FCS 235 Principles and Methods of Observing Child Development Fall 2013 TR 11:00 11:50 TLC 51 Instructor: Office

e Hours: Office: Phone: E-Mail: Beth Price, Ph.D. M 11:30 12:30, F 9:00 10:00 OR by appointment 304E Ag.Sci. Bldg. 208-885-5778 bethp@uidaho.edu

Texts: Nicolson, S. & Shipstead, S. G. (2002). Through the Looking Glass: Observations in the early Childhood Classroom (3rd ed.). Pearson Education: Upper Saddle River, NJ. Allen, K. & Marotz, L. (2013). Developmental Profiles: Pre-birth through Adolescence (7th ed.). Cengage Learning: Stamford, CT. Course Description: Development of skills necessary to observe, record, and interpret child behavior; 2 hours of lab per week. Course Objectives: The student will Objective 1: gain an in-depth understanding of children and their sequences of growth in order to support individual development.
Idaho Core Teacher Standards Standard 1: Knowledge of Subject Matter - The teacher understands the central concepts, tools of inquiry, and structures of the discipline taught and creates learning experiences that make these aspects of subject matter meaningful for students. Knowledge 1. The teacher understands the Idaho Student Achievement Standards in his/her discipline(s). Standard 2: Knowledge of Human Development and Learning - The teacher understands how students learn and develop, and provides opportunities that support their intellectual, social, and personal development. Knowledge 2. The teacher understands that students physical, social, emotional, moral, and cognitive development influence learning and instructional decisions. Knowledge 3. The teacher knows the progressions and ranges of individual variation within physical, social, emotional, moral, and intellectual development and their interrelationships. Standard 8: Assessment of Student Learning - The teacher understands, uses, and interprets formal and informal assessment strategies to evaluate and advance student performance and to determine teaching effectiveness. Knowledge 1. The teacher understands the purposes of formative and summative assessment and evaluation. Knowledge 2. The teacher knows how to use multiple strategies to assess individual student progress. Idaho Standards for Blended Early Childhood Education/Early Childhood Special Education Teachers Standard 1: Knowledge of Subject Matter -- The teacher understands the central concepts, tools of inquiry, and structures of the content area(s) taught and creates learning experiences that make these aspects of subject matter meaningful for learners. Knowledge 3. The educator understands the process of self-regulation that assists young children to identify and cope with emotions. Knowledge 4. The educator understands language acquisition processes in order to support emergent literacy, including pre-linguistic communication and language development. Standard 7: Instructional Planning Skills - The teacher plans and prepares instruction based upon knowledge of subject matter, students, the community, and curriculum goals. Performance 5. The educator evaluates and links childrens skill development to that of same age peers. Idaho Standards for Special Education Generalists Standard 4: Multiple Instructional Strategies - The teacher understands and uses a variety of instructional strategies to develop student learning. Knowledge 2. The teacher understands the developmental nature of social skills.

Assessments: The standards in the above objective will be assessed through the weekly lab summaries, student reflections, activities, and examinations.

Objective 2: learn about development and to appreciate a childs unique qualities in an approved child care site by observing structured and unstructured playful settings.
Idaho Core Teacher Standards Standard 2: Knowledge of Human Development and Learning - The teacher understands how students learn and develop, and provides opportunities that support their intellectual, social, and personal development. Knowledge 2. The teacher understands that students physical, social, emotional, moral, and cognitive development influence learning and instructional decisions. Idaho Standards for Blended Early Childhood Education/Early Childhood Special Education Teachers Standard 1: Knowledge of Subject Matter -- The teacher understands the central concepts, tools of inquiry, and structures of the content area(s) taught and creates learning experiences that make these aspects of subject matter meaningful for learners. Knowledge 5. The educator understands the elements of play and how play assists children in learning. Idaho Standards for Special Education Generalists Standard 4: Multiple Instructional Strategies - The teacher understands and uses a variety of instructional strategies to develop student learning. Knowledge 2. The teacher understands the developmental nature of social skills.

Assessments: The standards in the above objective will be assessed through the weekly lab summaries, student reflections, activities, and examinations.

Objective 3: develop objective recording skills.

Idaho Core Teacher Standards Standard 8: Assessment of Student Learning - The teacher understands, uses, and interprets formal and informal assessment strategies to evaluate and advance student performance and to determine teaching effectiveness. Knowledge 2. The teacher knows how to use multiple strategies to assess individual student progress. Knowledge 1. The teacher understands the purposes of formative and summative assessment and evaluation. Standard 9: Professional Commitment and Responsibility - The teacher is a reflective practitioner who demonstrates a commitment to professional standards and is continuously engaged in purposeful mastery of the art and science of teaching. Knowledge 1. The teacher knows The Code of Ethics for Idaho Professional Educators. Idaho Standards for Blended Early Childhood Education/Early Childhood Special Education Teachers Standard 8: Assessment of Student Learning - The teacher understands, uses, and interprets formal and informal assessment strategies to evaluate and advance student performance and to determine teaching effectiveness. Knowledge 1. The educator understands the legal provisions, regulations, guidelines, and ethical concerns regarding assessment of children. Knowledge 2. The educator knows that developmentally appropriate assessment procedures reflect childrens behavior over time and rely on regular and periodic observations and record keeping of childrens everyday activities and performance.

Assessments: The standards in the above objective will be assessed through the weekly lab summaries, student reflections, activities, and examinations.

Objective 4: gain skill in interpreting data and making inferences.

Idaho Core Teacher Standards Standard 8: Assessment of Student Learning - The teacher understands, uses, and interprets formal and informal assessment strategies to evaluate and advance student performance and to determine teaching effectiveness. Knowledge 1. The teacher understands the purposes of formative and summative assessment and evaluation. Knowledge 2. The teacher knows how to use multiple strategies to assess individual student progress. Idaho Standards for Blended Early Childhood Education/Early Childhood Special Education Teachers Standard 8: Assessment of Student Learning - The teacher understands, uses, and interprets formal and informal assessment strategies to evaluate and advance student performance and to determine teaching effectiveness. Knowledge 1. The educator understands the legal provisions, regulations, guidelines, and ethical concerns regarding assessment of children. Performance 1. The educator assesses all developmental domains (e.g., social-emotional, fine and gross motor, cognition, communication, and self-help). Standard 10: Partnerships - The teacher interacts in a professional, effective manner with colleagues, parents, and other members of the community to support students learning and well-being. Knowledge 1. The educator knows the National Association for the Education of Young Children (NAEYC) and the Division for Early Childhood (DEC) Code of Ethics.

Assessments: The standards in the above objective will be assessed through the weekly lab summaries, student reflections, in-class participation and activities, and examinations.

Objective 5: reflect on the significance of systematic observations.

Idaho Core Teacher Standards Standard 9: Professional Commitment and Responsibility - The teacher is a reflective practitioner who demonstrates a commitment to professional standards and is continuously engaged in purposeful mastery of the art and science of teaching. Knowledge 1. The teacher knows The Code of Ethics for Idaho Professional Educators. Standard 10: Partnerships - The teacher interacts in a professional, effective manner with colleagues, parents, and other members of the community to support students learning and well-being. Performance 4. The teacher respects the privacy of students and the confidentiality of information. Idaho Standards for Blended Early Childhood Education/Early Childhood Special Education Teachers Standard 8: Assessment of Student Learning - The teacher understands, uses, and interprets formal and informal assessment strategies to evaluate and advance student performance and to determine teaching effectiveness. Knowledge 1. The educator understands the legal provisions, regulations, guidelines, and ethical concerns regarding assessment of children. Knowledge 2. The educator knows that developmentally appropriate assessment procedures reflect childrens behavior over time and rely on regular and periodic observations and record keeping of childrens everyday activities and performance. Performance 1. The educator assesses all developmental domains (e.g., social-emotional, fine and gross motor, cognition, communication, and self-help). Standard 10: Partnerships - The teacher interacts in a professional, effective manner with colleagues, parents, and other members of the community to support students learning and well-being. Knowledge 1. The educator knows the National Association for the Education of Young Children (NAEYC) and the Division for Early Childhood (DEC) Code of Ethics.

Assessments: The standards in the above objective will be assessed through the weekly lab summaries, student reflections, activities, and examinations.

Goals for ECDE and CDFR Degree Programs: These apply to all students in FCS 235 field Experience. 1. Demonstrate skills and strategies for planning, implementing and evaluating environments for supporting child and family development. 2. Demonstrate skills for working with each child, each family, and all teammates, regardless of the diverse demographics of the settings. 3. Apply theories and evidence-based strategies to programming that supports growth and development of children and their families. 4. Use formal and informal assessment (standardized assessment tools and a variety of observation methods) to evaluate, explain, and support child and family development. 5. Know, apply, and communicate developmental milestones of children and tasks of families. 6. Work collaboratively with a team. 7. Demonstrate skills (oral and computer generated written presentation skills) to communicate and report information to parents and colleagues. 8. Demonstrate practical strategies for advocating for children and families 9. Demonstrate skills for establishing and maintaining confidentiality.

Disability Support Services Reasonable Accommodation Statement: Reasonable accommodations are available for students who have documented temporary or permanent disabilities. All accommodations must be approved through Disability Support Services, located in the Idaho Commons Building, Room 306. Please contact Disability Support Services as soon as possible so that you may receive accommodations in a timely manner. Phone: 885-6307, email: dss@uidaho.edu.

Course requirements: 1. Complete all reading assignments prior to the class session assigned. 2. Attend and participate in class discussions and activities. 3. Keep all cell phones, pagers, etc. turned off and put away during class and lab times. 4. Be aware of and sensitive to others learning styles. 5. Participate in lab observations. Missed labs cannot be made up without prior arrangement with instructor AND observation site supervisor. 6. Regularly check your Vandalmail and respond when appropriate. 7. Have a copy of a negative TB test result to turn into your instructor by September 10th. 8. Get a background check/fingerprinting done by September 10th.

Group activities: 70 points Points are earned by participating in activities in the classroom. These points may only be made up if your absence is excused in advance**. You may earn a total of 70 points for these activities. The instructor will present these activities at random times during the semester. Laboratory Participation: 10 points possible/week x 9 weeks = 90 points To earn 10 points per week, you must complete two one hour lab hours sessions each week. You will not get credit for time in your lab if you arrive late or leave early. You MUST have 18 clock hours of lab time to pass the course. BE SURE TO HAVE THE HEAD TEACHER RECORD THE TIME AND INITIAL YOUR LOG WHEN YOU ARRIVE AND WHEN YOU LEAVE. Missed labs cannot be made up without prior approval from instructor. Note that labs are tightly scheduled and rescheduling labs may present a challenge! Unexcused** lab absences will result in a deduction of participation points. **Excused absences will require doctors certification, UI excused absence documentation, or prior approval from the instructor. Laboratory Reports: 20 points x 9 lab reports = 180 points Your lab gives you many opportunities to observe the environment that surrounds children and to observe their reactions. The labs offer rich opportunities to observe children as they develop and respond to other people, materials, and the environmental factors. Observing children is a natural part of working with children, and a powerful tool for assessing behavior and documenting development.. Observation helps teachers learn what the strengths and challenges of the children are and this helps in creating a successful early learning environment based on the childrens interests and needs. This class gives you the opportunity to develop and refine skills needed to observe multiple children. The lab reports offer students the opportunity to share findings and thoughts. Specific lab report forms (see list below) will be provided prior to each lab session. Assignment due dates are listed on the schedule. Reports from your labs are due at the beginning of class on those dates. Five points will be deducted from lab reports that are turned in late. Observation Lab Topics: Lab 1: Behavior of Your Choice Lab 2: Physical (large & small motor) Lab 3: Social Play Lab 4: Social Development Lab 5: Emotional Development Lab 6: Self-Help Skills Lab 7: Language/Literacy Development Lab 8: Cognitive Development Lab 9: TBA

(THE FIRST TWO LABS MAY BE REDONE UNTIL YOU ARE SATISFIED WITH THE PRODUCT) Reflection Journal: 20 points Once you begin lab observations, the Reflective Journal will be submitted each week along with your lab reports. Journal entries provide you the opportunity to reflect on your lab experience and express emotions, make judgments, and form hypotheses. You will be given topics each week but you may also add your own thoughts. You will receive a check or a minus on the journal writing. A minus will be given if the journal entry is not adequate (little effort put into the entry) or if it is not received on the date due. Grading scale: 8 or 9 pluses = 20 points 6 or 7 pluses = 15 points 4 or 5 pluses = 10 points 2 or 3 pluses = 5 points 0 or 1 plus = 0 points

Professional Portfolios: 50 points Many of you have already started preparing your professional portfolio. You will either update or create your professional portfolio and use it to demonstrate your knowledge and skills related to the course. Blended Certificate (ECDE) students must use the Idaho Teacher Standards. You need to be able to demonstrate the Knowledge and Performances listed. This will help you in demonstrating your competency as a future teacher. Child Development and Family Relations (CDFR) students may use the teacher standards or the ECDE and CDFR Goals listed above. You will receive more information on the grading criteria. Assessment Philosophy: 10 points Over the course of the semester we will be learning about assessment of young children. We will discuss concepts of assessment and observation in class and you will apply assessment and observation skills in your lab. During this time you will develop your own beliefs about assessment and the role of observation in the assessment process. You will write a personal assessment philosophy statement to be included in your portfolio. (Minimum 1 page) Midterm and Final Exams: 175 points The midterm and final examinations will consist of questions and scenarios that will test the knowledge that you will gain throughout this class. Exam content will be based on information gathered during lecture, assigned readings, and class discussions. Questions will be True/False, multiple choice, matching, and short answer/essay. The final exam includes a written take-home component.

Grading System: Lab Participation (10 points X 9) Lab Reports (20 points X 9) Reflection Journal In-Class Group Activities Professional Portfolio Assessment & Observation Philosophy Midterm Examination Final Examination

Points = 90 = 180 = 20 = 70 = 50 = 10 = 75 = 100 TOTAL = 595

Grading Scale: 533-595 points = 474-532 points = 412-473 points = 357-412 points = 356 and below =

A B C D F

FCS 235 TENTATIVE CLASS SCHEDULE 8/27 8/29 Week of August 26 Course Overview & Introduction to Observation Scheduling check out these potential observation locations http://www.uidaho.edu/cals/fcs/content/cdl http://www.webs.uidaho.edu/uikids http://lcearlychildhood.org/programs/ Week of September 2 You as an Observer Ethics Read the following position papers for class today: DP pgs. 13 - 20

9/3

TLG Chap. 1

http://www.naeyc.org/files/naeyc/file/positions/Ethics%20Position%20Statement2011.pdf http://www.dec-sped.org/uploads/docs/about_dec/position_concept_papers/ Code%20of%20Ethics_updated_Aug2009.pdf

9/5

Guidelines for Effective Observation Week of September 9 Fingerprinting Ag. Sci 28E **Bring completed paperwork and payment** Interpretation Week of September 16

TLG Chap. 2

9/10 9/12

9/17 9/19

Professional Portfolios Anecdotal Records Week of September 23

PowerPoint TLG Chap. 6

9/24 9/26

Running Records Frequency & Duration Counts & Time Samples

TLG Chap. 5 TLG Chap. 11 & 12

Week of September 30 Lab 1: Observations Begin Behavior of Your Choice 10/1 Narrative Event Samples & ABC Event Samples 10/3 Physical Development Week of October 7 Lab 2: Physical Development 10/8 Lab 1 & Journal Due 10/8 Social Play 10/10 Social Development Week of October 14 Lab 3: Social Play 10/15 Lab 2 & Journal Due 10/15 Emotional Development 10/17 Mid-Term Exam

TLG Chap. 9 TLG Chap. 3 & 4 DP Chaps. 3 - 7

TLG Chap. 3 & 4 DP Chaps. 3 - 7 TLG Chap. 3 & 4 DP Chaps. 3 - 7

TLG Chap. 3 & 4 DP Chaps. 3 - 7

Week of October 21 Lab 4: Social Development 10/22 Lab 3 & Journal Due 10/22 Writing Summary Statements 10/24 Mid-Term Portfolio Due 10/24 Self-Help Week of October 28 Lab 5: Emotional Development 10/29 Lab 4 & Journal Due 10/29 Language Development 10/31 Literacy Development Week of November 4 Lab 6: Self-Help Skills 11/5 Lab 5 & Journal Due 11/5 Language Samples 11/7 Checklist & Rating Scales Week of November 11 Lab 7: Language & Literacy Development 11/12 Lab 6 & Journal Due 11/12 Cognitive Development 11/14 Cognitive (cont) Week of November 18 Lab 8: Cognitive Development 11/19 Lab 7 & Journal Due 11/19 Assessment of Young Children 11/21 Assessment of Young Children (cont) Week of November 25 Fall Recess No classes Week of December 2 Lab 9: TBA 12/3 12/3 12/5 Lab 8 & Journal Due Screening, Referrals, IEP and IFSP Designing Observational Instruments Week of December 9 Lab 9 & Journal Due Portfolios Due Work Days for Take-Home Final DP Chap. 10 TBA TBA TLG Chaps. 7 & 8 TLG Chap. 3 & 4 DP Chaps. 3 - 7

DP Chaps. 3 - 7

TLG Chap. 3 & 4 DP Chaps. 3 - 7

TBA TBA

11/25 29

12/10 12/10 12/10 & 12

Thursday, December 19 FINAL EXAM 10:00-12:00 AM Exceptions to the date require written approval from BOTH the Director of the School of Family and Consumer Sciences AND the Associate Dean of the College of Agriculture and Life Sciences.