KENNESAW STATE UNIVERSITY
BAGWELL COLLEGE OF EDUCATION
DEPARTMENT OF ELEMENTARY AND EARLY CHILDHOOD EDUCATION
FALL 2012
I.
COURSE NUMBER & TITLE: ECE 7710 – Physical Development and Enhanced
Control of Movement.
II.
INSTRUCTOR: Feland L. Meadows, Ph.D.
PHONE: 678-797-2161
FAX:
678-797-2199
OFFICE: 3391 Town Pointe Parkway, Suite #4120
fmeadows@kennesaw.edu
III.
CLASS MEETINGS: August - December, 2012; Mondays and Wednesdays 6:30 – 7:45
IV.
TEXTS:
Berk, Laura E. & Winsler, A. 1995. Scaffolding Children's Learning: Vygotsky and Early Childhood
Education. Washington, DC: NAEYC.
Hannaford, Carla. 1995. Smart Moves – Why Learning is Not All in Your Head. Arlington, VA: Great Ocean
Publishers.
Lillard, Angeline Stoll. 2005. Montessori, the Science behind the Genius. New York, N.Y.: Oxford University
Press.
Montessori, Maria. 1995. The Discovery of the Child. Oxford, England: Clio Press
Standing, E. M. 1984. Maria Montessori: Her Life and Work. Fairfield, PA: Plume Press.
Additional readings in selected texts from the bibliography will be assigned.
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V.
PURPOSE/RATIONALE:
To provide candidates with ample opportunities to understand the importance of movement in the
development and education of young children. To explain how a child develops through movement
and how active, interested participation in purposeful, complete cycles of activity provides the most
effective means for young children to achieve physiological, psychological and intellectual growth.
To model strategies for the presentation of developmentally appropriate motor development
materials. To give candidates hands-on experience with scientifically designed and structured
manipulable materials so that they will become competent to present them effectively to children.
VI.
CATALOG COURSE DESCRIPTION:
Students will learn how essential movement is to the physical, emotional and cognitive development
of children. They will learn to present children with motives of activity in which action and interest
combine to provide irresistible activities which children love to repeat spontaneously. Students will
discover that work with developmentally appropriate materials provides children with many
opportunities to develop independence and to achieve concentration and self-realization. Students
will learn to implement teaching strategies which enhance the child’s physical, cognitive, emotional,
and social development. This course includes an extensive field experience. Verification of
professional liability insurance is required prior to placement in the field.
VII.
CONCEPTUAL FRAMEWORK SUMMARY:
Collaborative Development of Expertise in Teaching and Learning
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to
developing expertise among candidates in initial and advanced programs as teachers and leaders who
possess the capability, intent and expertise to facilitate high levels of learning in all of their students
through effective, research-based practices in classroom instruction, and who enhance the structures
that support all learning. To that end, the PTEU fosters the development of candidates as they
progress through stages of growth from novice to proficient to expert and leader. Within the PTEU
conceptual framework, expertise is viewed as a process of continued development, not an end-state.
To be effective, teachers and educational leaders must embrace the notion that teaching and learning
are entwined and that only through the implementation of validated practices can all students
construct meaning and reach high levels of learning. In that way, candidates are facilitators of the
teaching and learning process. Finally, the PTEU recognizes values and demonstrates collaborative
practices across the college and university and extends collaboration to the community-at-large.
Through this collaboration with professionals in the university, the public and private schools, parents
and other professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in
bringing all students to high levels of learning.
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Philosophy of Montessori Classroom Management
The Montessori classroom is a carefully Prepared Environment in which a rich array of graded,
structured materials that are related to both the curriculum areas and the children’s stages of
development are available for presentation one-on-one to each child by the teacher. Teachers
prepare individualized education plans for every child based upon their observation of the child’s
interests and level of development. As a result, children are happy and are much more engaged in
their work than children in classrooms where there is only one lesson plan for the entire class and
some of the children misbehave because they are either bored or do not understand what is going on!
In a Montessori multiage classroom a great deal of positive peer modeling is taking place that
benefits the younger children. The older children, who have been in that class with that teacher for
one or two years, have a very positive influence upon the younger children in the class. Thus, the
younger children quickly learn to emulate the peaceful disposition and the orderly behavior of their
older peers. As a result, Montessori teachers do not have to resort to the “Positive Reinforcement”
and other kinds of teacher imposed “behavior management” strategies that teachers find it necessary
to use in other kinds of classrooms.
VII. DIVERSITY:
A variety of materials and instructional strategies will be employed to meet the needs of the different
learning styles of diverse learners in class. Candidates will gain knowledge as well as an
understanding of differentiated strategies and curricula for providing effective instruction and
assessment within multicultural classrooms. One element of course work is raising candidate
awareness of critical multicultural issues. A second element is to cause candidates to explore how
multiple attributes of multicultural populations influence decisions in employing specific methods
and materials for every student. Among these attributes are age, disability, ethnicity, family
structure, gender, geographic region, giftedness, language, race, religion, sexual orientation, and
socioeconomic status. An emphasis on cognitive style differences provides a background for the
consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined
as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities
Act of 1990. A number of services are available to support candidates with disabilities within their
academic program. In order to make arrangements for special services, candidates must visit the
Office of Disabled Student Support Services (ext. 6443) and develop an individual assistance plan.
In some cases, certification of disability is required.
IX.
USE OF TECHNOLOGY:
Integrated Use of Technology: The Bagwell College of Education recognizes the importance of
preparing future educators and K-12 students to develop technology skills that enhance learning,
personal productivity, decision making, their daily activities in the 21st century. As a result, the
ISTE NETS*T Technology Standards for Teachers are integrated throughout the teacher preparation
program enabling teacher candidates to explore and apply best practices in technology enhanced
instructional strategies.
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Specific technologies used within this course include exploration and use of instructional media,
especially microcomputers, to assist candidates in their acquisition and understanding of the
importance of movement in the education of young children. Candidates will also develop skills in
the use of productivity tools such as multimedia, local-net and Internet, and will feel confident to
design multimedia presentations, use and create www resources, and develop an electronic learning
portfolio.
Uses of Technology in the Montessori Teacher Education Program
Students bring their notebook computers to class where they are given documents for 6 Student
Manuals which contain the essential information about every material and presentation that they will
learn to give over the two year period of study. Each of the presentation texts has a section in which
students can key in their description and understanding of each of the more than 1,250 presentations
that the Instructors will model for them in class.
Students are required to search internet sources for information related to certain themes that their
Instructors present in class. They also must search for picture resources with which to illustrate
certain aspects of their teachers’ manuals and to use in the manufacture of Sensorial, Language,
Mathematics and Science teaching/learning materials that they will use with the children.
X.
COURSE GOALS/OBJECTIVES:
Upon completion of this course, candidates will:
1. understand that the child has an imperative, biological need for movement;
2. understand the scientific foundations for effective physical development and the enhanced control
of movement through activities which lead to natural, spontaneous, synthetic, purposeful, child
initiated, intelligence directed movements;
3. understand how physical development and the enhanced control of movement contribute to
cognitive development and learning.
4. learn to provide children with purposeful activities which assist them in their physical development
and in the enhanced control of movement;
5. learn to give many presentations with developmentally appropriate, scientifically designed,
manipulable materials which respond to the child’s need and enhance the child's efforts to achieve
control over himself and his environment;
6. learn to use self-correcting materials that meet the needs of each of the child's progressive stages of
growth and development;
7. learn to present children with motives of activity in which action and interest combine to provide
irresistible activities which children love to repeat;
8. discover that these activities not only provide the means for children to develop enhanced control
of movement but they also make it possible for children to gain independence, increase their selfconfidence, develop concentration and achieve the cognitive growth that is the very foundation stone
of intelligence;
9. discover that work with these materials will also promote the development of the fine motor skills
required for the successful mastery of writing.
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Candidates will also:
1. learn how purposeful movement leads to the emergence and development of concentration;
2. learn to offer children experiences through which they will:
a. conduct the necessary movements for life in a controlled and harmonious manner;
b. acquire skills with which to care for themselves;
c. acquire skills with which to care for their environment;
d. develop enhanced control of movement;
e. learn lessons in grace and courtesy.
MACTE Early Childhood 2.5-6 Competencies to be achieved in this course:
1. a, b, d;
2. a, b, c;
3. a, b, c, d, e.
XI.
ATTENDANCE POLICY:
Classroom attendance and participation is absolutely essential to your success in this course. KSU
policy requires every student to attend all class sessions and related field experiences.
MACTE accreditation requires you to attend a minimum of 90% of the time in order to qualify for
certification. This means that you can only be absent 2 times. The only excused absences are
documented personal illness, bereavement, military duty, or jury duty. Any unexcused absence will
result in the lowering of your grade by 5 points. Anyone who is absent 25% of the time will not pass
this course.
Professional conduct requires that you show respect for others. This includes coming to class on
time, staying for the entire class period, paying attention and remaining engaged in the class activities
and cooperating with colleagues in class. In the event of an absence, you are responsible for all
material, assignments, and announcements presented in class.
XII.
REQUIREMENT/ASSIGNMENTS:
1) Class participation and discussion
Paying careful attention to lectures and presentations, taking careful notes and participating in
discussions in class are important, because we believe that learning is an interactive endeavor which
requires the presence and participation of all class members to facilitate learning. All candidates are
required to read related chapters of the textbooks and assigned readings before the class meetings.
Classroom discussions will be based upon lectures and presentations of the instructors as well as
assigned research and readings and the questions candidates bring to the class.
2) Provide evidence of having read and understood assigned texts
Prepare a review of those chapters in the assigned texts which deal with the importance of physical
development and the enhanced control of movement in which you:
a) communicate clearly the premise and purpose of each text,
b) evaluate the influence that the author’s message should have upon education,
c) describe how your work as a teacher can benefit from the author’s ideas.
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3) Survey the literature, conduct research and submit a report
a) Survey the literature related to physical development and the enhanced control of movement;
b) Conduct research in the literature to identify studies that support and/or inform the researchbased conceptual framework of this course;
c) submit a double spaced, 10 page report of your findings.
4) Practice all of the materials presentations
a) Conduct an analysis of movement related to each presentation.
b) Practice, practice, practice with the materials daily.
c) Attend the three hour supervised practice session every week.
d) Present materials and teaching strategies to classmates.
e) Have your classmates serve as your control of error.
f) Be prepared to demonstrate your acquired skills in presenting materials with children.
5) Be prepared to demonstrate a sequence of 3 or 4 Montessori materials presentations you
have mastered in this course to students in the Traditional M.Ed. Program.
6) Participate in all required fieldwork experiences
a) Develop your ability to observe child behavior with understanding in the light of the knowledge
and insights you have gained in this course.
b) Observe one child and prepare an observation which includes his/her attitude in the class, the
selection of activities, work or failure to work, competence in the work selected, and demeanor
after completing the work, plus other aspects of the situation that you have observed as pertinent to
the situation.
7) Prepare effectively for tests and examinations.
Assignments: All assignments must be typed and should represent your best efforts to produce high
quality, graduate level work.
1. All assignments must be typed double spaced in 12 pt. Times New Roman font.
2. Place your name, the course number and title and the date at the top RIGHT of the first page.
3. Staple the pages of each work together. DO NOT place them in a plastic folder.
4. Be sure to keep a hard copy of each paper you turn in.
5. Each paper should represent your best efforts to produce the highest possible quality of work.
6. Late Work: Assignments are considered late if not turned in during class on the due date.
There will be a 10% deduction of total possible points for each day that work is late.
Assignments are always accepted early.
Tests: All tests must be taken on the day and time they are scheduled. No rescheduling of
tests/quizzes will occur.
XIII.
EVALUATION AND GRADING:
1) Class participation and discussion
2) Book Reviews
3) Research and Report
4) Field Work Observation Report
5) Completion of Teacher’s Manual
10
20
20
10
10
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6) Presentation to Traditional M.Ed. Class
7) Tests and Final Examination
10
20
Total 100
Grades will be assigned as follows:
91-100
81-90
71-80
61- 70
0 - 60
A
B
C
D
F
XIV. ACADEMIC INTEGRITY:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as
published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct
addresses the University’s policy on academic honesty, including provisions regarding plagiarism
and cheating, unauthorized access to University materials, misrepresentation/falsification of
University records or academic work, malicious removal, retention, or destruction of library
materials, malicious/intentional misuse of computer facilities and/or services, and misuse of student
identification cards. Incidents of alleged academic misconduct will be handled through the
established procedures of the University Judiciary Program, which includes either an “informal”
resolution by a faculty member, resulting in a grade adjustment, or a formal hearing procedure, which
may subject a student to the Code of Conduct’s minimum one semester suspension requirement.
XV. DISRUPTIVE BEHAVIOR:
The University has a stringent policy and procedure for dealing with behavior that disrupts the
learning environment. Consistent with the belief that your behavior can interrupt the learning of
others, behavior fitting the University’s definition of disruptive behavior will not be tolerated. Refer
to the Kennesaw State University Undergraduate Catalog, 2003-2004, pages 314-315.
Other General Policies and Regulations of Student Life have been developed by Kennesaw State
University. These policies (Handling Student Code of Conduct Violations at KSU) include:
1Academic Misconduct, 2) Disruptive Behavior, 3) Sexual Assault, are found on pages 240-244 of
the 2003-2004 Kennesaw State University Undergraduate Catalog.
It is expected, in this class, that no professional should need reminding of any of these policies but
the policies are there for your consideration. The activities of this class will be conducted in both the
spirit and the letter of these policies.
XVI. COURSE OUTLINE:
Week 1: A study of the influence of movement upon physical, emotional and cognitive growth.
Week 2: Introductory exercises which facilitate orderly movement within the classroom.
Week 3: Exercises for the development of large motor skills.
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Week 4: The application of the principles of “action and interest” leading to “spontaneous repetition;
Week 5: The scientific foundations for effective physical development and enhanced control of
movement through activities which lead to natural, spontaneous, synthetic, purposeful, child initiated,
intelligence directed movements.
Week 6: Purposeful activities appropriate for successive stages of growth and development.
Week 7: Learning strategies for personal care.
Week 8: Learning to take care of the home and classroom environments.
Week 9: Exercises for the refined control of movement.
Week 10: The emergence and development of concentration leading to independence, increased selfconfidence and cognitive growth;
Week 11: Exercises which develop long sequential memory and greater concentration.
Week 12: The development of grace and courtesy as essential elements for movement in society.
Week 13: The development of the ability to remain relaxed and still through the “Silence Lesson.”
XVII. REQUIRED READINGS:
Required readings are the ones identified above.
XVIII. ADDITIONAL RESEARCH REFERENCES:
Berk, L. E. & A. Winsler. 1995. Scaffolding Children’s Learning: Vygotsky and Early Childhood Education.
Washington, D.C., NAEYC
Brainerd, C. J. 1978. Piaget's Theory of Intelligence. New Jersey: Prentice Hall, Inc.
Bruner, J. 1960. The Process of Education. Cambridge, MA: Harvard University Press.
Bruner, J. 1966. Toward a Theory of Instruction. Cambridge, MA: Harvard University Press.
Bruner, J. & Maya Pines. 1971. The Development of Intelligence in Babies, in Segal, J. (Ed.)
Mental Health Program Reports, Washington, D.C.: U.S.D.H.E.W.
Bruner, J., K. Kaye, & K. Lyons. 1971. The Growth of Human Manual Intelligence in Maya Pines, Bruner, J.
1973. Going Beyond the Information Given. New York: Norton.
Bruner, J. 1983. Child's Talk: Learning to Use Language. New York: Norton.
Bruner, J. 1986. Actual Minds, Possible Worlds. Cambridge, MA: Harvard University Press.
Bruner, J. 1990. Acts of Meaning. Cambridge, MA: Harvard University Press.
Bruner, J. 1997. Celebrating divergence: Piaget and Vygotsky in Human Development,
Vol. 40, No.2, pp 63-73.
Bruner, J., J. Goodnow, & A. Austin 1951. A Study of Thinking. New York Wiley.
Evans, R. 1973. Jean Piaget: The Man and His Ideas. New York: E. P. Dutton & Co., Inc.
Fowler, William, 1962. Cognitive Leaning in Infancy and Childhood in Psychological Bulletin
Vol. 59, No.2, pp. 116-152. American Psychological Association.
Gardner, H. 1983. Frames of mind: The theory of multiple intelligence. N.Y.: Basic Books
Gindis, B. 1999 Vygotsky’s Vision: Reshaping the Practice of Special Education for the 21st Century; in
Remedial and Special Education, Vol.20, No. 6.
Kramer, R. 1988. Maria Montessori, A Biography. N.Y.: Addison-Wesley.
Lillard, Paula Polk 1973 Montessori, a Modern Approach. N.Y.: Schocken Books
Meadows, F. 1993 Evaluation of a Model Early Childhood Education Program for At-Risk Children in California,
IUSD Monograph.
Moll, L. (Ed.) 1990. Vygotsky and education: Instructional implications and applications of
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sociohistorical psychology. Cambridge, MA: Cambridge University Press.
Montessori, Maria 1994 The Absorbent Mind. Oxford, England: Clio Press
Montessori, Maria 1995 The Discovery Of The Child. Oxford, England: Clio Press
Montessori, M. [1914] 1965. Dr. Montessori’s Own Handbook. N.Y.: Schocken Books.
Montessori, M. 1915. The California Lectures of Maria Montessori, 1915. Oxford: Clio Press
Montessori, Mario M., Jr. 1976. Education for Human Development. N.Y.: Schocken Books
Montessori, M. [1936] 1988. The Secret of Childhood. N.Y.: Ballantine Books
Piaget, J. 1972. To Understand Is To Invent. New York: The Viking Press, Inc.
Rogoff, B. 1990. Apprenticeship in thinking: Cognitive development in social context.
N.Y.: Oxford University Press.
Sigel, I. and R. Cocking. 1977. Cognitive Development from Childhood to Adolescence:
A Constructivist Perspective. New York: Holt, Rinehart and Winston.
Singer, D. & Revenson, T. 1978. A Piaget Primer: How a Child Thinks. New York: International Universities
Press, Inc.
Standing, E.M. 1984. Maria Montessori: Her Life and Work. New York: New American Library-Plume Books
Vygotsky, L. S. l997. The Collected Works, Volumes 3 and 4. M. Hall, trans., R.W. Rieber, Ed.
Vygotsky, L. S. [1930-1935] 1978. Mind in society: The development of higher mental processes.
Eds. & trans. M. Cole, V. John-Steiner, S. Scribner, & E. Souberman. Cambridge, MA: Harvard
University Press.
Vygotsky, L. S. 1956. Selected Psychological Investigations. Moscow: Izdstel’sto Akademii
Pedagogicheskikh Nauk SSSR.
Vygotsky, L. S. 1962. Thought and Language. Cambridge, MA. MIT Press.
Wertsch, J. V., ed. 1985 Culture, Communication and Cognition: Vygotskyan Perspectives. N.Y.: Cambridge
University Press.
Wertsch, J. V., & B. Rogoff. 1984. Eds. in Children’s learning in the “zone of proximal development” 1-6.
San Francisco: Jossey-Bass.
Wittmer, D.S., & Honig, A.S. 1994. Encouraging positive social development in young children. in
Young Children 49 (5): 4-12.
Wolery, M., & Wilbers, J. S. eds. 1994. Including children with special needs in early childhood programs.
Washington, D.C. : NAEYC.
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