State University of New York at New Paltz Department of Elementary Education

Fall 2013 EED 371-04

Developmentally Appropriate Practices, Childhood

Dr. Lindsey Russo OMB 238

Office: OMB 222 Thursday 4:30–7:10 Office Hour: By appointment and

Monday: 12:30-1:30 Tuesday: 3:00-4:00

Thursday: 2:00-4:00

(845) 257-3116 russol@newpaltz.edu

Catalog Description: Participants will consider the cognitive and social development of children pre-school

through 6th grade, the implications for curriculum development, classroom management, and organization. Students will develop competence in observing and

assessing children’s developmental competence and participation in appropriate classroom situations.

Course Objectives: This course focuses upon the whole child and is designed to provide supportive information to the other courses taken during the professional semester preceding Student Teaching by focusing upon younger children. Candidates will:

Interpret and apply theories of development to meet the individual and cultural needs of each child. (Professional Sk ills and Disposition, Democratic Citizenship and

Student Advocacy)

Demonstrate knowledge of developmentally appropriate practices to meet the

individual and cultural needs of each child (Culturally Responsive Practice and Social

Justice Education, Democratic Citizenship and Student Advocacy)

Work collaboratively with other students in class and on assignments . (Professional Sk ills and Disposition, Democratic Citizenship and Student Advocacy)

Use technology to facilitate the completion of course assignments . (Critical Inquiry

and Intellectual Development)

Apply knowledge of developmentally appropriate practices to lesson plan development and teaching. (Critical Inquiry and Intellectual Development, Professional

Sk ills and Disposition)

Assess child development and learning through observation documentation and participation in classroom during field experience. (Critical Inquiry and Intellectual

Development, Culturally Responsive Practice and Social Justice Education)

Course Evaluation: Attendance in class is expected. Fieldwork, reading, completed assignments, class

attendance, as well as participation are the ways your knowledge will be enhanced. Readings for this course are from the required text listed below and from articles and other resources posted on Blackboard. You will be expected to come to class prepared to discuss and reflect upon the readings each week. We will also review together and recommend appropriate texts for your professional library. ALL written assignments, except for the final integrated unit are to be submitted

during class as a hard copy or electronically to my New Paltz email account by 12:00 a.m. on their due date.

ASSIGNMENTS

Social-Emotional Developmental Profile

Identify specific age range from Birth--6th grade. Using our class discussions, PowerPoints, text-books and any other resources you identify independently, outline a

social-emotional development profile for a child in this age range who would be identified as “on target”. This can be presented in bullet form. Design one activity to scaffold a child who needs support in an area of his/her social-emotional development

where he/she may not be “on target”. List your resources in APA style. 10 pts. (Critical Inquiry and Intellectual Development)

Cognitive Developmental Profile: Identify specific age range from Birth--6th grade. Using our class discussions,

PowerPoints, text-books and any other resources you identify independently, outline a cognitive development profile for a child in this age range who would be identified as “on target”. This can be presented in bullet form. Design one activity to scaffold a child who needs support in an area of his/her cognitive development where he/she may not be “on target”. List your resources in APA style. 10 pts. (Critical Inquiry and Intellectual Development) Physical Developmental profile: Identify specific age range from Birth--6th grade. Using our class discussions, PowerPoints, text-books and any other resources you identify independently, outline a

physical development profile for a child in this age range who would be identified as “on target”. This can be presented in bullet form. Design one activity to scaffold a child who

needs support in an area of his/her physical development where he/she may not be “on target”. List your resources in APA style.

10 pts. (Critical Inquiry and Intellectual Development)

Teaching Philosophy: Develop a well thought out teaching philosophy for future use in your professional teaching portfolio. This is to be your own personalized philosophy of education and

should include what you believe about:

Learning and how it takes place–developmental and educational theories e.g. behaviorism, constructivism etc.

The importance/value of education

Teaching strategies/ methods

Guidance and discipline

Diversity as it relates to learning styles, special needs, culture, language, ethnicity etc. and inclusion

Parent involvement

Your role as a teacher Your philosophy should be 2/3 pages maximum.

5 pts.

(Critical Inquiry and Intellectual Development, Culturally Responsive Practice and Social Justice

Education, Professional Sk ills and Disposition, Democratic Citizenship and Student Advocacy)

Case Study Presentation: You will be required to identify an appropriate case study of a behavior management episode that you experience at your placement site. You will present this in class in as a video clip, PowerPoint, slideshow, narrative etc. You will describe the episode including:

A description of the children involved

The environment The circumstances leading up to the episode

How the teacher addressed the behavior outlining classroom behavior management policies if appropriate

Give an evaluation of the method used

How would you address the behavior relating it to the development of the children involved and developmentally appropriate practice?

A more detailed description of the assignment is posted on Bb 20 pts. (Critical Inquiry and Intellectual Development, Culturally Responsive Practice and Social Justice Education, Professional Sk ills and Disposition, Democratic Citizenship and Student Advocacy) Environment Plan:

Create a developmentally appropriate classroom floor plan for either a Preschool, Kindergarten, 1st/2nd grade or 3rd- 6th grade classroom. 5 pts. (Critical Inquiry and Intellectual Development, Culturally Responsive Practice and Social Justice

Education)

Child Study; You will conduct a child study at our field placement site. Written observations, assessment and analysis will be used to write a developmental profile of the child across

all developmental domains. You will be required to give your peers written feedback on their presentations. Further, in-depth details of the study will be posted on Bb. 25pts. (Critical Inquiry and Intellectual Development, Culturally Responsive Practice and Social Justice Education, Professional Sk ills and Disposition, Democratic Citizenship and Student Advocacy)

Final Presentation: You will present to the class your developmental profile using documentation such as

photos, work samples, videos etc. to support your analysis. While the use of a PowerPoint for this assignment is acceptable please be creative and, if possible, find a

different medium/method for your presentation. 10 pts. (Critical Inquiry and Intellectual Development, Culturally Responsive Practice and Social Justice Education, Professional Sk ills and Disposition, Democratic Citizenship and Student Advocacy)

Detailed outlines of assignments and accompanying rubrics are available on Bb Class Participation: 5pts. Participation is expected and class discussion is encouraged. A key part of what you take away from this class is what you add to the discussions. Understanding of a concept is developed when you ask questions. You must be present in class to

participate therefore each unexcused absence will result in 2 points being deducted from the final course grade. Students who are absent are required to contact the

instructor before class begins or as soon as possible afterwards via email or phone. (Critical Inquiry and Intellectual Development, Culturally Responsive Practice and Social Justice

Education, Professional Sk ills and Disposition, Democratic Citizenship and Student Advocacy)

Grading: Social Emotional Development Profile 10

Cognitive Development Profile 10 Physical Development Profile 10

Teaching Philosophy 5 Environment Plan 5

Case Study Presentation 20 Child Study 25 Child Study Presentation 10 Class participation 5 100 points

95 –100 A 77– 79 C+

90 - 94 A- 74 – 76 C

87 – 89 B+ 70– 73 C-

84 – 86 B Less than 70 D

80 - 83 B- Less than 65 F

Remember, it’s your responsibility to complete the requirements for certification, but help is available from our Certification Assistance Web site, which has detailed guidelines, timelines, and answers to all your questions: www.newpaltz.edu/schoolofed/certification.html

Accommodations for Individuals with Disabilities; Please see me and/or the Office of Disabled Services if you have a documented disability and require accommodations/modifications for this course. Disability Resource Center (845) 257 3010

Professionalism: You are expected to maintain high professional standards in this course. These include honesty, integrity, punctuality and attendance. Academic dishonesty (i.e., cheating, forgery, or plagiarism) will not be tolerated and places your standing in this class and as a student in jeopardy. All assignments are to be your original work. Sources of information used in completing assignments are to be fully cited using the American Psychological Association (APA) style, 6th Edition. Please check Blackboard regularly for information regarding class or applicable websites or articles I may come across and wish to share with you.

You may submit work to me electronically before its’ due for my feedback

If you need help I am always available via e-mail, telephone, during my office hours, by appointment or for discussion after class. (You can also drop by my office at any time to

see if I am around! Inclement Weather and Emergencies:

Please sign up for New Paltz alerts that will inform you of any campus closures. Additionally, since I drive an hour and a half to campus there may be occasions where

I cannot get to class due to road conditions. If this happens or I have an emergency and need to cancel class I will inform everyone before 8 a.m. the day of class. Please

check your email before coming to campus for any emails of this nature.

CLASS SCHEDULE

Date

Topic

Any additional required readings

are posted on Bb

Assignment

Thursday August 29th

Introduction and overview of course

What is DAP?

Thursday September 5th

Theories of Development

Developmentally

Appropriate Curriculum

Marotz: Chapter 1 pgs. 1-12

Chapter 2 pgs. 2-43 Chapter 3 pgs. 47-

65

Thursday September 12th

Social/Emotional Development

Group Readings will be assigned from Marotz

Identify Child for Study

Thursday

September 19th

Cognitive Development

Group Readings

will be assigned from Marotz

Due: Social/Emotional

Development Profile

Thursday September 26th

Physical Development

Group Readings Will be assigned from Marotz

Due: Cognitive Developmental Profile

Thursday October 3rd

Observation and Assessment

Marotz Chapter 1 pgs. 13-20

Due: Physical Developmental

Profile

Thursday October 10th

Check-in Child Study Teaching Philosophy and Professionalism

Thursday October 17th

Developmentally Appropriate Guidance

and Behavior Management

Danforth Chapters 1 and 2

Case studies will be

assigned from Danforth for group

readings and we will be discussing

them in class

Due: Teaching Philosophy

Thursday

October 24th

Case Study

Presentations Group 1

Thursday October 31st

Case Study Presentations Group 2

Thursday November 7th

Multiple Intelligences

Individualized Instruction

Thursday

November 14th

Developmentally

Appropriate Learning Environments

Marotz Chapter 10

Thursday November 21st

Developmental Delays, Diversity and Family

Relationships

Due: Environment Plan

Child Study Presentation

Group 1

Thursday

November 28th

NO CLASS

THANKSGIVING

Thursday December 5th

(Last Class)

Child Study Presentation

Group 2

December 19th

Final Exam 5-7

Due: Child Study

Required Texts: Marotz, L.R. & Allen K.E. (2013). Developmental Profiles: Pre-Birth through Adolescence, Cengage Learning. Danforth, S. & Boyle, J.R. (2007). Cases in Behavior Management, Pearson. All readings in addition to those from the required texts and resources are posted on Bb

School of Education Conceptual Framework

Preparing Caring, Critical and Reflective Professionals

to Maximize Student Success Through coursework, field experiences, and clinical practice, School of

Education/Professional Education Unit faculty, staff and administrators aim to prepare caring, critical, and reflective professionals who are committed to:

Critical Inquiry and Intellectual Development Candidates inquire

and reflect critically on sociological, historical, and other aspects of

educational practice and policy, engage in data-informed decision-

making processes, demonstrate the ability to employ evidence-based

practices, and continually develop disciplinary and pedagogical

knowledge and skills oriented towards high-quality teaching and

learning standards.

Professional Skills and Disposition Candidates develop respectful

relationships with students, families, communities and colleagues,

practice an ethically informed philosophy, and participate effectively in

institutional change.

Culturally Responsive Practice and Social Justice Education

Candidates understand and apply practices that promote respect,

inclusion and equity in teaching, learning, and student development

based on social identity markers including, but not limited to, race,

gender, class, sexual orientation, disability, language, religion, culture,

national origin, epistemology, and family life.

Democratic Citizenship and Student Advocacy Candidates

respect education as a human right and a foundation to active

inclusion and participation in public life, and aspire to be agents of

change in response to persistent barriers to equal educational

opportunity.

Faculty, staff, and administrators strive to model, as well as nurture and cultivate the four dimensions in the candidates they serve. Guided and informed by these

dimensions, candidates are prepared to maximize their students' success. 5/8/13 8/12/13