Revised 12/12

EEC 1000Child Growth and Development

3 creditsSpring, 2013

Instructor: Dr. Nana Robertson Lead Faculty:Dr. Nana RobertsonContact Info: 407-708-2674 (responsible for syllabus) robertsn@seminolestate.eduOffice Hours: Monday – Thursday

12:00 – 4:00 pm

Note: To insure program consistency, all sections of each course in the Early Childhood Education Department, regardless of delivery format, follow the same course requirements and content as listed in this syllabus that is provided by the Program Manager/Lead Faculty. The instructor may add, but not delete, topics and activities based on best practices.

Course Description: This course examines child development from conception to age eight by considering the complex interaction between heredity and environmental factors. Children’s physical, social, emotional and cognitive development is discussed as well as the implications for developmentally appropriate practice. It includes the theories of Erikson, Piaget, Vygotsky, Brofenbrenner, and others. Students will be required to observe children in a child care setting or after school program (up to10 hours).

Course Purpose: This course is a required course for all Early Childhood AS degree majors. It is also an elective class for AA Early Childhood Pre-Major. The purpose of this course is to provide students with a working knowledge of the characteristics of children of diverse cultural backgrounds within and outside of the United States. The course discusses typical as well as atypical development. The course is intended to assist future teachers and childcare providers in understanding and celebrating the rich diversity among children around the world.

Course Objectives:The instructor will set out to teach:

1. Application of the principles of child growth and development and the examination of quality practices dealing with children birth to 8 years of age.

2. Recognition of key factors of a child’s stages of development as demonstrated by behavior patterns, social issues, physical, emotional, and intellectual development.

3. Identification of typical and atypical development, factors that affect the child’s development and how to promote inclusiveness in every group setting.

4. Interpretation of the theories of development, including Piaget, Vygotsky, Brofenbrenner, Erikson and others, and how this information can be used in teaching and guiding young children.

5. Analysis of different cultures and how this diversity can affect a child’s development in social issues, physical, emotional, and intellectual development.

6. Examine the importance of motor play and culture in the primary years.

Expected Learning Outcomes and Methods for Assessing those Outcomes:Upon successful completion of this course the student will:

1. Associate the principles of child growth and development and their application to an inclusive early childhood setting.

Methods for assessing this expected Learning Outcome: Quiz 1-3, in class Application Activities, Muddiest Point Classroom Assessment Techniques, Assignment 1-4.

2. Assess and evaluate knowledge of key factors, including behavior patterns, social issues and basic needs, regarding physical, emotional, social, and intellectual development of the child from birth through age eight.

Methods for assessing this expected Learning Outcome: Quiz 1-3, think – pair - share active learning technique, class discussion, non-graded quizzes, Assignment 1-4.

3. Distinguish between typical and atypical development and factors that affect healthy development.

Methods for assessing this expected Learning Outcome: Quiz 1 – 3, in class discussion, in class group activities, Muddiest Point Classroom Assessment Techniques, Assignment 1, 2, and 4.

4. Compare and contrast the theories of Piaget, Erikson, Vygotsky, Brofenbrenner and others.

Methods for assessing this expected Learning Outcome: Class discussion, think- pair - share active learning technique, Assignment 2 and 3, Quiz 1 – 3, Student generated exam questions group activity.

5. Recognize how culture and diversity affect a child’s development.

Methods for assessing this expected Learning Outcome: Quiz 1-3, class discussion, Assignment 1, 3, and 4, One Minute Paper, non-graded quiz, application cards used to generate small group discussion.

6. Interpret and classify the effects of culture and gender on motor play in the primary years Methods for assessing this expected Learning Outcome: Quiz 3, class discussion, Assignment 4, applications cards, and polling the class.

All methods of assessment are aligned with NAEYC standards and supporting skills as indicated by the expected Learning Outcomes.

NAEYC Standards, Sub-standards and Key Elements and Supportive Skills Addressed in Course

1.Promoting Child Development and Learning1a. Knowing and understanding young children’s characteristics and needs. X1b. Knowing and understanding the multiple influences on development and learning X1c. Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments

X

2. Building Family and Community Relationships2a. Knowing about and understanding family and community characteristics X2b. Supporting and empowering families and communities through respectful, reciprocal relationships2c. Involving families and children in their children’s development and learning3. Observing, Documenting and Assessing to Support Young Children and Families3a. Understanding the goals, benefits and uses of assessments3b. Knowing about and using observation, documentation and other appropriate assessment tools and approaches

X

3c. Understanding and practicing responsible assessment.3d. Knowing about assessment partnerships with families and other professionals4. Teaching and Learning4a. Connecting with children and families X4b. Using developmentally effective approaches X4c. Understanding content and knowledge in early education4d. Building meaningful curriculum.Key Elements of Standard 44a. Knowing, understanding and using positive relationships and supportive interactions4b. Knowing, understanding and using effective approaches, strategies, and tools for early education4c. Knowing understanding the importance of central concepts, inquiry tools, and structures of content areas or academic disciplines4d. Using own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum to promote positive outcomes.

X

5. Becoming a professional5a. Identifying and involving oneself with the early childhood field5b. Knowing about and upholding ethical standards and other professional guidelines5c. Engaging in continuous collaborative learning to inform practice5d. Integrating knowledgeable, reflective and critical perspectives on early education X5e. Engaging in informed advocacy for children and the profession

Supportive Skills Addressed in Course

Skills in self-assessment and self-advocacy XSkills in mastering and applying foundational concepts from general education XWritten and verbal communication skills XSkills in making connections between prior knowledge, experiences, and new learning XSkills in identifying and using professional resources X

Required Materials: Trawick-Smith, J. (2010), Early Childhood Development. UpperSaddle River, NJ: Pearson Publishing ISBN-13:978-0-13-501646-6Other required reading: White, E.B. (2001). Charlotte’s Web. HarperCollins Publishing.ISBN-13: 978-0064410939

Description of how grades are determined:Quiz (3)There will be three quizzes; each quiz is worth 15 points. Each quiz could include a variety of questions (e.g., multiple choice questions, matching, and short-answer). Exam dates are listed in the Course Outline.

Assignments (4)There are four assignments. Each assignment is worth between 10 – 20 points as indicated in the description of the assignment. Each assignment is intended to meet one or more of the student learning outcomes. Assignment due dates are listed in the Course Outline.

Application ActivitiesThroughout the course of the semester, there will be small group or individual activities done in class. For example, application activities may include small group discussions, non-graded quizzes, muddiest point activities, and think-pair-share activities. At the instructor’s discretion five points are available to award a student for class participation in all activities and discussion. Excessive absenteeism will be considered when awarding discretionary points as a student is unable to participate if have not attended class on a regular basis.

Field Experience ObservationsIn three assignments you are asked to observe in a group setting of children 0 – 8 years of age. Due to the reluctance of public school accepting outside groups into their classrooms, you may observe after-school activities at a group care facility. The hours needed for the field experiences were described in the course description upon registering for the course.

Assignment Point Value:Assignment 1 – Choice of one of two assignments 10 pointsAssignment 2 – Piaget’s Conservation Exercise 10 pointsAssignment 3 – Charlotte’s Web 20 pointsAssignment 4 – Play in the Primary Years 15 pointsThree quizzes @ 15 points each 45 points Total 100 points*Instructor has 5 discretionary points to give.

Grading Scale:100 – 90 = A Below 60 = F 89 – 80 = B 79 - 70 = C 69 - 60 = D

Students obtaining their college credit CDA must have a C or higher as the final grade in order to complete the program.

Artifacts – The four assignments due in this course is considered artifacts. Each artifact must be saved to use in the development of your portfolio for EEC 1011.

Late Assignment PolicyAll assignments are considered late if they are not turned in at the beginning of class they are due (on site class) or by the time designated by your online instructor. Late assignments are not accepted unless you have made arrangements with your instructor ahead of time. If you are absent the day assignment is due (on site class) the assignment must be emailed before the start of class in order to be counted.

Attendance PolicyIn order for learning to take place, a student must be in attendance. If a student is more than 20 minutes tardy a ½ absence will be recorded on the attendance report. When arriving late, it is the student’s responsibility to check in with the instructor after class to make certain attendance has been recorded.

Seminole State College attendance policy states “a student who is absent from class 10 percent of the scheduled class time is subject to be withdrawn without warning by the instructor”.

No makeup quiz will be given if a student is absent the night of the quiz. If you know, in advance, you will be absent arrangements can be made with the instructor.

Withdrawal PolicyWithout penalty, a student may withdraw from a course within a specific period of time after enrollment. This deadline for withdrawal date without financial penalty is January 11 2013, the date for withdrawal without academic penalty is March 19, 2013.

If you do not withdraw before these deadlines and stop attending, you can be given a failing grade for the course.

Severe WeatherIn case of severe weather approaching go to our website www.seminolestate.edu for information regarding class cancellations.

Academic IntegrityCheating or plagiarism of any kind will result in appropriate action being taken that is consistent with college policy that may range from an “F” for the assignment to an “F” for the course. If plagiarism is caught, the instructor reserves the right to review previous assignments. Please consult your Seminole State student handbook for more information.

Accommodation of Disabled Students (Seminole State College Policy 1.075)It is the policy of the Board of Trustees to provide reasonable accommodation for students with disabilities. Seminole State College is committed to the full and total inclusion of all individuals and to the principle of individual empowerment.

Disability Support Services offers students equity to ensure that appropriate academic adjustments are made that allow all students an equal footing inside the classroom and around campus. Students are encouraged to contact Disability Support Services if assistance is needed.

Course Outline with AssignmentsSpring, 2013

Part I Young Children in Multicultural PerspectiveChapter 1 Studying Early Childhood Development in a Diverse World January 7Chapter 3 Theories of Child Development January 14

Part II Prenatal Development, Childbirth, and InfancyChapter 5 The Newborn January 28Chapter 6 Infant Physical Growth and Brain Development February 4Chapter 7 Cognitive Development in Infancy February 11Chapter 9 Infant Social and Emotional Development February 18

Assignment 1 due February 18Chapter 8 Infant Language and Literacy February 25

Quiz 15 points (chapters 5 – 9) February 25

Part III Development in the Preschool YearsChapter 10 Preschool Physical and Motor Development March 11Chapter 11 Cognitive Development in the Preschool Years March 18

Assignment 2: Piaget’s Conservation Exercise March 18Chapter 12 Symbolic Though: Play, Language, and Literacy in the

Preschool Years March 25Chapter 13 Social and Emotional Development of Preschoolers April 1

Quiz 15 points (chapters 10 – 13)Assignment 3: Charlotte’s Web April 1

Part IV The Primary Years in Cultural ContextChapter 14 Physical Growth and Motor Development in the Primary Years April 8Chapter 16 Language, Literacy, and Schooling April 15Chapter 17 Social & Emotional Development in the Primary Years April 22

Assignment 4: Play in the Primary Years April 22Quiz 15 points (chapters 14, 16, and 17) April 29

Assignments and Field Experiences

Assignment 1A:Observing Reunion Behaviors (NAEYC 1a, 1b, 3b 4a) Point Value: 10 pointsDue: February 18, 2013

Observing Reunion BehaviorsObserve two parents as they pick up their toddlers (12 months – 30 months of age) from child care at the end of the day. Write a 500 word report (2 pages, double spaced) on your observations, guided by the following questions:

In the first paragraph you should describe your setting and the ages of the children observed.

How would you characterize adult-child reunions? To what degree were these happy occasions? What did parents, other caregivers, or the child care providers do to make this so?

What types of attachment behavior did you observe? (refer to table 9-1, chapter 9)

To what degree did these reunions differ across families? To what do you attribute these differences? Culture? Temperament? Does it make a difference who picks the child up (e.g., mother, father, grandparent or neighbor)?

The final paragraph should be a reflection on what you have learned from this assignment.

Directions:In this assignment you will conduct your own research on Mary Ainsworth Strange Situation research. Your report will be in a question/answer format. Each answer should have one paragraph for each of the bullet points. The paragraph will consist of 5 sentences. Double space your report using 12 font Times New Roman.

or

Assignment 1B:Infant Temperament (NAEYC 1a, 1b, 3b, 4a)Point Value: 10 pointsDue:This activity is structured so that students may compare adult temperament with that of an infant.

Assignment Specifics: Each question must be answered in complete sentences, with a minimum of one

paragraph for each response. (5 sentences). Each question must be written with the paragraph response written underneath the

question. Final paragraph should be a reflection of what you have learned from this assignment. Assignment must be a minimum of two pages Times New Roman – 12 font Proper grammar, punctuation, and sentence format is expected. If missing up to 4 points

can be deducted from the total score.

Answer the following questions:1. Of what particular temperament are you – easy, slow-to-warm up, or difficult? If you do

not fall into these categories, what other aspects of your own personality do you feel are inborn?

2. Think of an actual person – an adult – who was likely a difficult baby. Describe the dominant features of this adult (at least two features).

3. Think of an actual person – an adult – who was likely a slow-to-warm up baby. Describe features of this adult (at least two features).

4. Discuss how a parent with a slow-to-warm up baby would need to adjust parenting practices.

5. Discuss how a caregiver would need to adapt interactions and the classroom to meet the needs of a preschooler with a difficult temperament.

Rubric for Assignment 1:Observing Infant/Toddler Reunion Behavior or

Infant Temperament

Does Not MeetExpectations (1-2)

Meets Expectations(3)

Exceeds Expectations 4 points

STANDARD 1a & 1bStudent is able to promote child development and learning through knowing and understanding young children’s characteristics and needs.

Student is able to promote child development and learning through knowing and understand the multiple influences on development and learning.

Student’s knowledge seems weak or non-existent regarding the emotional development of infants as identified in the assignment.

Student’s work reflects knowledge of the different types of attachment and knowledge of Mary Ainsworth (assignment 1A) or

Student’s work reflects knowledge of temperament behavior as demonstrated by complete explanations to questions. (1B)

STANDARD 3bKnowing about and using observation, documentation, and other appropriate assessment tools.

Student response was simply reporting what observed without succinct input as to specific type of attachment observed (1A) or in depth explanation of temperament types (1B).

Student able to identify types of attachment or temperament applicable to development stage of development and able to pick out strategies used by adults with children to promote healthy attachments or behavior.

STANDARD 4aKnowing, understanding, and using positive relationships and supportive interactions.

Students understanding and use effective approaches towards critical perspectives are weak. There is little or no evidence of the ability to integrate new knowledge into practical observations.

Student shows knowledge of important characteristics of a toddler’s development and able to accurately describe the characteristics observed (1A) or associate the relationship of adult behavior and infant development (1B)

In addition, student demonstrates strong skills in interpreting the behavior of infants and toddlers and can identify specific types of emotional development as it relates to the work of the theorist investigated.

Assignment 2: Piaget’s Conservation Exercise (NAEYC 1a,1b)Point Value: 10 pointsDue: 3/18/13You will test 3 children on each of the conservation tasks. Test three children age 4, 5, and 6 years of age (one child of each age). Record their responses on the form attached. You should test each child individually so as to avoid contamination. Important: Read chapter 11 before attempting this assignment.

Materials needed:12 pennies2 glasses – clear, same size1 glass – clear, different shape than other two(32 oz. Clear soda bottles with labels removed and a 32 oz. clear glass can be used)2 lumps of play dough

Conservation of number: You will need 12 pennies for this activity. Divide the pennies into 2 lines of equal length.

The pennies should be the same distance from one another. Ask each child: “Are there the same number of pennies in each row”? Record each child’s response.

After child responds, move the pennies so that one row has more spaces in-between the pennies making the one row longer. Ask each child: “Are there the same number of pennies in each row”? Record each child’s response.

Conservation of liquid:You will need 3 glasses. They should be clear glass. Two glasses must be exactly the

same size and shape. The third glass should be of a different shape but hold at least as much liquid as the other two.

Fill two glasses (glass A and glass B) of the same size and shape with water. (You could use colored water since it is easier to see). Ask each child: “Does each glass have the same amount of water”? Record each child’s response.

Next pour the water from glass A into the odd glass, glass C. Make sure the child watches this process. Ask: “Does each glass have the same amount of water or does one have more”? Record each child’s response.

Conservation of Mass:Shape the play dough into two balls that are the same size. (Do this before showing them

to the children,) Show the two balls of play dough to each child. Ask: “Is there the same amount of play dough in each ball”? Record each child’s answers.

Next, rolls one of the balls into a long hot-dog like shape. Do this in front of the child. Ask: “Does each piece of clay have the same mount or does one have more”? Record each child’s response.

Personal Reflection:One page reflection MUST accompany assignment.. Answer the following questions and add any information you believe relevant to a reflection.

Write a report on your experiments, guided by the following questions: Did children perform on these tests as Piaget would have predicted? In what ways were the three children different in their problem solving?

How was each child's performance influenced by perception-based thinking? By uni-dimensional thought? By difficulty reversing an operation?

What can you conclude about young children's thinking? In what ways were you impressed with these children's problem solving? In what way was their thinking limited

Rubric for Assignment 2:Piaget’s Conservation Exercise

Does Not MeetExpectations (1-2)

Meets Expectations(3)

Exceeds Expectations(4)

Content of Assignment

STANDARD 1 & 1bStudent is able to

promote child development and learning through

knowing and understanding young

children’s characteristics and

needs.

Student is able to promote child

development and learning through

knowing and understanding the

multiple influences on development and

learning.

Directions were not followed.

Directions were followed.

When writing the assignment proper

recording of children’s response to

each exercise was missing or comments

missing at the conclusion of each

exercise.

All directions followed, proper

recording of children’s responses on form

provided, as well as, comments from

observer.

ReflectionOne page in length

answering the questions specified on

the assignment.

Each question posed on the reflection

assignment was not answered.

Each question was answered, examples provided, reflection

was full page in length.

Reflection expressed depth of

understanding of assignment and

relevance to subject studied.

Layout of AssignmentAssignment is well written indicating a

college level of English use, grammar, and punctuation use.Proper font, spacing, and length of paper is

Assignment had grammatical errors, poor punctuation

and/or use of English language.

Assignment was written in a professional

manner using proper grammar and punctuation.

Use of slang terms (“kids”) was not used (2 points)

Assignment 2Piaget Conservation Exercise

(This form should be copied and turned in with reflection, write directly on this form)

Conservation Exercise ofNumbers

Ages of children Two rows of pennies same distance apart

Two rows of pennies, one row more distance apart

4 year old response

5 year old response

6 year old response

Comment:

Conservation Exercise of LiquidsTwo identical glasses Two glasses of different sizes

4 year old response

5 year old response

6 year old response

Comment:

Conservation Exercise of Mass2 equal size balls play dough 1 ball of play dough, 1 rolled

snake or hot dog4 year old response

5 year old response

6 year old response

Comment:

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Assignment 3: Key Assessment Erik Erikson and Charlotte’s Web (NAEYC 1a, 1b, 1c, 4b, 5d)Due 4/1/13Point Value: 20 pointsIn this assessment, you are asked to focus on using your knowledge of child development and learning and Erik Erikson’s theory of the Eight Stages of Man to explain how the characters in E.B. White’s book Charlotte’s Web illustrate each of the eight stages. For this assignment, you will concentrate on the first four stages.

You will: Read Charlotte’s Web with the idea that the author created the characters based

on Erikson’s Eight Stages of Man. Using your text by Trawick-Smith (2010) develop an understanding of Erikson’s

first four Stages of Man. Your aim is to be able to relate each stage to stage in Wilbur’s life in White’s book.

Using the information learned from the teaching of Erikson, you will relate each of the first four stages to information gleaned from Trawick-Smith(2010) text, or other research (developmental theorist) regarding characteristics of children in these stages of development.

Identify the role culture plays in a child’s development by answering the questions provided.

NAEYC Standards Assessed

Standard 1 – Beginning early childhood teachers are able to use their (1a)knowledge and understanding of young children’s characteristics and needs, (1b) knowledge of multiple influences on children’s development and learning.

Standard 4 – Beginning early childhood teachers are able to use their (4b) understanding and effective approaches, strategies, and tools for early education.

Standard 5 – Beginning early childhood teachers are able to (5d) integrate knowledge, reflective, and critical perspectives on early education.

Your assessment must respond directly to each of the following steps and questions:

Step One: Beginning with the definition of the first four stages, you will write a paragraph describing each stage and an example from Charlotte’s Web illustrating the specific stage. Proper citation will be used when citing Charlotte’s Web (record page number cited). (NAEYC Standard 1a)

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Step Two: Identify the multiple influences on a child’s development (NAEYC Standard 1b) Using the first four stages of man, connect other research supporting the characteristics described in Erikson’s stages. Elaborate on at least one development theorist work, textbook description, or peer-reviewed article supporting the characteristics of each of these stages. Choose from the work of Maslow, Brofenbrenner, Vygotsky, Montessori or Piaget. Remember to support your work by providing citations.

Step Three: Integrate knowledge and critical perspective on early education and cultural differences (NAEYC Standard 4b, 5d).1. Explain how a child’s culture can influence his stages of development.2. What are some causes of cultural variation in infant attachment (refer back to

chapter 9)3. How does autonomy vary across cultures?

Step Four: Reflection pageProvide a one-page reflection describing what you learned with regard to Erickson’s first four stages of man as it relates to child development. How will you use this information when working with children and their families?

Submit your report in writing, following standard guidelines (minimum 4 pages).Total points = 20

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Rubric: Key Assessment – Charlotte’s Web

Does Not MeetExpectations (1-2)

Meets Expectations(3-4)

Exceeds Expectations(5 )

STANDARD 1aStep 1

Student is able to promote child development and learning through gaining knowledge and understanding of the multiple influences on development and learning

Student’s knowledge seems weak or non-existent regarding the specific stages of development as defined by Erikson. Student fails to connect character in the book with specific stages.

Student’s work reflects knowledge of the first four stages of man and accurately describes the stages as characterized in the book.

Student’s work was supported with citations with enough elaboration to defend the text selection of examples.

STANDARD 5dStep 2Student is able to integrate knowledgeable, reflective, and critical perspectives on early education as supported by other theorist.

Student’s knowledge seems weak or non-existent relating the first four stages of development with other research.

Student’s work reflects knowledge of other research in supporting Erikson’s first four stages of man. Student properly cited research and described significant evidence of support.

Student’s response reflects extensive knowledge of research on developmental stages of early childhood and able to give descriptive examples using properly references information.

STANDARD 1bStep 3Student is able to promote child development and learning through knowing and understand the multiple influences on development and learning .

Student’s work did not demonstrate and understand of how culture can change of dynamics of social/emotional development.

Student’s work reflected understanding of the effects culture has but limited to information provided by the textbook.

Through additional references and citations, student’s demonstrated an effort made to understand and elaborate on the role culture plays on a child’s social and emotional development.

STANDARD 4bStep 4Knowing, understanding, and using effective approaches, strategies, and tools for early education.

Students understanding and use effective approaches towards critical perspectives is weak. There is little or no evidence of the ability to integrate new knowledge into practical approaches towards children and families.

Student shows knowledge of important characteristics of child development and able to accurately describe the characteristics supported by additional research and how to use this information when working with children and their families.

Paper Composition = 2 pointsDouble spaced using 12 font, 4 pages (cover sheet & reference page not included)Correct grammar & spelling Proper use of citations and references (see www.seminolestate.edu/childcare webpage)Followed directions of assignment.

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Assignment 4: Explore the roles of different kinds of play in the primary years. (NAEYC 1a, 1b, 1c, 2a, 3b, 5d,)Due: 4/22/13Point Value: 15 points In this assignment you are asked to focus on using your knowledge of child development and learning and your understanding of different types of play (chapter 14) to conduct an observation of primary grade children either in an elementary school, charter school, or after-school care facility.

During this observation you are to observe the different types of behavior these children participate in just before, during, and after recess time.

Step 1: Outside Play Observation (NAEYC Standard 1a)Prepare a report on your observations by writing each question and response. Each response should be a minimum of 3 sentences making effort to demonstrate knowledge and understanding of the play of primary age children.

1. Describe the behavior of children just before recess. Did you note wiggles and inattention? What behaviors did you notice the moment children were sent out onto the playground?

2. What specific motor skills did you observe (e.g., running, climbing, kicking)?3. What kinds of play did you observe on the playground? Did you see functional

play? Pretend Play? Rough-and-tumble-play? Teasing? Rituals?4. What evidence did you see of play organization, rules, and realism, as described

in chapter 14? How common was competition? How common was cooperation?5. What were the children’s reactions when the end of recess was announced?

Describe behaviors after play time. Were there differences in activity or attention between the time before recess and the time after recess?

6. In which active play activities can children with physical challenges participate without difficulty? Which activities are inaccessible to these children? (children with physical challenges do not have to be present to answer this question)

7. What play activities did you observe that could represent one of the multiple intelligence in Gardner’s Law of Multiple Intelligence?

8. Describe any social “cliques” you observed.9. Describe any dramatic play activity you observed? Was it only one gender

participating in dramatic play or mixed genders?10. Did one specific gender participate more in sedentary play than the other gender?

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Step 2: Evaluating Opportunities for Physical Play (NAEYC Standard 1b)During your observation:

note opportunities for children to engage in creative physical play (i.e., creating their own games)

the amount of time where physical play is controlled by the adult. Create two lists—one depicting the benefits of adult-driven play and one

depicting the benefits of child-driven play (a minimum of 5 items on each list). Elaborate on the benefits of both types of opportunities to the short- and long-

term physical experiences and health of the child (one paragraph, double spaced, 12 font).

Step 3: Reflection (NAEYC Standard 5d)Create a reflection paragraph describing what you learned from this assignment.Your report should be prepared using a 12 font, Times New Roman font. The question should be written with the answer given directly below the question (step 1). Each questions response should be at least three sentences in length. Proper resource cited when necessary.

The report should be a minimum of 4 pages not including the cover sheet and reference page. Proper formatting is expected.

Resources: Your text maybe used as one of the minimum two resources required for this assignment. You may use the other resources provided by your instructor or search a data base to find current research on this topic (must be conducted within the past 6 years).

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Rubric: Assignment 4

Standard Does Not Meet Expectation(0 – 1 points)

Meets Expectations(2 – 3 points)

Exceeds Expectations(4 – 5 points)

Step 1Standard 1aKnowing and understanding young children’s characteristics and needs.

Children’s characteristics and needs were not accurately identified and/or not addressed.

Characteristics and needs were addressed without a great deal of elaboration.

Evidence of learning was demonstrated in targeting specific attributes of the primary age child based on information gleaned from more sources than the textbook.

Step 2Standard 1bStudent is able to promote child development and learning through knowing and understanding the multiple influences on development and learning.

Requested list is comprised of vague statements not gleaned from reading the resources.

Requested paragraph does not indicate a full understanding of the subject.

List is of requested length with valid points provided in the list.

Paragraph provides a good understanding of the importance of both types of play.

The information provided is supported by additional resource information with elaboration indicating the student understands the importance of play in the primary years.

Step 3Standard 5dIntegrating knowledgeable, reflective, and critical perspectives on early education.Supportive skills:

Reflection did not address specifically what the student learned from this assignment.

Grammar and writing skills weak.

Reflection addressed what the student learned from the assignment in a clear and concise fashion.

Less than 2 writing mistakes.

Narrative provided supportive facts of how this information will be used in future teaching endeavors.

Assignment relatively free of grammar error.

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