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University of Hawaii at Mnoa

College of Education
Early Childhood and Elementary Education Program Institute for Teacher Education
FAMR 331: Infancy and Early Childhood
Summer 2015
Synchronous and asynchronous online meetings
July 20, 2015 August 21, 2015
Instructor Information
Name:
Terry Lock, MA
Email:
locktf@hawaii.edu
V-office Address:
http://tinyurl.com/lock-v-office
Office Hours:
Phone:

By appointment through work email and cell phone


808-226-2148 (cell)

Course Description

FAMR 331 Infancy and Early Childhood (3) Growth and development from
prenatal period to age 8. Historical and current issues and research based on
ecological, cross-cultural perspective. Focus on optimal development.
Overview Infancy and Early Childhood: Course will provide an intensive study
of the early physical, cognitive, and social/emotional development of children.
Through active participation and the use of discussions, writing, presentations
and reading, students will have an opportunity to explore theoretical approaches
and current issues related to child development from a multidisciplinary and
cross-cultural perspective with a focus on promoting optimal development.

Meeting Times:

Mon/Wed/Fri from 6:00 pm 8:00 pm

Weebly Address:

www.tinyurl.com/famr331

Upon completion of this course, students will:


1) Describe the developmental domains (physical, cognitive, affective) of children, infants through
age eight, both typical and atypical
2) Articulate the child development theories and principles that guide professions working with
young children
3) Demonstrate an understanding of multiple interacting influences on the development of young
children
4) Apply knowledge of child development to assess and evaluate the developmental levels of young
children
5) Appreciate and value the importance of child development knowledge and skills when working
with young children and their families
Required Text

Charlesworth, R., (2014). Understanding Child Development (9th ed.). Belmont, CA: Wadsworth
Supplementary articles and resources will be available on Laulima, or will be provided by the instructor.
Disability StatementKOKUA Program
If you have a disability and related access needs, please contact the KOKUA program (UH Students with
Disabilities Services Office) at 808-956-7511 v/text, KOKUA@hawaii.edu, or go to Room 013 in the
Queen Liliuokalani Center for Student Services. Please know that I will work with you and KOKUA to
meet your access needs based on disability documentation.
Ethical Behavior
All work candidates submit as their own must include proper documentation and crediting of sources.
Failure to properly introduce and document paraphrased material or borrowed ideas is plagiarism.
Plagiarism carries serious consequences and possible dismissal from the program. See the UH General
and Graduate Information Catalog under Student Regulations and the UH Student Conduct Code for
specific guidelines related to plagiarism. http://studentaffairs.manoa.hawaii.edu/policies/conduct_code/
ALL INFORMATION OBTAINED REGARDING CHILDREN SHOULD BE HELD IN
STRICTEST CONFIDENCE AND ONLY DISCUSSED IN CLASS.
Social Media
Use professional and ethical judgment when posting messages on Facebook or other social networks.
Posting inappropriate comments about any University of Hawaii or partnership school, student, faculty,
or staff member, or person associated with them will not be allowed.
Course Requirements
General Requirements

1
2
3
4

Monday and Wednesday classes will be conducted on Blackboard Collaborate. Friday classes will
be for independent group work.
You need to purchase your own textbook before the course begins. Reading and reflecting on the
readings is required and needed for your assignments. You will need to come to class prepared to
discuss what you read.
Class attendance is mandatory. If, due to an emergency, and you will not be in class, you must
call or email me and leave a message as soon as you become aware of their impending absence.
Otherwise you will be counted as absent.
Assignments should be submitted electronically to Laulima, unless specified by instructor. It is
expected that assignments will be turned in on time. Points will be deducted for late assignments.
However, it is recognized that students occasionally have serious problems that prevent work
completion. If such a dilemma arises, students should speak to the instructor in a timely fashion.
Tools that will be used in this class include:
Blackboard Collaborate for class meetings.
Laulima to submit your assignments.
Weebly to access class website, course calendar, and course modules.

The syllabus is subject to change based on the need of the class.


Assignments and Points
(15) Attendance and Participation (3 points)

45
2

(10) Reading Blogs (5 points)

50

Theorist Presentation

20

(4) Reflection Essay (10 points)

40

(1) Child Observations (25 points)

25

Special Group Topics Project

20

TOTAL

200

Grading Criteria
A = 200 180 Pts; B = 179- 160 Pts; C = 159 -140 Pts; D = 139- 120 Pts; F = 119 0 Pts.
Description of Assignments
A. Attendance and Participation (15 X 3 = 45 points)
Active participation and engagement are very important for our collaborative learning. Preparation for
and participation in in-class activities will be evaluated based on the following criteria:
1. Students must attend class, arrive on time, and stay for the entire class period.
2. Students must complete readings and prepare for class activities prior to class as is evidenced
by their ability to discuss and write about the concepts presented and examined in the texts as
well as participate fully in related activities.
3. Students are actively involved in in-class learning experiences as is evidenced by (1)
participating in all activities, (2) completing written work and discussion related to the
activities, (3) supporting the participation and learning of classmates.
B. Reading Blog (10 x 5 = 50 points)
Each week, students must read the required chapters of the textbook and write a response to the
discussion questions; and respond to peers. Guidelines will be discussed in class and posted on Weebly.
C. Theorist Presentation (20 points)
Students will work in small groups or with a partner to research, document, and report on key points
about their assigned child development theorist and his theories. Students will share knowledge, insights,
and applications about the respective theory. Guidelines will be discussed in class and posted on Weebly.
D. Reflection Essays (4 x 10 = 40 points)
Students will select four articles that pertain to the infant/toddler, preschooler, kindergartener and
primary grade child, respectively. Students will read the article and write a reflection about the article
(sharing thoughts, impressions, connection to readings, and applications). Guidelines will be discussed in
class and posted on Weebly.
3

E. Child Observation (25 points)


Students will choose a toddler, a preschoolers, a kindergartener or a primary grade child. Students will
observe the child in a natural setting (home, school, playground) with others (parents, teachers,
caregivers, peers, siblings) and record observations in formats that will be explained. Students will use the
observations to assess the childs development and connect with child development theories. Guidelines
will be discussed in class and posted on Weebly.
F. Special Topics Project (20 points)
Students will work in groups or with a partner around a special topic related to healthy child development
(e.g. Play, Relationships, Technology/Media, Self-Regulation, Prevention of Obesity, Prevention of Child
Abuse and Neglect, etc.) and develop a public awareness campaign plan. Guidelines will be discussed in
class and posted on Weebly.
Course Schedule
Class

Date

Topic

Assignment Due Dates

Class 1
Blackboard
Collaborate

Monday
July 20, 2015

Reading Blog 1 Part 1


on 7/21/15

Class 2
Blackboard
Collaborate
Class 3
Independent

Wednesday
July 22, 2015

Overview of Child
Development, infancy through
childhood or birth through 8
years old and course
How Children Learn and Play
as Vehicle for Learning

Friday
July 24, 2015

Work on Theorist Presentation

Class 4
Blackboard
Collaborate
Class 5
Blackboard
Collaborate

Monday
July 27, 2015

Infancy

Reading Blog 2 Part 1


on 7/28/15

Wednesday
July 29, 2015

Toddlerhood

Reflection Essay #1
Infant/Toddler on 7/29/15

Class 6
Independent

Friday
July 31, 2015

Complete Theorist Presentation

Class 7
Blackboard
Collaborate

Monday
August 3, 2015

Prekindergarten and
Kindergarten Theory,
Physical Development

Reading Blog 1- Part 2


on 7/23/15

Reading Blog 2- Part 2


on 7/30/15
Theorist Presentation on
8/2/15

Reading Blog 3- Part 1


on 8/4/15
Reflection Essay #2
Preschooler on 8/5/15

Class 8
Blackboard
Collaborate

Friday,
August 5, 2015

Class 9
Independent

August 7, 2015

Class 10
Blackboard
Collaborate

August 10, 2015

Prekindergarten and
Kindergarten- Cognitive and
Language/ Literacy
Development
Review of Child Observation
Report

Reading Blog 3- Part 2


on 8/6/15

Prekindergarten and
Kindergarten Creativity and
Affective Development

Reading Blog 4- Part 1


on 8/11/15
Reflection Essay #3Kindergartener
on 8/12/15
Reading Blog 4 - Part 2
on 8/13/15

Class 11
Blackboard
Collaborate
Class 12
Independent

August 12, 2015

Primary Grade- Physical and


Cognitive Development

August 14, 2015

Work on Special Topics Project

Child Observation Report


8/14/15

Class 13
Blackboard
Collaborate

August 17, 2015

Primary Grade - Language and


Literacy

Class 14
Blackboard
Collaborate
Class 15
Blackboard
Collaborate

August 18 2015

Primary Grade - Affective


Development

Reading Blog 5 Part 1


on 8/18/15
Reflection Essay #4
Primary Grade Child
8/19/15
Reading Blog 5 Part 2
on 8/20/15

Complete Special Topics


Project

Special Topics Project on


8/21/15

August 21, 2015

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