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Instructor:
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Lisa
Pollack, M.A.
Office: Stevenson
2010 A
Phone:
664-2672
E-mail:
lisa.pollack@sonoma.edu
Office
hours:Monday, by appt;Tuesday, 12-1; Wednesday,
10-1; Thursday 4-5
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Course
Description:
This course will explore the
predictable developmental stages that all children pass
through, physically, cognitively, emotionally, and socially.
The major theorists of child development will be studied,
and their ideas will be applied. We will also discuss the
variety of experiences in the family, school, and community
which shapes the uniqueness of each child. The following
strands will be woven throughout the course: major theories
of child development, the impact of family and child rearing
styles, gender issues, and the impact of the culture and
society.
Class sessions will include
whole group and small group discussions, multiple
opportunities to work collaboratively with classmates, field
trips and student presentations.
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Required
Texts:
Additional articles will be
assigned throughout the course to supplement and enrich the
textbook information. Articles will be distributed in class
or found on the course website.
- Child and Adolescent
Development for Educators by Judith L. Meece.
McGraw Hill. 2002
- Molly is Three:
Growing Up In School by Vivian Paley. University
of Chicago Press. 1986
- The Scientist in the
Crib -- What Early Learning Tells Us About the
Mind by Alison Gopnik, Andrew Meltzoff, &
Patricia Kuhl. Perennial, 2001.
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Course
Objectives:
- Demonstrate an
understanding of the physical, cognitive, emotional, and
social development which occurs in childhood from infancy
through adolescence.
- Demonstrate understanding
of the effects of the family, school and the community in
the growth and development of the child.
- Articulate ways in which
the theories of child development impact educational
programs, parenting and teaching strategies, and
materials designed for children.
- Identify a variety of
community resources which are available to support
children and families.
As a general education
requirement and a prerequisite to the Multiple Subject
Credential, this course will also address the following
goals:
General
Education:
- Acquire a foundation of
intellectual skills and capacities including: developing
intellectual curiosity; developing research skills;
writing and speaking effectively to various audiences;
evaluating everyday experiences critically; working
collaboratively; developing skills in using information
technology; imagining, designing and executing scholarly
and creative projects
- Develop social and global
knowledge including: understanding human diversity and
multicultural perspectives; actively engaging in the
community; understanding the global environment;
understanding social justice issues
- Use multiple methods of
inquiry and approaches to knowledge
- Develop capacities for
integration and lifelong learning: including integrating
general education experiences; engaging in responsible
citizenship
State of California Teacher
Performance Expectations:
TPE 6a -
Developmentally appropriate practices in Grade K - 3
TPE 6b - Developmentally appropriate practices in Grade 4
- 8
TPE 8 - Learning about students
TPE 11 - Social environment
TPE 12 - Professional, legal, and ethical obligations
Connections to the School
of Education's Vision:
Performance
expecations:
D. Successfully create and work in collaborative and
inclusive communities
E. Develop and promote a global, multicultural
perspective.
F. Act on key values, including social justice, anti-bias
principles, and democratic practices.
G. Make decisions based on developmental learning
theory
J. Use technology to enhance teaching and support active,
authentic learning
Dispositions:
A. To be passionate about being educators
B. To promote social and emotional growth and an ethic of
caring, nurturing, and learning in their classrooms,
schools, and communities
C. To be culturally responsive and responsible,
knowledgeable and appreciative of the diversity among
learners
D. To appreciate the importance of a liberal arts
education
E. To value the arts in learning
F. To be committed to anti-bias principles, social
justice, and democratic practices
G. To be committed to professional ethical
standards
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Course
Requirements and Assignments: For
more details on each assignment, use the link to
Assignments
page on the course
website.
- Attendance and
participation in class is essential. Plan to attend all
classes for the full time period. If you are unable to
attend a class session, please notify me in advance.
Being absent does not excuse you from anything that was
discussed or due in class. It is your responsibility
to find out what you have missed when you are absent, and
to make-up any in-class assignments that were
given.
If you are absent for more than one class meeting, your
grade will be affected unless alternate work is
submitted. Students who are absent for more than 3 class
sessions will fail the course except for extenuating
circumstances which are discussed with the
instructor.
Our class meetings are
designed with the expectation that you have read all of
the assigned readings prior to coming to class. Be
prepared to share your understandings and questions about
the reading. Some course sessions will begin with small
group discussions on the assigned reading, and the
participation grade for students who are not prepared
will be affected.
There will be a great deal of discussion and exchange of
ideas and experiences during class. Please remember to be
respectful of divergent ideas and that our different life
experiences have shaped our views. Also be sensitive to
allowing your classmates equal access "to the floor", as
well as actively listening to their comments.
- State of America's
Children Presentation:
With a group of classmates, you will summarize a current
issue which faces our nation's children. Each group will
focus on a different topic, using the material on the
Children's Defense Fund's website: http://www.childrensdefense.org/
- Analysis of a Children's
Book
Books which are designed for children, whether fiction or
textbooks are written with the children's development and
learning in mind. In this assignment, you will read a
children's chapter book or a school textbook to apply
what you are learning about child development and analyze
the author's theoretical perspective.
- Midterm exams:
There will be two in-class midterm exams. Exams will
cover all of the readings, class lectures/discussion,
videos, and class activities. Your responses to four
short answer questions will demonstrate your
understanding and synthesis of the material.
- In-depth study:
This research project or paper is an opportunity for you
to choose a particular subject to study in more depth.
You may work with a partner or by yourself, and research
any area which relates to this course. Topics must be
approved before beginning. You will present your study in
both a written report and on a display poster that will
be shared with the class during our last two course
meetings. The write-up for the in-depth study must be
submitted as a hard copy on its due date and also
electronically to lisa.pollack@sonoma.edu
If you have a disability
that requires accommodation in this class, you must notify
me before the end of the second week of class regarding the
nature of the accommodation(s) you require. You must
register with the campus office of Disabled Student
Services, located in Salazar Hall. DSS will provide you with
written confirmation of your verified disability and
authorize recommended accommodations. This authorization
must be presented to me before any accommodations can be
made.
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Grading
Criteria:
Your grade in this course will
be based on your completion of all course requirements. Your
written work will be graded according to how fully and
completely you demonstrate understanding of the course
content and how well you integrate your knowledge with
practical examples. All of your writing should include
your own analysis and synthesis. Attention will also be
given to the clarity and organization of your
writing.
Written assignments will be
considered late if they are not turned in on their due date.
Late work is accepted, yet points will be deducted for each
week that it is late. Work may be revised and resubmitted to
demonstrate further understanding and to improve the grade.
Revisions must be turned in within one week of when the work
was returned.
The following points will
be given for the assignments and course
requirements:
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Course attendance and
participation
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75 points
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State of America's
Children presentation
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40 points
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Analysis of a
Children's Book
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60 points
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Midterm
exams
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100 points
(50each)
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In depth
study
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100 points
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In depth study poster
presentation
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25 points
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The basis for
letter grades is as follows, with a total of 400
points:
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A = Outstanding
Work
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A = 100% -
93%
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A- = 92% -
90%
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B = Good
Work
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B+ = 89% -
88%
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B = 87% -
83%
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B- = 82% -
80%
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C = Satisfactory
Work
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C+ = 79% -
78%
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C = 77% -
73%
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C- = 72% -
70%
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D = Poor
Work
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D+ = 69% -
68%
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D = 67% -
63%
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D- = 62% -
60%
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F = Failing
Work
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Below 60%
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Use
of Sources:
In your writing for this
class, you will be referring to ideas from the textbooks and
other sources. Make sure that you cite the references you
are using with the title, author and page number.
- If you are taking language
directly from other sources, use quotation
marks.
- If you are paraphrasing
ideas, you must use your own words and list the
reference following the sentence, using its source,
author, and page number.
Any assignment which contains
plagiarized materials will receive a grade of "F". The
student may also fail the course and be referred to the
Department Chair or the University Provost for disciplinary
action.
If you have any questions
about this, please ask me and/or refer to the University's
policy on plagiarism: http://www.sonoma.edu/uaffairs/policies/cheatingpolicy.htm
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