Department
of Education
CAD 486
Agencies and Services for Young Children and
Families
Office Hours: Mon:
Wed:
Semester: Spring
2008 Class
Meeting Time: Internet/Group
Discussion: Tuesday
The Conceptual Framework
Theme
The theme purpose of the conceptual framework undergirding the Department of Education’s program is: to produce graduates who are critical thinking problem solvers with the knowledge, pedagogical, and technological skills, and professional dispositions needs to function as effective teachers in a diverse world.
Department of Education
The Shaw University Department of
Education builds on the knowledge, skills, and values that students acquire
through their liberal arts and science foundations. Candidates graduating from the department
will have the specialty area knowledge, professional skills, and experiences
that will enable them to function as competent and effective teachers who think
critically and demonstrate effective problem-solving skills.
Departmental
majors may choose a specific concentration from four different specialty
areas. Each student is encouraged to
choose one of the specialty areas listed below by the end of his/her sophomore
year.
Birth through Kindergarten Education (B-K)
Elementary Education (K-6)
Graduate
students may pursue a Master of Science in Curriculum and Instruction with a
concentration in Early Childhood Education.
[The
Secondary English Education (9-12) and Secondary Mathematics Education (9-12)
programs are housed in the content areas.
The University suspended the Special Education: General Curriculum
(K-12) Program, effective in fall 2006.]
Department of Education Goals
The goals of the Department of Education are:
1.to align the institutional mission and goals with state, regional, national, and departmental standards and requirements;
2.to prepare candidates to work in schools as teachers who know and can demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all P-12 students learn;
3.to implement an assessment system that collects and analyzes data on applicant qualifications, candidate and graduate performance, and unit operations to evaluate and improve the unit and its programs;
4.to collaborate with school partners to design, implement, and evaluate field experiences and clinical practice so that teacher candidates develop and demonstrate the knowledge, skills, and dispositions necessary to help all students learn;
5.to design, implement, and evaluate curriculum and experiences for candidates to acquire and apply the knowledge, skills, and dispositions necessary to help all students learn;
6.to maintain a qualified faculty that models best professional practices in scholarship, service, and teaching; and
7.to maintain the leadership, authority, budget, personnel, facilities, and resources for the preparation of candidates to meet professional, state, and institutional standards.
NOTE: The mission
statement and goals of the Department of Education are aligned with the mission
statement and goals of each of its programs.
Rose, Steven R. & Fatout,
Marian F. (2003). Social work practices with children and adolescents.
Additional readings may be assigned in class
Livetext
General Course Description
A close look at agencies and services for young children will be looked at in detail. Field trips to some agencies will be taken and guest speakers will come to discuss their programs. Students will learn how to use these services effectively and to promote the health and well being of young children and their families.
After successful completion of this course students will be able to:
1. Identify agencies that serve children and families.
2. Refer children and families to an agency that specifically fits their needs.
3. Demonstrate an understanding of the functions and services that are provided by agencies.
4. Demonstrate an understanding of how agencies are funded and are able to serve children and families.
5.
Demonstrate knowledge of
6. Identify the characteristics of preschool children who could benefit from agencies.
7. Utilize all resources that can help promote the well being of young children and families.
8. Be an advocate for their students, young children, and families.
9. Work collaboratively and in a team oriented way with people to come to the best solution for children.
Delivery of Instruction
The delivery of instruction encourages students to actively participate in dialogue, pose questions and share their own perspectives and views on various issues regarding programs for B – K. Written activities, reading assignments, case studies, technology and lectures serve as sources for much of the class dialogue. The activities involving field experiences are a vehicle to assist students to critically reflect and understand the relationship between theory and practice.
Core Standards and Indicators
Standard 1: Teachers know the content they teach.
Indicator 1: Teachers have a broad knowledge of content.
Indicator 4: Teachers know relevant applications of the content they teach.
Diversity Standards and
Indicators
Standard 3: Teachers work collaboratively to develop linkages with parents/caretakers, school colleagues, community members and agencies that enhance the educational experiences and well being of diverse learners.
Indicator 3: Teachers make links with the
learners' other environments on behalf of students, by working with in school
personnel, and community professionals and agencies.
Technology Standards and
Indicators
Standard 2: Teachers plan and design effective learning environments and experiences supported by technology.
Indicator 4: Teachers plan for the management of technology resources within the context of learning activities
Birth –Kindergarten Program
Standards and Indicators
Standard 3: Birth-Kindergarten professionals build family and community, partnerships.
Indicator 6: Understand
the characteristics of effective team functioning and various team models such
as multidisciplinary, interdisciplinary, and trans-disciplinary, especially as
they impact interagency relationships and service
coordination.
Standard 10: Birth-Kindergarten professionals function professionally.
Birth-Kindergarten professionals
Indicator 5: Serve in the roles as advocate, consultant, collaborator, and team member.
Course Requirements
This
course engages students in thinking about current issues and trends in early
childhood education through keeping a Reflective Teaching Portfolio. The course
also helps students apply the theoretical base through cooperative learning
group activities.
All assignments should be
included in an electronic portfolio as well as in a notebook binder. A copy of
your Permission Slip (included in this syllabus) should be included in this
portfolio. Assignments must be typed, using a 12 font. Assignments should
include a cover page with the student’s name, date, assignment title, course
number, and semester. Each assignment should be proofread and free of
grammatical errors. All assignments are
be submitted in LiveText (not applicable to non-degree seeking students).
Non-degree seeking student will submit their assignments through Blackboard
Digital Dropbox. Common rubric stored in LiveText will be used to assess each
assignment. Assessed work product will be sent to students via LiveText or
Blackboard Digital Drop Box.
For
all assignments involving children for the Code of Ethics developed by the
National Association of Young Children should be observed, and the Standard of
Professional Conduct: Section 0602.
Read and report on five current journal articles using the
following Shaw University Department of Education format:
A.
Title of Article:
B.
Author(s):
C.
Journal:
D.
Synopsis:
E.
Subjects:
F.
Instrument:
G.
Findings:
H.
Implication/Application:
I.
Reaction:
All journal articles website must be attached to the article
review. Each part in the format for
article reviews (A-I) should be addressed. (5 pts).
place of
employment. Conduct an interview to determine what methods and activities are
used to involve the parents in their agency. Review their agency parent policy
and compare to your own school Parent Involvement Policy. In a two page typed
paper, report your observations and interview and compare
and contrast policies of the two agencies or organization. (10
pts).
6 Interagency Field Experience. Each student will select one agency or organization from a list of human services agencies provided and will arrange and complete one six-hour field experience at the agency or organization. A minimum of three visits is required. The assignment must be completed outside of your organization other than your place of employment. Prior to arranging the practicum with the agency or organization, each student will complete and submit a practicum proposal sheet for approval by the instructor. The students must keep a journal that documents the dates and hours spent in the field experience and detailed the activities the student observed and participated in during the field experience. The journal will describe examples of interagency collaborative practices and how these practices impact services and supports to young children and their families. (15 pts).
7 Final Project: Case Study - Interagency Collaboration. Each student will conduct a case study that requires a visit to several community agencies to collect information regarding their services and how they can improve services for the case in question. (10 pts).
Center will make a presentation to the class to help students with library skills.
The presentation will include:
To provide feedback on this library component, students will be asked to complete an evaluation form.
EVALUATION
|
Assignment |
Points |
|
Journal Articles (5) |
25 pts |
|
Family Drawing |
10 pts |
|
Case Study |
10 pts |
|
Parent Involvement Interview |
10 pts |
|
Field Experience w/ presentation |
15 pts |
|
Portfolio |
10 pts |
|
Midterm |
10 pts |
|
Final Exam |
10 pts |
Grading Scale: A = 90-100
B = 80- 89
C = 70- 79
D = 60- 69
Grading will be on a 100-point scale: 100-90 = A (Target); 89-80 = B (Acceptable); 79-70 = C (Acceptable); 69-60 = D (Unacceptable); Below 60 = F (unacceptable)
COURSE EXPECTATIONS
1. Course
2. Attendance. The class attendance policy of
Students are allowed as many unexcused absences as the number of times
the course meets per week. For example,
in a three-credit-hour course that meets three times per week, the student will
be allowed three unexcused absences per semester.
It is your responsibility to
provide an explanation and a university excuse to the instructor. Absences
not approved will lower your grade. One
point for each unexcused absence will be deducted from the total of your final
points.
Attendence
will be check through Blackboard Discussions. Students are responsible for
participating in the assigned topic discussion weekly. Students have 24 hrs to
complete the discussion on the assigned day.
3. Tardiness.
You are expected to be on time and participate in Blackboard Discussion within
the given time limit. Points will be deducted for late arrivals
and/or early departures.
4. Written assignments and Projects. All projects are expected to be completed and
turned in by the assigned due date. Assignments turned in late will be accepted
only if your instructor has been notified and agrees to the late submission.
5. Tests. If you miss a test, you must produce a university excuse. A day at the end of the semester will be scheduled for make-up tests.
6. Cheating/Plagiarism. Cheating is the practice of fraudulent and deceptive acts for
the purpose of improving a grade or obtaining course credit. Plagiarism is a
specific form of cheating that consists of the misuse of the published and/or
unpublished works of another by representing the material so used as one’s own
work. The acts of Cheating and/or plagiarism will lead to receiving an “F” on the
assignment and the filing of a report with the Dean.
7 Classroom Decorum Expectations. To enhance the learning atmosphere of the
classroom, students are expected to dress and behave in a fashion conducive to learning in the classroom. More specifically, students will refrain from disruptive classroom behavior (i.e., talking to classmates, disrespectful responses to teacher instructions; swearing; wearing clothes that impede academic learning such as but not limited to, wearing body-revealing clothing and excessively baggy pants; hats/caps, and/or headdress. Students will turn off telephones prior to entering the classroom. Students who exhibit the behaviors described above, or similar behaviors will immediately dismissed from class at the third documented offense. The student will be readmitted to class only following a decision by the department chair. The student may appeal the decision of the department chair to the Dean of the College offering the course, and, subsequently, to the Office of the Vice President for Academic Affairs, and then to the President of Shaw University. The decision of the President will be final. Failure to follow the procedures herein outlined will result in termination of the appeal, and revert to the decision of the department chair.
8. Code of Professional Practices and Conduct (Checklist of Indicators).
Each student is expected to participate actively and professionally in class discussions and other applied in-class activities. This includes communicating with others through Blackboard. It is expected that every participant will treat others with respect even when disagreeing with ideas or viewpoints presented. Regular attendance is a class requirement due to the many activities that will take place in class through Blackboard. Regular attendance is also a University requirement. Absences will lower your grade.
IMPORTANT DATES TO REMEMBER
TOPICAL COURSE OUTLINE
|
Date |
Topics and |
Assignment Due |
|
|
Introduction to class (classroom Chat) Conceptual Framework Standards, Professional Disposition, Code of Ethics Standards |
Self Evaluation of the Conceptual Framework Census Data Forms Work Sample Permission Form |
|
1/22 |
History and Social Policies Shaping Practices with Children and Adolescents |
Discussion Board |
|
1/29 |
Cultural Communities and Families |
Family Description/Drawing with Report |
|
2/5 |
Contemporary Social Issues Affecting Children and Adolescents in Family Systems |
Interagency Proposal |
|
2/12 |
The Process of Helping Children and Adolescents |
Case Study Discussions Class Meeting |
|
2/19 |
Assessing the Competencies and Difficulties of Children and Adolescents |
Journal Article #1 |
|
2/26 |
Theories, Strategies, and Techniques for Practices |
Parent Involvement Program Interview |
|
3/4 |
MIDTERM |
|
|
3/11 |
Methods and Practices in School Systems |
Journal Article #2 |
|
3/18 |
Methods and Practices in Mental Health Agencies |
Journal Article #3 |
|
3/21-3/30 |
SPRING BREAK |
|
|
4/8 |
Methods and Practices in Child Welfare Agencies |
Journal Article #4 |
|
4/15 |
Methods and Practices in Child Welfare and Agencies |
Journal Article #5 |
|
4/22 |
Interagency Collaboration |
Interagency Collaboration/Field Experience Presentation |
|
5/6 |
Final Exam |
Case Study Project/ Portfolio (final product) |
Bibliography
Aslin, E. (1969). The aesthetic movement: Prelude
to art nouveau.
Bredekamp, S. (Ed.). (1997). developmentally appropriate practice in early childhood
programs serving children from birth through age one (Rev.ed.).
DC: National Association for the Education of Young Children (NAEYC).
Colbert, C., &
Visual arts education of young children. NAEA Briefing Paper.
National Art Education
Association.
Danielson, C.
& Abrutyn, L. (1997). An introduction to
using portfolios in the
classroom.
Development.
Day, M. (Ed.). (1997). Preparing teachers of art. Reston, VA:
NAEA.
Di Leo, J. (1970. Young children and their
drawings.
Publishers.
Edwards, C., L.
Gandini, & G. Forman, eds. (1993).
The hundred languages of children:
The Reggio Emilia approach to early childhood education.
Ablex.
Feeney, S., & Moravcik, E. (1987, September). A thing of beauty: Aesthetic
development in young children. Young children, 6-15.
Hughes, F.P. (1995). Çhildren, play &
development (2nd ed.).
May, R. (1975). The courage to create.
Mayesky, M. (2002). Creative
activities for young children (7th ed.).
Kulp, C.N. (199, September). Looking for patterns. Teaching K-8, 68-69.
Schiller, M. (1995, March).
An emergent art curriculum that fosters understanding.
Young Children, 50(3),
33-45.
Szekely, G. (1991). Discovery experiences in art history for
young children. Art
Education,
44(5), 41-49.
C. Brown.
Websites:
www.EarlychildEd.delmar.com