Universality and Diversity in Child and Family Development
Ages 3-5
Fall 2001
Robinson A 349
3 credit hours
Alternate Thursdays 9:00-4:00
Instructor: Dr. Lora Fader Dunne
Course Purpose:
This course is offered as one of the strands in the Unified Transformative Early Education Model (UTEEM), which provides an integrated approach to preparing teachers to work with young children. Teachers are prepared to work with children with diverse learning needs in a variety of inclusive community settings. This strand focuses on the developing young child and family, and is offered in conjunction with three other courses and an internship placement.
Course Description:
This course provides students with knowledge of child and family development from a diverse and cultural perspective. Students will explore the role of culture and theories in providing frameworks for understanding and interpreting child and family growth and development. Factors that facilitate development and factors that may place children at developmental risk and actual disability will be examined. Students will also learn about various disabilities and the way in which risk and actual disability affect both family and child development. They will acquire appreciation for the critical role of families and their diversity in supporting the development of the child.
Course Format:
This class will meet for seven days, approximately every other week over the course of the semester. This enables students to continuously link their experiences in their sites with the knowledge they are acquiring in the classroom. The class will be strictly seminar format, requiring active participation of all students. Guest lecturers and/or panels from the community will be used, as appropriate, to support content from readings.
Objectives:
At the completion of this course, students will be able to:
1. Identify typical developmental milestones of children ages three through five.
Course Delivery
This course utilizes a seminar format. Students attend each class for 6 hours. Students are expected to complete all class readings prior to each session so as to engage in active dialogue and sharing of ideas. Activities will include small group discussions and presentations, whole class sharing, and reflection through journal writing and quick writes. Students are expected to utilize their course readings during class sessions to respond to thought questions and engage in productive learning. Students are also expected to integrate course readings and class information into their written assignments to demonstrate knowledge of content.
Required Texts:
Heidemann, S. & Hewitt, D. (1992). Pathways to play: Developing play skills in young children. St. Paul, MN: Redleaf Press.
Trawick-Smith, J. (1997). Early childhood development: A multicultural perspective. Upper Saddle River, NJ: Prentice Hall.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Recommended Texts:
Berk, L. E. & Winsler, A. (1995). Scaffolding children’s learning: Vygotsky and early childhood education. Washington, DC: NAEYC.
Required Readings on Reserve
Galinsky, E. (1987). The six stages of parenthood. Reading, MA: Persus Books.
Turnbull, A. P. & Turnbull, H. R. (1997). Families, professionals, and exceptionality: A special partnership. Upper Saddle River, NJ: Prentice-Hall.
Course Requirements:
Students will be expected to:
1. Attend all classes (unless prior arrangements have been made with
the instructor) and actively participate during in-class
group and individual activities.
2. Complete all written assignments.
3. Maintain a reflective journal.
4. Begin the process of developing a UTEEM portfolio.
Course Grading:
Preparation for and participation in class 10%
Includes:
a) attending all classes
(on-time) unless prior arrangements have been made with the instructor;
b) completing all assignments
on-time unless prior arrangements have been made with instructor;
c) participating in whole
class discussions and activities on a regular basis, demonstrating knowledge
of assigned readings;
d) participating in small
group discussions and activities on a regular basis, demonstrating knowledge
of assigned readings;
e) maintaining a weekly
reflective journal, and turning it in each week of class sessions.
Written observation assignments (2)
35%
Information File Project (group project)
25%
Statement of Understanding
30%
A 96-100 B+ 86-89 C 70-79
A- 90-95 B 80-85 F
below 70
Relationship to Professional Competencies Addressed In Class
(1) Human growth and development (birth through adolescence).
Skills in this area shall contribute to an understanding of the
physical, social emotional, and intellectual
development of children and the ability to use this understanding in guiding
learning
experiences. The interaction of children
with individual differences - economic, social, racial, ethnic, religious,
physical, and
mental - should be incorporated to include
skills contributing to an understanding of developmental disabilities and
development issues related to but not limited to
attention deficit disorders, substance abuse, child abuse, and family
disruptions.
(2) Understanding of the nature and characteristics of major disabling
and at-risk conditions, including:
· social development
issues
(3) Child and Family
· knowledge and understanding
of human growth and development from birth through adolescence and the
link between
child development
and instruction;
· the ability to
understand children in the context of family, culture and community.
(4) Understanding of and experiences with medical aspects of young children
with disabling and at-risk conditions and the
management of neurodevelopmental and motor
disabilities, including emergency care and the role of health care
professionals in the lives of individuals
with disabilities.
(5) Understanding of normal child growth and development from birth through age 5.
(6) Understanding of the theories and techniques of family-centered
intervention, including:
· multicultural issues
and influences; and
· family issues.
(7) Reading/literature.
The individual must:
· demonstrate the
ability to appreciate the written word and the awareness of the printed
language and writing system.
· develop an understanding
of the linguistic, sociological, cultural, cognitive, and psychological
basis of the reading
process.
(8) Knowledge of the effects of socio-cultural variable in the instructional setting.
(9) Proficiency in spoken and written English.
(10) Understanding of and proficiency in grammar, usage, and mechanics and their integration in writing.
Assignments:
(rubrics for individual
assignments will be distributed and discussed in class)
1. Child Observations
The purpose of this assignment is to spend time observing children to gain a better understanding of development. The first observation will take place over the course of several weeks at various preschool sites. The focus of this first observation will be children's play skills and behavior. The second observation will be conducted throughout the semester in conjunction with the portfolio you are developing for your other classes. The focus will be to observe the development of one child over the course of the semester.
1. Play Observation (15 points)
The first observation will focus on children at play, and will be completed through observations at various preschool sites on September 17, October 1, and October 15. You will be expected to complete a play checklist (from the Heidemann & Hewitt text) for 6 children (2 per site), and provide more detailed summary information on 2 of these children. At each of the 3 sites, you should observe 2 children, 1 who is exhibiting strong play skills, and 1 who may be facing challenges in this area (you should ask staff to assist you in identifying children). Specific information as to how to organize your observations will be discussed in class prior to the observations.
Your detailed summary of the 2 children should consider what the child is working on through his/her play, that is, their goal of play. Specifically, you should include the following: (1) descriptions of what you observed to validate your ratings on the checklist; (2) description of the levels and functions of play children exhibited; (3) information regarding the environment, curriculum, and adult roles which may have impacted the children’s play; (4) activities you would plan for the children to facilitate their play and development; (5) your role in facilitating play and development; and (6) examples of the children's actions/behaviors/skills related to the 4 theoretical perspectives discussed in class (cognitive-development; sociocultural; ecological; and behaviorism). Specifically, you should comment on each theoretical perspective and how what you observed relates in some way to the theoretical models discussed in class. Use your course readings to support the information you provide in these detailed summaries.
Due: October 18, 2001
2. Developmental Observations of Child at Site (20 points)
The second observation should be compiled from watching a single child at your site. Each week you are on-site, you should observe the child and maintain a cumulative record of the child's development. This should be related to the assessments you are conducting as well as your overall portfolio. Your observations for this assignment should use play as the central focus for describing the child’s development. You should discuss aspects of the child’s play as outlined in the play observation assignment. In addition, you should provide details of the child’s cognitive, social/emotional, and physical/motor development, especially as it relates to his/her play skills.
Your developmental observation should also include information related to the child’s family. Issues to consider would include: (a) how the child plays at home; (b) the social context of the family and the child; (c) transition from home to school; and (d) family influences, including culture, language, and other family characteristics.
Information for organizing your written observation summary will be discussed in class.
Due: December 6, 2001
2. Information File Project:
Working in groups of 3-4 people, identify a disability or special need that is of interest to you, because you have experienced it at your site or in another context. Obtain information about this topic and about available resources. Schedule a meeting with the instructor before beginning your research to discuss the focus of your topic and presentation.
You should develop a presentation that will explain the nature of the disability or special need, how it affects children's development, and ideas/resources for professionals working with children with this special need.
The purpose of your class presentation will be to inform your classmates about the topic. Consider what they need to know, as professionals, about this issue. Prepare handout(s) that will be of use to them in their future work with young children.
Your group presentation should include: (1) an overview/description of the topic; (2) the impact on a child’s and family’s development; (3) cultural views and influences related to the topic; and (4) information for professionals to work with the child. You should provide a handout to your classmates, which includes (at a minimum): (1) a description of the disability or special need; (2) practical information for working with children; (3) information related to cultural issues and variations; and (4) a listing of resources/references. Be creative in presenting this information to the class. (16 points)
After all of the class presentations, you will have the opportunity to evaluate the materials from a family perspective. You should bring any sample brochures or other resource materials you received/collected on your topic, as well as information related to your experiences in contacting/talking with agencies while preparing your information file. Your family perspective evaluation will consider (a) the appropriateness of the materials for family members; (b) the accessibility of materials; and (c) your own reflections from a parent’s perspective. (9 points)
Due: November 1, 2001
3. Statement of Understanding
The purpose of this assignment is for you to demonstrate your understanding about the development of young children in a theoretical context. You are to give examples from your own observations of children and your teaching, as well as providing citations from your readings. This assignment is directly linked to your child portfolio for assessment class and the videotape analysis for curriculum class. Your summary should incorporate 2 parts:
1. Reflection on Child Development (linked to assessment portfolio)
Using your developmental observation of a child and the portfolio you
have developed for one child over the semester, consider how different
theorists would explain the child's behavior. Be sure to discuss
Piaget, Vygotsky, Brofenbrenner, and Skinner. Use the assessments
and observations you have compiled for assessment class (and the observations
for this class) to discuss various child actions and behaviors in a theoretical
context. Be sure to cite readings to support your understanding and interpretations.
This reflection and analysis should be included in your final assignment for assessment class. You should include a section in that paper (identifying it as link to theoretical perspectives) in which you discuss your understanding of the 4 different theorists in terms of what you observed the child doing. You should turn in 2 copies of your final assessment paper (1 for assessment class, and 1 for development class).
The written summary should reflect your understanding of developmental theory. Specifically, you should address each of the four theoretical perspectives addressed throughout the semester and give examples of how what you observed the child doing relates to the theories. (15 points)
2. Self-Reflection of Teaching Style
Consider the 4 theoretical frameworks discussed during the semester (cognitive-development; sociocultural; ecological; and behaviorism). Review the videotape of your teaching (compiled for curriculum class) and identify teaching strategies/behaviors that can be linked to each of these 4 theories. Be sure to clearly state how your teaching style reflects elements of these theoretical perspectives. That is, state what behavior/strategy you employed, and how you see a relationship to the various theoretical frameworks discussed. Cite relevant readings to support your analysis.
This reflection and analysis should be included in your final assignment for curriculum class. You should include a section in that paper (identifying it as link to theoretical perspectives) in which you discuss your understanding of the 4 different theoretical models in terms of what you did and various strategies you employed. You should turn in 2 copies of your final curriculum paper (1 for curriculum class, and 1 for development class; you do not need to turn in a separate video tape for development class.). (15 points)
Due: December 12, 2001
Class Outline and Readings
Sept. 6 History
of Developmental Theory;
Trawick-Smith, Chapter 1, 3
Overview of Course
Vygotsky Ch. 1-5
Group presentations: Theoretical perspectives
Sept. 20 Cognitive Development;
Play and its relationship
Heidemann & Hewitt, Ch. 1-3
to development; Factors that influence play;
Trawick-Smith, Ch. 11 and Observing
Preparation for play observation
p. 257-266; 303-305
Vygotsky, Ch. 6 & 7
Oct. 4 Social/emotional
development; Resilience
Article (provided in-class)
and protective factors; Child/family/community
Trawick-Smith, Ch. 13
interactions; cultural influences and variations
Guest Speaker: Andrea Sobel
Oct. 18 Discussion of play
observation
Family systems theory
Turnbull & Turnbull
Physical & motor development
Trawick-Smith, Ch. 10
Due: Observation # 1
Heidemann & Hewitt, Ch. 4-5
Nov. 1 Group presentations--Family
Resource Files
Family relationships and influences
Galinsky
on development; Parent expectations
Trawick-Smith, p. 15-22
and cultural variations
Nov.5-30 Full Time Internship
Dec. 6 Families in cultural
context
Trawick-Smith, Ch. 18
Discussion of observations
Revisiting development from theoretical
perspectives (developmental theories in early
childhood classrooms)
Guest Speaker: Bob Stechuk
Due: Observation #2
Dec. 12 Due: Statement of Understanding
(as part of assessment and curriculum papers)
CLASS SCHEDULE/OUTLINE
(INSTRUCTOR'S COPY)
Sept. 6
9:00-9:30 DEAR;
check-in, review agenda
9:30-11:30 read info, prepare
presentations assign groups so that 1 person from each of Roopnarine discussion
groups is
in a different group
11:30-12:30 Group presentations of theoretical
perspectives (and link to curriculum models/Roopnarine)
12:30-1:30 lunch
1:30-2:15 Finish presentations/Summary
2:15-2:45 Overview
of course/review syllabus
2:45-3:00 Break
3:00-3:30 Coordinate
Site visits for September 17th
Review play checklist
3:30-4:00 Writing Center
Road Show
BIN address list
cohort guiding principles
Sept. 20
9:00-9:30 DEAR; check-in
9:30-11:30 Cognitive development
11:30-12:30 Discussion Sheet
review activities to facilitate development & how to incorporate into
daily plansidentify risk factors and impact
on development (red flags)
12:30-1:30 lunch
1:30-3:30 Play and its relationship
to development
Factors influencing play; review risk factors and impact on development
review activities to facilitate development & how to incorporate into
daily plans
identify risk factors and impact on development (red flags)
Preparation for observation---review checklist; discuss format for organizing
observation and paper; use video and complete checklist in class/discuss
reasons for choosing ratings
make specific link to cognitive development
3:30-4:00 Play observations: Coordinate
sites
Oct. 4
9:00-9:30 DEAR; check-in
9:30-12:30 Resilience and protective factors
(Andrea Sobel)
12:30-1:30 Lunch
1:30-3:00 Social/emotional development
make specific link to play
Discussion Sheet
review activities to facilitate development & how to incorporate into
daily plans
identify risk factors and impact on development (red flags)
3:00-3:45 Check-in about play
observations/ Coordinate site visits
3:45-4:00 BIN
Oct. 18
9:00-9:30
DEAR; Check-in
9:30-10:30 Discuss
play observations; look at factors affecting development
10:45-12:30 Family Systems Theory
12:30-1:30 Lunch
1:30-3:30
Physical and motor development
review risk factors and impact on development (red flags)
make specific link to play
Occupational Therapist need to schedule
3:30-4:00
Information file presentations—format; adult learner principles
Site visits
BIN
Nov. 1
9-9:30
DEAR; check-in
9:30-12:00 Group presentations—Information
Files
12:00-1:00 Lunch
1:00-2:30 Parent
expectations and cultural variations (look at videotapes)
Parent expectations and cultural variations
Parental stages of development
2:30-3:45 Parent
Panel need to schedule
Nov. 5-30 Full Time Internship
Dec. 6
9:00-9:30
DEAR; Check-in
9:30-10:30
Discussion of observations (use papers to guide discussion)
10:30-12:30
Revisiting development from theoretical perspective
Vygotsky/Piaget—Bob Stechuk
12:30-1:30
Lunch
1:30-2:30
Revisiting development from theoretical perspective
Bronfrenbrenner/Skinner
2:30-3:30
Family relationships and influences on development/Cultural contexts
(look at videotapes)
3:30-4:00
Final paper format
BIN
Due: Observation #2
Dec. 13 Due: Statement of Understanding (as part of assessment and curriculum papers)
Information File Project
Group Members: _______________________________________________________________
Topic: _______________________________________________________________________
(4 points) Explanation of nature of disability or special need; Presentation
of information is comprehensive, cohesive and easy to follow; Handout provides
the information with citations from readings
(4 points) Effect on children’s development; specific information related
to how child’s development is impacted are presented. Cultural influences
and variations discussed, as well as the impact on the family.
(4 points) Ideas/resources for professionals; practical information
provided; Reference list provides resources/materials/agencies for professionals
to access.
(3 points) Creativity of presentation method; engaged audience; entire
group participated in presentation; used principles related to adult learners
(1 point) Materials/information to review for family-friendliness; provides
materials and information related to accessibility
Information File Project—Evaluation from a Family Perspective
Name: ______________________________________________________________________________
Topic Reviewing: ______________________________________________________________________
Please provide a description as to your view of the materials related to this topic. You should consider the following:
(1) How appropriate are the materials to share with family members?
Consider why you think the materials are appropriate or not. Be specific
in describing your thoughts. Consider cultural sensitivity and language
availability as well as other features that would impact family-accessibility
and sensitivity. (4 points)
(2) How easily accessible were the materials and information to obtain?
You may need to spend some time talking with the members of the group who
researched this topic to gain this information. You may also be able
to determine this by looking at both the type and amount of information
provided. (2 points)
(3) How would you feel as a parent of a child with this special need
in seeing these materials?
Be thoughtful and reflective in describing your response. (3
points)
Developmental Influences and Red Flags
As part of our discussion on developmental domains, please bring the following information to class to facilitate your participation in the class discussion. You will need to turn this in at the end of class on Sept. 20 (cognitive development & play); Oct. 4 (social/emotional development); and Oct. 18 (physical and motor development).
Name: _________________________________________________ Date: ____________
Developmental Domain: ________________________________________________________
Activities to facilitate development in this area:
Red flags to look for in this area: