End of Course Reflection Start AssignmentInstructionsStudents will:Review the course syllabus and select at least 3 different assignments for the reflection.Identify resources associated with each assignment including (but not limited to): the course syllabus, the course readings, course assignments, discussion board prompts/posts, and any feedback from the professor and peers to support to identify at least 3 different assignments completed in class.Using the assignments and resources, write a two to three-page course reflection that addresses the following for each assignment:Technical details:This assignment is worth 20 pointsThe reflection should be two to three pages and clearly reflects the students learning over the course of the semesterFor each selected assignment the student should address each of the four questions and refer to resources associated with each assignment.APA should be used for citations and a reference page should be included.
End of Course Reflection Start Assignment Instructions Students will: Review the course syllabus and select at least 3 different assignments for the reflection.Identify resources associated with each
AAFCS/BOK Statement: The American Association of Family and Consumer Sciences (AAFCS) is the accrediting body for the School of Child and Family Sciences. The Body of Knowledge (BOK) unites the various disciplines that fall under the umbrella of Family and Consumer Sciences. The BOK emphasizes the complex, dynamic interrelationships among individuals, families, and communities in the many environments in which they function. The three themes of the BOK are the core concepts (basic human needs, individual wellbeing, family strengths, and community vitality); integrative elements (systems theory and life course development); and cross-cutting themes (capacity building, resource development and sustainability, wellness, global interdependence, and the appropriate use of The University of Southern Mississippi College of Education and Human Sciences – School of Child and Family Studies CD 452 – Child Development Methods & Materials (Chat) COURSE SYLLABUS Course Location/Time: ● Chat- 4:00 pm-5_15 pm via Zoom o Section 002-Mondays 4:00 pm-5:15 pm o Section 003-Tuesdays 4:00 pm-5:15 pm ● Course “runs” Monday 12:00 am-Sunday 11:59 pm . ● Assignments due by Sundays at 11:59 pm Course Instructor/Contact Information ● Susan Clark, Ph.D. ● Joseph Green Hall (JGH), Suite 219, Room 229 ● 601.266.6487 ● susan [email protected] Virtual Office Hours via Zoom ● Mondays by appointment between 9-12 ● Wednesdays 1:00pm-3:00pm ● Thursdays 1:00pm-3:00pm ● Fridays by appointment between 9-12 *Please note that faculty meetings and other Departmental, College, and/or University obligations regularly impact office hours. Feel free to drop in during posted office hours or any time that my door is open but to ensure my availability, please make an appointment. Special Health Protocol, Fall 2021 The global COVID-19 pandemic has prompted new health and safety protocols for face-to-face situations. In an effort to protect the community as much as possible, we need everyone to do their part. If you have not yet been vaccinated, please do so today. Appointments can be made via Moffitt Health Center’s online health portal. If you prefer to schedule an appointment off-campus, please see the Mississippi Department of Health’s website. We want everyone to follow the University’s complete Community Standards, which are updated as needed 1 CD 452, Fall 2021 Clark based on changing patterns with the virus. Face coverings are required for all indoor activities, regardless of your vaccination status. Face coverings are also strongly recommended for any other setting where you are in close contact with others. It is important that everyone in the community closely monitor their own health and stay home when that may protect others. If you have been directly exposed to COVID-19 and are not vaccinated, call Moffit Health Center at 601-266-5390 for guidance. If you have the following symptoms, also call Moffit: o Fever of 100.4 degrees or higher o Cough o Shortness of breath o Sudden loss of taste or smell We ask you to follow these guidelines and get vaccinated so that we can hold our events, gather together on campus, and enjoy all the activities that are part of our Southern Miss traditions and community. Once you are vaccinated, please let us know by submitting your vaccine record online at usm.edu/gotmycovidvax. Upon submission, you will be entered in a weekly drawing for prizes (through October 15). We want to maintain our in-person classes and student activities, and we need your help to ensure our full return. Course Communication The best way to contact me is via email at [email protected] . Instructors respond to emails 8am – 5pm Monday through Friday, except for university holidays, conference stays, and semester breaks. We typically do not respond to emails on the weekend, so if you send an email Friday after noon (12:00pm), please do not resend your email unless your instructor has not responded by Tuesday afternoon (12:00pm). A 48-hour response time is the goal; however, emails can get overlooked during specific times of the semester such as the start of the semester, advisement, and the end of the semester, when emails are plentiful. If you have not heard from your instructor within the timeframe stated above, you may want to resend your email if a response is still required. General questions about grades may be discussed via email but ONLY to your @usm.edu account. Please activate and check your USM email regularly. Important Dates It is the responsibility of each student to determine that he or she is appropriately enrolled in this course. Students are expected to confirm their registration prior to the conclusion of the university add/drop period. The School of Child and Family Sciences strictly enforces the add/drop policies of the University of Southern Mississippi. Thus, requests to add or drop classes are not considered after the official dates as determined by the University. The dates below are based on a full semester class; see the full academic calendar for additional dates, including those for 4W1 and 4W2 classes: https://www.usm.edu/registrar/calendars 2 CD 452, Fall 2021 Clark ● Last day to 1) add/drop class without academic/financial penalty, 2) receive 100% refund, and 3) drop class without instructor permission: August 30 ● All approved drops will result in grade of W within these dates: August 31-November 2 ● Last day to make an add/drop course request or withdraw from the University and receive a grade of W: November 2 ● Last day to apply for Fall 2021 Late Degree Application August 31 ● List holidays and university approved breaks: o Labor Day Monday, 9/6 o Fall Break 10/21 & 22 o Thanksgiving Break November 24-26 ● Dates for final examinations: o Final Exams: December 6th – December 9th Course Description: Prerequisite(s): CD 350. Evaluation and selection of methods and curriculum materials used to support the optimal development of young children in all developmental domains with an emphasis on emergent language and literacy development. Course Overview: This course provides students opportunities to analyze quality early childhood learning environments and curriculum for birth through kindergarten with an emphasis on early language and literacy instruction. We will work together to assess the importance of applying theory to practice in instructional planning, the value of play as the primary way of learning for young children and the appropriate use of authentic assessment techniques. An emphasis will be on teaching children to consider themselves to be readers and writers from the time they can listen to a story or hold a pencil. Course Objectives: The student will: 1. Design indoor and outdoor learning environments and curriculum plans based on (1) one’s content and pedagogical knowledge, (2) knowledge of child development and theory, (3) academic content standards (NAEYC #1, #4, #5). 2. Identify and describe various assessment strategies for the purpose of effectively gauging child understanding and planning further instruction (NAEYC #3). 3. Understand developmentally appropriate teaching methods, including inquiry- and project-based learning, open-ended questioning, discussion, cooperative learning, use of tools, and other strategies (NAEYC #1). 4. Use technology appropriately as a tool for teaching and learning (NAEYC #6). 3 CD 452, Fall 2021 Clark 5. Reflect on one’s effectiveness as a teacher and learner and pursue opportunities to strengthen one’s skills through collaboration, self- assessment, professional development, and media such as books and journals. (NAEYC #5, #6). 6. Appreciate that all children are part of families, each with unique traditions, dynamics, and knowledge, which deserve respect and credibility as partners in their children’s learning (NAEYC #4). 7. Demonstrate respect for diversities inherent in a multicultural society, including ethnic backgrounds, religious beliefs, abilities, sexual orientations, family structures, and other diversities (NAEYC #2). 8. Demonstrate an understanding of reading, writing, listening and speaking as the processes of constructing meaning through the interaction of the reader’s existing knowledge, the information suggested by the written language, and the context of the reading situation (NAEYC #4). 9. Demonstrate an understanding of the influence of development (physical, social, emotional, cognitive) and background experiences on what the reader brings to the readings/literacy situation (NAEYC #4). 10. Use effective techniques and strategies to ensure children’s language and literacy development including teaching students to connect prior knowledge with new information and effectively reading aloud to learners (NAEYC #4). Required Text(s) and Readings: Bredekamp, S. (2017). Effective practices in early childhood education: Building a foundation (3 rd ed.). Boston, Massachusetts: Pearson. Copple, C. & Bredekamp, S. (Eds.) (2009). Developmentally appropriate practice: In early childhood programs serving children birth through age 8 (3 rd ed.). Washington, DC: NAEYC. Pre-k Classroom Assessment Scoring System (CLASS): Dimensions Guide. (2011). Charlottesville, VA: Teachstone. Course Assignments: 1. Syllabus Quiz (10 points) Students will complete a quiz to ensure the student’s understanding of the syllabus and course requirements. The final question will be a syllabus statement where you will type in your full name, which will suffice as your e-signature, indicating you have fully read, understand, and will abide by the requirements and expectations. 2. Academic Integrity Quiz (10 points) Students will read the University’s Academic Integrity Policy: https://www.usm.edu/institutional-policies/policy-acaf-pro-012 and take a quiz. 3. Reading Quizzes (1 3 quizzes x 10 points each = a total of 130 points) 4 CD 452, Fall 2021 Clark There are 10 reading quizzes throughout the semester that align with the weeks’ chapter reading and lecture content. For this class, you are expected to take an active role in the learning process, which requires you to READ and STUDY the assigned readings. Being prepared for class enables you to construct a knowledge base on which subsequent learning rests. The quizzes will be 10 questions, multiple choice, true/false, fill in the blank, matching, or short answer. Students can take the quiz at any point in the week, but once started, will have no more than 30 minutes to complete each quiz. This means you should read prior to taking the quiz as you will not have enough time to research every answer. Objectives 1-10 4. Discussion Board Posts (5 discussions x 10 points each = a total of 50 points) Throughout the semester, students will participate in discussion boards on Canvas. The student will post a minimum of three (3) times for each discussion. The initial response will be a minimum of 250 words. You will then respond to two of your peers. Your responses to other students in the class should offer additional insight or another perspective, not simply agree with what the other student said. This means your responses should be things you would raise your hand to contribute in a face-to-face class (i.e., you would not raise your hand to say, “good job!”). You must provide a citation for anything that is not your own opinion. To maintain academic integrity, students who submit a blank or incomplete initial response will earn a 0 for the week. Discussion details will be posted on Canvas. Objectives 1, 5, 6, 7, 8, 9 5. Cultural and Inclusion Awareness Paper (20 points) Students will write a two-page paper related to early childhood educational practices that surround culture and inclusion. Students will convey their belief of embedding cultural and inclusionary practices into early care and education, based on current research. The student will identify 4 empirical-articles (2 for the cultural portion and 2 for the inclusion portion) and two professional websites in-which to develop their stance. Assignment details will be posted on Canvas. Objectives 5, 6, 7, 9 6. Family Involvement Plan (20 points) Students are required to develop a plan for family involvement for a classroom/early care and education program. Students must identify how they will promote family involvement on a daily, weekly, monthly, quarterly, and annual basis. They must include a philosophical description of why family involvement in early care and education is important, based on at least 2 empirical articles and 1 professional resource. Assignment details will be posted on Canvas. Objectives 5 & 6 7. Health and Safety Project (20 points) Students will complete a one-page informational flyer and provide a summary of best practices, geared towards use in a classroom setting, regarding the best practices for one health and safety topic. Students must choose from the list of topics provided. Students must use Caring for Our Children (online resource) and at least one other professional 5 CD 452, Fall 2021 Clark resource for citation. Assignment details will be posted on Canvas. Objective 1, 5, 8 8. Professional Development Activities (20 points) Ongoing professional development is an important part of being an early care and education professional. To support students’ emerging professional development practices, students will be required to either attend at least one full day of the Mississippi Early Childhood Association Conference (MsECA), complete 3 hours of webinars from the Rollins Language School and write a paper summarizing the learning experience, or listen to Dr. Patricia Kuhl-episode eighteen podcast from the Graduate Center for the Study of Early Learning and write a paper summarizing the importance of language and brain development in infants. Detailed information will be posted on Canvas. Objective 5 9. Final Exam ( 10 0 points ) There will be one cumulative final exam. This exam may be made up of multiple choice, true/false, fill in the blank, short answer, and/or essay. This exam will be online and available for one week. You may choose to begin your exam anytime that week, but once you choose to begin, you will be timed, and you must finish within that timeframe. Take the exam early so you have time to retake the exam if it needs to be reset because you encounter technical difficulties (technical difficulties are not an acceptable excuse for late assignments or missed exams, see policy below). AAFCS, Wellness and Basic Human Systems. Objectives 1-10 10. End of Course Reflection (20 points) The end of any course should bring with it a sense of cumulative experience, the idea is that several months’ worth of hard work has helped you grow and be better equipped to provide quality learning experiences and environments for young children. Students will write a three-page reflection that analyzes and discusses what and how they learned about the importance of understanding how to plan, create, implement, and analyze early childhood learning environments and curriculum for children ages birth through kindergarten. The student should identify at least 3 different topics covered in class in their reflection. Students should also use resources including (but not limited to): the course syllabus, the course readings, notebook entries, course assignments, discussion board prompts/posts, and any feedback from the professor and peers. Objectives 1-10 11. Lesson/ Activity Plan (30 point) Students will plan and create an activity plan. The activity plan follows the content being discussed in class to allow students the opportunity to build resources, practice, and apply what is being discussed. Videos from the book Young Children’s Mathematics , will be utilized for the math/language activities. The student will create and submit a plan for their activity kit using the provided template. Students will have an opportunity to get feedback and make revisions. Detailed forms, directions, and guidelines will be provided on Canvas. Objectives 1-10 6 CD 452, Fall 2021 Clark 12. My Center/Areas (5 centers x 20 points each= a total of 100 points) Students will create a list of age & developmentally appropriate furniture, materials, and supplies for children for various areas/centers of an early childhood classroom. They will also draw a layout of their center/area including the materials, supplies, and furniture on their list. The students will identify at least 3 sources used to assist them create their list and layout. Assignment details will be posted in Canvas. Objectives 1-10 13. My Classroom Layout (50 points) After reading and discussing the importance of class layouts the students will design and create a layout for a classroom for infants, toddlers, preschoolers, Pre- Kindergarten, or Kindergarten children. Students will submit their design labeled with the appropriate parts and requirements for each age group. Assignment details will be posted in Canvas Objectives 1-10 14. Play & Using Observation/Assessment Data (20 points) Students will select forms of play and create a plan for assessing children during these activities. After they have identified how they plan to assess children during the activity, students will discuss how and for what purposes they would use the data from the assessment. Assignment details will be posted in Canvas. Objectives 1-10 15. Curriculum Exploration (20 points) 16. Students will research and identify various form of curriculum for children ranging from infants to kindergarten. They will complete an exploration form for each curriculum they identify. Assignment details will be posted in Canvas . Objectives 1-10 17. Building Context for Learning ( 20 points) Students will brainstorm and create a plan for intentionally and purposefully building a context for learning in their classrooms. Students will use the week’s content to assist them in their planning and writing of their plan. Assignment details will be posted in Canvas. Objectives 1-10 18. Writing Lesson/Activity Plans (30 points) Students will plan and create an activity plan. The activity plan follows the content being discussed in class to allow students the opportunity to build resources, practice, and apply what is being discussed. Videos from the book Young Children’s Mathematics , will be utilized for the math/language activities. The student will create and submit a plan for their activity kit using the provided template. Students will have an opportunity to get feedback and make revisions. Detailed forms, directions, and guidelines will be provided on Canvas. Objectives 1-10 7 CD 452, Fall 2021 Clark Evaluation Criteria: Late Work Policy All assignment and exam due dates are posted on the syllabus. You will know in advance when assignments and/or exams are open for submission and due, so please plan ahead. Given the current pandemic, when a student finds it necessary to miss assigned work due to medical, professional, or personal reasons, late assignments and exams will be accepted with a university approved excuse. To maintain an accurate record in Canvas at all times, a 0 will be posted in the grade book every time you miss an assignment (even if the instructor knows you’ll be submitting it late). This is not to penalize you or cause you panic, but it will show you what your grade will be if you forget/choose not to complete the assignment and will hopefully serve as a motivator. Once you obtain your excuse and submit the assignment for grading, that 0 will be replaced with your grade on the assignment. 8 CD 452, Fall 2021 Clark Grade Scale Points Earned Letter Grade 600-670 A 533-599 B 466-532 C 399-465 D 0-398 FAssignments Point s Syllabus quiz 10 Academic I Quiz 10 Weekly Reading Quizzes (13×10) 130 Discussion Board Posts (5×10) 50 Cultural Inclusion Paper 20 Family involvement 20 Health & Safety Project 20 Professional Development 20 Midterm Instructor Evaluation 10 Play& Using Observation/Assessment Data 20 Curriculum Exploration 20 Building a Context for Learning 20 My Classroom Layout 50 My Center/Areas (5×20) 100 Writing Lesson/Activity Plans 30 End of Course Reflection 40 Final Exam 100 Total Possible Points 670 To obtain an excuse, students must complete a “Request for Academic Notification” (blue text in the middle of the webpage) on the student affairs website https://www.usm.edu/student-affairs/student-outreach-support.php . Student affairs verifies that the student’s excuse is authentic, then notifies your instructor(s) of the date(s) you wish to be considered excused. Excuses for one week or less will have one week from the time the instructor receives the excuse from Student Affairs to make up the missed assignments. Excuses for 8 days – 2 weeks will have two weeks to make up the missed assignments, etc. After those time frame, no credit will be given. You must have regular access to a reliable computer and adequate internet access. Computer or internet problems will not be accepted as an excuse for missed or late assignments or exams. It is your responsibility to plan ahead when taking exams or submitting assignments so that if you experience a computer problem, you have given yourself enough time to get to another computer before the deadline. There are numerous computer labs on campus and at public libraries in most communities. If you have problems uploading an assignment to Canvas, you may email your assignment to me BEFORE the due date/time, and it will be accepted without penalty. When emailing assignments, always email a copy to the instructor and your own email address simultaneously so that you will have proof that the email was sent. That being said, given the current pandemic, late assignments will be accepted. If you have problems uploading an assignment to Canvas, you may email your assignment to me BEFORE the due date/time. When emailing assignments, always email a copy to the instructor and your own email address simultaneously so that you will have proof that the email was sent. I will still ask you to keep trying to submit to Canvas, but emailing will ensure it is submitted on time. Grading Policies and Calculation A list of possible grades at the University can be found in the Bulletin ( http://catalog.usm.edu ). Note that students will receive an “interim grade” at the seven-week point to give them an indication of their performance at that point in the semester. Students may drop a course with no penalty in the first week of the semester. If students wish to leave a course with a grade of “W” (for “withdrawal”), they may request to do so before the 50 th day (specific dates can be found here: https://www.usm.edu/registrar/calendars . Important note: Students who receive a grade of “W” do not receive any money back and that grade is permanently included on their transcripts. Students should be aware that “Incompletes” can only be assigned in cases of “extraordinary circumstances” beyond the student’s control. Speaking and Writing Centers 9 CD 452, Fall 2021 Clark The Writing Center and the Speaking Center are friendly spaces that provide individualized feedback and support to help Southern Miss students succeed with writing and speaking assignments for any class. The Centers offer one- to-one consultations for any stage of the process, including brainstorming, creating an outline, revising, learning editing strategies, and developing presentation skills. In Fall 2020, all Writing Center appointments are online only. The Speaking Center has online appointments, virtual drop-in hours, and limited in-person availability for the Fall 2020 semester. To make an appointment, visit usm.mywconline.com and create an account with your USM email address. Detailed instructions for making an appointment can be found at usm.edu/writing-center. Contact the Writing Center by email at [email protected] or by phone at (601) 266-4821. The Speaking Center can be reached at [email protected] or (601) 266-4965. Copyright Statement My lectures and course materials, including PowerPoint presentations, tests, outlines, syllabus, handouts, recordings of my lectures, and similar materials, are protected by copyright. That means that I am the exclusive owner of those materials I create, and no one but me can edit them, give them to others, post them anywhere online, or copy them to distribute in any way. You may take notes and make copies of course materials for your own personal use, and you and other students in the class may share notes and materials when studying. Any other sharing of lecture notes or any course materials cannot be done unless you have my permission in writing, whether you are paid for the materials or not. Similarly, I will not share anything you submit to me unless I have your written permission. If you upload your notes or any materials from this class to any website or give them to anyone, this act is a violation of copyright and is considered academic misconduct. If you do that, you will be subject to the penalties outlined in the University’s Academic Integrity Policy. If you have any questions at all about copyright or academic integrity, please let me know. Academic Integrity Statement: All students at the University of Southern Mississippi are expected to demonstrate the highest levels of academic integrity in all that they do. Forms of academic dishonesty include (but are not limited to): ● Cheating (including copying from others’ work) ● Plagiarism (representing another person’s words or ideas as your own; failure to properly cite the source of your information, argument, or concepts) ● Falsification of documents ● Disclosure of test or other assignment content to another student ● Submission of the same paper or other assignment to more than one class without the explicit approval of all faculty members involved ● Unauthorized academic collaboration with others ● Conspiracy to engage in academic misconduct Engaging in any of these behaviors or supporting others who do so will result in academic penalties and/or other sanctions. If a faculty member determines that a student has violated our Academic Integrity Policy, sanctions ranging 10 CD 452, Fall 2021 Clark from resubmission of work to course failure may occur, including the possibility of receiving a grade of “XF” for the course, which will be on the student’s transcript with the notation “Failure due to academic misconduct.” For more details, please see the University’s Academic Integrity Policy: https://www.usm.edu/institutional-policies/policy-acaf-pro-012 Note that repeated acts of academic misconduct will lead to expulsion from the University. Resources for Students with Disabilities: If a student believes that they have a disability which is covered by the Americans with Disabilities Act (ADA) and makes them eligible to receive classroom or housing accommodations, they should contact the Office for Disability Accommodations (ODA) for information regarding the registration process. Disabilities covered by the ADA may include but are not limited to ADHD, learning disabilities, psychiatric disabilities, physical disabilities, chronic health disorders, temporary illnesses or injuries and pregnancies. Students should contact ODA if they are not certain whether their documented medical condition qualifies for ODA services. Students are only required to disclose their disability to the Office for Disability Accommodations. All information submitted to ODA by the student is held with strict confidentiality. Contact information: The University of Southern Mississippi Office for Disability Accommodations 118 College Drive # 8586 Hattiesburg, MS 39406-0001 Voice Telephone: 601.266.5024 or 228.214.3302 Fax: 601.266.6035 Individuals with hearing impairments should contact ODA using the Mississippi Relay Service at 1.800.582.2233 (TTY) or email ODA at [email protected] . Mental Well-Being Statement: USM recognizes that students sometimes experience challenges that make learning difficult. If you find that life stressors such as anxiety, depression, relationship problems, difficulty concentrating, alcohol/drug problems, or other stressful experiences are interfering with your academic or personal success, consider contacting Student Counseling Services on campus at 601- 266-4829. More information is also available at https://www.usm.edu/student- counseling- services . All students are eligible for free, confidential individual or group counseling services. In the event of emergency, please call 911 or contact the counselor on call at 601-606-HELP (4357). Nondiscrimination Statement: The University of Southern Mississippi offers to all person’s equal access to educational, programmatic and employment opportunities without regard to age, sex, sexual orientation, disability, pregnancy, gender identity, genetic information, religion, race, color, national origin, and/or veteran status pursuant to applicable state and federal law. 11 CD 452, Fall 2021 Clark Confidentiality and Mandatory Reporting: As an instructor, one of my responsibilities is to help create and maintain a safe learning environment on our campus. I also have a mandatory reporting responsibility related to my role as a faculty member. I am required to share information regarding sexual misconduct or information about a crime that may have occurred on USM’s campus with certain University officials responsible for the investigation and remediation of sexual misconduct. The information will remain private and will only be shared with those officials necessary to resolve the matter. If you would like to speak in confidence, resources available to students include Confidential Advisors with the Shafer Center for Crisis Intervention, the Counseling Center, Student Health Services, and Clergy. More information on these resources and University Policies is available at https://www.usm.edu/sexual-misconduct . Safety Statement: Ensuring the safety of our students, faculty, and staff is very important to us. The College of Education and Psychology has therefore developed a formal safety plan. Please see below: If you have not yet done so, please register for Eagle Alert. This system will send a text or phone message to you in case of a campus emergency. Registering for Eagle Alert is an easy and free way to protect you and your friends, and to make it easier for our first responders to do their job safely and effectively. Go to http://www.usm.edu/safety/eagle-alert to register. (Instructor Note for Traditional Students: You can register multiple contact numbers, and your parents may appreciate receiving emergency notifications, as well, if you’d like to include their numbers in your contact information.) *There IS benefitted to signing up for these notices even as a fully online student who may live a great distance from campus. You will be notified of any emergency closings of the university, for example, that may impact your course offering. We also strongly encourage you to check out the safety tips at http://www.usm.edu/safety as soon as possible. Knowledge and preparation are the absolute best ways to stay safe in an emergency! To contact the University Police Department, call 601.266.4986. You may want to put this number on your speed dial. In case of emergency, you can also dial 911. Please see the School of Child and Family Sciences Syllabi Supplement in the week 1 module for additional information on: 1. Connection to AAFCS Body of Knowledge 2. Policy on Classroom Responsibilities of Faculty and Students 3. Course Workload Statement 4. Technology Competencies 5. Turnitin Directions and Policies 6. Grade Challenge 7. CFS School Policy for Student Grievance Process 8. Nondiscrimination Statement 12 CD 452, Fall 2021 Clark 9. Confidentiality and Mandated Reporting 10. Safety Statement 11. Emailetiquette Please note that these topics will be included in the initial syllabus quiz and will be referred to periodically throughout the semester. 13 CD 452, Fall 2021 Clark Course Schedule* Textbook Abbreviations ● EP: Effective practices in early childhood education: Building a foundation ● DAP: Developmentally appropriate practice: In early childhood programs serving children birth through age 8 ● DG: Pre-k Classroom Assessment Scoring System (CLASS): Dimensions Guide readings will be listed on individual lab assignments. ● Some weeks will have a dditional content posted on Canvas CD 452 Online Course Schedule – Fall 2021 Week/ Dates Topic Readings Assignments Due Date 1 8/23-8/29 CD 452 Course Introduction Health and Safety Practices in EC Environments Developmentally Appropriate Practice Syllabus Academic Integrity Additional Content Posted on Canvas DAP Position Statement pg. 1-31 Syllabus Quiz Academic Integrity Quiz Week 1 Quiz Over Weekly Content Health and Safety Project 8/29 2 8/30-9/5 Beginning Your Journey as an EC Professional Intentional Teaching Being an Excellent Teacher EP: p. 526-534 EP: Ch 9 DAP: Ch 1 Discussion Board #1 Professional Development Project (Read due in week 11) Week 2 Quiz Over Weekly Content 9/5 3 9/6-9/12 Importance of Play In EC The Role & Purpose of Observation & Assessment in EC Additional Content Posted on Canvas EP: Ch 11 DG Week 3 Quiz Over Weekly Content Play & Using Observation/Assessment Data 9/12 4 9/13-9/19 Building Effective Partnerships with Families Exploring Curriculum In EC EP: Ch. 7 Additional Content on Canvas Discussion Board #2 Week 4 Quiz Over Weekly Content Family Involvement Plan Curriculum Exploration 9/19 14 CD 452, Fall 2021Clark 5 9/20-9/26 Establishing a Context for Learning Additional Content Posted on Canvas Week 5 Quiz Over Weekly Content Building a Context for Learning 9/26 6 9/27-10/3 Introduction & Importance of the Learning Environments in EC Adapting for Individual Differences Embracing a Culturally and Linguistically Diverse World Materials Posted on Canvas EP: Ch. 5 & 6 Week 6 Quiz Over Weekly Content Discussion Board #3 Cultural and Inclusion Paper 10/3 7 10/4-10/10 Creating & Arranging an Effective EC Environment Materials Posted on Canvas Week 7 Quiz Over Weekly Content Classroom Layout 10/10 8 10/11- 10/17 Methods & Materials for Developing Centers/Areas: Language & Literacy Materials Posted on Canvas Week 8 Quiz Over Weekly Content My Language & Literacy Area Instructor Evaluation 10/17 9 10/18- 10/24 Methods & Materials for Developing Centers/Areas: Art & Music Materials Posted on Canvas Discussion Board #4 Week 9 Quiz Over Weekly Content My Art & Music Area 10/24 10 10/25- 10/31 Methods & Materials for Developing Centers/Areas: Math & Science Materials Posted on Canvas Week 10 Quiz Over Weekly Content My Math & Science Area 10/31 11 11/1-11/7 Methods & Materials for Developing Centers/Areas: Sand & Water Play Materials Posted on Canvas Discussion Board #5 Week 11 Quiz Over Weekly Content My Sand & Water Area Professional Development Project 11/7 12 11/8-11/14 Methods & Materials for Developing Centers/Areas: Dramatic Play & Blocks Materials Posted on Canvas Week 12 Quiz Over Weekly Content My Dramatic Play & Block Area 11/14 13 11/15- Introduction to Writing Lesson/Activity Plans Materials Posted on Canvas Writing Lesson/Activity Plans 11/21 15 CD 452, Fall 2021Clark 11/21 Changes to the Environment 14 11/22- 11/28 Introduction to Writing Lesson/Activity Plans Changes to the Environment Materials Posted on Canvas Week 14 Quiz Over Weekly Content Writing Lesson/Activity Plans 11/28 15 11/29-12/5 Putting It All Together Materials Posted on Canvas End of Course Reflection: Developmentally Appropriate Teaching Methods & Materials 12/5 16 12/6 Final Exam: Details Provided on Canvas *Schedule may be revised if necessary. Students will be notified if this is the case. 16 CD 452, Fall 2021Clark
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