LAMBUTH UNIVERSITY

School of Education

Cognition and Learning in Early Childhood

PSY 3623

Spring 2008

Tuesday, 10:50 a.m.- 12:05 p.m.

Room: College Union 217

Instructor: Stacey V. Hall, Ph.D.

Office: College Union 216

Phone: (731) 425-3325 (from off campus) and (731) 425-2361 (from on campus)

Fax: (731) 425-2311

E-mail Address: hall@lambuth.edu

Office Hours: Tuesday, 1:30 p.m.- 3:00 p.m.; Thursday, 8:30 a.m.- 9:25 a.m. and by appointment

Required Text: Trawick-Smith, J. Early childhood development: A multicultural perspective (2006). (4^th ed.). New Jersey: Prentice Hall.

Course Description

The purpose of this course is to provide knowledge about cognitive development. Emphasis will be placed on infancy and preschool years. Additionally, the impact of cognitive development on learning and academic success during the school year is addressed. The fundamental goal of this area of study is to understand the nature of human thought processes and how they work.

Conduct Code

The academic standards of Lambuth University govern all work in this course. Consistent with the University policy, scholastic dishonesty will be punished. Scholastic dishonesty means plagiarizing; cheating on assignments or examinations; engaging in unauthorized collaboration on academic work; taking, acquiring, or using test materials without faculty permission; submitting false or incomplete records of academic achievement; acting alone or in cooperation with another to falsify records or to obtain dishonestly grades, honors, awards, or professional endorsement; or altering, forging, or misusing a University academic record; or fabricating or falsifying of data, research procedures, or data analysis.

Conceptual Framework

Throughout this course, the Lambuth University Education Department’s F.A.C.E. conceptual framework is incorporated as a basis for the instructional design and the outcomes derived from the implementation of the instruction by means of preparation for the FUTURE, emphasis on ACTION, interaction with the COMMUNITY, and concentration on ENGAGEMENT as defined in the Teacher Education Handbook (2004).

Tennessee Teacher Licensure Standards: Professional Education

Standard 1

Discipline Taught. Candidates know, understand, and use the central concepts, tools of inquiry and structures of the discipline(s) they teach and can create learning experiences that develop student competence in the subject matter.

1.1 Candidates demonstrate a solid base of understanding in the elementary education general curriculum areas of math, reading, English/language arts, science and social studies.

1.2 Candidates demonstrate the importance of including in the curriculum such areas such as communication skills, oral language development, emotional and social skills, functional and independent living skills, employment-related skills and self-advocacy skills.

Standard 2

Student Learning and Development. Candidates understand how students learn and develop and provide learning opportunities that support student intellectual, social, and personal development.

Standard 3

Diverse Learners. Candidates understand how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners.

Standard 4

Teaching Strategies. Candidates understand and use a variety of instructional strategies to encourage development of critical thinking, problem solving, and performance skills in students.

4.8 Candidates use instructional methods to strengthen and compensate for deficits in attention, perception, comprehension, memory and retrieval.

4.9 Candidates use strategies for integrating student initiated learning experiences into ongoing instruction.

Standard 5

Learning Environment. Candidates use an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Standard 6

Communication. Candidates use knowledge of effective verbal, non-verbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the learning environment.

Standard 7

Planning. Candidates plan instruction based upon knowledge of subject matter, students, community, and curriculum goals.

Standard 8

Assessment and Evaluation. Candidates know, understand, and use formal and informal assessment strategies to evaluate and ensure the continuing intellectual, social, and physical development of the learner.

Standard 9

Reflective Practitioner. Candidates are reflective practitioners who continually evaluate the effects of their choices and actions on others (students, parents, and other professionals in the learning community) and who actively seek out opportunities to grow professionally.

Standard 10

Colleagues, Families, and Community. Candidates foster relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being.

Standard 11

Technology.

11.a Candidates use technology and technology-based resources to facilitate developmentally appropriate student learning.

11.b Candidates use technology to enhance their professional growth and productivity.

11.c Candidates effectively use and manage all technology available to them and explore uses of emerging resources.

Faculty Assistance

If you have questions, concerns, or need additional help, see me during my office hours or make an appointment to get any clarification or additional help that you need. Also, if you have a documented disability that impedes learning, please see me for reasonable accommodations.

Course Requirements

1. Exams. There will be two exams worth a maximum of 100 points each. Exams will be composed of multiple choice, short answer, and essay questions derived from lectures, readings, in-class assignments, and quizzes. (20% each)

2. Quizzes. There will be four scheduled quizzes on reading assignments. Each quiz will test your knowledge of the reading assignments. The instructor will specify the content to be covered on each quiz. (10%)

3. Observations and Assignments. Each student will complete a series of observation and application assignments that will relate to lectures and assigned readings. The instructor will provide specific guidelines and format for each assignment. (35%)

4. Group presentation. Group members will select an article based on a specified topic. Topics must compliment the scheduled topic for the specified class session. Additionally, the article must be approved by the instructor. Each group will summarize the article and lead the class in discussion. A copy of the article must be distributed to the class a week prior to the presentation. The instructor will provide the guidelines for the assignment. (15%)

Make-up policy: Late assignments without grade penalty will only be taken given one of the following legitimate excuses: verified illness or family emergency. Any undocumented absence will count as zero in determining the final grade. Make-up exams will only be given in documented cases involving family or medical emergencies. Any undocumented absence will count as zero in determining the final grade.

Penalties for late work: It is the responsibility of the student to turn in any assignments in the event of an absence (e-mail attachments and faxes accepted). There will be a 10% grade deduction for each day that the assignment is late.

Liability Insurance

Each student taking this class will be required to carry liability insurance for individual protection during observations. You will not be permitted to observe until it is paid. Liability insurance can be obtained through membership in the Student Tennessee Teacher Association (STEA). This must be done at the beginning of the semester.

Grade and Percentage Requirements:

Grade Percentage

A 95-100%

B 88-94%

C 80-87%

D 71-79%

F 0-70%

The instructor reserves the right to make changes in content and schedule contained in the course. Any changes deemed necessary will be made in the interest of increasing student learning and performance in the course. Written and/or oral notification will be given as changes are made.

Enrollment in this course represents your acknowledgment and acceptance of these non-negotiable policies.

Tentative Schedule

DATE	TOPIC	READING	ASSIGNMENT
January 15	Course Introduction
January 17	Course Overview and Expectations
January 22	Studying Early Childhood Development in a Diverse World	Chapter 1	Quiz #1
January 24	Application Assignment
January 29	Historical Perspectives and Research in Early Childhood Development	Chapter 2
January 31	Exam #1
February 5	Theories of Child Development	Chapter 3
February 7	Application Assignment
February 12	Guest Lecturer: Dr. Wesley Hawkins Genetics, Prenatal Development, and Birth The Newborn	Chapter 4 Chapter 5
February 14	Application Assignment
February 19	Infant Physical Growth and Brain Development	Chapter 6	Quiz #2
February 21	Group Working Session
February 26	Cognitive Development in Literacy	Chapter 7	Quiz #3
February 28	Article Presentations
March 4	Infant Language and Literacy Infant	Chapter 8
March 6	Exam #2
March 11	Spring Break
March 13	Spring Break
March 18	Infant Language and Literacy	Chapter 9	Quiz #4
March 20	“Shopping for Toys!”
March 25	Toy Presentation Preschool Physical and Motor Development	Chapter 10
March 27	Article Presentations
April 1	Independent Assignment Cognitive Development in the Preschool Years Symbolic Thought: Play, Language, and Literacy in the Preschool Years Social and Emotional Development of Preschoolers	Chapter 11 Chapter 12 Chapter 13
April 3	Exam #3
April 8	Intelligence Testing Guest Lecturer: Amy van Buuren, M.S., School Psychologist
April 10	Application Assignment
April 15	Language, Literacy, and Schooling Social and Emotional Development in the Primary Years Parents, Families, and Children: A Multicultural Perspective	Chapter 16 Chapter 17 Chapter 18	Quiz #5
April 17	Application Assignment
April 22	Physical Growth and Motor Development in the Primary Years Cognition and Schooling	Chapter 14 Chapter 15	Quiz #6
April 24	Wrap-up