EDF3115 - Child Development for Inclusive Settings

Academic Dean’s Contact Information

LAKELAND DEAN’S OFFICE: LLC 2255              PHONE: (863) 297-1024
WINTER HAVEN DEAN’S OFFICE: WSC 101      PHONE: (863) 297-1020

Polk State College Mission and Program Outcomes

Polk State College, a quality-driven institution serving Polk County and beyond, transforms students’ lives through the power of teaching and lifelong learning by providing access to affordable associate and baccalaureate degree programs, career certificates, and workforce employment programs, delivered through various modalities and innovative technologies by diverse, qualified faculty and staff. In line with this purpose, Polk State’s Associate in Science and baccalaureate degree programs develop competence in various career-related skills. This course focuses on the development of competencies related to the following program outcomes:

• Demonstrate Florida Educator Accomplished Practices (FEAPs).
• Demonstrate Competencies and Skills for Teacher Certification (C&S: K-6).
• Demonstrate Florida Reading Endorsement Competency One: Foundations of Reading Instruction.
• Demonstrate Florida Reading Endorsement Competency Two: Application of Research-Based Instructional Practices.
• Demonstrate Florida Standards for ESOL Endorsement.

I. Florida Educator Accomplished Practices (FEAPs)

    A. The Learning Environment

2.d Respect students’ cultural, linguistic, and family backgrounds.

    B. Continuous Professional Improvement

5.b Examine and use data-informed research to improve instruction and student achievement.

II. Competencies and Skills for Teacher Certification (C&S K-6)

    A. Language Arts and Reading

1.1 Identify the content of emergent literacy (e.g., oral language development, phonological awareness, alphabet knowledge, decoding, concepts of print, motivation, text structures, and written language development).

1.2 Identify the processes, skills, and stages of word recognition that lead to effective decoding (e.g., pre-alphabetic, partial-alphabetic, full-alphabetic, graphophonemic, morphemic).

1.4 Distinguish among the components of reading fluency (e.g., accuracy, automaticity, rate, and prosody).

3.1 Identify and evaluate the developmental stages of writing (e.g., drawing, dictating, and writing).

3.2 Differentiate stages of the writing process (i.e., prewriting, drafting, revising, editing, and publishing).

5.1 Identify characteristics of penmanship (e.g., legibility, letter formation, and spacing).

III. Reading Endorsement Competency One: Foundations of Reading Instruction

     B. Oral Language

1.B.1 Understand how students’ development of phonology, syntax, semantics, and pragmatics relates to comprehending written language.

1.B.2 Understand the differences between social and academic language.

1.B.3 Understand that writing enhances the development of oral language.

1.B.4 Understand that the variation in students’ oral language exposure and development requires differentiated instruction.

1.B.5 Recognize the importance of English Language Learners’ (ELLs) home languages, and their significance in learning to read English.

1.B.6 Understand the role of formal and informal oral language assessments in making instructional decisions that meet individual students’ needs.

C. Phonological Awareness

1.C.1 Understand phonology as it relates to language development and reading achievement (e.g., phonological processing, phonemic awareness skills, phonemic analysis, and synthesis).

1.C.2 Recognize the phonological continuum beginning with sensitivity to large and concrete units of sound (i.e., words and syllables) and progressing to small and abstract units of sound (i.e., onset-rimes and phonemes).

1.C.3 Understand that writing, in conjunction with phonological awareness, enhances reading development.

1.C.4 Distinguish both phonological and phonemic differences in language, and their applications in written and oral discourse patterns (e.g., language and dialect differences).

1.C.5 Understand how similarities and differences in sound production between English and other languages affect English Language Learners’ reading development in English.

1.C.6 Understand the role of formal and informal phonological awareness assessment to make instructional decisions to meet individual student needs.

D. Phonics

1.D.1 Understand that phonological units (i.e., words, syllables, onset-rimes, and phonemes) map onto orthographic units (i.e., words, rimes, and letters) in alphabetic languages.

1.D.2 Understand sound-spelling patterns and phonics (i.e., grapheme-phoneme correspondence rules).

1.D.3 Understand structural analyses of words.

1.D.4 Understand that both oral language and writing can be used to enhance phonics instruction.

1.D.5 Understand the role of formal and informal phonics assessment to make instructional decisions to meet individual student needs.

G. Integration of the Reading Components

1.G.1 Identify language characteristics related to social and academic language.

1.G.2 Identify phonemic, semantic, and syntactic variability between English and other languages.

1.G.3 Understand the interdependence between each of the reading components and their effect upon reading as a process for native speakers of English and English Language Learners (ELLs).

1.G.4 Understand the impact of oral language, writing, and an information-intensive environment upon reading development

IV. Reading Endorsement Competency Two: Application of Research-Based Instructional Practices

B. Oral Language

2.B.1. Apply intentional, explicit, and systematic instructional practices for scaffolding development of oral and aural language skills (e.g., language experience approach and Socratic questioning).

2.B.2 Create an environment where students practice appropriate social and academic language to discuss diverse texts.

2.B.3 Recognize and apply an English Language Learner’s home language proficiency as a foundation and strength to support the development of oral language in English.

2.B.4. Use writing experiences to enhance oral language (e.g., interactive writing and student-to-teacher sentence dictation).

2.B.5 Recognize, describe, and incorporate appropriate oral language assessments to guide instruction.

C. Phonological Awareness

2.C.1 Apply intentional, explicit, systematic instructional practices to scaffold development of phonological awareness (e.g., blending and segmenting syllables, and practicing onset rimes and phonemes).

2.C.2. Provide opportunities for students to use oral and aural language skills to enhance phonological awareness (e.g., rhyming and alliteration).

2.C.3 Review information regarding the variations in phonology across languages, and reflect on how these affect English Language Learners’ (ELLs) reading and writing development.

2.C.4 Use writing experiences, in conjunction with phonological instruction, to enhance reading achievement (e.g., Elkonin boxes or magnetic letters and individual response whiteboards).

2.C.5 Recognize, describe, and incorporate appropriate phonological awareness assessments to guide instruction.

D. Phonics

2.D.1. Apply intentional, explicit, systematic instructional practices for scaffolding phonics development on a continuum from the individual phoneme-grapheme level through the multi-syllabic-word level.

2.D.2 Recognize and apply an English Language Learner’s (ELLs) home language as a foundation and strength to support the development of phonics in English.

2.D.3. Use oral and aural language and writing experiences to enhance phonics instruction (e.g., sentence strip words, phrases, and pocket charts).

2.D.4 Recognize, describe, and incorporate appropriate phonics assessments to guide instruction.

G. Integration of the Reading Components

2.G.6 Triangulate data from appropriate reading assessments to guide instruction.

V. ESOL Endorsement Competencies

Upon successful completion of this course, the teacher candidate is able to:

1.1.d  Understand and apply knowledge about the effects of racism, stereotyping, and discrimination in teaching and learning of ELLs from diverse backgrounds and at varying English proficiency levels.

1.1.f   Understand and apply knowledge about concepts related to the interrelationship between language and culture for students from diverse backgrounds and at varying English proficiency levels. 

2.3.e   Understand and apply knowledge of how principles of phonology, morphology, syntax, semantics, and discourse affect Level 2 reading and writing development.
 

Course Content:
This course covers:

• Major theories and research in child development and their applications to inclusive instruction
• Foundational research related to components of reading (i.e., oral language, phonological awareness, and phonics)
• Key elements of effective reading instruction and integration of reading components
• Activities and assessments related to the cognitive, language, emotional, and social development of K-6 students.
• Effects of race, ethnicity, language, poverty, culture, and special needs on individual learning in inclusive classrooms.

Textbook and Other Requirements

Textbook information is provided in the course syllabus, at the campus bookstore, on the campus bookstore website (www.polk.bncollege.com), or via the “Shop Textbooks” button on the PASSPORT schedule of classes.

College-Level Communication and Computation Skills

State Rule 6A-10.030 does not apply to this course.

Student Help

The professor is available for help during posted hours, and the student is encouraged to seek assistance whenever it is needed. To further the educational process, the Learning Resources Centers, comprised of the campus Teaching/Learning and Computing Centers (TLCCs), JD Alexander (JDA) Student Success Center, and campus libraries, are available for student use. Each resource provides qualified staff and up-to-date equipment and facilities to promote academic success. The TLCCs and JDA Student Success Center provide tutoring services, computing resources, and other instructional support. The library provides information resources, individual and group study space, research assistance, information literacy instruction, and computing resources. Each facility provides free wireless access to the Internet. The Polk State College Library, Student Success Center, and TLCC hours of operation and tutoring schedules are posted at each facility and on the College’s website.

Withdrawing From a Course

A student may officially withdraw from a course during any given term, provided he or she follows the appropriate policy and procedure. Following the conclusion of the Drop Period, a student may officially withdraw from any course without receiving a grade, provided this is done before the published withdrawal deadline. The published deadline reflects approximately (but no more than) 70% of the term, based upon the course’s scheduled duration. It is the student’s responsibility to submit these withdrawal forms; failure to do so may result in a grade of F in the course. Under the Forgiveness Policy, a student is allowed only three attempts in any one course: one initial enrollment and two repeats. A student is not allowed to withdraw from a third course attempt. Limited-admission programs may have specific guidelines regarding course withdrawal that vary from this policy; these guidelines are listed in each specific program’s handbook.

If a student stops attending class, the grade earned (usually an F) is assigned and posted. Prior to withdrawing from a course, the student should consult with the Financial Aid Office to determine what impact, if any, course withdrawal may have on his or her financial-aid status. A student cannot use course withdrawal to avoid academic dishonesty penalties. A student who is engaged in processes related to academic dishonesty in a course is not eligible to withdraw from the course.

Repeating a Course

Under the Forgiveness Policy, a student is allowed only three attempts in any one college-credit course: one initial enrollment and two repeats. Under certain circumstances, a student may petition to repeat a credit course beyond the third attempt. Limited-admission programs may have specific guidelines regarding course repeats that vary from this policy; these guidelines are listed in each specific program’s handbook. The student should be aware that repeating a course may result in a higher course cost. A course cannot be repeated unless the previously earned grade is a D, F, or W (the Polk State College Catalog provides further details regarding this process). Prior to repeating a course, the student should consult with the Financial Aid Office to determine what impact, if any, repeating the course may have on his or her financial-aid status.

Academic Dishonesty

The student is responsible for his or her work. It is assumed that each student is honest and abides by this standard; however, in the event that there is an indication or suspicion of cheating or plagiarism, the situation is dealt with in accordance with the published College policy. Copies of this policy are available in the Student Services Office. More specific information regarding academic dishonesty can be found in the instructor’s Course Syllabus.

Information Technology Access/Use Policy

The information technology resources provided by Polk State College (including, but not limited to, telephones, computers, the Polk State Local Area and Wide Area Networks, and the Internet) must be used for academic purposes only. Use of these resources is a privilege, not a right. Inappropriate use can result in revocation or suspension of this privilege.

Equal Access/Opportunity

Polk State College is an equal access/equal opportunity institution committed to excellence through diversity in education and employment. The College complies with all state and federal laws granting rights to students, employees, and applicants for employment or admission to the College. Polk State College does not discriminate on the basis of race, color, national origin, ethnicity, sex, age, religion, sexual orientation, marital status, veteran status, genetic information, disability, or pregnancy in its programs, activities, or employment.

The following person has been designated to handle inquiries regarding non-discrimination policies:
Valparisa Baker
Director of the Office of Equity, Diversity, and Inclusion (Title IX Coordinator)
999 Avenue H NE
Winter Haven, FL 33881
Office: WAD 227
Telephone: (863) 292-3602
e-mail: vbaker@polk.edu

Equal Opportunity For Students With Disabilities

The College complies with The Americans with Disabilities Act and provides equal educational opportunity for qualified individuals. A student with a disability who requires special accommodations or auxiliary aids under The Americans with Disabilities Act (ADA) should contact the Coordinator or Director of Disability Services.

Note: Limited-admission programs may have performance restrictions that apply. Restrictions (where applicable) are outlined in each program’s student handbook.

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