Curriculum & Instruction 405A Infant And Toddler Development

CI 405A Spring 2017 Page 6Connections presentation should be information relevant to the topic that would be helpful for families ofyoung children, a handout or visual to supplement your presentation, and an activity for theparents/children to do in conjunction with the presentation. Students can also contact professionals in agiven field to come as a guest speaker to supplement the presentation given by the student. The GroupConnections dates will be decided upon in January, once families are enrolled and begin the school year.The April and/or May Group Connections will be used as presentation times for students and exact dateswill be forthcoming.Prior to implementing the workshops, topics, activities, handouts, etc. must be approved by the courseinstructor. There will be paperwork required by Parents as Teachers (PAT) that will need to becompleted based on the activities being planned, which will be provided to you. Material requests willneed to be completed so that the program can purchase any materials needed for the planned activities.Special Needs:If any member of this class feels that s/he has a qualified disability and needs special accommodations,s/he should notify the instructor and request verification of eligibility for accommodations from theOffice of Student Disabilities. Please advise the instructor of such disability and the desiredaccommodations at some point before, during, or immediately after the first scheduled class period.Academic Dishonesty:Academic dishonesty by a student degrades the student’s character and reputation and impedes theteaching-learning process. Any action intended to obtain credit for work that is not one’s own isconsidered academic dishonesty (also known as cheating or plagiarism). Academic dishonesty ormisconduct is neither condoned nor tolerated at SIU.Academic dishonesty may include, but is not limited to, the following:Submitting another student’s work as one’s ownCopying from another student’s test, or allowing another student to copy during a testUsing materials that are not permitted during a testCopying or having someone other than the student prepare the student’s paper, project, report, ortake-home testPermitting another student to copy your work or writing another student’s project, report, paper,or take-home testPlagiarizing (presenting material as one’s own original work when, in fact, the material is copiedfrom a published source without adequate documentation).Any instance of academic dishonesty on an assignment will result in a zero for that assignment andmay result in the failure of the course. Other penalties may include a card recommending that thestudent not be retained in the early childhood education major and a faculty vote on suspension orexpulsion from the major.Early Childhood Programs Statement of Professional ConductProfessional behavior of students is expected at all times, in all practicum settings and in lecturesessions. Keep in mind that you represent the University and the Early Childhood program.Professionalism should be displayed in your attire, attitude, and behavior. Because every student isentitled to full participation in class without interruption, all students are expected to come to classprepared and on time, and remain for the full class period. Disruptive behaviors, including excessive

CI 405A Spring 2017 Page 7talking, texting, reading newspapers, and using unauthorized electronic devices during class are notpermitted.Use of Electronic DevicesThe use of personal pagers, cell phones, laptops and other electronic communication devices is strictlyprohibited during class/lab/field placement time. Cell phones are for emergencies only and shouldbe silenced when entering the classroom, labs, field placements, or any other instructional area. In thecase of emergencies, students should indicate this to the instructor and leave the class to address thesituation. Laptops are not permitted in class without instructor approval. Students found texting,checking emails, surfing the internet, etc, during class or laboratory times may be asked to leave theclassroom. In addition, devices with photographic capabilities may not be used for photographingindividuals against their will or knowledge. While Southern Illinois University is a public institution, itis not a public place, and therefore taking photographic images of people, places, etc. requires priorapproval.Academic IntegrityThe highest standards of academic integrity are expected from all students. The failure of any studentto meet these standards may result in suspension or expulsion from the university or other sanctionsas specified in the University Student Academic Integrity Policy. The University Student AcademicIntegrity Policy is available from the office of the Senior Vice President and Provost and from thedeans of the individual colleges. Violations include:1. Plagiarism, representing the work of another as one's own work;2. Preparing work for another that is to be used as that person's own work;3. Cheating by any method or means;4. Knowingly furnishing false information to a university official relative to academic matters;5. Soliciting, aiding, abetting, concealing, or attempting conduct in violation of this code.NAEYC StandardsKnowledge Indicators – The competent teacher:1a) Knowing and understanding young children’s characteristics and needs, from birth through age 8;1b: Knowing and understanding the multiple influences on early development and learning;2a: Knowing about and understanding diverse family and community characteristics;3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches,including the use of technology in documentation, assessment and data collection;4a: Understanding positive relationships and supportive interactions as the foundation of their work with young children;5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluatedevelopmentally meaningful and challenging curriculum for each child.6b: Knowing about and upholding ethical standards and other early childhood professional guidelines7a. Opportunities to observe and practice in at least two of the three early childhood age groups (birth – age 3, 3-5, 5-8)

CI 405A Spring 2017 Page 8Teacher Education ProgramThe Teacher Education Program (TEP) at Southern Illinois University Carbondale is fully accredited by theNational Council for the Accreditation of Teacher Education/ Council for the Accreditation of EducatorPreparation (NCATE/CAEP) and by the Illinois State Board of Education. Spanning the entire university, theTeacher Education Program is administered through the College of Education and Human Services and includesmajors from the College of Education and Human Services, the College of Science, the College of Liberal Arts,and the College of Agricultural Sciences. Teacher education programs approved by the State EducatorPreparation and Licensure Board (SEPLB) are offered at the undergraduate level in early childhood education,elementary education, special education, secondary education, and in majors and minors that lead to the specialcertificate to teach K-12 art, music, physical education, and foreign languages.Teacher Education Conceptual Framework:Preparing Reflective Educational LeadersThe conceptual framework identified by Southern Illinois University Carbondale’s College of Education andHuman Services reflects the professional community’s commitment to preparing reflective educational leadersat both the undergraduate and graduate levels. Reflective educational leaders are able to review, reconstruct,reenact, and critically analyze their own and their students’ performances as a means to formulate explanationswith evidence. A reflective educational leader fosters his/her professionalism in practice when he/she valuesstudents’ myriad identities, equips students with the literacies required to participate in a democraticsociety, and engages stakeholders to make this learning accessible, rigorous, and relevant.Our conceptual framework views the professional development of teachers and other educational personnel tobe an evolutionary and maturational process. Our goal is to prepare a competent, reflective educational leader,ready to assume the responsibilities of educating individuals but with full awareness that his or her inductioninto the profession continues throughout the duration of his or her professional career. We believe that ourteacher candidates not only practice reflective thinking but also become practitioners of reflective action. Webelieve that effective teaching is characterized by interactions with students to present subject matter, followedby informed reflection on these interactions and presentations. Teachers should make decisions among methodsand content based on their competence in both subject matter and pedagogy, rather than acting as techniciansfollowing a predetermined curriculum. All unit programs are aligned to the Illinois Professional TeachingStandards as well as standards from their respective content areas.The model below represents the three major tenets of SIU’s Teacher Education Program: Literacies, Identities,and Engagement:

CI 405A Spring 2017 Page 9Literacies:Reflective educational leaders understand the vast array of literacies students need to function in today’smodern society. This includes knowledge of reading, writing, and aural communication within the content areaas well as media, scientific and quantitative literacy (Chessin & Moore, 2004; Crowe, Connor, & Petscher,2009; Cunningham & Stanovich, 2001; Delpit, 1995; Kear, Coffman, McKenna, & Ambrosio, 2000; Leinhardt& Young, 1996; McKenna & Kear, 1990; Moje, 2008; Perry, & Delpit, 1998; Shulman, 1987; Schwartz, 2005;Wilson, 2006; Wineburg, 2001).Identities:Reflective educational leaders understand the diverse characteristics and abilities of all students and how thesestudents develop and learn within the context of their social, economic, cultural, linguistic, and academicexperiences. Using these experiences they create instructional opportunities to maximize student learning(Brown, 2005; Cramer, 2006; Epstein, 2009; Irvine, 1997; Olsen, 2010; Rose & Meyer, 2002; Vygotsky,1962/1996; Washburn, Joshi, & Binks-Cantrell, 2011).Engagement:Reflective educational leaders are ethical and reflective practitioners who exhibit professional engagement byproviding leadership in the learning community and by serving as advocates for students, parents or guardians,and the profession (Amatea, Daniels, Bringman, & Vandiver, 2004; Bemak, & Chung, 2008; Hiebert, Morris,Berk, & Jansen, 2007; Keys, Bemak, Carpenter, & King-Sears, 1998; Lach & Goodwin, 2002; Ladson-Billings,1995; McCann & Johannessen, 2008; Ratts, DeKruyf, & Chen-Hayes, 2007).DispositionsThe professional attitudes, values, and beliefs demonstrated though verbal and nonverbal behaviors(dispositions) as educators interact with students, families, colleagues, and communities should support studentlearning and development. These dispositions are:The candidate demonstrates professionalism: dependability and reliability honesty, trustworthiness, ethics enthusiasm, love of learning and commitment to the professionThe candidate values human diversity: shows respect and sensitivity to the learning needs and abilities of all individuals shows respect and sensitivity to the diverse cultures, languages, races, and family compositions of allindividuals strives for best practices to address diverse learning needs and abilities of all individuals strives for best practices to address diverse cultures, languages, races, and family compositions of allindividuals collaborates with diverse peers, professional colleagues, staff and familiesThe candidate develops professionally: engages in ongoing acquisition of knowledge engages in development of research-based practices assesses own performance and reflects on needed improvements

CI 405A Spring 2017 Page 10ReferencesAmatea, E. S., Daniels, H., Bringman, N., & Vandiver, F. M. (2004). Strengthening counselor-teacher-family connections: The family-schoolcollaborative consultation project. Professional School Counseling, 8(1), 47-55.Bemak, F., & Chi-Ying Chung, R. (2008). New professional roles and advocacy strategies for school counselors: A multicultural/social justiceperspective to move beyond the nice counselor syndrome. Journal of Counseling & Development, 86(3), 372-382.Brown, B. (2005). The politics of public discourse, identity, and African-Americans in science education. The Negro Educational Review, 56(2&3),205-220.Chessin, D. B., & Moore, V. J. (2004). The 6-E learning model. Science & Children, 47-49.Cramer, K. (2006). Change the Way You See Everything through Asset-Based Thinking. Running Press.Crowe, E. C., Connor, C. M., & Petscher, Y. (2009). Examining the core: Relations among reading curricula, poverty, and first through third gradereading achievement. Journal of School Psychology, 47, 187-214.Cunningham, A. E., & Stanovich, K. E. (2001). What reading does for the mind. Journal of Direct Instruction, 1(2), 137-149.Delpit, L. (1995). Other people’s children. Cultural conflict in the classroom. New York: The New Press.Epstein, T. (2009). Interpreting national history: Race, identity, and pedagogy in classrooms and communities. New York: Routledge.Hiebert, J., Morris, A., Berk, D., & Jansen, A. (2007). Preparing teachers to learn from teaching. Journal of Teacher Education, 58(1), 47-61.Irvine, J. (1997). Critical knowledge for diverse teachers and learners. Washington, DC: American Association of Colleges for Teacher Education.Kear, D. J., Coffman, G. A., McKenna, M.C., & Ambrosio, A. L. (2000). Measuring attitude toward writing: A new tool for teachers. The ReadingTeacher, 54(1), 10-23.Keys, S. G., Bemak, F., Carpenter, S. L., & King-Sears, M. (1998). Collaborative consultant: A new role for counselors serving at-risk youths.Journal of Counseling & Development, 76(2), 123-133.Lach, M. & Goodwin, D. (2002). Everyone needs a mentor. The Science Teacher, 50-52.Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.McCann, T., & Johannessen, L. (2008). Mentoring matters. The English Journal, 98(2), 86-88.McKenna, M.C., & Kear, D.J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 626-639.Olsen, B. (2010). Teaching for Success: Developing Your Teacher Identity in Today's Classroom. Boulder, CO: Paradigm.Perry, T., & Delpit, L. (eds.) (1998). The real Ebonics debate. Power, language, and the education of African-American children. Boston: BeaconPress.Ratts, M. J., DeKruyf, L., & Chen-Hayes, S. (2007). The ACA advocacy competencies: A social justice advocacy framework for professional schoolcounselors. Professional School Counseling, 11(2), 90-97.Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association forSupervision and Curriculum Development.Leinhardt, G. & Young, K. (1996). Two texts, three readers: Distance and expertise in reading history. Cognition and Instruction, 14(4), 441-486.Moje, Elizabeth. 2008. “Foregrounding the disciplines in secondary literacy teaching and learning: A call for change.” Journal of Adolescent andAdult Literacy 52, 96-107.Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-32.Schwartz, G. (2005). Overview: What is media literacy, who cares and why? In G. Schwartz & P. Brown (Eds.), Media literacy: Transformingcurriculum and teaching, pp. 5-17. Malden, MA: Blackwell Publishing.Vygotsky, Lev (1962/1996). Thought and language, Rev. Ed. Cambridge, MA: MIT Press.Washburn, E. K., Joshi, R. M., & Binks-Cantrell, E. S. (2011). Teacher knowledge of basic language concepts and dyslexia. Dyslexia, 17, 165-183.Wilson, M. (2006). My trouble with rubrics. In Rethinking rubrics in writing assessment, pp. 1-10. Portsmouth, NH: Heinemann.Wineburg, Sam. 2001. Historical Thinking and other unnatural acts: Charting the future of teaching the past. Philadelphia, PA: Temple UniversityPress.

[Type here]Syllabus Attachment Spring 2017Office of the Provost: http://pvcaa.siu.edu/IMPORTANT DATES *Semester Class Begins : . .01/17/2017Last day to add full-term course (without Dean’s signature): .01/22/2017Last day to withdraw from the University with a full refund: .01/27/2017Last day to drop a full-term course for a credit/refund: .01/29/2017Deadline to apply to graduate at the end of this term: . 04/2/2017Final examinations: 05/8–05/12/2017Commencement: .05/13/2017*For more detailed information on the above deadlines, please visit http://registrar.siu.edu/calendars. For add/drop dates that apply to shorter-than-full-termcourses, please look at the Schedule of Classes search results at G SEMESTER HOLIDAYSMartin Luther King Jr.’s Birthday Holiday 01/16/2017Spring Break 03/11—03/19/2017WITHDRAWAL POLICY Undergraduate onlyStudents who officially register for a session must officially withdraw from that registration in a timely manner to avoid being charged as well asreceiving a failing grade for those classes. An official withdrawal must be initiated by the student, or on behalf of the student through theacademic unit, and be processed by the Registrar’s office. For the proper procedures to follow when dropping courses and when with-drawingfrom SIU visit: COMPLETE POLICY Undergraduate onlyAn INC grade may be assigned when, for reasons beyond their control, stu-dents engaged in passing work are unable to complete all classassignments for the course. An INC must be changed to a completed grade within one full semester (undergraduates), and one full year (graduatestudents), from the close of the term in which the course was taken or graduation, whichever occurs first. Should the student fail to complete theremaining course requirements within the time period designat-ed, the incomplete will be converted to a grade of F and such grade will becomputed in the student's grade point average. For more information visit: AT POLICYAn undergraduate student may, for the purpose of raising a grade, enroll in a course for credit more than once. For students receiving a lettergrade of A, B, C, D, or F, the course repetition must occur at Southern Illinois University Carbondale. Effective for courses taken Summer 2013or later, only the most recent (last) grade will be calculated in the overall GPA and count toward hours earn

Curriculum & Instruction 405A Infant and Toddler Development Amanda Heniff, M.S.ED aheniff@siu.edu 618.453.4227 Quigley 116E Office Hours: MTRF 3:15-4:15 Please schedule an appointment Class Meetings: Wednesday 4-6:50pm Wham 302 Texts: Fogel, A. (2015). Infant Development: A Topical Approach.