UCC/UGC/ECCC
Proposal for New Course
Please attach proposed Syllabus in approved university format.
1. Course subject and number: EDU 305
2. Units:
See upper and lower division undergraduate course definitions.
3. College:
Extended Campuses
4. Academic Unit:
3 units
Education
5. Student Learning Outcomes of the new course. (Resources & Examples for Developing Course Learning
Outcomes)
A. Demonstrate knowledge and understanding of the history, theory, & core principles of child
growth and development as the foundation of teaching and learning, specifically, how children
learn.
B. Demonstrate knowledge and understanding of key figures in education, psychology, and child
development and their contributions to the field of early education and to our understandings of
growth, learning & development of young children.
C. Demonstrate knowledge and understanding of development and learning in the cognitive,
emotional, physical, communicative, and adaptive domains of human awareness; the ways that
children make meaning in each of these domains in order to build and implement appropriate
learning experiences for young children.
D. Demonstrate knowledge, understanding of multiple influences on the development of such as
heredity and the environment including families, communities, socio-economic, and cultural
influences, as well as the learning characteristics and needs of young children in order to
create opportunities for children to use language, explore, inquire, experiment, make
meaningful choices.
E. Demonstrate knowledge and understanding of core principles of child development and the
essential concepts and tools of inquiry to design & integrate content, i.e.; math, science,
language, social studies, art, movement, and music to foster meaning and connection-making
and to nurture positive attitudes toward learning.
F. Demonstrate knowledge and understanding of the core principles of child development and the
complex nature of learning to effectively use multiple, appropriate differentiated approaches
and instructional strategies to match learning characteristics, needs and strengths of all
children.
G. Demonstrate knowledge and understanding of developmentally appropriate approaches, uses
and benefits of assessment, particularly observation and documentation, to implement
instruction and build effective learning environments, and create positive and productive
partnerships with parents and families.
H. Demonstrate knowledge and understanding the core principles of child development to design
safe, healthy, respectful environments to foster autonomy, decision-making, initiative, industry,
resilience, and adaptability.
Effective Fall 2012
I. Demonstrate knowledge and understanding that young children grow in diverse families,
cultures & communities in order to engage and empower families through learning partnerships
that are responsive, respectful and inclusive.
J. Demonstrate the knowledge, dispositions and actions of continuous collaboration and learning,
critical reflection, professionalism and advocacy for the field of child development. Know,
understand and use the professional language of the field.
6. Justification for new course, including how the course contributes to degree program outcomes,
or other university requirements / student learning outcomes. (Resources, Examples & Tools for Developing
Effective Program Student Learning Outcomes).
EDU 305 has been specifically designed to meet AZ Department of Education requirements for
teacher certification and licensing for grades Pre-K through 3. It is aligned to the professional
standards of the National Association for the Education of Young Children (NAEYC), to InTASC,
Arizona’s Model Core Teaching Standards, as well as to the NAU-Yuma Education Department
Student Learning Outcomes and the Learning Outcomes for the proposed Minor Degree, Early
Childhood Education. The course will be relevant for students who are interested in careers that
involve the growth and education of young children. The core principles of child development provide
the foundation of knowledge and understanding of how children grow and learn in each of the
domains of human awareness and serve as the basis for developmentally appropriate pedagogies.
The historical underpinnings of early education include the theories of development and learning of
some of the most eminent educational and developmental theorists of all time including Piaget,
Vygotski, Bronfenbrenner, Frobel, Ericson, Dewey & Bruner. Their theories and ideas about learning
should guide the actions of teachers as they design, construct, maintain, and deliver appropriate
learning experiences. The National Association for the Education of Young Children maintains that all
early childhood teachers should base their professional decisions on what they know and understand
about how children construct and re-construct knowledge as they explore their world and make
meaning in each of the domains of learning. Developmental knowledge and understanding will
support student learning outcomes throughout their bachelor’s program. In this course, students will
examine the multiple influences on early development, including family, home and cultural influences,
and the learning characteristics and needs of young children in order to design environments,
materials, and curricula that foster the growth of autonomous, joyful, and confident young learners
who are resilient, adaptable and successful in school and in life. The course will also survey research
methods appropriate for the study of learning and development. Students will take steps toward
becoming education professionals by developing and maintaining a professional reflective journal and
through the construction of a personal plan for professional growth.
7. Effective BEGINNING of what term and year?
See effective dates calendar.
Fall 2015
8. Long course title: Early Child Growth & Development
(max 100 characters including spaces)
9. Short course title: Early Child Growth & Dev
(max. 30 characters including spaces)
10. Catalog course description (max. 60 words, excluding requisites):
Effective Fall 2012
This course will explore foundations in early growth, development, health, safety & nutrition; birth to
age eight, within the context of each of the cognitive, emotional, social, language, and physical
domains of human development.
11. Will this course be part of any plan (major, minor or certificate) or sub plan (emphasis)?
Yes
If yes, include the appropriate plan proposal.
No
12. Does this course duplicate content of existing courses?
Yes
No
If yes, list the courses with duplicate material. If the duplication is greater than 20%, explain why
NAU should establish this course.
ECI 305
NAU-Yuma education faculty have been advised that a separate preparation program, coursework,
and fieldwork must be developed to serve as the pathway to the AZ state endorsement in Early
Childhood Education for students in our community. Because all Pre-school and Kindergarten
teachers in Arizona must be certified or endorsed in Early Childhood Education, coursework and
practical experiences for the NAU-Yuma Early Childhood Minor Degree, including EDU 305, were
developed specifically to meet the requirements of the Arizona Department of Education.
13. Will this course impact any other academic unit’s enrollment or plan(s)?
Yes
No
If yes, describe the impact. If applicable, include evidence of notification to and/or response from
each impacted academic unit
14. Grading option:
Letter grade
Pass/Fail
Both
15. Co-convened with:
N/A
14a. UGC approval date*:
(For example: ESE 450 and ESE 550) See co-convening policy.
*Must be approved by UGC before UCC submission, and both course syllabi must be presented.
16. Cross-listed with:
N/A
(For example: ES 450 and DIS 450) See cross listing policy.
Please submit a single cross-listed syllabus that will be used for all cross-listed courses.
17. May course be repeated for additional units?
16a. If yes, maximum units allowed?
16b. If yes, may course be repeated for additional units in the same term?
Acceptance into BSED Elementary Education
-Yuma, BAS Early Childhood, or
B Interdisciplinary Studies – Early Childhood
18. Prerequisites:
If prerequisites, include the rationale for the prerequisites.
Effective Fall 2012
Yes
No
Yes
No
The course will be useful and meaningful for students who want to understand the pedagogies of
early childhood; students concerned with development and learning characteristics of young children;
and students who plan to work with or teach young children in preschools, primary schools, or
elementary schools grades Pre-K through 3.
19. Co requisites:
N/A
If co requisites, include the rationale for the co requisites.
20. Does this course include combined lecture and lab components?
Yes
No
If yes, include the units specific to each component in the course description above.
Susan Stutler, Glenn Hookstra,
Boyce Randolf Martin, Vicki
21. Names of the current faculty qualified to teach this course: Ardisana
22. Classes scheduled before the regular term begins and/or after the regular term ends may require
additional action. Review “see description” and “see impacts” for “Classes Starting/Ending
Outside Regular Term” under the heading “Forms”
http://nau.edu/Registrar/Faculty-Resources/Schedule-of-Classes-Maintenance/.
Do you anticipate this course will be scheduled outside the regular term?
Yes
No
23. Is this course being proposed for Liberal Studies designation?
If yes, include a Liberal Studies proposal and syllabus with this proposal.
Yes
No
24. Is this course being proposed for Diversity designation?
If yes, include a Diversity proposal and syllabus with this proposal.
Yes
Answer 22-23 for UCC/ECCC only:
FLAGSTAFF MOUNTAIN CAMPUS
Reviewed by Curriculum Process Associate
Date
Approvals:
Department Chair/Unit Head (if appropriate)
Effective Fall 2012
Date
No
Chair of college curriculum committee
Date
Dean of college
Date
For Committee use only:
UCC/UGC Approval
Date
Approved as submitted:
Yes
No
Approved as modified:
Yes
No
EXTENDED CAMPUSES
Jenny Scott
10.21.14
Reviewed by Curriculum Process Associate
Date
Approvals:
Academic Unit Head
Date
Division Curriculum Committee (Yuma, Yavapai, or Personalized Learning)
Date
Division Administrator in Extended Campuses (Yuma, Yavapai, or Personalized
Learning)
Date
Faculty Chair of Extended Campuses Curriculum Committee (Yuma, Yavapai, or
Personalized Learning)
Date
Chief Academic Officer; Extended Campuses (or Designee)
Date
Approved as submitted:
Yes
No
Approved as modified:
Yes
No
Effective Fall 2012
Vision Statement
We develop educational leaders who create tomorrow's opportunities in a globally engaged society.
Mission Statement
The Yuma Branch Campus of Northern Arizona University provides opportunities in higher education for the diverse and growing
communities of the Lower Colorado River Region and other populations we serve. It is the mission of the Education Department to prepare
competent and committed professionals who will make positive differences for children. We support the mission of NAU-Yuma by
preparing citizens who understand and value diversity, environmental sustainability, and global engagement
EDU 305 Early Childhood Growth & Development
Fall 2015
(3 credit hours)
Instructor: Susan Stutler, Ph.D.
Office: AC 229
Office Hours: T, W, Th 1:00 – 3:45 p.m.
.
I. Course prerequisites: Acceptance into BSED Elementary Education -Yuma, BAS Early Childhood, or
B Interdisciplinary Studies – Early Childhood
II. Course description:
This course will explore foundations in early growth, development, health, safety & nutrition; birth to age eight, within
the context of each of the cognitive, emotional, social, language, and physical domains of human development. The
multiple influences on early growth, development and learning, including diverse families and communities, will be
examined in order to create healthy, respectful, supportive partnerships, environments, materials, and curricula in
accordance with the learning characteristics and needs of young children to foster autonomous, confident learners who are
engaged, resilient, adaptable and successful. Aligned to NAEYC standards, AZ Early Learning Standards and to InTASC.
III. Student Learning Expectations/Outcomes:
Effective Fall 2012
K. Demonstrate knowledge and understanding of the history, theory, & core principles of child growth and
development as the foundation of teaching and learning, specifically, how children learn.
L. Demonstrate knowledge and understanding of key figures in education, psychology, and child development and
their contributions to the field of early education and to our understandings of growth, learning & development
of young children.
M. Demonstrate knowledge and understanding of development and learning in the cognitive, emotional, physical,
communicative, and adaptive domains of human awareness; the ways that children make meaning in each of
these domains in order to build and implement appropriate learning experiences for young children.
N. Demonstrate knowledge, understanding of multiple influences on the development of such as heredity and the
environment including families, communities, socio-economic, and cultural influences, as well as the learning
characteristics and needs of young children in order to create opportunities for children to use language, explore,
inquire, experiment, make meaningful choices.
O. Demonstrate knowledge and understanding of core principles of child development and the essential concepts
and tools of inquiry to design & integrate content, i.e.; math, science, language, social studies, art, movement,
and music to foster meaning and connection-making and to nurture positive attitudes toward learning.
P. Demonstrate knowledge and understanding of the core principles of child development and the complex nature
of learning to effectively use multiple, appropriate differentiated approaches and instructional strategies to
match learning characteristics, needs and strengths of all children.
Q. Demonstrate knowledge and understanding of developmentally appropriate approaches, uses and benefits of
assessment, particularly observation and documentation, to implement instruction and build effective learning
environments, and create positive and productive partnerships with parents and families.
R. Demonstrate knowledge and understanding the core principles of child development to design safe, healthy,
respectful environments to foster autonomy, decision-making, initiative, industry, resilience, and adaptability.
S. Demonstrate knowledge and understanding that young children grow in diverse families, cultures & communities
in order to engage and empower families through learning partnerships that are responsive, respectful and
inclusive.
T. Demonstrate the knowledge, dispositions and actions of continuous collaboration and learning, critical reflection,
professionalism and advocacy for the field of child development. Know, understand and use the professional
language of the field.
IV. Course structure/approach:
A variety of strategies will involve students in meaningful investigations of the history, theories and core
principles of child development. Lecture, discussion, collaborative inquiries and presentations, authentic
experiences, and class trips to the 5th Annual Early Childhood Fair in Flagstaff, AZ.
V. Textbook and required materials:
Puckett, M.B., Black, J.K., Wittmer, D.S. & Pertersen, S,H. (2009). The young child:
through age eight. Upper Saddle River, N.J.: Merrill.
Development from prebirth
Students are to download and print a copy of the AZ Early Learning Standards:
http://www.ade.state.az.us/earlychildhood/downloads/EarlyLearningStandards.pdf
Effective Fall 2012
VI. Course Outline:
Week 1: Introduction. Yesterday and Today – Historical views of child development. Core Principles of Child Growth
and development. Begin in-class construction of History of Child Development Timeline.
Week 2: Importance of research in child development. Main theories and research methods, designs & challenges. Why
study children? What and how we investigate in early child development. Biological development. Heredity, the
environment and individual differences. Begin in-class construction of professional “Word Wall”
Week 3: Theories of learning and motivation. Piaget, Vygotsky, Bandura, Ericson, Dabrowski, Bronfenbrenner.
Constructivism, Social Constructivism, Emotional Development, Positive Disintegration and Ecological Systems
Theory. Jigsaw: NAEYC Position Statement on Early Child Development. Continue timeline. Schedule a 2 ½ hour
observational visit to the Arizona Western College CDC & Learning Lab during week 3, 4, or 5.
Week 4: Images of child development. Understanding child development through case studies: The early lives of Ted
Kaczynski, Maya Angelou. Read and tell activities. Narrative research and the stories of our lives. Continue Word
Wall.
Week 5: Ages & stages, important periods, patterns, processes & issues of development. Film: “Babies”.
Week 6: Guest lecturer: Professor Judith Watkinson. “Brain” research and learning theory. “Children’s Brains are Built
for Language Learning, Questioning, & Big Ideas”. The nature of brain physiology and the characteristics of brain
development in early childhood. Word Wall.
Week 7: No class. Schedule a 2 ½ hour visit to the Child Development Center and Learning Lab at Arizona Western
College for sometime during week 7, 8, or 9. Observe and document children interacting with a) materials, b)
other children, and c) adults. Use at least two methods of observation and documentation.
Week 8: A focus on Piaget’s theory of development. Sensorimotor period and 6 substages: Preoperational stage and the
symbolic function substage: Concrete operational stage, centration and conservation; and Formal operations and
abstract, idealistic, and logical thinking. Schema, Assimilation and accommodation, organization and equilibrium.
In-class Conservation Activities.
Effective Fall 2012
Week 9: A focus on Vygotsky’s theory of development. The Zone of Proximal Development; Scaffolding; Language and
Thought; Cultural Contexts; teaching strategies that align to Vygotsky’s Social Constructivist Theory of
Development. In-class practice and “Teach-backs” using ZPD and scaffolding.
Week 10: Language and literacy development. Defining language – phonology, morphology, syntax, semantics,
pragmatics. From babbling to complex speaking. How do we learn to talk? Emergent reading & writing. The
alphabetic principle. Students will share “Alphabet Books”. Phonics, Whole Language, and Developmentally
Appropriate Instruction.
Week 11: Information processing, attention, memory, thinking & metacognition. Thinking: Critical thinking, scientific
thinking (children are naturals!) reasoning & problem-solving. TOM or Theory of Mind. Charting the thinking
processes.
Week 12: Intelligence & multiple intelligences. Creativity. The content areas (science, math, art, music, movement,
language) and multiple intelligences, creativity. Integrating content. What is Inquiry? Authentic learning?
Constructivist classrooms. First draft of Position Statement on DAP in Pre-K through 3 classrooms. Continue
adding to Timeline, Word Wall.
Week 13: No class. Travel to Flagstaff Early Childhood Fair.
Week 14: How do we engage, include and empower parents, families, and the community in the education of young
children. On-line communication, parent-teacher conferences, continuous communication. Welcoming events
that involve parents in the learning community. In collaborative groups, create bulletin boards that will illustrate
that the classroom environment and the learning experience is targeting each of the domains of learning,
matches and meets the needs of diverse learners, utilizes multiple intelligences, and is made up of
Developmentally Appropriate instructional experiences.
Week 15: What does it mean to be a professional in the field of early child development? What are our responsibilities?
Creating a personal plan for continued professional development. What do we want to learn? What do we need
to learn? Opportunities to continue learning….
Week 16: Final Exam – Newsletters to parents and families.
Effective Fall 2012
VII. Assessment of Learning Outcomes
Students will:
A. Participate in all class discussions, activities, field experiences.
60 pts.
B. Develop and maintain a professional reflective journal. Journal will be turned in
four times over the semester.
C.
40 pts.
Along with the development of the “Professional Word Wall” in class, create
a personal dictionary, “The Language of Early Child Development”, that will
hold important terms and vocabulary that you will need to know as an early
child professional.
40 pts.
D. Develop, write & support a DAP Position Statement. Base your position on
what we know about how children learn. Consider the ways that the growth and
development of children should impact the design and implementation of
learning experiences, instruction & curriculum, the teaching of content,
assessment of learning, & the environment. Demonstrate an understanding of
the importance of engaging, empowering and including parents with a description
of the means you will use to ensure that parents are a powerful and productive
partner in their child’s learning. This is the signature assignment for this course. 100 pts.
E.
Create an “ABC” book that fosters understanding of the Alphabetic Principle
and that meets characteristic and/or learning needs in at least one other
developmental domains.
F. Develop and write your own Plan for Professional Growth. Opportunties
for you to continue learning in the field of early childhood include the
courses in your degree program and beyond, opportunities for you to share
your knowledge and expertise at professional and/or community forums;
opportunities to collaborate with peers and colleagues to build and/or improve
lessons & curriculum; the creation and maintenance of a professional
Effective Fall 2012
80 pts.
reflective journal; and opportunities to engage in teacher research such as
case studies and action research.
priate differences for Pre-K, Kindergarten,
and Early Elementary teachers.
80 pts
G. Final exam. Classroom newsletters to parents & families.
100 pts.
Total Points
500 pts.
VIII. Grading System:
Points
Percentage
Grade
450 – 500
90-100%
400-449
80-89%
B
350-399
70-79%
C
300-349
60-69%
D
A
National Association for the Education of Young Children
Professional Standards
STANDARD 1. PROMOTING CHILD DEVELOPMENT AND LEARNING
1a: Knowing and understanding young children’s characteristics and needs, from birth - age 8.
1b: Knowing and understanding the multiple influences on early development and learning
1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for
young children
STANDARD 2. BUILDING FAMILY AND COMMUNITY RELATIONSHIPS
2a: Knowing about and understanding diverse family and community characteristics
2b: Supporting & engaging families and communities through respectful, reciprocal relationships
2c: Involving families and communities in young children’s development and learning.
STANDARD 3. OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES
3a: Understanding the goals, benefits, and uses of assessment – including its use in development of appropriate goals,
curriculum, and teaching strategies for young children
3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches,
including the use of technology in documentation, assessment & data collection.
Effective Fall 2012
3c: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use
of assistive technology for children with disabilities.
3d: Knowing about assessment partnerships with families and with professional colleagues to build effective learning
environments.
STANDARD 4. USING DEVELOPMENTALLY EFFECTIVE APPROACHES
4a: Understanding positive relationships and supportive interactions as the foundation of their work with young children
4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of
technology
4c: Using a broad repertoire of developmentally appropriate teaching /learning approaches
4d: Reflecting on own practice to promote positive outcomes for each child
STANDARD 5. USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM
5a: Understanding content knowledge and resources in academic disciplines: language and literacy; the arts – music,
creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and
safety; and social studies.
5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines
5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate
developmentally meaningful and challenging curriculum for each child.
STANDARD 6. BECOMING A PROFESSIONAL
6a: Identifying and involving oneself with the early childhood field
6b: Knowing about and upholding ethical standards and early childhood professional guidelines
6c: Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children,
with peers, and as a professional resource.
6d: Integrating knowledgeable, reflective, and critical perspectives on early education
6e: Engaging in informed advocacy for young children and the early childhood profession
STANDARD 7. EARLY CHILDHOOD FIELD EXPERIENCES
7a. Opportunities to observe and practice in at least two of the three early childhood age groups (birth – age 3, 3-5, 5-8)
7b. Opportunities to observe and practice in at least two of the three main types of early education settings (early school
grades, child care centers and homes, Head Start prog
Northern Arizona University Policy Statements
http://nau.edu/OCLDAA/_Forms/UCC/SyllabusPolicyStmts2-2014/
Effective Fall 2012