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- Active/interactive participation in class.
In order to develop reflective thinking and become a reflective-practitioner,
it is expected that every student will “dramatize, discuss,
discover” concepts during each class meeting. Name cards are
used for individual and small group responses. Thus, students are
randomly and/or specifically selected for creating scenarios, presenting
previously assigned tasks such as leading peer discussion(s) relevant
to original profiles of children, illustrating, and providing further
examples based upon readings. This technique ensures that all students
will have equal opportunities for active participation, to make
significant contributions and to learn from participation.
- Portfolio of Products
- Oral presentation of child development as illustrated in a selection
from children or adolescent literature.
- Written essay reflecting on “teaching” self: experiences,
personality, talents.
- Written lesson plan showing adaptation of a math concept for various
stages of development.
- Collection of samples of children’s art illustrating stage
development noting age/stage.
- Observation of children at play illustrating play development
describing age/stage.
- Construction of comparative chart demonstrating concepts from
developmental theorists. (in-class project reproduced)
- Written reaction to selected feature film illustrating understanding
of parenting/social/cultural influences.
- Chart demonstrating developmentally appropriate classroom for
a selected developmental stage.
- Completion of Student Workbook: Observing Children and Adolescents.
- Written reaction to child abuse issues based upon the book, A
Child Called “It”
- Written reflections on 13 (a “baker’s dozen”)
selected articles: (Questions, issues, problem-solving tasks, or
scenarios for each article is to be assigned in class) You may wish
to read articles in advance.
- The Quest for a Super Kid(6)
- Do Young Children Understand What Others Feel, Want and Know?(10)
- Preschool: The Most Important Grade (12)
- Emotional Intelligence: What the Research Says (15)
- What Ever Happened to Play?(17)
- A Profile of Bullying(20)
- Who’s in Charge Here?(23)
- In (Self-) Defense of the Fanatical Sports Parent(24)
- Why Our Kids Are Out of Control(27)
- The Moral Development of Children(29)
- How U.S. Children and Adolescents Spend Time: What it Does (and
Doesn’t) Tell Us About Their Development(29)
- Parents or Pop Culture? Children’s Heroes and Role Models(33)
- Scars That Won’t Heal: The Neurobiology of Child Abuse(36)
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