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ECED 115
Child Growth, Development, and Learning
Spring 2014


Instructor: Suzanne Marie Funk, MA
Class Location: OH 232
Class Meetings: Friday 9:30 am 12:00 pm
Office Location: Myrnas Childrens Village
Office Hours: By appointment only

Required Text
Ahola, D. & Kovacik, A. (2007). Observing and understanding child development. A child
study manual. Belmont, CA: Delmar, Cengage Learning
Mooney, C.G. (2000). Theories of Childhood. An introduction to Dewey, Montessori,
Erikson, Piaget, and Vygotsky. St. Paul, MN: Redleaf Press

Supplies required for this course:
One 3 ring binder
Divider Tabs

Technology requirements and student skills:
Ability to access the majority of canvas
Ability to access the web

For technical assistance with Canvas, you can contact:
Tech Support / Help Desk or
Visit the Learning Resource Center on the first floor of ODonnell Hall.

Course Description
The purpose of this course is to introduce learners to concepts, theories, and principles
about how young children (birth through age eight) grow, develop and learn including
examples of applying those concepts, theories, and principles in early care and
educational settings. Major theories of child development will be integrated with all
aspects of development including biological-physical, social, cultural, emotional,
cognition, and language domains. This course will also help students and practitioners
learn to gather and interpret data to gain insight into child development (Ahola, 2007).

Course Objectives
This course is part of the required program of study for an Associate of Arts/Bachelors
degree in Early Childhood Education. The following objectives are taken from the New
Mexico State Department of Educations Common Core Competencies for Early
Childhood Professionals (see Common Core Content manual). Upon completion of this
course, students will be able to demonstrate the following competencies at the established
level of proficiency in each of the following:

1. Incorporate understanding of developmental stages, processes, and theories of
growth, development, and learning into developmentally appropriate practice. (I.A)

2. Demonstrate knowledge of the interaction between maturation and environmental
factors that influence physical, social, emotional, cognitive, and cultural domains in
the healthy development of each child. (I.B)

3. Demonstrate knowledge of the significance of individual differences in development
and learning. Demonstrate knowledge of how certain differences may be associated
with rate of development and developmental patterns associated with developmental
delays and/or specific disabilities. (I.C)

4. Demonstrate knowledge of the similarities between children who are developing
typically and those with special needs. (I.D)

5. Provide a variety of activities that facilitate development of the whole child in the
following areas: physical/motor, social/emotional, language/cognitive, and
adaptive/living skills. (I.E)

6. Apply knowledge of cultural and linguistic diversity and the significance of socio-
cultural and political contexts for development and learning and recognize that
children are best understood in the contexts of family, culture, and society. (I.F)

7. Demonstrate knowledge of the many functions that language serves in the cognitive,
social, and emotional aspects of development in the formative years. (I.G)

8. Demonstrate knowledge of the developmental sequence of language and literacy,
including the influence of culture and home factors. (I.H)

9. Demonstrate knowledge of how children acquire and use verbal, non-verbal, and
alternative means of communication. (I.I)

10. Demonstrate knowledge of the relationship among emotions, behaviors, and
communication skills to assist children in identifying and expressing their feelings in
appropriate ways. (I.J)

11. Use appropriate guidance to support the development of self-regulatory capacities in
young children. (I.K)

Clarifying the Students Role

Another goal in this course is to create a community of learners that allows everyone to help move our
thinking and teaching practices forward. A learning community exists when ones own actions
simultaneously enhance both the self and the communitys welfare. By arriving to class familiar with the
content of the day and ready to engage in dialogue as a learning community, we are then each doing our
part to co-create an authentic learning experience. To achieve such authenticity, an unconditional positive
regard during class dialogue is imperative. This also requires active listening when someone else is talking.
Please respect your colleagues by not engaging in external conversations during lecture and discussions,
unless you plan to share them with the rest of the class. Also see student code of conduct at

Class Policies
Students with Disabilities: If you have or believe to have a disability, you may wish to self-identify. You can
do so by providing documentation to the Services for Students with Disabilities, located at Corbett Center
room 244 (voice communication: 646 6840). Appropriate accommodations may then be provided for you.

The Student Code of Conduct in the NMSU Student Handbook will be used to address student misconduct,
should it occur.

An incomplete grade will be given only if a student is doing satisfactorily in the first half of the course, and
provides evidence of a documented illness or family crisis that the instructor believes genuinely precluded
successful completion of the course.

Make up Work: Assignments are due on the day indicated by the instructor. If you have a legitimate
medical or emergency excuse, please see me right away so that the assignment due date may be

Consistent attendance, punctuality, collegiality, solidarity, supportive critique and professionalism
will be expected
NMSU Student Code of Conduct:
New Mexico Educator Code of Ethics:

Equal Educational Opportunity/Respect for Diversity In accordance with federal, state, local, university,
College of Education, Departmental, and personal political beliefs, laws and guidelines, no student shall be
denied equality of educational opportunity in this course based on class, gender, sexual orientation,
ethnicity, language, dialect, accent, immigration status, physical, developmental, and/or emotional ability,
religious or spiritual affiliation, political orientation, age, size or appearance differences. Every effort will be
made to arrange for reasonable accommodations to ensure that such opportunity exists and is measurable
in terms of equality of outcome. Further, philosophical disagreements notwithstanding, respect for our
diversityas elaborated abovewill be shown by the instructors and will be expected from each student.
Plagiarism is using another persons work without acknowledgment, making it appear to be one's own. Any
ideas, words, pictures, or other intellectual content, taken from another source must be acknowledged in a
citation that gives credit to the source.
This is true no matter where the material comes from, including the Internet, other students' work,
unpublished materials, or oral sources. Intentional and unintentional instances of plagiarism are considered
instances of academic misconduct. It is the responsibility of the student submitting the work in question to
know, understand, and comply with this policy. From
It is the policy of the Department of Curriculum & Instruction that students found to have committed an act of
plagiarism, one or more of the following consequences will occur; and, a written statement outlining the
offense and consequences will be placed in the students permanent file by the Department Head/Hearing
(1) Failure of the course assignment;
(2) failure of the course;
(3) academic suspension for one or two semesters; and,
(4) dismissal or expulsion from the program.
There is no statute of limitations for an act of plagiarism. Once committed, a student can be held
accountable at any time even after the semester has ended.
All students and instructors are obliged to follow the procedures for documenting the offense as described in
the Student Handbook under Section II: Academic Misconduct

Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) covers issues
relating to disability and accommodations. If a student has questions or needs an accommodation in the
classroom (all medical information is treated confidentially), contact: Trudy Luken, Director; Student
Accessibility Services (SAS); Corbett Center, Rm. 244. Phone: (575) 646-6840

NMSU policy prohibits discrimination on the basis of age, ancestry, color, disability, gender identity, genetic
information, national origin, race, religion, retaliation, serious medical condition, sex, sexual orientation,
spousal affiliation and protected veterans status. Furthermore, Title IX prohibits sex discrimination to include
sexual misconduct, sexual violence, sexual harassment and retaliation. For more information on
discrimination issues, Title IX or NMSU's complaint process contact: Gerard Nevarez, Executive Director or
Agustin Diaz, Associate Director, Office of Institutional Equity (OIE) O'Loughlin House. Phone: (575) 646-

C&I: Student Concern Protocol
If a student has a concern or disagreement with an instructor, they should follow the following
protocol in an attempt to resolve that concern or disagreement:
One-on-one, meet and share your concern or disagreement with the instructor with an eye
toward coming to a mutually agreed upon professional solution. If resolution is not
Both parties meet with the program administrator (Early Childhood Director, Associate
Department Head for Graduate Programs, etc.), together and/or separately, with an eye
toward professional resolution. If resolution is not achieved
Both parties meet (together and/or separately) with Department Head. If resolution is not
Both parties meet (together and/or separately) with the Associate Dean for Student Affairs.
If resolution is not achieved
Both parties meet (together and/or separately) with one or both of the Deans of the
Please note that these steps cannot be skipped and a thorough written documentation of
grievances should be carefully complied and presented.
If no resolution is reached, the matter may proceed to a hearing before the Office for Teacher
Candidate Preparation (OTCP) for further consideration, or to a Selective Review run by the
Associate Deans Office.

Course expectations:

You will be expected to attend all face-to-face classes, weekly field experience, and participate in
all online activities.

Interact in ways with your colleagues and the instructors that promote and maintain their and your
dignity and promote our collective community;

Be prepared to raise, share, discuss and attempt to solve any individual or collective problems you
may have with your colleagues and/or your instructor in constructive ways that allow us all to
maintain our dignity and continue to function effectively as a community;

Demonstrate an understanding that while we can, and will probably, disagree, we need to do so
within a community of respect; and,

Provide your classmates with supportive critique and feed-back

In Class Communication

At all times in class, please be fully present and participating. You are expected to be professional
and not receive phone calls, text, or read emails, etc. If you need to take an emergency phone call
please step out of the classroom before answering to avoid disrupting others learning.


Attendance 14 points

In this course, you will be expected to take personal responsibility for becoming knowledgeable
about the latest and best of what is known in the field child growth, development, and learning.
This course is designed to allow opportunities to ask questions, contribute to class discussion, and
share relevant experiences. Therefore, participation and professionalism are extremely important.
Requirements for acceptable participation include prompt, timely, and consistent attendance;
attentiveness; verbal contributions to small group and whole class discussions; reflection of a
positive attitude about learning and class participation; and respecting and supporting the needs of
others, including the professor. Participation includes completing all assignments and coming to
class with the Admit Slip which facilitate the class experience.

Attendance. Any missed class time, including tardiness, leaving early and absence, will deduct
from your grade. Missing more than ONE class will incur one grade lower than earned, even if all
other requirements are met. Attendance will be taken at each class.


Reading Highlights 14 points
Road map to class discussions
Due Date: Ongoing throughout semester

Due at the beginning of each class session (1 point each).
No papers will be accepted after 12:00 pm.

Reading Highlights is a response or activity that admits you to each class session by clearly
demonstrating that you have carefully read that weeks reading assignment and understand key
concepts. For each of the reading or online assignments, please be prepared to answer (in
paragraph form) the following question/s:

1) How did the readings change your thinking or views on the subject/topic?

2) What idea(s) in the reading struck you as most useful and why? There is a lot of flexibility
possible in your approach to this question. An idea may strike you because it "resonates" with
experience, because it seems particularly reasonable or valuable, or because you can easily
picture how you would use it in your future classroom.

3) Questions raised in this reading? What do you think is the most problematic or controversial
idea in the text? What are the issues and views involved and why do you see it as problematic or
controversial? If an idea puzzles you or provokes a negative reaction as you read, this would be
the place to discuss that, though a negative reaction is not necessary for you to see an idea as
problematic or controversial. NOTE: Writing that you cannot find a problem or controversy will
result in a 0 for this portion. You need to dig and find something.

For each reading response, you will earn a rating of 1 or 0.
A "1" will result from a well-developed paper, with examples.
A "0" will result from a minimally developed or completely unsatisfactory or missing paper.

As you prepare your work, bear in mind that the instructor has two purposes for weekly assignments: 1) to
make sure that you are ready to discuss chapter readings and engage with text assignments each week,
and 2) to make sure you are engaging with the texts at a fairly high level of thinking. If we are satisfied that
these things are happening for you, you will earn 1 point for each Reading Response.

Reflection Paper 26 points
Due Date: Sundays at 5:00 pm

Post your reflection on Canvas
Due after each class (2 points each)
No late Reflection papers will be accepted

In order to gain knowledge and awareness of course topics it is imperative that you read
the assigned readings in you textbooks. The purpose of reflection papers is for you to get
a deeper understanding of topics discussed in class. After discussing and listening to
your peers thoughts and opinions, during class meetings, you will need to post your
Reflection paper about class discussions on Canvas.
If you are absent you may not submit a Reflection paper.

Power Point Presentations (Collaborative) 12 points
Due Dates: March/April/May (each group will have a specific date for this).

Students will summarize and present one chapter from Theories of Childhood: An Introduction
to Dewey, Montessori, Erikson, Piaget & Vygotsky by Carol Mooney. Presentations will cover
knowledge expected to be gained from readings. Complete details will be given in class.

Mini Child Study 22 points
Due Date: April 25

Objectives for the Child Study:
To describe qualitative research and its benefits for child study
To identify multifaceted aspects of human development
To understand components of ecological theory
To understand that development in one domain influences development in another
To describe the influences of family, culture, history, and society on development

The child study report is much like a story; it presents the concrete details of actual events, and
has a plot, character, and often even dialogue (Boehrer, 1990). The case study report is a
combination of a description of the childs development and an analysis of that development
(Ahola, 2007).

Complete details on the Child Study Project will be given in class.

Field Experience
Due Date: February - April

Purpose: To enhance your understanding of child development through observation and
participation in programs for young children. One hour per week for a minimum of 6 weeks.

1. In order to observe and interact with children and to better understand child development,
you will need to spend 60 minutes (one hour) beginning the week of February 10 (Date
subject to change), in a Myrnas Childrens Village classroom.
2. Sara Melendrez, director of NMSU School for Young Children, will provide an orientation to
the field experience in class. During this time you will sign up for a 60 minute block: same
day, same time each week.
3. Prior to the orientation, you are expected to access the Field Experience Manual on
Canvas. In class you will sign a document agreeing that you have read and will abide by
the policies and procedures in the Field Experience Manual which will be posted on
4. In your field experience classroom you will gather data through observations and
participation with the children.

5. You will document your attendance, February through April, on a form (I will provide you
with the form). Please take the form with you each time you go to your field
experience and have the classroom teacher sign it. You will submit the Attendance
Form in your Child Study Report and receive points as part of your Child Study.

*Maintaining CONFIDENTIALITY is of the utmost importance in the observation process. In
your Practice Observations and Child Study, you will refer to children, families, teachers,
and programs anonymously as Child X, Teacher Y, etc. Observations of children, programs
or settings may be discussed in class


All students earning a Bachelors Degree in Early Childhood Education are required to demonstrate their
competency as a New Mexico early childhood educator. This competency is documented in the Student
Teaching Portfolio. The Student Teaching Portfolio is submitted at the end of the student teaching placement;
however, it reflects the students work/competency during their entire program of study at NMSU (including
courses completed at other institutions). Students are expected to save a copy (paper or electronic) of all
course assignments, projects, etc. These copies can then be used to develop the Student Teaching Portfolio
just prior to and during Student Teaching. Information about the Student Teaching Portfolio can be obtained

Binder 12 points
Due Date: May 2

Binder requirements will include 5 Tabs...
Please place tabs in this order

1. Hard copies of each Power Point Presentation: Theories of Childhood, An Introduction to
Dewey, Montessori, Erikson, Piaget, & Vygotsky.
2. Reflection papers
3. Reading Highlights from both text books
4. Mini Child Study
5. Copies of Activities/handouts

Assignments points:

Assignment Possible points
Reading Highlights 14
Power Point Presentation 12
Reflection from chapter readings 26
Mini Child Study/Field Experience 22
Binder 12
Attendance 14
Total 100 points

Late work: Upon arrangement with the instructor, late work on major projects will be accepted at
reduced credit, losing 10% of its assigned grade per class period late. The exception to this policy
is admit slips. No late admit slips will be accepted since the readings are necessary for the
assigned days class discussion.
Incomplete: An incomplete for the course will only be given with documented evidence of an
illness or family crisis as per university policy.
Multiple Submissions: Students may resubmit assignments for an improved grade.
Please communicate any problems you might be experiencing when it comes to turning in
assignments on time.

Grading Scale: 100 - 97 = A+, 96 - 93 = A, 92-90 = A-, 89 - 88 = B+, 87-83 = B, 82-80 B-, 79-78=
C+, 77- 74 = C, 73-70 = C-; 69 60 = D; 59/below= F

APA Styling Websites: APA Formatting & Style Guide
For electronic sources (i.e., website article, journals, etc.)

College of Education Conceptual Framework

This is the conceptual framework that helps guide what we try to do in our courses in the College of
Education and in the Department of Curriculum & Instruction:

Practitioners, Clinicians and Leaders: The Units commitment extends beyond a focus on
preparing candidates to teach or continuing the professional development of practicing
teachers. The Unit also prepares persons for other professional roles in schools such as
principals, school psychologists, counselors, mental health professionals, speech
language pathologists, and physical education specialists.

Reflection: The process by which candidates are provided opportunities to be
metacognitive and engage in thoughtful questioning and problems-based learning.

Effectiveness: The extent of content, pedagogical and professional knowledge, skills and
dispositions and candidate possesses in order to ensure that all students learn.
Assessment of a candidates effectiveness is performance-based, uses multiple measures
and is authentic. The preparation of effective practitioners addresses the mandates of No
Child left Behind and the demand for highly qualified and effective professionals.

Pedagogy: The research base, content knowledge, competencies, and practice associated
with the preparation of professional educators, clinician s and specialists.

Assessment: Formal and informal procedures for eliciting evidence related to candidate
learning and unit effectiveness. The assessment system is based on professional, state
and institutional standards. It includes measures that are systematically used to collect
data at predetermined transitional points in order to predict candidate success and improve

Research: The theories, investigations, and policies that drive the work of the Unit.

Evaluation: The continuous process for determining the extent to which the Mission, Goals
and Outcomes of the Unit are realized.

Diversity: A focus on candidates, faculty and students who represent a variety of ethnic,
racial, socioeconomic groups and ability levels. The Unit provides opportunities for
candidates to work with diverse students, and to demonstrate dispositions that value
fairness and the belief that all students can learn.

Course Schedule
Date Topic Assignments
Friday, January 17

Course Expectations,
& Introductions

(Throughout the first textbook,
in each chapter, please read
Tables & Anecdotal Records
Text: Observing & Understanding
Child Development
Read Ch. 1- Observation (pgs.3-8)
Read Ch. 2- Anecdotal Records (pgs.16-
Friday, January 24

Class discussion on chapter
readings. Preparing for field
Reading Highlights- for Chapters
1 & 2
Read Ch. 3 Checklists & Rating Scales
Read Ch. 5 Visual Documentation
*Reflection Paper due -Sunday 5:00 pm
Friday, January 31

Class discussion on chapter
readings. Preparing for field
Reading Highlights- for Chapters
3 & 5
Read Ch. 7 Physical & Motor
Development (pgs.83, 91 chart, 97-109)
Read Ch. 8 Cognitive Development
(pgs.117-119, 121-127, 132)
*Reflection Paper due -Sunday 5:00 pm
Friday, February 7 Class discussion on chapter
readings. Preparing for field

Begin Field Experience next
Reading Highlights- for Chapters
7 & 8
Read Ch. 9 Social Development
(pgs.144, 147-155, 160-161)
Read Ch. 10 Emotional Development
(pgs.169, 171-172, 174-175, 180-183)
*Reflection Paper due -Sunday 5:00 pm
Friday, February 14

Class discussion on chapter
readings and field experience.

Reading Highlights- for Chapters
9 & 10
Read Ch. 11 - Language and Literacy
Development (pgs. 187-188, 195-197, 202-
203, 217, 228, 235-237)
*Reflection Paper due -Sunday 5:00 pm
Friday, February 21

Class discussion on chapter
readings and field experience.

Reading Highlights- for Chapter
*Reflection Paper due -Sunday 5:00 pm
Friday, February 28

Class discussion
- Mini Child Study & P.P.P.

*Reflection Paper due -Sunday 5:00 pm
Friday, March 7

Class discussion on chapter
readings and field experience.
Text: Theories of Childhood: An
Introduction to Dewey, Montessori,
Erikson, Piaget, & Vygotsky
Read Ch. 1 John Dewey
*Reflection Paper due -Sunday 5:00 pm
Friday, March 14

Independent Study Groups
Online Video
No Class
*Reflection Paper due -Sunday 5:00 pm
Friday, March 21

Power Point Presentation on
chapter 1-John Dewey
Group discussion
Reading Highlights- for Chapter 1
Read Ch. 2 Montessori
*Reflection Paper due -Sunday 5:00 pm
Friday, March 28

Spring Break No Class

Friday, April 4 Power Point Presentation on
chapter 2-Maria Montessori
Group discussion
Reading Highlights- for Chapter 2
Read Ch. 3- Erikson
*Reflection Paper due -Sunday 5:00 pm
Friday, April 11 Power Point Presentation on
chapter 3- Erik Erikson
Group Discussion
Reading Highlights- for Chapter 3
Read Ch. 4-Piaget

*Reflection Paper due -Sunday 5:00 pm
Friday, April 18 Spring Holiday No Class

Friday, April 25

Power Point Presentation on
chapter 4-Jean Piaget
Group Discussion
Reading Highlights- for Chapter 4
Read Ch. 5- Vygotsky
Mini Child Study Due
*Reflection Paper due -Sunday 5:00 pm
Friday, May 2

Power Point Presentation on
chapter 5- Lev Vygotsky
Group Discussion
Reading Highlights- for Chapter 5
Binder Due
*Reflection Paper due -Sunday 5:00 pm
Friday, May 9

Last Day