CHDEV 15: Child Development
Course Syllabus

Course Section: 55814	Instructor: Karina Zaragoza 
Unit load: 3						Phone: 209-201-1597
Class Meets: T, TH 10:30 – 11:45 am	EMail:karina.zaragoza@reedleycollege.edu
Room: Soc-36	Office hours: To be arranged

Course Description: This course explores cultural and language issues that relate to the education of diverse populations of children and families.  It acquaints students with non-biased, culturally responsive teaching strategies and curriculum suitable for young children. 

Course Objectives: In the process of completing this course, students will:
A.	Become familiar with how children are socialized in the context of their ethnicity and culture.
B.	Recognize the similarities and differences found between various cultural groups including race, gender, disability, and ethnic grouping.
C.	Become familiar with multicultural educational resources and methods.
D.	Demonstrate ability to self-assess and identify personal bias.
E.	Be aware of the importance of communicating with families in their primary language and accepting the child’s current method of communication.
F.	Analyze general areas of child rearing and education subject to different cultural interpretations. 

Course Outcomes: Upon completion of this course, students will be able to:
A.	Design, develop and implement suitable non-bias teaching strategies in an early care and education program.
B.	Practice personal sensitivity to cultural and linguistic diversity of children, parents, staff and community.
C.	Be aware of the importance of communicating with families in their primary language and accepting the child’s current method of communication.
D.	Identify ways ethnicity influences people’s attitudes about him/herself as well as other people’s definitions of him/her.
E.	Plan developmentally appropriate curriculum activities and learning environments reflective of a variety of cultures, languages, and disabilities.
F.	Apply skill in facilitating interaction between children that supports acceptance, appreciation and fairness.

Required Text: Janet Gonzales-Mena, Diversity in Early Care and Education: Honoring Differences, McGraw Hill, 4th Edition, 2005. 

Optional Text: Roots and Wings: Affirming Cultures in Early Childhood Programs, 	
	Stacy York, Redleaf Press, St. Paul, MN, 2006. 

Supplies:
•	A spiral ring journal notebook for daily responses to quotes. 
•	A 1-inch, 3-ring binder for handouts given in class.

CHEV 15: Child Development
Course Syllabus

Assignments/ Requirements: 
In addition to your assignments specified below, there will also be in-class activities that include role-playing, group activities, journal writing, and classroom presentations.  For some assignments, you must be in class to get credit.  Students are expected to come to class prepared to discuss reading assignments and to turn in assignments on the due date. 

•	Papers should be double-spaced; 12 point font, one inch margins, stapled, and without plastic report covers. The research paper must follow APA format.  Please refer to your handouts for additional information on APA.
•	All assignments must include student name, date, title of assignment, and class day/time. 
•	Written assignments must be neat and clearly labeled. 
•	Late assignments will not be accepted. 

Assignments:
1.	Journal -Students are required to keep a weekly journal of their interpretations regarding the quote of the day.  This is a writing assignment, so students are required to write neatly and write a one-page reflection every morning at the beginning of class. The quote will be written on the board and students will have 10 minutes to write and are required to complete one page for homework.  Journals will be collected twice during the semester.  
(50 points) 

2.	Cultural Framework –Students will be required to explore their own culture by gathering information (e.g. pictures, customs, values, traditions, language, religion, and any additional information) and then give a presentation in class.  Students are required to use a visual illustration (e.g. presentation board or power point).  Students will have the opportunity to be creative with this assignment. 
(50 points)

3.	Cultural Interview—One (1) interview will be required.  Students are required to interview 1 person from a different culture.  Please interview someone whose culture differs from your own.  The headings of the guideline must be included in the paper along with the pertinent interview information.  This assignment must be between 5-7 pages in length.  Additional interview information will be passed out.
(60 points)

4. Children’s book-Students are required to visit the Children’s Literature section in the library and choose 2 books that represent diversity in early care and education programs.  After choosing the book, you will be required to follow the reader response rubric.  The headings of the rubric are required in the paper.  Please include 1 paragraph per question.  Additional reader response information will be passed out.
(25 points each)

5.	Group Project/Presentation –The project may be presented orally or in a PowerPoint. Each individual in the group will need to participate to get full group credit. There will be individual and group credit.  Each student will have the opportunity to earn 30 points individually and 50 points as a group.  Each group will create an anti-bias curriculum suitable for a diverse classroom, including children with disabilities and use a presentation board or PowerPoint.  What strategies, approaches, and developmentally appropriate materials would you include in your curriculum?  Each person in the group is required to be part of this assignment and to participate.  Additional information for this assignment will be passed out. (80 points)

6.	Research Paper—Students will be required to write a research paper on a culture to encourage their writing, reading, and comprehension skills.  Students will be required to follow the APA style.  In addition, students should to obtain a library card and are encouraged to consult a librarian for help in obtaining research information.  Additional information for this assignment will be passed out.      (50 points) 

	7.	Observations: Students are required to arrange 3 observations of 30-45 minutes 	each and write a 2 page response for each visit.  Students are required to indicate 	which keys (Video: Ten Keys to Culturally Sensitive Child Care) they observed 	teachers, families, and children practicing.  Students are required to write specific 	details of their observations. (30 points each)

8.	Five quizzes, Four exams, and a Final exam –Quizzes and Exams will pertain to 	reading assignments and class lectures.  Five quizzes will be given at 10 points 	each. Four exams at 40 points each.  The final will be comprehensive and it will 	be 50 points. 

Extra Credit Option—Students will have the opportunity to earn (20) extra credit points towards their final grade by watching and analyzing 2 of the following movies listed below:
1.	Rainman
2.	Mask (1985 with Rocky Dennis)
3.	The Elephant Man
4.	Lorenzo’s Oil
5.	The Other Sister
6.	Losing Isaiah

Questions to answer: Each question must be between 1-2 paragraphs.

1.	Discuss how other people in the movie view the person with the disability.
2.	Discuss a situation/experience that you’ve experienced that could relate to this family.
3.	Is the person with the disability treated fairly? Were they excluded? 
4.	Describe the person with the disability and how he deals with his disability. 

Final Grades: Grades are determined based on the number of points accumulated from required assignments. 

Assignments	Points Possible	Total Points	Final Grade	
Journal	50	621-690	A	
Cultural Framework	50	552-620	B	
Cultural Interview	60	483-551	C	
Children’s book (2 @ 25 pts ea.)	50	414-482	D	
Group Project/Presentation	80	0-413	F	
Research Paper	50			
Observations (3 @ 30 pts. ea.)	90			
Quizzes (5 @ 10 pts. ea.)	50			
Exams (4 @ 40 pts. ea.)	160			
Other 				
Final	50			

Percentage	Points Range	Grade	
90-100%	621-690	A
80 -89%	552-620	B
70-79 %	483-551	C
60-69%	414-482	D
0-59%	0-413	F	

Grades will not be discussed in class, since they are confidential. I will be happy to discuss your grade outside of class.

CHEV 15: Child Development
Course Syllabus

Special needs requests:  The instructor will comply with the requirement of the American’s with Disabilities Act (ADA), or Section 504 of the Rehabilitation Act by appropriately accommodating any student with a verified disability.  Please contact me as soon as possible. 

If you encounter a personal problem during the semester, please let me know, so that we could discuss the problem and help you achieve success in the class.

Classroom Expectations: 

•	Students are expected to arrive to class on time.
•	If you need to leave early, please notify the instructor prior to the start of class.
•	All cell phones are to be turned OFF during class. 
•	Students are expected to conduct themselves, according to the Student Conduct Standards.
•	Please be respectful of fellow students and the instructor.  No talking during class while others are speaking.  Respect other people’s opinions, even though they may be different from yours.
•	Cheating, plagiarism, and disruptive behavior will be cause of disciplinary actions. 

Attendance: 
•	If you are not in class when roll is taken, you will be considered absent.
•	If you are tardy three times it will constitute one absent.
•	If you miss more than three classes the instructor may drop you.
•	Dropping after the drop date will result in a “F” grade.
•	It is the student’s responsibility to drop a class if they no longer intend to participate.
•	If you have an emergency and know you will not be in class, you may leave a 	message for the instructor.

Important Dates:   

1.	January 19: Martin Luther King, Jr. holiday (no classes, campus closed).
2.	January 30: Last day to add a Spring 2009 full-term class
3.	January 30: Last day to drop a Spring 2009 full-term class
4.	February 13: Lincoln holiday (no classes, campus closed)
5.	February 17: Last day to change a Spring class to/from a Pass/ No-pass grading basis
6.	March 13: Last day to drop a Spring full-term class (letter grades assigned after this date)
7. April 6-10: Spring Recess (no classes)
8. May 22: End of semester/Commencement 

Changing Syllabus Statement: This course syllabus is equivalent to a contract between the instructor and the student.  However, the information in this syllabus is subject to change at any time during the term.  The student’s decision to attend the class denotes:

1.	This syllabus as a contract outlining the student’s responsibilities to compete all required assignment by the due dates.
2.	The policy that late assignments will not be accepted.
3.	The changing syllabus statement.
4.	The students understanding that the course schedule outline in this syllabus, except assignment due dates, is subject to change without notification of the student. 
5.	The expectations of this course as outlined in this syllabus.
6.	The final grades are determined on the basis of accumulated points from required assignments. 

CHEV 15: Child Development
Course Syllabus

Point Breakdown and Tally Sheet:	Points Possible	Points Earned

Assignments:
Journal………………………………………………………	50…………………..	______

Cultural Framework.……………………………………….	50………………….	______

Cultural Interview…………………………………………..	60………………..	______

Children’s books……………………………………………	50………………	______

Group presentations………………………………………..	80………………	______

Research paper……………………………………………..	50…………….	______

Observations………………………………………………..	90……………..	______

Quizzes………………………………………………………50…………….	______

Exams: 

	#1 Chapters 1-3……………………………………40……………..		_______

	#2 Chapters 4-7……………………………………40……………...	_______

	#3 Class notes…………………………………….. 40……………..	_______

	#4 Class notes……………………………………...40……………		_______

Participation…………………………………………………………. 45…………______

Final…………………………………………………………………………50……______

Total Points Possible 	690		Total: ______

CHEV 15: Child Development
Course Syllabus

Course Schedule:  

Wk	Date	Weekly Topic	Homework	Assignment Due	
1	Jan. 
13	Introduction to Class, assignments.	Read Chapter 1 (pgs. 9-16)		
	Jan.
15	Chapter 1: Perceiving and Responding to Differences	Cultural Framework

Read Chapter 1 (pgs. 17-26)		
2	Jan. 20	Chapter 1: Perceiving and Responding to Differences	Read Chapter 2 (pgs. 31-35)	Cultural Framework (Presentations)	
	Jan.
22	Chapter 2: Communicating across Cultures	Read Chapter 2 (pgs. 36-42)
		
3	Jan.
27	Chapter 2: Communication across Cultures
	Read Chapter 3 (pgs. 47-53)

	Quiz 1	
	Jan.
29	Chapter 3: Working with Diversity Issues	Read Chapter 3
(pgs. 54-62)

	Cultural Interview	
4	Feb.
3	Chapter 3: Working with Diversity Issues

Video: Ten Keys to Culturally Sensitive Child Care	Read Chapter 4
(pgs. 67-72)

Study for Exam #1 (chapter 1-3)		
	Feb.
5	Chapter 4: A Framework for Understanding Differences 
	Read Chapter 4
(pgs. 73-81	Exam #1	
5	Feb.
10	Chapter 4: A Framework for Understanding Differences
	Read Chapter 5
(pgs. 87-90)
	Children’s book review (1)	
	Feb.
12	Chapter 5: Attachment and Separation 	Read Chapter 5
(pgs. 91-97)		
6	Feb.
17	Chapter 6: Differing Perspectives on Learning through Play	Read Chapter 6
(pgs. 103-108)		
	Feb.
19	Chapter 6: Differing Perspectives on Learning through Play	Read Chapter 6
(pgs. 109-115)	Observation 1	
7	Feb.
24	Chapter 6: Differing Perspectives on Learning through Play	Read Chapter 6
(pgs. 116- 119)

Study for Exam #2 (chapter 4-7)	Quiz 2	
	Feb.
26	Chapter 6: Differing Perspectives on Learning through Play
	Read Chapter 7
(pgs. 125-130)	Exam #2	
8	Mar.
3	Chapter 7: Socialization, Guidance, and Discipline	Read Chapter 7
(pgs. 131-137)		
	Mar.
5	Chapter 7: Socialization, Guidance, and Discipline	Read Chapter 7
(pgs.138-144)

	Observation 2	
9	Mar.
10	Chapter 7: Socialization, 
Guidance, and Discipline 			
	Mar.
12	Why an Anti-Bias Curriculum? 
			
10	Mar.
17	Why an Anti-Bias Curriculum? (cont’d)		Journals	
	Mar.
19	Creating an Anti-Bias
Environment

Handout: Examples of Lesson Plans	Lesson Plan

Study class notes	Quiz 3	
11	Mar.
24	Beginnings: Working With 
2-Year-Olds

Video: Nurturing		Exam # 3	
	Mar.
26	Learning about Racial Differences and Similarities
		Lesson Plan
(Presentations)	
12	Mar.
31	Learning about Racial Differences and Similarities (cont’d) 	Research 1 disability 	Quiz 4	
	Apr.
2	Learning about Disabilities 	Lesson Plan	Share your research with the class	
13	Apr.
7	Spring Break			
	Apr.
9	Spring Break			
14	Apr.
14	Learning about Cultural Differences and Similarities (cont’d)		Quiz 5	
	Apr.
16	Learning to Resist Stereotyping and Discriminatory Behavior		Children’s book review (2)	
15	Apr.
21	Activism with Young Children			
	Apr.
23	Holiday Activities in an Anti-Bias Curriculum	Study class notes	Observation 3	
16	Apr.
28	Working with Parents 		Exam #4	
	Apr.
30	Getting Started: A Self-Education Guide			
17	May.
5	Working in groups 	Work w/ your group		
	May.
7			Group Presentations	
18	May.
12			Group Presentations	
	May.
14	Reviewing for final (Ch 1-7 & class notes on curriculum)			
19	May.
19	Final Day: Final Exam		Journals