperwork in a timely manner.
Failure of a Course (“F”)
You will receive an “F” in this class if your grade is less than 60%. Receiving an “F” (failure) may negatively impact your ability to
receive financial aid. It is YOUR responsibility to submit college-level quality work in a timely fashion or to withdraw yourself from
the course by the deadline if you cannot complete your work satisfactorily.
Incomplete (“I”)
You will receive an “I” (incomplete) only in the event of a documented emergency situation that prevents you from completing the
last assignment, such as the final exam. You must speak with your instructor as soon as possible in the event of such an
emergency to arrange a course completion schedule. If you receive an “I,” you must arrange with the instructor to complete the
course work before the end of the next long semester. After that deadline, the “I” becomes an “I/F.” All ”I” designations must be
changed to grades prior to graduation. The changed grade will appear on your record as “I/Grade” (ex: “I/B”).
Student Course Reinstatement Policy
Students have a responsibility to arrange payment for their classes when they register, either through cash, credit card, financial
aid, or the installment plan. Faculty members have a responsibility to check their class rolls regularly, especially during the early
weeks of a term, and reconcile the official class roll to ensure that no one is attending class whose name does not appear on it.
Students who are dropped from their courses for nonpayment of tuition and fees who request reinstatement after the official date
of record payment of tuition and fees who request reinstatement after the official date of record (OE Date) may be reinstated by
making payment in full and paying an additional $75 per course reinstatement fee. A student requesting reinstatement should
present the registrar with a completed Enrollment Authorization Form with the signature of the instructor, department chair, or dean
who should verify that the student has been regularly attending class. Students who are reinstated are responsible for all course
policies and procedures, including attendance requirements. A dean may waive the reinstatement fee upon determination that the
student was dropped because of a college error. The dean should note the nature of the error in a memo to the registrar with
appropriate documentation.
TECA 1354 – page 5
Make up Policy
If you miss an exam, you must schedule a make-up date with the instructor. There is no opportunity to make up class
participation, attendance, or quizzes.
Policy Regarding Late Papers:
Your assignments are given weeks before the due date; therefore, late work is not acceptable.
Due Date: Papers are to be turned in as you enter the classroom on the Due Date noted on the class schedule for full credit.
Deadline: If papers are turned in the following class meeting after the Due Date, the grade will be reduced by 25%. After this
point, a zero may be entered for your grade.
Intellectual Competencies in the HCC Core Curriculum:
The following aspects of this course met the Basic Intellectual Competencies in the HCCS Core Curriculum.
Reading: Reading the textbook and other assigned materials.
Writing: Completing case studies and any other written assignment.
Listening: Listening in class to the instructor and fellow classmates.
Speaking: Participating in class discussions and the class activities.
Critical Thinking: Participating in class discussion and completing written assignments.
Computer Literacy: Typing your written assignment, and communicating with the instructor by e-mail.
Class Format:
The class activities in this course will include sharing among students, video presentation, and lecture from the instructor.
Sandstrom’s Tips:
Connections to previous knowledge
Showing that you have knowledge outside of this class is critical. Information from other classes taken through HCCS is an
excellent resource. If you have not taken a class through HCCS, or if you have no notes or textbook from a previous class,
research .gov or .org or .edu web sites for supportive evidence. Suggestions follow.
http://www.cdc.gov/ncbddd/child/
http://www.naeyc.org/
http://www.naeyc.org/ece/links.asp
http://www.aap.org/healthtopics/stages.cfm
http://www.nlm.nih.gov/medlineplus/childdevelopment.html
http://www.nhsa.org/
http://www.pbs.org/wholechild/abc/index.html
http://www.ada.org/
http://www.americanheart.org/presenter.jhtml?identifier=1200000
http://www.med.umich.edu/yourchild/topics/devmile.htm
http://www.gulfbend.org/poc/view_doc.php?type=doc&id=7924&cn=28
NOTE: Wikipedia is not an acceptable reference for these course activities.
Writing skills
This instructor expects a technical or report style of writing—not creative, fictional writing. HCCS has excellent tutoring resources
for students. This instructor expects well-developed writing, grammar and spelling skills. Search reliable web sites for grammar
guides. Examples follow. Do not rely solely on your software spell check feature.
http://owl.english.purdue.edu/handouts/grammar/index.html
http://grammar.ccc.commnet.edu/grammar/
Case Studies
Read the department description of a case study on page 8 of this syllabus. You must write four case studies to complete this
course. Your case study will have a minimum of six paragraphs. If your paper is well written, there will be more than six
paragraphs. The paragraphs must follow the order as described on page 8. You must include headings for each section. These
case studies serve to give you an opportunity to personally observe children at various stages of growth and an opportunity to
practice communicating clearly.
Make copies of the cover sheet for each of your case studies. You will grade your paper before you turn it in.
TECA 1354 – page 6
Grade Content and Weight:
Class Attendance and Participation
Chapter Exams, four exams each worth 5%
Final Exam
Case Study Observations, Infancy and Toddlerhood
Case Study Observations, Early Childhood
Case Study Observations, Middle Childhood
Case Study Observations, Adolescence
10%
20%
10%
10%
15%
15%
20%
Evaluation and Grading Scale:
A
B
C
D
F
100-90
89-80
79-70
69-60
59-0
TECA 1354 Child Growth and Development
Case Study Rubric
Student Name:
Standards
1a. Know and understand
young children’s needs
1b. Know and understand
the multiple influences on
development and learning
Supportive Skills
General education concepts
applied
Written & verbal
communication
(punctuation, capitalization,
grammar, spelling)
Making connections
between prior knowledge,
experience and new
learning
Case Study #
7
Provided appropriate
characteristics for each
developmental domain.
Provided examples or
explanation of appropriate
characteristics for each
development domain
Gave only facts when
describing the child & saved
opinions for the summary.
Provided comprehensive
information pertaining to family
and home and how it
influenced the child’s
development.
5
Applied, referred to text content
in each domain.
Followed outline, 3 page
length, few/no English
mechanics errors.
5
Provided appropriate
characteristics for most
developmental domains.
Provided examples or
explanation of appropriate
characteristics for most
development domain
Gave fact most of the
time when describing the
child & saved opinions for
the summary.
Introduction provided a
picture of the child but
information was missing
Provided some
information pertaining to
family and home and how
it influenced the child’s
development.
3
Applied, referred to text
content in most domains.
Followed outline, 2 page
length, 3-6 English
mechanics errors.
Connected prior knowledge
and experience in each
domain.
Connected prior
knowledge and
experience in 2 domains.
Introduction provided a clear,
complete picture of the child
3
Provided appropriate
characteristics for few or no
developmental domains.
Provided examples or
explanation of appropriate
characteristics for few or no
development domain
Gave facts part of the time
when describing the child &
saved opinions for the
summary.
Introduction provided a picture
of the child but a lot of
information was missing
Provided little or no
information pertaining to family
and home and how it
influenced the child’s
development.
1
Limited application of text
content in study.
Outline headings not
typed/followed, 1 page in
length, more than 7 errors in
English mechanics.
Connected prior knowledge
and experience in 1 or no
domains.
TOTAL
Comments:
Points
___
___
___
___
___
Points
___
___
___
___
TECA 1354 – page 7
Class Schedule:
Date
Meeting
8/28
1
9/04
2
9/11
3
9/18
4
9/25
5
10/02
6
10/09
7
10/16
8
10/23
9
10/30
10
11/06
11
11/13
12
11/20
13
11/27
12/04
14
12/11
15
Class Activities
 Review syllabus, class expectations, and requirements
 Review sample Case Studies
 Discuss: Chapter 1, History, Theory, and Research
 Discuss: Virtual Child
 After class, prepare by reading and evaluating the sample case studies BEFORE THE NEXT MEETING!
 After class, prepare for next meeting by scanning the chapters to be discussed at next meeting
 Evaluate sample Case Studies
 Discuss: Virtual Child
 Discuss: Chapter 2, Biological and Environmental Foundations
 Discuss: Chapter 3, Prenatal Development
 After class, prepare for next meeting by scanning the chapters to be discussed at next meeting
 Video Chapter 5, 6, & 7
 Discuss: Virtual Child
 Discuss: Chapter 4, Birth and the Newborn Baby
 Discuss: Chapter 5, Physical Development in Infancy and Toddlerhood
 After class, prepare for next meeting by scanning the chapters to be discussed at next meeting
 Review/Discuss Exam
 Discuss: Virtual Child
 Discuss: Chapter 6, Cognitive Development in Infancy and Toddlerhood
 Discuss: Chapter 7, Emotional and Social Development in Infancy and Toddlerhood
 After class, prepare for next meeting by scanning the chapters to be discussed at next meeting
DUE!! Case Study for Infancy and Toddlerhood with connections to chapters 5, 6, & 7
 Exam Chapters 5-7 (Open book)
 Case Studies returned to students
 Video Chapters 8, 9, & 10
 Discuss: Virtual Child
 Discuss: Chapter 8, Physical Development in Early Childhood
 Discuss: Chapter 9, Cognitive Development in Early Childhood
 After class, prepare for next meeting by scanning the chapters to be discussed at next meeting
 Video Chapters 11, 12, 13
 Discuss: Virtual Child
 Discuss: Chapter 10, Emotional and Social Development in Early Childhood
 Discuss: Chapter 11, Physical Development in Middle Childhood
 After class, prepare for next meeting by scanning the chapters to be discussed at next meeting
DUE!! Case Study for Early Childhood with connections to chapters 8, 9, & 10
 Discuss: Virtual Child
 Exam Chapters 8-10 (Open book)
 After class, prepare for next meeting by scanning the chapters to be discussed at next meeting
 Case Studies returned to students
 Discuss: Virtual Child
 Discuss: Chapter 12, Cognitive Development in Middle Childhood
 Discuss: Chapter 13, Emotional and Social Development in Middle Childhood
 Exam Chapters 11-13 (Open book)
 After class, prepare for next meeting by scanning the chapters to be discussed at next meeting
DUE!! Case Study for Middle Childhood with connections to chapters 11, 12, & 13
 Video Chapters 14, 15, & 16
 Discuss: Virtual Child
 Discuss: Chapter 14, Physical Development in Adolescents
 Discuss: Chapter 15, Cognitive Development in Adolescents
 After class, prepare for next meeting by scanning the chapters to be discussed at next meeting
 Case Studies returned to students
 Discuss: Virtual Child
 Discuss: Chapter 16, Emotional and Social Development in Adolescents
 After class, prepare for next meeting by scanning the chapters to be discussed at next meeting
DUE!! Case Study for Adolescences with connections to chapters 14, 15, & 16
 Exam Chapters 14-16 (Open book)
 After class, prepare for next meeting by scanning the chapters to be discussed at next meeting
Thanksgiving Holiday
 Case Studies returned to students
 Discuss: Virtual Child
 Discuss: Chapter 17, Emerging Adulthood
 Review your grades
 Final Exam which will include short essay related to your virtual child (Closed book)
TECA 1354 – page 8
TECA 1354 Child Growth and Development
Case Study
NAEYC Standard 1: Promoting Child Development and Learning
a. Students know and understand young children’s characteristics and needs.
b. Students know and understand the multiple influences on development and learning.
NAEYC Supportive Skills
Skills in Mastering and Applying Foundational Concepts from General Education: Provides background for educated person and the
ability to implement a conceptually rich curriculum. Students can apply these concepts as early childhood professionals.
Written and Verbal Communication: Well-prepared associate degree graduates have strong skills in written and verbal
communication. Students are technologically literate.
Skills in Making Connections between Prior Knowledge/Experience and New Learning: Well-prepared associate degree graduates are
able to respect and draw upon their past or current work experience and reflect critically upon it, enriching and altering prior knowledge with new
insights.
Case Study Description
The purpose of this case study is to give the reader a detailed description of the child as viewed by you, the writer, with respect to the
developmental areas listed below. Your report should be an objective evaluation using information gathered from direct observation. You may
supplement this information with facts provided by the family or caregiver. Examples of objective reporting are: “The mother reports Jason
feels more secure when he sleeps with his teddy bear” or “The caregiver stated that Gina shares her crayons at the art table with any child who
needs crayons.” The case study should NOT include subjective (opinion) statements such as: “Jason seems like a secure child” or “Gina is the
nicest girl in the room.” Reference text within the main body of the study, including page numbers, to support statements. Example: (Berk, p.
205). Be as thorough as possible with the data available to you. Try to include as much factual data as you can to "paint" a comprehensive
picture of the child.
Case Study Outline
Use the following outline, including the section headings for your report. Use the questions to guide you as you write the summary. Do
not just answer the questions. Type the headings for each section. Only use the summary paragraph to include any relevant personal
interpretations, opinions, conclusions. Report requirements include college level writing and 2-3 pages (1000 words). Use the following format
for each of the four case studies: infant or toddler (ages 0-3), preschool (ages 3-6), middle childhood (ages 6-12), and adolescence (ages 1218).
Introduction
Give the child's name, age, family make up, and a brief description of his physical appearance. If you can find out, describe the
child's environment at home and/or at school. Tell why you have chosen this child.
Physical and motor
How does the large and small muscle development compare to the norms for this age? Discuss direct observations regarding both
large and small motor areas. Give any background about the child's health, nutrition, rest habits, physical skills Give a description in
detail about the child’s physical growth
Cognitive
What evidence to you see of learning? Are there specific areas that are strengths? Areas needing improvement? Give examples of
the child's language development. Understanding of language? How does she express herself? Written language? Reading?
What activities interest him and how does he choose activities?
Compare child to the norms for children this age, referencing your text.
Socio-emotional
How does the child interact with other children, family, relatives, siblings, etc.? How does the child share, solve problems that arise
with others, feel about himself?
Is the child generally happy or unhappy; secure or insecure; stressed or relaxed?
How do you know? Give examples of behaviors observed.
What signs have you observed of appropriate or poor emotional adjustment?
Family or home factors (Factors can be both positive and negative influences!)
What family conditions affect this child? Size of the family? Family members present in the home? Marriage status of parents or
guardians? Any unusual conditions that will effect this child’s development? Information may be obtained from the caregiver and/ or
parent.
Summary
Summarize the most important points regarding this child. On the basis of facts and your observations, what do you feel are the
important factors influencing the child and his/her behavior? (This is the only section where subjective statements are allowed!) .
Revision – 8/07
TECA 1354 – page 9
Cover Sheet for Case Study
TECA 1354
Child Growth & Development
Case Study Rubric
Infancy to Toddlerhood
Early Childhood
Middle Childhood
Adolescents
Student Name:__________________________________________________________________
Date: _________________________________________________________________________
Standards
1a. Know and understand
young children’s needs
1b. Know and understand
the multiple influences on
development and
learning
Supportive Skills
General education
concepts applied
Written & verbal
communication
(punctuation,
capitalization, grammar,
spelling)
Making connections
between prior knowledge,
experience and new
learning
7
Provided appropriate
characteristics for each
developmental domain.
Provided examples or
explanation of appropriate
characteristics for each
development domain
Gave only facts when
describing the child & saved
opinions for the summary.
Introduction provided a
clear, complete picture of
the child
Provided comprehensive
information pertaining to
family and home and how it
influenced the child’s
development.
5
Applied, referred to text
content in each domain.
Followed outline, 3 page
length, few/no English
mechanics errors.
Connected prior knowledge
and experience in each
domain.
5
Provided appropriate
characteristics for most
developmental domains.
Provided examples or
explanation of appropriate
characteristics for most
development domain
Gave fact most of the time
when describing the child &
saved opinions for the
summary.
Introduction provided a
picture of the child but
information was missing
Provided some information
pertaining to family and
home and how it influenced
the child’s development.
3
Applied, referred to text
content in most domains.
Followed outline, 2 page
length, 3-6 English
mechanics errors.
Connected prior knowledge
and experience in 2
domains.
3
Provided appropriate
characteristics for few or no
developmental domains.
Provided examples or
explanation of appropriate
characteristics for few or no
development domain
Gave facts part of the time
when describing the child &
saved opinions for the
summary.
Introduction provided a picture
of the child but a lot of
information was missing
Provided little or no
information pertaining to family
and home and how it
influenced the child’s
development.
1
Limited application of text
content in study.
Outline headings not
typed/followed, 1 page in
length, more than 7 errors in
English mechanics.
___
___
___
___
___
Points
___
___
Connected prior knowledge
and experience in 1 or no
domains.
TOTAL POINTS:
X2 FOR GRADE:
Comments:
Points
___
_____
_____
TECA 1354 – page 10
TECA 1354 – page 11
Name: ____________________________________________________
English Requirements for TECA and EDUC
Ask students questions concerning the English courses that they have taken:
1. List the English courses and the grade you received in that course.
2. Write the name of the instructor and the college where they took the course.
3. Be honest as we will research their grade if you tell us you have taken 3 ENGL courses and
received “A’s”, and your papers are poorly written.
EXAMPLE:
ENGL 1301
C
can’t remember
Southwest HCC
Course
Grade
Instructor
Location
4. Have you passed the writing portion of the THEA? (All education majors are required to
pass all areas of the THEA prior to being accepted into any four-year education program.)
Initial and date below for one of these statements.
YES, I have passed THEA—Initials _______ Date ____/____/______.
NO, I have not passed THEA—Initials _______ Date ____/____/______.
Students will write an in-class two page essay on any topic:
1. This paper will be evaluated to determine the assistance that you, the student may need.
Providing students assistance with their writing skills is imperative:
1. Struggling students should consider online and in-person tutoring at your campus.
Struggling students may want to consider ENGL 0100, a four-week English course. The class
will meet for 4 weeks, and we will focus on writing process and basic grammar review. No
textbook is required.
2. Students will be required to pay for this course.
TECA 1354 – page 12
Last Name:                              
First Name:                              
e-mail address:                   @ _________________  _____
Cell phone .........................................................................................   -   -    
Home phone......................................................................................   -   -    
Description
Your
Grade
Weight On time = Full Credit
Late by 1 class meeting = 25% off
Points Earned
Initials & Date
Exam, chapters 5-7
5%
.
____/____
Exam, chapters 8-10
5%
.
____/____
Exam, chapters 11-13
5%
.
____/____
Exam, chapters 14-16
5%
.
____/____
10%
.
____/____
15%
.
____/____
Case Study Observations,
Middle Childhood
15%
.
____/____
Case Study Observations,
Adolescents
20%
.
____/____
Final Exam 1-17
10%
.
____/____
Class Attendance and
Participation
10%
.
____/____
Case Study Observations,
Infancy and Toddlerhood
Case Study Observations,
Early Childhood
1 2 3 4 5 6 7 8 9
10 11 12 13 14 15
______._____
A B C D F
Grade for course
____/____
Student Signature __________________________________________________Date: _____________________
Instructor Signature _________________________________________________Date: _____________________
TECA 1354 – page 13
ID
Program and Plan
Phone
Education & Schools Associate of Arts in Teaching/Associate in
Arts/Associate of Arts in Teaching
(H)713/434-7296
1 106814497 Alfaro,Jael E
2 106652231 Batz,Ricardo A
Education & Schools Associate in Arts
(H)713/822-8701
3 101315756 Bowden,Lachell L
Education & Schools Associate in Arts
(H)832/657-2390
4 200374014 Caicedo,Jasmine
Business Associate in Arts
(H)832/741-0505
5 106460793 Carrizales,Leticia
Education & Schools Associate of Arts in Teaching
(H)832/546-2385
6 105597853 Delcid,Vanessa I
Communication & Media Arts Associate in Arts
(H)713/393-7148
7 201040762 Dorantes,Fabiola
Education & Schools Associate in Arts
(H)281/201-5748
8 104274127 Echevarria,Richard A
Mathematics & Science Associate in Arts
(H)832/466-7000
9 200088109 Freeman,Greer
Liberal Arts & Humanities Associate in Arts
(H)713/660-6206
10 106160181 Garza,Eva P
Education & Schools Associate in Arts
(H)832/576-0212
11 105827238 Gresso,Robbie M
Liberal Arts & Humanities Associate in Arts
(H)713/664-9432
12 102266173 Jones-Ranzy,Whitney
Liberal Arts & Humanities Associate in Arts
(H)832/661-8848
13 203149483 Mathis,Vernell Teresa
Education & Schools Undecided
(H)361/676-7118
14 104378387 Miles,Jessica S
Education & Schools Child Development
(H)713/413-1610
15 106080192 Molina,Jacqueline M
Education & Schools Associate in Arts
(H)281/568-5949
16 103509974 Nguyen,Jacqueline
Education & Schools Associate in Arts
(H)713/643-9465
17 105059679 Obrien-Molina,April M
Education & Schools Undecided/Associate in Arts
(H)713/665-5486
18 202844016 Olivero,Maria Gabriela
Education & Schools Undecided
(H)713/667-1857
19 104915873 Orellana,Stephanie
Liberal Arts & Humanities Associate in Arts
(H)832/576-2168
20 106861011 Orozco,Jessica J
Education & Schools Associate in Arts
(H)713/774-0399
21 106999721 Perez,Maria Teresa R
Education & Schools Associate of Arts in Teaching
(H)832/667-8712
22 200262058 Pineda,Marlene
Education & Schools Associate in Arts
(H)713/240-5753
23 101962792 Rodriguez,Clara E
Liberal Arts & Humanities Associate in Arts - Lib Arts
(H)713/584-8532
24 106666713
Name
Sagastizado,Bernarda Education & Schools D
Associate of Arts in Teaching
Level
Freshman
(H)832/566-0948
Freshman
Freshman
Freshman
Sophomore
Sophomore
Freshman
Sophomore
Sophomore
Freshman
Freshman
Unclass
Freshman
Freshman
Sophomore
Unclass
Freshman
Unclass
Sophomore
Sophomore
Sophomore
Freshman
Freshman
Sophomore
TECA 1354 – page 14
25 000748882 Sanchez,Sheneuqua R
Pre Health Science Pre Health Science
(H)832/816-6426
26 106686317 Thomas,Chasity R
Business Associate in Arts
(H)281/741-3489
27 106396911 Tristan,Irmita
Business/Professional Transfer Associate in Arts
(H)832/431-7339
(W)713/625-9216
28 106852132 Vera,Maria L
Liberal Arts & Humanities Associate in Arts
(H)832/512-2356
29 201993764 Yuan,Lin
Health & Medical Sciences Associate in Arts
(H)832/360-5039
30 106186675 Zapien,Carissa A
Math, Earth, Natural Science Associate in Science
(H)210/602-8576
Sophomore
Sophomore
Sophomore
Sophomore
Freshman
Freshman