University of San Carlos

College of Education

TEACHER EDUCATION DEPARTMENT

SYLLABUS

Course No. : ECED 115

Course Title : Observational Child Study

Course Credit : 4 units (lecture / lab – research-based)

Course Pre-Requisites : ECED 100 & 102

Course Description

This is a 4-unit course which deals with the child in the light of his overt behavior, their causes and effects. Students of this course are expected to use scientific observational methods of child study in order to provide the necessary intervention within the prepared environment. It is hoped that Carolinian Montessorians will be able to efficiently and carefully employ ways of observing the child, recording data, and interpreting focus areas of the child’s personality. Knowledge, skills, attitudes and values acquired / developed in this study go beyond academic considerations since observers are also able to articulate their learnings in their own lives. Observational techniques may not only be applicable in the context of this course but wherever professionals opt to serve whether locally or globally.

Course Objectives

1. know and understand the basic principles underlying children’s behavior,

2. develop skills and competencies necessary in employing scientific observational child study methods,

3. learn varied ways and approaches of observing the child in the Montessori tradition,

4. design a program based on principles of observational child study and teacher-intervention in consideration for research findings,

5. acquire attitudes and values needed in dealing with children’s behaviors necessitating special attention.

Course Requirements: Grading System

Regular Attendance Observation narratives 30% class standing / reports 20%term tests / prototypesPassing grades Portfolio of Sources 40% case study & oral defense 10%deportment

Rubrics:

Criteria Knowledge Skills Attitudes / Values1. Individual Performance Communicates concepts, accepts opinions Organizing, synthesizing, expressing, concluding Determination, trust, honesty, openness2. Group Involvement Sharing insights, giving comments, reactions Analyzing, critiquing, arranging, classifying, sorting Acceptance, patience, fairness, care3. Class Participation Joining common activities, consensus decision Initiating class development pursuits, coordinating Respect, self-control, attentiveness,faith4. Articulation Indicators Speaks out ideas, reasons, agrees, justifies Leading, managing, moderating, disciplining Relates & gets along well, consideration

Suggested Learning Activities: Suggested Motivational Techniques1. Keyword- examination 21. Chapter Defense 1. Ask intriguing questions 21. Listen to a soothing music2. Highlighting concepts 22. Completion activity 2. Show colorful / relevant pictures 22. Project a fascinating image3. Matching options 23. Citing Opposites 3. Give puzzling issues to resolve 23. Act out a role4. Deletion procedure 24. Alphabetizing 4. Comment on a sensational figure 24. Guess the correct answer5. Text-study 25. Graphic interpretation 5. Draw reaction on a news item 25. Follow a word / picture clue6. Mock up situations 26. Choose and tell 6. Make an incomplete statement 26. Rearrange a reshuffled sentence 7. Poster scrutiny 27. Sequencing events 7. Uncover a mysterious graphic 27. Simulate a scene8. Lesson demo 28. Tracking episodes 8. Present an object thriller 28. Pick a rolled strip & make a remark9. Critiquing session 29. Flashback - rewind 9. Sing a popular song 29. Craft a simple paper cut symbol10.Creative presentation 30. Projecting / visioning 10. Read together a romantic poem 30. Perform an action song11.Matrix synthesis 31. Error point 11. Recite an interesting quotation 31. Do a short dance number12.Spelldown / Spell out summary 32. Perspective Revision 12. Play a short game 32. Have a follow-the-leader exercise13.Pick-pocket Q & A exercise 33. SWOT-analysis 13. Recall a funny experience 33. Write thoughts on a freedom board14.Wisdom Windows 34. KSAV Enrichment 14. Share a significant learning 34. Finish a hanging phrase15.Learning Corners 35. Buddy Walk 15. Tell an embarrassing incident 35. Provide a title to a verse16.Teaching Buddies 36. Quad Exchange 16. Elicit a personal insight 36. Contribute a line to a brief story17.Listening Partners 37. Abstract writing 17. Describe a do-gooder 37. Inquire about causes and effects18.Charting Responses 38. Portfolio making 18. Discover what’s lacking / what’s wrong 38. Interact on observations19.Comment-sharing 39. Formalistic research work 19. Complete an If you were…declaration 39. Relate an alarming encounter20.Take-home-messages 40. Documentation 20. Sketch a puzzling figure on the board 40. Narrate lessons from failure /

mistake

PRE-MIDTERM

Specific Objectives Content CoverageDelivery Modes/

Learning Activities/Resources Assessment Schemes1. share keywords in an interaction on course,2. explain concepts describing topics in study,3. interact on suggested activities; strategies,4. discuss requires of the course,5. give feedback on grading system6. suggest ways on conduct of class. 7. contribute to sharing expectations8. complete the matrix on USC Vision-

Mission9. discuss ground rules for group work10. draw up plans for group tasks

I. Orientation: 1. Course Overview 2. Description, Objectives 3. Content, Learning Experiences 4. Course Requirements 5. Grading System 6. Leveling Expectations 7. USC Vision-Mission Statements 8.Teambuilding

Insight-sharing Class interaction Group dynamics Brainstorming Seatwork Charting expectations Personal visioning activity Ground rule formulation

Response Group

involvement

Individual output Finished product

– matrix

Completed ground rules

Summative evaluation

1. participate in group discussion of past learnings on ECED

2. elucidate on Montessori info poster3. draw a schema of the elements of the

Montessori system of education4. comment on learnings and relate with

readings5. share reactions on research findings6. present common criticisms of the method

II. Review

1. Early Childhood Education in general

2. Montessori Education3. The Difference

a. The Methodb. The Childc. The Teacherd. The Prepared Environmente. Other Components

Group sharing Poster-analysis Schematic

diagramming Comment-sharing Research finding

presentations Reaction-sharing Informal classroom

debate on criticisms of the Montessori method

Quality sharing

Reflections

Relevant comments

Pertinent arguments

Critique sheets

1. define functional terms used in the study2. explain spell-down synthesis of readings

III. Introduction Socialized recitation Group contest

Class engagement

3. draw a sequence spot map of procedures

4. identify possible focus areas for observation

5. elaborate justification for choice of focus

1. Definitions of terms2. Observational Study3. Procedures and steps4. Focus areas

Spot map sketching Panel discussion Buddy stroll

Board work

Individual contributions

Part I of Research paper

Summative evaluation

MIDTERM

Specific Objectives Content CoverageDelivery Modes/

Learning Activities/Resources Assessment Schemes1. present research findings on particulars

of Observational child study2. discuss in groups components of

process3. give suggestions on how to collect data4. share readings on information

processing5. formulate learning statements on

possibilities in interpretation of findings6. answer activity sheets on implications

IV. Observing the Child: Overview

1. Criteria2. Format3. Procedure / Techniques4. Data collection5. Information processing6. Interpretation7. Educational Implications

Individual / group presentations Group interaction Suggestion strips Freedom Board on readings Seat work: learning statements Question and answer: activity sheets

Group performance Buzz session

participation Individual / group

outputs Insights Research findings Question and answer Quality statements Completed answer

sheets

1. define terms used in this section2. describe components of the

approaches3. enumerate the steps in each

research technique4. suggest other related

observational methods5. formulate questions for sample

questionnaire in participative research6. complete entry / reply chart7. write anticipatory responses to

questions8. present multi-dimensional

development diagram9. label interconnectedness among

dimensions

V. Approaches in Observational Child Study

1. Covert Observational research2. Overt Observational research3. Researcher participation

a. The developing personb. Systematic support systemc. Early childhood programsd. Developmental Changes in

Early Childhood4. Relevant Questions:

a. Cognitive developmentb. Language developmentc. Socio-cultural developmentd. Cognitive developmente. Moral development

Poster presentations

Components gallery: display

Glossary matrix: approaches

Ladder fill: steps in research technique

Chart-completion: responses

Diagramming: dimensional development stages

Tracing connections

Quality presentations

Showcase

Group work

Individual output

Finished product

Schema

Board work

Class interaction

1. brainstorm on research process

VI. Action Research in Child Insight strips exchange Quality involvement

2. comment on children’s personality: see chart

3. share reactions on parenting, parenthood the Filipino way

4. chart comparisons among childcare programs

5. name / describe factors influencing dev’t.

Development

1. Child personality2. Family values3. Daycare / Childcare programs4. Developmental influences

Comment-sharing Role-playing Tabulating similarities / differences among childcare programs Round Table discussion

Interactive sharing Interview results Accomplished chart Progress reports Part Two Research

paper

PRE-FINALS

Specific Objectives Content CoverageDelivery Modes/Learning Activities/Resources Assessment Schemes

1. Compare and contrast two experiential approaches in early childhood learning

2. Express agreement or disagreement on points of conflict

3. Highlight positive points in suggested solutions to conflicts by listing merits

4. Give ways of overcoming conflicts in child-rearing, educating, forming & transforming

5. List suggestions on how to build the child’s self-confidence to prevent bullying.

VII. Piaget’ Active Learning and

Vygotsky’s Guided Participation

1. Similarities and differences2. Conflicts3. Solutions

a. A Caring Communityb. Establish Positive

Relationships with familiesc. Help Families understand

conflictsd. Overcoming conflictse. Bully-proof each Child

Matching concepts

Informal argumentation

Pros and cons Opinion fans

Situation - analysis

Problem - solving

Priority sheet - completion

Relevant concepts

Intelligent connections

Logical opinions

Sample situations

Reasonable solutions

Completed activity sheets

1. Categorize observation targets according to system

2. Draw standards in choosing and using methods of improving the quality childhood education practices

3. Share learnings and readings on how language develops in children

4. Discuss experts’ opinion on cognitive development

5. Rank means of enhancing motor skills in children in the Montessori tradition

6. Characterize social competence and provide alternatives in enriching skills

7. Outline measures provided by significant others during pre-academic stage in child

VIII. Combined Observation Systems

1. Observation Targets:a. Child Activity Systemb. Adult Behavior Systemc. Management of Time

2. Child Developmental Measures

3. Language Developmental Measures

4. Cognitive Developmental Status Measure

5. Fine Motor Skills Measure6. Social Competence Measure7. Pre-academic Skills Measure

Labeling activity Table of Specs - formulation

Research findings presentation

Group Dynamics

Ranking activity

Social skills directory

Summarizing / synthesizing

Intervention program

Matching labels Finished product Reflections on readings Group involvement Paperwork Completed matrix Part Three Research

work Summative exams

development

FINALS

Specific Objectives Content Coverage

Delivery Modes/

Learning Activities/Resources Assessment Schemes

1. Draw a framework of expected topics to consider in finalizing observation data

2. Reformat questionnaire form using APA format

3. Discuss to justify choice of subject of observation

4. Check to verify items on the questionnaire

5. Present observation results for critiquing

IX. Expectations / Questionnaire

1. Family Background2. Provider Survey3. Reasons for Choice of

Subject4. Focus Items

a. Play Skillsb. Communicationc. Social Skillsd. Cooperation with Peerse. Cooperation with Adultsf. Motor Skillsg. Behavior Problems

5. Learnings / Implications

Refining questionnaire items

Re-writing questionnaire

Interaction

Group discussion

Norm review ( APA format )

Individual presentations

Critiquing session

Sample questionnaire Presentation of final

copy Justification of items

Progress report

Critique

Shared implications

Learning statements

1. Submit documentation for checking

2. Note items for revision

3. Revise write-up

4. Defend final paper

X. Documentation / Final Paper

1. Preliminaries

2. Organization

3. Phase Check

4. Progress Report

5. Evaluation / Revision

6. Oral Defense / Presentations

Project submission

Highlighting

Revision

Final project presentations

Documentation

Final paper presentation

Oral Defense

Final Evaluation

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