EDEC 7401 Spring 2009 EDEC 740 The Young Child: Applying Theory and Research I. Descriptive Information A. Course Number and Title: EDEC 740-The Young Child: Applying Theory and Research B. Catalog Description: Analysis and discussion of theory and research related to the education of young children. Intellectual, social, emotional and physical development of infants, toddlers and young children will be examined. Special emphasis on implications for developing early childhood education instructional programs. C. Course Credit: Three credit hours D. Prerequisites: EDEC 540 and EDPY 705 or Equivalent E. Intended Audience: Graduate students who have a previous background in child development and wish to gain an in-depth understanding of educational implications of current theory and research. F. Instructor: Dr. Gloria Boutte [email protected] 104 Wardlaw (803) 777-2018 II. Statement of Course Goals and Objectives A. Goals *Students will understand the meaning of the ecological paradigm and systems theory including its interdisciplinary nature and the influence of culture on diversity. *Students will study and discuss theory and research from interdisciplinary disciplines (psychology, anthropology, sociology, and family studies) related to the cognitive, social, emotional and physical development of infants, toddlers and young children. *Student will synthesize the findings of theoretical studies and research studies related to the development of young children and be able to clarify the implications for developing quality programs in the early childhood years. B. Objectives 1. Outline implications of current theory and research for classroom practice and your own professional growth and the development of others in the profession.2 2. Critique current classroom practice in light of an ecological, cultural diversity model including assessment, abilities, management, and ethical professional behavior. 3. Develop a plan applying theory and research as a professional educator in an instructional setting. 4. Demonstrate an in-depth understanding of theory and research in selected areas related to the intellectual, social, emotional and physical development of young children from a variety of cultural settings. 5. Synthesize the findings of research and theory related to the development of young children in diverse cultures. 6. Understand the implications of research and theory for developing child advocacy activities in the early childhood years. 7. Demonstrate an in-depth understanding of an ecological (systems) model of human development with particular attention to the various delivery systems that serve children and families. 8. Critique current research and theory in light of an ecological, cultural diversity model. III. Textbooks Berk, L. (2008). Infants and Children: Prenatal Through Middle Childhood, 6th ed. Boston: Allyn & Bacon. Shore, C. M. (2004). The many faces of childhood. Diversity in development. Boston: Pearson. IV. Academic Course Requirements A. Participation (30 points)-- You are expected to attend all classes and to be prepared to discuss major points (read required readings and complete assignments). It is your responsibility to obtain any missed assignments or notes from other students enrolled in the course. Grade for participation includes active and informed participation in the class. B. Case Study ( 30 points) Students will conduct an in-depth case study of a single child based on the readings, grounded in Bronfenbrenner's ecological approach. This assignment requires you to focus on child development and learning; knowledge and skills related to observation methods, documentation and assessment of young children; and the ability to partner with the child’s family and classroom teacher to create home-based and school-based learning activities that are supportive and challenging. This assignment is used by the Early Childhood program to document what you know and are able to do in terms of specific NAEYC standards and tools.3 C. Reaction To Readings (200 points--10 @ 20 points each) Each week, you will be required to complete a brief written reaction to concepts/ issues/information from the assigned readings. 1. React to two points from each reading. First, state the point or quote along with page number(s). Then, argue, agree, or question the points. You should be thorough and analytical in your reflections. Do not just summarize the reading or give definitions. Critique the concept/point in terms of its usefulness and implications for your life/profession and/or point out problems with the concept, etc. Relate your reflections to: 1) other readings from this or other courses, and 2) connections to your professional or personal experiences. Typically, a paragraph or two will suffice for each point. All entries should be emailed to me ([email protected]) by 4:00 p.m. on the due date. Your name and reaction paper number (e.g., Reaction 1) should go on the subject line. Please cut and paste your reactions into the body of the email message. DO NOT SEND ATTACHMENTS AND DO NOT WRITE IN CAPS SINCE I WILL RESPOND IN CAPS!!!! 2. For each class meeting, a few minutes will be allotted for small group collaboration with others (about 4 per group) to discuss the reading(s). Using your written reactions as a point of reference, the group will give a brief oral report (about 5 minutes) on the readings. Include the following in the oral reports. a. An analyses of salient points for the reading. b. A critique of the article in terms of its usefulness to your life/profession, educational implications, problems with the concept, and its relationship to other readings (from this and other courses). c. Points that you found most compelling or points that you resisted d. Points which need clarity, if any. e. New insights that will be helpful for teaching and understanding children. f. Possible related strategies. **You can bring audio-visuals to enhance your informal presentations if you like (e.g., powerpoint slides, samples of children’s work, music, related websites). D. Literature Review