OBSERVING CHILDREN

& THEIR DEVELOPMENT

SPRING 2018 | EDUC 1234 (4567) | M/W 5:00-6:15PM | Building A-123
Prof. Norman Eng | NEng@ABCcollege.edu | Office Hours by Appointment

How will you develop

children into
successful adults?

This is why you’re here—to answer this question. With this knowledge,
you’ll teach more effectively and reach kids better, whether they’re
students, nieces, nephews, siblings, or your own children.

Did you know that telling …that listening to …that failing can
a child he’s smart is NOT lectures is NOT always the actually be a good
such a good idea? best way children learn? thing?

We’ll cover these issues and more. You’ll learn how children develop: cognitively, socially, culturally, and
psychologically. The way they think, the way their language develops and the ways in which families,
cultures, and environment influence them all affect their learning in school.

1
 There are no textbooks.
You will get the most useful, up-to-date articles
as part of a reading packet, FREE.

What does a typical class look like?

It’s all about working out ideas. We start with your questions,
comments, or quotations from the readings. Then we’ll
explore, grapple, and apply these issues to teaching.

Join the private Facebook community.

This is the place to ask/answer your questions about class: “Who knows a
good school I can visit?” “How many pages is the final paper?” Join at:
http://NormanEng.org/fb-20600-2018S

How are you evaluated?

Citizenship
Reading Entries
20%
20%

Final Paper Fieldwork

20% Reports
20%

Writing Drafts
20%

2
 Assignment Details

Reading Responses Fieldwork Reports

Submit 3/14 & 5/14
Submit 3/21 & 5/2
(10 points each = 20 pts total)
(10 points each = 20 pts. total)

There are 13 total readings. For each, write one short

You will observe at a school classroom for 15 hours and
response: 1) a question, a comment, or a quotation from
document your visits. Keep notes of your fieldwork
the reading; and 2) explain in 1-2 sentences why you
observations and write two (2) reports that describe what
chose this.
you observe. Build on class discussions/readings and
provide evidential materials with your written assignments.
For example, did it resonate with you? Are you unclear
and want to ask the class? Did you want to share an
The best teachers are reflective practitioners, thinking about
experience? Where do you see this is real life? Be specific.
what works in the classroom and what doesn’t. You will do
We’ll use your response to generate class discussions.
the same.

The purpose is to think more deeply about the readings

REPORT #1: Mindset Assessment Profile of one student
and make connections to ideas/thoughts outside the
REPORT #2: Conservation Study with two students
readings. Making connections is how we learn.
Details to be provided.

Writing Drafts Final Paper

Submit 3/12 & 4/23 Submit by 5/23 on Blackboard
(10 points each = 20 pts total) (20 points)

Throughout the term, you will write drafts of your final paper. Write a comprehensive paper that answers the
Your peers (classmates) will review and edit your draft. overarching course question:

Most times the first draft we write is bad. But when you get
feedback and then rework it for a final paper, the quality
DRASTICALLY improves. The bottom line? You won’t have to
write your final paper last minute, AND it will be much stronger.
Also you will practice “grading” papers the way teachers do.
For each draft, bring two (2) copies of your draft to class. Each
student will peer edit two different classmates’ drafts based on a
checklist I provide. Details to be discussed.
As a potential educator, how will you develop children
into successful adults?
Draw on concepts of child development, ideas discussed
in class, personal experiences, and fieldwork
observations. Use your writing drafts, along with peer
edits, to craft your final paper. Details to follow.
If you can answer this one question, you will have taken a
major step in becoming an effective educator.

3
 Course Calendar
MON
Introduction / Syllabus
1/29

1 WED
Laying the foundation
1/31

The Perils and Promise of Praise

MON
(Dweck)
2/5

2
The Right Mindset Reading response #1
What is the right mindset for success?
WED
2/7

MON
NO CLASS
2/12

Psychosocial Development
WED Erik Erikson
How do we help young children develop
2/14 Reading response #2
confidence and initiative?

MONDAY SCHEDULE Jean Piaget

TUE
Reading response #3

3
2/20
Cognitive Development
How do we help children think more
WED critically?
2/21

MON The Talking Cure (Talbot)

2/26 Early Literacy Development Reading response #4

4 WED
How do we help kids become better
readers?
2/28

4
 Early Theories: Preformation, Locke, &
MON
Rousseau
3/5

5
Structure vs. Less Structure Reading response #5
What environment is best for children?
WED
3/7

Writing Draft #1 (2 copies)

MON
Peer Edits Dweck, Erikson, Piaget, Talbot,
3/12
Locke/Rousseau

6 WED
Play & Recess
Why are “play” and breaks crucial for
The Crucial Role of Recess in School
Reading response #6
3/14 learning? Reading Responses #1-6

MON Lev Vygotsky

3/19 Reading response #7

7
Sociocultural Development
How is interaction important to learning
and development?
WED
Fieldwork Report #1
3/21

What if the Secret to Success if Failure?

MON (Tough)
Developing Character

8
3/26 Reading response #8
How do we help children push through
obstacles?
WED
3/28

MON
NO CLASS
4/2

WED
NO CLASS
4/4

5
 Discipline What if Everything You Knew About
MON
What are the right ways to discipline Disciplining Children Was Wrong?
4/9

9
children? Reading response #9 (Lewis)

WED
FRIDAY SCHEDULE
4/11

MON Multiple Lenses on Life (Gardner)

4/16 Multiple Intelligence Reading response #10

10 WED
How can we recognize individual students’
strengths?
4/18

Writing Draft #2 (2 copies)

MON
Peer Edits Recess, Vygotsky, Tough, Lewis,
4/23

11
Gardner

Race & Ethnicity Young Children’s Thinking About

WED
How do children think about race & Ethnic Differences (Ramsey)
4/25
ethnicity? Reading response #11

MON American Promise documentary

4/30 How does Dalton’s environment affect the

12 WED
socio-emotional, cognitive, and
psychological development of Idris and
Fieldwork Report #2
5/2 Seun?

MON
American Promise discussion Reading response #12
5/7

13 WED
Technology
How does technology affect the growing
The Web Shatters Focus, Rewires Brains
5/9 Reading response #13
brain?

6
 MON
Technology (continued) Reading Responses #7-13
5/14

14 WED
Review & Course Feedback
5/16

MON NO CLASS
5/21 Final exam week

15 WED
Submit Final Paper Final Paper
5/23

Course Policies
Citizenship has to do with attendance as well as how you treat others. Most wars, fights,
retaliations, & insults happen when people feel their dignity has been assaulted. So
please, respect each individual's opinions and beliefs--even if you disagree.

Please keep your cell phones on silent (or take it outside for emergencies) so that we can
focus! Again, it's a dignity/respect thing. We all know that feeling when you're talking to
a friend and his or her attention is on the phone...

Attendance is mandatory. Sign in every class at the beginning. If you come in late, sign
in after class--you don't want to be marked absent by mistake.

Each absence is 3 points. Each lateness is worth 2 points. Any more than 3 absences or 5
latenesses and I reserve the right to fail you. Why? Because you are sending the message
(intentionally or unintentionally) that you don't care. And it rubs people the wrong way.
We all know someone who always flakes out or shows up late, and you're like, "Here we
go again..."

I get there are emergencies or things that come up. Do your best to tell me in advance (at
least a day before if possible). An authorized note (from a doctor, employer, etc.) may
excuse an absence or lateness, but only if submitted. Telling me you will get a note and
forgetting to submit one will not excuse you.

The readings form the core of our class discussions, so please come prepared. I expect
each of you to contribute! Submit all assignments in class. Late submissions are
eligible to receive 60% of the allotted points. If you're ABSENT on the day an
assignment is due, you are responsible for emailing it to me (must be received no
later than 6:15PM that day). Otherwise it is considered a late submission.

7
 The Technical Stuff…

Course Outcomes XYZ Policy on Academic Integrity

You will develop an understanding of the essential
issues of child development in various cultural We know most students never cheat or plagiarize, because they undermine
contexts. learning and grades. The full policy is available on the XYZ university web site.

You will be able to explain theoretical materials and
apply them to your observations of children in
classrooms.
You will read articles and interact with them through
response entries, class discussions, and activities.
You will observe the behavior and learning of children
in various classroom contexts and at different phases
of development and will learn ways to describe and
understand these behaviors during your fieldwork.
Plagiarism is when you present someone else’s ideas, words, or artistic, scientific,
or technical work as your own. Using the ideas or work of another is permissible
only when the original author is identified. Paraphrasing and summarizing, as
well as direct quotations, require citations to the original sources.
Plagiarism may be intentional or unintentional. Lack of dishonest intent does not
necessarily absolve a student of responsibility for plagiarism.
It is the student’s responsibility to recognize the difference between statements
that are common knowledge (which do not require documentation) and
restatements of the ideas of others. Paraphrase, summary, and direct quotation
are acceptable forms of restatement, as long as the source is stated.

You have the right to be accommodated if you are a student with a documented disability. Visit XYZ Center in person at
Building 123, online at http://www.samplewebsite.com, email at sampleemails@sampleemail.edu or phone (123-456-
7890). Let me know at the outset so we can design a solution to help you succeed.

Working themes of the Conceptual Framework of the School of XYZ

Educating for and About Diversity: Candidates evaluate historical and contemporary writings on child development in relation to their
own cultural and class backgrounds, as well as those of the children whom they observe in their fieldwork experiences.

Developing In-depth Knowledge About the World: Readings familiarize students with pivotal writings on child development, as well
as the social, cultural, and economic issues that become pertinent as children grow and learn in different contexts.

Becoming Skillful, Reflective Practitioners: Candidates gain skill in applying theories and research on child development to the
behavior of children they observe in fieldwork.

Building Caring Communities: Through small group work and significant sharing of candidate experience and written work,
candidates gain firsthand experience of learning within a caring classroom community.