University of San Carlos

College of Education

TEACHER EDUCATION DEPARTMENT

SYLLABUS

Course No. : ECED 114

Course Title : Curriculum Development w/ Instructional Material Preparation & Technology Application

Course Credit : 5 units (lecture / lab – research-based)

Course Pre-Requisites : ECED 100 & 102

Course Description

This 5-unit course covers three components: curriculum development which deals with sensorial experiences within the prepared environment and focuses on the making of a learning continuum in all subject areas; instructional material preparation is the component which aims to prepare would-be Montessori teachers in producing learning materials which will help them in facilitating effective learning; and technology application which will give the students an opportunity to put their skills to practice. Furthermore, ECED 114

envisions to see prospective teachers master the art of teaching in the Montessori tradition in response to the growing demand for early childhood education teachers in areas where they are mostly needed.

Course Objectives

1. learn the contemporary and holistic concepts of curriculum in contrast to traditional views,

2. know and understand the basic principles underlying early childhood curriculum development,

3. develop skills and competencies necessary in designing, evaluating and revising Montessori curriculum,

4. acquire additional learnings as regards the need to construct and utilize teaching devices to facilitate effective learning outcomes,

5. create project plans applying technology in the teaching-learning process,

6. make a practical carry over of the provisions of the USC vision-mission statements in the curriculum.

Course Requirements: Grading System

Regular Attendance Learning Continuum Sensorial materials 30% class standing / demo 20% term tests / materials

Passing grades Portfolio of Sources Review Demo 40% curriculum guide 10% deportment

Rubrics:

Criteria Knowledge Skills Attitudes / Values1. Individual Performance Communicates concepts, accepts opinions Organizing, synthesizing, expressing, concluding Determination, trust, honesty, openness2. Group Involvement Sharing insights, giving comments, reactions Analyzing, critiquing, arranging, classifying, sorting Acceptance, patience, fairness, kindness3. Class Participation Joining common activities, consensus decision Initiating class development pursuits, coordinating Respect, self-control, attentiveness, faith 4. Articulation Indicators Speaks out ideas, reasons, agrees, justifies Leading, managing, moderating, disciplining Relates & gets along well, consideration

Suggested Learning Activities: Suggested Motivational Techniques1. Keyword- examination 21. Chapter Defense 1. Ask intriguing questions 21. Listen to a soothing music2. Highlighting concepts 22. Completion activity 2. Show colorful / relevant pictures 22. Project a fascinating image

3. Matching options 23. Citing Opposites 3. Give puzzling issues to resolve 23. Act out a role4. Deletion procedure 24. Alphabetizing 4. Comment on a sensational figure 24. Guess the correct answer5. Text-study 25. Graphic interpretation 5. Draw reaction on a news item 25. Follow a word / picture clue6. Mock up situations 26. Choose and tell 6. Make an incomplete statement 26. Rearrange a reshuffled sentence 7. Poster scrutiny 27. Sequencing events 7. Uncover a mysterious graphic 27. Simulate a scene8. Lesson demo 28. Tracking episodes 8. Present an object thriller 28. Pick a rolled strip & make a remark9. Critiquing session 29. Flashback - rewind 9. Sing a popular song 29. Craft a simple paper cut symbol10. Creative presentation 30. Projecting / visioning 10. Read together a romantic poem 30. Perform an action song11. Matrix synthesis 31. Error point 11. Recite an interesting quotation 31. Do a short dance number12. Spelldown / Spell out summary 32. Perspective Revision 12. Play a short game 32. Have a follow-the-leader exercise13. Pick-pocket Q & A exercise 33. SWOT-analysis 13. Recall a funny experience 33. Write thoughts on a freedom board14. Wisdom Windows 34. KSAV Enrichment 14. Share a significant learning 34. Finish a hanging phrase15. Learning Corners 35. Buddy Walk 15. Tell an embarrassing incident 35. Provide a title to a verse16. Teaching Buddies 36. Quad Exchange 16. Elicit a personal insight 36. Contribute a line to a brief story17. Listening Partners 37. Abstract writing 17. Describe a do-gooder 37. Inquire about causes and effects18. Charting Responses 38. Portfolio making 18. Discover what’s lacking / what’s wrong 38. Interact on observations19. Comment-sharing 39. Formalistic research work 19. Complete an If you were…declaration 39. Relate an alarming encounter20. Take-home-messages 40. Documentation 20. Sketch a puzzling figure on the board 40. Narrate lessons from failure / mistake

PRE-MIDTERM

Specific Objectives Content Coverage

Delivery Modes/

Learning Activities/Resources Assessment Schemes

1. share keywords in an interaction on course,2. explain concepts describing topics in study,3. interact on suggested activities; strategies,

I. Orientation:

Keyword-analysis Participation

4. discuss requires of the course,5. give feedback on grading system6. suggest ways on conduct of class.

1. Course Overview

2. Description, Objectives

3. Content, Learning Experiences

4. Course Requirements

5. Grading System

Class interaction

Feedbacking

Class performance

Quality feedback

1. contribute to sharing expectations2. complete the matrix on USC Vision-Mission3. participate in group discussion of entries4. discuss ground rules for group work5. draw up plans for group tasks

6. Leveling Expectations 7.USC Vision-Mission Statements

a. educational focusb. value implications

8. Teambuilding

Matrix synthesis

Group dynamics

Planning session

Matrix output

Group contribution

Paper work1. define functional terms of the course based

on course description & scope & sequence2. enumerate the steps in curr. development3. interact on the history of curr. development

9. Definitions of Termsa. Curriculumb. Curriculum Development

9. Historical Perspective

Socialized recitation

Comment-sharing

Board work – listing activity

Oral response

Quality comments]

Involvement

1. list & describe the elements of the curr.

2. differentiate traditional & modern concepts of the curriculum

3. talk about processes involved in curriculum planning

10. Basic Types of the Curriculuma. Traditional > subject offeringsb. Modern >school experiences

11. Curriculum PlanningCurriculum Development

Brainstorming

Compare and contrast

SWOT - analysis

Quality sharing

Research findings

Term test

MIDTERM

Specific Objectives Content Coverage

Delivery Modes/

Learning Activities/Resources Assessment Schemes

1. present group research findings on found- ations of the curriculum

2. comment on Essentialist & Progressivist schools of thought

3. explain the theories of curriculum develop… and their emphases

II. Foundations of the Curriculum

1. Schools of Thoughta. Essentialistb. Progressivist

2. Theories and Emphasis

Creative presentations

Comment sharing

Group dynamics

Group presentations

Individual input

Class participation

1. sketch the history of curriculum development in the Philippines

2. characterize the focus of each of curricular designs under the Spaniards, Americans & during the Commonwealth periods

2. Curriculum Development in thePhilippines

c. Spanish-devised Curriculumd. American-devised Curr. e. Commonwealth

Flashbacking

Matching concepts

Learning statement formulation

Historical tracer sheets Outline output Paper work Expressed Learnings Paper – pencil evaluation

1. typify the other types of curriculum during the Japanese & Liberation Periods, during the Philippine Republic and in the New Society

2. highlight the emphasis of each orientation

f. Japanese-devised Curr.

g. Liberation Period

h. Philippine Republic

i. New Society: Reorientation

Charting differences

Highlighting focus

Curriculum assessment

Charts Powerpoint presentations Group evaluations documentations

1. illustrate the dimensions in Curriculum Dev’t

2. compare & contrast the dimensions of curr. Development

4. Dimensions in Curr. Dev’t:

a. Philosophical b. Theological

Schematic diagramming

Schema Reflections paper

3. state learnings from commonalities and differences among them

c. Psychologicald. Social

Matrix comparison

Reaction sharing

Learning statements Midterm exams

PRE-FINALS

Specific Objectives Content Coverage

Delivery Modes/

Learning Activities/Resources Assessment Schemes

1. spell out bases for assessment of trends

2. present research findings on effective curricular options / alternatives

3. display showcase of different styles in curriculum development

III. Early Childhood Curriculum

Development

1. Assessment of Current Situation2. Alternatives3. Approaches in Development

Spelldown synthesis

Sharing research findings

Group presentation: showcase

Board work Discussion Groups contributions Individual participation

1. choose & give sample demonstrations on effective teaching strategies

2. share readings on better ways of evaluating teaching & learning to improve curriculum

3. contribute to discussion on Mont. Educ.

3. Instructional Strategies4. Evaluation of Learning5. Evaluation of Instruction6. The Montessori Curriculum

a. Components

Strategy demonstration

Reflection sharing

Group dynamics

Demonstrations Quality sharing Pencil and paper work Comments

1. expound on the dimensions of Early Child-hood Education, its history & development

2. share reactions on criticisms made on Montessori Education

b. Dimensions

c. History

d. Development

e. Criticisms

Interaction

Simple recall

Commentary

Class performance Quality reactions Critique

1. construct a matrix showing the nature, merits and disadvantages of the five curricular

8. Five Curricular Outlines Matrix summary

types in early childhood education2. show comparative perspectives on their

strengths and weaknesses using the SWOT Analysis process.

a. Experiential Education

b. Active Learning

c. Child-centered Curriculum

d. Eclectic Curriculum

e. Modern Pre-school system

Multi-media presentation

SWOT analysis

Curriculum Juxtaposition

Matrix Presentations Interaction Term test

FINALS

Specific Objectives Content Coverage

Delivery Modes/

Learning Activities/Resources Assessment Schemes

1. identify functional terms used in the study

2. share reasons for the use of teaching aids

3. list criteria for the choice & use of devices

4. give suggestions on related AV devices

IV. Instructional Material

Preparation

1. Definitions of Terms2. Importance3. Suggestions on Choice 4. Uses of AV materials

Labeling activity

Buzz session

Freedom board

Checklist completion

Class participation Quality sharing Activity involvement Individual contribution Board work Group output

1. explain the principles underlying the use of Educational Technology in ECEd

2. recall and describe Montessori manipulatives

3. discuss the particulars of Montessori lessons

4. demonstrate proper use of sensorial objects

5. Guiding Principles

6. Montessori Didactic Objects

7. Sensitive Periods & Sensorials

8. Points of Interest

9. Control of Error

Concept strips – sharing session

Learning statement formulation

Discussion Group

demonstrations Individual

return-demonstration

Individual performance Class engagement Interaction Reflections Demonstrations

1. interact on the usage of computer in ECEd by both teachers and students

2. produce audio-visual materials and show its function in the teaching-learning process

V. Technology Application

1. Electronics-based

a. Computer

Class interaction

Sample powerpoint presentations

Integration techniques

Activity sheets Sample outcomes Individual projects Group outputs

b. AV materials Critiquing session

1.classify and describe teacher –made devices

2.present sensorial materials and demonstrate

Representative samples

3.critique display of projects

4.complete journal / portfolio entries

2. Teacher-made

a. Print & Non-Print

b. Realias

c. Projects

d. Compilations

e. Journals

Job sheet completion

Sensorial materials – gallery

SWOT – analysis

Journal entries

Poster presentations Sensorial showcase Critique checklists Journal entries Exams

BIBLIOGRAPHY

Bagin, Don. The School and Community Relations. Boston: Pearson / Allyn & Bacon. 2008. (370.1931/B143)

Bentzen, Warren R. Seeing Young Children: A Guide to Observing and Recording Behavior. Clifton Park, NY: Thomson Delmar Learning. 2009. (155.40723/B44)

Ebert, Edward s. II. School: An Introduction to Education. Australia: Thomson / Wadsworth. 2007 (371.00973/Eb39)

Gordon, Ann Miles. Beginning Essentials in Early Childhood Education. Australia: Thomson Learning. 2007 (372.21/G65)

Marsh, Colin J. Curriculum: Alternative Approaches, Ongoing Issues. New Jersey: Pearson Education. 2007 (375.001/M35)

Mayesky, Mary. Creative Activities for Young Children. Clifton Park, NY: Delmar, Cengage Learning. 2009. (372.21/M45)

Morrison, George S. Early Childhood Education Today. New Jersey: Pearson Education. 2007 (372.21/M83)

Petersen, Sandra H. Endless Opportunities for Infant and Toddler Curriculum: A Relationship-Based Approach. Upper Saddle River, New Jersey: Pearson Education 2009. (372.19/P44)

Riley, Jeni Learning in the Early Years 3-7. . Los Angeles: Sage. 2007 (372.21/L45)

Starbuck, David. Creative Teaching: Getting It Right. London: Continuum. 2006 (371.102/St28)

Tanner, Daniel. Curriculum Development: Theory Into Practice. New Jersey: Pearson Education. 2007 (375.001/T15 c.2)

Willan, Jenny (editor). Early Childhood Studies: An Introduction to the Study of Children’s Worlds and Children’s Lives. Exeter: Learning Matters. 2007

(305.231/ Ea75)

http://ecrp.uiuc.edu/v4n2/kwon.html www.bamabydistance.ua.edu/page.cfm?page=degreeWeb&sub_page=427&WMID=222&WPID=41

www.ed.gov/parents/earlychild/ready/resources.html www.ncca.ie/eng/Curriculum_and_Assessment/Early_Childhood_and_Primary_Education

www.flemingc.on.ca/index.cfm/go/programs/sub/display/code/EC.cfm www.marylandpublicschools.org/MSDE/divisions/child_care/preschool_curriculum

www.thecb.state.tx.us/reports/DocFetch.cfm?DocID=0349&Format=PDF www.anthemchildcare.com/early-childhood-education.php

www.earlychilded.delmar.cengage.com www.state.nj.us/education/ece/curriculum/curriculum.htm

www.ericdigests.org/2000-3/disputes.htm www.ceep.crc.uiuc.edu/poptopics/preschoolcurr.html

www.pde.state.pa.us/early_childhood/cwp/view.asp?Q=101706 www.curriculum.edu.au/ccsite/cc_early_childhood_education,17850.html

www.nj.gov/education/ece www.apscms.net/departments/ece/curriculum

University of San Carlos

College of Education

TEACHER EDUCATION DEPARTMENT

SYLLABUS

Course No. : ECED 115

Course Title : Observational Child Study

Course Credit : 4 units (lecture / lab – research-based)

Course Pre-Requisites : ECED 100 & 102

Course Description

This is a 4-unit course which deals with the child in the light of his overt behavior, their causes and effects. Students of this course are expected to use scientific observational methods of child study in order to provide the necessary intervention within the prepared environment. It is hoped that Carolinian Montessorians will be able to efficiently and carefully employ ways of observing the child, recording data, and interpreting focus areas of the child’s personality. Knowledge, skills, attitudes and values acquired / developed

in this study go beyond academic considerations since observers are also able to articulate their learnings in their own lives. Observational techniques may not only be applicable in the context of this course but wherever professionals opt to serve whether locally or globally.

Course Objectives

1. know and understand the basic principles underlying children’s behavior,

2. develop skills and competencies necessary in employing scientific observational child study methods,

3. learn varied ways and approaches of observing the child in the Montessori tradition,

4. design a program based on principles of observational child study and teacher-intervention in consideration for research findings,

5. acquire attitudes and values needed in dealing with children’s behaviors necessitating special attention.

Course Requirements: Grading System

Regular Attendance Observation narratives 30% class standing / reports 20% term tests / prototypes

Passing grades Portfolio of Sources 40% case study & oral defense 10% deportment

Rubrics:

Criteria Knowledge Skills Attitudes / Values5. Individual Performance Communicates concepts, accepts opinions Organizing, synthesizing, expressing, concluding Determination, trust, honesty, openness6. Group Involvement Sharing insights, giving comments, reactions Analyzing, critiquing, arranging, classifying, sorting Acceptance, patience, fairness, kindness7. Class Participation Joining common activities, consensus decision Initiating class development pursuits, coordinating Respect, self-control, attentiveness, faith 8. Articulation Indicators Speaks out ideas, reasons, agrees, justifies Leading, managing, moderating, disciplining Relates & gets along well, consideration

Suggested Learning Activities: Suggested Motivational Techniques21. Keyword- examination 21. Chapter Defense 1. Ask intriguing questions 21. Listen to a soothing music

22. Highlighting concepts 22. Completion activity 2. Show colorful / relevant pictures 22. Project a fascinating image23. Matching options 23. Citing Opposites 3. Give puzzling issues to resolve 23. Act out a role24. Deletion procedure 24. Alphabetizing 4. Comment on a sensational figure 24. Guess the correct answer25. Text-study 25. Graphic interpretation 5. Draw reaction on a news item 25. Follow a word / picture clue26. Mock up situations 26. Choose and tell 6. Make an incomplete statement 26. Rearrange a reshuffled sentence 27. Poster scrutiny 27. Sequencing events 7. Uncover a mysterious graphic 27. Simulate a scene28. Lesson demo 28. Tracking episodes 8. Present an object thriller 28. Pick a rolled strip & make a remark29. Critiquing session 29. Flashback - rewind 9. Sing a popular song 29. Craft a simple paper cut symbol30. Creative presentation 30. Projecting / visioning 10. Read together a romantic poem 30. Perform an action song31. Matrix synthesis 31. Error point 11. Recite an interesting quotation 31. Do a short dance number32. Spelldown / Spell out summary 32. Perspective Revision 12. Play a short game 32. Have a follow-the-leader exercise33. Pick-pocket Q & A exercise 33. SWOT-analysis 13. Recall a funny experience 33. Write thoughts on a freedom board34. Wisdom Windows 34. KSAV Enrichment 14. Share a significant learning 34. Finish a hanging phrase35. Learning Corners 35. Buddy Walk 15. Tell an embarrassing incident 35. Provide a title to a verse36. Teaching Buddies 36. Quad Exchange 16. Elicit a personal insight 36. Contribute a line to a brief story37. Listening Partners 37. Abstract writing 17. Describe a do-gooder 37. Inquire about causes and effects38. Charting Responses 38. Portfolio making 18. Discover what’s lacking / what’s wrong 38. Interact on observations39. Comment-sharing 39. Formalistic research work 19. Complete an If you were…declaration 39. Relate an alarming encounter40. Take-home-messages 40. Documentation 20. Sketch a puzzling figure on the board 40. Narrate lessons from failure / mistake

PRE-MIDTERM

Specific Objectives Content Coverage

Delivery Modes/

Learning Activities/Resources Assessment Schemes

1. share keywords in an interaction on course,2. explain concepts describing topics in study,3. interact on suggested activities; strategies,4. discuss requires of the course,5. give feedback on grading system6. suggest ways on conduct of class. 7. contribute to sharing expectations8. complete the matrix on USC Vision-Mission9. discuss ground rules for group work10. draw up plans for group tasks

I. Orientation:

1. Course Overview

2. Description, Objectives

3. Content, Learning Experiences

4. Course Requirements

5. Grading System

11. Leveling Expectations 7. USC Vision-Mission Statements

8.Teambuilding

Insight-sharing Class interaction Group dynamics Brainstorming Seatwork Charting expectations Personal visioning activity Ground rule formulation

Response

Group involvement

Individual output

Finished product – matrix

Completed ground rules

Summative evaluation

1. participate in group discussion of past learnings on ECED

2. elucidate on Montessori info poster3. draw a schema of the elements of the Montessori

system of education4. comment on learnings and relate with readings5. share reactions on research findings

II. Review

1. Early Childhood Education in general

2. Montessori Education3. The Difference

a. The Methodb. The Childc. The Teacher

Group sharing Poster-analysis Schematic

diagramming Comment-sharing Research finding

presentations

Quality sharing

Reflections

6. present common criticisms of the method d. The Prepared Environmente. Other Components

Reaction-sharing Informal classroom

debate on criticisms of the Montessori method

Relevant comments

Pertinent arguments

Critique sheets

1. define functional terms used in the study2. explain spell-down synthesis of readings3. draw a sequence spot map of procedures4. identify possible focus areas for observation5. elaborate justification for choice of focus

III. Introduction

1. Definitions of terms2. Observational Study3. Procedures and steps4. Focus areas

Socialized recitation Group contest Spot map sketching Panel discussion Buddy stroll

Class engagement

Board work

Individual contributions

Part I of Research paper

Summative evaluation

MIDTERM

Specific Objectives Content Coverage

Delivery Modes/

Learning Activities/Resources Assessment Schemes

1. present research findings on particulars of Observational child study

2. discuss in groups components of process3. give suggestions on how to collect data4. share readings on information processing5. formulate learning statements on

possibilities in interpretation of findings6. answer activity sheets on implications

IV. Observing the Child: Overview

1. Criteria2. Format3. Procedure / Techniques4. Data collection5. Information processing6. Interpretation7. Educational Implications

Individual / group presentations

Group interaction

Suggestion strips

Freedom Board on readings

Seat work: learning statements

Question and answer: activity sheets

Group performance Buzz session participation Individual / group outputs Insights Research findings Question and answer Quality statements Completed answer sheets

1. define terms used in this section2. describe components of the

approaches3. enumerate the steps in each

research technique4. suggest other related observational

methods5. formulate questions for sample

questionnaire in participative research6. complete entry / reply chart7. write anticipatory responses to

questions

V. Approaches in Observational

Child Study

1. Covert Observational research2. Overt Observational research3. Researcher participation

a. The developing personb. Systematic support systemc. Early childhood programsd. Developmental Changes in

Early Childhood4. Relevant Questions:

a. Cognitive developmentb. Language developmentc. Socio-cultural developmentd. Cognitive development

Poster presentations

Components gallery: display

Glossary matrix: approaches

Ladder fill: steps in research technique

Quality presentations

Showcase

Group work

Individual output

Finished product

8. present multi-dimensional development diagram

9. label interconnectedness among dimensions

e. Moral development Chart-completion: responses

Diagramming: dimensional development stages

Tracing connections

Schema

Board work

Class interaction

1. brainstorm on research process2. comment on children’s

personality: see chart3. share reactions on parenting,

parenthood the Filipino way4. chart comparisons among

childcare programs5. name / describe factors

influencing dev’t.

VI. Action Research in Child

Development

1. Child personality2. Family values3. Daycare / Childcare programs4. Developmental influences

Insight strips exchange

Comment-sharing

Role-playing

Tabulating similarities / differences

among childcare programs

Round Table discussion

Quality involvement Interactive sharing Interview results Accomplished chart Progress reports Part Two Research paper

PRE-FINALS

Specific Objectives Content Coverage

Delivery Modes/

Learning Activities/Resources Assessment Schemes

1. Compare and contrast two experiential approaches in early childhood learning

2. Express agreement or disagreement on points of conflict

3. Highlight positive points in suggested solutions to conflicts by listing merits

4. Give ways of overcoming conflicts in child-rearing, educating, forming & transforming

5. List suggestions on how to build the child’s self-confidence to prevent bullying.

VII. Piaget’ Active Learning and

Vygotsky’s Guided Participation

1. Similarities and differences2. Conflicts3. Solutions

a. A Caring Communityb. Establish Positive

Relationships with familiesc. Help Families understand

conflictsd. Overcoming conflictse. Bully-proof each Child

Matching concepts

Informal argumentation

Pros and cons Opinion fans

Situation - analysis

Problem - solving

Priority sheet - completion

Relevant concepts

Intelligent connections

Logical opinions

Sample situations

Reasonable solutions

Completed activity sheets

1. Categorize observation targets according to system

2. Draw standards in choosing and using methods of improving the quality childhood education practices

VIII. Combined Observation

Systems Labeling activity Matching labels

3. Share learnings and readings on how language develops in children

4. Discuss experts’ opinion on cognitive development

5. Rank means of enhancing motor skills in children in the Montessori tradition

6. Characterize social competence and provide alternatives in enriching skills

7. Outline measures provided by significant others during pre-academic stage in child development

1. Observation Targets:a. Child Activity Systemb. Adult Behavior Systemc. Management of Time

2. Child Developmental Measures3. Language Developmental

Measures4. Cognitive Developmental Status

Measure5. Fine Motor Skills Measure6. Social Competence Measure7. Pre-academic Skills Measure

Table of Specs - formulation

Research findings presentation

Group Dynamics

Ranking activity

Social skills directory

Summarizing / synthesizing

Intervention program

Finished product

Reflections on readings

Group involvement

Paperwork

Completed matrix

Part Three Research work

Summative exams

FINALS

Specific Objectives Content Coverage

Delivery Modes/

Learning Activities/Resources Assessment Schemes

1. Draw a framework of expected topics to consider in finalizing observation data

2. Reformat questionnaire form using APA format

3. Discuss to justify choice of subject of observation

4. Check to verify items on the questionnaire

5. Present observation results for critiquing

IX. Expectations / Questionnaire

1. Family Background2. Provider Survey3. Reasons for Choice of Subject4. Focus Items

a. Play Skillsb. Communicationc. Social Skillsd. Cooperation with Peerse. Cooperation with Adultsf. Motor Skillsg. Behavior Problems

5. Learnings / Implications

Refining questionnaire items

Re-writing questionnaire

Interaction

Group discussion

Norm review ( APA format )

Individual presentations

Critiquing session

Sample questionnaire

Presentation of final copy

Justification of items

Progress report

Critique

Shared implications

Learning statements

1. Submit documentation for checking

X. Documentation / Final Paper

Documentation

2. Note items for revision

3. Revise write-up

4. Defend final paper

1. Preliminaries

2. Organization

3. Phase Check

4. Progress Report

5. Evaluation

6. Revision

7. Oral Defense / Presentations

Project submission

Highlighting

Revision

Final project presentations

Final paper presentation

Oral Defense

Final Evaluation

BIBLIOGRAPHY

Brookes, Paul H.. Behavioral Support Baltimore, Md.: Rachel Janney. 2008 (371.393/J26)

Cheminais, Rita. Every Child Matters A New Role for SENCOs : A Practical Guide.. London : David Fulton, 2005. (371.904/C42)

Desai, Vandana (editor). The Companion to Development Studies - - London: Hodder Education. (2008) (338.9/ C73)

Driscoll, Amy. Early Childhood Education, Birth 8: The World of Children, Families, and Educators. Boston, Mass.: Pearson / Allyn & Bacon. 2007 (372.21/D83)

Gardner, Howard. The Development and Education of the Mind: The Selected Works of Howard Gardner. New York: Routledge, 2006 (370.1/G17)

Gordon, Ann Miles. Beginning Essentials in Early Childhood Education. Australia: Thomson Learning. 2007 (372.21/G65)

Hopkins, David. Every School a Great School: Realizing the Potential of System Leadership. England: McGraw-Hill. 2007. (371.2/H77)

Lerner, Janet W. Learning Disabilities and Related Disorders. Boston: Houghton Mifflin. 2006 (371.9/L56)

Mather, Nancy. Learning Disabilities and Challenging Behaviors: A Guide to Intervention and Classroom Management. Baltimore: Paul H. Brookes. 2008.

(371.9/M43)

Morrison, George S. Early Childhood Education Today. New Jersey: Pearson Education. 2007 (372.21/M83)

Starbuck, David. Creative Teaching: Getting It Right.. London: Continuum. 2006 (371.102/St28)

Taylor, Ronald L. Exceptional Students: Preparing Teachers for the 21 st Century. Boston: McGraw-Hill. 2009. (371.9/T21)

Willan, Jenny. (ed.). Early Childhood Studies: An Introduction to the Study of Children’s Worlds and Children’s Lives. Exeter: Learning Matters. 2007

(305.231/ Ea75)

Zirpoli, Thomas J. Behavior Management: Applications for Teachers. - - New Jersey: Pearson Education. 2008. (370.1528/Z68)

Early Childhood Education: An International Encyclopedia (vol.1- 4). Westport, Connecticut: Praeger. 2007. (372.2103/Ea7)

How to Reach `Hard to Reach’ Children (2007). England: John Wiley and Sons. (378.7729/H83)

Observational Study www-stat.wharton.upenn.edu/~rosenbap/BehStatObs.pdf The EPIC Observational Study www.chp.edu/CHP/EPIC+Study

Observational strategies for child study [WorldCat.org] www.worldcat.org/oclc/6085851 - 100k

Child Study www.sjc.edu/child Theories of Human Development www.teach12.com/ttcx/coursedesclong2.aspx?cid=197

Observation - Wikipedia, the free encyclopedia en.wikipedia.org/wiki/Observation Observational Study iris.nyit.edu/~lroman01/study.html

IEA PREPRIMARY PROJECT: An Observational Study of Early Childhood Settings. www.ecdgroup.com/download/bh1ippoi.pdf

Human Development and Family Studies | UConn www.familystudies.uconn.edu/undergraduate/pos_childhood.html

RUNNING HEAD: CHILD CONDUCT PROBLEMS pitt.edu/ppcl/Publications/peer-review/Innovative Approaches and Me..

Study Q&A www.nationalchildrensstudy.gov/about/overview/Pages/qa.aspx

F3: Observation and Reporting www.denmarktech.edu/ECD/ECD101/IRP_f3.html

Observational research methods. Research design II: cohort, cross ... emj.bmj.com/cgi/content/full/20/1/54

Applied Child Study: A Developmental Approach www.questia.com/read/29212047

Early Learning - Section V [PDF Icon] (463Kb) ed.gov/offices/OUS/PES/early_learning/early_learning_sectionfive.pdf

Observational studies www.biostat.wisc.edu/~kbroman/teaching/labstat/third/notes04.pdf

Childhood Education www.sonoma.edu/users/f/filp/education/syl431.htm

Models of Inclusion in Child Care www.rtc.pdx.edu/pgProj_ModelsOfInclusion.shtml