State University of New York at New Paltz Department of Elementary Education. Fall 2013 EED Developmentally Appropriate Practices, Childhood

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1 State University of New York at New Paltz Department of Elementary Education Fall 2013 EED Developmentally Appropriate Practices, Childhood Dr. Lindsey Russo OMB 238 Office: OMB 222 4:30 7:10 Office Hour: By appointment and Monday: 12:30-1:30 Tuesday: 3:00-4:00 : 2:00-4:00 (845) russol@newpaltz.edu Catalog Description: Participants will consider the cognitive and social development of children pre-school through 6 th grade, the implications for curriculum development, classroom management, and organization. Students will develop competence in observing and assessing children s developmental competence and participation in appropriate classroom situations. Course Objectives: This course focuses upon the whole child and is designed to provide supportive information to the other courses taken during the professional semester preceding Student Teaching by focusing upon younger children. Candidates will: Interpret and apply theories of development to meet the individual and cultural needs of each child. (Professional Skills and Disposition, Democratic Citizenship and Student Advocacy) Demonstrate knowledge of developmentally appropriate practices to meet the individual and cultural needs of each child (Culturally Responsive Practice and Social Justice Education, Democratic Citizenship and Student Advocacy) Work collaboratively with other students in class and on assignments. (Professional Skills and Disposition, Democratic Citizenship and Student Advocacy) Use technology to facilitate the completion of course assignments. (Critical Inquiry and Intellectual Development) Apply knowledge of developmentally appropriate practices to lesson plan development and teaching. (Critical Inquiry and Intellectual Development, Professional Skills and Disposition) Assess child development and learning through observation documentation and participation in classroom during field experience. (Critical Inquiry and Intellectual Development, Culturally Responsive Practice and Social Justice Education)

2 Course Evaluation: Attendance in class is expected. Fieldwork, reading, completed assignments, class attendance, as well as participation are the ways your knowledge will be enhanced. Readings for this course are from the required text listed below and from articles and other resources posted on Blackboard. You will be expected to come to class prepared to discuss and reflect upon the readings each week. We will also review together and recommend appropriate texts for your professional library. ALL written assignments, except for the final integrated unit are to be submitted during class as a hard copy or electronically to my New Paltz account by 12:00 a.m. on their due date. ASSIGNMENTS Social-Emotional Developmental Profile Identify specific age range from Birth--6 th grade. Using our class discussions, PowerPoints, text-books and any other resources you identify independently, outline a social-emotional development profile for a child in this age range who would be identified as on target. This can be presented in bullet form. Design one activity to scaffold a child who needs support in an area of his/her social-emotional development where he/she may not be on target. List your resources in APA style. 10 pts. (Critical Inquiry and Intellectual Development) Cognitive Developmental Profile: Identify specific age range from Birth--6 th grade. Using our class discussions, PowerPoints, text-books and any other resources you identify independently, outline a cognitive development profile for a child in this age range who would be identified as on target. This can be presented in bullet form. Design one activity to scaffold a child who needs support in an area of his/her cognitive development where he/she may not be on target. List your resources in APA style. 10 pts. (Critical Inquiry and Intellectual Development) Physical Developmental profile: Identify specific age range from Birth--6 th grade. Using our class discussions, PowerPoints, text-books and any other resources you identify independently, outline a physical development profile for a child in this age range who would be identified as on target. This can be presented in bullet form. Design one activity to scaffold a child who needs support in an area of his/her physical development where he/she may not be on target. List your resources in APA style. 10 pts. (Critical Inquiry and Intellectual Development)

3 Teaching Philosophy: Develop a well thought out teaching philosophy for future use in your professional teaching portfolio. This is to be your own personalized philosophy of education and should include what you believe about: Learning and how it takes place developmental and educational theories e.g. behaviorism, constructivism etc. The importance/value of education Teaching strategies/ methods Guidance and discipline Diversity as it relates to learning styles, special needs, culture, language, ethnicity etc. and inclusion Parent involvement Your role as a teacher Your philosophy should be 2/3 pages maximum. 5 pts. Case Study Presentation: You will be required to identify an appropriate case study of a behavior management episode that you experience at your placement site. You will present this in class in as a video clip, PowerPoint, slideshow, narrative etc. You will describe the episode including: A description of the children involved The environment The circumstances leading up to the episode How the teacher addressed the behavior outlining classroom behavior management policies if appropriate Give an evaluation of the method used How would you address the behavior relating it to the development of the children involved and developmentally appropriate practice? A more detailed description of the assignment is posted on Bb 20 pts. Environment Plan: Create a developmentally appropriate classroom floor plan for either a Preschool, Kindergarten, 1 st /2 nd grade or 3 rd - 6 th grade classroom. 5 pts. Education)

4 Child Study; You will conduct a child study at our field placement site. Written observations, assessment and analysis will be used to write a developmental profile of the child across all developmental domains. You will be required to give your peers written feedback on their presentations. Further, in-depth details of the study will be posted on Bb. 25pts. Final Presentation: You will present to the class your developmental profile using documentation such as photos, work samples, videos etc. to support your analysis. While the use of a PowerPoint for this assignment is acceptable please be creative and, if possible, find a different medium/method for your presentation. 10 pts. Detailed outlines of assignments and accompanying rubrics are available on Bb Class Participation: 5pts. Participation is expected and class discussion is encouraged. A key part of what you take away from this class is what you add to the discussions. Understanding of a concept is developed when you ask questions. You must be present in class to participate therefore each unexcused absence will result in 2 points being deducted from the final course grade. Students who are absent are required to contact the instructor before class begins or as soon as possible afterwards via or phone. Grading: Social Emotional Development Profile 10 Cognitive Development Profile 10 Physical Development Profile 10 Teaching Philosophy 5 Environment Plan 5 Case Study Presentation 20 Child Study 25 Child Study Presentation 10 Class participation points A C A C B C-

5 84 86 B Less than 70 D B- Less than 65 F Remember, it s your responsibility to complete the requirements for certification, but help is available from our Certification Assistance Web site, which has detailed guidelines, timelines, and answers to all your questions: Accommodations for Individuals with Disabilities; Please see me and/or the Office of Disabled Services if you have a documented disability and require accommodations/modifications for this course. Disability Resource Center (845) Professionalism: You are expected to maintain high professional standards in this course. These include honesty, integrity, punctuality and attendance. Academic dishonesty (i.e., cheating, forgery, or plagiarism) will not be tolerated and places your standing in this class and as a student in jeopardy. All assignments are to be your original work. Sources of information used in completing assignments are to be fully cited using the American Psychological Association (APA) style, 6 th Edition. Please check Blackboard regularly for information regarding class or applicable websites or articles I may come across and wish to share with you. You may submit work to me electronically before its due for my feedback If you need help I am always available via , telephone, during my office hours, by appointment or for discussion after class. (You can also drop by my office at any time to see if I am around! Inclement Weather and Emergencies: Please sign up for New Paltz alerts that will inform you of any campus closures. Additionally, since I drive an hour and a half to campus there may be occasions where I cannot get to class due to road conditions. If this happens or I have an emergency and need to cancel class I will inform everyone before 8 a.m. the day of class. Please check your before coming to campus for any s of this nature.

6 CLASS SCHEDULE Date Topic Any additional required readings are posted on Bb Assignment August 29th Introduction and overview of course September 5 th What is DAP? Theories of Development Developmentally Appropriate Curriculum Marotz: Chapter 1 pgs Chapter 2 pgs Chapter 3 pgs September 12 th Social/Emotional Development Group Readings will be assigned from Marotz Cognitive Development Group Readings September 19 th will be assigned from Marotz Physical Development Group Readings September 26 th Will be assigned from Marotz October 3 rd October 10 th Observation and Assessment Check-in Child Study Teaching Philosophy and Professionalism Marotz Chapter 1 pgs Identify Child for Study Due: Social/Emotional Development Profile Due: Cognitive Developmental Profile Due: Physical Developmental Profile October 17 th Developmentally Appropriate Guidance and Behavior Management Danforth Chapters 1 and 2 Case studies will be assigned from Danforth for group readings and we will be discussing them in class Due: Teaching Philosophy

7 October 24 th October 31 st November 7 th November 14 th Case Study Presentations Group 1 Case Study Presentations Group 2 Multiple Intelligences Individualized Instruction Developmentally Appropriate Learning Environments Marotz Chapter 10 November 21 st November 28 th December 5 th (Last Class) December 19 th Final Exam 5-7 Developmental Delays, Diversity and Family Relationships Child Study Presentation Group 1 NO CLASS THANKSGIVING Child Study Presentation Group 2 Due: Child Study Due: Environment Plan Required Texts: Marotz, L.R. & Allen K.E. (2013). Developmental Profiles: Pre-Birth through Adolescence, Cengage Learning. Danforth, S. & Boyle, J.R. (2007). Cases in Behavior Management, Pearson. All readings in addition to those from the required texts and resources are posted on Bb

8 School of Education Conceptual Framework Preparing Caring, Critical and Reflective Professionals to Maximize Student Success Through coursework, field experiences, and clinical practice, School of Education/Professional Education Unit faculty, staff and administrators aim to prepare caring, critical, and reflective professionals who are committed to: Critical Inquiry and Intellectual Development Candidates inquire and reflect critically on sociological, historical, and other aspects of educational practice and policy, engage in data-informed decisionmaking processes, demonstrate the ability to employ evidence-based practices, and continually develop disciplinary and pedagogical knowledge and skills oriented towards high-quality teaching and learning standards. Professional Skills and Disposition Candidates develop respectful relationships with students, families, communities and colleagues, practice an ethically informed philosophy, and participate effectively in institutional change. Culturally Responsive Practice and Social Justice Education Candidates understand and apply practices that promote respect, inclusion and equity in teaching, learning, and student development based on social identity markers including, but not limited to, race, gender, class, sexual orientation, disability, language, religion, culture, national origin, epistemology, and family life. Democratic Citizenship and Student Advocacy Candidates respect education as a human right and a foundation to active inclusion and participation in public life, and aspire to be agents of change in response to persistent barriers to equal educational opportunity. Faculty, staff, and administrators strive to model, as well as nurture and cultivate the four dimensions in the candidates they serve. Guided and informed by these dimensions, candidates are prepared to maximize their students' success. 5/8/13 8/12/13