ࡱ> OQNc bjbj 6aaaaa>6S6!!!aj6!a6!!24pP3XP36i606f36K;#PK;,4K;4haa!aaaaa>6>6sDaaa6aaaaK;aaaaaaaaa6 B x:  GROSSMONT COLLEGE Official Course Outline CHILD DEVELOPMENT 132 OBSERVATION AND ASSESSMENT: FIELD EXPERIENCE SEMINAR 1. Course Number Course Title Semester Units Semester Hours CD 132 Observation and 3 3 hours lecture: 48-54 hours Assessment: Field 96-108 outside-of-class hours Experience Seminar 144-162 total hours 2. Course Prerequisites A C grade or higher or Pass in CD 106,121, 123, 125, 127, 129, 131 and 130 or 143 or equivalent. Corequisite CD 133 Recommended Preparation None. 3. Catalog Description This seminar is for the student participating in field experience as a student teacher in early childhood education programs. Students will develop skills in observation and authentic assessment and portfolio development for children and develop positive communication and guidance skills for working with children and families. These skills will be implemented in CD 133. As part of the course students will reexamine professional ethics, responsibilities and expectations of the work force and explore strategies for job search. 4. Course Objectives The student will: Examine legal and ethical responsibilities, including confidentiality, related to assessment in early childhood settings. Evaluate theories and position statements regarding assessment, child behavior, positive guidance and classroom management. Evaluate the logistical challenges and context of assessment including the social context for teachers and children, i.e. childs health, language, cultural match, support for teacher and choice of assessment tools. Collect data on children and programs using authentic assessment tools in order to implement curriculum and environmental changes. Create documentation communicating how children learn in all domains. Develop strategies for home and school communication with diverse families. Formulate positive guidance and intervention strategies applicable to individual and group situations with children based on observation, developmental research and theory. Examine professional ethics, responsibilities and expectations of the work force and job search strategies. CHILD DEVELOPMENT 132 OBSERVATION AND ASSESSMENT: FIELD EXPERIENCE SEMINAR Page 2 5. Instructional Facilities Standard lecture classroom with movable furniture. 6. Special Materials Required of Student None. 7. Course Content Legal and ethical responsibilities, including confidentiality, related to assessment in early childhood settings. Standards and theories of assessment, child behavior, positive guidance and classroom management. Logistical challenges and context of assessment including the social context for teachers and children, Use of authentic assessment tools in the creation of appropriate environments and curriculum Use of observation and assessment in identifying differences in developmental skills, early intervention and support of inclusive teaching strategies. Observation as an ongoing process Techniques for documentation and portfolio assessment Inclusive strategies for home and school communication with diverse families and appropriate community supports. Positive guidance strategies Professional ethics, responsibilities and expectations of the work force. Job search strategies. 8. Method of Instruction a. Discussion. b. Lecture. c. Role play, small and large group activities. 9. Methods of Evaluating Student Performance a. Written observations of a child. b. Portfolio assessment of that child. c. Participation in professional activity. d. Written midterm and final examinations e. Research based developmental profile assessment of a child f. Documentation of a small group investigation. 10. Outside Class Assignments a. Outside readings. b. Observations and assignments at field experience site. c. Participation at professional events and/or meetings. CHILD DEVELOPMENT 132 OBSERVATION AND ASSESSMENT: FIELD EXPERIENCE SEMINAR Page 3 11. Texts a. Required Text(s): (1) Browne, Kathryn Williams and Ann Miles Gordon. Early Childhood Field Experience: Learning to Teach Well 2nd edition. Boston, MA: Pearson. 2013. (2) Gatrell, Dan. The Power of Guidance: Teaching Social-emotional Skills in Early Childhood Classrooms. Washington, D.C: NAEYC. 2004. b. Supplementary texts and workbooks: None. Addendum: Student Learning Outcomes Upon completion of this course, our students will be able to do the following: Appraise the purpose, value and use of formal and informal observation and assessment strategies and ethical implications within cultural and social contexts in early childhood settings. Demonstrate systematic observation methods to provide data to assess the impact of the environment, interactions and curriculum on all domains of childrens learning and development. Interpret observational data to inform teaching responses and strategies Design strategies for collaborating with families and other professionals in compiling a comprehensive assessment of the child and informing the development of appropriate curriculum and intervention responses. Embed activities related to assessment within play-based environments, curriculum and care routines for typically and atypically developing children. 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