Project on Culture and Child Rearing Practices<\/p>\n
Order Description<\/p>\n
Attached is the syllabus. Assignment 1 instruction are on page 15-16 & 43-48 Appendix A. Please follow the guideline in APA format. There’s numerous examples to<\/p>\n
EC 620 Page 1 of 66 Revised May 2015
\nTeacher Preparation Programs
\nConceptual Framework
\nNova Southeastern University provides:
\nS tandards-based instructional and leadership programs that link theory to practice with the
\nU se of data for evaluation, ethical decision-making, and intervention for the
\nN eeds and accommodations for diverse students who provide
\nR eflective and ethical practice based on meaningful field and clinical experiences as part of
\nI nnovative and convenient postsecondary delivery systems with a
\nS hared responsibility for quality education programs and professional advocacy with stakeholders with an
\nE mphasis on technology and best practices for dynamic learning environments
\nThis conceptual framework is reflected in the following course syllabus:
\nCourse number:
\nEC 620
\nCourse title:
\nResearch Issues in Child Development
\nProgram name:
\nEarly Childhood Education- Graduate
\nContent Area Faculty:
\nWilma Robles de Mel\u00e9ndez, PhD and Elaine Van Lue, EdD
\nEC 620 Page 2 of 66 Revised May 2015
\nNova Southeastern University
\nAbraham S. Fischler School of Education
\nGraduate Teacher Education Program
\nCourse Syllabus
\n\u201cIn every child who is born, under no matter what circumstances, and of
\nno matter what parents, the potentiality of the human race is born\u201d
\n— J. Agee
\nI. COURSE NUMBER AND TITLE
\nEC 620 Research Issues in Child Development (3 credit hours)
\nII. INSTRUCTOR\/FACULTY MEMBER
\nNote: If Candidates need to contact their Instructor prior to the beginning of the course, consult the course schedule at https:\/\/monkessays.com\/write-my-essay\/fischlerschool.nova.edu\/current-students\/course-schedule to find the name of the Instructor teaching this course. [Right click on the faculty member\u2019s name in the schedule and choose \u201cProperties\u201d in the menu to obtain his\/her email address.]
\nThe Instructor will provide the Candidates with his\/her contact information at the beginning of the course.
\nCandidates should contact their instructor for any questions regarding this course
\nPROFESSOR\/CONTENT AREA FACULTY (Responsible for Syllabus):
\nName: Wilma Robles de Mel\u00e9ndez, PhD
\nAddress: 1750 NE 167th Street
\nNorth Miami Beach, FL 33162
\nTelephone: 1-800-986-3223, ext. 8644; 954-262-8644
\nE-mail: martrobw@nova.edu
\nName: Elaine Van Lue, EdD
\nAddress: Orlando Campus
\nMillenia Blvd.
\nOrlando, FL
\nEC 620 Page 3 of 66 Revised May 2015
\nTelephone: 1-800-986-3223, ext. 8644; 954-262-8644
\nE-mail: vanluee@nova.edu
\nStudents should contact their on-site instructor for any questions regarding this course.
\nInstructors are invited to contact the professor above for questions about this syllabus.
\nNOTE: To ensure program consistency, all sections of each course in the Graduate Teacher Education Program, regardless of delivery format, follow the same course requirements and content as listed in this syllabus that is provided by the Program Professor\/Lead Faculty. The Instructor may add, but not delete, topics and activities based on best practices.
\nIII. COURSE DESCRIPTION
\nEC 620 Research Issues in Child Development
\nThis course provides an overview of the research process and of research issues related to each of the developmental areas (social-emotional, cognitive, language, physical). Students examine topics linked to the process of growth and development and to the education of children ages birth through eight. Appropriate field experiences are integrated. Prerequisites: None
\nIV. Course Student Learning Outcomes
\nThrough this course candidates will:
\n1) Examine the theories explaining the developmental process.(Objectives 1, 2)
\n2) Homework help – Discuss the role of families, societal and diversity factors in the child rearing and development process. (Objectives 2, 6, 7)
\n3) Write my Essay Online Writing Service with Professional Essay Writers – Explain the main tenets of developmental theories and research in early childhood. (Objectives 2, 3, 6)
\n4) Critically analyze ways to support children\u2019s developmental needs through planned learning experiences. (Objectives 2, 5)
\n5) Apply developmental knowledge into the instructional process. (Objectives 3, 4, 7)
\nEC 620 Page 4 of 66 Revised May 2015
\nV. COURSE OBJECTIVES
\nThrough this course, students will:
\n1. Demonstrate knowledge of the major effects of genetics, health, nutrition, public policy, environment, and economics on child development.
\n2. Identify the sequence of development and the milestones (e.g., social-emotional, cognitive, language, physical) for the typically and atypically developing child.
\n3. Identify the elements of developmentally appropriate practices (DAP) for children with typical and atypical development (e.g., social-emotional, cognitive, language, physical).
\n4. Choose strategies for designing and implementing DAP instructional practices to support typically and atypically developing young children.
\n5. Identify the influences of substance abuse, physical abuse, and emotional distress on typical and atypical child development.
\n6. Recognize ways in which children’s early experiences, families, society, and culturally transmitted knowledge contribute to individual differences in development and learning.
\n7. Identify the influence of scientific research on theories of cognitive and social development, the principles of how children learn, and the development and implementation of instructional strategies.
\n8. Homework help – Discuss the ethical implications of conducting developmental research with children and their families.
\n9. Examine the impact and influence of societal, cultural and diversity factors in the development process during the early childhood years.
\n10. Investigate and discuss issues related to the language acquisition process pertaining first and second language learners.
\n11. Write my Essay Online Writing Service with Professional Essay Writers – Explain the role of play and its benefits in the process of child development or all children (cognitive, social-emotional, and physical).
\n12. Review guidelines for the implementation of developmentally appropriate guidance and behavior strategies.
\n13. Homework help – Discuss the prenatal, perinatal, postnatal factors (physical, social, environmental) that may place children at risk of a developmental disability or delay.
\nKEY:
\nEC 620 Page 5 of 66 Revised May 2015
\nStandard Objective PreK\/Primary Education Florida Subject area competency Preschool Education Florida Subject area competency NAEYC Florida Accomplished Practices InTASC ESOL
\n1
\n1.1
\n1.1
\n1a
\na.1
\n1; 2
\n2
\n1.2
\n1.2
\n1b
\na.2
\n1, 2
\n3
\n1.3
\n1.1, 1.2
\n1a, 1b
\na.3
\n1, 4, 7,
\n4
\n1.4
\n6.2, 8.5
\n1a, 1c
\na.3
\n1, 4
\n5
\n1.5
\n1.4
\n1a, 1b
\na.1
\n1, 2, 7
\n6
\n1.6, 5.1, 5.2
\n4.2
\n1b, 2a
\na.3
\n2
\n7
\n1.7
\n2.1, 1.1
\n1a, 4b, 6d
\na.1
\n1, 2
\n8
\n3.3, 3.4
\n2.6, 3.4, 2.4,
\n6b
\nb.6 Ethics
\n9
\n9
\n1.6, 1.1
\n1.3, 4.3
\n1a, 1c
\nA1 Instructional design and planning
\n2
\n1.1a
\n10
\n1.5,1.2, 7.2
\n6.11, 6.12, 6.3, 4.2
\n1b, 5a, 5c
\nA1 Instructional design and planning
\n1, 4
\n2.1; 2.2; 2.3
\n11
\n1.2,1.4, 4.10, 4.11
\n6.8, 6.2
\n1a, 4b, 4c
\nA1 Instructional design and planning
\n1, 4, 5
\n12
\n1.1, 9.1, 9.2, 9.3 9.4
\n7.1, 7.2
\n1a, 4c
\nA2 Learning environment
\n3
\n13
\n1.1
\n1.4, 10.10, 10.8
\n1b, 1c
\nA2 Learning environment
\n1, 2
\nVI. REQUIRED MATERIALS
\nMcDevitt, T. and Ormrod, J. (2013). Child Development and education. (5th edition). Boston, MA: Pearson.
\nEC 620 Page 6 of 66 Revised May 2015
\nBredekamp, S. and Copple, C. (2009). Developmentally appropriate practice in early childhood programs (3rd edition). Washington, DC: National Association for the Education of Young Children
\nNational Association for the Education of Young Children. (2005). Responding to linguistic and cultural diversity. Recommendations for effective early childhood education. NAEYC Position statement. Washington, DC: National Association for the Education of Young Children. Author. (Available online at: https:\/\/monkessays.com\/write-my-essay\/naeyc.org)
\nNational Association for the Education of Young Children. (2005). Code of ethical behavior and statement of commitment. Available online at: https:\/\/monkessays.com\/write-my-essay\/naeyc.org (See Position Statements)
\nOther required materials:
\nAmerican Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author
\nRecommended Readings:
\nMills, G. (2000). Action research. A guide for the teacher researcher. Upper Saddle River, NJ: Merrill. ISBN# 0-13-772047-5
\nNOTE ABOUT EMPHASIS ON DIVERSITY:
\nAs described in the NSU Conceptual Framework (Needs and accommodations for diverse students), the following proficiencies for diversity are addressed in this course:
\nNurture and support the needs of diverse students
\no FEAP a.1 Quality of Instruction: Instructional Design and Lesson Planning, NSU g. Accommodations for ESOL Students and Students with Exceptional Learning Needs \u2013 Language development in instruction (Critical Task 1d)
\no FEAP a.2 Quality of Instruction: The Learning Environment, b. Manages individual and class behaviors through a well-planned management system (Critical Task 2b)
\no FEAP a.2 Quality of Instruction: The Learning Environment, d. Respects students\u2019 cultural linguistic and family background (Critical Task 2b)
\no FEAP a.2 Quality of Instruction: The Learning Environment; i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals (Critical Task 2b)
\nEC 620 Page 7 of 66 Revised May 2015
\no FEAP a.3 Quality of Instruction: Instructional Delivery and Facilitation; NSU k. Use language tools to teach content to English language learners and develop language proficiency, through respect of skills and interests and value (Critical Task 3d)
\nNurture and support diverse learning styles through varying strategies and assessments
\no FEAP a.2 Quality of Instruction: The Learning Environment; h. Adapts the learning environment to accommodate the differing needs and diversity of students (Critical Task 2b)
\no FEAP a.3 Quality of Instruction: Instructional Delivery and Facilitation; h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students (Critical Task 3c)
\no FEAP a.4 Quality of Instruction: Assessment; d. Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge (Critical Task 4c)
\nNurture and support individual needs through varied activities
\no FEAP a.2 Quality of Instruction: The Learning Environment; NSU j. Varies learning experiences for self-directed and collaborative learners (Critical Task 2b)
\nFEAP a.3 Quality of Instruction: Instructional Delivery and Facilitation; g. Apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction and to teach for student understanding (Critical Task 3b)
\nVII. CALENDAR OF WEEKLY REQUIREMENTS
\nPre-Assignment:
\nRead and review Chapter 1 and Part 1 of Bredekamp and Copple.
\nWeek Topics Assignments
\n1
\nIntroduction to the course
\n– Learning about children
\n– What are the characteristics of children in our communities
\n– What are the challenges that children face in our communities
\nReadings:
\nMcDevitt and Ormrod, Chapter 1; Bredekamp and Copple, part 1.
\nHomework help – Discussion questions:
\na. What traits characterize children in
\nEC 620 Page 8 of 66 Revised May 2015
\nWeek Topics Assignments
\nDefinitions of child growth and development
\n-Typical and atypical development
\nDefinition of concept \u201cDevelopmentally Appropriate Practices\u201d (DAP)
\n-What are the key parameters\u201d
\nRelevance of the first three years of life on the process of child development
\nCurrent aspects and issues that impact development: Culture, diversity and technology: Implications for child development
\nWorkshop session: Introduction to research
\nour communities
\nb. What is child development What is its scope
\nc. Why is child development relevant to early childhood educators
\nd. What is defined as \u201ctypical development\u201d
\ne. What factors or experiences may contribute to atypical developmental patterns
\nf. How does developmental research inform early childhood practices
\nActivities:
\n Read and react to the case study in Chapter 1. Post your comments in the discussion board.
\n2
\nEarly Childhood teachers as researchers
\nResearch and child development
\nResearch practices
\nTypes of research studies
\nDefinition of evidence-based practices
\nTeachers as researchers
\n– Using observational skills
\nEthics in research about young children
\nCurrent research questions in child development:
\n Focus on genetics and prenatal development: Research issues and findings
\n Key milestones of the infancy and toddler years
\nWorkshop session: Selecting a research topic
\n– How to establish the focus of what is to be investigated
\nReadings:
\nMcDevitt and Ormrod, Chapters 2 and 3; Review and share comments about the Head Start child development framework: http:\/\/eclkc.ohs.acf.hhs.gov\/hslc\/hs\/sr\/approach\/cdelf
\nDefinition of culture due this week!
\nHomework help – Discussion Questions:
\na. What is the role of research in evidence-based practices How does it influence early childhood practices
\nb. Considering some of the topics in the current research agenda,
\na. What is the role of culture in the developmental process
\nb. What has been found about the influence of substance abuse, physical abuse and emotional distress on child development
\nc. Why are observations relevant for early childhood educators What characterizes good observations
\na. Review the observations guidelines from page 56. Carefully examine the
\nEC 620 Page 9 of 66 Revised May 2015
\nWeek Topics Assignments
\nphotographs in pages 44 and 55. What would you say about each of the photos What would be an objective observation
\nActivities:
\n Visit the American Psychological Association website and write a short commentary about their position on research with children: https:\/\/monkessays.com\/write-my-essay\/apa.org\/ethics
\nd. Small group work: In your group, review and discuss each of the issues listed below:
\nCritical Issues in Early Childhood Education
\n1. Promoting Children’s Readiness to Learn
\n2. Meeting the Diverse Needs of Young Children (English language learners)
\n3. Organizing for Effective Early Childhood Programs and Practices
\n4. Assessing Young Children’s Progress Appropriately
\n5. Addressing the Literacy Needs of Emergent and Early Readers
\n(Source: North Central Regional Educational Lab (NCREL) (2001))
\n(a) Identify the underlying child development areas for each of the issues.
\n(b) Select the issue your group considers to be most critical. Based on the issue, write three research questions
\n3
\nResearch Issue: Current Theoretical perspectives in child development
\nDevelopmental diversity and child development theories
\nCross-cultural studies and child development
\n– What is culture
\nReadings:
\nMcDevitt and Ormrod , Chapters 3; and 15
\nHomework help – Discussion Questions:
\na. Identify and describe the developmental theory (or theories) that best define your early childhood education
\nEC 620 Page 10 of 66 Revised May 2015
\nWeek Topics Assignments
\n– How does culture influence development
\nRole of culture in the process of development
\n– Influence of families in development during infancy, toddler and preschool years
\n– Culture and child- rearing practices
\n– Influence of families, culture and the environment in the infant, toddler and preschool years
\n– Cultural identity formation during the preschool and primary years.
\nInfluence of media and peers on the developmental process
\nWorkshop session: Development of research questions
\nbeliefs and ideas. State the reason for your selection (s).
\nb. Reflective response: What are some of the ways in which culture and early experiences contribute to establishing individual differences on the developing child
\n4
\nResearch Issue: Promoting appropriate healthy and physical development
\nNutrition and health issues
\n– Prenatal nutrition
\n– Nutrition and brain development during infancy, toddler and preschool years
\n– Appropriate nutrition during the primary years
\n– Cultural practices and health and nutrition ideas
\nAppropriate learning environments for children
\n– health and safety characteristics
\n– NAEYC expectations
\n– Local guidelines
\nBrain Research: Educational Implications
\n– Views on role of parents during the very early years (Infancy, toddler and preschool
\nReadings:
\nMcDevitt and Ormrod, chapters 4 and 5; Bredekamp and Copple,
\nAssignment 1 due this session!
\nHomework help – Discussion Questions
\n– :
\na. What are the key findings about brain development during the first three years of life (infancy, toddler years)
\nb. What are the implications of findings from brain development on early childhood education practices
\nc. Watch the video \u201cEnvironments: infancy\u201d in My Education Lab. Based on the video, answer the following:
\n What are the characteristics of a developmentally-
\nEC 620 Page 11 of 66 Revised May 2015
\nWeek Topics Assignments
\nyears)
\nWorkshop session:
\nDocumentation and resources
\nbased learning environment
\n5
\nResearch Issue: Recent directions in cognitive development
\nTheories on cognition
\n Vygotsky\u2019s and Piaget
\n Factors that impact how children build concepts
\nInformation processing and Gardner\u2019s
\nMultiple intelligences theories
\n Main points and implications of Gardner\u2019s theory
\nConsiderations about diversity and culture on cognition
\nImplications of the social and emotional domain on cognition
\n– How does it influence learning
\nWorkshop Session:
\nFinding sources to support the need for research (cont\u2019d)
\nReadMcDevitt and Ormrod, Chapters 6, 7, 8; Bredekamp and Copple
\nHomework help – Discussion Questions:
\na. What are the main precepts of Piaget and Vygotsky\u2019s theories
\nb. Watch the \u201cScaffolding\u201d video on My Education Lab and describe the role of adults is supporting knowledge construction.
\nc. Choose a cognitive theory and describe what factors may impact a child\u2019s construction of knowledge.
\nd. What are the main points of the Multiple Intelligences theory
\ne. How does social and emotional development influence knowledge formation
\nActivities:
\n Homework help – Discussion on case study on page 195. Identify the developmental implications.
\n6
\nResearch Issue: Language development
\nLanguage development
\no Stages of the language acquisition process (infancy, toddlerhood, preschool and primary years)
\no Emergent literacy development: Key traits and common difficulties
\no Second language learners: Developmental stages
\nRead, McDevitt and Ormrod Chapters 9-10-11
\nAssignment #2 due this week!
\nHomework help – Discussion Questions:
\na. What are the stages of language acquisition
\nb. What elements influence language acquisition and development
\nc. What aspects define the second language acquisition
\nEC 620 Page 12 of 66 Revised May 2015
\nWeek Topics Assignments
\nSocial and emotional implications in language development
\n Role of adults and caregivers in supporting language development
\n Implications of positive attachment on the young learner
\nRole of the family in language acquisition
\n Vigotsky\u2019s concept of Zone of proximal development and language acquisition
\n Second language learning (ESOL): Considerations about the role of the family and school in language learning
\nWorkshop session
\nData collection techniques
\nprocess
\nActivities
\na. Read and identify the key suggestions stated in the document Responding to linguistic and cultural diversity. Recommendations for effective early childhood education. NAEYC Position statement (https:\/\/monkessays.com\/write-my-essay\/naeyc.org)
\n7
\nResearch Issue: Individual and social development
\nTheories on social and emotional development
\nBowlby and Ainsworth\u2019s theories about attachment:
\n– Implications of attachment in positive development
\nSocial competence
\nViolence and aggression
\nWorkshop session:
\nDevelopment of a research implementation plan
\nRead: McDevitt and Ormrod, Chapter 11-14; Making friends. Assisting children\u2019s early relationships (http:\/\/fpg.unc.edu\/resources\/snapshot-55)
\nHomework help – Discussion Questions:
\na. What are some of the key theories about social and emotional development
\nb. What are the main tenets of Erikson\u2019s theory What are the implications for early education
\nc. What is attachment
\nd. What is social competence What factors contribute to the development of social competence
\nActivities
\nWatch the video on \u201cStranger anxiety\u201d from My Education Lab- page 423. comment on its implications regarding attachment theories.
\nConduct an Internet search and find current resources on violence prevention and the
\nEC 620 Page 13 of 66 Revised May 2015
\nWeek Topics Assignments
\nyoung child.
\n8
\nResearch Issue: New Directions in child development
\nSocietal challenges and child development
\nMoral development
\n– Supporting moral development during the early years
\n– Cultures, diversity and moral development
\nFostering Prosocial development
\n– definition and skills
\nSupporting the needs of children with culturally and linguistically diverse characteristics
\nActions to take to foster appropriate growth and development
\nApplications of child development principles in the instructional process
\nCourse synthesis
\nRead McDevitt and Ornmrod, Chapter 14
\nAssignment 4 due this session!
\nThe following are the critical issues identify by the National Center for Early Development & Learning
\nAs you review them, identify those you consider to be apriority in your work setting:
\n1. What practices and policies can improve services for infants and toddlers
\n2. How are America\u2019s community agencies and public schools addressing the needs of 3- and 4-year-olds
\n3. How can preschool and early elementary (K-2) practices maximize children\u2019s success during the first years of school
\n4. How can preschool and school practices be improved to meet the needs of children and families from ethnically diverse backgrounds
\n5. How can we best deliver our research findings to parents, teachers, professionals, educators, policymakers, and administrators
\n6. How can we recruit, prepare, support and keep a competent early childhood workforce
\nSource: National Center for Early Development & Learning
\nVII. DESCRIPTION OF ASSIGNMENTS\/RUBRICS
\nReminder: If you have taken EDU 601 and will be taking EDU 602, you need to go to https:\/\/monkessays.com\/write-my-essay\/fischlerschool.nova.edu\/gtep\/portfolio and download the Individual Evidence Reflection Form (IERF) to complete and submit with any assignments that you might wish to use in your portfolio. Remember to keep all of your graded assignments for your portfolio! [You may choose to take EDU 620, instead of EDU 602.]
\nEC 620 Page 14 of 66 Revised May 2015
\nStudents starting in the Fall of 2012, will be taking EDU 600 and EDU 620 (instead of EDU 601 and 602) and will not be required to complete IERFs. Students who began their program prior to Fall 2012 may choose to take these new courses, or to complete the portfolio courses (EDU 601 and EDU 602).
\nEvery assignment must include the FSEHS cover sheet\/title page. Go to https:\/\/monkessays.com\/write-my-essay\/schoolofed.nova.edu\/sso\/PDF\/fsehs_standard_format.pdf for directions and exceptions to the APA format. Complete and submit the Presubmission Checklist with each assignment. That form can be downloaded at: https:\/\/monkessays.com\/write-my-essay\/nova.edu\/~yates\/FSEHS_Pre_Submission_Checklist.pdf or https:\/\/monkessays.com\/write-my-essay\/nova.edu\/~yates\/FSEHS_Pre_Submission_Checklist.doc
\nField Experiences:
\nThis course includes field-based experiences. Students completing field experiences and field-based capstones must submit the demographic information about their site in the ASSESS system (http:\/\/fischlerschool.nova.edu\/ASSESS). The directions for doing so are provided in the Appendix section of the syllabus.
\n Security Clearance Needed for Field Experiences in All Courses
\nNova Southeastern University requires candidates who need to fulfill a clinical or field experience, internship, practicum course requirement in an educational setting to complete the security clearance processes of the school, local school district, and state.
\nThe requirement of a clinical experience may include a background check, drug testing, fingerprinting, etc. For information on these requirements, policies, and procedures, please refer to Obtaining Security Clearance (https:\/\/monkessays.com\/write-my-essay\/fischlerschool.nova.edu\/gtep\/Obtaining-Security-Clearance) at the Office of Placement Services (https:\/\/monkessays.com\/write-my-essay\/schoolofed.nova.edu\/undergraduate\/clinic\/index.html).
\nInformation on the Florida requirements for Background Screening Requirements is provided at https:\/\/monkessays.com\/write-my-essay\/fldoe.org\/edstandards\/background_screening.asp .
\nAdditional information on ethical standards for teachers of Florida is provided online at the Office of Professional Practices (https:\/\/monkessays.com\/write-my-essay\/fldoe.org\/edstandards\/). Placements for Field Experience Course Requirements and for Applied Professional Experience, Field-Based Project, Reading Practicum, and Internship\/Externship Capstone Courses
\nRequesting a Field Placement
\nIf a field experience\/field-based capstone is required and placement in a school is needed for this course, contact the Office of Placement Services at 954-262-7910 (1-800-986-3223, ext. 27910) to arrange your placement within a school in any given school district (and to get assistance with security clearance). Certain requirements must be met, and they
\nEC 620 Page 15 of 66 Revised May 2015
\nvary from district to district. Further information is available at: https:\/\/monkessays.com\/write-my-essay\/schoolofed.nova.edu\/gtep\/field_experience\/index.html
\nImportant! Placements take time to coordinate. Contact this office as soon as possible.
\nReporting Your Field Placement
\nEveryone completing a field experience or practicum is required to report their field experience location. Once you have completed your field experience, please access http:\/\/apps.fse.nova.edu\/placementform\/placementform.aspx to report your placement information.
\nAssignment #1 Project on Culture and Child Rearing Practices (Value 30%; Due: Session 4) (AP- Communication; Knowledge of Subject Matter, Human Development, Diversity) (InTASC \u2013Content Knowledge of Subject Matter; Learning differences; Learner Development; ESOL: 2, 4, 5; NAEYC: #1 Child Development; #2 Building Family and Community Relationships, # 4a DAP Approaches to Connect with Families; Becoming a Professional; #7 Field Experiences) Course Objectives: 1, 4, 6, 8, 9
\nNote to Course Instructor: This course assignment has been designated as an NCATE Assessment for which we are collecting program data on the performance of the candidates. After reviewing this assignment, please link to the Assessment System at http:\/\/fischlerschool.nova.edu\/assess.
\nNote to Candidate: This assignment includes a field experience which requires you to complete the Field experience demographical data. Follow the steps described in Appendix A to meet this requirement.
\nThis activity is aimed at investigating the role of culture in child rearing practices. For this activity you will need to do the following:
\n1. Definition of culture and families interviews (NAEYC 2a, 2b, 1a, 1b, 4a, 6a, 6c, 7a, 7b)
\na. Begin by reviewing the literature to define child rearing practices and to identify the role of culture in child rearing practices. (NAEYC 1a, 1b, 2a)
\na. Reflecting on your own culture, identify child rearing activities and behaviors common to your own cultural group that you remember from childhood or that you follow with your own children.
\nb. Write a two-three page paper (hire research essay pro writers) and provide a definition about the concepts culture and child rearing practices. Include documentation sources to support your definitions. Using examples from your own experiences, explain the influence of culture on the upbringing of children. (NAEYC 1a, 1b, 2a). Submit to your course instructor by week 2.
\nEC 620 Page 16 of 66 Revised May 2015
\nb. Interviews with families (NAEYC 2a, 2b, 1a, 1b, 4a, 6a, 7a, 7b
\n In consultation with your course instructor, select and interview three families preferably of different ethnic and cultural backgrounds and who have young children. One of the families should have a special needs child and, to the extent possible, also include a family expecting a child. (NAEYC 2a)
\n Write my Essay Online Writing Service with Professional Essay Writers – Explain to the families the purpose of your interviews and schedule the interviews at a convenient time for them. Reassure them that confidentiality will be maintained about the findings from the interviews. Be sure to conduct yourself ethically as you complete your interviews. Find out about the following: (NAEYC 1a, 1b, 2a, 4a, 6a, 7a, 7b)
\no Preparation for child birth; Traditions for welcoming children (describe any sociocultural, family based celebrations)
\no Feeding routines and meals followed according to family, cultural traditions
\no Designated primary caregivers
\no Expectations about developmental milestones such as toileting, eating, behaviors, relationships with family members and adults, etc.
\no Educational expectations for their children
\no Gender-based expectations regarding behaviors, dress code, play activities, and others
\no Any other relevant aspects gathered from your interviews
\n2. Observations of families and children ((NAEYC 1a, 1b, 2a; 6d, 7a, 7b)
\na. Conduct a minimum of three observations of the families as they interact with their children. Use the form in the appendix to complete your observations. Identify the context of the interactions and note any cultural patterns during their interactions including use of language, way children are dressed, and nonverbal responses. Note interactions with any other family members or adults. (NAEYC 1a, 1b, 2a, 7a, 7b)
\nb. Review your observation notes and:
\ni. Identify the key aspects about the interactions observed. (What type of interactions occurred between the adult and child What prompted the interactions How would describe the tone of the interactions)
\nii. Prepare a summary with the highlights about practices and behaviors observed that depicted influence of culture. Include the summary of observations as an appendix. (NAEYC 1a, 1b, 6d)
\niii. Consult with your course instructor and share your summary of observations. Make any changes as suggested.
\n3. Written report (NAEYC 1a, 1b, 2a, 6b, 6c, 6d)
\nc. Prepare a written report with your findings. Include in your report the following: (NAEYC 1a, 1b, 2a, 6b, 6c, 6d)
\no Introduction- briefly describe the purpose of the project.
\no Overview about culture and child rearing practices – Provide a definition of culture and how it influences child rearing practices- use three
\nEC 620 Page 17 of 66 Revised May 2015
\nreferences to support your comments and to define its role in the process of development.
\no Description of the families and children- provide a description of each of the families that were interviewed. Provide a statement describing how ethical guidelines were followed during the interviews.
\no Findings from the interviews with the families\/parents and comments from the observations\u2013 include a summary about the key findings from the interviews. Provide highlights about the observations regarding cultural expectations, practices and any other relevant aspect. Include the observation notes as an appendix.
\no Reflections on the findings and observations \u2013 Provide a reflective commentary about the experience. (NAEYC 6a, 6d)
\n1. Indicate what you learned about culture and development and how it enhances your knowledge about factors that influence development;
\n2. Describe the implications about your findings on the of process planning and teaching practices.
\n3. Based on your findings, provide at least three recommendations to accommodate the children\u2019s cultural characteristics in the teaching process.
\no Prepare and include in your appendix a one-page summary about your key findings from the project to share in class. (NAEYC 6c, 6d).
\nBe sure to follow the APA guidelines to format your report.
\nScoring rubric
\nAssignment Element
\nNot Met
\nMet
\nExceeded
\nPart 1. Selection of Families and interviews (NAEYC 2a, 1a, 1b, 2a, 4a, 5b)
\na. Definition of culture and child rearing practices with personal reflections (NAEYC 1a, 1b) (2 points)
\nStudent provided an inadequate or omitted the definition about culture and child rearing practices. Student omitted or provided inadequate examples from own culture to explain influence of culture in the child rearing
\nStudent provided a definition about culture and child rearing practices. Student includes examples from own culture to explain influence of culture in the child rearing process.
\nStudent provided a detailed and well documented definition about culture and child rearing practices. Student includes examples from own culture to explain influence of culture in the child rearing process.
\nEC 620 Page 18 of 66 Revised May 2015
\nAssignment Element
\nNot Met
\nMet
\nExceeded
\nprocess.
\nb. Selection of families for Interviews (NAEYC 2a) (1 points)
\nStudent did not select three families or families were selected without consulting with the instructor.
\nStudent selected three families to conduct interviews in consultation with the course instructor. Most families respond to the criteria stated in the activity.
\nStudent selected three families to conduct interviews in consultation with the course instructor. Families respond to the criteria stated in the activity.
\nb.1 Consultation with course instructor (1 point)
\nFamilies were selected without consulting with the instructor.
\nThe candidate consulted with the course instructor about the selection of some of the families.
\nThe candidate selected three families to conduct interviews in consultation with the course instructor.
\nc. Family interviews (NAEYC 1a, 1b, 2a) (2 points)
\nStudent did not conduct interviews of three families with different ethnic characteristics or conducted interviews with less than three families who did not meet the criteria.
\nStudent conducted interviews of three families with different ethnic characteristics. Most families respond to the criteria stated in the activity.
\nStudent conducted interviews of three families with different ethnic characteristics. Families respond to the criteria stated in the activity.
\nc. 1. Developmental data from Family interviews (NAEYC 1a, 1b) (2 points)
\nThe candidate did not provide data about children\u2019s developmental and individual needs and characteristics gathered through the interviews.
\nData about children\u2019s developmental and individual needs and characteristics was gathered through the interviews.
\nData about children\u2019s developmental and individual needs and characteristics was gathered through the interviews and presented in a detailed way.
\nPart 2: Observations of families and children ((NAEYC 1a, 1b, 2a)
\na. Observations of
\nStudent did not
\nStudent conducted
\nStudent conducted
\nEC 620 Page 19 of 66 Revised May 2015
\nAssignment Element
\nNot Met
\nMet
\nExceeded
\nfamily interactions (NAEYC 1a, 1b, 2a) (3 points)
\nconduct observations or conducted less than three interviews about the families\u2019 interactions with their children.
\nobservations about the families\u2019 interactions with their children. Most families respond to the criteria stated in the activity.
\nobservations about the families\u2019 interactions with their children. All the elements of the criteria were covered during the interviews.
\nb. Review and analysis of observations (NAEYC 1a, 1b) ( 3 points)
\nStudent conducted an inadequate or no review and analysis of the information collected during the observations. A summary of the key aspects was incomplete or missing.
\nStudent conducted a review and analysis of the information collected during the observations. A summary of the key aspects was prepared.
\nStudent conducted a detailed review and analysis of the information collected during the observations. A summary of the key aspects was prepared.
\nPart 3: Written report (NAEYC 1a, 1b, 2a, 5b, 5c, 5d)
\na. Written report about the observations and interviews. (NAEYC 1a, 1b, 2a, 5b, 5c, 5d) (8 points)
\nThe student did not submit of submitted an insufficient report about the observations and interviews.
\nThe student prepared a report about the observations and interviews. The report included the required elements.
\nThe student prepared a detailed and rich report about the observations and interviews. The report includes the following:
\no Introduction
\no Definition of culture and how it influences child rearing practices supported with references
\no Description of the families and children
\no Findings from the interviews with the parents
\no Comments from the observations
\nEC 620 Page 20 of 66 Revised May 2015
\nAssignment Element
\nNot Met
\nMet
\nExceeded
\nof children and families
\nb. Reflective commentary on the findings and observations (NAEYC 5a, 5c, 5d) (3 points)
\nThe student provided an inadequate or no reflective commentary on how the concepts learned about culture and development impact teaching and learning practices.
\nThe student provided a reflective commentary on how the concepts learned about culture and development impact teaching and learning practices.
\nThe student provided a detailed reflective commentary on how the concepts learned about culture and development impact teaching and learning practices.
\nb.1- Reflective commentary on identification with Early Childhood Field NAEYC 5a) (2 points)
\nThe candidate did not include a reflective commentary on the findings and observations.
\nThe candidate provided some comments on how the concepts learned about culture and development through the interview facilitated their identification with the early childhood field.
\nThe candidate provided a detailed reflective commentary on how the concepts learned about culture and development through the interview facilitated their identification with the early childhood field.
\nc. Summary about findings (NAEYC 5a, 5c, 5d) (2 points)
\nAn insufficient or no summary about findings was provided on the implications of culture on the process of development.
\nThe student summarized the findings and provided a one-page summary on the implications of culture on the process of development.
\nThe student effectively summarized the findings and provided a one-page summary on the implications of culture on the process of development.
\nDemographical data for field experience (1 point)
\nCandidate did not complete or provided detailed the demographical data
\nCandidate carefully completed and provided demographical data about the field experience
\nCandidate carefully completed and provided detailed demographical data
\nTotal: 30 points
\nEC 620 Page 21 of 66 Revised May 2015
\nAssignment #2 Presentation on Role of Play and Emergent Literacy Development:
\n(15 points, Session 6) (NAEYC #1 Child Development; #4 DAP Approaches; #6 Becoming a Professional; #7 Field Experiences) Course Objectives 1, 4, 11
\n(AP- a.3Effective Delivery of Instruction) (InTASC- Learner development, Instructional Strategies); Course Objectives: 3, 4, 7
\nThe purpose of this activity is to prepare a class presentation on the role of play in language development (emergent literacy) during the birth-age 8 years.
\nIn this activity you will be part of a two-member team. In your group, you will examine the literature on play and emergent literacy. Identify current research on the topic and findings on classroom best practices. Your team will need to do the following:
\n Topic: select a topic related to play and emergent literacy. Provide a description about the developmental age group that the topic will address.
\n Rationale: Provide a rationale to support the relevance of the topic. Be sure to include arguments to support the need for play as a factor influencing language and emergent literacy from the perspective of classroom practices. Support your position with a minimum of two references. References should include recent research studies on language and literacy development. Select a developmental theory to frame your focus.
\n Observations: Each group member will conduct observations of children at two classrooms and note their play behaviors. Identify literacy activities and behaviors displayed by children. Use the form in the appendix to complete your observations:
\n Review of the literature: Each member will find at least four articles related to the topic selected by the group. Look for articles written within the last five years.
\no Read each reference and answer the following questions:
\n What aspects about the issue are discussed or addressed in the article
\n Describe the subjects and the setting.
\n What evidence and\/or theoretical explanations are provided as relevant to the issue
\n What new aspects or ideas about the issue did you learn through the article
\n What are the implications for classroom practice and early childhood services
\n Report and presentation: Group members will prepare a class presentation using PowerPoint. Submit a written report of your findings. Include the following in the report:
\no Description and rationale about the topic
\no Review of the literature about the topic
\no Comments from observations
\no Conclusion
\no Reflection
\nPaper Writing Service – Topic Examples – Rubric:
\nEC 620 Page 22 of 66 Revised May 2015
\nElement
\nPoints
\nPoints obtained
\n1. Topic selection is appropriate and focuses relationship between play and literacy development. (1 points)
\n1
\n2. A detailed rationale is provided about the topic. A developmental theory was clearly selected to frame the rationale and as a focus for the topic. (2 points)
\n2
\n3. Students conducted observations of children in two different classrooms. Data was collected using the observation form that was provided. (2 points)
\n2
\n4. A review of the literature on the topic was provided and included a minimum of four current references. (2 points)
\n2
\n5. Presentation using technology is prepared and presented
\n1
\n6. Conclusion statement is included describing the relevance of the topic. (2 points)
\n2
\n7. Reflections on the findings from the observations and the review of the literature were provided. (3 points)
\n2
\n8. Written report was submitted and includes all the preceding elements. Report adheres to APA guidelines (2 points)
\n2
\n9. Presentation was completed using multimedia. (1 points)
\n1
\nTotal:
\n15 points
\nAssignment #3 Key Assessment for Accomplished Practice a.3: Quality of Instruction \u2013 Developmentally-based Instructional Delivery and Facilitation (Due: Week 7, Value 30 points) Course Objectives: 4, 7, 9, 12
\nNote to Course Instructor:
\nThis course assignment has been designated as an Accomplished Practice Assessment for which
\nwe are collecting program data on the performance of the candidate. After reviewing this
\nassignment, please link to the Assessment System at http:\/\/fischlerschool.nova.edu\/assess. You
\nwill log in with your NSU login name (e.g., in the e-mail address smith@nova.edu, smith is the
\nlogin name) and NSU password. Please enter the evaluation results on the specified criteria
\nEC 620 Page 23 of 66 Revised May 2015
\n(bolded areas of the rubric) for each candidate\u2019s assignment online.
\nThis purpose of this assignment is to apply child development principles into the planning process. Your task is to identify an age group and to design and implement a lesson plan to address the children\u2019s developmental needs. You will also record the lesson and self-critique your implementation of the lesson. This assignment has three sections. Read each one carefully:
\nPart 1: Selection of sample and lesson plan
\na. Select a sample of a minimum three children (ages 2-5) and create a literacy-focused lesson plan that will meet the needs of the target age group.
\nb. Identify the target goals and objectives for your lesson plan. Be sure to select areas appropriate to the age group that you selected.
\nc. Design activities based on the developmental needs and characteristics of the children.
\na. Identify modifications to meet the children\u2019s needs including those with special needs and culturally and linguistically diverse
\nd. Describe how you will address the children\u2019s developmental social and emotional needs through the lesson plan
\nPart 2: Implementation
\ne. Implement your lesson plan with a small group of children and reflect on the children\u2019s reactions and outcomes
\nf. Make arrangements to record the lesson either through video, audio recording or through photographs
\n(Note: If you do not have access to video equipment, please consult with your professor to determine whether video equipment is available for student use, or if an audio recording, pictures, would be acceptable).
\nPart 3: Critique and Report
\ng. After implementing the session, review and critique the lesson. Include the following in your report:
\n1. A brief summary of the lesson and evidence on how it was a developmentally appropriate engaging lesson (FEAP a.3.a\/InTASC 8)
\n2. The content area literacy strategies applied to deepen the children\u2019s understanding (FEAP a.3.b\/InTASC 4b.p, 4d.p, 5b.p)
\n3. Description of evidence showing gaps in children\u2019s subject matter knowledge (e.g., how you identified what they learned or that still need to learn) (FEAP a.3.c\/InTASC 6c.p, 6g.p, 6l.k)
\n4. How you modified instruction to respond to children\u2019s interests and levels related to the lesson targeted skills and concepts and children with special needs (FEAP a.3.d\/InTASC 4e.p, 4k.k, 4p.d, 9i.k; ESE Curriculum)
\nEC 620 Page 24 of 66 Revised May 2015
\n5. How you related and integrated the subject matter with other subject areas and children\u2019s experiences 6. How you included and used of higher-order questioning techniques (FEAP a.3.f\/InTASC 4c.p, 4j.k, 5d.p, 5m.k, 8f.p, 8k.p, 8j.k)
\n7. How you involved all learners in generating, or evaluating, new ideas and ways to solve problems (NSU a.3.l, InTASC 5f.p)
\n8. How you applied different instructional strategies and resources (including technology) and also varied your role (e.g., instructor, facilitator, coach, audience) in the instructional presentation including appropriate technology, to provide comprehensible learning experiences (FEAP a.3.g\/InTASC 2b.p, 2g.k, 4a.p, 4f.p, 4g.p, 5c.p, 8d.p, 8n.k)
\n9. How you provided opportunities for all children including children with special needs to demonstrate their knowledge through a variety of products or performances (NSU a.3.m, InTASC 8e.p; ESE Curriculum)
\n10. How you differentiated instruction based on an assessment of children\u2019s learning needs and recognition of individual differences in children including children with special needs and children with language differences (English language learners and children with linguistic needs (FEAP a.3.h\/InTASC 2h.k, 2l.d, 8a.p, 8k.k, 8l.k, 8s.d) (ESOL 3.2) (ESE Competency 3)
\n11. How you supported, encouraged, and provided immediate and specific feedback to children to promote achievement, based on age-appropriate standards-based instruction (e.g., Common Core Standards) (FEAP a.3.i\/InTASC 6d.p, 6n.k, 6s.d)
\n12. How you used children\u2019s feedback to monitor instructional needs and to adjust instruction (FEAP a.3.j\/InTASC 6e.p, 6m.k, 6q.d)
\n13. How you used language tools to teach content to English language learners and help them to develop language proficiency, while respecting the children\u2019s level of skills and interests and helping them to feel valued through the learning process (NSU a.3.k, InTASC 2e.p, 2i.k, 2m.d, 2n.d, 2o.d) (ESOL 4.1, 5.2)
\nEC 620 Page 25 of 66 Revised May 2015
\nGrading Paper Writing Service – Topic Examples – Rubric
\nAssignment 3 in EC 620 supports the pre-professional development of
\n Accomplished Practice a.3 \u2013 Quality of Instruction \u2013 Instructional Delivery and Facilitation
\n Portions of InTASC Model Core Teaching Standards 2: Learning Differences; 4: Content Knowledge; 5: Application of Content; 6: Assessment; 8: Instructional Strategies, and 9: Professional Learning and Ethical Practice
\n NCATE Standards 1b. Pedagogical Content Knowledge for Teacher Candidates and 1c. Professional and Pedagogical Knowledge and Skills for Teacher Candidates NAEYC Standards 1 Child development- Using developmental knowledge to create healthy, respectful, supportive and challenging learning environments; 4Using a repertoire of developmentally Appropriate teaching learning approaches; 5 Understanding Content Knowledge Florida Subject Matter Competency: Prekindergarten\/Primary- 1 Knowledge of child development; Preschool- 1 Knowledge of child development
\n ESOL 3.2, 4.1, 5.2
\n ESE Competency 3
\n3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to:
\nNot Met
\nMet
\nExceeded
\nDeliver engaging and challenging lessons session\/presentation. (FEAP a.3.a\/InTASC 8)
\n(2 points)
\nLittle or no evidence is provided that the candidate delivers engaging and challenging lessons. Little or no evidence of student\/ participant or colleague feedback (e.g., oral feedback\/ interaction of students\/participants, survey, written statement, etc.) is provided that states that the lessons\/ therapy session\/ presentation was engaging or challenging.
\nBased on submitted evidence of student\/ participant or colleague feedback (e.g., oral feedback\/ interaction of students\/ participants, survey, video, written statement, etc.), the candidate delivers engaging and challenging lessons\/ therapy session\/ presentation, that states that the lessons\/therapy session\/ presentation was engaging or challenging.
\nBased on multiple pieces of submitted evidence of student\/participant or colleague feedback (e.g., oral feedback\/interaction of students\/participants, survey, video, written statement, etc.), the candidate delivers engaging and challenging lessons\/therapy session\/ presentation, that states that the lessons\/therapy session\/presentation was engaging or challenging.
\nDeepen and enrich students\u2019 understanding through content area literacy strategies, verbalization of thought, and application of the subject matter. (FEAP a.3.b
\n\/InTASC 4b.p, 4d.p, 5b.p)
\n(2 points)
\nLittle or no evidence was provided that the candidate can deepen and enrich students\u2019\/ participants\u2019 understanding through content area literacy strategies, verbalization of thought, and application of the subject matter. No description, objective, or assessment information is provided of content area literacy strategy infusion into the course\/situation. (In addition for clinical observations: No evidence
\nThe candidate deepens and enriches students\u2019\/ participants\u2019 understanding through content area literacy strategies, verbalization of thought, and application of the subject matter. The candidate provides evidence that instructional objectives and assessments are linked to the content area literacy strategies. (In addition for clinical observations: Examples of student work show that subject matter content is applied.)
\nThe candidate deepens and enriches students\u2019\/ participants\u2019 understanding through content area literacy strategies, verbalization of thought, and application of the subject matter. The candidate provides evidence that instructional objectives and assessments are linked to the content area literacy strategies. (In addition for clinical observations: Examples of student work show that subject matter content is
\nEC 620 Page 26 of 66 Revised May 2015
\nAssignment 3 in EC 620 supports the pre-professional development of
\n Accomplished Practice a.3 \u2013 Quality of Instruction \u2013 Instructional Delivery and Facilitation
\n Portions of InTASC Model Core Teaching Standards 2: Learning Differences; 4: Content Knowledge; 5: Application of Content; 6: Assessment; 8: Instructional Strategies, and 9: Professional Learning and Ethical Practice
\n NCATE Standards 1b. Pedagogical Content Knowledge for Teacher Candidates and 1c. Professional and Pedagogical Knowledge and Skills for Teacher Candidates NAEYC Standards 1 Child development- Using developmental knowledge to create healthy, respectful, supportive and challenging learning environments; 4Using a repertoire of developmentally Appropriate teaching learning approaches; 5 Understanding Content Knowledge Florida Subject Matter Competency: Prekindergarten\/Primary- 1 Knowledge of child development; Preschool- 1 Knowledge of child development
\n ESOL 3.2, 4.1, 5.2
\n ESE Competency 3
\n3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to:
\nNot Met
\nMet
\nExceeded
\nwas provided that students applied subject matter content.)
\napplied. An evaluation of the use of content area literacy strategies, verbalization of thought, and application of the subject matter is provide that includes a statement of how these can be enhanced in future instruction.)
\nIdentify gaps in students\u2019\/participants\u2019 subject matter knowledge. (FEAP a.3.c\/InTASC 6c.p, 6g.p, 6l.k) (2 points)
\nLittle or no evidence is provided that the candidate can identify gaps in students\u2019\/ participants\u2019 subject matter knowledge; The candidate can identify gaps in students\u2019\/ participants\u2019 subject matter knowledge. Evidence is provided in the form of an assessment for which data have been collected and analyzed (e.g., classroom assessment or standardized test data). The candidate provides multiple sources of evidence that show gaps in students\u2019\/participants\u2019 subject matter knowledge. The evidence is provided in the form of a data analysis and a plan for remediation for the student\/participant.
\nModify lesson presentation to respond to preconceptions or misconceptions. (FEAP a.3.d\/InTASC 4e.p, 4k.k, 4p.d, 9i.k) (2 points)
\nLittle or no evidence is provided that the candidate can modify lessons\/therapy sessions\/presentations to respond to preconceptions or misconceptions. The candidate can modify lessons\/therapy sessions\/presentations to respond to student preconceptions or misconceptions. Evidence is provided in the form of examples and strategies that were used to respond to the student\/ participant. The candidate provides examples of occurrences of student preconceptions or misconceptions that have been reviewed with colleagues. The candidate demonstrates that these preconceptions or misconceptions are routinely anticipated and that the lesson session\/presentation is developed to provide examples and non-examples that will resolve
\nEC 620 Page 27 of 66 Revised May 2015
\nAssignment 3 in EC 620 supports the pre-professional development of
\n Accomplished Practice a.3 \u2013 Quality of Instruction \u2013 Instructional Delivery and Facilitation
\n Portions of InTASC Model Core Teaching Standards 2: Learning Differences; 4: Content Knowledge; 5: Application of Content; 6: Assessment; 8: Instructional Strategies, and 9: Professional Learning and Ethical Practice
\n NCATE Standards 1b. Pedagogical Content Knowledge for Teacher Candidates and 1c. Professional and Pedagogical Knowledge and Skills for Teacher Candidates NAEYC Standards 1 Child development- Using developmental knowledge to create healthy, respectful, supportive and challenging learning environments; 4Using a repertoire of developmentally Appropriate teaching learning approaches; 5 Understanding Content Knowledge Florida Subject Matter Competency: Prekindergarten\/Primary- 1 Knowledge of child development; Preschool- 1 Knowledge of child development
\n ESOL 3.2, 4.1, 5.2
\n ESE Competency 3
\n3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to:
\nNot Met
\nMet
\nExceeded these in the initial lesson\/ therapy session\/ presentation.
\nRelate and integrate the subject matter with other disciplines and life experiences. (FEAP a.3.e\/InTASC 5a.p, 5h.p, 5i.k, 5j.k, 5r.d)
\n(2 points)
\nLittle or no evidence is provided that the candidate can relate and integrate the subject matter with other disciplines and life experiences. There are no examples provided that address subject matter in other disciplines or life experiences.
\nThe candidate can relate and integrate the subject matter with other disciplines and life experiences. There are no examples provided that address subject matter in other disciplines or life experiences. At least three examples are provided that ask students to relate the subject matter to that in other disciplines and with life experiences.
\nThe candidate can relate and integrate the subject matter with other disciplines and life experiences. There are no examples provided that address subject matter in other disciplines or life experiences. More than three examples are provided that ask students\/ participants to relate the subject matter to that in other disciplines and with life experiences. In addition, the candidate provides examples of students’\/participants\u2019 describing, in verbal or written communication, how the subject matter relates to other disciplines and life experiences.
\nEmploy higher-order questioning techniques. (FEAP a.3.f\/InTASC 4c.p, 4j.k, 5d.p, 5m.k, 8f.p, 8k.p, 8j.k)
\n(3 points)
\nLittle or no evidence is provided that the candidate can implement higher-order questioning techniques in the educational\/clinical\/ presentation setting.
\nThe candidate can implement higher-order questioning techniques in the educational\/clinical\/ presentation setting as demonstrated by examples of questions that are used with students\/participants.
\nThe candidate can implement higher-order questioning techniques in the educational\/clinical\/ presentation setting as demonstrated by examples of questions and activities that are designed to
\nEC 620 Page 28 of 66 Revised May 2015
\nAssignment 3 in EC 620 supports the pre-professional development of
\n Accomplished Practice a.3 \u2013 Quality of Instruction \u2013 Instructional Delivery and Facilitation
\n Portions of InTASC Model Core Teaching Standards 2: Learning Differences; 4: Content Knowledge; 5: Application of Content; 6: Assessment; 8: Instructional Strategies, and 9: Professional Learning and Ethical Practice
\n NCATE Standards 1b. Pedagogical Content Knowledge for Teacher Candidates and 1c. Professional and Pedagogical Knowledge and Skills for Teacher Candidates NAEYC Standards 1 Child development- Using developmental knowledge to create healthy, respectful, supportive and challenging learning environments; 4Using a repertoire of developmentally Appropriate teaching learning approaches; 5 Understanding Content Knowledge Florida Subject Matter Competency: Prekindergarten\/Primary- 1 Knowledge of child development; Preschool- 1 Knowledge of child development
\n ESOL 3.2, 4.1, 5.2
\n ESE Competency 3
\n3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to:
\nNot Met
\nMet
\nExceeded
\nchallenge students\/ participants to respond in a way that verifies that the student\/participant has learned the content and can apply the content in class discussions, written educational\/clinical\/ presentation setting, etc. The candidate provides examples of student\/ participant work that demonstrates this understanding.
\nInvolve learners in generating, or evaluating, new ideas and ways to solve problems. (NSU a.3.l, InTASC 5f.p) (2 points)
\nLittle or no evidence is provided that the candidate involved learners in generating or evaluating new ideas and ways to solve problems.
\nThe candidate provides evidence of involving learners in generating or evaluating new ideas and ways to solve problems in the content area.
\nThe candidate provides evidence that learners are routinely involved in generating or evaluating new ideas and ways to solve problems in the content area. Evidence of these activities is provided in student work examples or summaries of student conversations.
\nApply varied instructional strategies and resources, including appropriate technology, to provide comprehensible lessons, and to teach for student understanding. (FEAP a.3.g\/InTASC 2b.p, 2g.k, 4a.p, 4f.p, 4g.p, 5c.p,
\nLittle or no evidence is provided that the candidate can use a variety of instructional\/ therapeutic\/presentation strategies and resources, including instructional technology, to teach\/provide therapy\/
\nThe candidate provides evidence of using at least three instructional\/ therapeutic\/presentation strategies and resources, including instructional technologies that were used to teach for understanding. The candidate explains how
\nThe candidate provides evidence of using more than three instructional\/therapeutic\/ presentation strategies and more than three instructional resources, including instructional technology, that were used
\nEC 620 Page 29 of 66 Revised May 2015
\nAssignment 3 in EC 620 supports the pre-professional development of
\n Accomplished Practice a.3 \u2013 Quality of Instruction \u2013 Instructional Delivery and Facilitation
\n Portions of InTASC Model Core Teaching Standards 2: Learning Differences; 4: Content Knowledge; 5: Application of Content; 6: Assessment; 8: Instructional Strategies, and 9: Professional Learning and Ethical Practice
\n NCATE Standards 1b. Pedagogical Content Knowledge for Teacher Candidates and 1c. Professional and Pedagogical Knowledge and Skills for Teacher Candidates NAEYC Standards 1 Child development- Using developmental knowledge to create healthy, respectful, supportive and challenging learning environments; 4Using a repertoire of developmentally Appropriate teaching learning approaches; 5 Understanding Content Knowledge Florida Subject Matter Competency: Prekindergarten\/Primary- 1 Knowledge of child development; Preschool- 1 Knowledge of child development
\n ESOL 3.2, 4.1, 5.2
\n ESE Competency 3
\n3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to:
\nNot Met
\nMet
\nExceeded
\n8d.p, 8n.k) (ESE Competency 3) (2 points)
\npresent for student\/ participant understanding.
\neach strategy or resource was used to meet a specific instructional\/therapeutic\/ presentation need.
\nto teach for student\/ participant understanding. The candidate explains how each strategy or resource was used to meet a specific instructional\/therapeutic\/ presentation need.
\nProvide opportunities for students to demonstrate knowledge through a variety of products or performances. (NSU a.3.m, InTASC 8e.p)
\n(2 points)
\nLittle or no evidence is provided that the candidate provided opportunities for students to demonstrate knowledge through a variety of products or performances.
\nThe candidate provides opportunities for students to demonstrate knowledge through a variety of products or performances.
\nThe candidate provides opportunities for students to demonstrate knowledge through a variety of products and performances.
\nDifferentiate lesson
\npresentations based on an assessment of student\/ participant learning needs and recognition of individual differences in students\/participants; (FEAP a.3.h\/InTASC 2h.k, 2l.d, 8a.p, 8k.k, 8s.d) (ESE Competency 2) (3 points)
\nLittle or no evidence is provided that the candidate can differentiate lessons\/therapy session\/presentations based on assessment of student\/participant learning needs. Little or no evidence is provided that the candidate recognizes individual differences in students\/ participants.
\nThe candidate differentiates lessons\/therapy session\/presentations based on assessment of student\/ participant learning needs. The candidate provides evidence of assessment for the class and describes how the assessment data point to the need for differentiated lessons\/therapy session\/ presentations that meets the individual differences in students\/participants.
\nThe candidate differentiates lessons\/ therapy session\/ presentations based on assessment of student\/ participant learning needs. Evidence of assessment for the class\/group is provided. The resulting assessment data are charted and presented in a graphical format. The candidate provides information on how lessons\/therapy session\/presentations will be differentiated for one student\/participant.
\nEC 620 Page 30 of 66 Revised May 2015
\nAssignment 3 in EC 620 supports the pre-professional development of
\n Accomplished Practice a.3 \u2013 Quality of Instruction \u2013 Instructional Delivery and Facilitation
\n Portions of InTASC Model Core Teaching Standards 2: Learning Differences; 4: Content Knowledge; 5: Application of Content; 6: Assessment; 8: Instructional Strategies, and 9: Professional Learning and Ethical Practice
\n NCATE Standards 1b. Pedagogical Content Knowledge for Teacher Candidates and 1c. Professional and Pedagogical Knowledge and Skills for Teacher Candidates NAEYC Standards 1 Child development- Using developmental knowledge to create healthy, respectful, supportive and challenging learning environments; 4Using a repertoire of developmentally Appropriate teaching learning approaches; 5 Understanding Content Knowledge Florida Subject Matter Competency: Prekindergarten\/Primary- 1 Knowledge of child development; Preschool- 1 Knowledge of child development
\n ESOL 3.2, 4.1, 5.2
\n ESE Competency 3
\n3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to:
\nNot Met
\nMet
\nExceeded
\nSupport, encourage, and ; provide immediate and specific feedback to students\/participants to promote student\/participant achievement. (FEAP a.3.i\/InTASC 6d.p, 6n.k, 6s.d) (2 points)
\nLittle or no evidence is provided that the candidate uses knowledge of subject matter to support, encourage, and provide immediate and specific feedback to students\/participants to promote student\/ participant achievement.
\nThe candidate provides evidence of how the knowledge of subject matter is used to support, encourage, and provide immediate and specific feedback to students\/ participants to promote student\/participant achievement. These examples are based on standards-based instruction\/ therapy\/presentation in the content area.
\nThe candidate provides multiple examples of how the knowledge of subject matter is used to support, encourage, and provide immediate and specific feedback to students\/ participants to promote student\/participant achievement. These examples are based on standards-based instruction\/therapy\/ presentation in the content area.
\nUtilize student\/participant feedback to monitor instruction\/\/presentation needs and to adjust instruction\/presentation. (FEAP a.3.j\/InTASC 6e.p, 6m.k, 6q.d) (3 points)
\nLittle or no evidence is provided that the candidate can use student\/participant feedback to monitor instruction\/therapy \/presentation needs and adjust instruction\/therapy\/ presentation.
\nThe candidate provides evidence of how student\/participant feedback was used to monitor instruction\/therapy\/ presentation needs. Evidence is also provided that demonstrates that the candidate can apply student\/participant feedback to adjust instruction\/therapy\/ presentation that meets the students\u2019\/participants\u2019 needs.
\nThe candidate provides multiple examples of evidence of how student\/participant feedback was used to monitor instruction presentation needs. Evidence is also provided for multiple instances that demonstrate the candidate’s ability to apply student\/participant feedback to adjust instruction presentation that meets the student\/participant needs.
\nEC 620 Page 31 of 66 Revised May 2015
\nAssignment 3 in EC 620 supports the pre-professional development of
\n Accomplished Practice a.3 \u2013 Quality of Instruction \u2013 Instructional Delivery and Facilitation
\n Portions of InTASC Model Core Teaching Standards 2: Learning Differences; 4: Content Knowledge; 5: Application of Content; 6: Assessment; 8: Instructional Strategies, and 9: Professional Learning and Ethical Practice
\n NCATE Standards 1b. Pedagogical Content Knowledge for Teacher Candidates and 1c. Professional and Pedagogical Knowledge and Skills for Teacher Candidates NAEYC Standards 1 Child development- Using developmental knowledge to create healthy, respectful, supportive and challenging learning environments; 4Using a repertoire of developmentally Appropriate teaching learning approaches; 5 Understanding Content Knowledge Florida Subject Matter Competency: Prekindergarten\/Primary- 1 Knowledge of child development; Preschool- 1 Knowledge of child development
\n ESOL 3.2, 4.1, 5.2
\n ESE Competency 3
\n3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to:
\nNot Met
\nMet
\nExceeded
\nUse language tools to teach content to English language learners and develop language proficiency, through respect of skills and interests and value. (NSU a.3.k, InTASC 2e.p, 2i.k, 2m.d, 2n.d, 2o.d) (3 points
\nLittle or no evidence is provided that the candidate can use language tools to teach content to English language learners and develop language proficiency, through respect of skills and interests and value of the individual.
\nThe candidate provides examples of using language tools to teach content to English language learners and develop language proficiency, through respect of skills and interests, while demonstrating value of the individual.
\nThe candidate provides multiple examples of using language tools to teach content to English language learners and develop language proficiency, through respect of skills and interests, while demonstrating value of the individual. These examples provided evidence that all learners were involved in the learning that supported all languages.
\nTotal: 30 points
\nAssignment # 4 Field Experiences Activity Log (20 points; Due Session 8) (AP-) (InTASC- Learner Development, Content Knowledge, Learner Differences); ESOL 2, 4, 5; NAEYC: 1a, 1b Child development, 2a Families and communities, 4b DAP practices
\nThis activity is intended to provide opportunities to observe children\u2019s behaviors and interactions in different settings. In this activity you will need to conduct the activities listed below.
\nField Experience 1:
\nEC 620 Page 32 of 66 Revised May 2015
\no Conduct observations of two infants (one should be a typically developing child). Note their developmental characteristics, ways in which they communicate, and responses to adults. Comment on developmental differences that you observed.
\no Interview two parents of infants and toddlers. To the extent possible select one with cultural and linguistic differences. Inquire about their child rearing practices and aspirations for their children (meals and feeding times, child care, and goals for their children).
\nField Experience 2:
\no Visit the educational materials section of a local library or store and select at least 15 resources (books, toys, recordings, visuals, etc.) that are appropriate for young children (age\u2019s birth-3, 4-5, and 6-8) and which are reflective of cultural diversity. Be sure to identify resources appropriate for children with diverse backgrounds including linguistic differences (ESOL). For each resource, describe the developmental domain it impacts and how it satisfies cultural diversity (ESOL).
\nField Experience 3:
\no Interview three parents of children ages birth-age 5. Select parents with diverse cultural backgrounds and find out about their views on appropriate nutritional practices. Compare their responses and identify commonalities and differences. Comment on how culture influences nutritional practices. Write a reflective commentary about your experiences.
\nField Experience 4
\no Using the observation form in Appendix A, observe two infants while interacting with their parents or caregiver. Note the strategies used to support communication and language. Summarize your findings (What was the role of the adult What strategies were used to promote communication How effective were these).
\nField Experience 5:
\no Arrange to visit a classroom of children ages 3 and 4 and 5-8. Observe and identify any instances where children exhibit any of Gardner\u2019s multiple intelligences.
\no Select at least two children of a same age group and conduct one of the Piagetian conservation tasks. Compare your findings and write a reflective commentary about the experience.
\nOrganize your log using the following categories:
\n Field Experiences- Include the results, findings, etc. of each of the activities conducted.
\n Remember to complete the following demographical information for your observations. The form is located in the Appendix section of the syllabus.
\n Reflections- For each field activity, include a written reflection (See Reflection Form in this syllabus). Compile all the field experiences and share in class.
\n Summary of experiences: Description of what was learned about children and the process of growth and development. Include comments about how experiences contributed to clarify concepts and gain knowledge about the role of culture in the process of child development. Comment on how the concepts learned inform practices in early childhood education.
\nEC 620 Page 33 of 66 Revised May 2015
\nPaper Writing Service – Topic Examples – Rubric:
\nElement
\nResearch Topics – Criteria
\nPoints
\nField Experiences
\nProvides a detailed description about the demographical characteristics of the settings where observations are conducted. Student completed the demographical data form
\n@ 1point each = 5
\nReflective comments
\nProvides detailed reflections and comments about each of the field experiences (5). Comments highlight the key aspects learned from each of the experiences
\n@ 2 points each =10
\nSummative commentary
\nIncludes comments about the overall concepts learned about role of culture in child development and how they inform practice in early childhood education. Provides examples from the field based experiences
\n5
\nTotal
\n20
\nAssignment 5 Participation 5%, Due weekly
\nContribute and exhibits active participation in class discussions
\n(Homework help – Discussion postings and chats for online students) 4 points
\nAttends all sessions (including chat sessions) 1 points
\n5 points
\nVIII. Standards
\nFlorida:
\nFlorida Department of Education (2010). Competencies and skills required for teacher certification in Florida (15th ed.). Retrieved from https:\/\/monkessays.com\/write-my-essay\/fldoe.org\/asp\/ftce\/ftcecomp.asp
\nFlorida Department of Education (2011). Florida Early Learning and Developmental Standards for Four-Year-Olds. Retrieved from https:\/\/monkessays.com\/write-my-essay\/fldoe.org\/earlylearning\/perform.asp
\nEC 620 Page 34 of 66 Revised May 2015
\nFlorida Department of Education (dates vary: 2007-2011). Next Generation Sunshine State Standards. Retrieved from https:\/\/monkessays.com\/write-my-essay\/fldoe.org\/bii\/Curriculum\/SSS\/ [Select appropriate subject area.]
\nFlorida Department of Education (2010). Next Generation Sunshine State Standards (Common Core) \u2013 English Language Arts. Retrieved from https:\/\/monkessays.com\/write-my-essay\/fldoe.org\/bii\/Curriculum\/SSS\/
\nFlorida Department of Education (2010). Next Generation Sunshine State Standards (Common Core) \u2013 Mathematics. Retrieved from https:\/\/monkessays.com\/write-my-essay\/fldoe.org\/bii\/Curriculum\/SSS\/
\nFlorida Educator Accomplished Practices. (2011). Retrieved from https:\/\/www.flrules.org\/gateway\/notice_Files.aspID=9648413
\nNevada:
\nNevada Department of Education (2008). Standards. Retrieved from https:\/\/monkessays.com\/write-my-essay\/doe.nv.gov\/standards.html
\nNational Standards:
\nCommon Core Standards (2012). Retrieved from https:\/\/monkessays.com\/write-my-essay\/corestandards.org\/
\nInterstate New Teacher Assessment and Support Consortium (2011). InTASC model core teaching standards: A resource for state dialogue. Retrieved from https:\/\/monkessays.com\/write-my-essay\/ccsso.org\/Documents\/2011\/InTASC_Model_Core_Teaching_Standards_2011.pdf
\nNational Board for Professional Teaching Standards (2008). The standards. Retrieved from https:\/\/monkessays.com\/write-my-essay\/nbpts.org\/the_standards
\nNational Council for Accreditation of Teacher Education (1997-2009). Retrieved from https:\/\/monkessays.com\/write-my-essay\/ncate.org
\nTeaching English to Speakers of Other Languages \/ National Council for Accreditation of Teacher Education Standards (2010). Retrieved from https:\/\/monkessays.com\/write-my-essay\/tesol.org\/docs\/books\/the-revised-tesol-ncate-standards-for-the-recognition-of-initial-tesol-programs-in-p-12-esl-teacher-education-(2010-pdf).pdfsfvrsn=0
\nProfessional Organization Competencies\/Standards:
\nCouncil for Exceptional Children (2006-2007). Professional standards. Retrieved from https:\/\/monkessays.com\/write-my-essay\/cec.sped.org\/Content\/NavigationMenu\/ProfessionalDevelopment\/ProfessionalStandards\/default.htm
\nEC 620 Page 35 of 66 Revised May 2015
\nNational Association for the Education of Young Children. (2010). NAEYC Standards for Early Childhood Professional Preparation. https:\/\/monkessays.com\/write-my-essay\/naey.org (Position Statements)
\nIX. CLASS POLICIES
\nA. Attendance: Students are expected to attend all class sessions.
\nB. Writing across the Curriculum [Modify or delete, as appropriate]
\nThis course includes written assignments that make up at least one half of the final course grade.
\n Written assignments can include, but are not limited to, abstracts, bibliographies, case studies, computer programs, essays, journal entries, lesson plans, literature reviews, project proposals, project reviews, reaction papers, research papers, seminar summaries, and technology reports.
\n Remember to use the FSE Standard Format for Assignments, available at: https:\/\/monkessays.com\/write-my-essay\/fischlerschool.nova.edu\/Resources\/uploads\/app\/28\/files\/PDF\/fsehs_standard_format.pdf [This includes the format for the title page required with each assignment.]
\n Need more assistance with academic writing
\nStudents can take EDD 8000 Foundations of Graduate Study in Education.
\nThe course is completely voluntary. Check with Student Services for CRNs.
\n Help is also available at SharkWrites at http:\/\/nova.campusguides.com\/FSESharkWrites
\nI. GRADING CRITERIA
\nA. Presubmission Checklist: https:\/\/monkessays.com\/write-my-essay\/nova.edu\/~yates\/FSEHS_Pre_Submission_Checklist.pdf
\nhttps:\/\/monkessays.com\/write-my-essay\/nova.edu\/~yates\/FSEHS_Pre_Submission_Checklist.doc
\nGeneral Grading Paper Writing Service – Topic Examples – Rubric: https:\/\/monkessays.com\/write-my-essay\/fgse.nova.edu\/gtep\/students\/gteprubrics.html
\nB. Grading Scale:
\nM.S.\/Ed.S.
\nLetter Grade
\nPercentage
\nQuality Points
\nA
\n91-100
\n4.0
\nB+
\n86-90
\n3.5
\nB
\n80-85
\n3.0
\nC
\n70-79
\n2.0
\nF
\nBelow 70
\nNo Credit
\nCourse Assignments and their percentage of the final grade
\nEC 620 Page 36 of 66 Revised May 2015
\nAssignment 1- Project on child rearing practices 30%
\nAssignment 2 \u2013 Play presentation 15%
\nAssignment 3- Developmental lesson plan 30%
\nAssignment 4 \u2013 Field experiences Activity log 20 %
\nAssignment 5 – Participation 5 %
\n100%
\nX. LIST OF SUGGESTED REFERENCES Antliak, S. & Sahin, D. (2010). An observational study for evaluating the effects of interpersonal problem-solving skills training on behavioural dimensions. Early Child Development and Care, 180(8), 995-1003.
\nAllen, K. E. & Marotz, L. (2011). Developmental profiles: Pre-birth through age eight. NY: Delmar.
\nBakeman, R., Adamsom, L., Konner, M. & Barr, R. (1990). !Kung infancy: The social context of object exploration. Child Development, 61, 794-809.
\nBerk, L. & Winsler, A. (1995). Scaffolding children\u2019s learning: Vygotsky and early childhood education. Washington, DC: National Association for the Education of Young Children.
\nBodrova, E. (1997). Key concepts of Vigotsky theory of learning and development. Journal of Early Childhood Teacher Education,18, 2, 16-22
\nCurran, J. (Fall\/Winter 1999). Constraints of pretend play: explicit and implicit rules. Journal of Research in Childhood Education, 14(1), 47-55.
\nDuncan, T., Kemple, K. and Smith, T. (Summer 2000). Reinforcement in developmentally appropriate early childhood classrooms. Childhood Education, 194-199.
\nGarbarino, J. (1992). Children and their families in the social environment (2nd edition). NY: Aldine de Gruyter.
\nGardner, H. (1983). Frames of mind: The theory of multiple intelligences. NY: Basic Books.
\nGardner, H. (1993). Multiple intelligences: The theory in practice. NY: Basic Books.
\nEC 620 Page 37 of 66 Revised May 2015
\nGardner, P., Jones, D. and Miner, J. (1994). Social competence among low-income preschoolers: Emotion socialization practices and social cognitive correlates. Child Development, 65, 622-637.
\nGreenfield, P. & Cocking, R. (2014). Cross-cultural roots of minority child development. Hillsdale, NJ: Lawrence Erlbaum.
\nKann, R. & Hanna, F. (2000). Disrtuptive behavior disorders in children and adolescents: How do girls differ from boys Journal of Counseling and Development, 78, 267-274.
\nKidlon, D. & Thompson, J. (2000). Raising Cain. Protecting the emotional life of boys. NY: Ballantine.
\nKonner, M. (1991). Childhood. Multicultural perspectives. Boston, MA: Little, Brown.
\nHartup, W. (Fall, 1991). Having friends, making friends, and keeping friends: Relationships as educational contexts. Yearly Report of the University of Minnesota’s Center for early Education and Development, 19 (1). (Eric Digest EDO-PS-92-4)
\nLaCerva, V. (November 1999). Adverse effects of witnessing violence. Child Care Information Exchange, 44-47. Lau, P. N. (2009). The effects of cooperative learning on preschoolers’ mathematics problem-solving abilities. Educational Studies in Mathematics, 72(3), 307\u2013324.
\nLickona, T., Schaps, E. & Lewis, C. (1998, Nov\/Dec). Eleven principles of effective character education. Scholastic Early Childhood Today, 53-55.
\nLynch, E. & Hanson, M. (2008). Developing cross-cultural competence: A guide for working with young children and their families (3rd edition). Baltimore, MD: Paul Brookes.
\nMarion, M. (1997). Guiding young children’s understanding and management of anger. Young Children, 52(7), 62-67. Patel, P. & Canobi, K.H. (2010). The role of number words in preschoolers’ addition concepts and problem-solving procedures. Educational Psychology, 30(2), 107-124
\nRobles de Melendez, W. & Beck, V. (2014). Families in our classrooms: Many ways, many voices (Chapter 3). In Teaching young children in multicultural classrooms. (2nd. Edition). CA: Cengage.
\nEC 620 Page 38 of 66 Revised May 2015
\nRoopnarine, J., Jonhnson, J. & Hooper, F. (Eds.). (1994). Children\u2019s play in diverse cultures. NY: SUNY
\nSimmons, B., Stalsworth, K. and Wentzel, H. (1999). Television violence and its effects on young children. Early Childhood Education Journal, 26(3), 149-153.
\nSoto, L. (1991). Understanding bilingual\/biculural young children. Young Children 46 (2), 30-36.
\nSkiba, R.; Peterson, R. (Spring 2000). School discipline at a crossroads: from zero tolerance to early response. Exceptional children, 66(3), 335-46.
\nStephens, G. (May 1998). Saving the nation’s most precious resources: our children. USA Today, 126 (2636), 54-7.
\nTrawick-Smith, J. (2004). Early childhood development. A multicultural perspective (4th edition). Upper Saddle River, NJ: Merrill.
\nWayman, E., Lynch, E. & Hanson, M. (1990). Home-based childhood services: Cultural sensitivity in a family systems approach. Topics in Early Childhood Special Education 10, 4. Pp. 56-75.
\nESOL References:
\nDelgado-Gaitan, C. (1991). Involving Parents in the Schools: A Process of Empowerment. In American Journal of Education 100(1): 20-46.
\nDiaz-Rico, L. & Week, K. (2010). The cross-cultural language and academic development handbook: A complete K-12 reference guide (4th ed.). Boston, Allyn and Bacon.
\nEscamilla, K. (1993). Promoting Biliteracy: Issues in Promoting English Literacy in Students Acquiring English. In The Power of Two Languages: Literacy and Biliteracy for Spanish Speaking Students. New York, NY: Macmillan\/McGraw-Hill.
\nGay, G. (2000). Culturally responsive teaching. Theory, research, & practice. NY: Teachers College Press.
\nHerrera, S. & Murry, K. (2005). Mastering ESL and bilingual methods. Differentiated instruction for culturally and linguistically diverse (CLD) students. Boston, MA: Allyn and Bacon.
\nP\u00e9rez, B. & Torres-Guzm\u00e1n, M. (2002). Learning in two worlds: An integrated Spanish-English\/English biliteracy approach (3rd. Ed.). Boston: Allyn and Bacon.
\nEC 620 Page 39 of 66 Revised May 2015
\nFaltis, C.J. (1997). Joinfostering: Adapting teaching for multilingual classrooms. Upper Saddle Creek, NJ: Prentice-Hall.
\nFaltis, C.J., & Hudelson, S.J. (1998). Bilingual education in elementary and secondary school communities. Boston, MA: Allyn & Bacon.
\nFueyo, V. (1997). Teaching language-minority students: Using research to inform practice. Equity & Excellence in Education 20 (1), 16-26.
\nMontes, F. (2002). Enhancing content areas through cognitive language learning collaborative in South Texas. Bilingual Research Journal 26 (3), 697-716.
\nNieto, S. (2000). The light in their eyes: Creating multicultural communities. NY: Teachers College Press.
\nRichard-Amato, P. (1996). Making it happen: Interactions in the second language classroom: From theory to practice. NY: Longman.
\nValdes, G. (1996). Con respeto. Bridging the distance between culturally diverse families and schools: An ethnographic portrait. NY: Teachers College.
\nZehler, A. (1994). Working with English Language learners. Strategies for elementary and middle school teachers. Available at: https:\/\/monkessays.com\/write-my-essay\/ncela.gwu.edu\/pubs\/pigs\/pig19.htm
\nRecommended Websites
\nEarly Childhood Research Institute on Measuring Growth and Development (ECRI-MGD)
\nhttp:\/\/ici2.umn.edu\/ecri\/
\nNational Child Care Network
\nhttps:\/\/monkessays.com\/write-my-essay\/nncc.org\/homepage.html
\nJean Piaget Society: https:\/\/monkessays.com\/write-my-essay\/piaget.org
\nMarch of dimes: https:\/\/monkessays.com\/write-my-essay\/modimes.org\/healthlibrary
\nNational Association for the Education of Young Children
\nhttps:\/\/monkessays.com\/write-my-essay\/naeyc.org
\nSocial roles: http:\/\/curry.edschool.virginia.edu\/go\/multicultural\/activities\/boygirl.html
\nEC 620 Page 40 of 66 Revised May 2015
\nSocial skills: https:\/\/monkessays.com\/write-my-essay\/humsci.auburn.edu\/parent\/socialskills.html
\nSpecial needs: http:\/\/seriweb.com
\nEarly Developments (Online Journal)
\nhttps:\/\/monkessays.com\/write-my-essay\/fpg.unc.edu\/~ncedl\/PAGES\/ED4.htm
\nNational Institute of Child Health and Human Development (https:\/\/monkessays.com\/write-my-essay\/nichd.nih.gov\/)
\nMultiple Intelligences (https:\/\/monkessays.com\/write-my-essay\/indiana.edu\/~eric_rec\/ieo\/bibs\/multiple.html)
\nBrain development (https:\/\/monkessays.com\/write-my-essay\/sfn.org\/briefings\/parental_care_brain.html)
\nDiversity and the curriculum (https:\/\/monkessays.com\/write-my-essay\/ericse.org\/digests\/dse96-1.html)
\nStandards for effective multicultural pedagogy (https:\/\/monkessays.com\/write-my-essay\/crede.ucsc.edu\/Standards\/StandIndic\/stand_indic.html)
\nCooperative learning and diversity (https:\/\/monkessays.com\/write-my-essay\/cde.ca.gov\/iasa\/cooplrng2.html)
\nResources on social skills (https:\/\/monkessays.com\/write-my-essay\/familyvillage.wisc.edu\/general\/social-skills.html#info)
\nPeer groups (https:\/\/monkessays.com\/write-my-essay\/apa.org\/journals\/amp\/amp549755.html)
\nSchool violence prevention (https:\/\/monkessays.com\/write-my-essay\/mentalhealth.org\/schoolviolence\/)
\nViolence and video games (https:\/\/monkessays.com\/write-my-essay\/apa.org\/journals\/psp\/psp784772.html)
\nAmerican Psychologist (Journal) (https:\/\/monkessays.com\/write-my-essay\/apa.org\/journals\/)
\nVigotsky\u2019 theory
\nhttp:\/\/snycorva.cortland.edu\/~ANDERSMD\/VYG\/VYG.HTML
\nC. Websites:
\nAbout Education. (2015). Secondary school educators. Retrieved from http:\/\/7-12educators.about.com\/
\nCPALMS (2014). Educator toolkits. Retrieved from https:\/\/monkessays.com\/write-my-essay\/cpalms.org\/Public\/
\nFamily Network on Disabilities. (2015). Retrieved from https:\/\/monkessays.com\/write-my-essay\/fndfl.org\/
\nEC 620 Page 41 of 66 Revised May 2015
\nFlorida Department of Education. (2015). Retrieved from https:\/\/monkessays.com\/write-my-essay\/fldoe.org\/
\nNevada Department of Education (2012). Retrieved from https:\/\/monkessays.com\/write-my-essay\/doe.nv.gov
\nNevada State Parent Information & Resource Center (n.d.). Retrieved from https:\/\/monkessays.com\/write-my-essay\/nevadapirc.org
\nOhio Assessments for Educators. (2015). Retrieved from https:\/\/monkessays.com\/write-my-essay\/oh.nesinc.com\/
\nResources for the Florida Standards:
\nDefining the Core: The Florida Standards. (n.d.). Retrieved from https:\/\/monkessays.com\/write-my-essay\/definingthecore.com\/
\nResources for Common Core:
\nCommon Core State Standards Initiative (2015). Core standards. Retrieved from https:\/\/monkessays.com\/write-my-essay\/corestandards.org\/the-standards
\nNational Governors Association Center for Best Practices, Council of Chief State School Officers (NGA & CCSSO). (2010). Common Core State Standards for English language arts & literacy in history\/social studies, science, and technical subjects. Washington, DC: National Governors Association Center for Best Practices, Council of Chief State School Officers. https:\/\/monkessays.com\/write-my-essay\/corestandards.org\/assets\/CCSSI_ELA%20Standards.pdf
\n[copy & paste into web browser]
\nNational Governors Association Center for Best Practices, Council of Chief State School Officers (NGA & CCSSO). (2010). Common Core State Standards for mathematics. Washington, DC: National Governors Association Center for Best Practices, Council of Chief State School Officers. https:\/\/monkessays.com\/write-my-essay\/corestandards.org\/assets\/CCSSI_Math%20Standards.pdf [copy & paste into web browser]
\nAdditional Assistance with APA Formatting and Writing:
\nAlvin Sherman Library, Research, and Information Technology Center (2010).
\nHelp: Style Guides, Citations, and Citing Sources. Retrieved from https:\/\/monkessays.com\/write-my-essay\/nova.edu\/library\/help\/styleguides\/styleguides.html
\nAlvin Sherman Library, Research, and Information Technology Center (2010).Education Tutorial. Retrieved from https:\/\/monkessays.com\/write-my-essay\/nova.edu\/library\/dils\/educationtutorial.html
\nEC 620 Page 42 of 66 Revised May 2015
\nAmerican Psychological Association (2015). APA style. Retrieved from https:\/\/monkessays.com\/write-my-essay\/apastyle.org\/
\nAmerican Psychological Association (2014). Basics of APA style tutorial. Retrieved from http:\/\/flash1r.apa.org\/apastyle\/basics\/index.htm
\nAmerican Psychological Association (2015). What\u2019s new in the sixth edition of the publication manual. Retrieved from https:\/\/monkessays.com\/write-my-essay\/apastyle.org\/learn\/tutorials\/brief-guide.aspx
\nThe Iris Center. (n.d.). IRIS modules. Retrieved from http:\/\/iris.peabody.vanderbilt.edu\/ [Special Education Resources]
\nThe Purdue Online Writing Lab (1995-2011), Retrieved from http:\/\/owl.english.purdue.edu\/
\nSharkWrites: The Abraham S. Fischler School of Education Writing Resource Center. (2015). Retrieved from http:\/\/sharkwrites.nova.edu\/
\nWarlick, D., & The Landmark Project. (2000\u20132010). Son of citation machine. Retrieved from http:\/\/citationmachine.net\/
\nTemplate adopted: February, 2005
\nTemplate revised: April 17, 2015
\nEC 620 Page 43 of 66 Revised May 2015
\nAppendices
\nEC 620 Page 44 of 66 Revised May 2015
\nAppendix A
\nCollection of Demographic Data for Clinical and Field Experiences
\nTo ensure that NSU candidates experience working with P-12 students from diverse backgrounds, programs must systematically track information on placements in clinical and field experiences. NSU candidates, who are already employed in schools, can complete field experiences in their classrooms as long as the P-12 students in the classroom represent diverse populations. NSU accepts the NCATE definition of diversity that follows:
\nDifferences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area. The types of diversity necessary for addressing the elements on candidate interactions with diverse faculty, candidates, and P\u201312 students are stated in the rubrics for those elements. (https:\/\/monkessays.com\/write-my-essay\/ncate.org\/Standards\/NCATEUnitStandards\/NCATEGlossary\/tabid\/477\/Default.aspx#D)
\nIn accordance with the NCATE definition, in ASSESS (http:\/\/fischlerschool.nova.edu\/ASSESS), you will key in demographic information on your placement that is available through the National Center for Educational Statistics. To locate this information:
\n1. Link to the National Center for Educational Statistics at http:\/\/nces.ed.gov\/globallocator\/.
\n2. Key in the information for your school. In this example, we will look for information on MAST Academy in Miami-Dade County.
\na. Enter Florida for state.
\nb. Enter MAST Academy for name.
\nc. Click Search.
\n3. MAST Academy will appear as the first public school in the results. Click on the link to your school\u2019s name.
\n4. At the top of the page for MAST Academy, click on the link for More Information.
\n5. Look at the information for Enrollment Characteristics:
\na. Enrollment by Race\/Ethnicity
\nb. Enrollment by Gender
\nc. Free lunch eligible (at the bottom-left of the page)
\nd. Reduced-price lunch eligible (at the bottom-right of the page)
\n6. Log in to ASSESS (http:\/\/fischlerschool.nova.edu\/ASSESS.
\n7. Click on the current term.
\n8. Click on the CRN for this course.
\n9. Click on the link for Clinical\/Field Placement Demographics.
\n10. Enter the following information for your school. This example has been completed for MAST Academy in Miami-Dade County (Florida). (REMINDER: Click on More Information at the top of the screen.)
\nEC 620 Page 45 of 66 Revised May 2015
\nExample:
\nEnrollment Demographics
\nCharacteristic
\nNumber in School \/ Type
\nName of school
\nMAST Academy
\nState of school
\nFlorida
\nCounty of school
\nMiami-Dade
\nEnrollment
\nTotal students
\n550
\nType of School
\nLocale (e.g., suburb; large)
\nRural: Fringe
\nRace\/Ethnicity
\nAmerican Indian \/ Alaskan
\n1
\nAsian \/ Pacific Islander
\n24
\nBlack
\n82
\nHispanic
\n299
\nWhite
\n129
\nUnknown
\n0
\nGender
\nFemale
\n296
\nMale
\n239
\nSocio-Economic Status
\nStudents qualifying for free lunch
\n132
\nStudents qualifying for reduced lunch
\n62
\nEC 620 Page 46 of 66 Revised May 2015
\n11. In addition to the categories that NCES provides for all schools in the U.S., there are additional resources in your state for other categories. You may wish to explore this information for your personal interests.
\nEC 620 Page 47 of 66 Revised May 2015
\nFormat for Assignments
\nTo standardize the presentation of assignments for all courses and programs, a format for student course work has been adopted.
\nEffective Fall 2004, students will be required to use the following format for all assignments except dissertation documents, for which the Style Guide for the Applied Write my thesis – Dissertation is the reference. This guide can be located by accessing the ARO Web site.
\nFischler School students are expected to use the following format for all written course assignments:
\nTitle Page Body of Text References
\n(If other sections are required, an explanation will be provided in the syllabus or course guide.)
\nSet 1\u201d margins on all sides. Use left margin justification. Set the font for 12 pt with Times New Roman or other readable serif font. Use no bold or underlining. Underlining may be used for linking URLs if requested for certain assignments. Use no running heads or page headers. Use the \u201cInsert\u201d function to insert \u0645\u0633\u0627\u0639\u062f\u0629 \u0627\u0644\u062a\u0639\u064a\u064a\u0646 – \u062e\u062f\u0645\u0629 \u0643\u062a\u0627\u0628\u0629 \u0627\u0644\u0645\u0642\u0627\u0644\u0627\u062a \u0645\u0646 \u0642\u0628\u0644 \u0643\u0628\u0627\u0631 \u0627\u0644\u0643\u062a\u0627\u0628 \u0627\u0644\u0639\u0631\u0628, Arabic page numbers at the upper right corner with the same font as the text (no italics, periods, hyphens, underlining, or bold). Use white paper.
\nThe title page will contain three single-spaced sections, vertically and evenly spaced and centered. It will contain no page number.
\n Top section:
\nTitle of the Assignment
\nUpper and Lower Case Style
\n Middle section:
\nby
\nStudent\u2019s Full Name
\nCourse code and CRN
\nTitle of Course
\n Bottom section:
\nNova Southeastern University
\nMonth, day, year
\nEC 620 Page 48 of 66 Revised May 2015
\nThe Body of Text will start with the page number 2.
\n Indent \u00bd\u201d for each new paragraph, the default on most word processors.
\n Text is to be double-spaced.
\n For headings and subheadings, follow current APA style as described in sections 3.31-3.32 of the APA manual.
\nIn the following cases, single-spacing will be used.
\no Block quotes
\no Table of Contents
\no Abstract
\no Table titles and figure captions
\nThe References list will start on a new page after the main body; pagination should be continuous throughout the main body and the References section.
\nThe title is to be centered at the top of the page on the first available line (as shown below). The ensuing instructions show how each item will look with hanging indent.
\nReferences
\nFor each entry, use a hanging indent and single-spacing. To format a hanging indent in MS Word, click on \u201cFormat,\u201d select \u201cParagraph,\u201d and choose \u201cIndentation\u201d; under \u201cSpecial,\u201d change to \u201cHanging.\u201d Double-space between entries.
\nReferences are listed in alphabetical order and follow the current APA format. Hanging indent looks like these two instruction items. Appendix pages follow the References list.
\nEC 620 Page 49 of 66 Revised May 2015
\nAppendix B
\nObservation Form
\nChild\u2019s name____________________ Age___________ (years, months) Date_____________
\nTime observations started ___________ Time ended______________
\nPhysical Characteristics (overall physical development; gross and fine motor skills)
\nSocial and Emotional (interactions, responses to conflict)
\nCognitive (problem solving, math concepts)
\nLanguage (oral expressions, communication strategies)
\nComments\/Notes
\nEC 620 Page 50 of 66 Revised May 2015
\nAppendix C
\nParent\/Family Member and Child Communication Strategies
\nObservation Form
\nChild: ___________ Age: _____ Gender _____
\nIndicate language used by child and adult if different from English ____________ _____________
\nSetting: ______________________________________
\nDate: ____________ Time started: _________ Time ended: _______
\nObservations Communication Strategy Observed:
\nMotherese:
\nLabeling:
\nRecasting:
\nExpanding:
\nEchoing:
\nEC 620 Page 51 of 66 Revised May 2015
\nAppendix D \u2013 Project on Play Behaviors
\nObservation Form
\nChild________________ Age_____________ Gender ______________
\nDate: ___________ Time: From: ___________ to ________________
\nSetting (describe) __________________________________________ Comments and description of play incident (including reference to toys or any materials used). Indicate participation with and presence of peers or adults. Describe the role and level of interaction with peers or adults. Indicate type of play behaviors observed. Briefly describe the activity. Comments on any literacy events displayed by children (for example: vocalizations, verbalizations, gestural language, expressions, use of language other than English)
\nSensorimotor play:
\nPretend-play:
\nConstructive play:
\nEC 620 Page 52 of 66 Revised May 2015
\nComments and description of play incident (including reference to toys or any materials used). Indicate participation with and presence of peers or adults. Describe the role and level of interaction with peers or adults. Indicate type of play behaviors observed. Briefly describe the activity. Comments on any literacy events displayed by children (for example: vocalizations, verbalizations, gestural language, expressions, use of language other than English)
\nGames:
\nNotes:
\nAdapted from: Melendez, W. (2007). Language grows in the classroom. Presentation at the ECA of Florida Annual Conference. Orlando, FL.
\nEC 620 Page 53 of 66 Revised May 2015
\nAbout the Field Experiences
\nEC 620 Page 54 of 66 Revised May 2015
\nNova Southeastern University
\nAbraham S. Fischler School of Education
\nEarly Childhood Education Program
\nAbout the Field Experiences
\nField experiences are an integral component of courses in the early childhood education program. They are defined as activities where you will be engaged directly in real life classroom experiences. The field experiences are intended to:
\n Develop first-hand experience about the teaching and learning process
\n Provide opportunities to apply the knowledge and ideas learned through your courses
\n Build the \u201cknow-how\u201d in early childhood education
\n Experience the link between theory and practice
\n Provide experiences and interactions with second language learners and ESOL professionals
\n Participate in a variety of school\/classroom-based activities
\n Interact with children, teachers, and school staff at the school\/classroom setting
\nEC 620 Page 55 of 66 Revised May 2015
\n Security Clearance Needed for Field and Clinical Experiences in All Courses
\nYour placement must be coordinated through the Office of Placement Services 800-986-3223 ext. 27900 \/ 954-262-7900. The placement process is coordinated through University and County officials only. Direct school contact is not permitted.
\nNova Southeastern University requires candidates who need to fulfill a clinical or field experience, internship, practicum course requirement in an educational setting to complete the security clearance processes of the school, local school district, and state.
\nThe requirement of a clinical experience may include a background check, drug testing, fingerprinting, etc. For information on these requirements, policies, and procedures, please refer to Obtaining Security Clearance (https:\/\/monkessays.com\/write-my-essay\/fischlerschool.nova.edu\/gtep\/Obtaining-Security-Clearance) at the Office of Placement Services: https:\/\/monkessays.com\/write-my-essay\/fischlerschool.nova.edu\/current-students\/office-of-placement-services
\nInformation on the Florida requirements for Background Screening Requirements is provided at https:\/\/monkessays.com\/write-my-essay\/fldoe.org\/edstandards\/background_screening.asp .
\nAdditional information on ethical standards for teachers of Florida is provided online at the Office of Professional Practices (https:\/\/monkessays.com\/write-my-essay\/fldoe.org\/edstandards\/).
\nDirections for Requesting a Field Placement
\nIf a field experience\/field-based capstone is required and placement in a school is needed for this course, contact the Office of Placement Services at 954-262-7900 (1-800-986-3223, ext. 27900) to arrange your placement within a school in any given school district (and to get assistance with security clearance). Certain requirements must be met, and they vary from district to district. Further information is available at: https:\/\/monkessays.com\/write-my-essay\/fischlerschool.nova.edu\/current-students\/how-to-get-a-field-placement
\nImportant! Placements take time to coordinate. Contact this office as soon as possible.
\nOnce You Have Your Placement: Report Demographic Information about Field Experience or Capstone Site
\nStudents completing field experiences and field-based capstones must submit the demographic information about their site in the ASSESS system (http:\/\/apps.fischlerschool.nova.edu\/oat\/login.aspx ). The directions for doing so are provided in Appendix A [indicate where you have included these directions].
\nReport Your Field Placement Location
\nEveryone completing a field experience or practicum is required to report their field
\nEC 620 Page 56 of 66 Revised May 2015
\nexperience location. Once you have completed your field experience, please access http:\/\/apps.fse.nova.edu\/placementform\/placementform.aspx to report your placement information.
\nSelecting a location for a field experience
\nThere are a variety of locations where conduct field experiences can take place. Course instructors will assist you to identify programs and schools known by the appropriateness of the services offered to children. Check with your local school district about their field experience policies. In early childhood education preference should be given to public schools programs and services. They include among others the following:
\n Public schools
\n Head Start programs
\n Early Start programs
\n Hospital-based programs
\n Community programs
\n Child service agencies
\nVariety of field experiences
\nField Experiences must include a variety of age groups so as to become familiar with teaching and learning with ages three through eight. Assigned field activities require participation and direct interaction in the following type of settings:
\n Preschools, Pre-kindergarten, Kindergarten Programs (ages 3, 4, 5)
\n Primary age groups (1st, 2nd, 3rd grade classrooms)
\n Inclusive classrooms (classrooms serving children with special needs)
\n Classrooms serving ESL children
\nField Experiences in Classrooms with ESOL students:
\nStudents are expected and required to conduct experiences in classrooms serving children who are English Language Learners. Be sure to select classrooms and setting with ESL programs. Your instructor can guide you to identify appropriate ESL settings.
\nForms
\nThe following forms are used when conducting field experiences:
\n Introductory letter
\nEC 620 Page 57 of 66 Revised May 2015
\nYour instructor will provide you with a Letter of Introduction to be presented at the location where the field experience is to take place. The letter introduces you as a graduate student and explains the purpose of the activity.
\n Verification of a field experience
\nEvidence of completion of field experiences is required for the purposes of the activity and for your portfolio. For each field experience you will need to complete the Verification Form. The form requires to be signed by the early childhood professional who verifies the kind of activity conducted in that location. Contact information (telephone number and\/or e-mail address) for the verifier is also required. This information is needed for your instructor to discuss and clarify the activities you conducted.
\n Reflective Journal
\nBecoming a reflective practitioner is an indispensable characteristic of professional educators. After each field activity is completed, it is required that you reflect upon what was learned and \u201cexperienced.\u201d The Reflective Journal Form includes questions to facilitate this process.
\nEC 620 Page 58 of 66 Revised May 2015
\nEC 620 Page 59 of 66 Revised May 2015
\nField Experience Forms
\nEC 620 Page 60 of 66 Revised May 2015
\nNOVA SOUTHEASTERN UNIVERSITY
\nFischler School of Education
\nEarly Childhood Education Program
\nField Experience Reflective Journal
\nStudent\u2019s Name___________________________________________ Course___________
\nLocation (school) __________________________ Grade\/Age group______________
\nClassroom includes ESL children: ___ Yes ___ No
\nDate _______________Time started________ Time completed______
\nObjective of field Experience: _________________________________________________________
\nJournal Comments
\nAbout the children, today I\u2026.
\nAbout the teaching and learning process, I learned\u2026.
\nNew ideas learned today are\u2026
\nAbout strategies and activities for ESOL children, today I observed \u2026..
\nEC 620 Page 61 of 66 Revised May 2015
\nInsights\/Questions\/Personal Comments:
\nComments from Course Instructor:
\nSignature_____________________________________ Date: _______________________
\nEC 620 Page 62 of 66 Revised May 2015
\nNova Southeastern University
\nAbraham S. Fischler School of Education
\nEarly Childhood Education Program
\nTO: ______________________________, Early Childhood Professional
\nFROM: ______________________________
\nCourse Instructor, NSU
\nDATE: ______________________________
\nSUBJECT: Letter of Introduction and Request to Conduct Graduate Field Experience
\nThis is to introduce _______________________________________________, graduate student in the Early Childhood Education program. We are kindly requesting that in order to satisfy requirements for course_____________, this student be allowed to conduct field experiences at your school\/program. The student will share a copy of the description of the field experience to be developed. Should you need to discuss the field experiences, I can be reached at _______________.
\nYour collaboration will greatly be appreciated as it contributes to the professional preparation of early childhood educators.
\nEC 620 Page 63 of 66 Revised May 2015
\nNova Southeastern University
\nAbraham S. Fischler School of Education
\nEarly Childhood Education Program
\nFIELD EXPERIENCE VERIFICATION FORM
\nStudent\u2019s Name: _______________________________ E-mail:______________
\nCourse: _________ Date of field experience: ________________
\nTime started: ___________________________ Time completed: _________________
\nPurpose of Field Experiences: ______________________________________________
\nSchool \/Center\/Program __________________________________________________
\nAge Group: ____________________
\nDescribe the type of activity conducted:
\nObservations and Participation with School Professionals
\nInteractions
\nwith Children
\nActivities with ESOL children and professionals
\nComments about activities
\nEC 620 Page 64 of 66 Revised May 2015
\nEC 620 Page 65 of 66 Revised May 2015
\nVerification:
\nI, _________________________________________________,
\n(Please indicate your name and position)
\nVerify that _________________________________, an early childhood graduate student at NSU, completed the following activities at my program:
\nComments:
\nSignature of verifier: _________________________________________
\nDate: _____________________________________________
\nTelephone number: _______________________________
\nEmail: ___________________
\nEC 620 Page 66 of 66 Revised May 2015