Syllabus

Child Study and Developmental Assessment, Grade 1 to 6
EDE 721-H81
Spring 2019

Instructor: Celestial Wills-Jackson	Email:  [email protected]
Phone: 718-960-4975	Office: Carman Hall B43
Class Day & Time:  Mo 6:00PM – 7:50PM	Office Hours:  Mo 3:00 PM – 4:00 PM We 10:00 AM – 12:00 PM
Class Location: Carman B-02	Mode of Instruction:  Hybrid
Prerequisites: Dept consent required	Online: 40 minutes online each week

Resources:

Computer Center Help Desk              718-960-1111
Student Disability Services                718-960-8441
Instructional Support Services           718-960-8175
Counseling Center Services               718-960-8761

COURSE DESCRIPTION & LEARNING GOALS

1. Child Study and Developmental Assessment, Grade 1 to 6 is a study of the integrated factors affecting children’s physical, social, emotional, cognitive, language, and aesthetic development. Exposure to dominant theories of child development and learning through multiple technologies. Informal assessment of how children differ in their development and conditions that affect children’s development, including risk factors, patterns of specific disabilities, cultural and linguistic diversity, and sociocultural and political contexts. Observations in childhood settings with diverse populations, action research, and the development of an academic portfolio. Ten hours of fieldwork required.
2.  Required Text:  Required journal articles & electronic resources will be posted on blackboard.Themes of the LUTE Conceptual Framework of the School of Education
   (* indicates theme/s addressed in this course; the theory is indicated after each theme)

3. Theme I: Empower Learners *	SOE faculty, staff, candidates, and alumni are empowered, through participation in collaborative inquiry and shared decision-making, to promote and support innovative practices in educational settings.
   Theme II: Educate for Equity *	SOE faculty, staff, candidates, and alumni are mindful of inequities and advocate for social justice as they work on closing achievement, opportunity, and attainment gaps.
   Theme III: Realize Potential *	SOE faculty, staff, candidates, and alumni are sensitive to the needs of the whole child/adolescent/adult. At every level, educators must help students realize their potential by establishing rigorous academic standards, using assessment to track progress, attending to diverse learning styles/needs, and taking into account social/emotional factors that contribute to or impede school success.
   Theme IV: Affirm Diversity *	SOE faculty, staff, candidates, and alumni affirm diversity by creating environments that ensure safety, equity, and appropriate outcomes for all learners and educators.  We recognize the importance of school-family-community partnerships as essential educational contexts, knowledge bases, and sources for inquiry.

   A.  Student outcomes expected upon successfully completing the course
   (alignment with published Danielson Framework and stated LUTE outcomes)

1. 1. Danielson Framework for Student Learning:
      Component 1b: Demonstrating Knowledge of Students:
   2. Knowledge of child and adolescent development
      1. Overall knowledge and how to apply to individual students
   3. Knowledge of the learning process
      1. Extensive and subtle understanding of how students learn
   4. Knowledge of students’ skills, knowledge, and language proficiency
      1. Understanding students’ skills and proficiencies
      2. Strategy for maintaining this information
   5. Knowledge of students’ interests and cultural heritage
      1. Understanding the value of different backgrounds
   6. Knowledge of students’ special needs
      1. Possess information about each student learning/medical needs

B. Student Outcomes LUTE

• • • • Knowledge:
        – of how children differ in order to describe and implement varied means of supporting individual development in family, culture, school, community, and political contexts.
        – of those factors which affect children’s physical, social, emotional, cognitive, language, and aesthetic development and related special needs
      • Skills:
        – ability to observe, record, and assess children’s development and learning
        – use of observational data, case study data, and exposure to research and theory as well as practice, to describe and assess the development of diverse children from grade 1 – 6
        – ability to assess those factors that affect children’s physical, social, emotional, cognitive, language, and aesthetic development and related special needs
        – ability to assess developmental differences caused by unique hereditary and environmental factors.
        – ability to use media and technology to further study and research related to children’s development
        – ability to conduct action research related to children’s development
      • Dispositions:
        – affirm and respect culturally and linguistically diverse children as well as those with a wide array of other special needs, support home language preservation, and promote anti-bias approaches through the creation of learning environments and experiences.
        – examine the on-going development of personal dispositions, skills, and knowledge related to children’s development

4. Discovery – Instructional methods

• • • • • Reflection through discussion and writing;
        • School/center/home observation, documentation, and assessment of data;
        • Constructivist project/s;
        • Observation and assessment of a child 6- 12 years;
        • Use of media and technology specifically related to course content’
        • Emphasis on small group work and decision-making;
        • Emphasis on formative instructor feedback

5. Graded Course Assignments
(Parts B, C, & D are to be included in your portfolio and turned in at the end of the course)

A. Professionalism (10% of final grade)

• • • • Arrive on time for Face-to-Face (F2F) sessions
        (Sign-in on the smart board; after 6:15 please sign-in as tardy)
      • Complete weekly work on the date assigned
      • Join in group online discussions between Monday 6PM and Friday 12AM each week.
      • One absence is acceptable; three (3) final grade points will be deducted for each F2F missed beyond one

B. Online Discussion Posts (20% of final grade)
One well-structured online response to assigned reading will be due each week related to the assigned electronic resources posted on Blackboard. Your response will be shared in class for F2F sessions and online between Monday 6PM and Friday 12AM each week.

C. Submit Weekly Observations (10% of final grade)
Forms for responding to F2F class activities will be distributed and are to be out during the activity and turned in at the end of class and included in your portfolio.

D. Child Study Assignment (60% of final grade; 3 parts as follows):

1. 1. 1. 1. 1. Child Study Part #1 (10%):
               Introduction to/Background of Child – Due 2/11

1. 1. 1. 1. 2. Child Study Part #2 (40%):
               Including 10 Weekly Observations (20% – Observe, Document, and Assess the behavior of child) – Due each F2F session and included in course portfolio – Due 05/06; andFinal Assessment of Child’s Development in 4 categories (20%) –
               (1) Physical Presence & Gestures, (2) Disposition & Temperament, (3) Connections with Other People, and (4) Modes of Thinking & Learning – Due 05/06

1. 1. 1. 1. 3. Child Study Part #3 (10%):
               Written and oral class discussion focused on: What you have learned about your own development (Developmental timeline/Life Threads That Made You), about your observed child’s development, and about children in general – Due 04/29

6. Hybrid CourseAs a hybrid course, students will be required to attend F2F sessions and to perform Blackboard task and field work.F2F Sessions: Group ActivitiesBlackboard: Online discussionFieldwork: 10 weekly observations of a child 6 – 12 years of age, document and assess observed data using theory presented in course texts and locating relevant online information related to theorists/theories; final case study
7. Assessment/Grading PolicyEVIDENCE ACCUMULATED IN COURSE PORTFOLIO – DUE MAY 06A               Exemplary      (95%-100%)
   A- to B      Satisfactory     (94%-85%)
   B- to C      Developing     (84%-75)
   C- to D      Unsatisfactory (74%-65%)
8. Rubric Assessing Child Study AssignmentThe standards listed below are provided and required by the national organizations that accredit Lehman’s School of Education programs: Association of Childhood Education International (ACEI)
9. Required FieldworkHours:10 WEEKLY one-hour observations plus documentation and assessment – two to be turned in at each F2F session.Site/s: varied (home, school, neighborhood) . . . for school sites fingerprinting is necessaryPurpose of fieldwork:  to increase understanding of a child’s development as the basis for interaction in educational and home settings
10. Description of how each of the following is integrated within the course
    Through reading, presentations, observations:
    • Child development: focus on developmental theory applied to observational data and to one’s own life
    • Bilingualism: focus on language development and use
    • Diversity: focus on gender/gender identity and expression, ethnic group, national group, cultural group, social class, age, ability, and disability
    • Inclusion of children with special needs: focus on emotional, social, physical, and cognitive special needs in all children
    • Technology: use of videos and online research
    • Aesthetics: focus on picture books and imaginative capacities of learning as introduced by the School of Education’s work with Lincoln Center of Education

 

11. Academic and plagiarism policy (lehman.cuny.edu/student-affairs/documents/student-handbook-02.pdf)
12. Attendance Policy: One unexcused absence is acceptable for F2F sessions; additional unexcused absences will result in reduction of the “professionalism” portion of the course grade (See p. 3); no absences are acceptable for Blackboard small group discussions.
    
    
13. Face-to-Face Classroom specific polices (cell phones, lateness, make-up work, class participation)Cell phones: Are to be turned off and stored away during classLateness, etc.: As adults, students are expected to behave as professionals which includes arrival in face to face classes on time, participation in Bb small group discussions by Friday midnight of online weeks; submission of written work on time, participation individually and as a group member.Make-up work:  Work is due on date assigned unless a prior agreement is reached with the professor; consistent late work will affect final grade.  Everyday an assignment is late or past the due date, 5 points will be deducted from your grade. 

14. Class Participation:  Required with small groups and suggested during whole class discussion

15. Calendar – Course Topics (clear specification of in-class and online work with dates and times for both each week)