eeason-montgomery@ccc - HWC Child Development

1

[email protected] 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: [email protected]

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.

mailto:[email protected]


2


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.


3


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.


4


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.


5


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.


6


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.


7


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.


8


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-


9


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.




http://www.ed.gov/pubsadastatute/sec504.htm

http://www.dol.gov/oesam/regs/statutes/504.htm

http://www.ccc.edu/colleges/washington/departments/Pages/Wellness-Center.aspx



10


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.


http://www.ccc.edu/colleges/washington/departments/Pages/Writing-Lab.aspx



http://www.ccc.edu/colleges/washington/departmetns/Pages/Tutoring.aspx

http://www.ccc.edu/colleges/washington/departments/Pages/Chicago-Legal%20clinic.aspx



11


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


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


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


12


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


Discussion 6 10/26

Quiz 7 Portfolio Assignment Six


Test 2 10/26

Chapter Eleven Group Project Instructions Distributed in Class

No Work Accepted After November 02


13


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


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


Discussion 9 11/16

Portfolio Assignment

Nine Journal Entry 7 11/23

Test 3 11/16

Chapter Twelve

No Work Accepted After November 23rd


14


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


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


15


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


16


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


17


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.


18


NAEYC STANDARDS


eeason-montgomery@ccc - HWC Child Development

Documents