Revised 12/12 EEC 1000 Child Growth and Development 3 credits Spring, 2013Instructor: Dr. Nana Robertson Lead Faculty: Dr. Nana RobertsonContact Info: 407-708-2674 (responsible for syllabus) firstname.lastname@example.orgOffice Hours: Monday – Thursday 12:00 – 4:00 pmNote: To insure program consistency, all sections of each course in the Early ChildhoodEducation Department, regardless of delivery format, follow the same course requirements andcontent as listed in this syllabus that is provided by the Program Manager/Lead Faculty. Theinstructor may add, but not delete, topics and activities based on best practices.Course Description: This course examines child development from conception to age eight byconsidering the complex interaction between heredity and environmental factors. Children’sphysical, social, emotional and cognitive development is discussed as well as the implications fordevelopmentally appropriate practice. It includes the theories of Erikson, Piaget, Vygotsky,Brofenbrenner, and others. Students will be required to observe children in a child care setting orafter school program (up to10 hours).Course Purpose:This course is a required course for all Early Childhood AS degree majors. It isalso an elective class for AA Early Childhood Pre-Major. The purpose of this course is toprovide students with a working knowledge of the characteristics of children of diverse culturalbackgrounds within and outside of the United States. The course discusses typical as well asatypical development. The course is intended to assist future teachers and childcare providers inunderstanding and celebrating the rich diversity among children around the world.Course Objectives:The instructor will set out to teach: 1. Application of the principles of child growth and development and the examination of quality practices dealing with children birth to 8 years of age. 2. Recognition of key factors of a child’s stages of development as demonstrated by behavior patterns, social issues, physical, emotional, and intellectual development. 3. Identification of typical and atypical development, factors that affect the child’s development and how to promote inclusiveness in every group setting. 4. Interpretation of the theories of development, including Piaget, Vygotsky, Brofenbrenner, Erikson and others, and how this information can be used in teaching and guiding young children. 5. Analysis of different cultures and how this diversity can affect a child’s development in social issues, physical, emotional, and intellectual development.
6. Examine the importance of motor play and culture in the primary years.Expected Learning Outcomes and Methods for Assessing those Outcomes:Upon successful completion of this course the student will: 1. Associate the principles of child growth and development and their application to an inclusive early childhood setting. Methods for assessing this expected Learning Outcome: Quiz 1-3, in class Application Activities, Muddiest Point Classroom Assessment Techniques, Assignment 1-4. 2. Assess and evaluate knowledge of key factors, including behavior patterns, social issues and basic needs, regarding physical, emotional, social, and intellectual development of the child from birth through age eight. Methods for assessing this expected Learning Outcome: Quiz 1-3, think – pair - shareactive learning technique, class discussion, non-graded quizzes, Assignment 1-4. 3. Distinguish between typical and atypical development and factors that affect healthy development. Methods for assessing this expected Learning Outcome: Quiz 1 – 3, in class discussion, in class group activities, Muddiest Point Classroom Assessment Techniques, Assignment 1, 2, and 4. 4. Compare and contrast the theories of Piaget, Erikson, Vygotsky, Brofenbrenner and others. Methods for assessing this expected Learning Outcome: Class discussion, think- pair - share active learning technique, Assignment 2 and 3, Quiz 1 – 3, Student generated exam questions group activity. 5. Recognize how culture and diversity affect a child’s development. Methods for assessing this expected Learning Outcome: Quiz 1-3, class discussion, Assignment 1, 3, and 4, One Minute Paper, non-graded quiz, application cards used to generate small group discussion. 6. Interpret and classify the effects of culture and gender on motor play in the primary years Methods for assessing this expected Learning Outcome: Quiz 3, class discussion, Assignment 4, applications cards, and polling the class.
All methods of assessment are aligned with NAEYC standards and supporting skills asindicated by the expected Learning Outcomes.NAEYC Standards, Sub-standards and Key Elements and Supportive Skills Addressed in Course1.Promoting Child Development and Learning1a. Knowing and understanding young children’s characteristics and needs. X1b. Knowing and understanding the multiple influences on development and learning X1c. Using developmental knowledge to create healthy, respectful, supportive, and challenging Xlearning environments2. Building Family and Community Relationships2a. Knowing about and understanding family and community characteristics X2b. Supporting and empowering families and communities through respectful, reciprocalrelationships2c. Involving families and children in their children’s development and learning3. Observing, Documenting and Assessing to Support Young Children and Families3a. Understanding the goals, benefits and uses of assessments3b. Knowing about and using observation, documentation and other appropriate assessment Xtools and approaches3c. Understanding and practicing responsible assessment.3d. Knowing about assessment partnerships with families and other professionals4. Teaching and Learning4a. Connecting with children and families X4b. Using developmentally effective approaches X4c. Understanding content and knowledge in early education4d. Building meaningful curriculum.Key Elements of Standard 44a. Knowing, understanding and using positive relationships and supportive interactions4b. Knowing, understanding and using effective approaches, strategies, and tools for earlyeducation4c. Knowing understanding the importance of central concepts, inquiry tools, and structuresof content areas or academic disciplines4d. Using own knowledge and other resources to design, implement, and evaluate Xmeaningful, challenging curriculum to promote positive outcomes.5. Becoming a professional5a. Identifying and involving oneself with the early childhood field5b. Knowing about and upholding ethical standards and other professional guidelines5c. Engaging in continuous collaborative learning to inform practice5d. Integrating knowledgeable, reflective and critical perspectives on early education X5e. Engaging in informed advocacy for children and the professionSupportive Skills Addressed in CourseSkills in self-assessment and self-advocacy XSkills in mastering and applying foundational concepts from general education XWritten and verbal communication skills XSkills in making connections between prior knowledge, experiences, and new learning XSkills in identifying and using professional resources X
Required Materials:Trawick-Smith, J. (2010), Early Childhood Development.UpperSaddleRiver, NJ: Pearson Publishing ISBN-13:978-0-13-501646-6Other required reading: White, E.B. (2001). Charlotte’s Web.HarperCollins Publishing.ISBN-13: 978-0064410939Description of how grades are determined:Quiz (3)There will be three quizzes; each quiz is worth 15 points. Each quiz could include a variety ofquestions (e.g., multiple choice questions, matching, and short-answer). Exam dates are listed inthe Course Outline.Assignments (4)There are four assignments. Each assignment is worth between 10 – 20 points as indicated in thedescription of the assignment. Each assignment is intended to meet one or more of the studentlearning outcomes. Assignment due dates are listed in the Course Outline.Application ActivitiesThroughout the course of the semester, there will be small group or individual activities done inclass. For example, application activities may include small group discussions, non-gradedquizzes, muddiest point activities, and think-pair-share activities.At the instructor’s discretionfive points are available to award a student for class participation in all activities and discussion.Excessive absenteeism will be considered when awarding discretionary points as a student isunable to participate if have not attended class on a regular basis.Field Experience ObservationsIn three assignments you are asked to observe in a group setting of children 0 – 8 years of age.Due to the reluctance of public school accepting outside groups into their classrooms, you mayobserve after-school activities at a group care facility. The hours needed for the field experienceswere described in the course description upon registering for the course.Assignment Point Value:Assignment 1 – Choice of one of two assignments 10 pointsAssignment 2 – Piaget’s Conservation Exercise 10 pointsAssignment 3 – Charlotte’s Web 20 pointsAssignment 4 – Play in the Primary Years 15 pointsThree quizzes @ 15 points each 45 pointsTotal 100 points*Instructor has 5 discretionary points to give.Grading Scale:100 – 90 = A Below 60 = F 89 – 80 = B79 - 70 = C 69 - 60 = D
Students obtaining their college credit CDA must have a C or higher as the final grade in order to complete the program. Artifacts – The four assignments due in this course is considered artifacts. Each artifact must be saved to use in the development of your portfolio for EEC 1011.Late Assignment PolicyAll assignments are considered late if they are not turned in at the beginning of class they are due(on site class) or by the time designated by your online instructor. Late assignments are notaccepted unless you have made arrangements with your instructor ahead of time. If you areabsent the day assignment is due (on site class) the assignment must be emailed before the startof class in order to be counted.Attendance PolicyIn order for learning to take place, a student must be in attendance. If a student is more than 20 minutestardy a ½ absence will be recorded on the attendance report. When arriving late, it is the student’sresponsibility to check in with the instructor after class to make certain attendance has been recorded.Seminole State College attendance policy states ―a student who is absent from class 10 percent of thescheduled class time is subject to be withdrawn without warning by the instructor‖.No makeup quiz will be given if a student is absent the night of the quiz. If you know, in advance, youwill be absent arrangements can be made with the instructor.Withdrawal PolicyWithout penalty, a student may withdraw from a course within a specific period of time after enrollment.This deadline for withdrawal date without financial penalty is January11 2013, the date for withdrawalwithout academic penalty is March 19, 2013.If you do not withdraw before these deadlines and stop attending, you can be given a failing grade for thecourse.Severe WeatherIn case of severe weather approaching go to our website www.seminolestate.edu for informationregarding class cancellations.Academic IntegrityCheating or plagiarism of any kind will result in appropriate action being taken that is consistentwith college policy that may range from an ―F‖ for the assignment to an ―F‖ for the course. Ifplagiarism is caught, the instructor reserves the right to review previous assignments. Pleaseconsult your Seminole State student handbook for more information.Accommodation of Disabled Students (Seminole State College Policy 1.075)It is the policy of the Board of Trustees to provide reasonable accommodation for students withdisabilities. Seminole State College is committed to the full and total inclusion of all individualsand to the principle of individual empowerment.
Disability Support Services offers students equity to ensure that appropriate academicadjustments are made that allow all students an equal footing inside the classroom and aroundcampus. Students are encouraged to contact Disability Support Services if assistance is needed. Course Outline with Assignments Spring, 2013Part I Young Children in Multicultural PerspectiveChapter 1 Studying Early Childhood Development in a Diverse World January 7Chapter 3 Theories of Child Development January 14Part II Prenatal Development, Childbirth, and InfancyChapter 5 The Newborn January 28Chapter 6 Infant Physical Growth and Brain Development February 4Chapter 7 Cognitive Development in Infancy February 11Chapter 9 Infant Social and Emotional Development February 18 Assignment 1 due February 18Chapter 8 Infant Language and Literacy February 25 Quiz 15 points (chapters 5 – 9) February 25Part III Development in the Preschool YearsChapter 10 Preschool Physical and Motor Development March 11Chapter 11 Cognitive Development in the Preschool Years March 18 Assignment 2: Piaget’s Conservation Exercise March 18Chapter 12 Symbolic Though: Play, Language, and Literacy in the Preschool Years March 25Chapter 13 Social and Emotional Development of Preschoolers April 1 Quiz 15 points (chapters 10 – 13) Assignment 3: Charlotte’s Web April 1Part IV The Primary Years in Cultural ContextChapter 14 Physical Growth and Motor Development in the Primary Years April 8Chapter 16 Language, Literacy, and Schooling April 15Chapter 17 Social & Emotional Development in the Primary Years April 22 Assignment 4: Play in the Primary Years April 22 Quiz 15 points (chapters 14, 16, and 17) April 29
Assignments and Field ExperiencesAssignment 1A:Observing Reunion Behaviors (NAEYC 1a, 1b, 3b 4a)Point Value: 10 pointsDue: February 18, 2013Observing Reunion BehaviorsObserve two parents as they pick up their toddlers (12 months – 30 months of age) from childcare at the end of the day. Write a 500 word report (2 pages, double spaced) on yourobservations, guided by the following questions: In the first paragraph you should describe your setting and the ages of the children observed. How would you characterize adult-child reunions? To what degree were these happy occasions? What did parents, other caregivers, or the child care providers do to make this so? What types of attachment behavior did you observe? (refer to table 9-1, chapter 9) To what degree did these reunions differ across families? To what do you attribute these differences? Culture? Temperament? Does it make a difference who picks the child up (e.g., mother, father, grandparent or neighbor)? The final paragraph should be a reflection on what you have learned from this assignment.Directions:In this assignment you will conduct your own research on Mary Ainsworth Strange Situationresearch. Your report will be in a question/answer format. Each answer should have oneparagraph for each of the bullet points. The paragraph will consist of 5 sentences.Double space your report using 12 font Times New Roman. orAssignment 1B:Infant Temperament (NAEYC 1a, 1b, 3b, 4a)Point Value: 10 pointsDue:This activity is structured so that students may compare adult temperament with that of aninfant.
Assignment Specifics: Each question must be answered in complete sentences, with a minimum of one paragraph for each response. (5 sentences). Each question must be written with the paragraph response written underneath the question. Final paragraph should be a reflection of what you have learned from this assignment. Assignment must be a minimum of two pages Times New Roman – 12 font Proper grammar, punctuation, and sentence format is expected. If missing up to 4 points can be deducted from the total score.Answer the following questions: 1. Of what particular temperament are you – easy, slow-to-warm up, or difficult? If you do not fall into these categories, what other aspects of your own personality do you feel are inborn? 2. Think of an actual person – an adult – who was likely a difficult baby. Describe the dominant features of this adult (at least two features). 3. Think of an actual person – an adult – who was likely a slow-to-warm up baby. Describe features of this adult (at least two features). 4. Discuss how a parent with a slow-to-warm up baby would need to adjust parenting practices. 5. Discuss how a caregiver would need to adapt interactions and the classroom to meet the needs of a preschooler with a difficult temperament.
Rubric for Assignment 1: Observing Infant/Toddler Reunion Behavior or Infant Temperament Does Not Meet Meets Expectations Exceeds Expectations Expectations (1-2) (3) 4 pointsSTANDARD 1a& 1b Student’s knowledge Student’s work reflectsStudent is able to seems weak or non- knowledge of thepromote child existent regarding the different types ofdevelopment and emotional development attachment andlearning through of infants as identified knowledge of Maryknowing and in the assignment. Ainsworth (assignmentunderstanding young 1A) orchildren’s characteristicsand needs. Student’s work reflects knowledge ofStudent is able to temperament behaviorpromote child as demonstrated bydevelopment and complete explanationslearning through to questions. (1B)knowing and understandthe multiple influenceson development andlearning.STANDARD 3b Student response was Student able to identifyKnowing about and simply reporting what types of attachment orusing observation, observed without temperament applicabledocumentation, and succinct input as to to development stage ofother appropriate specific type of development and able toassessment tools. attachment observed pick out strategies used (1A) or in depth by adults with children explanation of to promote healthy temperament types (1B). attachments or behavior.STANDARD 4a Students understanding Student shows In addition, studentKnowing, and use effective knowledge of important demonstrates strongunderstanding, and approaches towards characteristics of a skills in interpreting theusing positive critical perspectives are toddler’s development behavior of infants andrelationships and weak. There is little or and able to accurately toddlers and can identifysupportive interactions. no evidence of the describe the specific types of ability to integrate new characteristics observed emotional development knowledge into practical (1A) or associate the as it relates to the work observations. relationship of adult of the theorist behavior and infant investigated. development (1B)
Assignment 2: Piaget’s Conservation Exercise (NAEYC 1a,1b)Point Value: 10 pointsDue: 3/18/13You will test 3 children on each of the conservation tasks. Test three children age 4, 5, and 6years of age (one child of each age). Record their responses on the form attached. You shouldtest each child individually so as to avoid contamination. Important: Read chapter 11 beforeattempting this assignment.Materials needed:12 pennies2 glasses – clear, same size1 glass – clear, different shape than other two(32 oz. Clear soda bottles with labels removed and a 32 oz. clear glass can be used)2 lumps of play doughConservation of number: You will need 12 pennies for this activity. Divide the pennies into 2 lines of equal length.The pennies should be the same distance from one another. Ask each child: ―Are there the samenumber of pennies in each row‖? Record each child’s response. After child responds, move the pennies so that one row has more spaces in-between thepennies making the one row longer. Ask each child: ―Are there the same number of pennies ineach row‖? Record each child’s response.Conservation of liquid: You will need 3 glasses. They should be clear glass. Two glasses must be exactly thesame size and shape. The third glass should be of a different shape but hold at least as muchliquid as the other two. Fill two glasses (glass A and glass B) of the same size and shape with water. (You coulduse colored water since it is easier to see). Ask each child: ―Does each glass have the sameamount of water‖? Record each child’s response. Next pour the water from glass A into the odd glass, glass C. Make sure the child watchesthis process. Ask: ―Does each glass have the same amount of water or does one have more‖?Record each child’s response.Conservation of Mass: Shape the play dough into two balls that are the same size. (Do this before showing themto the children,) Show the two balls of play dough to each child. Ask: ―Is there the same amountof play dough in each ball‖? Record each child’s answers. Next, rolls one of the balls into a long hot-dog like shape. Do this in front of the child. Ask:―Does each piece of clay have the same mount or does one have more‖? Record each child’sresponse.Personal Reflection:One page reflection MUST accompany assignment.. Answer the following questions and addany information you believe relevant to a reflection.
Write a report on your experiments, guided by the following questions: Did children perform onthese tests as Piaget would have predicted? In what ways were the three children different intheir problem solving? How was each childs performance influenced by perception-based thinking? By uni- dimensional thought? By difficulty reversing an operation? What can you conclude about young childrens thinking? In what ways were you impressed with these childrens problem solving? In what way was their thinking limited
Rubric for Assignment 2: Piaget’s Conservation Exercise Does Not Meet Meets Expectations Exceeds Expectations Expectations (1-2) (3) (4) Content of Directions were not Directions were All directions Assignment followed. followed. followed, proper STANDARD 1 & 1b When writing the recording of children’s Student is able to assignment proper responses on form promote child recording of provided, as well as, development and children’s response to comments from learning through each exercise was observer. knowing and missing or commentsunderstanding young missing at the children’s conclusion of each characteristics and exercise. needs. Student is able to promote child development and learning through knowing and understanding themultiple influences on development and learning. Reflection Each question posed Each question was Reflection expressed One page in length on the reflection answered, examples depth of answering the assignment was not provided, reflection understanding ofquestions specified on answered. was full page in assignment and the assignment. length. relevance to subject studied.Layout of Assignment Assignment had Assignment was Assignment is well grammatical errors, written in a written indicating a poor punctuation professional college level of and/or use of English manner usingEnglish use, grammar, language. proper grammarand punctuation use. and punctuation.Proper font, spacing,and length of paper is Use of slang terms (“kids”) was not used (2 points)
Assignment 2 Piaget Conservation Exercise (This form should be copied and turned in with reflection, write directly on this form) Conservation Exercise of NumbersAges of children Two rows of pennies same Two rows of pennies, one row distance apart more distance apart4 year old response5 year old response6 year old responseComment: Conservation Exercise of Liquids Two identical glasses Two glasses of different sizes4 year old response5 year old response6 year old responseComment: Conservation Exercise of Mass 2 equal size balls play dough 1 ball of play dough, 1 rolled snake or hot dog4 year old response5 year old response6 year old responseComment: 13
Assignment 3:Key Assessment Erik Erikson and Charlotte’s Web (NAEYC 1a, 1b, 1c, 4b, 5d)Due 4/1/13Point Value: 20 pointsIn this assessment, you are asked to focus on using your knowledge of child developmentand learning and Erik Erikson’s theory of the Eight Stages of Man to explain how thecharacters in E.B. White’s book Charlotte’s Web illustrate each of the eight stages. Forthis assignment, you will concentrate on the first four stages.You will: Read Charlotte’s Web with the idea that the author created the characters based on Erikson’s Eight Stages of Man. Using your text by Trawick-Smith (2010) develop an understanding of Erikson’s first four Stages of Man. Your aim is to be able to relate each stage to stage in Wilbur’s life in White’s book. Using the information learned from the teaching of Erikson, you will relate each of the first four stages to information gleaned from Trawick-Smith(2010) text, or other research (developmental theorist) regarding characteristics of children in these stages of development. Identify the role culture plays in a child’s development by answering the questions provided.NAEYC Standards AssessedStandard 1 – Beginning early childhood teachers are able to use their (1a)knowledge andunderstanding of young children’s characteristics and needs, (1b) knowledge of multipleinfluences on children’s development and learning.Standard 4 – Beginning early childhood teachers are able to use their (4b) understandingand effective approaches, strategies, and tools for early education.Standard 5 – Beginning early childhood teachers are able to (5d) integrate knowledge,reflective, and critical perspectives on early education.Your assessment must respond directly to each of the following steps and questions:Step One: Beginning with the definition of the first four stages, you will write aparagraph describing each stage and an example from Charlotte’s Web illustratingthe specific stage. Proper citation will be used when citing Charlotte’s Web (recordpage number cited). (NAEYC Standard 1a) 14
Step Two: Identify the multiple influences on a child’s development (NAEYCStandard 1b) Using the first four stages of man, connect other research supporting the characteristicsdescribed in Erikson’s stages. Elaborate on at least one development theorist work,textbook description, or peer-reviewed article supporting the characteristics of each ofthese stages. Choose from the work of Maslow, Brofenbrenner, Vygotsky, Montessori orPiaget. Remember to support your work by providing citations.Step Three: Integrate knowledge and critical perspective on early education andcultural differences (NAEYC Standard 4b, 5d).1. Explain how a child’s culture can influence his stages of development.2. What are some causes of cultural variation in infant attachment (refer back to chapter 9)3. How does autonomy vary across cultures?Step Four: Reflection pageProvide a one-page reflection describing what you learned with regard to Erickson’s firstfour stages of man as it relates to child development. How will you use this informationwhen working with children and their families?Submit your report in writing, following standard guidelines (minimum 4 pages).Total points = 20 15
Rubric: Key Assessment – Charlotte’s Web Does Not Meet Meets Expectations Exceeds Expectations Expectations (1-2) (3-4) (5 )STANDARD 1a Student’s knowledge Student’s work reflects Student’s work wasStep 1 seems weak or non- knowledge of the first supported with citations existent regarding the four stages of man and with enough elaborationStudent is able to specific stages of accurately describes the to defend the textpromote child development as defined stages as characterized selection of examples.development and by Erikson. Student fails in the book.learning through gaining to connect character inknowledge and the book with specificunderstanding of the stages.multiple influences ondevelopment andlearningSTANDARD 5d Student’s knowledge Student’s work reflects Student’s responseStep 2 seems weak or non- knowledge of other reflects extensiveStudent is able to existent relating the first research in supporting knowledge of researchintegrate four stages of Erikson’s first four on developmental stagesknowledgeable, development with other stages of man. Student of early childhood andreflective, and critical research. properly cited research able to give descriptiveperspectives on early and described examples using properlyeducation as supported significant evidence of references information.by other theorist. support.STANDARD 1b Student’s work did not Student’s work reflected Through additionalStep 3 demonstrate and understanding of the references and citations,Student is able to understand of how effects culture has but student’s demonstratedpromote child culture can change of limited to information an effort made todevelopment and dynamics of provided by the understand andlearning through social/emotional textbook. elaborate on the roleknowing and understand development. culture plays on athe multiple influences child’s social andon development and emotional development.learning .STANDARD 4b Students understanding Student showsStep 4 and use effective knowledge of importantKnowing, approaches towards characteristics of childunderstanding, and critical perspectives is development and able tousing effective weak. There is little or accurately describe theapproaches, strategies, no evidence of the characteristics supportedand tools for early ability to integrate new by additional researcheducation. knowledge into practical and how to use this approaches towards information when children and families. working with children and their families.Paper Composition = 2 pointsDouble spaced using 12 font, 4 pages (cover sheet & reference page not included)Correct grammar & spellingProper use of citations and references (see www.seminolestate.edu/childcare webpage)Followed directions of assignment. 16
Assignment 4:Explore the roles of different kinds of playin the primary years. (NAEYC 1a, 1b, 1c,2a, 3b, 5d,)Due: 4/22/13Point Value: 15 pointsIn this assignment you are asked to focus on using your knowledge of child developmentand learning and your understanding of different types of play (chapter 14) to conduct anobservation of primary grade children either in an elementary school, charter school, orafter-school care facility.During this observation you are to observe the different types of behavior these childrenparticipate in just before, during, and after recess time.Step 1: Outside Play Observation (NAEYC Standard 1a)Prepare a report on your observations by writing each question and response. Eachresponse should be a minimum of 3 sentences making effort to demonstrate knowledgeand understanding of the play of primary age children. 1. Describe the behavior of children just before recess. Did you note wiggles and inattention? What behaviors did you notice the moment children were sent out onto the playground? 2. What specific motor skills did you observe (e.g., running, climbing, kicking)? 3. What kinds of play did you observe on the playground? Did you see functional play? Pretend Play? Rough-and-tumble-play? Teasing? Rituals? 4. What evidence did you see of play organization, rules, and realism, as described in chapter 14? How common was competition? How common was cooperation? 5. What were the children’s reactions when the end of recess was announced? Describe behaviors after play time. Were there differences in activity or attention between the time before recess and the time after recess? 6. In which active play activities can children with physical challenges participate without difficulty? Which activities are inaccessible to these children? (children with physical challenges do not have to be present to answer this question) 7. What playactivities did you observe that could represent one of the multiple intelligence in Gardner’s Law of Multiple Intelligence? 8. Describe any social ―cliques‖ you observed. 9. Describe any dramatic play activity you observed? Was it only one gender participating in dramatic play or mixed genders? 10. Did one specific gender participate more in sedentary play than the other gender? 17
Step 2: Evaluating Opportunities for Physical Play (NAEYC Standard 1b)During your observation: note opportunities for children to engage in creative physical play (i.e., creating their own games) the amount of time where physical play is controlled by the adult. Create two lists—one depicting the benefits of adult-driven play and one depicting the benefits of child-driven play (a minimum of 5 items on each list). Elaborate on the benefits of both types of opportunities to the short- and long- term physical experiences and health of the child (one paragraph, double spaced, 12 font).Step 3: Reflection (NAEYC Standard 5d)Create a reflection paragraph describing what you learned from this assignment.Your report should be prepared using a 12 font, Times New Roman font. The questionshould be written with the answer given directly below the question (step 1). Eachquestions response should be at least three sentences in length. Proper resource citedwhen necessary.The report should be a minimum of 4 pages not including the cover sheet and referencepage. Proper formatting is expected.Resources: Your text maybe used as one of the minimum two resources required for thisassignment. You may use the other resources provided by your instructor or search a database to find current research on this topic (must be conducted within the past 6 years). 18
Rubric: Assignment 4Standard Does Not Meet Meets Expectations Exceeds Expectations Expectation (2 – 3 points) (4 – 5 points) (0 – 1 points)Step 1 Children’s Characteristics and Evidence of learningStandard 1a characteristics and needs were addressed was demonstrated inKnowing and needs were not without a great deal of targeting specificunderstanding young accurately identified elaboration. attributes of thechildren’s and/or not addressed. primary age childcharacteristics and based on informationneeds. gleaned from more sources than the textbook.Step 2 Requested list is List is of requested The informationStandard 1b comprised of vague length with valid provided is supportedStudent is able to statements not points provided in the by additional resourcepromote child gleaned from reading list. information withdevelopment and the resources. elaboration indicatinglearning through Paragraph provides a the studentknowing and Requested paragraph good understanding of understands theunderstanding the does not indicate a the importance of both importance of play inmultiple influences on full understanding of types of play. the primary years.development and the subject.learning.Step 3 Reflection did not Reflection addressed Narrative providedStandard 5d address specifically what the student supportive facts ofIntegrating what the student learned from the how this informationknowledgeable, learned from this assignment in a clear will be used in futurereflective, and critical assignment. and concise fashion. teaching endeavors.perspectives on earlyeducation. Grammar and writing Less than 2 writing Assignment relativelySupportive skills: skills weak. mistakes. free of grammar error. 19