CHD 2243 – Language and Cognitive Development – Spring 2015
Tulsa Community College, West Campus
Spring 2015
Course Syllabus
CHD 2243 – Language and Cognitive Development: Early Childhood,
CRN: 24475
Jan. 12, 2015 - May 10, 2015
TO CONTACT YOUR INSTRUCTOR
Instructor: Ms. Kymberly Daniels, M. Ed.
Office: S242
Phone: (918) 595-8107
Email: kymberly.daniels@tulsacc.edu
TO CONTACT THE DIVISION OFFICE
Division Name: Liberal Arts
Division Associate Dean: Karen Harmon
Division Office Number: L-144 West Campus
Division Phone Number: (918) 595-8079
OFFICE HOURS:
Tuesday: 9:00 a.m. - 3:00 p.m. and 4:30 – 5:30 p.m.
ONLINE HOURS:
Monday- 5:00- 6:00 p.m.
Wednesday- 7:00- 8:00 a.m.
Thursday-8:00-9:00 p. m.
PREREQUISITES FOR THIS COURSE
CHLD 2243 with a grade of “C” or better.
CATALOG DESCRIPTION
Study of language development with consideration of appropriate experiences in literacy,
numeracy, and science for children birth to eight years. Lecture 3 hours. No Laboratory. Assigned
field experiences.
NEXT COURSE(S) IN SEQUENCE
See Tulsa Community College Catalog for degree plans. Next course depends on the student’s
degree plan.
TRANSFERABILITY
Check with the TCC West Campus Counseling Center or at the college or university to which you
plan to transfer to determine the transferability of this course.
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-1 of 1The course syllabus is subject to change based on class needs. Changes to the syllabus or schedule will be announced in class or on our
course website. It is the student’s responsibility to keep updated on changes.
CHD 2243 – Language and Cognitive Development – Spring 2015
GENERAL EDUCATION GOAL STATEMENT
The General Education Goals are designed to ensure that graduates of Tulsa Community College
have the skills, knowledge, and attitudes to carry them successfully through their work and their
personal lives. TCC’s General Education Goals are: Critical Thinking; Effective Communication;
Engaged Learning; Technological Proficiency.
COURSE OBJECTIVES
1) To develop a working knowledge of several theories of cognitive development in early
childhood with emphasis on Piaget and Vygotsky.
2) To develop a working knowledge of how theory influences practice in early childhood care and
education.
3) To develop a working knowledge of how young children develop language.
4) To develop a working knowledge of how young children develop emergent literacy skills.
5) To develop a working knowledge of how to establish a literacy rich environment incorporating
all content areas.
6) To develop a working knowledge of how to implement developmentally appropriate practices
and create a positive classroom environment for young children.
NAEYC Standards Addressed In This Course:
Standard 1: Promoting Child Development and Learning.
Standard 2: Building Family and Community Relationships.
Standard 3: Observing, Documenting, and Assessing to Support Young Children and Families.
Standard 4: Using Developmentally Effective Approaches to Connect with Children and Families.
Standard 5: Using Content Knowledge to Build Meaningful Curriculum.
Standard 6: Becoming a Professional.
REQUIRED TEXTBOOKS
Mooney, C.G. (2006). Theories of Childhood: An Introduction to Dewey, Montessori, Erikson,
Piaget, and Vygotsky. Upper Saddle River, NJ: Prentice Hall.
Vukelich, C., Christie, J. & Enz, B. (2012). Helping Young Children Learn Language and Literacy.
Third Edition, Boston, MA: Allyn & Bacon.
Copple, C. & Bredekamp, S. ( 2009). Developmentally Appropriate Practice in Early Childhood
Programs Serving Children from Birth through Age 8. 3d ed. Washington D.C: National
Association for the Education of Young Children.
Required supplemental readings will be provided in class.
ADDITIONAL MATERIALS
Flash drive or Disk
Camera or (uploading pictures)
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-2 of 2The course syllabus is subject to change based on class needs. Changes to the syllabus or schedule will be announced in class or on our
course website. It is the student’s responsibility to keep updated on changes.
CHD 2243 – Language and Cognitive Development – Spring 2015
TEACHING METHODS
This online course will help students to master course objectives through reading assignments,
discussion board, field experiences, and web-based learning.
Communication between student and instructor and among peers is another important teaching
tool.
A TCC Blackboard page for this course has been established for the convenience of the students
and will be used by the Instructor to provide information about the course and your grades. It is
your responsibility to check the course website for current announcements.
BLACKBOARD COURSE WEB SITE
https://bb.tulsacc.edu
Email is always a good way to reach me if you have questions. Students are required to use their
TCC email address for communication with instructors or each other. All email communication
from me will go to your TCC email address. It is very important that you check it
regularly. You can access your TCC student email address through the following web site:
http://mytcc.tulsacc.edu
Things that may assist you using MyTCC:
* Your Username is your Student ID, the same one currently used by the Student Web and
Blackboard.
* Your password is your PIN used in the Student Web and Blackboard
* If you need assistance with your username and/or password. Please contact Registration.
* For AOL Users:
- Connect to the Internet as you usually do
- Launch Internet Explorer, Netscape or another supported browser
- Access MyTCC
* You must allow popups to use MyTCC.
E-MAIL RULES FOR THIS COURSE
In an internet-based course, it is essential that you expend the necessary effort to communicate
clearly with your instructor. There are some important rules about e-mailing the instructor that you
must abide by. Following these rules will ensure that you get what you need from the instructor.
All instructors (yours included) get hundreds of e-mails a week. Many of us are on professional
listserv groups so that we can keep up with what's current in the field. Just like you, we also get
unsolicited e-mail advertisements, jokes, and chain letters that annoy us, etc. This means that it's
not unusual for us to get e-mail messages from people that we don't know. Sometimes we want to
read these messages, sometimes we don't. We must also be cautious to avoid e-mail transmitted
computer viruses. Thus, instructors have to rely on the subject line to tip us off that we are
receiving an important e-mail.
RULE #1: You must give the e-mails that you send the instructor a subject line.
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course website. It is the student’s responsibility to keep updated on changes.
CHD 2243 – Language and Cognitive Development – Spring 2015
RULE #2: For each email that you send the instructor, you must identify yourself as a member of
this course (CHD 2243). Ex. Your Name-CHLD 2243
TIME MANAGEMENT
The condensed class format demands that the student be self-motivated, well organized, and
highly disciplined in completing course requirements. The instructor of this course does not
provide “reminder” emails or phone calls regarding assignment deadlines. The following is a
general suggestion for time management for this course, assuming that students spend
somewhere from 8 to 16 hours per week on the requirements of this course:
Reading
Independent Internet Research
Weekly Discussion Board or Journal postings
Weekly homework/other assignments
2-4
2-3
2-4
2-5
hours
hours
hours
hours
Thus, an “average” student should expect to spend at least 8 hours in any given week devoted to
the completion of this course. Students who wish to earn above average grades will likely need to
spend more time devoted to the requirements of this course. Remember that an on-campus
student would be required to spend four clock hours in the classroom each week to fulfill the
requirements of this course.
COMMUNICATING WITH THE INSTRUCTOR
Office hours are listed on the first page of the syllabus. The Instructor will usually be available
during these times unless other professional obligations are necessary. You should access the
course on Mondays, so you may have ample time to read through the weekly expectations. All
questions and or concerns sent on Thursday after 11:59 p.m. will be addressed on Monday at 8:00
a.m. The primary mode of communication will be through the MyTCC email system. It is each
student’s responsibility to check her/his MyTCC Email and the Blackboard Announcements page on
a regular daily basis for communication and information from the professor. Feedback on
assignments is provided in the Blackboard Grade Center and depending on the coursework, it may
take 1 to 2 weeks for grading. It is each student’s responsibility to read the feedback once grades
have been posted. Student grades and feedback on assignments and exams will not be discussed
on the phone or through email. To discuss grades or to review quizzes and exams a student must
make an on campus appointment to meet with the professor. If you have difficulties with any
component of the course schedule an appointment with the professor immediately.
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-4 of 4The course syllabus is subject to change based on class needs. Changes to the syllabus or schedule will be announced in class or on our
course website. It is the student’s responsibility to keep updated on changes.
CHD 2243 – Language and Cognitive Development – Spring 2015
EVALUATION TECHNIQUES
Each student earns her/his grade in this course by the total number of points accumulated on the
assignments and exams listed below. Bonus points are not given in this course.
 Personal Introduction 1@20 points
 Survey 1@ 30 points
 Field Experiences 4@20 points = 80 points
 Lab: Lesson Plan Project@90 points = 90 points
 Journals 4 @20 points = 80 points
 Discussion Boards 5@20 points= 100 points
 Mid- term Exam= 100 points
 Final Exam= 100 points

Total Possible Points: 600 points
Grading Scale:
540-600 points = 100-90 % = A
480-539 points = 89-80 % = B
420-479 points = 79-70 % = C
360-419 points = 69-60 % = D
000-359 points = 59 - 0 % = F
Note: Skipping or waiving assignments in this course is never an option. If students neglect to
complete any assignments, the Instructor has the right to lower the final grade.
CLASS ASSIGNMENTS, DISCUSSIONS, ASSIGNMENT MAKE-UP, AND LATE POLICIES
Separate guidelines and instructions for each assignment will be provided online. Online
discussion assignments including both the response and peer discussion cannot be made after
the scheduled due dates. I will not accept late assignments. As noted in the tentative schedule,
each module includes two weeks of coursework. Therefore, it is the student’s responsibility to plan
their weekly schedule accordingly. Students are to follow the tentative schedule and module for
weekly due dates.
It is each student's responsibility to schedule an on campus meeting time with the instructor to
review exams, assignments, or quizzes and to pick up graded assignments. Graded assignments
will be kept until the beginning of the next semester at which time they will be shredded. Students
may be required to schedule appointments with the reading and writing specialist which is in
addition to the class assignments.
Students may be required to schedule appointments with the reading and writing specialist in
addition to the class assignments.
NOTE: Bonus points are not an option in this course. Each student has the same opportunity as
every other student in the course to earn points and her/his grade through the assignments
described in this syllabus. Students are expected to put forth a high degree of effort to learn the
information and, to thoroughly and competently, complete the assignments.
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-5 of 5The course syllabus is subject to change based on class needs. Changes to the syllabus or schedule will be announced in class or on our
course website. It is the student’s responsibility to keep updated on changes.
CHD 2243 – Language and Cognitive Development – Spring 2015
Students in Child Development courses are required to write research papers and other papers in
American Psychological Association (APA) style. An APA Manual can be found in the Reference
Section of the TCC West Library. Citations must be included in the body of written papers to
document the source from which the information was obtained. A complete reference for each
citation must be included on a separate reference page. At the instructor's discretion, papers that
do not include citations and a reference list will receive a grade of "F". See the TCC Plagiarism
Policy below.
ACADEMIC INTEGRITY: MISCONDUCT, DISHONESTY, & PLAGIARISM POLICIES
The cornerstone for intellectual achievement is academic integrity. Tulsa Community College
recognizes that academic honesty is the vital key to a student’s true intellectual growth and
ultimate personal satisfaction and success.
Deliberate plagiarism is claiming, indicating, or implying that the ideas, sentences, or words of
another writer are your own; it includes having another writer do work claimed to be your own,
copying the work of another and presenting it as your own, or following the work of another as a
guide to ideas and expression that are then presented as your own. At the instructor's discretion,
a student guilty of deliberate plagiarism may receive a zero for the assignment and an "F" for the
course.
Accidental plagiarism is the handling of quotations and paraphrases without a deliberate attempt
to deceive; it includes failing to mark the beginning of paraphrases, failing to get away from the
language of the original text when paraphrasing, failing to mark quotations properly with quotation
marks, and failing to properly identify the source of the quoted or paraphrased material. At the
instructor's discretion, a student whose paper contains accidental plagiarism may have the
opportunity to rewrite the paper with a reduction in grade.
Academic dishonesty or misconduct is not condoned nor tolerated at campuses within the Tulsa
Community College system. Academic dishonesty is behavior in which a deliberately fraudulent
misrepresentation is employed in an attempt to gain underserved intellectual credit, either for
oneself or for another. Academic misconduct is behavior that results in intellectual advantage
obtained by violating specific standards, but without deliberate intent or use of fraudulent means.
The Campus Student Rights and Responsibilities Code that can be found in the TCC Student
Code of Conduct Policy Handbook govern academic dishonesty or misconduct cases.
DISABILITY RESOURCES: It is the policy and practice of Tulsa Community College to create inclusive
learning environments. Accommodations for qualifying students in compliance with the Americans with
Disabilities Act (ADA) and Section 504 of the Rehabilitation Act are available. To request
accommodations, contact the Education Access Center (EAC) at eac@tulsacc.edu or call (918) 595-7115
(Voice). Deaf and hard of hearing students may text (918) 809-1864.
Sections of this course may not be accessible for students with disabilities. Click on the link below or click
on External Links on the left for TCC academic accommodations services if you need help accessing parts
of this course. Some of the provided services are listed below.
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-6 of 6The course syllabus is subject to change based on class needs. Changes to the syllabus or schedule will be announced in class or on our
course website. It is the student’s responsibility to keep updated on changes.
CHD 2243 – Language and Cognitive Development – Spring 2015
Adaptive Computer Learning Center: The Learning Center provides tutorial and training in the use of
adaptive technology, software and computers, technical resources for computers and aid with outside lab
work is available by appointment only. Students may use the Center for studying, tutoring sessions, and
social interaction.
Assistive Technology & Training: Assistive Listening Devices (ALD) and other specialized
equipment, software and computers supporting access are available to students. Individual assistance and
training on assistive technology is available by appointment only.
Equipment: Disability Resources is equipped with a Brailler, computers with speech synthesis and
speech recognition, scanners, assistive listening devices, digital recorders, hand-held portable magnifiers,
tape players for recorded textbooks, talking calculators, and CCTVs. In addition, upon request, special
desks and chairs can be placed in the classrooms for those students who cannot use the existing classroom
seating.
INCLEMENT WEATHER AND CLASS CANCELLATION POLICY
Online classes are not generally affected by weather conditions. Please do not call Tulsa
Community College if the weather is bad to inquire if on-campus classes will be held. Instead, listen
to television and radio stations for announcements of school closings. If TCC is not included in the
list of closings, TCC classes will be held. TCC does not automatically close if Tulsa Public Schools
close. In the event that TCC remains open and concerns remain about hazardous conditions,
please call the instructor’s voice mail (918-595-8039) for course-specific instructions and
expectations.
WITHDRAWAL, AUDIT, AND INCOMPLETE POLICY
To withdraw from this class, the student should initiate an official withdrawal through the
counseling office; non-attendance DOES NOT constitute official withdrawal. Failure to withdraw
may result in the student receiving a regular grade of "F" at the end of the semester.
To request a change to AUDIT (A) or Incomplete (I), the student must be maintaining a passing
grade. The student must initiate the change with the instructor and sign the audit or incomplete
agreement. If the incomplete is due to a circumstance that prevents the student from being able to
sign the form him/herself, the instructor may make other arrangements.
The last date to withdraw and/or change from credit to audit from this course is April 10, 2015.
READING & WRITING TUTORING SERVICES
The Technology Learning Center's Reading & Writing Services help students to build analytic
reading, solid research and effective writing skills. Additionally, Reading & Writing Services can
supplement classroom instruction with information on American Psychological Association
(APA), Internet research strategies, source evaluation and documentation methods, and essay
writing techniques.
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-7 of 7The course syllabus is subject to change based on class needs. Changes to the syllabus or schedule will be announced in class or on our
course website. It is the student’s responsibility to keep updated on changes.
CHD 2243 – Language and Cognitive Development – Spring 2015
COMPUTER SERVICES ACCEPTABLE USE
Access to computing resources is a privilege granted to all TCC faculty, staff, and students. Use of
TCC computing resources is limited to purposes related to the College's mission of education,
research, and community service. Student use of technology is governed by the Computer
Services Acceptable Use Statements/Standards found in the TCC Student Code of Conduct
Policy Handbook. These handbooks may be obtained by contacting any Student Activities or
Dean of Student Services office.
INSTITUTIONAL STATEMENT
Each student is responsible for being aware of the information contained in the TCC Catalog, TCC
Student Handbook, TCC Student Code of Conduct Policy Handbook, and semester information
listed in the Class Schedule.
LEARNING SUPPORT SERVICES
The following services are available at the designated locations on the TCC college campuses to
assist the student in this course:
Metro Campus
Southeast Campus
Distance Learning, MP 200E (595-7282)
Microcomputer Lab, SE 4231 (595-7643)
Microcomputer Lab, MP 200 (595-7146)
Communications Center, SE 1102 (595-7749
Communications/Reading Lab, MC 536 (595-7214)
Learning Resources Center, SE 7200 (595-7701)
Writing Lab, MC 306 (595-7240)
Math Lab, SE 8150 (595-7751)
Math Lab, MC 302 (595-6011)
Learning Resources Center, MC 200 (595-7172)
Northeast Campus
Microcomputer Lab, NE A1 (595-7592)
Learning Resources Center, NE 1135 (595-7501)
West Campus
Microcomputer Lab, WC I166 (595-8122)
Reading & Writing Center, WC I116 (595-8063)
Learning Resources Center, WC I266 (595-8010)
Science/Math Lab, WC I120 (595-8196)
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-8 of 8The course syllabus is subject to change based on class needs. Changes to the syllabus or schedule will be announced in class or on our
course website. It is the student’s responsibility to keep updated on changes.
CHD 2243 – Language and Cognitive Development – Spring 2015
EARLY CHILDHOOD STUDENT ASSOCIATION
This student organization (which was officially named “PACE” by its founding members in Fall
2003) is for any and all students (CHD majors or non-majors) with an interest in child development
and/or early childhood education. Group activities include free DHS-accredited training in childcare
topics, field trips, social and networking events, community service projects, and greeting and
orientation services for first-semester CHD students at West Campus. For more information,
contact Dawn Parton at (918) 595-8039.
HOW TO JOIN PACE
PACE membership is free, and it’s easy to become a member.
1. Login to Blackboard.
2. Locate and click on the “Organizations” tab. This tab is located toward the top of the Blackboard screen
near the TCC Distance Learning banner.
3. Choose "Browse Organizations Catalog". Put PACE into the search engine and click “Go”.
4. When you see an enroll button, click it to become a member.
SOEA (STUDENT OKLAHOMA EDUCATION ASSOCIATION)
Student Oklahoma Education Association
TCC students may join online at www.okea.org/students. Click TCC on the drop down
menu. Members will have opportunities for achieving personal and professional growth
and competence. SOEA strives for higher standards of preparation for all educators. It
focuses on helping students achieve the highest ideals of professional ethics, standards,
and attitudes. SOEA provides opportunities for participating in community and profession
cooperative projects that help children, families, and teachers. The $30.00 membership fee
provides a student membership in the TCC SOEA plus the local, state, and national
Education Association groups. Student members of SOEA may attend local and Oklahoma
Education Association conferences for free. At the end of 3 years of membership, students
receive back all of the membership fees they have paid. For more information and to
become a member, contact Kymberly Daniels at (918) 595-8107 or the West Campus
Liberal Arts/Child Development Academic offices at (918) 595-8079.
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-9 of 9The course syllabus is subject to change based on class needs. Changes to the syllabus or schedule will be announced in class or on our
course website. It is the student’s responsibility to keep updated on changes.
CHD 2243 – Language and Cognitive Development – Spring 2015
IMPORTANT NAMES AND TELEPHONE NUMBERS
Name
Title
Telephone
Kay Shelton
Child Development Admin Asst
918-595-8077
Melissa Quintanilla
Liberal Arts Admin Asst
918-595-8079
Nathan Taber
Liberal Arts Office Support
918-595-8078
Carol Engman
Evening Programs
918-595-8060
Melinda Bennett
Scholars for Excellence in Child
Care
918-595-8236
Jill Davis
Kaiser Early Childhood
Scholarship Coordinator
918-595-8050
Terri Alonso
Child Development Academic
Counselor
918-595-8180
Laura Holtquist
DisAbled Student Services
918-595-8178
Belinda McGee
Sherry Averrill
TCC Child Development Center
918-595-8244
TCC Computer Lab –
WC
918-595-8122
TCC Library – WC
918-595-8010
TCC WC Bookstore
918-595-8026
TCC WC
Bursar/Registrar
918-595-8021
WC Writing Tutors
918-595-8063
Classmates:
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-10 of 10The course syllabus is subject to change based on class needs. Changes to the syllabus or schedule will be announced in class or on our
course website. It is the student’s responsibility to keep updated on changes.
CHD 2243 – Language and Cognitive Development – Spring 2015
STUDENT RESPONSIBILITIES and FACULTY EXPECTATIONS
The following list of student responsibilities and faculty expectations are offered as a guide to your success.
You are responsible for:
 Attending class or logging into class.
 Reading the class syllabus for policies and procedures.
 Keeping up with the class schedule and the course material.
 Absence is not an excuse, nor does it mitigate this responsibility.
 Reading the assigned material on time.
 Turning in your work on time.
 Learning the required material.
 Asking questions and contributing to discussion that indicate you have read and
considered the material responsibly and thoughtfully.
 Scheduling your time and your priorities. Everyone has a personal life; yours does
not dictate or influence the requirements of this class.
 Accessing the academic assistance the college provides. If you need to visit the tutor
and don’t, if you need to visit the counselor and don’t, the consequences of your
decision are yours and yours alone.
I expect that:
 You are here to learn. Anything short of that is a misrepresentation on your part.
 You are intellectually engaged by and curious about ideas.
 You understand that the standards of a college education are not the same as those of a
high school education.
 You understand that 90% of your learning will take place outside of the classroom, hence
the importance of study and homework.
 You understand that grades are earned by hard work, perseverance, consistent effort, and
learning. If learning does not occur, all of your hard work, perseverance, and consistent
effort will not automatically ensure a passing grade.
 The work you submit will be neat, appropriately organized, academic, and in compliance
with the assignment parameters. Any effort to meet these standards will be made
BEFORE class begins.
 You will be a thoughtful, respectful, mature adult.
 Your communications and interactions with me and other students will be thoughtful,
respectful, content appropriate for a student/teacher or student/student communication,
and in Standard English. These standards apply to all communications: oral, written, and
email.
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-11 of 11The course syllabus is subject to change based on class needs. Changes to the syllabus or schedule will be announced in class or on our
course website. It is the student’s responsibility to keep updated on changes.