Updated 6/20/2010
NCATE: National Council for Accreditation of Teacher Education
University of Alaska Southeast
11120 Glacier Highway, Juneau, Alaska 99801
ED 662 (CRN 51959)
Advanced Studies in Play and Child Development in Early Childhood
Education
3 Credits
INSTRUCTOR
Judy Chandler, PH.D.
Visiting Professor from Central Michigan University
Judy is an expert on children with disabilities and fitness. She has conducted research in the areas
of fitness and obesity among children and youth, both with and without disabilities.
Email: chand1jp@cmich.edu
Susan Andrews, M.Ed.
Email: susan.andrews@uas.alaska.edu
Office: 907-796-6412
Home: 907-523-5689
COURSE INFORMATION
Class Meets:
Summer June 14, 2010 – June 18, 2010
Days:
M, T, W, TH, F
Time:
9:00AM – 5:00PM (Monday)
10:00AM – 4:00PM (Tuesday – Friday with student advising
sessions prior and post group sessions.
Place:
Egan 221 & 222 Glacier View Room
Internet
Webmeet: Eluminate:
Andrews
Tuesdays
July
August
6:00pm to 8:00pm
19, 26
2, 9, 16, 23
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Updated 6/20/2010
Course Context: This is a required course in the Master of Arts in Teaching in Early Childhood
(M.A.T. ECE) program and Master of Education in Early Childhood Education (M.Ed. ECE)
program. This course provides an analysis of the young child’s social, emotional, physical, and
cognitive development as it relates to brain development, play and learning. UAS candidates
engage in the examination of the young child’s development, individual needs, and cultural
influences as related to appropriate educational experiences in preschool and the primary grades.
Course Description: Survey of play (early brain development) and child development in early
childhood education. Examination of the young child’s development (cephalo-caudal needs and
influences), individual needs, and cultural influences as related to appropriate educational
experiences in preschool and the primary grades.
Required Textbook (student purchased):
Singer, D., Michnick-Golinkoff, R., & Hirsh-pasek, K. (2006). Play = learning: How play
motivates and enhances children’s cognitive and social-emotional growth. New York: Oxford
Press. ISBN: 9780195304381
Jones, Elizabeth. (2006). Playing to Get Smart Teachers College Press ISBN: 9780195304381
Resources Delivered in Class:
Copple, C. and Bredekamp, S. (2009). Developmentally appropriate practice in early childhood
programs: Serving children from birth through age 8, 3rd edition. NAEYC, Washington, D.C.
ISBN: 978-1-928896-64-7
Jensen, Eric. (2005). Teaching with the brain in mind, 2nd edition. ASCD. ISBN: 13- 978-1-41660030-5.
Readings Posted Online:
http://www.playcore.com/upload/file/Resource%20sheet%20Value%20of%20Play.pdf
http://www.playing forkeeps.org/site/resources_01.html
Others as posted on UAS home site under resources
Developmentally Appropriate Practice and Play: Online Professional Development Resource
from NAEYC
Contact information for MBS Direct:
Phone: 1-800-325-3252
Online: HYPERLINK "http://direct.mbsbooks.com/ualaska.htm" \t "l"
http://direct.mbsbooks.com/ualaska.htm
OTHER IMPORTANT CONTACT INFORMATION
UAS Help Desk: 1-877-465-6400 or 796-6400 (for technical support)
http://www.uas.alaska.edu/helpdesk/
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Updated 6/20/2010
Disability Support Services: 465-1298
Egan Library Reference Librarian: Toll Free: 877-796-6502
Egan Library website: www.uas.alaska.edu/library/index.html
Eluminate support: http://www.elluminate.com/support/index.jsp
GRADUATE COMPETENCIES
Communication
1.1 Candidates possess effective professional writing skills appropriate in their fields.
1.2 Candidates are effective in presentations and professional discourse.
1.3 Candidates use substantial comprehension skills in reading and listening.
1.4 Candidates understand the role of technology and effectively use it for professional
communication.
Professional Behavior
2.1 Candidates recognize ethical and professional responsibilities.
2.2 Candidates can work effectively in various roles with diverse individuals and groups to
achieve common goals.
2.3 Candidates can assume a leadership role, when necessary.
Critical Thinking and Problem Solving
3.1 Candidates identify, analyze and conceptualize problems in their field.
3.2 Candidates evaluate and synthesize data, considering multiple perspectives.
3.3 Candidates understand the holistic and systemic nature of issues in relation to various
environments.
3.4 Candidates understand the role of technology in analysis and decision-making.
3.5 Candidates exercise judgment in decision-making.
Relation to Conceptual Framework: The purposes of this course are consistent with the School
of Education’s Mission, to identify, prepare and strengthen effective teachers who make
sustained contributions to students and the education profession in rural and urban settings in
Alaska and nationally. In addition, this course directly supports the Vision of the School of
Education that our graduates will be informed, reflective, and responsive teachers within diverse
classroom, school, and community contexts.
The heart of this course is learning about and reflecting upon early literacy development;
scaffolding developmentally appropriate opportunities within the learning environment for young
children while supporting their individual and often unique learning needs.
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Updated 6/20/2010
Early Childhood Program Indicators – Student Outcomes:
Goal: #2: Teachers understand how
Program Indicator: UAS candidates are knowledgeable about young
human development affects learning
children’s social/emotional, cognitive, and physical development and
and apply that understanding to
demonstrates ability to implement support of development in the
practice.
classroom.
Artifact: Peer reviewed article review (June 16, 2010)
Goal: #3: Teachers differentiate
instruction with respect for individual
and cultural characteristics.
Program Indicator: Candidates respectfully accept diverse
social/emotional, cognitive, and physical responses and identifies
strategies and resources that will foster child success in the school
environment, while promoting understanding of differences among all
students.
Goal: #9: Teachers use technology
effectively, creatively, and wisely.
Program Indicator: Candidates are knowledgeable of the resources
available through technology to aid in the development of young
children; and are familiar with the potential for negative effects on child
development.
Program Indicator: Candidates demonstrates the ability to identify
developmental stages in all domains by which learners gain mastery in
content areas; is able to apply appropriate strategies to assess a student’s
stage of development leading to learning; and is able to identify
appropriate strategies, including collaborating with others, to facilitate
students’ development.
Program Indicator: Candidates are knowledgeable of the resources
available through technology to aid in the development of young
children; and are familiar with the potential for negative effects on child
development.
Goal: #4: Teachers possess current
academic content knowledge.
Goal: #9: Teachers use technology
effectively, creatively, and wisely.
Artifact: Public service project
COURSE OBJECTIVES
As a foundation course for candidates seeking a certificate and/or graduate degree, this course
will guide students to:
1. Investigate and apply the principles and theories of child development in the early
childhood profession and relevance to multiple contexts and roles (St, 2;
2. Investigate current research on brain development and how play is crucial to this
development (St 2;
3. Research the value of play in relationship to all areas of development and the importance
of this connectivity (St. 2, 3, 4):
a. ideas, beliefs and activities
b. play development infancy through primary grades
c. creating play environments;
4. Investigate play differences and appropriate play strategies for infants / toddlers, preschool
children, and primary ages children (St. 3, 4)
5. Investigate play and development in cultural contexts (St. 2, 3, 4)
6. Examine qualitative assessment strategies that aid in the curriculum process as related to
play and child development (St. 3, 4, 9)
7. Investigate and analyze the use of technology resources as related to child development
and play (St. 2, 9)
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Alignment
University of Alaska – School of Education Unit Goals aligned with state and national standards
School of Education
Goals from the
Conceptual Framework
Alaska Teacher Standards
National Association for the
Education of Young Children
(NAEYC) Standards
Association for Childhood
Education International
(ACEI) Standards
Responsive Teacher
Standards in Alaska
Schools
#1 Development, Learning,
and Motivation
#2: Learning Theory &
Practice (2.c & 2.e)
#3 Instruction (3.1)
#3: Diversity (3.a, 3.f)
#4 Assessment
#5: Instruction &
Assessment (5.a, 5.e, &
5.g)
Emphasized in the course
#3: Differentiated
instruction
#3: Differentiated &
respectfully
#2: Child development
& Student Learning
#2: Child Development &
Learning
#4: Teaching &
Learning
#4: Teaching & Learning
#3: Observing,
Documenting, & Assessing
YC
#4: Teaching & Learning
4.b and 4.d
#5: Student Learning
#5: Facilitating Student
Learning
Embedded within the course content
#1: Philosophy
#1: Philosophy
#8: Professionalism
#8: Professionalism
#1: Promoting child
development and learning
#2 Curriculum (2.1)
#1: Philosophy (1.b, 1.e,
1.d)
#2: Building Family and
Community Relationships
#5: Becoming a professional
(initial)
Growing as a professional
(advanced)
Additional information of the standards may be located through the following links.
UAS Conceptual Framework: http://www.uas.alaska.edu/education/logo.html
http://www.uas.alaska.edu/education/documents/SOECFW_09.pdf
Alaska Teacher Standards: http://www.eed.state.ak.us/standards/pdf/teacher.pdf
NAEYC Standards: http://education.uncc.edu/eportfolio/documents/word_files/Standards/naeyc_standards.htm
ACEI Standards: http://education.uncc.edu/eportfolio/documents/word_files/Standards/acei_standards.htm
Preparing Culturally Responsive Teachers: http://www.ankn.uaf.edu/publications/teacher.pdf
Page 5 of 10
INSTRUCTIONAL METHODOLOIES
This course is taught as a one-week campus based course followed by a web-based audio
conference format. Students will engage with material from assigned readings; share personal
experiences; work cooperatively; in-class presentations; classroom simulations; and use of
relevant audio-visual materials as appropriate. A variety of instructional methodologies will be
used in this course including but not limited to:
 Elluminate discussions-All candidates expected to participate with peers to deepen course
content knowledge, engage in online Forum postings and Discussion Board
 Students will apply course principles in actual classroom situations (practicum) with
young children to be followed by reflective report of the experience.
 Students are encouraged to conduct personal research (database searches) and outside
reading.
 Individualized instructor feedback
BASIS FOR EVALUATION
Final Grades:
A
94-100 %
C+ 78-79 %
A-
90-93 %
C
75-77 %
B+
88-89 %
C- 70-74 %
B
84-87 %
D 60-69 %
B-
80-83 %
F
Below 60 %
DATES for ELLUMINATE MEETINGS
FOUR Elluminate sessions will be held on the following dates and corresponds with
the schedule of activities and assignments:
Tuesdays
July
August
6:00pm to 8:00pm
19, 26
2, 9, 16, 23
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SCHEDULE
Pre-class assignment:
READ: Teaching with the Brain in Mind.
DISCUSSION BOARD: Discuss your perspectives and what you currently know about play and
its relationship to children’s physical, social/emotional, and cognitive development. POST
REFLECTIONS ON DISSCUSSION BOARD
Plan a play-based thematic unit (10 days) that addresses physical, cognitive and emotional/social
(PEC) development. Include scaffolding strategies, diagrams of the play environment, a daily
ROPES lesson plan, and materials and equipment that will be required to implement the lesson
plan. You are required to teach one of the plans and complete a critical reflection about how you
believe the lesson went – return to the standards and address how your beliefs and practices were
influenced, modified or changed. Your final product should include the overall theme and
objectives and 10 daily plans using the ROPES format and the final reflection.
Your participation in class is expected and necessary. In addition to the information and
discussion needed to do well in the class, your participation as a member of the learning
community also impacts the other students in the class. Come prepared with the assignments and
readings completed, have questions or impressions from the reading/assignments, and be alert
during class.
Discussion Board Community RESPONCES
Following the Summer Institute learning will continue via a distance learning community. Most
discussions will take place through UAS Online: Web Meeting-Elluminate. Your initial reading
and observation reflections are scored under numbers 4 & 5 below. However, your RESPONCES
to classmates’ reflections are crucial to maintaining the depth and breadth of understanding after
we all leave campus.
ASSIGNMENT SCHEDULE
June 14-18 On Campus
Day 1:
Introductions,
Theory framework
Dynamic systems
Brain development: pre natal
Pre ambulatory movement patterns
Lunch on your own
Brain development
7
PEC
Student facilitation: Play to Get Smart
Chapter 1
Chapter 2
READ This evening: Play=Learning REQUIRED: Articles 1, 2, & 3
Day 2:
Play: Physical Movement
Assignment: TIC-TAC-TOE contract
Lunch on your Own
Sensori-motor development
Perceptual processes
Attention and emotional state regulation – drugs READ: Play=Learning
Student facilitation: Play to Get Smart
Chapter 3
Chapter 4
READ This evening Article 5, The Play Years: Biosocial Development (Berger)
SUGGESTED: Article 4, 8
Day 3:
Growth & Development - Fundamental Movement Abilities
Locomotor, manipulative and stability
Lunch on your Own
Assignment: Plan your activities for Friday with the children
ROPES LESSON PLAN
Student facilitation: Play to Get Smart
Chapter 5
Chapter 6
READ: Play=Learning REQUIRED: Article 13
Review Of Literature: Relationship between movement and language development –
check specifically for language and balance.. small group – synopsis of findings.
Day 4:
Assignment: Plan your activities for Friday with the children
ROPES LESSON PLAN
Questions, preparation of Final Products, Draw a picture that represents your
8
experience this week
Lunch on your Own
Student facilitation: Play to Get Smart
Chapter 7
Chapter 8
Day 5:
Set Up for Gym Activities with children.
10:00 – 11:00 Activity Participation
11:00 - 11:30– snack and wind-down, Bus
Debrief lab activities
Lunch on your Own
Student facilitation: Play to Get Smart
Chapter 9
Share info discovered in Review of Lit – language and motor development
Reading Reflection 1: Due July 2 Play = Learning – 9 and 10
Q. Based on the readings and what you have learned in classes and in practice – when do
you believe that children should be introduced to the computer, why and for what
purposes?
Responses due July 5.
Reading Reflection 2: Due on July 16
Readings to be posted on line. Emotion and Attention
Responses due July 19
FINAL ASSIGNMENT DUE AUG 6.
9
Discussion Board Rubric
Full
credit
(5pts)
Partial
credit
(3-4pts)
Minimal
Credit
(1-2pts)
The writer demonstrates reflection on their process and writing reflects high quality and is
specific to the topic. Comments demonstrate critical thinking with understanding for
classroom application including insights and questions that may emerge. The writer responds
to the postings of multiple classmates and the ideas shared. Responses prompt critical thinking
about the material. Feedback may include personal examples from experience used to highlight
an idea or concept. In other words, the writer engages in professional discourse (dialog) in a
prompt manner.
The writer demonstrates reflection on the specific topic and writing reflects correct grammar
and spelling. Comments demonstrate critical thinking with understanding for classroom
application and may insights or questions about the topic. The writer responds to the postings
of one or two classmates. Responses or feedback may be general and offer little to help the
writer expand in their thinking. The writer may attempt to dialog on the current topic.
Reflections are minimal with inconsistent or little depth in relation to the topic. Platitudes or clichés are
used rather than explicit detail or descriptive language. No sharing or responding to postings of
classmates.
Rubric for Practicum Reflective Reports
8-10
pts
Reports are posted through the Home Site: Forum within a week of the activity being
completed. Your writing reflects graduate level work. Submissions are analytical,
constructive, and offer justification including examples of student work when appropriate.
Reports describe preparations (research) to include meeting the diverse needs of students, the
activity and how students responded to the planned activity (curious or reticent, etc.). The
writer describes his/her new learning/insights from the experience and includes a self
assessment or activity evaluation responding to what worked well & what might be done
differently next time. The writer demonstrates reflection on their process and Writing includes
at least two citations from current readings or independent reading sources with comments
demonstrating critical thinking and syntheses of material. Writers may provide links to relevant
literature and scholarly articles supporting their statements. The writer responds to the postings
of two or more classmates and the ideas shared, with supporting evidence. Responses prompt
critical thinking about the material. Feedback may include personal examples from
experience used to highlight an idea or concept.
5-7 pts
Writing reflects ongoing develop in organization and expression of ideas with
clarity. Submissions are generally received within a few days of due date. Responses are
0-4 pts
reflective, supportive, and offer thoughts, which are sometimes supported with examples.
Demonstrates basic understanding of theories and topics. May include cites from the current
reading or independent reading sources though links may not be clear. The writer demonstrates
reflection on their process. The writer responds to the postings of two classmates with specific
encouragement and support.
Writing reflects need to organize and express ideas clearly. Submission of reading
responses is untimely. Responses are basic, repetitive in nature and lacks personal insight. No
justification is present. Demonstrates basic understanding of theories and topics. Feedback
restates the information from our text reading and offers no cites. The writer demonstrates
minimal reflection on their process.
10