Eced 115


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Eced 115

  1. 1. University of San Carlos College of Education TEACHER EDUCATION DEPARTMENT SYLLABUS Course No. : ECED 115 Course Title : Observational Child Study Course Credit : 4 units (lecture / lab – research-based) Course Pre-Requisites : ECED 100 & 102 Course Description This is a 4-unit course which deals with the child in the light of his overt behavior, their causes and effects. Students of this course are expected to use scientific observational methods of child study in order to provide the necessary intervention within the prepared environment. It is hoped that Carolinian Montessorians will be able to efficiently and carefully employ ways of observing the child, recording data, and interpreting focus areas of the child’s personality. Knowledge, skills, attitudes and values acquired / developed in this study go beyond academic considerations since observers are also able to articulate their learnings in their own lives. Observational techniques may not only be applicable in the context of this course but wherever professionals opt to serve whether locally or globally. Course Objectives 1. know and understand the basic principles underlying children’s behavior, 2. develop skills and competencies necessary in employing scientific observational child study methods, 3. learn varied ways and approaches of observing the child in the Montessori tradition, 4. design a program based on principles of observational child study and teacher-intervention in consideration for research findings, 5. acquire attitudes and values needed in dealing with children’s behaviors necessitating special attention. Course Requirements: Grading System
  2. 2. Regular Attendance Observation narratives 30% class standing / reports 20%term tests / prototypes Passing grades Portfolio of Sources 40% case study & oral defense 10%deportment Rubrics: Criteria Knowledge Skills Attitudes / Values 1. Individual Performance Communicates concepts, accepts opinions Organizing, synthesizing, expressing, concluding Determination, trust, honesty, openness 2. Group Involvement Sharing insights, giving comments, reactions Analyzing, critiquing, arranging, classifying, sorting Acceptance, patience, fairness, care 3. Class Participation Joining common activities, consensus decision Initiating class development pursuits, coordinating Respect, self-control, attentiveness,faith 4. Articulation Indicators Speaks out ideas, reasons, agrees, justifies Leading, managing, moderating, disciplining Relates & gets along well, consideration Suggested Learning Activities: Suggested Motivational Techniques 1. Keyword- examination 21. Chapter Defense 1. Ask intriguing questions 21. Listen to a soothing music 2. Highlighting concepts 22. Completion activity 2. Show colorful / relevant pictures 22. Project a fascinating image 3. Matching options 23. Citing Opposites 3. Give puzzling issues to resolve 23. Act out a role 4. Deletion procedure 24. Alphabetizing 4. Comment on a sensational figure 24. Guess the correct answer 5. Text-study 25. Graphic interpretation 5. Draw reaction on a news item 25. Follow a word / picture clue 6. Mock up situations 26. Choose and tell 6. Make an incomplete statement 26. Rearrange a reshuffled sentence 7. Poster scrutiny 27. Sequencing events 7. Uncover a mysterious graphic 27. Simulate a scene 8. Lesson demo 28. Tracking episodes 8. Present an object thriller 28. Pick a rolled strip & make a remark 9. Critiquing session 29. Flashback - rewind 9. Sing a popular song 29. Craft a simple paper cut symbol 10. Creative presentation 30. Projecting / visioning 10. Read together a romantic poem 30. Perform an action song 11. Matrix synthesis 31. Error point 11. Recite an interesting quotation 31. Do a short dance number 12. Spelldown / Spell out summary 32. Perspective Revision 12. Play a short game 32. Have a follow-the-leader exercise 13. Pick-pocket Q & A exercise 33. SWOT-analysis 13. Recall a funny experience 33. Write thoughts on a freedom board 14. Wisdom Windows 34. KSAV Enrichment 14. Share a significant learning 34. Finish a hanging phrase 15. Learning Corners 35. Buddy Walk 15. Tell an embarrassing incident 35. Provide a title to a verse 16. Teaching Buddies 36. Quad Exchange 16. Elicit a personal insight 36. Contribute a line to a brief story 17. Listening Partners 37. Abstract writing 17. Describe a do-gooder 37. Inquire about causes and effects 18. Charting Responses 38. Portfolio making 18. Discover what’s lacking / what’s wrong 38. Interact on observations 19. Comment-sharing 39. Formalistic research work 19. Complete an If you were…declaration 39. Relate an alarming encounter 20. Take-home-messages 40. Documentation 20. Sketch a puzzling figure on the board 40. Narrate lessons from failure / mistake
  3. 3. PRE-MIDTERM Delivery Modes/ Specific Objectives Content Coverage Learning Activities/Resources Assessment Schemes 1. share keywords in an interaction on course, I. Orientation: 2. explain concepts describing topics in study, 1. Course Overview  Insight-sharing  Response 3. interact on suggested activities; strategies, 2. Description, Objectives  Class interaction  Group involvement 4. discuss requires of the course, 3. Content, Learning Experiences  Group dynamics 5. give feedback on grading system 4. Course Requirements  Brainstorming  Individual output 6. suggest ways on conduct of class. 5. Grading System  Seatwork  Finished product – matrix 7. contribute to sharing expectations 6. Leveling Expectations  Charting expectations 8. complete the matrix on USC Vision-Mission 7. USC Vision-Mission Statements  Personal visioning activity  Completed ground rules 9. discuss ground rules for group work 8.Teambuilding  Ground rule formulation  Summative evaluation 10. draw up plans for group tasks II. Review  Quality sharing 1. participate in group discussion of past 1. Early Childhood Education in  Group sharing learnings on ECED general  Poster-analysis  Reflections 2. elucidate on Montessori info poster 2. Montessori Education  Schematic diagramming 3. draw a schema of the elements of the 3. The Difference  Comment-sharing Montessori system of education a. The Method  Research finding presentations  Relevant comments 4. comment on learnings and relate with b. The Child  Reaction-sharing readings c. The Teacher  Informal classroom debate on 5. share reactions on research findings d. The Prepared Environment criticisms of the Montessori  Pertinent arguments 6. present common criticisms of the method e. Other Components method  Critique sheets 1. define functional terms used in the study III. Introduction  Socialized recitation  Class engagement 2. explain spell-down synthesis of readings  Group contest  Board work 3. draw a sequence spot map of procedures 1. Definitions of terms  Spot map sketching  Individual contributions 4. identify possible focus areas for observation 2. Observational Study  Panel discussion  Part I of Research paper 5. elaborate justification for choice of focus 3. Procedures and steps  Buddy stroll  Summative evaluation 4. Focus areas
  4. 4. MIDTERM Delivery Modes/ Specific Objectives Content Coverage Learning Activities/Resources Assessment Schemes 1. present research findings on particulars of IV. Observing the Child: Overview  Group performance Observational child study  Individual / group presentations  Buzz session participation 2. discuss in groups components of process 1. Criteria  Group interaction  Individual / group outputs 3. give suggestions on how to collect data 2. Format  Suggestion strips  Insights 4. share readings on information processing 3. Procedure / Techniques  Freedom Board on readings  Research findings 5. formulate learning statements on 4. Data collection  Seat work: learning statements  Question and answer possibilities in interpretation of findings 5. Information processing  Question and answer: activity  Quality statements 6. answer activity sheets on implications 6. Interpretation sheets  Completed answer sheets 7. Educational Implications V. Approaches in Observational  Poster presentations  Quality presentations Child Study 1. define terms used in this section 1. Covert Observational research  Components gallery: display  Showcase 2. describe components of the approaches 2. Overt Observational research 3. enumerate the steps in each research 3. Researcher participation  Glossary matrix: approaches  Group work technique a. The developing person 4. suggest other related observational b. Systematic support system  Ladder fill: steps in research  Individual output methods c. Early childhood programs technique 5. formulate questions for sample d. Developmental Changes in  Finished product questionnaire in participative research Early Childhood  Chart-completion: responses 6. complete entry / reply chart 4. Relevant Questions:  Schema 7. write anticipatory responses to questions  Diagramming: dimensional a. Cognitive development 8. present multi-dimensional development b. Language development development stages  Board work diagram c. Socio-cultural development 9. label interconnectedness among  Tracing connections d. Cognitive development  Class interaction dimensions e. Moral development 1. brainstorm on research process VI. Action Research in Child 2. comment on children’s personality: see  Insight strips exchange  Quality involvement chart Development  Comment-sharing  Interactive sharing 3. share reactions on parenting, parenthood  Role-playing  Interview results the Filipino way 1. Child personality  Tabulating similarities / differences  Accomplished chart 4. chart comparisons among childcare 2. Family values among childcare programs  Progress reports
  5. 5. programs 3. Daycare / Childcare programs  Round Table discussion  Part Two Research paper 5. name / describe factors influencing dev’t. 4. Developmental influences
  6. 6. PRE-FINALS Delivery Modes/ Specific Objectives Content Coverage Learning Activities/Resources Assessment Schemes 1. Compare and contrast two experiential VII. Piaget’ Active Learning and approaches in early childhood learning Vygotsky’s Guided Participation  Matching concepts  Relevant concepts 2. Express agreement or disagreement on 1. Similarities and differences  Informal argumentation points of conflict 2. Conflicts  Intelligent connections 3. Solutions  Pros and cons Opinion fans a. A Caring Community 3. Highlight positive points in suggested b. Establish Positive  Situation - analysis  Logical opinions solutions to conflicts by listing merits Relationships with families c. Help Families understand  Problem - solving conflicts  Sample situations 4. Give ways of overcoming conflicts in child-  Priority sheet - completion d. Overcoming conflicts rearing, educating, forming & transforming e. Bully-proof each Child  Reasonable solutions 5. List suggestions on how to build the child’s self-confidence to prevent bullying.  Completed activity sheets 1. Categorize observation targets according to VIII. Combined Observation  Matching labels system Systems  Labeling activity  Finished product 2. Draw standards in choosing and using 1. Observation Targets:  Table of Specs - formulation  Reflections on readings methods of improving the quality childhood a. Child Activity System  Group involvement education practices b. Adult Behavior System  Research findings presentation  Paperwork 3. Share learnings and readings on how c. Management of Time  Completed matrix language develops in children 2. Child Developmental  Group Dynamics  Part Three Research work 4. Discuss experts’ opinion on cognitive Measures  Summative exams development 3. Language Developmental  Ranking activity 5. Rank means of enhancing motor skills in Measures  Social skills directory children in the Montessori tradition 4. Cognitive Developmental 6. Characterize social competence and Status Measure  Summarizing / synthesizing provide alternatives in enriching skills 5. Fine Motor Skills Measure 7. Outline measures provided by significant 6. Social Competence Measure  Intervention program others during pre-academic stage in child 7. Pre-academic Skills Measure development
  7. 7. FINALS Delivery Modes/ Specific Objectives Content Coverage Learning Activities/Resources Assessment Schemes 1. Draw a framework of expected topics to IX. Expectations / Questionnaire consider in finalizing observation data 1. Family Background  Refining questionnaire items  Sample questionnaire 2. Provider Survey  Presentation of final copy 2. Reformat questionnaire form using APA 3. Reasons for Choice of  Re-writing questionnaire  Justification of items format Subject 4. Focus Items  Interaction a. Play Skills  Progress report 3. Discuss to justify choice of subject of b. Communication  Group discussion observation c. Social Skills  Norm review ( APA format )  Critique d. Cooperation with Peers e. Cooperation with Adults  Individual presentations 4. Check to verify items on the questionnaire f. Motor Skills g. Behavior Problems  Shared implications  Critiquing session 5. Learnings / Implications 5. Present observation results for critiquing  Learning statements X. Documentation / Final Paper 1. Submit documentation for checking 1. Preliminaries  Project submission  Documentation 2. Note items for revision 2. Organization  Highlighting  Final paper presentation 3. Revise write-up 3. Phase Check  Revision 4. Defend final paper 4. Progress Report  Final project presentations  Oral Defense 5. Evaluation / Revision  Final Evaluation 6. Oral Defense / Presentations
  8. 8. BIBLIOGRAPHY Brookes, Paul H.. Behavioral Support Baltimore, Md.: Rachel Janney. 2008 (371.393/J26) Cheminais, Rita. Every Child Matters A New Role for SENCOs : A Practical Guide.. London : David Fulton, 2005. (371.904/C42) Desai, Vandana (editor). The Companion to Development Studies - - London: Hodder Education. (2008) (338.9/ C73) Driscoll, Amy. Early Childhood Education, Birth 8: The World of Children, Families, and Educators. Boston, Mass.: Pearson / Allyn & Bacon. 2007 (372.21/D83) Gardner, Howard. The Development and Education of the Mind: The Selected Works of Howard Gardner. New York: Routledge, 2006 (370.1/G17) Gordon, Ann Miles. Beginning Essentials in Early Childhood Education. Australia: Thomson Learning. 2007 (372.21/G65) Hopkins, David. Every School a Great School: Realizing the Potential of System Leadership. England: McGraw-Hill. 2007. (371.2/H77) Lerner, Janet W. Learning Disabilities and Related Disorders. Boston: Houghton Mifflin. 2006 (371.9/L56) Mather, Nancy. Learning Disabilities and Challenging Behaviors: A Guide to Intervention and Classroom Management. Baltimore: Paul H. Brookes. 2008. (371.9/M43) Morrison, George S. Early Childhood Education Today. New Jersey: Pearson Education. 2007 (372.21/M83) Starbuck, David. Creative Teaching: Getting It Right.. London: Continuum. 2006 (371.102/St28) Taylor, Ronald L. Exceptional Students: Preparing Teachers for the 21st Century. Boston: McGraw-Hill. 2009. (371.9/T21) Willan, Jenny. (ed.). Early Childhood Studies: An Introduction to the Study of Children’s Worlds and Children’s Lives. Exeter: Learning Matters. 2007 (305.231/ Ea75) Zirpoli, Thomas J. Behavior Management: Applications for Teachers. - - New Jersey: Pearson Education. 2008. (370.1528/Z68) Early Childhood Education: An International Encyclopedia (vol.1- 4). Westport, Connecticut: Praeger. 2007. (372.2103/Ea7) How to Reach `Hard to Reach’ Children (2007). England: John Wiley and Sons. (378.7729/H83)
  9. 9. Observational Study The EPIC Observational Study Observational strategies for child study [] - 100k Child Study Theories of Human Development Observation - Wikipedia, the free encyclopedia Observational Study IEA PREPRIMARY PROJECT: An Observational Study of Early Childhood Settings. Human Development and Family Studies | UConn RUNNING HEAD: CHILD CONDUCT PROBLEMS Approaches and Me.. Study Q&A F3: Observation and Reporting Observational research methods. Research design II: cohort, cross ... Applied Child Study: A Developmental Approach Early Learning - Section V [PDF Icon] (463Kb) Observational studies Childhood Education Models of Inclusion in Child Care