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


OVERALL DESCRIPTION

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
program.

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
children.
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
children.

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 &
grade)


OVERALL OBJECTIVES

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

1.  Designing, implementing, and assessing developmentally appropriate
practices with very young children, including children with special
needs;
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.
PRIMARY ASSIGNMENTS AND GRADING

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
points)
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
points)
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
points)
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
points)
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
points)
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)
99dapdip
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
points)
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)

GENERAL GRADING POLICY

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+

THE INSTRUCTIONAL TEAM AND SPECIALITY AREAS

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
expression.

PRIMARY READINGS/TEXTS FOR E348 AND E349 13 CREDIT BLOCK

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,
$43)
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
families.

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
field.

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
children.

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
Monday
9:30-10:45Tuesday
9:30-12:30Wednesday
9:30-10:45Thursday
9:30-12:30 Friday
9:30-10:45
Dr. Joyce Alexander
Child Development
Dr. Mary McMullen
Curriculum & Instruction

Dr. Joyce Alexander
Child
Development
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

UNIT 1FOUNDATIONS

TOPICS

Alexander
History/study of child development (CD), major theories of CD;
transitions to parenthood
McMullen
Introduction to early childhood education (ECE), professional's role,
aspects of quality; major issues and trends in ECE
Conn-Powers
Philosophical, legal & ethical bases; how we view disabilities; family
centeredness;  intervention systems; historical perspectives
Johnson-Stevens
Foundations of early literacy, importance of creative arts and
movement in young children, integrated curriculum
Lash
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
Conn-Powers
Intros, ECE for ALL children, what is it?
Alexander
Overview of specific expectations for instructor; studying early
childhood development in a diverse world
Johnson-Stevens
Introductions and Integrated curricula and overview of coursework and
general expectations
Lash
Introductions of instructor's expectations; overview of Dev.
Appropriate Practices
Week 2
1/15-1/19(No Class—Martin Luther King, Jr.  Birthday)
McMullen
Issues and trends in the field of early childhood education; defining
"best practices"Alexander
Theories of child development—overview and Behaviorism
Conn-Powers
Past, present, future service ystems
Johnson-Stevens
Visual/creative arts in the curriculum; In-Class Write #1
Lash
Developmentally
Appropriate Practices focus on birth to age three; resources

Week 3
1/22-1/26
Alexander
Theories of child development—Social Learning Theory
Conn-Powers
Email Journa
lMcMullen
Models of early care and education; center vs family care; sensitive
responsive care and primary caregiving models
Alexander
Theories of child development—Piaget
Conn-Powers
Who may need early intervention services; types of risks
Johnson-Stevens
Music and movement throughout curriculum
Lash
Journal #1 due; code of ethics and other policy statements; licensing
and accreditation

Week 4
1/29-2/2
Alexander
Theories of C.D.:  Sociocultural and Ecological/Family Systems
Theories
Conn-Powers
Email Journal
McMullen
In-Class Essay #1; Differences between I/T and preschool; multiage
care—challenges and advantages; curricula
Alexander
Transition to parenthood, parenting beliefs and extended families;
parental leave
Conn-Powers
Early intervention service models; Parent Letter Draft
Johnson-Stevens
Emergent literacy; In- Class Write #2
All Instructors
Getting ready for the field experience; issues of observation in the
field

UNIT 2 LOOKING ACROSS  THE AGES:  PRENATAL TO 3t

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

Week 5
2/5-2/9
Alexander
Test #1 and
Prenatal development and birth
Conn-Powers
Email Journal
McMullen
The newborn:  Implications for care and education
Alexander
Birth and the newborn
Conn-Powers
Field Trip to the IIDC—a look at resources
Johnson-Stevens
Prenatal and newborn activities
Lash
Week 1 Field;
Revisiting the Baby Fair—The most interesting discoveries
Week 6
2/12-2/16
Alexander
Infant physical growth and brain development
Conn-Powers
Email Journal
McMullen
Implications of physical growth and brain development;  Multicultural
Book Group #1 due Friday
Alexander
Infant physical growth and brain development continued
Conn-Powers
First contact:  information needed, sources, collecting
Johnson-Stevens
Activities for the first year of life
Lash

Week 2 Field; training for using the ITERS as an evaluation tool,
report writing
Monday
9:30-10:45Tuesday
9:30-12:30Wednesday
9:30-10:45Thursday
9:30-12:30 Friday
9:30-10:45

Week 7
2/19-2/23
Alexander
Infancy—Cognitive development
Conn-Powers
Email Journal
McMullen
Implications of cognitive development on care and education of I/Ts
Alexander
Cognitive development in infancy continued
Johnson-Stevens
Designing and implementing appropriate activities for 1s & 2s
Lash
Week 3 Field;
Journal #2 due

Week 8

2/26-3/2
Alexander
Understanding of self
Conn-Powers
Email Journal
McMullen
Language develop. Implications; In-Class Essay #2; Multicultural Book
Group #2 due Friday
Alexander
Understanding of self continued; Reaction Paper #1
Conn-Powers
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
3/5-3/9
Alexander
Infant language and literacy
Conn-Powers
Email Journal
All Instructors
Baby Fair event, Scavenger Hunt and Baby Picture Display; Portfolio
Organ. Plan; Reflection of Field Experience & Class
Alexander
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

3/11-3/16SPRING BREAK

Week 10
3/19-3/23
Alexander
Infant social and emotional development
Conn-Powers
Email Journal
McMullen & Johnson-Stevens
Conference Reflection due; Emergent literacy & trip to Public Library;
Multicultural Book Group #3 due
Alexander
Infant social and emotional development continued; Debate #1
Conn-Powers
Adapting what we teach; Individual Observation due
Johnson-Stevens
Therapeutic Activities; Meta Comment Paper
Lash
Week 6 Field; Discuss ECE conference, growing through career and being
a professional in this field

Week 11
3/26-3/30
Alexander
The roots of prosocial and aggressive behavior
Conn-Powers
Email Journal
McMullen
In-Class Essay #3; Implications of social and emotional development
Alexander
The roots of prosocial and aggressive behavior continued; Reaction
Paper #1
Conn-Powers
Adapting how we teach: differentiated &  individualized
Johnson-Stevens
Planning for diversity, Lesson Presentations
Lash
Week 7 Field;
Journal #3 due; guidance and management of I/Ts in care

UNIT 3 SOCIALIZATION

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

Week 12
4/2-4/6
Alexander
Test #2;
The roots of prejudice
Conn-Powers
Email Journal
McMullen
Antibias curricula and "Starting Small"; Multicultural Book Group #4
due
All Instructors
Reflection of Field Experience & Class
Alexander
The roots of prejudice continued; Reaction Paper #2 due Friday
Conn-Powers
Partnerships with families and early intervention professionals
Johnson-Stevens
Product versus Process
Lash & McMullen
Week 8 Field;
Reflection of Experience; discussion of ITERS findings
Week 13
4/9-4/13
(AERA)Alexander
Roots of gender differences
Conn-Powers
Email Journal
McMullen, Lash, & Johnson-Stevens
Preparation for environments project;
Rating Scale for Lash
Dixon
Full group discussion of Multicultural Issues in Child Care book
Conn-Powers
Collaborative-based service models in early care/ education
Conn-Powers
Teaming and communication; Adaptations Plan

Week 14
4/16-4/20
(SRDC)
Alexander
Roots of gender differences, cont.
Conn-Powers
Email Journal
McMullen
Goodness of fit in care environments; parenting issues
Alexander
Roots of gender differences continued
Johnson-Stevens
Workshop for learning environments project; Activities Box
Lash
Journal #4 due;
Child Abuse and Neglect

Week 15
4/23-4/27
Alexander
Roots of gender differences continued
McMullen
Review for final exam;