HARFORD COMMUNITY COLLEGE

HARFORD COMMUNITY COLLEGE

The Young Child

EDUC 103.01 CRN 40162

Fall 2005

Mondays 2:2= 0 – 5:10

Instructor=

Laura Hutton, Assistant Professor

Office Hours: &nb= sp; Fallston Room #162

&nbs= p; &= nbsp; Mondays 1:00-2:00, Monday= s 5:20-6:35, Tuesdays 11:15-= 12:00,

&nbs= p; &= nbsp; Thursdays11:15-1:15

Phone: &nbs= p; 410-8= 36-4000 X7302 - Office

410-692-04= 96 - Home (before 9:00 PM, please)

E-Mail: lhutton@harford.edu

Website: http://www= .harford.edu/faculty/LHutton/

Description

This course is designed to= provide students with knowledge of the social, physiological, and psychological nee= ds of the young child from birth to age eight. Emphasis is on the practical aspec= ts of caring for young children, creating environmental settings instrumental in providing optimal development, and developing guidelines for selecting qual= ity child care and educational programs. Readings and discussion on special conc= erns and current issues in the field of child development are offered. Designed to train parents, foster = care parents, family and group day care providers, nursery and primary teachers = and others.

Text<= /o:p>

Santr= ock, J. (2004). Children, 8^th ed. Boston: McGraw Hil= l.

Objectives=

Upon successful completion= of this course of study:

= 1. The student will know and understand the stages of social physical, emotional, motor, cognitive, and language development from infancy through age eight. = (HCC academic outcome: critical thinking)

identify indicators or develop= ment through observation
recognize typical and atypical developmental levels in children based on observi= ng children’s behavior and recognizing importance of this issue in curriculum and instructional materials
identify how nutrition and health practices affect prenatal and child developme= nt
explain the major historical and current developmental theories

= 2. The student will know the major and current approaches to theories of child development and learning. (HCC academic outcome: critical thinking)

identify and explain the major components of the major and current approaches to development and learning
identify major research and assessment techniques for evaluating children’= ;s development
reflect and explain how early educators can motivate children based on developmental theory

= 3. The student will identify approaches to learning. (HCC academic outcome: critical thinking)

relate how learning occurs in children and adults and the role of play in learning
recognize and list behaviors that enhance and impede learning
recognize and list behaviors that indicate that learning has occurred

= 4. The student will understand how culture and diversity influence growth and development. (HCC academic ou= tcome: culture and diversity)

define and explain culture and diversity
explain how culture and diversity influence growth and development

= 5. The student will understand how culture and diversity impact learning and school readiness. (HCC academic outc= ome: culture and society)

discuss the impact of culture and diversity in relation to school readiness
discuss the impact of culture and diversity in relation to schooling, student performance, and success

= 6. The student will understand the important role of family and community in development and the variety of ways individuals can organize to fulfill the= se roles. (HCC academic outcome: information literacy)

explain the role of family in society
identify how individuals fulfill family roles
identify signs of abuse and neglect as well as resources for families and professionals

Grading Cr= iteria

Assignments: &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; Total Points Possible =3D 300

Small Group Graded Activities 30 = &nb= sp; = 270-300 &= nbsp; A

Quizzes &nb= sp; = &nb= sp; = 35 &= nbsp; &nbs= p; 240-2= 69.5 B

Paper = ; = &= nbsp; &= nbsp; &nbs= p; 50 &= nbsp; &nbs= p; 210-2= 39.5 C

Observation = ; &n= bsp; = ; &n= bsp; 45 &= nbsp; &nbs= p; 180-219.5 D

Hypothetical Student&n= bsp; = ; &n= bsp; 40 &= nbsp; &nbs= p; <180 &= nbsp; F

Presentation &nbs= p; &= nbsp; &nbs= p; &= nbsp; 60

Final Exam = &nb= sp; = &nb= sp; 40 &= nbsp; &nbs= p; (based on 90% =3D A)

Noncredit students who are taking this course do not n= eed to take the quizzes or the final exam. Noncredit students are expected to complete all other coursework.

Course Ove= rview

Students are expected to complete the listed readings = prior to each class.

9/12 = CHAPTER 1

Introduction/overview of co= urse

&nbs= p; Working with diverse families

&nbs= p; Risk factors

&nbs= p; Focus on Freud’s Psychosexual Theory

9/19 = CHAPTER 2

&nbs= p; Theories of child development

&nbs= p; Focus on Piaget’s Cognitive Development Theory

&nbs= p;

9/26 = CHAPTERS 3 & 4

&nbs= p; Genetics

&nbs= p; Adoption

&nbs= p; Nature vs. nurture debate

&nbs= p; Prenatal development

&nbs= p; Focus on Erikson’s Psychosocial Theory

&nbs= p; Focus on Vygotsky’s Socioc= ultural Cognitive Theory

10/3 = CHAPTERS 5 & 6

&nbs= p; Prematurity

&nbs= p; Growth in infancy

&nbs= p; Sensory perception

&nbs= p; Motor development in infancy

10/10 Paper due

CHAPTER 7

&nbs= p; Cognitive development in infancy

&nbs= p; Language development in infancy

&nbs= p;

10/17 CHAPTER 8

&nbs= p; Social-emotional development in infancy

&nbs= p; Temperament

&nbs= p; Attachment

&nbs= p; Childcare

10/24 CHAPTER 9

&nbs= p; Growth during the preschool years

&nbs= p; Motor development during the preschool years

&nbs= p; Poverty

10/31 CHAPTER 10

&nbs= p; Cognitive development during the preschool years

&nbs= p; Language development during the preschool years

&nbs= p; Comparing Piaget & Vygotsky

&nbs= p; Reggio Emilia approach

&nbs= p; Montessori approach

&nbs= p;

11/7 = Observation due

CHAPTER 11

Developmentally appropriate= practice

Readiness

Social-emotional developmen= t during the preschool years

Play

11/14 Gender roles

&nbs= p; Parenting

&nbs= p; Child abuse

&nbs= p; Television

11/21 CHAPTERS 12 & 13

Motor, cognitive, and langu= age development during the elementary years

IDEA

Multiple intelligences theo= ry

11/28 Hypothetical student due

CHAPTER 14

   &nbs= p;        Social-emotional development during the elementary years

   &nbs= p;        Kohlberg’s theory of moral development

   &nbs= p;        Peer relationships

   &nbs= p;        Creating a multi-cultural classroom

12/5   = CHAPTERS 15-17 (skim only)

   &nbs= p;        Development during adolescence

12/12   Student Presentations

12/19   2:20 – 4:20 Final Exam<= /i>

ATTENDANCE POLICY - One absence wit= hout penalty to grade is allowed. = After that, students must have a written excuse from a doctor. For ALL absences, including the fi= rst one, students will be required to complete make-up assignments in order to fulfill the state requirements for forty-five hours in the course. FAILURE TO COMPLETE MAKE-UP ASSIGN= MENTS WILL RESULT IN A FINAL GRADE OF “F” REGARDLESS OF OTHER POINTS EARNED. For each class after = the first absence, students will lose one letter grade (i.e., credit students loose 30 points). The instructor reserves the right = to make the final decision in all instances.&= nbsp;

When a student is absent, that student is responsible = for all assignments due. It is the responsibility of the student to make sure that assignments are received by= the instructor on the day that they are due.&n= bsp; It is also the responsibility of the student to obtain information missed during absences including small group graded activities, hand-outs, assignment guidelines, and lecture notes.&= nbsp;

LATE ASSIGNME= NTS - Assignments are expected to be turned in on or before the stated due date. Late assignments will be subject to a cumulative deduction of 10% of the points possible for that assignment for each calendar day late up to a maximum deduction of 50% (e.g., if the field placement journal due 11/2 is turned in 11/4, it would be subject to a deduction of 2= 0% or 3 points).

ACADEMIC DISH= ONESTY – Students who commit acts of academic dishonesty (e.g., cheating, fabrication, facilitating academic dishonesty, and plagiarism) will be subj= ect to formal disciplinary action and will receive a grade of 0 points on the t= est, or assignment involved. This includes incidents that occur in the Test and Assessment Center. In addition, students will be refe= rred to the Associate Vice Presi= dent for Student Development for a Student Code violation.

WRITTEN WORK = - All submitted written work must be word-processed. The instructor reserves the right = to refuse a paper that does not reflect correct format and/or contains sloppy grammar and mechanics. Clarit= y and correct grammar are a must for all written assignments. If multiple grammar, punctuation, = or spelling errors (including awkward construction) exist within any written assignment, the overall grade will be reduced by 10% of the points possible= for that assignment.

EXTRA CREDIT = AND RESUBMISSIONS – Bonus points will be given for professional development activities such as attendance at Future Educators of America meetings. Bonus points will n= ot be given for attending activities required for employment or for which a stude= nt it paid. No other extra credi= t will be given. However, if a stude= nt is dissatisfied with an assignment grade, the student may revise and resubmit = the assignment. Revised assignmen= ts should be submitted along with the original assignment. In addition to deductions for any = errors the student did not fix, 10% of the points possible for that assignment wil= l be deducted from the assignment grade for the revision. Revised assignments should be subm= itted no later than the last day of class. Small group graded activities, online qui= zzes, class participation, and the final exam may not be revised and resubmitted.=

STATEMENT ON = LEARNING DISABILITIES – = Harford Community College is committed to serving students who have documented physical, psychological, = or other disabilities. Students = who have a disability are responsible for contacting Learning Support Services = at 410-836-4402 to discuss their needs for accommodations. All information shared with Learni= ng Support Services will be held in confidence.

ONLINE COURSE= SUPPORT – A number of study features are available on my website to support t= his course. The syllabus and the = powerpoint presentation fo= r each lecture are available. Also p= osted are study questions for each unit, self-grading quizzes, and games and lear= ning objects to reinforce key concepts. Students are strongly encouraged to use these resources to supplement the lectures and readings throughout the semester.

Grading

Final Exam (40 points)

Information regarding the final exam will be reviewed = in class. You must be present for scheduled exams. In case of a= valid emergency, the instructor must be contacted prior to the exam, and a make-up exam will be placed in the Test and Assessment Center.

Class Participation (20 points)

The class participation grade is based on preparedness= and participation. Lateness and l= eaving class early will also affect the class participation grade. Every two occurrences will result = in a deduction of 4 points from the class participation grade.

Small Group Graded Activities (30 points)

Five unannounced, graded activities will be given duri= ng the semester. These graded activi= ties will be completed in small groups. They will require students to answer questions or complete activities reviewing material recently covered in the text and class lectures. Students may use their texts, note= s, and other available resources when completing small group, graded activities. Each activity is worth six points.= Grading criteria will be included = with each activity.

Quizzes (35 points)

Five unannounced quizzes will be given during the semester. These quizzes will = cover information reviewed during peer tutoring sessions and the beginning of class. Information will be ta= ken from the text study guide and class lectures. Each quiz is worth seven points. Two bonus points will be awarded t= o your quiz grade if your peer tutoring partner earned a score or 6 or more points= on his/her quiz.

Paper (50 points)

The student will select a topic related to child devel= opment from among a list of topics presented by the instructor. The student will then research the= topic by completing readings also provided by the instructor. The student will then write a thre= e to five page paper on the topic. Students who have not yet passed Engl= ish 101 are encouraged to work with the communication skills center in Fallston room 101 (410-836-4132).

PAPERS SHOULD:

begin with a brief overview of the topic (10 points)

present current issues related to the topic (5 points)

discuss multiple sides of the issues presented (10 points)

include the student’s opinion regarding the issues (student opinion shou= ld be clearly differentiated from facts and research) (15 points)

close with a summary of the issues related to the topic (10 points)

Observation (45 points)

The student will observe a child between the ages of b= irth and eight years for at least one hour.&nbs= p; The student will take notes regarding the child’s behavior including language skills, cognitive skills, motor skills, social-emotional skills, and self-help skills. The student will then write a two to three page paper summarizing his/her observations.

THE PAPER SHOULD INCLUDE:

Hypothetical Student (40 points)

The student will choose one of the hypothetical student profiles shared in class. The student will carefully read this profile and come to conclusions regarding whether or not the hypothetical child’s development is typical. If the student believes that the child’s development is not typical, s/he must then decide how the chi= ld’s development deviates from the norm. The student should then write a paper of two to three pages summariz= ing his/her conclusions.

THE PAPER SHOULD:

The student will research the topic and create a 10-15 minute presentation which could be presented to a parent group. Handouts should be given to the instructor at least a week prior to the scheduled presentation for copying.

PRESENTATIONS SHOULD: