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Tuesday, 17 January 2012 16:41

CDEV 100 Syllabus (Tuesday Eve)

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                   CDEV 100- Principles and Practices

Instructor:                David Scott Sheppard

Class Code:             20086

Room:                       201

Academic Term:     Spring 2012

Class Time:             Tuesday 6:30-9:40

Phone:                      (760) 355-6397

Office Hours:              Posted        

Text:                            Who Am I in the Lives of Children  8th Edition

                                   Author:  Feeney, Stephanie

Course Description:

      An examination of the underlying theoretical principles of developmentally appropriate

practices applied to programs, environments, emphasizing the key role of relationships,

constructive adult-child interactions, and teaching strategies in supporting physical, social,

creative and intellectual development for all children. This course includes a review of the

historical roots of early childhood programs and the evolution of the professional practices

      promoting advocacy, ethics and professional identity.  (CSU)

Course Objectives and Minimum Standards for a Grade of “C”:

Objectives:

A. Identify the historical roots of early childhood education.

B. List different program types, delivery systems, and licensing and regulation structures in

    early childhood settings.

C. Demonstrate awareness of developmental ages and stages.

D. Define developmentally, culturally and linguistically appropriate practice.

E. Describe why access to play is important for all children and ways of using a play based

     curriculum as a vehicle for developing skills, dispositions, and knowledge.

F. Describe adaptations (programmatic, curricular and environmental strategies) needed

     to support children with diverse abilities and characteristics.

G. Identify and compare effective policies, practices, and environments in early childhood

     settings.

H. Describe the characteristics of effective relationships and interactions between an early

     childhood professionals, children, families, and colleagues and examine the

     importance of collaboration.

I. Describe the relationship of observation, planning, implementation, and assessment in

   effective programming.

J. Compare and contrast principles of positive guidance and identify strategies for

    different ages.

K. Identify practices promoting positive classroom management, guidance,

    communication and problem solving skills.

L. Develop strategies to maintain communication and access with English language

    learning families and children.

M. Demonstrate skills to maintain positive team relations.

N. Explain child development as a profession, including ethics and professional

    organizations.

O. Compare and contrast theoretical perspectives.

P. Develop and articulate a professional philosophy

Student Learning Outcomes

Interpret best and promising teaching and care practices as defined within the field of early care and education’s history, range of delivery systems, program types, philosophies, and ethical standards.

Identify the underlying theoretical perspective in forming a professional philosophy.

Assess early childhood settings, curriculum, and teaching strategies utilizing indicators of quality early childhood practice that support all children including those with diverse characteristics and their families.

Critique a variety of guidance and interaction strategies to increase children’s social competence and promote a caring classroom community.

Analyze the relationship between observation, planning, implementation and assessment in developing effective teaching strategies and positive learning and development.

Examine the value of play as a vehicle for developing skills, knowledge, dispositions, and strengthening relationships among young children

Methods of Evaluation:

Grades will be based upon class participation, attendance and completion of assignments, pop quizzes, quizzes, and tests throughout the semester.  All material presented in the text, study guide, videos, and handouts will be part of the evaluation process.

All assignments should be typed or written legibly in blue or black ink. 

No assignments or projects will be accepted late.  They are due on the date assigned.  Every student has the same chance to prepare for quizzes and tests. If you miss a quiz and have extra time to study, it is unfair to those students who took the quiz on time. In order to make up a test, quiz or assignment you must show proof for the absence (doctor’s note, hospitalization paperwork, etc.) and it must be approved by the instructor.  Regardless of the reason for a missed quiz, all missed quizzes and tests must be made up within a week of when your class took that quiz. Make-ups are at my office during my office hours.  Please make sure you are here when tests are scheduled.  If you are not here for a scheduled test, you will receive no points for the test.  A missed assignment or test is considered an “F” and no points will be given.  Plan your schedule to allow for ample study time so you will be prepared.  There is no penalty for taking a quiz or test before the scheduled time.

Grading Policy

"When grades are given for any course of instruction taught in a community college district, the grade given to each student shall be the grade determined by the faculty member of the course, and the determination of the student's grade by the instructor, in the absence of mistake, fraud, bad faith or incompetency, shall be final." California Education Code, Section 76224(a)

Everyone in each class can earn an “A” grade.  There is no set number or percentage that limits how many A’s can be earned in each class.

All assignments have a rubric by which the student can view what is required to receive the highest grade on that assignment.

Disabled Student Programs and Services (DSP&S)

Any student with a documented disability who may need educational accommodations should notify the instructor or the Disabled Student Programs and Services (DSP&S) office as soon as possible.                                    DSP&S

                                                Room 2117

                                                Health Sciences Building

                                                (760) 355-6312

Attendance & Class Policies:

Regular attendance in all classes is expected of all students enrolled.  Instructors are expected to take a student’s attendance record into account in computing grades.  A student may be excluded from further attendance in a class during a semester when absences after the close of registration have exceeded the number of class hours which the class meets per week.

An instructor will drop any student judged to be a disturbing element in class or lab.

Each time a student is tardy, they will automatically have 3 attendance points deducted from the total possible points for attendance (once a week classes). 1 ½ points will be deducted for classes that meet twice a week.

 

Attendance & Class Policies (continued):

Each absence will mean an automatic deduction of 6 points from the total possible points for attendance for classes that meet once a week, 3 points for classes that meet twice a week.

Beepers and cellular phones should be turned off while class is in session.

It is the student’s responsibility to complete a drop request if they are withdrawing from the class.

It is also the student’s responsibility to make an appointment with the instructor if they have concerns about their progress in the course.

You should be prepared when you come to class to be an active participant in the learning process.  Learning doesn’t occur in a vacuum, it occurs through interaction with others.

Cheating and plagiarism (using someone else's ideas or writing without acknowledgement or permission, or passing off someone else's work as your own) can result in any one of a variety of sanctions and will receive a zero on the assignment or test.

The instructor has the right to ask any student to leave who is disrupting the education of others.

The use of cellular telephones, smart phones, beepers, alarm watches, etc. is not permitted in class. Please be sure to turn off such devices upon arriving to class.  Please contact the instructor about any special circumstances that might make it difficult for you to comply with this rule.

 No food or drink is allowed in any classroom

    

Class Schedule & Assignments:  Schedule is subject to change at the instructor’s discretion.  Student is responsible for changes

 

CDEV-100 

(Spring 2012)

Tuesday 6:30-9:40   


Week

Topic

DUE

Week    1:  1/24

intro


Week    2:  1/31

                

The Teacher

Reflection 1-( in class)

Week  3: 2/7

The Field of EC


Week   4:    2/14

History


Week  5:     2/21

Observing

Test 1 + reflection 2,

Week  6:     2/28

Child Development


Week  7:     3/6

Relationship & Guidance

Observation 1

Week  8:     3/13

Health, Safety, Nutrition

 Test 2 + reflection 3 + Ed. Plan

Week   9:    3/20

The Learning Environment


Week  10:   3/27

Play


Week 11:    4/3

Curriculum

Test 3 + reflection 4, Observation 2

4/10 SPRING BREAK 

 

 

Week 13:   4/17

Curriculum Planning


Week  14    4/24

Inclusion

Philosophy Paper

Week 15     5/1

Working with Families

DAP/Curriculum activity

Week 16     11/29


Final

                  


 

 Class Assignments/Point Value:

Education Plan with Counselor                                     10 pts

2 Observations                                                                15pts each =30

Reflection questions: 4 at 5 pts each                             20ps                                              

Philosophy of Education Paper  (CDEV Portfolio  )    50pts

3 tests                                                                               30 pts each= 150

DAP activity                                                                     15 pts

Final Exam                                                                       50 pts   

Total points=                                                                    325 pts                                                          

Grade Breakdown:  90-100% =A, 80-89% =B, 70-79%= C, 60-69%= D,

59% and below=F