East Central Indiana

Muncie/Anderson/Marion/New Castle

Ivy Tech Community College

Campus: Muncie
Syllabus
School Of Education
Program: Early Childhood Education
Course Title:Child Growth and Development
Course Number/Section: ECED 120-00F
CRN: 39974
Term: Spring 2015
Faculty Name/Title: Karly Buckner
Faculty Office Location: Online
Faculty Office Hours: By Appointment Only, no calls past 8:00 PM
Faculty Email Address:kbuckner8@ivytech.edu
Faculty IM Address:kbuckner8
Faculty Telephone Number and Extension:502-468-9079
Supervisors Name/Title: Erin Donovan
Supervisors Office Location:
Supervisors Email Address: edonovan2@ivytech.edu
Supervisors Telephone Number and Extension: 765-289-2291 x 1734
Distance Coordinator

Disability Services

Name: Deb Hatland

Email: dhatland@ivytech.edu
Telephone: 765-289-2291 X 1465

Muncie Lois Weiss - lweiss1@ivytech.edu

Anderson Pat Toombs ptoombs@ivytech.edu
Marion Brian Sprayue bsprayue@ivytech.edu

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IVY TECH COMMUNITY COLLEGE

COR/SYLLABUS/AGENDA
TABLE OF CONTENTS

Contents
COLLEGEWIDE COURSE OUTLINE OF RECORD (what you will learn) ............................................. 4
COR OF RECORD DATE: ...................................................................................................................... 4
COURSE INFORMATION: ..................................................................................................................... 4
CATALOG DESCRIPTION: ................................................................................................................... 4
MAJOR COURSE LEARNING OBJECTIVES: ..................................................................................... 4
COURSE CONTENT: .............................................................................................................................. 4
REQUIRED TEXTS/CURRICULUM MATERIALS: ............................................................................ 6
HOW TO ORDER ONLINE TEXTBOOK/MATERIALS: ..................................................................... 6
HOW TO ORDER FACE-TO-FACE COURSE TEXTBOOK/MATERIALS:....................................... 7
TECHNOLOGY NEEDS & RESOURCES: ............................................................................................ 7
GENERAL EDUCATION OUTCOMES MEASURE:............................................................................ 7
ACADEMIC HONESTY STATEMENT: ................................................................................................ 7
PLAGIARISM: ......................................................................................................................................... 8
COPYRIGHT STATEMENT: .................................................................................................................. 8
ADA STATEMENT: ................................................................................................................................ 8
CERTIFICATION/LICENSURE TRAINING DISCLAIMER: ............................................................... 8
SYLLABUS (how you will learn it) ............................................................................................................. 9
METHOD OF INSTRUCTIONAL DELIVERY: .................................................................................... 9
DUE DATES & DEADLINES: ................................................................................................................ 9
METHOD OF EVALUATION: ............................................................................................................... 9
GRADING SCALE: ................................................................................................................................. 9
PROCTORING INFORMATION: ......................................................................................................... 10
MAKE-UP POLICY: .............................................................................................................................. 10
CONTESTED GRADES: ....................................................................................................................... 10
ATTENDANCE POLICY: ..................................................................................................................... 10
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PERFECT ATTENDANCE:................................................................................................................... 11
ASSIGNMENT DESCRIPTION(S) AND POLICY: ............................................................................. 11
CLASSROOM EXPECATION POLICY:.............................................................................................. 11
IMPORTANT DATES: .......................................................................................................................... 12
RIGHT OF REVISION STATEMENT: ................................................................................................. 12
STUDENT/FACULTY RESPONSIBILITY STATEMENT: ................................................................ 12
TENTATIVE AGENDA (when you will learn it) ...................................................................................... 18
ACTIVITIES SCHEDULE:.................................................................................................................... 18

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COLLEGEWIDE COURSE OUTLINE OF RECORD
(What you will learn)
COR OF RECORD DATE:
Effective date of this revision: Fall, 2014
COURSE INFORMATION:
COURSE TITLE: Child Growth and Development
COURSE NUMBER: ECED 120
PREREQUISITES: ENGL 111 English Composition
SCHOOL: Education
PROGRAM: Early Childhood Education
CREDIT HOURS: 3
CONTACT HOURS: Lecture: 3
DATE OF LAST REVISION: Summer, 2012
EFFECTIVE DATE OF THIS REVISION: Fall, 2012
CATALOG DESCRIPTION:
Studies the physical, social, emotional, cognitive, and moral development of children from
conception to age twelve. Theories of child development, biological and environmental
foundations, prenatal development, the birth process, and the newborn baby are discussed.
Influences of family, community, media, and culture are considered.
MAJOR COURSE LEARNING OBJECTIVES:
Upon successful completion of this course the student will be expected to:
1. Identify and define the sequence and process underlying physical, cognitive, social,
emotional, and moral development from conception to twelve years.
2. Recognize the impact of culture and society on the childs development.
3. Identify and explore ways to support children in their growth and development
process related to early brain development, learning, self-concept, and their
relationship with others.
4. Identify the major theories of early child growth and development and the strengths
and challenges of each.
5. Identify and discuss appropriate environments that promote healthy development of
children.
6. Review and critique topical literature.
7. Survey observational methods used by early care and educational professionals.
8. Conduct a group research study related to child development utilizing common
information-gathering methods.
9. Identify positive guidance techniques that support children in their development.
10. Recognize appropriate personal strengths and behaviors desired when working with
children birth through twelve years of age.
11. Evaluate life experiences in relation to developmental theory.

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COURSE CONTENT:
Topical areas of study include Physical, emotional, social, cognitive, and moral, developmental domains of young children
Major theories of child development
Biological and environmental foundations
Impact of family, community, culture, society, and media on development
Methods to support children and their growth and development
Appropriate environments for young children
Positive guidance techniques; research methods
Ages and developmental stages from conception to age twelve
NAEYC Standards
ECED 100 Introduction to Early Childhood Education

INTASC
Standards

NAEYC
met
through
this
course

1 a,b,
1 b,e,f

x
x

3 a,c,f

6a,d,j,k,r,v
6.a,b,c,d,e,k,t,v
7a, b
6.a,b,c,d,e, 7a, b

x
x

3a,b,c, 7m,o

4 j,l,n

Promoting Child Development and Learning

1a: Knowing and understanding young childrens characteristics and needs
1b: Knowing and understanding the multiple influences on development and
learning
1c: Using knowledge of development to create healthy, respectful, supportive,
and challenging environments

Building Family and Community Relationships

2a: Knowing about and understanding diverse family and community
characteristics
2b: Supporting and empowering families and communities through respectful,
reciprocal relationships
2c: Involving families and communities in their childrens development and
learning

Observing, Documenting and Assessing to Support Young Children

and Families
3a: Understanding the goals, benefits and uses of assessment
3b: Knowing about and using observation, documentation and other appropriate
assessment tools
3c: Understanding and practicing responsible assessment to promote positive
outcomes for each child
3d: Knowing about assessment partnerships with families and other professional
colleagues to build effective learning environments.

Teaching and Learning

4a: Understanding positive relationships and supportive interactions as the
foundation of work with children
4b: Knowing and using effective strategies and tools for early education
4c: Using a broad repertoire of developmentally appropriate teaching/learning
approaches
4d: Reflecting on own practice to promote positive outcomes for each child

Using Content Knowledge to Build Meaningful Curriculum

5a: Understanding content knowledge in early education
5b: Knowing and using the central concepts, inquiry tools, and structures of
content areas or academic disciplines

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5c: Using their own knowledge, appropriate early learning standards, and other
resources to design, implement, and evaluate meaningful, challenging curricula
for each child

Becoming a Professional
6a: Identifying and involving oneself with the early childhood field
6b: Knowing about and upholding ethical standards and other professional
guidelines
6c: Engaging in continuous, collaborative learning to inform practice
6d: Integrating knowledgeable, critical and reflective perspectives on early
education
6e: Engaging in informed advocacy for children and the profession

10 p,r,s,t
3 p,q,r, 9
d,e,f,g,i,j

x
x

Field Experiences
7a: Opportunities to observe and practice in at least two of the three early
childhood age groups (birth age 3, 3-5, 5-8)
7b: Opportunities to observe and practice in at least two of the three main types
of early education settings (early school grades, child care centers and homes,
Head Start programs)

All degree-seeking students will be expected to present examples of coursework that they deem
suitable for a cumulative portfolio that will be reviewed prior to graduation. The portfolio will
contain several artifacts and reflection pieces as evidence of the students demonstrated
understanding of early childhood principles as outlined by NAEYC standards. The cumulative
portfolio should document each students dispositions and competencies reflected in assignments
throughout their coursework. Students may begin collecting artifacts when they begin their
coursework. Creating a portfolio has value to students, the Ivy Tech Community College early
childhood education program and potential employers. Students should select from a variety of
assignments and are free to confer with their instructor about alternate choices of material.
REQUIRED TEXTS/CURRICULUM MATERIALS:
Students will be required to supply materials needed to complete class projects.
HOW TO ORDER ONLINE TEXTBOOK/MATERIALS:
All books and materials, unless otherwise noted, should be purchased from the Ivy Tech online
bookstore. To order the texts required for this class or any other course, go to
http://www.ivytech.bkstr.com. Students can order all books and materials for all courses from
this site regardless of whether it is an online or on-campus course.
It is advised that students order textbooks and materials before the start of the semester. Students
should use a copy of their course schedule to accurately order books and materials. Students can
print a copy of their course schedule from Campus Connect at http://cc.ivytech.edu.
Students who live in Indiana and surrounding states will normally receive their book order within
one day from the time the book is shipped from the warehouse. Paying for overnight shipping on
textbook orders from the bookstore is normally not a good use of money as it does not ensure
overnight processing of the order it only ensures that once the book order has been processed,
it will be shipped out overnight.
Students are expected to supply all materials, such as USB-computer drives, needed to complete
the course.
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HOW TO ORDER FACE-TO-FACE COURSE TEXTBOOK/MATERIALS:

All books and materials, unless otherwise noted, should be purchased from the Ivy Tech
bookstore located on the campus where the course will be taught. Please take a copy of your
course schedule with you so you purchase the correct books/material.
Students are expected to supply all materials, such as USB-computer drives, needed to complete
the course.
TECHNOLOGY NEEDS & RESOURCES:
Because part or all of this class may be delivered via the web and Blackboard, it is expected that
all students who enroll in the course have Internet access and a basic understanding of computer
use (e.g., using e-mail, sending attachments via e-mail, using web browsers, using word
processing software such as Microsoft Word). Also, it is expected that all students will regularly
check their Ivy Tech e-mail accounts (located in Campus Connect) daily. This is the PRIMARY
method that the college will utilize to contact students. Because of legal restrictions, we will
not use your personal e-mail to communicate about classwork.
Visit the Distance Learning Web site at: http://www.ivytech.edu/distance/ for more information
related to technology requirements for online courses. Check with the nearest campus bookstore
for educational pricing if additional software is required for this course.

GENERAL EDUCATION OUTCOMES MEASURE:

All associate degree graduates must take two modules of the Collegiate Assessment of Academic
Proficiency (CAAP) in their capstone course (every program has a capstone course identified).
This is a capstone course requirement. The instructor will advise whether the modules will be
administered in class or through the local assessment center. Distance students should contact
their local assessment center for the CAAP administration schedule.
Many degree programs require you to build a portfolio in addition to a resume. You should keep
term papers, important projects, and other material which demonstrates your knowledge of the
content of each class you take so you can use it in a capstone class if required.
ACADEMIC HONESTY STATEMENT:
The College is committed to academic integrity in all its practices. The faculty value intellectual
integrity and a high standard of academic conduct. Activities that violate academic integrity
undermine the quality and diminish the value of educational achievement.
Cheating on papers, tests, or other academic works is a violation of College rules. No student
shall engage in behavior that, in the judgment of the instructor of the class, may be construed as
cheating. This may include, but is not limited to, plagiarism or other forms of academic
dishonesty such as the acquisition without permission of tests or other academic materials and/or
distribution of these materials and other academic work. This includes students who aid and abet
as well as those who attempt such behavior.

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PLAGIARISM:
Plagiarism is a serious issue. You will be subject to disciplinary action for plagiarism (for a
refresher, see the student handbook). At the very least, you will receive 0 points for that project
or discussion board topic (even if you correct it later). Please remember to cite a source when
you look up information. This includes information you get from the Internet. Also note: Saying
"I agree" as a response to a discussion board topic is not enough to count as one of your
responses to another student's post.
COPYRIGHT STATEMENT:
Students shall adhere to the laws governing the use of copyrighted materials. They must insure
that their activities comply with fair use and in no way infringe on the copyright or other
proprietary rights of others and that the materials used and developed at Ivy Tech Community
College contain nothing unlawful, unethical, or libelous and do not constitute any violation of
any right of privacy.
ADA STATEMENT:
Ivy Tech Community College seeks to provide effective services and accommodations for
qualified individuals with documented disabilities. If you need an accommodation because of a
documented disability, you are required to register with Disability Support Services at the
beginning of the semester. If you will require assistance during emergency evacuation, notify
your instructor immediately. Look for evacuation procedures posted in your classrooms. See the
cover page for your local Disability Services Coordinator.
CERTIFICATION/LICENSURE TRAINING DISCLAIMER:
Ivy Tech cannot guarantee that any student will pass a certification or licensing examination. The
students success will be determined by several factors beyond the instruction in the course
including the students test-taking skills, willingness to study outside of class, and satisfactory
completion of appropriate practice examinations. Certification and licensure examination
questions are drawn from databases of hundreds of possible questions; therefore, a thorough
understanding of the subject matter is required. The goal of Ivy Tech is providing a certification
examination studies class is to assist the student in understanding the material sufficiently to
provide a firm foundation as the student prepares for the appropriate examination.

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IVY TECH COMMUNITY COLLEGE SYLLABUS

(How you will learn it)
METHOD OF INSTRUCTIONAL DELIVERY:
Online
DUE DATES & DEADLINES:
The Tentative Agenda will help students understand the course.
Students are required to submit work on time for a chance to receive credit. Deadlines for each
week/assignment are summarized on the agenda. Students should check frequently for deadlines
and to be aware of what to expect next. Deadlines are subject to change.
Students are responsible for timely assignment submission. If a computer system or network
goes down, students must still turn in work in a timely manner. Dont wait until the last minute.
Plan ahead by seeking alternative means for submitting work before needed. Local libraries and
all Ivy Tech Community College campuses can serve as alternative resources. Contact the
closest/most convenient campus or other public lab for schedules and Internet availability. Not
having access to the required software on a home or work computer is not a legitimate excuse
for turning in homework late. Make sure and back up your files as necessary.

METHOD OF EVALUATION:
Grades in this course are determined by the following criteria:
Please refer to the description of assignments, calendar, and Grade Center on Blackboard for the assignment
details and points earned.

All grades will be maintained in Blackboards online grade book. Students are responsible to
track their progress by referring to the online grade book. NOTE: Blackboard does not always
calculate grades correctly! Calculate them yourself to be sure. Blackboard tends to show
grade totals based on work turned in NOT work required for the course. Dont get
confused!
GRADING SCALE:
Scores from the quizzes, tests, and final must average a minimum of a D or higher to
successfully complete this class.
100 93%
92 85%
84 75%
74 71%
70 0%

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A
B
C
D
F

PROCTORING INFORMATION:
Proctored exams are supervised exams. Every Ivy Tech campus has a testing center where
students can take proctored exams. It is the students responsibility to follow the proctoring
procedures at a convenient campus, to arrange for the services of the qualified proctor provided
by the campus, and to provide that information to the instructor of the course.
If the proctoring center at that campus does not own and cannot provide the software or special
tools required by the assessment, the student is responsible for locating a proctoring center with
the required software/tools. As well, if a student does not live near or cannot conveniently get to
an Ivy Tech campus, they should contact the instructor early in the semester to discuss options.
A link to approved Ivy Tech exam sites may be found on the front page of Blackboard, under the
Hot Links box.
MAKE-UP POLICY:
NO LATE WORK WILL BE ACCEPTED FOR CREDIT. You are expected to turn in all
assignments on time, in the right format, and in the appropriate location. (As outlined in the syllabus)
If you miss submitting an assignment by the deadline, you are encouraged to submit the assignment
and receive constructive feedback. While credit will not be given, you will show your
professionalism by meeting your class responsibilities and will benefit from the learning experience.
If you have planned events (vacation, wedding, birth of a child, surgery, etc.), you can work ahead on
assignments. In all cases, communication with the instructor in advanced is desired, whenever
possible.
If you believe there are extenuating circumstances, you can appeal this policy to the Dean, Jeffrey
Scott, but be prepared to submit any and all relevant documentation.
CONTESTED GRADES:
If you have received a grade you believe is wrong, you must contest it with your instructor
within seven calendar days of the grade posting.
ATTENDANCE POLICY:
The mission of the community college includes building skills and shaping behaviors that lead to
good paying jobs and stable employment.
One of the most important behaviors that employers seek is dependability. Employers report that
good employees are ones that are on the job every day they are scheduled. They arrive and leave on
time. Employers develop fair policies to help employees when they have good reason to be absent
and if they should come to work late or leave early. Often medical or court notes are required for
proof. But even then employees that miss more than the allowed days either through absences or
tardiness lose their job.
Inasmuch as attendance, timeliness, and hours worked are important for a successful employment,
we also expect that you attend class on time and stay the full length. Absences affect not only the
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individual learning but also the entire group process. In order to obtain the full value of the class,
attendance and participation for the entire class meeting is necessary.
According to Ivy Tech policy, Attendance and engagement in courses is an essential part of the
student learning process and student success.
You are expected to attend class and come prepared. There are no excused or unexcused absences.
You are expected to be to class on time and stay the entire session.
Therefore, our policy states that any student who misses 25% or more of the course time will receive
an F or FW for the course. Tardiness and leaving early will also have a negative impact on your
grade and learning experience. Two instances of tardiness or leaving early, as defined by the
instructor, will count as one missed class. Consequences for continual issues with lateness or early
departure from class will be at the discretion of the instructor.
Recognizing that you will have life events that prevent you from coming or might result in a late
arrival, we have a policy to accommodate these occurrences. If you have to miss class, please discuss
with your instructor the opportunity to attend another class session (of the same course) during that
week within the region. The instructor will provide guidance concerning this option.
Making decisions about attending classes are your responsibility. Please consider all the
consequences, problem-solve effectively, and make wise decisions.
If you believe there are extenuating circumstances, you can appeal this policy to the Dean, Jeffrey
Scott, but be prepared to submit any and all relevant documentation.
PERFECT ATTENDANCE:
At the instructors discretion, a perfect attendance bonus may be offered not to exceed 5% of the
total points available for the course. Perfect attendance means just that. No absences or late arrivals
or early departures. This means perfect, complete presence in the classroom setting for the entire
class session as defined by the instructor.
ASSIGNMENT DESCRIPTION(S) AND POLICY:
You will have projects, quizzes, tests, and/or discussion boards generally due each session.
Students must turn in work by the due date.
FACE-TO-FACE CLASSROOM EXPECATION POLICY:
Students are expected to be on time for face-to-face classes.
Cell phones are to be turned off or on silent mode. They should ONLY be used in an extreme
family emergency. If you are experiencing a family emergency situation, please advise the
instructor that you may have to take a call and then, if one comes, exit the classroom quietly to
take the call. Electronic devise should be used for the intended purposes of the course. If you
are seen using a device in a manner not conducive to the goals of the course, you will be
considered to be not in full attendance at that time. This policy is intended to emphasize the
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importance of learning to differentiate the appropriate time, place, and environment for the use of
such devices. Students who disrupt the class will be asked to leave and be counted as ABSENT
for that session.
IMPORTANT DATES:
January 12, 2015: Semester Begins
January 19, 2015: Dr. Martin Luther King Jr. Holiday- NO CLASSES
February 2, 2015: FA Disbursements begin for spring 2015 term
February 11, 2015: FA Refunds begin for 1st time borrowers
March 8-14, 2015: Spring Break
April 1, 2015: Fee assessment for summer 2015 term
May 1, 2015: Financial Aid Priority Deadline for summer 2015
May 9, 2015: Spring semester ends
To withdraw from class, you must complete a change of registration form, and submit it to the
Registrars Office before the date above. Since the Registrars Office is not normally open on the
weekend, you should submit the change of enrollment form before 5 pm on the Friday before
that date. Before you withdraw from a class, you should discuss the matter with your instructor,
they can help you determine if a withdrawal is actually the best course of action. Remember,
withdrawing from a class may impact your financial aid!
RIGHT OF REVISION STATEMENT:
Syllabus and Schedule of Classes is subject to change at the Instructor's Discretion.
STUDENT/FACULTY RESPONSIBILITY STATEMENT:
Ivy Tech Community College instructors are committed to responding to students within two
business days. If a student sends a communication, but does not receive a response, they should
double-check that the correct communication method was used and that the correct location is
being checked for a reply. Students can contact their local Distance Education Support with
questions.
NOTE: Communications between students and the instructor for this course will be via E-mail.
If you send E-mail from within the course the system will automatically put the name of the
course in the subject line. Please put a comment about why you are e-mailing in the subject line,
so the instructor can sort e-mails more quickly.
To access email from within the course:
1. Log into Blackboard & enter the course.
2. Click on Communication & Tools, then send email.
3. Select All Instructor Users to email the instructor.
4. To send an email to another member of the class, choose Select Users and choose the
name(s) from the list. Click the right-facing arrow to move the person into the recipient
box.
To access Campus Connect, go to: http://cc.ivytech.edu.
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Online Communication Etiquette: Students are expected to uphold their responsibilities in

terms of appropriate and professional communication with faculty and peers. Please review the
Students Rights and Responsibilities section of the student handbook and review common
netiquette (Internet etiquette) practices, like those found at: http://www.albion.com/netiquette/.
It is not the responsibility of your instructor or classmates to fulfill your needs in your absence.
Please do not contact your instructor expecting to be given a summary of what you missed.
The responsibility to attend and participate in class belongs to you. It would be wise for you
to network with your classmates and support one another on an ongoing basis. Doing so might
build a relationship in which you support others and they support you in the event of a missed
class session by sharing a summary of what was missed.
Your work must demonstrate college-level writing. We follow the APA style standards. You
may review these through the Purdue OWL at:
PORTFOLIO STATEMENT:
All degree-seeking students will be expected to present examples of coursework that they deem suitable
for a cumulative portfolio that will be reviewed prior to graduation. The portfolio will contain several
artifacts and reflection pieces as evidence of the students demonstrated understanding of education
principles as outlined by INTASC standards. The cumulative portfolio should document dispositions and
competencies reflected in assignments throughout their coursework. Students may begin collecting
artifacts when they begin their coursework. Creating a portfolio has value to the graduating student, the
Ivy Tech Community College Education Program, the transferring four-year institution, and potential
employers. Students should select from a variety of assignments and are free to confer with their
instructor about alternate choices of material.

ASSIGNMENT PROCEDURES
Students must submit all assignments to the appropriate location. Be sure to check the syllabus
and listen carefully in class to be certain you know where your work should be submitted and
how to do so. All assignments are due by the start of class on the due date unless otherwise
noted. All assignments must be in APA format and must be saved in a doc, docx, or Pages
format. Do not submit work in rtf or pdf formats unless the instructor has specifically requested
those formats. Please check all work to ensure it is free of the dirty dozen errors (No
Excuses) and follows necessary APA formatting. When the instructor is assessing your
work, if you have errors from either of these lists, you may earn an automatic zero on the
assignment.
Some assignments will include a reflection form and the assignment will not be considered
complete until that form is submitted.

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REQUIRED ASSIGNMENTS
Professional Connections: details coming soon!
Efolio Artifact Presentation 100 Points
Each student is to select one artifact from this course to demonstrate his/her competence in one
of the NAEYC/InTASC standards. The student should then complete the artifact
rationale/reflection worksheet. The artifact should be free of errors. It should represent the best
work of the student. The work must be posted to both TaskStream and to the students efolio.
Students will present their artifacts.
Erikson Self-Study NAEYC Key Assessment MCLO 1, 2, 3, & 11
For this assignment, an autobiography is written using Eriksons Eight Stages of Life as a
framework.
The paper will consist of eight sections (one for each stage) and a reference page.
Each section begins with the name of that stage. For example, Trust vs. Mistrust.
Following the heading, include a brief (less than 200 word) explanation of the stage and its
conflict/resolution under Eriksons theory. Use proper in-text citation.
Next, each stage section will contain autobiographical information. What was happening in your
life at this stage? What are your memories? What stories have you been told?
To conclude each section, state which side of the conflict best reflects your life experience.
It is understandable that some stages are more difficult to remember. You may have to talk to
relatives or look through family photo albums to try to piece together what was happening in the
earlier stages. Conversely, there will be several stages you have not had the chance to
experience yet. For these future stages, you get a chance to show your creativity and reflect on
where you have been, where you are right now, and where you predict you will be in the future.
Continue to write future stages as though they have already occurred. Give complete details of
where you see your life taking you, what will be your accomplishments or achievements, failures
or regrets?
After all eight stages have been concluded, end the paper with a reference page detailing, in APA
citation style, your sources of information used to write the descriptive paragraph that opened
each section (the background information on Eriksons theory).
Please note, this paper is considered to be confidential and will not be shared with others without
specific consent. Please use this opportunity to reflect openly and honestly on your journey in
life. Many students have found this assignment to be cathartic and have expressed great relief at
being able to reveal things to someone else without judgment.

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If there is information that you do not wish to reveal, then simply omit it. This paper is designed
to help you examine your life and to see how it applies to a popular life span development
theory.
If you are unable or uncomfortable revealing your life, please speak with your instructor for
alternate assignment options.

Theorists/Theories Project MCLO 1, 2, 3, & 4

For this assignment the students will work individually, in pairs, or in small groups to create an
electronic presentation about one of the major theories of child development. Strengths and
challenges of the theory must be delineated. The project should be presented to the class. Sources
should be cited in APA format.
Appropriate Environment Wiki MCLO 1, 2, 3, 4, & 5
For this assignment the students will work individually, in pairs, or in small groups to create a
wiki demonstrating understanding of environments that promote the healthy development of
children from infancy through age eight.
Observations MCLO 7
Students should practice various methods of observing in the classroom. This does not have to
become a submitted assignment if the instructor is satisfied with the in-class activity.
Action Research MCLO 8
The instructor should lead the students in conducting a simple action research project of the
instructors choice relating to child development that will meet major course learning objective
eight.
Examine Necessary Strengths MCLO 10
Use a list such as the one below to have students self-assess or peer-assess to examine their
potential strengths and weaknesses in the dispositions necessary in teaching. They should
develop realistic plans toward growth.

POSSIBLE DISPOSITIONS TOWARD TEACHING

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___accepting of others

___firm

___receptive to new ideas

___adaptable to changes

___flexible

___reliable in his/her studies

___adventurous

___frank in his/her communication

___reserved

___appropriately affectionate

___friendly towards others

___resourceful

___reasonably ambitious

___generous with talents and time

___risk taker as a student

___analytical in complex
situations

___genuine with others

___self-accepting of his/her

___positively assertive

___hardworking

___astute

___helpful to others

___authentic

___honest

___balanced in his/her own life

___humble about abilities

___calm when faced with

difficulties

___imaginative in problem solving

___candid with others

___independent

___self-starter

___caring about others

___initiator in certain situations

___sensitive to feelings

___cautious

___innovative

___compassionate toward others

___intelligent

___sincere

___competent

___intuitive in his/her thinking

___sophisticated in his/her

___reasonably competitive

___joyful

___confident about abilities

___kind

___teaching and learning

___conscientious in his/her work

___loyal to others

___spontaneous in the classroom

___cooperative with others

___mature

___stable

___courteous to others

___natural

___successful as a student

___creative thinker

___neat in his/her work

___tactful with others

___critical thinker

___reasonably obedient to authority

___talented in teaching skills

___curious about learning

___objective when necessary

and teaching
ECED 120-00F

___open-minded to new ideas

humanness
___self-confident about
his/her abilities
___self-controlled with
his/her feelings

and needs of others

understanding of

and abilities
___tenacious when things
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___decisive decision maker

___orderly

___democratic in his/her

___organized with studies

___tidy

___original

___tolerant of differences

___determined

___out-going with others

___tough-minded

___diplomatic with others

___patient with others

___trusting of others

relationships

___disciplined about his/her

studies

and his/herself

are difficult

___understanding toward others

___discrete

___perceptive

___verbal about views

___diligent

___persevering in difficult situations

___dynamic

___persistent

___versatile

___easy-going

___persuasive with others

___warm

___effective communicator

___poised in new or difficult

___wise

___efficient in his/her work

___situations

Other suggestions:

___empathic toward others

___practical

_________________________

___energetic in their studies

___precise in his/her work

_________________________

___enthusiastic about learning

___prompt

_________________________

___expressive

___punctual

_________________________

and feelings

TaskStream
Each student will submit the course syllabus to the ECED parking lot in TaskStream. Each
student will also submit the Erikson project to TaskStream. The Erikson project must be assessed
in TaskStream. No points may be earned for this project until it is posted on TaskStream.
Students must also post an artifact/rationale/reflection to the ECED parking lot to be assessed by
the instructor.

ECED 120-00F

17

IVY TECH COMMUNITY COLLEGE TENTATIVE AGENDA

(When you will learn it)
ACTIVITIES SCHEDULE:
Attach or add your calendar of activities.
Syllabus and Schedule of Classes is subject to change at the Instructor's Discretion.

ECED 120-00F

18