Education | Found Growth Devel/Lrn/Preschool
E495 | 8687 | Alexander/McMullen


Currently, 60% of mothers with children under the age of 3 in the U.S.
are employed and need part- or full-time care for their infants and
toddlers.  The current and growing need for care and new government
policies are circumstances that together are creating an explosion in
the demand for high quality infant and toddler care and education in
the U.S.  Recent research indicates that most of our existing care is
considered "poor" in quality; poor quality care is defined as putting
the child's health and safety at risk.  Early childhood educators and
child development experts are very concerned about how best to prepare
to meet this increasing demand and how to improve the existing level
of quality.  In this 13-credit block course, we will explore a number
of issues that are related to growth, development, and learning and
the provision of high quality infant and toddler care and education.

A team of instructors will use an inquiry-based approach to facilitate
students' learning of the knowledge and skills related to (1) child
growth, development, and learning, (2) early care and education, and
(3) observation of very young children.  Students will investigate and
be exposed to a broad array of issues related to this discipline
throughout the content and experiences in which they may engage in
this block.  Each of the instructors in the team will focus their
content around the dual themes of literacy and diversity, which will
remain major themes that will be revisited throughout the five
semesters of early childhood coursework in this teacher education

DESCRIPTION OF E348 (Foundations of Early Care and Education I) and
Co-requisite P348 (Foundations of Growth and Development)
The foundations of the fields of child development and early childhood
education will be introduced and explored in this 6-credit portion of
the block, an area to be revisited and expanded upon in Foundations of
Early Care and Education II and III throughout the junior year.  In
this semester, students will examine child growth, development and
learning for typically and atypically developing children throughout
the early childhood period, but with a particular focus on infants and
toddlers.  All facets of development will be examined, including
physical, emotional, social, language, and cognitive development, as
well as the wide ranges of normal development that can occur within
each domain.  Students will also learn how to recognize and address
the concerns of children who fall outside the expected ranges of
development.  In addition to the body of knowledge built in this
class, students will learn to be keen observers of young children, and
develop an understanding of how to use observational information to
facilitate healthy growth, development and learning in all young
The six credits of coursework for this part of the block are divided
as follows for the purpose of instruction and grading:

Dr.  Joyce Alexander (Child Development) 3 credits (50% of instruction
& grade)
Dr.  Mary McMullen (Curriculum & Instruction) 2 credits  (34% of
instruction & grade)
Dr.  Michael Conn-Powers (Early Intervention)1 credit    (16% of
instruction & grade)
with Elizabeth Traub and Pat Cole

DESCRIPTION OF E349 (Teaching and Learning for All Young Children I)
In this portion of the block, students will connect child development
and early childhood education theory to practice, and acquire the
practical skills and methods of working with very young children in
the various environments in which they live, work and play.  Students
will become proficient in developing, maintaining, and assessing
appropriate, literacy-rich environments for the care and education
environments of very young children, birth to age three.   A
particular focus of the teaching methods taught in this portion of the
block will be the facilitation of creative expression in very young

The seven credits of coursework for this part of the block are divided
as follows for the purpose of instruction and grading:

Dr.  Mary McMullen (Curriculum & Instruction)1 credit(14% of
instruction & grade)
with Becky Dixon (Multicultural Issues)
Dr.  Michael Conn-Powers (Early Intervention)1 credit(14% of
instruction & grade)
with Elizabeth Traub and Pat Cole
Ms. Judi Johnson-Stevens (Creative Expression) 2.5 credits (36% of
instruction & grade)
Ms. Marty Lash (Theory Into Practice) 2.5 credits(36% of instruction &


Students in this 13-credit block will have the opportunity to learn

1.  Designing, implementing, and assessing developmentally appropriate
practices with very young children, including children with special
2.  Basic theories of child development, early childhood education and
early intervention, particularly as related to the care and education
of young children;
3.  Historical and contemporary issues and trends in the fields of
child development, early childhood education and early intervention;
4.  Typical and atypical child growth and development across all major
developmental domains;
5.  The connection between theories of child development/early
childhood education and actual practice with very young children—e.g.,
using child development knowledge to create experiences through which
very young children can construct knowledge;
6.  Communicating in ways that demonstrate a sensitivity to
differences in family structure, culture, gender, and ability;
7.  Respecting family's goals for children and communicating
effectively with families about curriculum and children's progress;
8.  Effective curriculum and instructional strategies for the teaching
of art, music and creative movement with very young children;
9.  The process of emergent literacy and how to facilitate this in
very young children;
10.  The various ways of observing young children and using this
information effectively;
11.  Appreciating the profession of early childhood education and what
it means to be a professional in this field;
12.  Communicating effectively with other professionals concerned with
young children's well being; and
13.  Documenting one's professional growth in an effective and
meaningful manner.

E348 & P348 (Foundations of Early Care and Education I and Child
Growth and Development)—600 total points

Dr. Joyce Alexander (3 credits; 50% of overall E348 grade; 300/600
Tests (50 points each X 2 = 100 points)
Debates (20 points each X 2 = 40 points)
Reaction Papers (40 points each X 2 = 80 points)
Final Project (80 points)

Dr. Mary McMullen (2 credit; 34% of overall E348 grade; 200/600
Baby Fair—Mini-Inquiry Project (50 points)
In-Class Short Essays (25 points each X 3 = 75 points)
Take-Home Final Essay Exam (50 points)
Professionalism/Participation/Cooperation (25 points)

Dr. Michael Conn-Powers (1 credit; 16% of overall E348 grade; 100/600
Resource Directory/Community Map (50 points)
Sample Letter to Parents/Board Justifying Inclusion (30 points)
Weekly Reflective Email Journals (20 points)

E349 (Teaching and Learning for All Young Children I)—700 total points

Dr. Mary McMullen (1 credit; 14% of overall E349 grade; 100/700
Working Portfolio (50 points)
Early Childhood State Conference Attendance and Reflection (25 points)
Web-Based Discussion Forum with Ms. Becky Dixon (25 points)

Dr. Michael Conn-Powers (1 credit; 14% of overall E349 grade; 100/700
Information Fact Sheet Concerning a Specific Disability (20 points)
Observation of an Individual Child (20 points)
Early Care/Educational Adaptations for Individual Child (60 points)

Ms. Judi Johnson-Stevens (2.5 credits; 36% of overall E349 grade;
250/700 points)
In-Class Quick Writes (20 points each X 4 = 80 points)
Meta Comment Paper—Midterm (50 points)
Activities Box (25 points)
Lesson Plan, Application (50 points)
Reflection (25 points)
Professionalism & Cooperation (20 points)

Ms. Marty Lash (2.5 credits; 36% of overall E349 grade; 250/700
Guided/Reflective Journal (40 points)
Infant/Toddler Environment Rating Scale Evaluation Report (50 points)
Participation and Professionalism in Field Experience (50 points)
Environment Design Group Project (100 points)


All instructors in this block will be using the following grading
scale and general grading rubric, unless otherwise noted in the
syllabus or assignment descriptions.

95-100%   A
90-94%    A-
87-89%   B+
83-86%  B
80-82%   B-
77-79% C+
73-76% C

Please note that according to policy established by the Office of
Teacher Education, earning a grade below a C in this course will
result in the entire block or some portion of it having to be retaken.

70-72% C-
67-69% D+
63-66% D
60-62% D-
< 60% F

General Grading Rubric

Met or exceeded all expectations, excellent in every way, stands out
among work of peers as exceptional; represents an exceptionally high
degree of originality, creativity, and synthesis/application ability;
clearly understands the complexity of the issue and has made
connections to other relevant
material/readings      A

Excellent in many ways, professionally and solidly executed   A-

Expectations met or mostly met, solidly written, clear and
demonstrates understanding of most concepts   B+

Expectations generally met, average in terms of writing,
grasp of concepts, or insight shown  B

Expectations generally met, but somewhat below average
in terms of writing, grasp of concepts, or insight    B-

Few of the expectations met, lacking in clarity or problematic
in some way   C+


Dr. Mary McMullen [Team Leader and Curriculum & Instruction] has been
an assistant professor of early childhood education in the Department
of Curriculum and Instruction at IUB since 1995.  Dr. McMullen, a
mother of three sons, taught infants through kindergarten age children
for 7 years, and directed a large childcare program for 4 years prior
to becoming a professor.  She studies pre-service and in-service
teachers beliefs and practices and indicators of quality in infant and
toddler care and education.  Dr. McMullen will be assisted by Ms.
Becky Dixon who will conduct on-line discussions around the reading of
the book, Multicultural Issues in Child Care.

Dr. Joyce Alexander [Child Development] is an associate professor of
learning, cognition, and instruction in the Counseling and Educational
Psychology Department at IUB.  She taught preschool and gifted
children before joining the department 9 years ago.  Dr. Alexander is
currently the director of a grant from the National Science Foundation
looking at the cognitive and social/home environment predictors of
play interest development in children ages 4-7.  She lives in
Bloomington with her husband and two sons.

Dr. Michael Conn-Powers [Early Intervention] is currently Director of
the Indiana Institute on Disability and Community's Early Childhood
Center.  His position at the University Affiliated Program involves
providing leadership in the area of early intervention and early
childhood special education, particularly in promoting universal
systems of care and early education for all children and their
families.  Over the past 20 years, Dr. Conn-Powers has worked as an
early interventionist, preschool teacher, state agency administrator,
and college educator.  He and his staff currently work closely with
state policy makers, providers, and family members to promote
inclusive early childhood intervention services, initiate development
of a statewide, outcomes-based evaluation system for its Part C
program, and examine the quality and capacity of child care services
in Indiana.  Dr. Conn-Powers will be teaching with Ms. Betsy Traub and
Ms. Pat Cole from the IIDC's Early Childhood Center.

Ms. Marty Lash [Theory to Practice] is an associate instructor and
doctoral student in early childhood education in the Department of
Curriculum and Instruction at IUB.  Ms. Lash, a mother of one
daughter, administered and taught in programs for infants through
school age children for 15 years and taught as an adjunct instructor
in early childhood for three years prior to starting her doctoral
studies.  She is interested in equity and quality issues in the early
childhood field.

Ms. Judi Johnson-Stevens [Literacy and Creative Expression] is an
associate instructor and doctoral student in Curriculum and
Instruction with a minor in Art Education.  Prior to her return to
education four years ago, she was a private consultant in computer
graphics and web design, as well as a professional photographer with
her husband in their own studio.  Current research interests are
related to inquiry in early childhood and methods of creative


All Instructors
Articles, brochures, and other materials will be put on reserve in the
library, or handed out during class meetings throughout the semester
by various members of the instructional team.

Joyce Alexander—Child Development
Trawick-Smith, J. (1999).  Early childhood development:  A
multicultural perspective.  Upper Saddle River, NJ:  Merrill Prentice
Hall.  ISBN 0130135658 (price in 2000, $52)
This book takes a multicultural, and hand-on approach to the study of
child development.  It presents both typical and atypical development
while addressing all current and important topics and issues. The book
is arranged within an ages/stages format from birth through age eight.
The book provides many practical multicultural/multiethnic cases and
examples to implement research findings.

Beal, C. R. (1994).  Boys and girls:  The development of gender roles.
NY:  McGraw-Hill, Inc. ISBN 0007004533X (price in 2000, $54)
This text on the development of sex roles in childhood focuses on the
processes by which children learn to be boys and girls and the effects
of differential socialization on their behavior. The book has a clear
developmental emphasis and stresses the use of psychological theories
and methods to separate popular notions regarding sex roles from
current research findings.

Michael Conn-Powers, Pat Cole, and Elizabeth Traub—Early Intervention
¨Cook, R. E., Tessier, A., & Klein, M. D. (2000).  Adapting early
childhood curricula for children in inclusive settings.  Englewood
Cliffs, NJ:  Merrill Prentice Hall.  ISBN 0130832014 (price in 2000,
Updated to reflect the most recent developments in the field, this
text presents the skills necessary for teachers to assist infants,
young children, and their families to meet their special challenges
and to develop to their fullest potential. It takes a non-categorical
approach that recognizes special needs, rather than special labels,
and provides practical, developmentally appropriate, activity based
curriculum adaptation strategies for working with children and their

Cross, A. F., & Dixon, S. D. (1997).  Adapting curriculum and
instruction in inclusive early childhood classrooms.  Bloomington, IN:
Indiana Institute for Disability and Community.  (Available in class
from the IIDC, price in 2000, $11)
This book is loaded with practical suggestions. It is an excellent
tool for pre- and in-service kindergarten teachers, childcare
providers, Head Start caregivers and home visitors, and preschool
general and special education teachers who work with young children
with disabilities. A specific process and nine types of adaptations
are presented, as well as examples of adaptations in themes, routines,
and learning centers, and for children with specific disabilities.

¨Freeman, T., Hutter-Pishgahi, & Traub, E. (2000).  Welcoming all
children:  Creating inclusive childcare.  Bloomington, IN:  Indiana
Institute for Disability and Community.  (Available in class from the
IIDC, price in 2000, $10)
This book is written to help current and future child care providers
understand how to welcome and include children with special needs in
child care programs. Inclusive child care practices and specific
advice about making adaptations to the environment and to caregiving
behaviors are discussed.

Judi Johnson-Stevens—Literacy and Creative Expression
Croft, D. (2000).  An activities handbook for teachers of young
children.  ISBN NY:  Houghton Mifflin Co.  ISBN 0395616158 (price in
2000, $64)
This book is full of developmentally appropriate activities for
caregivers and teachers of young children.  Each activity is presented
in detail, with a complete listing of materials needed, the procedure
and variations on the theme, and how the activities fit into an
integrated, literacy-rich curriculum.  The book is rich with resources
including suggested books, records and software.

Marty Lash—Theory Into Practice
¨Bredekamp, S., & Copple, C. (1997).  Developmentally appropriate
practice in early childhood programs.  Washington, DC:  NAEYC.  ISBN
093598979X (price in 2000, $9)
This volume spells out the principles underlying developmentally
appropriate practice and provides guidelines for classroom
decision-making. This edition is explicit about the importance of the
social and cultural context in considering appropriateness of
practices and offers an overview of each period of development along
with extensive examples of practices appropriate and inappropriate
with children in that age group.

Harms, T., Cryer, D., & Clifford, R. M. (1990).  Infant/toddler
environment rating scale.  New York:  Teachers College Press.  ISBN
0807737518 (price in 2000, $11)
The Infant/Toddler Environment Rating Scale (ITERS) is an adaptation
of the widely used Early Childhood Environment Rating Scale (Teachers
College Press, 1980).  The ITERS provides an easy-to-use resource for
defining high-quality care and assessing the level of quality offered
in group programs for very young children.

Kendrick, A. S., Kaufmann, R., & Messenger, K. P. (Eds.) (1998).
Healthy young children:  A manual for programs.  Washington, DC:
NAEYC. ISBN 0-935989-69-2 (price in 2000, $16)
This book is a convenient manual for helping pre-service and
in-service teachers and caregivers learn how to keep young children
healthy and safe while in group care.  It addresses the most effective
methods of preventing illness and injury, what to do in case of an
emergency, the nutritional aspects of group care, and the promotion of
good adult health and safety practices.

Mary McMullen and Becky Dixon—Curriculum and Instruction
¨Gestwicki, C. (1997).  The essentials of early education.  Albany,
NY:  International Thomson Publishing.  ISBN 082737282-5 (price in
2000, $55)
The primary features of the field of early childhood education and
what it means to be a professional in this field are thoroughly
covered in this book.  The author particularly focuses on definitions
of quality care and education and current issues and trends in the

Gonzalez-Mena, J., & Eyer, D. W. (2001).  Infants, toddlers, and
caregivers.  Mountain View, CA:  Mayfield Publishing.  ISBN
1-55934629-9 (price in 2000, $44)
This book details best practices in the care and education of very
young children, focusing on what the authors call "the relationship
principle." This philosophy is one of respect for the child, and it is
based on sound principles of child development and learning.  The
authors promote the provision of sensitively responsive care as
critical to healthy growth, development, and learning in children from
birth through age two.

¨Greenman, J. (1988).  Caring spaces, learning places:  Children's
environments that work.  Redmond, WA:  Exchange Press, Inc.  ISBN
0-942702-04-2 (price in 2000, $34)
This book focuses on the importance of using space creatively and
imaginatively in order to create indoor and outdoor environments in
which children's play experiences may be rich and meaningful.  It is
filled with ideas useful to anyone redesigning or designing spaces for

Gonzalez-Mena, J. (1997).  Multicultural issues in childcare.
Mountain View, CA:  Mayfield Publishing. ISBN 1-55934629-9 (price in
2000, $18)
Known to many as "The Little Yellow Book," this book presents daily
routines and objectives in a variety of settings for young children.
Its theme of cultural inclusiveness recognizes diversity and promotes
sensitivity, communication, and problem solving as keys to meeting
children's needs according to individual development and parents' and
caregivers' beliefs.

The instructors encourage the students to purchase and keep all of the
materials listed as required on this list.  However, only those items
marked with this symbol are likely to be used as required readings in
future semesters of the early childhood teacher education program.

SEMESTER OVERVIEW E348/E349 (E495/E495/E490) Spring 2001
9:30-12:30 Friday
Dr. Joyce Alexander
Child Development
Dr. Mary McMullen
Curriculum & Instruction

Dr. Joyce Alexander
Dr. Michael Conn-
Powers (9:30-10:45)
Early Intervention
Ms. Judi Johnson-
Stevens (11-12:30)
Literacy and Creative
Expression Ms. Marty Lash
Theory Into Practice



History/study of child development (CD), major theories of CD;
transitions to parenthood
Introduction to early childhood education (ECE), professional's role,
aspects of quality; major issues and trends in ECE
Philosophical, legal & ethical bases; how we view disabilities; family
centeredness;  intervention systems; historical perspectives
Foundations of early literacy, importance of creative arts and
movement in young children, integrated curriculum
Principles of practice; code of ethics, laws, regulations;
expectations of the professional

Week 1
1/8-1/12 All Instructors
Orientation to semester, getting to know one-another; walking through
the syllabus; overview McMullen
Intro to ECE; Why study infants toddlers? Overview
Intros, ECE for ALL children, what is it?
Overview of specific expectations for instructor; studying early
childhood development in a diverse world
Introductions and Integrated curricula and overview of coursework and
general expectations
Introductions of instructor's expectations; overview of Dev.
Appropriate Practices
Week 2
1/15-1/19(No Class—Martin Luther King, Jr.  Birthday)
Issues and trends in the field of early childhood education; defining
"best practices"Alexander
Theories of child development—overview and Behaviorism
Past, present, future service ystems
Visual/creative arts in the curriculum; In-Class Write #1
Appropriate Practices focus on birth to age three; resources

Week 3
Theories of child development—Social Learning Theory
Email Journa
Models of early care and education; center vs family care; sensitive
responsive care and primary caregiving models
Theories of child development—Piaget
Who may need early intervention services; types of risks
Music and movement throughout curriculum
Journal #1 due; code of ethics and other policy statements; licensing
and accreditation

Week 4
Theories of C.D.:  Sociocultural and Ecological/Family Systems
Email Journal
In-Class Essay #1; Differences between I/T and preschool; multiage
care—challenges and advantages; curricula
Transition to parenthood, parenting beliefs and extended families;
parental leave
Early intervention service models; Parent Letter Draft
Emergent literacy; In- Class Write #2
All Instructors
Getting ready for the field experience; issues of observation in the


Pregnancy, prenatal, infancy; development, across all domains 0-1
years and then 1-3 year olds
Best practices 0 to 1 years and 1 to 3 years; curriculum & environment
design, evaluation, implementation
Transitions from hospital to home, to group care; adapting environment
curricula and supports for 0-1 year & 1-3 years
Integrating literature, art, music, drama, movement activities across
the curriculum for specific ages and stages of childhood
Physical environment—health/safety issues, rating & evaluation of the

Week 5
Test #1 and
Prenatal development and birth
Email Journal
The newborn:  Implications for care and education
Birth and the newborn
Field Trip to the IIDC—a look at resources
Prenatal and newborn activities
Week 1 Field;
Revisiting the Baby Fair—The most interesting discoveries
Week 6
Infant physical growth and brain development
Email Journal
Implications of physical growth and brain development;  Multicultural
Book Group #1 due Friday
Infant physical growth and brain development continued
First contact:  information needed, sources, collecting
Activities for the first year of life

Week 2 Field; training for using the ITERS as an evaluation tool,
report writing
9:30-12:30 Friday

Week 7
Infancy—Cognitive development
Email Journal
Implications of cognitive development on care and education of I/Ts
Cognitive development in infancy continued
Designing and implementing appropriate activities for 1s & 2s
Week 3 Field;
Journal #2 due

Week 8

Understanding of self
Email Journal
Language develop. Implications; In-Class Essay #2; Multicultural Book
Group #2 due Friday
Understanding of self continued; Reaction Paper #1
Adaptations and interventions:  early care/education/home/
family environments; Community Map
Lash & McMullen
Week 4 Field;
Discussion of field work
& planning for conference

Week 9
Infant language and literacy
Email Journal
All Instructors
Baby Fair event, Scavenger Hunt and Baby Picture Display; Portfolio
Organ. Plan; Reflection of Field Experience & Class
Infant language and literacy continued INDY ECE CONFERENCE
Students must attend Thursday, Friday, or Saturday; no regular class
held on these days INDY ECE CONFERENCE
Students attend Thursday, Friday or Saturday; Week 5 Field


Week 10
Infant social and emotional development
Email Journal
McMullen & Johnson-Stevens
Conference Reflection due; Emergent literacy & trip to Public Library;
Multicultural Book Group #3 due
Infant social and emotional development continued; Debate #1
Adapting what we teach; Individual Observation due
Therapeutic Activities; Meta Comment Paper
Week 6 Field; Discuss ECE conference, growing through career and being
a professional in this field

Week 11
The roots of prosocial and aggressive behavior
Email Journal
In-Class Essay #3; Implications of social and emotional development
The roots of prosocial and aggressive behavior continued; Reaction
Paper #1
Adapting how we teach: differentiated &  individualized
Planning for diversity, Lesson Presentations
Week 7 Field;
Journal #3 due; guidance and management of I/Ts in care


Gender roles, prosocial behavior, attachment, peer relationships, play
theories & develop.
"Goodness of fit" –care environment, child, and family; societal
Family-centered practices, partner- ships; teaming, collaboration, and
Fostering prosocial skills, collaboration through arts literature;
issues of diversity
Putting it all together:  considerations for the overall environment

Week 12
Test #2;
The roots of prejudice
Email Journal
Antibias curricula and "Starting Small"; Multicultural Book Group #4
All Instructors
Reflection of Field Experience & Class
The roots of prejudice continued; Reaction Paper #2 due Friday
Partnerships with families and early intervention professionals
Product versus Process
Lash & McMullen
Week 8 Field;
Reflection of Experience; discussion of ITERS findings
Week 13
Roots of gender differences
Email Journal
McMullen, Lash, & Johnson-Stevens
Preparation for environments project;
Rating Scale for Lash
Full group discussion of Multicultural Issues in Child Care book
Collaborative-based service models in early care/ education
Teaming and communication; Adaptations Plan

Week 14
Roots of gender differences, cont.
Email Journal
Goodness of fit in care environments; parenting issues
Roots of gender differences continued
Workshop for learning environments project; Activities Box
Journal #4 due;
Child Abuse and Neglect

Week 15
Roots of gender differences continued
Review for final exam;