FCE 411- Developmental Study of a Child Lecture: Fridays 10:20-12:10, Room 300 Human Ecology  Michigan State University - Department of Family & Child Ecology  Summer 2001( May 14-June 28)

Professor: Mary P. Andrews
13H Human Ecology, Phone: 432-2233, Fax: 432-3320
E-mail: mandrews@msu.edu
Web: http://www.msu.edu/~mandrews
Office Hours: Wed. 12-2pm      

Prerequisite: FCE 211 OR PSY 244
 

Course Description:
An in-depth analysis of children's development and behavior using regular observations within the early childhood classroom. Application of developmental theories and research.

Rationale:
In order to perform their function properly, professionals involved with young children as teachers, therapists, interventionists, and advocates must understand thoroughly the young child's typical and expected behavior and development. In addition, most professionals need observational knowledge and skills to aid them in curriculum planning and in recognizing the individual needs and interests of children. Observational skills and information are also important to teachers and other professionals in their partnerships with parents. The opportunities offered by this course are expected to sharpen the professional's skills in observing, identifying and interpreting children's characteristics. Reviewing the child development research literature in order to analyze observations is useful in many professions.

Objectives:
1. To refine observational skills.
2. To take careful notes without comments, judgment or personal bias.
3. To refine  child development knowledge through readings.
4. To review behaviors and relate them to published research.
5. To identify the typical characteristics of a child.
6. To study the teacher's and parent's perspectives of a child's development through interviews.
7. To write an advanced level, integrated case study according to a specific, required format.

Students with disabilities should contact  POHS (Disability Resource Center), 120  Bessey Hall, or phone 353-9642 (voice) or 355-293 (TTY) for evaluation of need for reasonable accommodation, if any.
 

Procedure:

1. Class Meetings: Students will develop skills in observation and analysis. Experiential training, case study reporting, and individual conferences will be used. In preparation for class, assigned readings are to be read prior to class.  Attendance is required, and points will be deducted for absences. Students can still observe on Tues/Thurs mornings or afternoons.

•  For observations, students must sign in at the main office in the Child Development Laboratories. For safety reasons, CDL personnel must know how many people are in the building. In addition, lab attendance will be monitored based on these sign-in sheets. 

2. Child Observation: Each student will observe one child in  the FCE Child Development Laboratory, and record observations for 2.5 hours  twice weekly. Students are responsible for signing in and out of the lab each time they are in the lab. Students   will complete 5 weeks of observation, or a total of 25 hours of observation. This means that observation notes should clearly represent at least 25 hours of observation. Students will begin immediately during the first week of classes collecting observations and analyzing data for their case studies. About the 4th week, students will arrange, through their Head Teachers, a home visit with their target child's parents. Also, students will arrange an interview with their target child's teacher to compare their observations and conclusions with their teacher's conclusions.

• If a student's target child is absent on the day the student observes, it is the  student's responsibility to make up that day (schedule another day in the same week to observe). Students should arrange make-up days with the Head Teacher. If the target child goes on extended vacation or is ill for a long period of time, the student should talk with the instructor.

2. Drafts: During a normal semester, students receive feedback on each chapter of their case study by submitting a "draft" chapter according to the assignment calendar. The following week, rough drafts are returned to students with comments and suggestions. Because of the press for time during the summer session, the first two  chapters are required to be submitted as drafts, and thereafter students can request chapters to be  reviewed. If a chapter draft is not submitted as required, the student will receive no points for that chapter in the final case study.  In the first two chapters, papers having multiple errors will be returned for resubmission within 7 days for review and grading. In the final paper, 3 errors are allowed. Thereafter, students will loose one point per error of any type. Two points per day will be deducted for late chapter drafts unless other arrangements have been made. NOTE: On each draft, please include the target child's age and birth date. General comments will be provided on all drafts. 

3. Case Study: A typed, comprehensive case study (35+ pages) written in the required format is the required result of the semester-long observations. In the case study, students will describe observed behaviors and draw conclusions about a child's development based on their observations and a review of relevant child development research. Case studies will be evaluated on content and professional appearance including typing, spelling, grammar, punctuation and format. FCE 411 is a tier II writing course, therefore grammar and writing skills will be graded. 

During the last class session, each student will present a brief oral report about his/her findings. More information will be given in class.

Two points per day will be deducted for case studies submitted after the due date, Tues. June 26. No late papers will be accepted after Thursday, June 28. A paper turned in on June 28 would automatically start with a 4 point deduction (2 points times 2 days).

4. Class Announcements: Students are responsible for all announcements and information given in class. If a student is absent or arrives late to class, it is the student's responsibilities to obtain handouts or other class materials. Since this class is coordinated with the CDL teachers and staff, it is often necessary to give information verbally to the class throughout the semester. Also check the course website, as announcement will be posted.

5. Readings:  Most information needed to complete course requirement will be provided via WEB or handouts. However, every student should have readily available a "good", "detailed" child development text to use as a bases for identifying developmental attributes of children, the age of the selected target child. Therefore, if not currently in your possession, please acquire at least one basic text, such as Berk. The required text is paperback and inexpensive. It should be useful to have on hand.

• Recommended: Berk, L.E.(2000). Child Development (5th ed.). Needham Heights, MA: Allyn and Bacon.
• Required: Beaty, J. (1998). Observing development of the young child, (4th ed.). Upper Saddle River, NJ: Merrill.
• Recommended: Allen, K. E., & Marotz, L. R. (1999). Developmental profiles: Pre-birth through eight, (3^rd ed.). Albany, NY: Delmar.
• Recommended: Lazear,D.(1994). Teaching for Multiple Intelligence, Fastback Series No. 342, Assoc. for Supervision and Curriculum Development (access through amazon.com)
• Please check the FCE411 Website for current information <www.msu.edu/user/mandrews>

Each chapter of your case study will require citations to the literature. Professional journals are available for use in the MSU main library. At least  two professional journal articles are required as references in your final paper. Journals such as Young Children, Developmental Psychology, and Day Care and Early Education are professional journals. Magazines such as Parents are not acceptable.

The entire class will be given an orientation to electronic search procedures at the Main Library. If you are not familiar with using the library and will need extensive help or orientation, please call the Library before hand and make an appointment. The Human Ecology Library will be closed for the summer, but readings and example case studies are on reserve in the Main Library, second floor.
 
 
 

 

 

ASSESSMENT OF STUDENT LEARNING  Competency POINTS  1. Class attendance and CDL observations: (60 points) You must attend each, arrive promptly, maintain an observation notebook with timed entries, and stay for the entire class or observation time.  2. Case Study:(130 points) 2 copies of a completed case study, typed, double spaced and written in the required format are to be submitted along with all observation notebooks. (See case study grading sheet for grading categories.) 3. Oral report:(10 points) Each student is expected to present an oral report on case study conclusions. Questions will be given to students prior to the presentations to aid in preparation.

 GRADING SCALE

Incompletes will only be given in the event that the student has participated regularly in class, has successfully completed 75% of the assigned work, and has a valid reason for requesting an incomplete. Requests for incompletes are to be submitted in writing with all supporting documentation (e.g. graded assignments, etc.). The instructor will meet with the student to discuss the request.
 

If you encounter difficulties during the semester (target child is continually absent; you are having a hard time collecting observations, etc.) talk with the Dr. Andrews immediately.

 

Grades will be assigned on the basis of point accumulation. The following grading scale will be used:  4.0 = 186-200 points              2.0 = 146-155 points 3.5 = 176-185 points               1.5 = 136-145 points  3.0 = 166-175 points               1.0 = 126-135 points  2.5 = 156-165 points               0.0 = Fewer than 126 points

 ADDITIONAL INFORMATION

• Observation Notebooks: Use a spiral bound notebook for taking observation notes. Each page must include the date of the observation. Pages must be numbered. In the left hand margin, indicate the time when each observation began and ended, with a notation of the time when the child changes activities or the class moves through a transition. Notebooks will be turned in at grading time. 
• Case Study Format: Format guidelines will be given in class. Points will be deducted if drafts and the final case study are not written according to specified guidelines.
•  CDL Teachers: Your target child's teacher will read a copy of your final case study to check for accuracy and authenticity. Your observation courtesy and techniques will be evaluated. The lecture instructor will receive teachers' comments. The lecture instructor will read the case study for academic content and analysis. CDL teachers will keep one copy of the final case studies, and students may pick up their graded copy after final grades have been posted.
• Computers and printers: All rough drafts and final case studies are to be typed (double spaced). Be sure to make back-up discs of your work, and SAVE FREQUENTLY when typing. All pages must be numbered in the upper right corner. Drafts are to be stapled together when submitted, and final case studies should be bound in a professional manner.
• Privacy and Confidentiality: Children's and parent's privacy is of the utmost importance. Under no circumstances should you discuss you child outside the class or laboratory. During class or at the CDL, comments about the child should be professional and focused on student's observations. When writing your chapter drafts and final case study, refer to your target child by the child's first initial rather than using a full name. Be professional and respectful at all times. Follow rules of dress and behavior at the CDL.
• Late Assignments and Papers: Late chapter drafts and final case studies will have two points deducted per day. If you are having trouble preparing a chapter draft, talk to the instructor  prior to the due date. Case Studies are DUE on Tuesday, June 26, 2001.
• Portfolio inclusion: By combining the introduction and the final conclusions of your case study, you will have a detailed observation piece suitable for inclusion in your own professional portfolio. The case study is too long to include entirely. Therefore, when writing your introduction and conclusion, keep in mind that someone other than your instructors might be reading it. You may wish to revise these pieces specially for the portfolio, so that they flow together easily.

Late case studies WILL NOT BE ACCEPTED after Thursday, June 28, 2001.

 CASE STUDY GUIDELINES

• Use the child's first initial instead of full name. Ex. "A" instead of Alison or A1 if more than one child is designated by that first letter.

• Observe and record behavior carefully in a notebook, noting date and time of each observation. Please highlight each date in your notebook so it can be easily seen and number notebook pages. If your child is absent, record the absence in your notebook. Remember to make up that day so you do not fall behind in your observations. Arrange a make-up time with the Head Teacher.
 
•  Record facts that are separate from personal interpretations, conclusions, or opinions. Report only what you see. Avoid forming early opinions or interpreting behaviors. For example, avoid describing a child as "happy." Instead, describe the behaviors you observed (smiling, laughing, etc.)

• Write a chapter based on your observations for each area of development. Use a specific heading for each chapter. For your final case study, follow the following order:

Title Page

I. Introduction

II. Motor Development (Large and Small)

III. Social and Emotional Development

IV. Cognitive and Language Development

V Creative Development

VI. Summary of Teacher Conference

VII. Summary of Parent Conference

VIII. Conclusions

References
 

• For each area of development, observe and record four types of the developmental behavior and then provide at least two examples of each of the behaviors. For example, in discussing motor development you might write observations of 2 types of large motor behaviors such as  running,  jumping or walking with two examples each, and 2 types of small motor behavior such as  grasping, drawing or manipulating objects (with 2 examples of each behavior).
• You must have at least one research citation for each behavior type. For example, you'll need to cite at least one reference for running, one reference for jumping and one reference for drawing and one reference for manipulating objects. Therefore, for motor development, you would have a total of  four references. Each of the four references for each chapter should be from  different sources. In other words, you cannot cite your textbook three times in one chapter. If you have used a reference in one chapter, you may use it again in a  different chapter. When writing your references for your case study, you should have a  minimum of six different references. Remember that two references must come from professional journals. Handouts provided in class or on the Instructor's website, cannot be used as references. 
• Use APA style (American Psychological Association, 4th edition) when citing your references in the text and when writing the references page. This format will be discussed in class. 
• Parent Visit: Visit the child's parents or guardians and write a chapter in your case study (2-3 pages) based on your interview and observations. In the chapter, discuss your home observations and your conversation with parents. Also discuss any observations you made about the child's development based on your home interview. In other words, how do you see that the home environment influences the child's development? Specifically how did the visit help you interpret your target child's behavior and development? Further guidelines will be provided to you in class as the semester progresses.
• Conclusions: Once you have collected and analyzed the data, write your final conclusions (Chapter VIII). In this chapter, give an integrated picture of the child using one or more theoretical orientations that help you interpret the child's level of development. You may also suggest where you believe additional observations would be helpful. Based on your conclusions, include suggestions for what would support this child's continued development. Further guidelines will be given to you in class.
• Check for errors: Make sure to type, double space, edit and PROOF-READ your final copies. Please use the spell-check and grammar-check functions of your word processing software. It is also highly suggested (and my be required) to ask someone else, who is a good writer, to proof-read your paper; sometimes it is difficult for us to see our own errors.
• On your title page, include the following information:
• title of your work
• your name and student number, plus an email address
• semester and course number
• lecture instructor and CDL Head teacher
•  When submitting your case study, include the following:
• a completed original and a copy of your case study
• all observation notebooks
• large manila envelope. Enclose materials in the envelope. Label the envelope with the following information: your name, student number, phone number, course number/semester and head teachers' name.)
• if you want your materials returned to you by mail, provide a self addressed envelop with postage.

 

  Example Case Study Chapter

Chapter II  Motor Development

A. Include an introductory paragraph here. Describe what large and small motor development encompasses. Introduce the skills you will discuss. What do we know about the development of  motor skills, etc. Why is this area of development important?

B.Running:   (behavior heading)

Record and Discuss observation number 1 in this paragraph. (for example):

J. was on the playground. He and three other children were running and playing tag. As J began to run, he bent his leg and lead with his right foot with his heel touching the ground in a heel-toe motion. As his bent legs moved alternately, his arms pumped in opposition to his legs. His arms were bent at right angles at the elbow and they moved alternately from his sides to the front of his chest. His fingers were curled in a fist. (22).

Note: the number in parenthesis is the page number of the observation recorded in your notebook. Include the page number from your notebook after each observation.

J. varied his running speed during the tag game. Each stride covered about one foot. J. was able to stop and maintain his balance. While running, J. held his head upright. His eyes scanned the playground. Due to distance, his facial expression could not be observed.(24)
 

 Record and discuss observation number 2 in this paragraph.
 

Summarize your findings in this paragraph. What do your observations tell you about J's running skills. What does the research literature say? You will refer to a research source here and cite the information. You want to link your observations with what the research says is typical development. Does this child fall within the developmentally normal range?
 

C.Jumping

Record and discuss observation number 1 in this paragraph.

Record and discuss observation number 2 in this paragraph.
Summarize your findings and include a research reference.

D. Manipulation of writing instrument

Record observation number 1 in this paragraph.
Record observation number 2 in this paragraph.
Summarize your findings about manipulation skills in this paragraph. Include a research citation.

E. Manipulation of objects (Blocks)

Record and discuss observation number 1 in this paragraph.

Record and discuss observation number 2 in this paragraph.

Summarize your findings about manipulation of (blocks) in this paragraph. Include a research citation.

F. Chapter Summary: Briefly review what behaviors were observed in this chapter and what was found concerning the child's stage of development.

 

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 COURSE OUTLINE

 

DATE	CLASS ACTIVITIES/TOPICS	READINGS/ ASSIGNMENTS	OBSERVATIONS: MONDAY-FRIDAY
5/15	Introduction to course Expectations of students: Guidelines for observing at CDL Observation techniques and in-class practice Overview of Motor Development Legal and ethical responsibilities	Confirm lab time, call 5-1900 to schedule Beaty, Chapter 1 & 2; Chapter 7 and 8 Assignment: Obs.	Begin attending labs on Wed, 5/16 Attend your lab and observe the class. Select a child from the list provided by the Head Teacher. Observe and record general physical descriptions of the child and begin motor development
5/22	Overview of Social Development Overview of Emotional Development How to write intro and summary paragraphs Vist Main Library for instruction in finding references	Beaty, Chapter 3,4,5 and 6 Assignment: Citations	Observe and record motor development (large and small)
5/29	Cognitive development	Beaty, Chapter 9 Due: Draft Motor Development	Observe and record social and emotional development
6/5	Language development	Beaty, Chapter 10 and 11    Due: Draft Social-Emotional	Observe and record cognitive development Record examples of written and oral language; non-verbal communication
6/12	Creative Development	Beaty, Chapter 12 and 13 : Start scheduling home visit for next week	Record observations of creative development
6/19	Planning for Parent and Teacher Interviews Review final paper format Review how to write conclusions	Beaty, Chapter 14  Arrange teacher conference, plan for home visit	Collect needed observations; look for any additional observations such as better examples of certain areas Conduct a Home Visit (talk with Head Teacher about arranging the visit)  Conduct teacher conference
6/26	Case studies due. Meet in groups for oral presentations	Case Studies Due

This schedule may be changed according to the needs of the instructor or students. Enjoy your summer!