COURSE SYLLABUS
Spring 2002
Instructors: Lora Fader Dunne, Ph.D.
Andrea Sobel, Ed.D.
703/993-2106
703/993-3620
E-mail:
lfader@gmu.edu
asobel@gwu.edu
Office:
Krug 208B
Krug 110
Office Hours: By Appointment
Day:
Alternate Thursdays, 9:00-4:00
Room:
Robinson A412
This course is offered as one of the strands in the Unified Transformative Early Education Model (UTEEM). A teacher training model providing an integrated approach to preparing teachers to work with young children, their families and their community. Teachers are prepared to work with children with diverse learning needs in a variety of inclusive community settings. This strand is offered in conjunction with three other courses linked to a full-time field placement with diverse young children. Students participating in this course are enrolled as a cohort full time in the UTEEM project. This course enables them to continue their study of development and to increase their skills as observers and interpreters of the behavior of very young children as it is seen in family and community contexts.
COURSE DESCRIPTION:
This course provides students with knowledge of the development of infants and toddlers in family/cultural contexts. Students will explore the role of the family, community, and the early childhood educator in providing frameworks for understanding and interpreting behavior of children birth through age three. Students will examine factors that facilitate development, as well as exploring the factors that place infants and toddlers at developmental risks. Students will review research, discuss and examine means for preventing some of the factors that place infants and toddlers at these developmental risks. They will learn about various disabilities and about the ways in which risk and disability affect the functional capacities of very young children. The opportunity to explore the community and its positive resources upon the family will be an important area of exploration for the student. An appreciation of the critical role of families and culture in supporting the development of infants and children will be integrated throughout the course. Students will be given the opportunity to explore their early development and the effects it has provided upon their future.
OBJECTIVES:
At the end of this strand, students will understand how an integrated approach to child development enhances the child as a learner. The child, the family, the community and the educator are the foundation of the child. Please note that as part of the course each student needs to focus on these areas within each objective stated below:
1. Demonstrate knowledge of typical patterns of growth and development from the prenatal period to age three.
2. Demonstrate knowledge of major theories and
constructs that are used to describe and explain patterns of development
among infants and toddlers.
3. Demonstrate knowledge of sources of risk
and factors that contribute to developmental variation in children from
birth to
age three.
4. Demonstrate knowledge of the developmental process of parenting during the infant-toddler period of child development.
5. Demonstrate knowledge of cross-cultural understandings of child development.
6. Become familiar with cultural variations
in child-rearing practices and their role in describing and making meaning
of the
behavior of infants and
toddlers.
7. Demonstrate knowledge of the implication
of specific disabilities in the infancy period, including resources available
to
families.
COURSE FORMAT
1. Attend all class sessions (unless prior arrangements have been made with the instructors).
2. Prepare for class by completing all assigned readings and participating in all class discussions.
3. Complete all written assignments, on time
and as assigned unless prior arrangements have been made with
the
instructors.
4. Maintain an interactive, reflective, dialogue journal to be read by full time UTEEM faculty and/or instructors.
NATURE OF 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 journaling and quick writes. Students are expected to utilize their course readings during class sessions to respond to 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 matter.
REQUIRED TEXTS:
Batshaw, M.L. (2001) When your child has a disability. Baltimore, MD. Paul H. Brookes.
Bowlby, J. (1998). A secure base: Parent-child attachment and healthy human development. London: Basic Books.
Small, M. (1997). Our babies ourselves: How biology and culture shape the way we parent. Anchor Books.
Trawick-Smith, J. (1997). Early childhood development: A multicultural perspective. Upper Saddle River, NJ: Prentice Hall.
RESERVED READINGS:
Galinsky, E. (1987). The six stages of parenthood. Reading, MA: Persus Books.
COURSE GRADING
points due
1. Participation and preparation for class
10
2. In-class Observations/Reflections
16
1/31; 2/14; 3/21; 4/4
3. Cultural Influences and Development
(a) Autobiography
10
2/14
(b) Cultural childrearing
practices and beliefs
10
2/28
(in-class writing)
(c) Research paper
20
4/4
(d) Autobiographical/Cultural
Reflection
10
5/9
4. Information File Project
24
5/2
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: 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 neurodevelopment 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.
TOPICS AND READING ASSIGNMENTS
Jan. 23-25
UTEEM Orientation: Introduction to Infants/Toddlers and Families;
Identifying Issues and Themes.
Jan. 31
Brain Development and Research
Guest Speaker: Bob Stechuk
Temperament
Video: Flexible, Fearful and Feisty
Overview of Course; Review Syllabus
READING: Trawick-Smith, ch. 5 & p.187-190
Feb. 14
The Adult-Child Dyad
Attachment
Social/Emotional Development
Group Project Topics
Finalize Groups for Cultural Reflections
READING: Bowlby
Trawick-Smith, ch. 9
DUE: Autobiography
Feb. 28 Learning From Families
Childrearing/Cultural Practices and Beliefs
Discussion of development/parent perspective
Book discussion: Our Babies Ourselves
In-class review of cultural practices
READING: Small
Galinsky; p. 48-61
Jigsaw p. 62-96; 96-118
Batshaw, ch. 1
Trawick-Smith--ch. 18
Young Children, September 2000, p. 31-35
DUE: 1 Research Article
March 14 SPRING BREAK: NO CLASS
Please note: You are entitled to only one week of spring break during
the semester. If
your site takes formal spring break at another time, you are to go to your
site this week.
March 21 Using What You Know to Plan Activities
Cognitive Development
Motor Development
READING: Trawick-Smith—ch. 6, 7
Batshaw--ch. 4, 9
April 4
Developmental Challenges
Medical issues and influences on development
READING: Batshaw--ch. 3, 5, 6
Young Exceptional Children, Summer 2001, p. 2-9
DUE: Research Paper
April 8-26 NO CLASS-FULL TIME INTERNSHIP
May 2
Information File Project Presentation
Review of Information Files from Family Perspective
DUE: Information File Project
May 8-9 Family Stories
DUE: Autobiographical/Cultural Reflection
May 10 Program Evaluation/Reflections
DESCRIPTION OF ASSIGNMENTS
(1) Observations/In-Class Reflections
16 points
These assignments will be completed in class. Each observation
will coincide with a day’s topic. In class, you will be given time
to observe and/or reflect on your experiences with children to describe
development in different contexts. The structure for each observation
will be provided in class.
Due: Jan. 31, Feb. 14, March 21, April 4 (4 points each)
(2) Cultural Influences and Development
(a) Autobiography
10 points
This paper will help you
consider your own family and cultural influences on childrearing practices
and beliefs. Think back to your earliest memories, and what you have
been told about how you were as a child (infant/toddler). Also, consider
your impressions of how babies and children are treated in your family
today. Write a description of how various childrearing and developmental
issues are practiced based on cultural and family beliefs, routines and
rituals.
Due: February 14, 2002
(b) Cultural childrearing practices and beliefs (in-class assignment) 10 points
You are to bring to class 1 research-based article on childrearing practices and/or developmental issues related to a cultural group other than your own.
During class, in groups you will review information to provide a more
in-depth understanding of cultural influences on childrearing practices
and developmental issues. Using the research articles provided by
your classmates, and resources provided by the instructors, you are to
reflect on various cultural practices and beliefs related to child rearing
and development. You will also examine information to assist you
in critiquing reported information and synthesizing research.
Due: February 28, 2002
(c) Research Paper 20 points
The purpose of this paper is to provide a research-based understanding of development and child rearing practices and the impact of culture.
Identify a culture other than your own that you want to examine more in-depth. Ideally, this is the culture of your focus child and family, as well as the culture you are studying for the other strands. Write a research paper that is both reflective of the culture you have chosen as well as showing the integration of all reviewed topics within child development. The paper should synthesize the cultural influences and beliefs as it relates to child rearing practices and development. In particular, you will consider issues related to:
feeding, sleeping, and toileting behaviors
temperament and attachment
developmental domains and issues
views of disability
family influences and factors
Complete a research paper that incorporates studies of child development related to this culture, and addresses unique childrearing practices for this particular cultural group.
In your paper, provide a synthesis of your research, which gives your understanding of cultural beliefs and practices and their influence on various childrearing practices and developmental issues. In addition, describe how you gained first hand knowledge from your family. Also address how you would advocate for families from this cultural group in an early care and education setting.
Use your course readings and information, as well as information from
your own research. Incorporate at least FIVE RESEARCH BASED JOURNAL
ARTICLES as part of your comparisons, examples and/or references.
Due: April 4, 2002
(3) INFORMATION FILE PROJECT: 24 points
Working in groups, 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 instructors 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.
You must 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. Be sure to contact agencies and organizations early in the
semester to allow time for items to be mailed.
Due: May 2, 2002 (15 points)
After all of the class presentations, you will have the opportunity
to evaluate the materials from a family perspective. 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 family’s perspective.
Due: May 2, 2002 (9 points)
(4) Autobiographical/Cultural Reflection 10 points
After the completion of all other assignments, reflect and consider
how an understanding of your own cultural background influences your understanding
of other cultures. Think about all of the course discussions, readings,
and assignments, as well as your journal entries, as you reflect upon the
influence of culture on development and childrearing practices. Examine
your own thoughts about culture and development and how these may have
changed or evolved over the semester. Also, discuss how your own
cultural influences and beliefs affect your teaching practices and interactions
with children and families. Be specific in describing examples of
how your understanding of your own culture, as well as other cultural beliefs
and practices has, and will continue to, influence you as a teacher.
What concerns might you still have? What else would you like to know
and learn? What will you do to continue growing and reflecting in
this area to help you as a teacher?
Due: May 9, 2002