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ED 100 Child Development and Behavior SPRING
2010
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Class begins: 1/23/10 |
Class ends: 5/8/10 Index #3405 ED100-2 |
Last Day to Withdraw: 1/29/10 |
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Instructor Information: |
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Name: Lisa M. Brown |
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E-mail: lbrown@frederick.edu |
Phone Number: (cell) 301-788-9477 |
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Office Hours: Before or after class |
Campus Mail Box #: 296 |
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Course Information: |
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Credits: 3
Meeting Day: Saturday |
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On-campus Meetings: 15 |
Meeting Time: 8:30-11:05 |
Prerequisites: EN 50A and
EN 52 or ESL 95 and ESL 99
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Course Description: |
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Introduces
basic growth and developmental principles necessary to work with young
children from birth to 12 years. Emphasizes the social, emotional, physical,
and intellectual developmental stages of the young child. This course meets
the educational requirement for 45 hours of the 90 hours of Child Care
Training required for Senior Staff. |
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Core Learning Outcomes: |
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Upon completion of this
course students will be able to: 1. Identify
the physical, social, cognitive, and emotional characteristics of the
developing child. 2. Observe
children in various stages of development and describe their typical and
atypical characteristics and behaviors. 3. Discuss
the role of family, school and community in relation to the development of
children and the effects of racism and sexism on development. 4. Describe
children’s different learning styles through examination of learning
theories. 5. Evaluate
the major research methods and assessments techniques used to study children. 6. Identify
and discuss the signs/symptoms of the child abuse/neglect and professional
responsibilities under Maryland State Law. 7. Identify
behavior indicators that may indicate a need for special services. 8. Demonstrate knowledge of hereditary and environmental factors
that can influence development. |
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Instructional
Methods: |
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Three observations, home
assignments, quizzes, chapter tests, videos, group presentation/paper, 2 journal abstracts,
final exam |
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Text for Course: Childhood & Infancy / Charlotte J. Patterson McGraw-Hill Companies,
INC. |
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FCC Blackboard Online Companion will be
available to complete weekly assignments. |
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Progress Report: |
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By the end of the 6th week
of the semester, you will have an opportunity to evaluate your progress in
this course and decide if you need to make any adjustments (additional study,
tutoring, conference with instructor) to assure your success in this course. |
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Evaluation
Methods: |
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Tests
/ Papers / Projects
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Point
Value
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Final Grade Scale |
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Exams: (4) (multiple
choice, short answer) Observations
(3 2hr sessions) 2 Journal Abstracts 4 Independent Studies Group Project/Paper
(1) Attendance (5 points a day) |
50 points = 200 pts.
50
points each= 150 pts. 25
points each= 50 pts. 25
points = 100 pts. 75 total pts. 75
total pts. |
A- 585
-650 B- 520-584 C- 455-519 D- 390-454 F- 389 and below 650 total points |
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Attendance and Participation Policy: Students are expected to participate in class discussions and group projects. Students are expected arrive on time to attend each class. Communication with the professor is vital when emergencies do arise and you are not able to attend. Students with
Disabilities |
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FCC provides reasonable accommodations to otherwise
qualified students with disabilities in accordance with the Americans with Disabilities
Act of 1990 (ADA) and Section 504 of the Rehabilitation Act of 1973 (Section
504) and amendments. Students with disabilities who are in need of
accommodations must contact the Services for Students with Disabilities (SSD)
office at 301-846-2408 (A Building, Room 106A) in order to request and apply
for services. The SSD office will require appropriate documentation of a
disability. Questions related to accommodations or services can be
directed to the SSD office. Additional information related to services
can be viewed at the following FCC web page: http://www.frederick.edu/student_services/disability.aspx.
If you currently receive services from the SSD office, please submit your
Student Success Plan to me and make an appointment with me to discuss your
accommodations and needs in class. I will hold any information you share
with me in strict confidence unless you give me permission to do otherwise.
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Academic Honesty: |
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Work in this course is
subject to the provisions of the FCC Code of Academic Honesty. Plagiarism in
any form will not be tolerated. As a student, it is your job to practice
academic honesty at ALL times. Make
sure that all sources, particularly Internet sources, get proper credit for
quotations, paraphrases, and ideas. |
TOPICAL
OUTLINE
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Class |
Date
week of: |
Class Session: |
Work to do after class: |
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1 |
1/23 |
Chapter 1: Studying a Child’s World Basic Concepts Influence on development |
Read Ch 1 Work on Home Assignment Work on Observation #1 |
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2 |
1/30 |
Chapter 2: A Child’s
World: How we discover it. Theoretical Issues and
Perspectives Research Methods |
Think about group project Home Assignment #1 due Read Chapter 2 |
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3 |
2/6 |
Chapter 3: Forming New
Life: Conception, Heredity and Environment Nature vs. Nurture Heredity |
*Submit Group Project Read Ch 3 Work on Journal Abstract #1 Observation#1 due |
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4 |
2/13 |
Chapter 4: Pregnancy and
Prenatal Dev Environmental Influences |
Read Ch 4 Journal Abstract #1 due Study Chapters 1-4 for exam |
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5 |
2/20 |
Chapter 5: Birth and the
Newborn Birth Process Newborn Exam #1 ch 1-4 tonight |
Read Ch 5 Work on Home Assignment #2 |
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6 |
2/27 |
Chapter 6:Physical Health
and Development in the first three years Growth and Nutrition Brain Sensory Capacities Motor Development Health |
Read Ch 6 Home Assignment #2 Due Work on Observation Work on Journal Abstract |
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7 |
3/6 |
Chapter 7: Cognitive
Development During the first three years Studying Classic
approaches, newer approaches, language development |
Read Ch 7 Work on Journal Abstract #2 Observation #2 due |
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8 |
3/13 |
Chapter 8: Psychosocial
development during the first three years Foundations Developmental Issues Social –other children Working parents |
Read Ch 8 Study for Exam #2 (Ch 5-8) Work on Home Assignment |
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9 |
3/20 |
Chapter 9: Physical Dev
and Health in Early Childhood Physiological development Motor development Health/Safety-Abuse/
Neglect Exam #2 (Ch 5-8) |
Read Ch 9 Journal Abstract #2 due Work on Group Projects |
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10 Spring |
3/27 Break! |
Chapter 10: Cognitive
Development in Early Childhood Piaget/ Language Develop.
Theories Early Childhood Ed. 4/ 3 |
Read Ch 10 Work on Observation #3 Home Assignment #3 due Work on Group Projects Spring Break!! 4/3 |
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11 |
4/10 |
Chapter 11: Psychosocial
Development in Early Childhood Self, Play Parenting Relationships |
Read
Ch 11 Work on Observation #3 Study for exam #3 (Ch 9-11) |
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12 |
4/17 |
Chapter 12: Physical
Development and Health in middle childhood Growth, Motor development,
Health & Safety Exam #3 (Ch 9-11) |
Read Ch 12 Observation #3 Due Work on Home Assignment #4 Work on Group Projects |
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13 |
4/24 |
Chapter 13: Cognitive
Development in Middle Childhood Piaget/Theories/Assessment Group Presentations |
Read Ch 13
Study for Exam # 4
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14 |
5/1 |
Group Presentations |
Home Assignment
#4 Due Study for exam #4 |
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15 |
5/8 |
Exam 4 (Ch 12- 14) Group Presentations |
You are done!
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NOTE: *Your instructor reserves
the right to make changes to this outline as needed. Late
Work: *Late work will be docked
15 points for each day late. *Assignments will not be
accepted one week late. OBSERVATION –ED 100 Students will need to observe a child in a setting with other
adults and children. A total of 6 hours of observation is needed for this
class to satisfy state regulations. It
can take place in a classroom setting, a daycare setting or a playground
environment. You may do three 2 hour observations to fulfill this requirement. Choose a child under 5, another child over
5 and one more of your choice. Read
through the questions carefully before your observation. Answer the following questions objectively about the child. Tell the reader exactly what you observe
and give no subjective information.
(For example… do not say Jimmy was shy. Say, Jimmy put his
hands over his face when asked a question. Do not say Jimmy was angry. Say, Jimmy threw the crayon across the room and screamed, “I
hate you”) Your words and observations about the child should convey
emotion clearly. Number your answers
and type on additional paper. Use the
following format to record your observations. Person conducting the observation:____________________________________ Site of
observation:________________________________________________ Date of observation:
______________________________________________ Description of child being observed: (age, sex, group size,
child's first name only) 1. Briefly describe the motor behavior of
the child you observed in terms of skills in locomotion. 2. Describe how the development of eye-hand
coordination helps the child you observed to carry out self-help skills. Give
examples. 3. What activities did the child participate
in during your observation? Which did you think that he/she particularly
enjoyed? What led you to that conclusion? 4. Describe the child's ability to use language. How
clearly did he/she communicate ideas to other children and adults? 5. How does this particular child's language ability
seem to affect socialization skills? 6. Describe the intellectual behavior of the
child you observed; provide descriptions below: a. Describe
situations where the child grouped objects, such as putting blocks of similar
size and shape together, or talked about similarities and differences. b. Describe situations where the child tried out
different ways of solving a problem such as how to get a block on top of a
tall tower. 7. Describe how this child appears to feel about other
people: a. How much time was spent alone, near other children, near
adults as you observed him/her? b. How frequently did the child talk with other children? How
often with adults? c. If other children were present, did the child ask them
to play, either with words or gestures? d. If the child had a disagreement with another child,
describe what happen. e. Describe behaviors you observed which you consider
evidence of affection or hostility toward a particular child or adult. 8. How does the child react to authority-directions from
adults? a. Does the child carry through routines such as
washing, using the toilet, or eating without help or reminders? If not, how
much help or reminding is needed? 9. How does the child respond when
told by an adult that it is time to change to another activity such as
outdoor play or to stop an activity such as throwing sand at another child or
running around the room? 10. How does this child react when disciplined (redirected,
given choices, verbal commands etc.) by an adult and/ or asked to help an
adult? Personal Reflection: |