eeason-montgomery@ccc - HWC Child Development
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eeason-montgomery@ccc.edu 101 –Fall 2013
CD 101 HUMAN GROWTH & DEVELOPMENT 1
Harold Washington College
Section HH Academic Year 2012 -2013
Faculty: Ellen Eason-Montgomery
M.S. Correctional Psychology/M.A. Early Childhood Education Assistant Professor
Early Childhood Education and Criminal Justice Office: Social Service Department, Room 712F
Office Hours: Saturday 10:55-12:55 pm and by appointment
Phone: (312) 553-3126
E-mail: eeason-montgomery@ccc.edu
Course Website: Bb Criminal Justice 090-0 101 HH
To access Blackboard please go to ccc.blackboard.com and enter your CCC user name and password. Your course will appear once you are logged in. If you do not have (or forgot) your
CCC username and password, go to my ccc.edu and click on the link at bottom of the screen to retrieve your username.
_
Title, Number, & Classification: Human Growth & Development 090-101 IAI #
Division: College Credit
Curriculum: Career Program: Career/Occupational
Course Term: 16 weeks Credit & Contact Hours:
Credit Hours: Four
Contact hours: Four per week
Prerequisite: Eligibility for English 101 required.
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Catalogue Description:
This course provides a foundation in theory and principles of human development, from
conception to adolescence. There is an in-depth study of physical, social, emotional, cognitive, and language development, including children’s play. Five hours observing young children in an
early childhood education setting ranging in age from birth to age eight are required. Writing
assignments and oral presentations as appropriate to the discipline are a part of the course. Course Objectives: This course will introduce:
1. Child Development and learning.
2. Young children’s characteristics and needs across all domains for development, exploring the multiple influences on learning including culture, language, gender, ethnicity, race and class.
3. Multiple theories in human development and developmental milestones.
4. Characteristics of play and play’s role in development.
5. The Standards for Professional Preparation and other guidelines in the field of Early Childhood Education including Developmentally Appropriate Practice.
Student Learning Outcomes:
Upon completion of this course, students will Objective 1
Use observation and interpretation to analyze child behaviors according to
developmental milestones across all domains of development.
Objective 2
Based on observation, identify diverse ways families/cultures interact with and
Objective 3
Examine developmental theories and domains of development; considering
developmental theory in terms of cultural context.
Objective 4
Examine the unique role of play in development, integrating knowledge of play
theory with classroom observation.
Objective 5
Discuss Developmentally Appropriate Practice and other guidelines and standards
for the field of Early Childhood Education.
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eeason-montgomery@ccc.edu 101 –Fall 2013
Topical Outline:
Developmental Theories and Theorists, Research Methods
Genes and Environment
Prenatal Development and Birth; Complications, Prevention and Risk Reduction
Attachment
Brain Development
Physical Development of Infants and Toddlers, Preschoolers, Primary and Middle School Children
Cognitive and Language Development of Infants and Toddlers, Preschoolers,
Primary and Middle School Children
Social/Emotional Development of Infants and Toddlers, Preschoolers, Primary and
Middle School Children
Parent/Child Interactions, Temperament and Parenting Styles
Child Maltreatment, Appropriate Group Care Settings
Impact of Culture on Child Development
NAEYC Standards for Professional Preparation with an emphasis on Standard 1 and Standard 3
Students the course is expected to serve: This course is designed for students who are interested in human development for professional development. This course is required for students seeking an Advanced Certificate in Child Development and/or Associate in Applied
Science Degree.
METHODS OF INSTRUCTION:
Grades for this course are determined by -attendance during lecture- participation in class discussions- participation in group work, timely completion of assignments, quizzes and a final exam along with the completion of an infant/toddler case study, as well as the completion of a pre-school case study.
Amount of Writing Required: This course requires various forms of writing i.e. observations,
essay exams, interviews and research projects.
Child Development 101 NAYEC Standards (Standards 1,2, 3,4 ,5 ) NAEYC Standard 1 Promoting Child Development and Learning a) Knowing and understanding young children’s characteristics and needs b) Knowing and understanding the multiple influences on development and learning c) Using developmental knowledge to create healthy, respectful, supportive and challenging learning environments.
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NAEYC Standard 2 Building Family & Community Relationships a) Knowing about and understanding diverse families and community characteristics b) Supporting and engaging families and communities through respectful, reciprocal relationships. c) Involving families and communities in their children’s development and learning. NAEYC Standard 3 Observing, Documenting and Assessing to Support Young Children and Families a) Understanding the goals, benefits, and uses of assessment b) Knowing about assessment partnerships with families and with professional colleagues c) Knowing about and using observation and other appropriate assessment tools and approaches d) Understanding and practicing responsible assessment to promote positive outcomes for each child. NAEYC Standard 4 Using Developmentally Effective Approaches to Connect with Children and Families a) Understanding positive relationships and supportive interactions as the foundation of their work with children b) Knowing and understanding effective strategies and tools for early education c) Using broad repertoire of developmentally appropriate teaching/learning approaches d) Reflecting on their own practice to promote positive outcomes for each child NAEYC Standard 5 Using Content Knowledge to Build Meaningful Curriculum a) Understanding content knowledge and resources in academic disciplines Required Texts:
Berger, K.S. (2011). The developing person through the lifespan, 8th edition. New York, NY: Worth Publishers
NOTE: The instructor will assign additional readings throughout the semester.
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eeason-montgomery@ccc.edu 101 –Fall 2013
Grade Components: Learning Activities
Number of Activities
Points for Each Activity
Total Points
Class Discussions 12 05 60
Portfolio Assignments 12 10 120
Quizzes 12 10 120
Tests 04 25 100
Children’s Log Journal Entries
10 10 100
Group Project 01 50 50
Reflection Paper 01 50 50
Infant/Toddler Preschool Case Studies
02 50 100
Total 700
Percentage Scale:
A= 90-100% B =80-89% C =70-79%
D= 60-69% Letter Grade and Point Value:
A= 700-630 pts B= 623- 560 pts C= 553- 490 pts D= 483-420 pts
METHODS OF EVALUATION with ASSIGNMENT DESCRIPTIONS:
Attendance
Students are encouraged to attend. Students who have successfully completed the course have no more than three absences. When your absences go beyond four your grade usually drops per time absent. For example students finding they have to repeat this course have more than six absences.
Class Participation Sessions 12 @ 05 points each =60 point maximum Beginning Saturday September 07, 2013 students are required to bring in and lead a discussion on a recent article, newspaper, magazine, or even an editorial cartoon, or YouTube event related to the assigned domain/ issue of the week.
Each student participating in the class discussion will have three minutes to present their findings as outlined on the course calendar. The required class discussion you lead
and will be graded on must be focused on the domain assigned for the week.
The domain guides are listed by week on the course calendar.
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eeason-montgomery@ccc.edu 101 –Fall 2013
To obtain full credit for the discussion assignment each student must submit
one no more than two paragraph summation at the end of the class session
following the eight steps outlined below:
(Step 1) Attend each session prepared to spend three minutes discussing the assigned topic.
(Step 2) Presenting student stays within three minute time frame.
(Step 3) Listening Students do not- interrupt – talk - text - sleep - or engage in
behavior disruptive to other students presentations/discussion
(Step 4) Discussion remains on topic and contains no disparaging comments
regarding race, ethnicity, culture, age, or gender.
(Step 5) Submit a one to two paragraph summation of findings at the end of
discussion session .
Portfolio Assignments 12@10 points each
To help you make meaningful connections between the course material and the “real world” you will be asked to find a recent newspaper or magazine article or think of a personal experience that illustrates a pertinent developmental phenomenon, concept, theory, issue or research finding. Write a brief description or explanation of how it relates to material covered in class or in the text.
You may choose from magazine articles, newspaper feature articles, editorials, commentaries, advice columns, medical columns, pictures and even cartoons.
Twelve Blackboard Quizzes @10 points each
Quizzes will take place after each chapter assignment to assess not only the reading of the assigned material, but provide you with a measure of how well you have grasped ideas, and tell you what concepts you need to review.
Four Tests @25 points each
A test on each trio of chapters will be available to help you grasp basic ideas and concepts for each module.
Infant/Toddler and Pre-School Case Studies @50 points each
A significant part of your work in this course is to study a child, closely and report the results
of your study both in written and verbal form. A handout with detailed instruction will be
distributed in class during the first class session.
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eeason-montgomery@ccc.edu 101 –Fall 2013
Children’s Log Journal Entries 10@10 points each total 100 points
Throughout the semester, students will write brief observations of children from birth to age 12.These are logged encounters from everyday life- overheard conversation at the grocery store, or an observed interaction on the bus, etc.
These can be planned, but most of them should be spontaneous. The log can be accessed by clicking on Journal and completing each of the Journal entries as directed.
Each entry should be 1-2 paragraphs in length in which the student describes what was observed. Be sure to include direct quotes from the child or whole conversations if possible.
NOTE- You must have at least 3 entries of school aged children from ages 6-12.
Each of the ten entries should have a 2-3 sentence analysis of each observation. Compare what you observed with what you read about and discussed during the course using developmental concepts and terms from the course.
Group Project 01@50 points
Students will participate in one group project at midterm. Details will be provided in class
Child Log Reflection 01 Paper @50 points
Include a 1-2 page reflection about the experience. How did it feel to log these entries over time? How have your understandings changed over the semester based on this log and your readings and class discussions? What questions do you have for further exploration?
Assignment Due Dates
The course is divided into four learning modules. Each module corresponds with the first
four parts of the 7th Edition of Kathleen Berger’s text. Part 1 The Beginnings - Part II – Physical (Bisosocial) Development – Part III Cognitive and Language Development - Part IV – Social/Emotional Psychosocial Development
All assignments, quizzes and tests are due to be completed by the designated due date(s). Please note due dates are available on the course calendar- and will be announced in class and on each assignment, quiz or test - after each of the four modules end, work for that module will not be accepted.
Rubrics are used by the instructor throughout the course to assess student learning. Please see the end of this syllabus for examples.
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eeason-montgomery@ccc.edu 101 –Fall 2013
Active Pursuit:
The completion of assignments, in-class-projects and general activities of the class, as well as maintaining attendance that allows you the opportunity to effectively succeed in the course.
Classroom Management:
This course is discussion based. Throughout the semester we will examine
contemporary issues that are often controversial in nature but critical to
current and future child development policy and procedure. Much of the discussion in each human development course you take is inclusive of culture, religion, race, ethnic groups or gender. No disparaging
remarks towards an individual culture or group will be tolerated at any time in class.
Helpful Hint For All Class Discussions -
“It wasn’t until a few years ago that I realized how often I interrupted others and/or
finished their sentences. Shortly, thereafter I realized how destructive this habit was,
not only to the respect and love I received from others but also for the tremendous
amount of energy it takes to try to be in two heads at once! Think about it for a
moment. When you hurry someone along, interrupt someone, or finish his or her
sentence, you have to keep track not only of your own thoughts but those of the person
you are interrupting as well. This tendency (which, by the way, is extremely
common in busy people), encourages both parties to speed up their speech and their
thinking. This, in turn, makes both people nervous, irritable, and annoyed. It’s
downright exhausting. It’s also the cause of many arguments, because if there’s one
thing almost everyone resents, it’s someone who doesn’t listen to what they are
saying. And how can you really listen to what someone is saying when you are
speaking for that person?
Once you begin noticing yourself interrupting others, you’ll see that this insidious
tendency is nothing more than an innocent habit that has become invisible to you.
This is good news because it means that all you really have to do is to begin catching
yourself when you forget. Remind yourself (before a conversation begins, if possible)
to be patient and wait. Tell yourself to allow the other person to finish speaking before
you take your turn. You’ll notice, right away, how much the interactions with the
people in your life will improve as a direct result of this simple act. The people you
communicate with will feel much more relaxed around you when you’ll feel when you
stop interrupting others. Your heart and pulse rates will slow down and you’ll begin to
enjoy your conversations rather than rush through them. This is an easy way to
become a more relaxed loving person.”
DON’ T SWEAT THE SMALL STUFF and its all s mall stuff – Richard Carlson
Ph.D.
Hyperion Press, 1997 - Pages 21-
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DON’T INTERRUPT OTHERS OR FINISH THEIR SENTENCES Cell phones should be placed on vibrate. Electronic devices may be used to
conduct research on topics specific to discussion and class assignments. Students will conduct themselves in a manner consistent with Part VII:
Students Rights and Responsibilities, Standards of Conduct Manual. http://www.ccc.edu/studentpolicy
Plagiarism:
For the City College policy on Plagiarism, see the CCC Student Policy Manual;
Part VII: Students’ Rights and Responsibilities, sections on Academic Integrity, Academic Dishonesty and Penalties for Academic Dishonest
http://www.ccc.edu/studentpolicy
Student With Disabilities Statement:
Harold Washington College abides by the Americans with Disability Act and
with Section 504 of the Rehabilitation Act of 1973 and will provide reasonable accommodations to students with disabilities covered by these laws. If you
have a disability for which you may require accommodations, please contact the Disability Access Center located in room 107 or call (312) 553-3050.
Family Educational Rights and Privacy Act (FERPA) http://www.ed.gov/pubsadastatute/sec504.htm
Section 504, Rehabilitation Act of 1973 http://www.dol.gov/oesam/regs/statutes/504.htm
Student Support Services:
Take the time to learn about all of the support services available to you at
Harold Washington College: The Wellness Center-
http://www.ccc.edu/colleges/washington/departments/Pages/Wellness- Center.aspx
The Harold Washington College Wellness Center provides mental health and other social services to support your personal well-being and academic
success.
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eeason-montgomery@ccc.edu 101 –Fall 2013
The Writing Lab –
http://www.ccc.edu/colleges/washington/departments/Pages/Writing-
Lab.aspx The Writing Lab provided tutoring support in writing specifically, or provides
students with the opportunity to make an appointment with their classroom tutor.
Tutoring Services – http://www.ccc.edu/colleges/washington/departmetns/Pages/Tutoring.aspx
Tutoring Services supports student success through peer, professional, and embedded tutoring.
Chicago Legal Clinic –
http://www.ccc.edu/colleges/washington/departments/Pages/Chicago-Legal clinic.aspx
The Chicago Legal Clinic works directly with students to identify their legal needs and provide community based quality services.
Grades First:
Grades First is a student support system that will be used by faculty,
advisors and tutors to help students achieve success in their classes. Use
Grades First to schedule tutoring or advising appointments, or to see communications about your course progress generated by me or your other professors.
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eeason-montgomery@ccc.edu 101 –Fall 2013
Note – Syllabus dates are subject to change, attend class and read Blackboard announcements for updates
Course Outline MODULE ONE THE BEGINNINGS
Saturday August 31 - Saturday October 05.
The science of human development has many beginnings. After we review the first module of the
course- you will better understand how people grow and change throughout the lifespan.
Chapter One – Introduces what we study, why and how, explaining some research strategies and
methods used to understand how people grow and change.
Chapter Two – Introduces theories of development to focus your study. It describes major theories
that lay the foundation for hundreds of other theories and THOUSANDS of observations.
Chapter Three -Traces the interaction of (nature) heredity and (nurture) environment. Chemical
instructions on the genes and chromosomes influence everything from the thickness of toenails to the
swiftness of brain waves, from quick temper to memory for faces. Genes NEVER act alone. We will
also look at some effects of education, child rearing, and culture on a person’s development.
Chapter Four - Explains the biological start of each developing person, from one dividing cell to a
newborn’s birth.
Chapter Five –Attachment and Parent-Child Interaction Pages 191-202 Explores cultural impact
on Child Development
Brain Development – Genetic Vulnerability Reading ( Handout) Dates Topics Assignments (Due) Source
Week One
August 31
Introductions Course Overview
Impact of Culture on Child Development
Course Syllabus Chapter One
Week Two September 07
Developmental Theories & Theorists,
Research Methods
Portfolio Assignment One 9/14
Quiz 1
Chapter Two
Week Three September 14
Genes and Environment
Impact of Culture on Child Development
Discussion 1 9/14
Quiz 2
Chapter Three
Week Four September 21
Prenatal Development
& Birth; Complications, Prevention and Risk
Reduction
Discussion 2 9/21
Portfolio Assignment
Two 9/28
Quiz 3
Chapter Four
Week Five September 28
Attachment
Portfolio Assignment Three 10/05
Quiz 4
Pages 191-202
Week Six October 05
Brain Development
Discussion 3 10/05
Test 1 10/05
Journal Entry 1 10/12
Genetic Vulnerability Motivation and Learning
MODULE ONE COURSE WORK NO LONGER ACCEPTED/GRADED AFTER: October 12, 2013
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eeason-montgomery@ccc.edu 101 –Fall 2013
Module Two Physical (Biosocial) Development of Infants and Toddlers, Preschoolers,
Primary and Middle School Children
Saturday November 12 - Saturday November 26.
Chapter Five In the first two years, rapid growth is obvious in each of the three domains-body,
mind and social relationships. This area of development is Biosocial due to the pivotal role parents and
culture have on biological development.
Chapter Eight Physical changes in preschool and primary aged children seem grown up compared with
cute and chubby 1-year-olds. As in infancy, the body and brain develop according to powerful
epigenetic forces, biologically driven as well as socially guided, experience expectant and experience –
dependent.
Chapter Eleven The physical development for most children aged six to eleven is usually good, and
their health and growth is steady . Six -to eleven- year- olds typically learn thousands of words,
master athletics and become less dependent on families- attend school – and expand their worldview.
Many school aged children appreciate their parents at this time and they and are usually happy
although drugs-sex etc are on the horizon. Life for this age group is generally described as safe and
happy. Yet for some children six to eleven, home is dysfunctional, school is a struggle, violence,
childhood obesity, asthma , learning disabilities , homelessness in some cases, and bullying make
growth and development at this stage – difficult. Dates Topics Assignments (Due) Source
Week Seven October 12
Infants and Toddlers Discussion 4 10/12
Portfolio Assignment Four Journal Entry 2 10/19
Quiz 5
Chapters Five
Week Eight
October 19
Preschool and Primary Children
Discussion 5 10/19
Portfolio Assignment Five Journal Entry 3 10/26
Quiz 6
Chapter Eight
Week Nine
October 26
Middle School Children
Discussion 6 10/26
Quiz 7 Portfolio Assignment Six
Journal Entry 4 11/02
Test 2 10/26
Chapter Eleven Group Project Instructions Distributed in Class
No Work Accepted After November 02
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eeason-montgomery@ccc.edu 101 –Fall 2013
MODULE THREE Cognitive and Language Development of Infants and Toddlers, Preschoolers,
Primary and Middle School Children Chapter Six - Sensorimotor Intelligence and Information processing as Piaget would describe it
during the first two years progresses from immediate sensory experience to experimentation on the
world through actions and mental images. Language literally “explodes” during the first two years and
continues to develop.
Chapter Nine – By the time most children are six-years-old, the average child knows 10,000 words
and shows extensive grammatical knowledge beginning with one or two words and begin to speak in
short sentences. Egocentricity rules – understanding their own perspectives and are developing their
own theory of mind is common during this pre-logical stage of development- Language develops with
reinforcement, neurological maturation, and social motivation.
Chapter Twelve - Beginning at age 7, Piaget observed children attain concrete operational thought,
Including the ability to think logically. Vygotsky observed that children this age are more open to
learning from peers and teachers. The ability to think and understand at this stage demonstrates the
child’s ability to become bilingual and bicultural. We will identify and discuss appropriate educational
settings for school aged children . Dates Topics Assignments (Due) Source
Week Ten
November 02
Infants and Toddlers Discussion 7 11/02
Portfolio Assignment Seven
Journal Entry 5 11/09
Quiz 8
Chapters Six
Week Eleven
November 09
Preschool and Primary Children
Discussion 8 11/09
Portfolio Assignment Eight Journal Entry 6 11/16
Quiz 9
Chapter Nine
Week Twelve
November 16
Middle School Children
Discussion 9 11/16
Portfolio Assignment
Nine Journal Entry 7 11/23
Test 3 11/16
Chapter Twelve
No Work Accepted After November 23rd
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MODULE FOUR
Social/Emotional (Psychosocial) Development of Infants and Toddlers, Preschoolers, Primary and Middle School Children
December 07 – December 14
Chapter Seven – Emotions develop from basic newborn reactions to complex, self- conscious
responses. Infant’s increasing self-awareness and independence are shaped by parents, in a
transition explained by Freud’s oral and anal stages, by Erikson’s crisis versus mistrust and
autonomy versus shame and doubt, by behaviorism in the focus on parental responses, and
by cognitive theory working models. Much of basic temperament- and therefore personality-
is inborn and apparent throughout life, as epigenetic theory explains. Sociocultural theory
stresses cultural norms, evident in parents’ ethnotheories that guide them in raising their
infants.
Chapter Ten – Self esteem is usually high during the play years. In Erikson’s stage of
initiative versus guilt, self-concept emerges, as does the ability to regulate emotions.
Externalizing problems may be the result of too little emotional regulation; internalizing
problems may result from too much control. Empathy produces prosocial behavior; antipathy
leads to antisocial actions. Aggression takes many forms: Instrumental aggression is quiet
normal; bullying aggression is ominous.
Chapter Thirteen – Theorists agree that many school-age children develop competencies,
emotional control, and attitudes to defend against stress. Some children are resilient, coping
well with problems and finding support in friends, family, school, religion, and community.
Parents continue to influence children, - during these years families need to meet basic
needs. Peer groups become increasingly important. Dates Topics Assignments (Due) Source
Week Thirteen November 23
Infants and Toddlers Discussion Ten 11/23
Journal Entry 8 Portfolio Assignment Ten 11/30
Quiz 10
Chapter Seven
Week Fourteen November 30
Preschoolers and
Primary Children
Discussion Eleven 11/30
Journal Entry 9 Portfolio Assignment Eleven 12/07
Quiz 11
Ten
Week Fifteen December 07
Middle School Children
Case Study Findings
Discussion Twelve12/07
Journal Entry 10 Portfolio Assignment Twelve 12/14
Quiz 12
Thirteen
Week Sixteen December 14
Case Studies Due Reflection Paper Due
Test 4 12/14
Group Project Presentations In Class
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Observation & Interpretation Rubric
Category Meets the standard Emerging skills within the standard
Falls below the standard
Language
Standard 4b, “Knowing, understanding, and using effective approaches, strategies, and tools for early education”
Objective
language is used throughout the paper.
Student remains focused on observed behavior and does not include any interpretive or reflective statements.
Objective language is used most of the time.
Student may have 1-2 interpretive or reflective statements about observed behavior but they are minor.
Objective language is never used. Instead subjective language is used throughout the paper.
Student makes interpretive and reflective statements throughout the observation.
Descriptions
Standard 3, “Observing, Documenting, and Assessing to Support Young Children and Families”
Actions and interactions are all described in vivid detail.
Child’s language is quoted verbatim
Actions are recorded sequentially.
Actions and interactions are described clearly but lacking in detail.
Child’s language is quoted some of the time.
Actions are recorded sequentially some of the time
Actions and interactions are described with very little detail and are difficult to follow.
Child's language is not included or is corrected for grammar
Actions are not recorded sequentially and are difficult to follow
Writing
Supportive Skills: “Written and Verbal Communication Skills”
No spelling, grammar or punctuation errors or typos.
The writing is clear and well organized.
Some errors in spelling, grammar, and punctuation, or typos that somewhat distract from the writing.
The writing is mostly clear and somewhat organized.
Many errors in spelling, grammar, punctuation, and typos. Errors are prominent and distract too much from the writing.
The writing is unclear and disorganized.
Category Meets or exceeds the standard
Emerging skills within the standard
Does not meet the standard
Use of evidence to interpret or reflect on observed behavior
Standard 3a. “Understanding the goals, benefits, and uses of assessment”
Student uses observed behaviors as evidence for interpretations or reflections.
Student sometimes uses observed behaviors as evidence but also uses some speculation
Student does not use observed behaviors as evidence but relies solely on speculation
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Applying knowledge of child development
Standard 1b. “Knowing and understanding the multiple influences on development and learning”
Student uses concepts of development as the main source of evidence for interpretations or reflections
Student begins to use concepts of development as evidence for interpretations but also relies on personal experience to describe development
Student relies solely on personal experience and does not use concepts of child development as evidence for interpretations or reflections
Use of observation/
assessment to inform practice
Standard 1c. “Using developmental knowledge to create healthy, respectful, supportive, & challenging learning environments”
Standard 3a “Knowing about and using observation, documentation, and other appropriate assessment tools and approaches”
Student uses observation to make informed, and
developmentally/culturally appropriate decisions in the classroom (hypothetically or field experiences)
Student begins to use observation to inform
practice but also relies on teacher-centered practices
Student does not use observation to inform
practice but solely relies on teacher-centered practices
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Personal Reflection Rubric
Category Meets the Standard Emerging Skills within the Standard
Does not meet the Standard
Personal Reflection
Standard 5d, “Integrating knowledgeable, reflective, and critical perspectives on early education”
Reflections are thoughtful and complete. They reveal personal feelings about the topic. They reflect on personal experiences related to the topic. Questioning and other techniques are used that
probe for deeper meaning.
Reflections are adequate, but could be more thoughtful. They reveal some personal feelings about the topic. They mention personal experiences but there is no
reflection in the writing. Some questioning is used.
Reflection is limited or superficial. They don’t reveal any personal feelings or ideas. No questioning is used.
Connections
Supportive Skills, “Skills in Making Connections between Prior Knowledge/Experiences and New Learning”
Supportive Skills, “Skills in Self-Assessment and Self- Advocacy”
Standard 1b, “Knowing and understanding the multiple influences on development and learning”
The writing describes how the student’s understandings have changed using specific, meaningful examples. Comparisons are made between student’s prior and current understandings. Important questions are raised for further
exploration.
The writing describes how understandings have changed and gives some examples. Limited comparisons are used between student’s prior and current understandings.
Nothing is revealed or examined in any detail.
Writing & Mechanics
Supportive Skills, “Written and Verbal Communication Skills”
No spelling, grammar or punctuation errors or typos.
The writing is clear and well organized.
Some errors in spelling, grammar, and punctuation, or typos that somewhat distract from the writing.
The writing is mostly clear and somewhat organized.
Many errors in spelling, grammar, punctuation, and typos. Errors are prominent and
distract too much from the writing.
The writing is unclear and disorganized.
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