1. Revised 12/12
EEC 1000
Child Growth and Development
3 credits
Spring, 2013
Instructor: Dr. Nana Robertson Lead Faculty: Dr. Nana Robertson
Contact Info: 407-708-2674 (responsible for syllabus)
robertsn@seminolestate.edu
Office Hours: Monday – Thursday
12:00 – 4:00 pm
Note: To insure program consistency, all sections of each course in the Early Childhood
Education Department, regardless of delivery format, follow the same course requirements and
content as listed in this syllabus that is provided by the Program Manager/Lead Faculty. The
instructor may add, but not delete, topics and activities based on best practices.
Course Description: This course examines child development from conception to age eight by
considering the complex interaction between heredity and environmental factors. Children’s
physical, social, emotional and cognitive development is discussed as well as the implications for
developmentally 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 or
after school program (up to10 hours).
Course Purpose:This course is a required course for all Early Childhood AS degree majors. It is
also an elective class for AA Early Childhood Pre-Major. The purpose of this course is to
provide students with a working knowledge of the characteristics of children of diverse cultural
backgrounds within and outside of the United States. The course discusses typical as well as
atypical development. The course is intended to assist future teachers and childcare providers in
understanding 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.

2. 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.

3. All methods of assessment are aligned with NAEYC standards and supporting skills as
indicated by the expected Learning Outcomes.
NAEYC Standards, Sub-standards and Key Elements and Supportive Skills Addressed in
Course
1.Promoting Child Development and Learning
1a. Knowing and understanding young children’s characteristics and needs. X
1b. Knowing and understanding the multiple influences on development and learning X
1c. Using developmental knowledge to create healthy, respectful, supportive, and challenging X
learning environments
2. Building Family and Community Relationships
2a. Knowing about and understanding family and community characteristics X
2b. Supporting and empowering families and communities through respectful, reciprocal
relationships
2c. Involving families and children in their children’s development and learning
3. Observing, Documenting and Assessing to Support Young Children and Families
3a. Understanding the goals, benefits and uses of assessments
3b. Knowing about and using observation, documentation and other appropriate assessment X
tools and approaches
3c. Understanding and practicing responsible assessment.
3d. Knowing about assessment partnerships with families and other professionals
4. Teaching and Learning
4a. Connecting with children and families X
4b. Using developmentally effective approaches X
4c. Understanding content and knowledge in early education
4d. Building meaningful curriculum.
Key Elements of Standard 4
4a. Knowing, understanding and using positive relationships and supportive interactions
4b. Knowing, understanding and using effective approaches, strategies, and tools for early
education
4c. Knowing understanding the importance of central concepts, inquiry tools, and structures
of content areas or academic disciplines
4d. Using own knowledge and other resources to design, implement, and evaluate X
meaningful, challenging curriculum to promote positive outcomes.
5. Becoming a professional
5a. Identifying and involving oneself with the early childhood field
5b. Knowing about and upholding ethical standards and other professional guidelines
5c. Engaging in continuous collaborative learning to inform practice
5d. Integrating knowledgeable, reflective and critical perspectives on early education X
5e. Engaging in informed advocacy for children and the profession
Supportive Skills Addressed in
Course
Skills in self-assessment and self-advocacy X
Skills in mastering and applying foundational concepts from general education X
Written and verbal communication skills X
Skills in making connections between prior knowledge, experiences, and new learning X
Skills in identifying and using professional resources X

4. Required Materials:Trawick-Smith, J. (2010), Early Childhood Development.UpperSaddle
River, NJ: Pearson Publishing ISBN-13:978-0-13-501646-6
Other required reading: White, E.B. (2001). Charlotte’s Web.HarperCollins Publishing.
ISBN-13: 978-0064410939
Description of how grades are determined:
Quiz (3)
There will be three quizzes; each quiz is worth 15 points. Each quiz could include a variety of
questions (e.g., multiple choice questions, matching, and short-answer). Exam dates are listed in
the Course Outline.
Assignments (4)
There are four assignments. Each assignment is worth between 10 – 20 points as indicated in the
description of the assignment. Each assignment is intended to meet one or more of the student
learning outcomes. Assignment due dates are listed in the Course Outline.
Application Activities
Throughout the course of the semester, there will be small group or individual activities done in
class. For example, application activities may include small group discussions, non-graded
quizzes, muddiest point activities, and think-pair-share activities.At the instructor’s discretion
five 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 is
unable to participate if have not attended class on a regular basis.
Field Experience Observations
In 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 may
observe after-school activities at a group care facility. The hours needed for the field experiences
were described in the course description upon registering for the course.
Assignment Point Value:
Assignment 1 – Choice of one of two assignments 10 points
Assignment 2 – Piaget’s Conservation Exercise 10 points
Assignment 3 – Charlotte’s Web 20 points
Assignment 4 – Play in the Primary Years 15 points
Three quizzes @ 15 points each 45 points
Total 100 points*
Instructor has 5 discretionary points to give.
Grading Scale:
100 – 90 = A Below 60 = F
89 – 80 = B
79 - 70 = C
69 - 60 = D

5. 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 Policy
All 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 not
accepted unless you have made arrangements with your instructor ahead of time. If you are
absent the day assignment is due (on site class) the assignment must be emailed before the start
of class in order to be counted.
Attendance Policy
In order for learning to take place, a student must be in attendance. If a student is more than 20 minutes
tardy a ½ absence will be recorded on the attendance report. When arriving late, it is the student’s
responsibility 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 the
scheduled 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, you
will be absent arrangements can be made with the instructor.
Withdrawal Policy
Without 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 withdrawal
without 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 the
course.
Severe Weather
In case of severe weather approaching go to our website www.seminolestate.edu for information
regarding class cancellations.
Academic Integrity
Cheating or plagiarism of any kind will result in appropriate action being taken that is consistent
with college policy that may range from an ―F‖ for the assignment to an ―F‖ for the course. If
plagiarism is caught, the instructor reserves the right to review previous assignments. Please
consult 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 with
disabilities. Seminole State College is committed to the full and total inclusion of all individuals
and to the principle of individual empowerment.

6. Disability Support Services offers students equity to ensure that appropriate academic
adjustments are made that allow all students an equal footing inside the classroom and around
campus. Students are encouraged to contact Disability Support Services if assistance is needed.
Course Outline with Assignments
Spring, 2013
Part I Young Children in Multicultural Perspective
Chapter 1 Studying Early Childhood Development in a Diverse World January 7
Chapter 3 Theories of Child Development January 14
Part II Prenatal Development, Childbirth, and Infancy
Chapter 5 The Newborn January 28
Chapter 6 Infant Physical Growth and Brain Development February 4
Chapter 7 Cognitive Development in Infancy February 11
Chapter 9 Infant Social and Emotional Development February 18
Assignment 1 due February 18
Chapter 8 Infant Language and Literacy February 25
Quiz 15 points (chapters 5 – 9) February 25
Part III Development in the Preschool Years
Chapter 10 Preschool Physical and Motor Development March 11
Chapter 11 Cognitive Development in the Preschool Years March 18
Assignment 2: Piaget’s Conservation Exercise March 18
Chapter 12 Symbolic Though: Play, Language, and Literacy in the
Preschool Years March 25
Chapter 13 Social and Emotional Development of Preschoolers April 1
Quiz 15 points (chapters 10 – 13)
Assignment 3: Charlotte’s Web April 1
Part IV The Primary Years in Cultural Context
Chapter 14 Physical Growth and Motor Development in the Primary Years April 8
Chapter 16 Language, Literacy, and Schooling April 15
Chapter 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

7. Assignments and Field Experiences
Assignment 1A:
Observing Reunion Behaviors (NAEYC 1a, 1b, 3b 4a)
Point Value: 10 points
Due: February 18, 2013
Observing Reunion Behaviors
Observe two parents as they pick up their toddlers (12 months – 30 months of age) from child
care at the end of the day. Write a 500 word report (2 pages, double spaced) on your
observations, 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 Situation
research. Your report will be in a question/answer format. Each answer should have one
paragraph for each of the bullet points. The paragraph will consist of 5 sentences.
Double space your report using 12 font Times New Roman.
or
Assignment 1B:
Infant Temperament (NAEYC 1a, 1b, 3b, 4a)
Point Value: 10 points
Due:
This activity is structured so that students may compare adult temperament with that of an
infant.

8. 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.

9. Rubric for Assignment 1:
Observing Infant/Toddler Reunion Behavior or
Infant Temperament
Does Not Meet Meets Expectations Exceeds Expectations
Expectations (1-2) (3) 4 points
STANDARD 1a& 1b Student’s knowledge Student’s work reflects
Student is able to seems weak or non- knowledge of the
promote child existent regarding the different types of
development and emotional development attachment and
learning through of infants as identified knowledge of Mary
knowing and in the assignment. Ainsworth (assignment
understanding young 1A) or
children’s characteristics
and needs. Student’s work reflects
knowledge of
Student is able to temperament behavior
promote child as demonstrated by
development and complete explanations
learning through to questions. (1B)
knowing and understand
the multiple influences
on development and
learning.
STANDARD 3b Student response was Student able to identify
Knowing about and simply reporting what types of attachment or
using observation, observed without temperament applicable
documentation, and succinct input as to to development stage of
other appropriate specific type of development and able to
assessment 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, student
Knowing, and use effective knowledge of important demonstrates strong
understanding, and approaches towards characteristics of a skills in interpreting the
using positive critical perspectives are toddler’s development behavior of infants and
relationships and weak. There is little or and able to accurately toddlers and can identify
supportive 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)

10. Assignment 2:
Piaget’s Conservation Exercise (NAEYC 1a,1b)
Point Value: 10 points
Due: 3/18/13
You will test 3 children on each of the conservation tasks. Test three children age 4, 5, and 6
years of age (one child of each age). Record their responses on the form attached. You should
test each child individually so as to avoid contamination. Important: Read chapter 11 before
attempting this assignment.
Materials needed:
12 pennies
2 glasses – clear, same size
1 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 dough
Conservation 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 same
number 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 the
pennies making the one row longer. Ask each child: ―Are there the same number of pennies in
each row‖? Record each child’s response.
Conservation of liquid:
You will need 3 glasses. They should be clear glass. Two glasses must be exactly the
same size and shape. The third glass should be of a different shape but hold at least as much
liquid as the other two.
Fill two glasses (glass A and glass B) of the same size and shape with water. (You could
use colored water since it is easier to see). Ask each child: ―Does each glass have the same
amount of water‖? Record each child’s response.
Next pour the water from glass A into the odd glass, glass C. Make sure the child watches
this 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 them
to the children,) Show the two balls of play dough to each child. Ask: ―Is there the same amount
of 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’s
response.
Personal Reflection:
One page reflection MUST accompany assignment.. Answer the following questions and add
any information you believe relevant to a reflection.

11. Write a report on your experiments, guided by the following questions: Did children perform on
these tests as Piaget would have predicted? In what ways were the three children different in
their problem solving?
How was each child's performance influenced by perception-based thinking? By uni-
dimensional thought? By difficulty reversing an operation?
What can you conclude about young children's thinking? In what ways were you
impressed with these children's problem solving? In what way was their thinking limited

12. 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 comments
understanding 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 the
multiple 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 of
questions 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 using
English use, grammar, language.
proper grammar
and punctuation use.
and punctuation.
Proper font, spacing,
and length of paper is Use of slang terms
(“kids”) was not
used (2 points)

13. Assignment 2
Piaget Conservation Exercise
(This form should be copied and turned in with reflection, write directly on this form)
Conservation Exercise of
Numbers
Ages of children Two rows of pennies same Two rows of pennies, one row
distance apart more distance apart
4 year old response
5 year old response
6 year old response
Comment:
Conservation Exercise of
Liquids
Two identical glasses Two glasses of different sizes
4 year old response
5 year old response
6 year old response
Comment:
Conservation Exercise of
Mass
2 equal size balls play dough 1 ball of play dough, 1 rolled
snake or hot dog
4 year old response
5 year old response
6 year old response
Comment:
13

14. Assignment 3:
Key Assessment
Erik Erikson and Charlotte’s Web (NAEYC 1a, 1b, 1c, 4b, 5d)
Due 4/1/13
Point Value: 20 points
In this assessment, you are asked to focus on using your knowledge of child development
and learning and Erik Erikson’s theory of the Eight Stages of Man to explain how the
characters in E.B. White’s book Charlotte’s Web illustrate each of the eight stages. For
this 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 Assessed
Standard 1 – Beginning early childhood teachers are able to use their (1a)knowledge and
understanding of young children’s characteristics and needs, (1b) knowledge of multiple
influences on children’s development and learning.
Standard 4 – Beginning early childhood teachers are able to use their (4b) understanding
and 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 a
paragraph describing each stage and an example from Charlotte’s Web illustrating
the specific stage. Proper citation will be used when citing Charlotte’s Web (record
page number cited). (NAEYC Standard 1a)
14

15. Step Two: Identify the multiple influences on a child’s development (NAEYC
Standard 1b)
Using the first four stages of man, connect other research supporting the characteristics
described in Erikson’s stages. Elaborate on at least one development theorist work,
textbook description, or peer-reviewed article supporting the characteristics of each of
these stages. Choose from the work of Maslow, Brofenbrenner, Vygotsky, Montessori or
Piaget. Remember to support your work by providing citations.
Step Three: Integrate knowledge and critical perspective on early education and
cultural 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 page
Provide a one-page reflection describing what you learned with regard to Erickson’s first
four stages of man as it relates to child development. How will you use this information
when working with children and their families?
Submit your report in writing, following standard guidelines (minimum 4 pages).
Total points = 20
15

16. 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 was
Step 1 seems weak or non- knowledge of the first supported with citations
existent regarding the four stages of man and with enough elaboration
Student is able to specific stages of accurately describes the to defend the text
promote 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 in
knowledge and the book with specific
understanding of the stages.
multiple influences on
development and
learning
STANDARD 5d Student’s knowledge Student’s work reflects Student’s response
Step 2 seems weak or non- knowledge of other reflects extensive
Student is able to existent relating the first research in supporting knowledge of research
integrate four stages of Erikson’s first four on developmental stages
knowledgeable, development with other stages of man. Student of early childhood and
reflective, and critical research. properly cited research able to give descriptive
perspectives on early and described examples using properly
education as supported significant evidence of references information.
by other theorist. support.
STANDARD 1b Student’s work did not Student’s work reflected Through additional
Step 3 demonstrate and understanding of the references and citations,
Student is able to understand of how effects culture has but student’s demonstrated
promote child culture can change of limited to information an effort made to
development and dynamics of provided by the understand and
learning through social/emotional textbook. elaborate on the role
knowing and understand development. culture plays on a
the multiple influences child’s social and
on development and emotional development.
learning .
STANDARD 4b Students understanding Student shows
Step 4 and use effective knowledge of important
Knowing, approaches towards characteristics of child
understanding, and critical perspectives is development and able to
using effective weak. There is little or accurately describe the
approaches, strategies, no evidence of the characteristics supported
and tools for early ability to integrate new by additional research
education. knowledge into practical and how to use this
approaches towards information when
children and families. working with children
and their families.
Paper Composition = 2 points
Double spaced using 12 font, 4 pages (cover sheet & reference page not included)
Correct grammar & spelling
Proper use of citations and references (see www.seminolestate.edu/childcare webpage)
Followed directions of assignment.
16

17. Assignment 4:
Explore the roles of different kinds of playin the primary years. (NAEYC 1a, 1b, 1c,
2a, 3b, 5d,)
Due: 4/22/13
Point Value: 15 points
In this assignment you are asked to focus on using your knowledge of child development
and learning and your understanding of different types of play (chapter 14) to conduct an
observation of primary grade children either in an elementary school, charter school, or
after-school care facility.
During this observation you are to observe the different types of behavior these children
participate 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. Each
response should be a minimum of 3 sentences making effort to demonstrate knowledge
and 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

18. 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 question
should be written with the answer given directly below the question (step 1). Each
questions response should be at least three sentences in length. Proper resource cited
when necessary.
The report should be a minimum of 4 pages not including the cover sheet and reference
page. Proper formatting is expected.
Resources: Your text maybe used as one of the minimum two resources required for this
assignment. You may use the other resources provided by your instructor or search a data
base to find current research on this topic (must be conducted within the past 6 years).
18

19. Rubric: Assignment 4
Standard 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 learning
Standard 1a characteristics and needs were addressed was demonstrated in
Knowing and needs were not without a great deal of targeting specific
understanding young accurately identified elaboration. attributes of the
children’s and/or not addressed. primary age child
characteristics and based on information
needs. gleaned from more
sources than the
textbook.
Step 2 Requested list is List is of requested The information
Standard 1b comprised of vague length with valid provided is supported
Student is able to statements not points provided in the by additional resource
promote child gleaned from reading list. information with
development and the resources. elaboration indicating
learning through Paragraph provides a the student
knowing and Requested paragraph good understanding of understands the
understanding the does not indicate a the importance of both importance of play in
multiple influences on full understanding of types of play. the primary years.
development and the subject.
learning.
Step 3 Reflection did not Reflection addressed Narrative provided
Standard 5d address specifically what the student supportive facts of
Integrating what the student learned from the how this information
knowledgeable, learned from this assignment in a clear will be used in future
reflective, and critical assignment. and concise fashion. teaching endeavors.
perspectives on early
education. Grammar and writing Less than 2 writing Assignment relatively
Supportive skills: skills weak. mistakes. free of grammar error.
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