Child Development and Education
Student Lab Manual
SERVICE LEARNING COURSES
TECA-1303
CDEC-1359
CDEC-2304
Name: _________________________________
Table of Contents
Welcome! ............................................................................................................................................................... 3
Child Development/Education Program Standards ............................................................................... 4
REQUIRED FORMS ALL STUDENTS FILL OUT ............................................................................................ 5
Steps to Service Learning ................................................................................................................................. 7
About Service Learning .................................................................................................................................... 8
Forms for Service Learning ............................................................................................................................. 9
Examples of Service-Learning Objectives ............................................................................................... 12
Bloom’s Taxonomy and Examples to Assist in Writing Objectives ................................................ 13
Collin College Service-Learning Student Documentation Log ......................................................... 14
How to Do an Anecdotal Record from Observations ........................................................................... 15
APPENDIX ........................................................................................................................................................... 21
Helpful Contacts ............................................................................................................................................... 22
Degree Plan ........................................................................................................................................................ 23
2
Welcome!
Whether you are new to the Child Development and Education Program or a returning
student, we welcome you and want you to know that we are here to help you to make
your classroom and lab experiences a valuable part of your education here at Collin
College. This Lab Manual has been compiled to give you the information and the forms
that you will need to be a successful student this semester.
Please take the time to read through the all the areas of this Lab
Manual that pertain to you. It is very important that you make
sure you understand which forms you will need to turn in.
Your professor will give you more information in class about the course requirements.
This Lab Manual has information about Service Learning Experiences. There is a section
in the Lab Manual that provides the link to Service Learning information and the forms
you will need.
3
Child Development/Education Program Standards
The Child Development/Education Program is an Exemplary Program as designated by the Texas
Education Higher Education Coordinating Board. Our program is one of only five percent of programs
in the state of Texas to have achieved this honor. Along with this status, the program has received
national accreditation from the National Association for the Education of Young Children (NAEYC).
Provided for you are the “Standards and Supportive Skills” that are included on every class syllabus in
the department. We want you to understand the importance of these standards as you attend class.
THE STANDARDS
Standard 1:
Standard 2:
Standard 3:
Standard 4:
Standard 5:
Promoting child development and learning
Building family and community relationships
Observing, documenting and assessing to support young children and families
Teaching and learning
Becoming a professional
THE SUPPORTIVE SKILLS
Supportive Skill 1:
Supportive Skill 2:
Supportive Skill 3:
Supportive Skill 4:
Supportive Skill 5:
Self-assessment and self-advocacy
Mastering and applying foundational concepts from general education
Written and verbal communications skills
Making connections between prior knowledge/experience and new learning
Identifying and using professional resources
TExES PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS
The state of Texas also defines professional standards for teachers in Texas.
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.
Standard II: The teacher creates a classroom environment of respect and rapport that fosters a positive
climate for learning, equity, and excellence.
Standard III: The teacher promotes student learning by providing responsive instruction that makes use
of effective communication techniques, instructional strategies that actively engage students in the
learning process, and timely, high-quality feedback.
Standard IV: The teacher fulfills professional roles and responsibilities and adheres to legal and ethical
requirements of the profession.
For more information on standards and how to become a teacher in Texas visit:
http://tea.texas.gov/interiorpage.aspx?id=25769812519
4
REQUIRED FORMS ALL STUDENTS FILL OUT
FOR ALL STUDENTS
ENROLLED IN ANY OF OUR COURSES:
Important: Complete the three forms online.
We no longer accept the following three forms
by paper or email.
.
You only need to complete one set of these three
forms no matter how many classes you are taking
this semester.
1. Student Information
https://docs.google.com/forms/d/1R2buvppHpSMMD14nr49m0z5Vla1vnEAvHGTZwLz42yg/viewfor
m?usp=send_form
2. Student Contract
https://docs.google.com/forms/d/1tv3OveUyrSBStB0aC5bTEEkzE4VAzx2XMBfxKeGq108/viewform?
usp=send_form
3. Discipline and Guidance Policy & Confidentiality Agreement
for Students
https://docs.google.com/forms/d/1YmDYe1Ra_U4cD1ORgwtezfXh501H8TGly2LbtI4LQdg/viewform?
usp=send_form
5
FORMS NEEDED FOR SERVICE LEARNING
Course
Service Learning Forms
Needed
TECA 1303
Family, School and Community
First 3 Forms
CDEC 2304
Child Abuse and Neglect
CDEC 1359
Children with Special Needs
Approval Form for Lab
Experience
SL2
SL3
Lab Hour Sheet
6
Steps to Service Learning
1. Complete the required first 3 forms online.
2. Identify an organization that can provide an experience that will meet the course objectives for the
course you are taking. For example, if the organization offers tutoring and you are taking the “Family
and the Community” course, it will not be a good fit. However, if it is a shelter for the homeless or a
parent education program, it would be appropriate.
3. Contact the organization and identify yourself as a Collin College Service Learning student. Ask if
they have openings for you and if they require criminal background checks or other orientations.
Remember to apply early.
4. Complete online, “Approval Form for Field-Based Experiences” (link found on page 9 of the
manual).
5. Complete Form SL2, “Service Learning Objectives Agreement.” Have the agency sign it and submit
to Professor BEFORE beginning your Service Learning.
6. Fill out the date, activity, and times on Form SL3, “Service Learning Student Documentation Log.”
Have the site supervisor sign your time log EVERY time you attend. If they do not sign it when you
attend, you will be required to redo that hour. Make multiple copies of your log every couple of weeks
in case you lose a copy.
7. Complete a minimum of one-half page of anecdotal notes for EACH hour of lab. If you do three
hours of lab at one time, write a 1 ½ page summary. When you complete your 16-hour Service Learning
experience or education field based experience, write a reflective summary.
7
About Service Learning
Service Learning is a method through which students learn by doing….and by serving others. It is
implemented in the Child Development Courses as a 16 hour lab experience.
Service Learning in the
Child Development and Education Department of Collin College
 You will complete a minimum of 16 hours of service for EACH course that
requires Service Learning.

 It requires involvement with organizations that work directly with children and
families.

 Placements for “Family and Community” and for “Child Abuse and Neglect”
classes must involve working directly with families or neglected/abused children.
Tutoring or working with children that are not neglected/abused is not allowed.

 Placements for Special Education classes must involve working directly with
children with special needs.

 Placements for Education classes must involve working in public school settings
only.

 The experiences must be on a voluntary basis and not part of an ongoing job or
elected position.
8
Forms for Service Learning
If the form is included in this manual, it
should be copied and filled out by hand and
uploaded to BlackBoard or given to your
instructor ---whichever the instructor directs
you to do.
9
Form #SL1
Approval Form for Service Learning
For Child Development Courses
This is a required form that you fill out as soon as you have your
service learning placement!
This form is now completed online at:
https://docs.google.com/forms/d/1_P3U6lJBt0e2jkxv7Az6t6ZOW2A6vJZGoDKzmvZgPA/viewform?usp=send_form
10
Form #SL2
Service Learning Objectives Agreement Form
(This form is to be filled out AFTER securing your APPROVED field Placement)
In order to be recognized as a student engaged in Service Learning at Collin College,
this form must be completed and submitted at the beginning of the semester.
Student Last Name:
Student First Name:
Student CWID:
Collin Faculty Last Name:
Collin Faculty First Name:
Course # and Section #: (i.e. EDUC 2301 P01)
Service Learning Agency Name:
Description of Project/ Service:
SERVICE LEARNINGAGREEMENT: In recognition of the fact that service without learning is
not Service Learning, this agreement documents the academic intent of the service learner, and
informs the site supervisor of the academic goals of the service placement. Each service learner will
develop a learning plan that includes learning objective(s). Please define three learning objectives for
the Service Learning project. These objectives must meet with the approval of the academic instructor
and the agency/organization supervisor.
Defined Learning Objectives
1.
2.
3.
Student Signature__________________________________________________
____________
Date
Agency/Supervising Teacher Signature________________________________
Date_____________
This form must be completed and signed by all parties BEFORE beginning Service Learning or
Education Experiences!
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Examples of Service-Learning Objectives
Writing Learning Objectives: Learning objectives can be of a general/global nature, or they can
be more specific in nature. Whatever perspective one takes, a learning objective must be
quantifiable, clearly stated, and action-oriented. When related to a Service Learning project, the
objective(s) must be related to coursework and /or the course professor’s instructions.
Global/General Learning objectives are written using action verbs such as: LIST, DEFINE,
RECOGNIZE, IDENTIFY, DEMONSTRATE, DRAW. Specific Learning objectives are written using
verbs such as: ANALYZE, WRITE, CONSTRUCT, SYNTHESIZE, COMPARE, CONTRAST,
OBTAIN, DEVELOP, SOLVE.
Examples of Learning Objectives:
1. “IDENTIFY five indicators that link a healthy community to a healthy economy connecting
concepts of social stratification.” (Sociology class working at a homeless shelter.)
2. “DEVELOP a care plan for a family of six supported by an annual income of $32,000, and caring
for a child who has AIDS that demonstrates the impact of a long-term illness on financial planning.”
(Student taking a Finance class doing service at AIDS Services of North Texas).
3. “COMPARE and CONTRAST the treatment and behavior of boys and girls in the classroom as it
relates to gender equity.” (English or Psychology student tutoring at Meadows Elementary School).
4. “CREATE a 12-month marketing strategy that increases public awareness and ASSESSES the
impact on web usage.” (Marketing or Communications student doing service at Plano Information
Exchange).
5. “ANALYZE how agency funding is appropriated and where monetary resources are derived
based on United States non-profit funding criteria.” (Business student working at the Boys and
Girls Club of Collin County).
12
Bloom’s Taxonomy and Examples to Assist in
Writing Objectives
LEVEL
DEFINITION
SAMPLE
VERBS
SAMPLE
BEHAVIORS
KNOWLEDGE
Student recalls or
recognizes information,
ideas, and principles
in the approximate
form in which they
were learned.
Write
List
Label
Name
State
Define
The student will define
the 6 levels of the
cognitive domain.
Explain
Summarize
Paraphrase
Describe
Illustrate
The student will explain
the purpose of the
cognitive domain.
APPLICATION
Student selects, transfers,
and uses data
and principles to
complete a problem
or task with a minimum of direction.
Use
Compute
Solve
Demonstrate
Apply
Construct
The student will
write an instructional
objective for each level.
ANALYSIS
Student distinguishes,
classifies, and relates
the assumptions,
hypotheses, evidence,
or structure of a
statement or question.
Analyze
Categorize
Compare
Contrast
Separate
The student will
compare and contrast
the cognitive and
affective domains.
SYNTHESIS
Student originates,
integrates, and
combines ideas into a
product, plan or
proposal that is new
to him or her.
Create
Design
Hypothesize
Invent
Develop
The student will
design a classification
scheme for writing
educational objectives
that combines the
cognitive, affective,
and psychomotor
domains.
EVALUATION
Student appraises,
assesses, or critiques
on a basis of specific
standards and criteria.
Judge
Recommend
Critique
Justify
Student translates,
comprehends, or
COMPREHENSION interprets information
on prior
learning.
The student will
judge the effectiveness of writing
objectives.
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Form # SL3
Collin College Service-Learning Student
Documentation Log
Complete a separate Documentation Log for EACH course requiring a Service Learning experience!
Student Name________________________________________Semester/Year______________________
CDEC/TECA Course Name and Number______________________________________________
Professor________________________ Agency/Supervisor Name ________________________________
Agency Telephone Number: ______________________ Agency E-mail Address_____________________
Date
Time Time Total
In
Out Time
For
Observing
Supervisor:
Student was
on time
Yes
No
Activities
Signature of
Teacher/Agency
Short summary of activity:
(Example: assisted teacher,
helped family find housing, etc.)
Supervisor present during
student Service Learning
experience
Total Hours: ______
I certify that this is a true and accurate account of my Service Learning.
Student’s Signature: ______________________________________________
A photocopy of this signed and completed form must be submitted on or before the due date indicated on the course syllabus in
order to receive credit for the course.
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PHOTOCOPY AS NEEDED
Your Anecdotal Record for Service Learning
Courses
All Service Learning courses require that you keep anecdotal records of your experiences. Your lab
anecdotal record must be a minimum of 140 words per hour completed. This should equal roughly to
1/2 page. Those of you who are required to submit your journal in Black Board can use the word count
feature in the anecdotal record to make sure you provide the 140 words per hour of lab. You can write
more but this is a minimum! You will lose points for failure to provide enough information. Each
paragraph must contain a minimum of 5 sentences. Each anecdotal record must include the time and
date. You must make a separate entry for each time you visit the school for labs, so if you go for one
hour, that is one entry. If you go for 3 hours at one time, that is also one entry but 9 paragraphs that you
will write. You can take notes during or after your visit, but you should enter the information into your
log during that week. Some professors are using the anecdotal records found in Blackboard and
you are required to make your anecdotal record there within one week of completion of each lab
visit. Check with your professor for their individual instructions. Students should take care to use
proper English grammar and spelling. The entries will be typewritten and double-spaced and
appropriate paragraphs used. Grammar, spelling, etc. will be counted off when graded. Responses will
be written in paragraph form.
How to Do an Anecdotal Record from
Observations
You will often need to observe children and families as part of a course and when you are a teacher.
You will need to keep a record of these observations. There are many ways to do this but the one most
common is to make an anecdotal record. An anecdote is an account of an event in a child's day. The
record of this event can be detailed or brief. These short reports describe, in a factual way, the incident,
its context, and what was said or done by the participant(s). In most cases, anecdotes focus on very
simple, everyday interactions among children, children and adults as well as children and materials in
the environment. You can record anecdotal records after your lab time and use these as a basis for
writing our lab journal.
Ideally, the anecdotal record should be recorded as it unfolds or immediately after. However, anecdotal
records usually have to be written later at the end of the day. Keeping brief notes on index cards or
sticky notes carried in your pockets can be helpful. Jotting one-word reminders or short phrases on the
cards about the event can provide a set of reminders when the anecdote is written.
Characteristics of Anecdotal Records:
Simple reports of behavior'
Result of direct observation.
Accurate and specific
Gives context of child's behavior
Records typical or unusual behaviors
15
Purpose:
Anecdotes capture the richness and complexity of the moment as children interact with one another and
with materials. These records of child behavior and learning accumulated over time enhance the
teacher's understanding of the individual child as patterns or profiles begin to emerge. Behavior change
can be tracked and documented, and placed in the child's portfolio resulting in suggestions for future
observations, curriculum planning and student or parent conferences.
Examples of Anecdotal Records:
Child's Name: Melissa C.
Date & Time: 4/23/01 8:45 am
Place or Learning Center: Preschool classroom-free play
Observed Event & Behaviors:
Melissa sat next to Tina at the reading table. Tina greeted Melissa with "Hi, Melissa! Wanna read a book
with me?" Melissa said that she couldn't read. Tina replied, "We can look at the pictures."
Child's Name: Catherine W.
Date & Time: 11/16/02
9:15 am
Place or Learning Center: block center
Observed Event & Behaviors:
In the block center, Jamie and Catherine began to argue over who would drive the dump truck. Maria
said, "Nobody can be my friend if I'm not the driver." Catherine suggested that there were two other
trucks and an airplane--she could be the pilot and everyone else could drive a truck.
Child's Name: Destiny H.
Date & Time: 3/25/02 1:30 pm
Place or Learning Center: sensory- bin
Observed Event & Behaviors:
Troy was in the art area during free choice. He was making letters, rolling the paper and then he tied the
paper roll with a string. He demonstrated this process to Lisa, Emma and Heather who were also in the
art area.
Child's Name: Sonia M.
Date & Time: 1/23/02
2:45 pm
Place or Learning Center: Project Group
Observed Event or Behaviors:
During project group, the children were painting a mural. Sonia asked Madeleine to help. Madeleine
said she was not ready. Sonia replied, "Don't worry, we'll wait."
Child's Name: Holley J.
Date & Time: 4/10/02 10:20 am
Place or Learning Center: Playground-outside time & snack
16
Observed Event or Behaviors:
Holley and Kimberly were pretending to be riding on their unicorns. They galloped around the
playground and pretended to feed them at snack time.
Child's Name: Alex P.
Date & Time: 3/3/02 9:30 am
Place or Learning Center: Literacy Group
Observed Event or Behaviors:
During literacy group, Alex listened as Katie read the Dinosaur Book. When Katie finished reading,
Alex picked up a piece of art paper and drew a picture of what he would do with a dinosaur then wrote
Helpful Reminders!!
Observations should be ACCURATE, OBJECTIVE AND SPECIFIC.
Observers should not make ASSUMPTIONS or use SUBJECTIVE or AMBIGUOUS words.
Observations and anecdotes should be on a variety of children and activities. Try to avoid only writing
anecdotes about the "cute things children say."
Remember to ask yourself the following question when observing - "Am I writing things in such a way
that anyone viewing the same scene would write it in the exact same way," and when they close their
eyes would see the same scene in their mind's eye?”
AVOID:
Ambiguous/Suggestive Words:
Crowded Chaotic Wild
Messy
Sloppy Too Many
Roughhousing
Words That Convey Assumption:
Intelligent
Annoyed
Anger
Provoked
Happiness
Rude
Bored Aggressive
Self-Esteem Out Of Control
Uninvolved Boisterous
Enthusiastic
Ill-mannered
Reflective Summary
At the end of the field-based experience, TYPE and submit a two-page “Reflective Summary” of the
field-based experience in addition to the completed anecdotal record entries.
Include the following in the Reflective Summary:
 discussion of the impact of this experience upon the student.
 what has been learned about working with your target population as a result of participating in
this experience
 what you have learned about his/herself
 and/or what was learned about the community, as a result of this experience
 any recommendations for making this experience a more valuable learning experience
17
List of Possible Service Learning Agencies for TECA 1303
Updated Summer, 2015
CITY House Collin Intervention to Youth, Inc.
CITY House Family Center
Good Samaritans of Garland, Inc
901 18th St.
214 North 12th St., Garland, TX 75040
Plano, TX 75074
972-276-2263
972-424-4626
goodsamofgarland@verizon.net
Lisa Rodgers, Director of Volunteer Services
My Friend’s House
Helping Hands (Rockwall County)
Jennifer Patten Program Director
950 Williams Street, Rockwall, TX 75087
lrodgers@cityhouse.org
972-771-4357
jpattern@cityhouse.org
www.RockwallHelpingHands.com
Hope’s Door
860 F Ave., Suite #100
Plano, TX 75074
972-422-2911
Melanie O’Brien, Volunteer Coordinator
www.hopesdoor.org
Strengthening Families of North Texas
PO Box 261903, Plano, TX 75026
972-867-9470
Karen Marks, Executive Director
strengthening@verizon.net
Family Compass
Sheryldine Samuel, Director
ssamuel@family-compass.org
214-370-9810
Samaritan Inn
1710 N. McDonald St.
McKinney, TX 75071
Volunteer Hotline
214-449-4433
info@thesamaritaninn.org
Metrocrest Services
13801 Hutton Drive, Suite 150
Farmers Branch, TX 75234
Erika Mahoney, Volunteer Coordinator
972-446-2100
emahoney@metrocrestservices.org
Christian Community Care Center (food and
clothing bank)
1310 Brown Street, Wylie, TX 75098
972-442-4341
Frisco Family Services
Main Office
8780 Third St.; Frisco, TX 75034
972-335-9495
Heather Canterbury, Volunteer Coordinator
Frisco Resale Store
9085 Dogwood/Frisco, TX 75034
972-712-7833
Allen Community Outreach
801 East Main Street
Allen, TX 75002
972-727-9131
Janis Christie
Director of Volunteer Services
www.acocares.org
The Giving Movement
3100 Independence Parkway, Suite 217
Plano, TX 75075
972-442-4341
Cheryl Jackson
972-596-0253
www.thegivingmovement.org
Family Outreach of East Dallas, Inc.
9100 Diceman
Dallas, TX 75218
Jane Collins, Contact 214-321-6292
info@familyoutreacheastdallas.org
The Turning Point
Rape Crisis Center of Collin County
Contact Jennifer Fanucci;
volunteer@theturningpoint.org
18
LIST OF AGENCIES FOR CDEC 1359/2340
Friday Nite Friends (medical respite program)
Custer Road United Methodist Church
6601 Custer Rd.
Plano, TX 75023
Carol Brady
972-618-3450, ext. 247
fridaynitefriends@crumc.org
Equest
Wylie, TX 75098
972-412-1099, ext. 211 or 215
Ellie Grant or Amanda Whitmire
Egrant@equest.org
Autism Frisco
Mustard-seeds.org
469-507-2532
Autism McKinney
Brainbalancecenters.com
972-584-1348
ChildsTurn.com (Special Needs Children)
www.childsturn.com
5430 LBJ Fwy #1200
Dallas, TX
877-909-3748
Angels of Care Pediatric Home
www.angelsofcare.com
13601 Preston View Blvd.
W210
Dallas, TX
972-702-0300
It’s A Sensory World
13617 Neutron Rd.
Farmers Branch, TX 75244
www.itsasensoryworld.com
caters to sensory & social needs of
children with special
Camp Summit
2915 LBJ Freeway, Suite 185
Dallas, TX 75234
972-484-8900
camp@campsummitttx.org
First United Methodist Church of
Richardson GEMS Special Needs
503 N. Central Expressway
Richardson, TX 75080
072-996-0120
www.fumcr.com/pages/childrenspecialneeds
1st Class Kids
PO Box 1771
Plano, TX 75094
972-516-0325
1stclasskids.org
Easter Seals North Texas
4443 North Josey Lane, Suite 100
Carrollton, TX 75010
972-939-3903
www.ntx.easterseals.com
ISD Special Education Classroom
Family Promise
750 Lucas Rd.
Lucas, TX 75002
Jacquelin Cook
972-442-6966
My Possibilities
1301 Custer Rd.; Suite 616
Plano, TX 75075
469-241-9100
www.mypossibilities.org
19
APPENDIX
21
Helpful Contacts
Spring Creek Lab School
Barbara Batista, Director
bbatista@collin.edu
Ashley Reames Napurano, Assistant Director
areames@collin.edu
B175/176
972-881-5945
Social and Behavioral
Science Division Office
B240
972-881-5800
Lab School Instructor
Glenda Strange
gstrange@collin.edu
BB216
972-881-5814
Child Development/Education Full Time Professors
Dr. Rebecca Burton
rburton@collin.edu
972-881-5938
972-578-5595
Dr. Leda Cott
lcott@collin.edu
972-881-5983
Sharon Hirschy
shirschy@collin.edu
972-377-1005
Dr. Elaine Zweig
District Discipline Lead of Child
Development/Education
ezweig@collin.edu
972-881-5967
Services and Organizations
Collin County Association for the Education of Young Children (CCAEYC)
www.ccaeyc.org
National Association for the Education of Young Children (NAEYC) www.naeyc.org
Kappa Delta Pi—Education Honor Society www.kdp.org
Texas Department of Family and Protective Services http://www.dfps.state.tx.us
Child Abuse Hotline
1-800-252-5400
Poison Control
1-800-222-1222
22
Degree Plan
If you have not filled out a degree plan, you should copy the form on the next two pages,
complete and return with your lab forms. An Academic Advisor is located on the Spring Creek
Campus for Child Development majors. Please complete this form and hand it in to advising.
Even if you declare a major on this form, you can change it at any time. But this will make you
eligible for child development scholarships, and other services that are not available to those
without a degree plan. It will also help you in planning your courses. Students who do not fill
out degree plans often find themselves repeating or taking unnecessary courses. Again, you can
change this at any time, but it will provide you with additional resources and information to help
you finish at Collin and also to assist you in transferring to other programs.
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