BOROUGH OF MANHATTAN COMMUNITY COLLEGE
City University of New York
Teacher Education Department
Title of Course: Observing Children's Development
EDU 201 – 131
Semester: Fall 2010
Monday 1:00pm – 3:45pm N776
Monday 4:20pm – 6:00pm Agency
Credits: 4
Class hours: 3
Lab hours: 1
Instructor Information:
Name: Rebecca Garte
Office: N602
Phone: 212.220.7400
Email: rgarte@bmcc.cuny.edu
Course Description: This course deals with the study of the physical, cognitive, linguistic and
socio-emotional aspects of child’s growth and development within the context of their family,
culture and environment. Topics include: children’s thinking, nature of intelligence, language
development, gender identity, attachment and other psychosocial attributes (typical and atypical)
and their implications for development and learning. An integration of the above aspects will be
emphasized within the context of race, class, and culture to understand how children learn in
school. There will be structured and integrated observation guidelines.
This is a Writing Intensive course that fulfills the WI requirement for graduation. Writing
intensive courses pay special attention to developing critical reading, writing, and analytic skills
to prepare students for the CPE and college-level coursework in general. Both informal and
formal writing will be designed to maximize your understanding of the subject matter. Formal
writing assignments, at least 10-12 pages total, account for the largest portion of your grade and
will include opportunities for revision.
Prerequisites: ENG 095 or ESL 095, ACR 095, and PSY 100
Student Learning Outcomes:
EDU 201 students will be able to:
Measurements (means of assessment for
student learning outcomes listed in first
column)
1. Synthesize knowledge
of development across all
domains (e.g., physical, cognitive, social, emotional)
2. Analyze the role of family, community, and school
as well as the impact of larger social contexts of
development (i.e., race, class, and culture), on
learning
3. Analyze the affect of biological and environmental
influences on development and learning
4. Evaluate children’s behavior in various settings
5. Apply various observation and recording
techniques in educational settings
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BMCC General Education Goals:
(Checked goals indicate college-wide goals that will
be covered and assessed in EDU 201.)
1. Communication Skills- Students will write, read,
listen and speak critically and effectively.
2. Quantitative Reasoning- Students will use
quantitative skills and the concepts and methods of
mathematics to solve problems.
3. Scientific Reasoning- Students will understand
and apply the concepts and methods of the natural
sciences.
4. Social and Behavioral Sciences- Students will
understand and apply the concepts and methods of
the social sciences.
5. Arts & Humanities- Students will develop
knowledge and understanding of the arts and
literature.
6. Information & Technology Literacy- Students will
collect, evaluate and interpret information and
effectively use information technologies.
7. Values- Students will make informed choices
based on an understanding of personal values,
human diversity, multicultural awareness and social
responsibility.
Measurements (means of assessment for
general education goals listed in first
column)
Required Text & Readings:
McDevitt, T. & Ormrod, J. (2010). Childhood Development and Education (4th Edition). United
States: Prentice Hall. ISBN: 978-0137133833
Use of Technology:


You will be required to have a blackboard account and to check blackboard regularly
during the semester
Please go to http://www.bmcc.cuny.edu/portal/index.html to get a blackboard user name
and password. You should do this no later than the first week of class
Evaluation & Coursework Requirements of Students:
Total points: 100
Assignment I: Case study paper: 40 points total, 8 points for each observation and analysis, and
summary/recommendations
Assignment II: Journals: 42 points, 7 points each
In class assignments and group work: 10 points
Blackboard assignments: 8 points
Case study
You will do a case study report on One child at your site. You will first record their behavior as
you observe it in each of the developmental areas. You will then explain their behavior based on
the theories discussed and read about for the course. You will bring in each of your observations
to class for peer review and discussion. You must bring in each of the reports on the day they are
due. You will be expected to revise them based on class feedback. This will count towards your
class participation grade. Each observation should have a 1.5-2.5 page description section, with a
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1-2 page analysis section following. The final case study paper with all of the observations
together will be approximately 9-12 pages.
Journals
You will have assigned journal questions that ask you to apply what you have read about and
discussed in class to something you have observed at your site. Each of these journals will count
as 5 points towards your grade and require the following:
1. Use Specific examples of children’s behavior to defend your points
2. Use Specific examples from the reading including theoretical terms to explain what you
mean
If your entry does not follow the above instructions you will be asked to re-write it. Each journal
should be approximately 2.5-4.5 pages double spaced
In order to receive credit for in-class assignments and group work you must
 Arrive to class on time, with cell phones and other devices turned off
 Stay for the entire class period without leaving the room for extended periods
 Show that you have completed the reading assignment by having your text-book,
engaging in the discussion/assignment; having notes on the reading on a separate page or
underlined in the text, staying on topic and referring to readings throughout the
discussion
Black-board
You will be expected to post responses to the questions, add comments or post related questions
for each topic in the discussion section of blackboard. There will also be assignments posted in
other sections throughout the semester. You should be checking and participating in blackboard
by the 2nd week of class.
Assignment Policies
Late journals will not be accepted. Any journal not turned in on the due date will receive a zero.
All journals may be re-written for a better grade by the re-write deadline. Observations not
brought to class on the due date will result in a zero grade for group work on that day.
Blackboard responses must be posted within 1 week of the topic to receive credit.
Outline of Topics: See Attached
Teacher Education Department Student Professionalism Policy Statement:
This semester, you will receive and be asked to sign the Teacher Education Department
professional policy statement. The policy is summarized here. The Teacher Education
Department of Borough of Manhattan Community College requires that all students conduct
themselves in a professional manner during class, site visits, internships, course related activities
and interactions with members of the Teacher Education Department. The Teacher Education
Department defines professional behavior in alignment with the New York State Education
Department Code of Ethics
(www.highered.nysed.gov/tcert/resteachers/codeofethics.htm#statement). By reading and signing
a copy of the Teacher Education Student Professionalism Policy you will agree to abide by these
policies and understand the ramifications of failure to abide by these policies. If you have any
questions concerning this policy please contact me or a faculty member of the Teacher Education
Department.
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College Attendance Policy:
Effective Fall 2009, The maximum number of absence hours is limited to one more class hour
than the contact hours as indicated in the BMCC college catalog. For example, you may be
enrolled in a four hour class that meets four times a week. You are allowed five hours of
absence, not five days. In the case of excessive absence, the instructor has the option to lower
the grade or assign an “F” or “WU” grade.
Academic Adjustments for Students with Disabilities:
Students with disabilities who require reasonable accommodations or academic adjustments for
this course must contact the Office of Services for Students with Disabilities. BMCC is
committed to providing equal access to all programs and curricula to all students.
BMCC Policy on Plagiarism and Academic Integrity Statement:
Plagiarism is the presentation of someone else’s ideas, words or artistic, scientific, or technical
work as one’s own creation. Using the idea or work of another is permissible only when the
original author is identified. Paraphrasing and summarizing, as well as direct quotations, require
citations to the original source. Plagiarism may be intentional or unintentional. Lack of
dishonest intent does not necessarily absolve a student of responsibility for plagiarism.
Students who are unsure how and when to provide documentation are advised to consult with
their instructors. The library has guides designed to help students to appropriately identify a
cited work. The full policy can be found on BMCC’s web site, www.bmcc.cuny.edu. For further
information on integrity and behavior, please consult the college bulletin (also available online).
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Monday
8/30
Assignments
Chapter 1 Pg. 3-21
9/6
Topic
Overview of principles and theories of child
development
No class
Start Chapter 2
9/13 Finish Chapter 2
Begin Chapter 4
9/20 Finish Chapter 4
Check blackboard
9/27 Chapter 6 Piaget
Read about Piaget on
Blackboard
10/4 Chapter 6 Vygotsky
Journal 2 Due
Observation of physical
development Due
10/11 No class
Check Blackboard
Review Piaget and Vygotsky
10/18 Chapter 7
Journal 3 Due
Observation of cognitive
development due
Journal 4 Due
Cognitive Processing
10/25 Chapter 8 pg. 315344
11/1 Chapter 9 347-349;
358-366
11/8
Chapter 10, 368-373
11/15 Chapter 11
11/22 Chapter 12
Chapter 5
Pg.159-167
Journal 1 Due
Journal 5 Due
Observation of language
and literacy due
Journal 6 Due
Observation of social/
emotional Due
In class graded group work
12/6
Case Study Paper Due
Time sheets Due
12/13 Review
Piaget
Vygotsky
Language
Literacy
11/29 Review
Review
Research methods and how to study
children
Research methods/
Physical Development
Physical development, brain development
The impact of physical development impact
all other areas of development.
Theories of cognitive development
Time sheets Due
Emotional
Social
Social
Any journal re-writes NOT TURNED IN
by today WILL NOT RECEIVE
CREDIT
Course Summary
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