Appalachian State University Department of Family and Consumer Sciences
FCS 2101 Child Development: Birth-2 Years (3 s.h.)
Fall Semester 2010
Class Lecture/Discussion: Mondays and Wednesdays 9:00 A.M. - 9:50 A.M.,
Room 205 L.S. Dougherty Hall Lab: Fridays 9:00 A.M. - 9:50 A.M., Room 205 L.S.
Dougherty Hall PLUS
15 hours TBD at Lucy Brock Child Development
Lab Program
Instructor: Rebekah Cummings, Ph.D. Office Hours (Subject to change)* Office:
Room 207, L.S. Dougherty Hall M,W,F 8:30-8:50, 10:50-11:00 Email:
cummingsra@appstate.edu Tuesday 9:30-12:00 Home Phone: 828-263-8274 and
By Appointment Cell Phone: 828-719-1789
*Some office hours will take place in the Student Union, University Library, or Lucy
Brock. Should you come to see me in the office and I am not there, please call my
cell number (828-719-1789) to learn my location.
Course Description
In-depth study of infancy to include concepts, principles, and developmental theories.
Students will observe, record, and analyze the social, emotional, physical, and cognitive
development of the typical and atypical infant and toddler in the social and cultural context.
(WRITING/MULTICULTURAL)
Teaching Philosophy
Learning occurs when students are able to connect their current and previous experiences
to what they are studying. Thus, the lab portion of this course will provide you with
opportunities to observe young children so that together we are able to connect the
concepts, principles, and developmental theories studied in this class to observations of
young children.
It is my responsibility to assist students in understanding and applying the information from
the textbook and will do so through course discussion, lecture and videos focused on the
child from conception through age 2. Although tests will allow you to demonstrate mastery of
content via recall and recognition, the written child assessment will allow you to demonstrate
your ability to apply course content as it relates to one child’s development throughout the
semester.
It is my responsibility to help students develop professional skills that will support their
long-term success in the field. Therefore, you will be expected to conduct yourself in a
professional manner in classroom behavior and in the presentation of your work.
Required Text and Materials
rd
Snow, C. W. & McGaha, C.G. (2003). Infant development (3 ed.) Upper Saddle River,
New Jersey: Prentice Hall.
Articles, chapters, and videos posted on our course website at:
http://www.asulearn.appstate.edu
Course Objectives
1. Demonstrate knowledge, understanding, and recognition of the theories and
principles of human development, growth, and learning as applied to infants and
toddlers.
2. Describe trends and sequences of development in the following domains:
sensorimotor, cognitive, language/communication, social, emotional, and
physical.
3. Demonstrate understanding of the interrelatedness of all domains of human
development, typical as well as atypical.
4. Recognize and demonstrate respect for differences and commonalities in child
development across genders and across ethnic groups or cultures within as well as
outside the United States.
5. Discuss the interactive relationships between the developing child and his/her
environment.
6. Demonstrate knowledge of the interaction between biological and environmental
factors that have a direct influence on, or that place the child at risk for developmental
delay or disability.
7. Demonstrate knowledge of potential impacts of general and specific disabilities,
delays, or risk factors on the different domains of development.
8. Develop greater competency in written communication skills within the content
area.
Classroom Policies
Academic Integrity As a community of learners at Appalachian State University, we must
create an atmosphere of honesty, fairness, and responsibility, without which we cannot
earn the trust and respect of each other. Furthermore, we recognize that academic
dishonesty detracts from the value of an Appalachian degree. Therefore, we shall not
tolerate lying, cheating, or stealing in any form and will oppose any instance of academic
dishonesty. This course will follow the provisions of the Academic Integrity Code, which can
be found on the Office of Student Conduct Web Site: www.studentconduct.appstate.edu.
Absences for Religious Observances Students are responsible for requesting excused
absences for religious observances required by the faith of a student. Requests should be
made in writing no later than three weeks after the first class day, except in extreme
circumstances. Students should refer to the
full policy for complete details:
http://www.academicaffairs.appstate.edu/sites/default/files/Interim%20Religiou
s%20Observance%20Policy.pdf
Accommodations for Students with Disabilities Appalachian State University is committed
to making reasonable accommodations for individuals with documented qualifying
disabilities in accordance with the Americans with Disabilities Act of 1990, and Section 504
of the Rehabilitation Act of 1973. If you have a disability and may need reasonable
accommodations in order to have equal access to the University’s courses, programs and
activities, please contact the Office of Disability Services (828.262.3056 or
www.ods.appstate.edu). Once registration is complete, individuals will meet with ODS staff
to discuss eligibility and appropriate accommodations. If a student has a documented
disability and requires modification, please see the instructor to discuss these
modifications.
Late Assignments Assignments that are not submitted by the beginning of class on the
noted due date are considered late. Each day an assignment is late results in a loss of 10
points. Assignments will NOT be accepted beyond 5 days late.
Class Cancellation due to Inclement Weather or other Instructor Emergency . If I must
cancel class, I will post a message on the AsULearn class announcements forum. During
inclement weather, please refer to the ASU website for class cancellations. Classes are
cancelled if the university is closed. Any assignments due by email are still due if class is
canceled. Reflection/application cards or running records will be due the next class period. I
will post changes to class plans/schedule on the announcements forum in AsULearn in the
event class is canceled.
Classroom Decorum Everyone is expected to be respectful of other students, other
opinions, other cultures, and children at all times. Diversity of all areas will be honored
in class and in course assignments.
Students are also expected to be attentive and prepared in class. They are expected to
arrive on time. Sleeping in class or working on outside assignments for this or other
courses is not permitted and will be addressed as outlined in the section on class
attendance, punctuality, and participation.
Cell Phones/PDAs/Beepers Electronic devices should be set to vibrate during class. The
only electronic device that may be used is a computer, which should be used for recording
information shared in class and not outside work. See instructor if you anticipate needing to
step outside to take a call in an emergency situation. No text messaging in class.
Instructor/Student Contact You can meet with me during posted office hours or by
appointment. You can call me at my cell number during posted office hours, at my home
phone number at other times, or communicate with me via email message. I will contact you
via your ASU email accounts. Full-class communication will utilize the announcements
forum on AsULearn, which will also generate an email message to you.
If you are not receiving these messages, please speak with someone from Learning
rd
Technology Service on the 3 floor of Belk Library and Information Commons.
Course Requirements
Attendance, Punctuality, and Participation Be aware that attending all class sessions,
being on time, being prepared for and participating in class, and behaving in a professional
manner are basic class expectations. Students will be expected to sign in using their full
name each class period.
Perfect attendance is expected. However, recognizing that personal issues can arise that
make class attendance impossible, you will need to email me the reason for your absence
prior to or on the day of class. This reason will be documented in the attendance record.
Excused absences, within reason, will not directly impact your final grade. Unexcused or
unexplained absences will result in the loss of two points per occurrence from your final
grade.
You are expected to be on time for class. You are expected to act in a professional manner
and to be prepared for and participate in class. Should a pattern of late arrival,
unprofessionalism, or lack of participation emerge, I will email you with my observations and
inform you that subsequent infractions will result in a loss of one point per infraction from
your final grade.
Should you be late or absent from class, it is your responsibility to get class notes
from your classmates. Do not ask me to provide this information to you.
Lab Experience Thirty hours of lab are required. We will meet the 30 hour requirement
through two distinct 15-hour components. Please note that in order to pass the class,
students must complete at least 50% of each component of their lab hours (7.5
hours of observation at Lucy Brock and 7.5 hours of in-class lab).
Assigned Child Observations at Lucy Brock
Fifteen (15) hours of your lab will be devoted to independently observing your
assigned child and maintaining running records to use for the developmental
assessment assignment. The instructor will make assignments of children.
These independent observation hours will be documented on a personal
observation log which will be submitted along with your running records
(observation notes). Successful completion of all hours (with appropriate
documentation) earns the full 125 points possible for this portion of the
course. For each hour under the required 15 hours, 10 points will be
subtracted.
In-Class Labs via videos and related learning opportunities The other fifteen (15)
hours will consist of class time focused on lab-related skill development with the
instructor (including observing and documenting carefully, distinguishing between
observation and interpretation, making effective interpretations, and writing your
observations and interpretations in a professional manner), watching videos of
young children engaging in other types of lab research conducted by prominent early
childhood researchers, and discussing the development of the children we are
observing at Lucy Brock Child Development Lab Program.
You will submit Reflection/Application Cards for Each In-Class Lab. These 4 x 6
cards are due on the day following our in-class labs (usually Mondays). Use this
card as a way of connecting information given during lab time with other course
information (from the textbook or other readings). Feel free to compare and
contrast the different sources of information and to ask clarifying questions. Further,
feel free to integrate your lab observations at Lucy Brock with other course
materials. You will submit 15 cards, each worth 5 points for a total of 75 points.
Examinations There will be a total of four examinations in the course. The lowest exam
grade is dropped, allowing students to earn a total of 300 possible points plus bonus
points. Approximately 80% or more of the questions on each exam will come from the
textbook. The remaining questions will come from course readings, class lecture, or in-class
videos. Class time will be used to help you further explore specific subsections of the
chapter and to connect concepts from the chapter we are studying with real world examples.
Therefore, I will not go over every test question during class time. You will have a basic
study guide for each exam. The exams will consist of multiple choice and true/false
questions. Exams will consist of 50 questions worth 2 points each for a total of 100 points
per exam. There will be additional bonus questions on each exam. I will not scale exams.
The lowest exam grade will be dropped. Except in extenuating circumstances, make-up
exams will only be given during the allocated time for the class final exam. It is the student’s
responsibility to contact me within 48 hours of the missed exam to arrange to make up the
exam. If a student does not make up an exam, they will receive a 0 on that exam.
Developmental Assessment Using the Creative Curriculum Developmental
Continuum for Infants, Toddlers, and Twos You will utilize your running records to
complete a developmental assessment of your assigned child. Your assessment will be
organized according to the goals and objectives in the Creative Curriculum for Infants and
Toddlers. The entire developmental assessment assignment is worth 500 points, with
some points earned on section drafts and the bulk of points earned on the final paper. You
will submit some section drafts at different points in the semester (see tentative outline,
topics and assignments below). I will provide formative feedback on those drafts. You are
expected to incorporate this feedback in subsequent section drafts and the final paper. You
are expected to revise the entire paper per feedback on
the section drafts. Lack of revisions may result in a 0 on the assignment. Full
assignment expectations will be provided in class and posted on AsULearn.
Grading
Students can earn a maximum of 1000 points in this course. The 1000 points are
determined as follows:
Lab Experience:
Assigned Child Observations/Running Records 125
In-class Lab Reflection/Application Cards (15 worth 5 points each) 75
Examinations (3 worth 100 points each) 300 Developmental Assessment
draft 1 (To Learn About Moving) 25 Developmental Assessment draft 2 (To
Learn About Thinking) 75 Developmental Assessment Final Paper 400
TOTAL POINTS 1000
*Please note that in order to pass the class, students must complete at least 50% of
their lab hours (7.5 hours independently and 7.5 hours with the instructor).
Grades will be determined using the following scale:
A = 930-1000 points A-= 900-929
points B+ = 870-899 points B =
830-869 points B-= 800-829 points C+
= 770-799 points C = 730-769 points
C-= 700-729 points D+ = 670-699
points D = 630-669 points D-=
600-629 points F = below 600 points
***The instructor reserves the right to modify course requirements and the
schedule when necessary. ******