child development associate school of continuing … · 3 hour lecture course / 3 hour computer lab...

Child Development Associate

School of Continuing Education

CDEC 2024 – Child Development Associate III

CRN# 70561

AVANCE-Jensen Drive Room # 2 | 9:00am – 3:00pm | Saturday

04/18/2015 - 06/06/2015

3 hour lecture course / 3 hour Computer Lab 48 hours 4.8 CEU’S

Instructor:

Mary Montgomery

Instructor Contact Information:

[email protected]

Office location and hours

Please feel free to contact me concerning any problems that you are experiencing in this course. You do not need

to wait until you have received a poor grade before asking for my assistance. Your performance in my class is

very important to me. I am available to hear your concerns and just to discuss course topics.

Course Description

CDEC 2022 is a continuation of CDAI and CDA II that provides instruction on fundamental skills needed in

working with young children and their families;

1. provides students with opportunities to participate in assessing their strengths, knowledge and weakness

in each of the 13 functional areas;

2. provides students with opportunities to utilize skills in writing, speaking, teamwork, time management,

creative thinking and problem solving.

Prerequisite CDA I and CDA II

High School Diploma or GED

Course Goal

Upon completion of this course the student will successfully:

1. Master course content through activities, examinations, projects, quizzes and handouts. 2. Engage in class activities and discussions, and be able to apply learned knowledge to common –life

experiences.

Student Learning Outcomes

The student will be able to:

1. Explain methods to establish and maintain a safe, healthy learning environment.

2. Identify methods to advance physical and intellectual competence.

3. Describe ways to support social and emotional development.

4. Describe techniques used to provide positive guidance.

Learning Objectives

Students will continue the study of:

1. Requirements for the Child Development Associate National Credential (CDA).

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2. Understand the six functional areas of study: safe, healthy, learning environment, self, social, and

guidance. 3. Understand the importance of a professional code of ethics and the legal

responsibilities of teachers. 4. Understand the Texas Child Care Minimum Standards 5. Review Texas Family Code, Title 5 6. Examine diversity in the classroom with consideration on culture, gender and

special needs.

SCANS or Core Curriculum Statement and Other Standards

This course is designed to help individuals decide whether teaching young children ages 0 to 5 years old could be

a satisfying career for them. Information concerning basic skills, thinking skills, personal qualities, resources,

information, interpersonal skills, systems and technology skills of education and educator’s rewards and

challenges of teaching is presented.

NAEYC

TECECD

S HSCKS

1. Identify methods to advance physical and intellectual competence. 4a, 4b 1 P1

2. Describe the CDA process. 5a, 5c, 5d 8

3. Develop general observation skills. 3a, 3b, 3c 7 P3

4. Summarize basic child growth and development. 1a, 1b 1 P1

5. Explain methods to establish and maintain a safe, healthy learning environment. 4c, 4d 2 P2

6. Describe ways to support social and emotional development. 1a, 1b 1 P1

7. Describe techniques used to provide positive guidance. 1b 4 P4

8. Utilize skills in writing, speaking, teamwork, time management, creative thinking,

and problem solving. SS3, 335

NAEYC Supportive Skills -The student will write competency goals for the Child Development Associate

credential portfolio requirements (SS3) and will set goals for completion of Child Development Associate

credential (SS1).

For a complete list of all standards visit HCC Central College Learning Web http://learning.cc.hccs.edu/Courses/

NAEYC – National Association for Education of Young Children Standards for Early Childhood

Professional Preparation Associate Degree Programs

TECECDS – Texas Early Care and Education Career Development System

HSCKS – Head Start Core Knowledge and Skills for Practitioners

http://learning.cc.hccs.edu/courses/

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SCANS Competencies:

1

3

0

3

1

3

1

1

1

3

1

3

1

3

1

7

1

3

1

8

1

3

1

9

1

3

2

1

1

3

2

3

1

3

5

4

1

3

5

6

1

3

5

7

1

3

5

8

1

3

5

9

1

3

9

3

2

1

8

6

2

2

8

6

2

3

2

2

2

3

2

4

2

3

2

6

2

3

2

8

2

3

4

1

2

3

8

0

Basic Skills X X X X X X X X

Thinking Skills X X X X

Personal

Qualities X X X X X X X X X X X

Resources X X X X X

Information X X X X X X X X X

Interpersonal X X X X

Systems X X X X

Technology X X X X

Basic Skills: The student will write competency goals for the Child Development Associate credential portfolio

requirements (writing).

Personal Qualities: The student will set goals for completion of Child Development Associate credential (self-

management) and demonstrates NAEYC code of ethics (integrity/honesty).

Instructional Methods

CDEC 2024

As a student wanting to learn about the field of child development, it is your responsibility to read the textbook,

submit assignments on the due dates, study for the exams, participate in classroom activities, attend class, and

enjoy yourself while experiencing the real world of infant to preschool.

As I believe that engaging the students in the learning is essential for teaching to be effective, you will spend the

majority of class time involved in collaborative activities. You will be involved in discussions with your

classmates and your instructor. As you will want to contribute to these discussions, you will need to come to

class prepared to discuss, analyze and evaluate information from your text and other assigned readings.

Student Assignments

Assignments have been developed that will enhance your learning. To better understand a topic, you will be

given assignments on key information that you will need to remember for your success in your career as an

educator. Students will be required to successfully complete the following:

Quizzes and Exams

All quizzes and exams will begin at approximately 9:30am. Quizzes/exams will be timed and will be collected at

the end of the designated time. Therefore, arrive on time.

Multiple Choices, true/false and open ended questions through group discussion from assigned chapters which

includes knowledge and comprehension questions from text book, scenarios of ethical dilemmas and true or false

type questions. I may administer pop-quizzes. The student may earn additional points added to final exam or final

grade for each pop-quiz.

Final Exam

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The final exam will consist of multiple choice questions, True /False statements and Student Learning Activities

to apply knowledge learned from chapters 9-13. Questions will include knowledge and comprehension of Skills

for Preschoolers.

Field Study

Students are required to complete 16 hours of observation in a center-based child care, Head Start program and /

or Prekindergarten setting. A field experience agreement and document log will be provided.

You must submit a signed, activities and hours completed sheet. In addition, you will also have weekly checklists

and/or assignments to complete during your observation period.

CDA application, number of clock hours to record by course

Content Area Number of

Hours Course WCEM Course Name

1. Planning a safe, healthy, learning environment 24 CDEC 2022 CDA II

2. Steps to advance children’s physical and intellectual

development

16 CDEC 1017 CDA I

3. Positive ways to support children’s social and

emotional development

24 CDEC 2022 CDA II

4. Strategies to establish productive relationships 16 CDEC 2024 CDA III

5. Strategies to manage an effective program operation 10 CDEC 2024 CDA III

6. Maintaining a commitment to professionalism 16 CDEC 2024 CDA III

7. Observing and recording children’s behavior 16 CDEC 1017 CDA I

8. Principles of child development and learning 16 CDEC 1017 CDA I

*Some hours may overlap within CDA I, II and III.

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Course Content Calendar:

Week 1 – April 18, 2015

Time Assignments/Tests/Projects/Lecture/Videos/Lab/Other Handouts

9:00 – 9:30 Hot Topic: Current social activities on preschoolers

9:30-10:30 Introduction: CDA III-Review course requirements

Continuation of CDA I: Review Chapters 4,5,6,7, & 8

Syllabus

12 principles of Child

Development and Learning

10:30-11:00 Developmental Appropriate Practices for Young Children (DAP)

Overview of teaching strategies

10 effective DAP teaching

strategies

11:00-12:00 Video clips: PBS kids Thomas & Friends for children ages 2-5 as

they develop important social-emotional skills and helps to build

an early foundation for preschoolers’ success.

Students will participate in group and individual activities

12:00-12:30 Break/

12:30-1:00 Continue working on Competency Statement III

Progress Conference: Sign up for a 20 minute time slot for

reviewing portfolio.

1:00-3:30 Computer Lab- Continue collecting resources for portfolio

Assignment: Read chapter 9 and prepare for discussion.

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Course Content Calendar Week 2 – April 25, 2015


9:00-9:30 Hot Topic: Current events on Preschoolers

9:30-10:15 Lecture: Chapter 9 Promoting Social Skills

General Objective: To help children develop the social skills of interacting in

harmony with others.

10:15-11:00

Framing Activity: Make a machine. Divide the class into groups of three or

four students. Challenge each group to think of a machine and to “build it”

using all their members. Each group will then pantomime the actions of their

machine, and the rest of the class will guess what it is. Ask students to reflect

on how this activity illustrates what it takes to work with other people.

Suggest that young children don’t yet know how to cooperate and work

together. This activity is meant to help students understand what young

children are going through as they learn, over many experiences, how to work

together with others.

Framing

Activity

11:00-12:00 Video Clip: Early Years in Action-Personal, Social, and Emotional

Development

12:00-12:30 Break

12:30-1:00 Ethical Social Dilemma: Role- play the ethical dilemma at the end of the

chapter, choosing roles of Rinaldo, his mother, the teacher, and the program

director. Afterwards, discuss this dilemma using the NAEYC Code of Ethical

Conduct to suggest how the program should respond. Ask for class comments.

1:00-1:30 Review Observation: Figure 9.1 Social Skills Checklist (pg. 232) Fig. 9.1

1:30-3:30 Computer Lab: Continue collecting resources for professional portfolio

Utilize: skills in writing, speaking, and teamwork

Read: Chapter 10-Providing Guidance

Assignment: Study the Partner’s Play Categories

Make observation of several children, looking for and recording each of the 6

categories of play described by Parten that each child is demonstrating as he

or she plays. Take several digital photos of each child and show to class in a

power point presentation. Pg. 234 (Due May 2, 2015)

Partner’s Play

Categories

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Course Content Calendar

Week 3 – May 2, 2015


9:00 - 9:30 Hot Topic:

9:30 - 10:15

Lectures: Chapter 10 Providing Guidance

(using positive preventive measures to help children eliminate

inappropriate behavior).

Pyramid Model Consortium (video)

The Pyramid Model for Supporting Social Emotional

Competence in Infants and Young Children

Preventing

Challenging

Behavior in

young

Children:

Effective

Practices

10:15-10:45 NAEYC Criteria for Teaching Standard

Describe how you would meet the following standard:

3.A.05 Teachers work to prevent challenging or disruptive behaviors

through environmental design and engaging activities.

10:45 – 11:30 Review: Partner’s Play theory(Due)

11:30 – 12:00 Small Group: #3 Each group member will decide on whether to be pro

or con on the issue of using a time-out chair in a preschool classroom.

(Why?) Pg. 268

12:00-12:30 Break

12:30-1:00 Framing Activity: Behavior challenges. Ask the class to brainstorm a

list of all the things the children in their care do that annoy them.

Reassure students that all of these issues will be addressed during this

unit on guidance. Doing this tends to reduce students’ anxiety about the

behavior challenges that are of great concern in child care settings. At

the end of the class session on guidance, return to this list and review

what students have learned about handling each challenge effectively.

1:00-3:30 Computer Lab: Continue collecting resources for professional

portfolio.

Utilize skills in writing, speaking, and teamwork.

Wrap –Up Activity: Complete the competency statement for functional

area 9 and start functional area 10.

Assignment: Observe in a classroom noting children’s behavior for

three days different days. Take digital photos if allowed. If any

disruptive behavior occurs try to determine its cause by referring to

Figure 10.1 and tell how you would eliminate this disruptive behavior.

Write up results and report to the class. (Due: May 9,2015)

Figure 10.1

Room

Arrangement

Check list

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Week 4 – May 9, 2015


9:00 - 9:30 Hot Topics

9:30 -10:30 Continuation on Providing Guidance: Teacher’s responsibility

Understands the difference between guidance and discipline

Anticipates disruptive behavior & arranges classroom to prevent it

Sets limits & involves children in rule-making focuses on positive

behavior to eliminate inappropriate behavior

10:30-11:00 Review outline on: Opening Up your Own Child development Center

Present in power point (Due June 6,2015)

11:00-12:00 Ethical guidance dilemma: Role-play the dilemma at the end of the

chapter, choosing roles of Rhonda, the teacher, the two girls, their mothers,

and the director. Afterward, discuss this dilemma using the NAEYC Code

of Ethical Conduct to suggest how the program should respond. Open the

discussion to the class. (page 276)

12:00-12:30 Break

12:30-1:00 Video clip: The Center for Evidence-based Practice: Young Children with

Challenging Behavior. www.challengingbehavior.org

1:00-01:30 Wrap Up Activity: Complete the competency statement for functional

area 10(Guidance)

01:30-03:30 Computer Lab: Continue collecting resources for portfolio

Collect resources for Power point presentation(Due June 6,2015)

Check portfolio lay out.

Read Chapter 11 prepare for discussion.

Assignment: Study for Quiz on Chaptes9 & 10

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Week 5 –May 16, 2015


9:00 - 9:30 Hot Topic:

9:30-10:30 Quiz: Chapters 9 &10

10:30-11:00 Class participation: Bingo Game

Teacher’s

Guide

literacy &

language

11:00-12:00

Lecture Chapter 11 promoting Family Involvement

General Objective: To encourage family involvement in center activities

to promote their children’s positive development.

Involving families in participating in children’s programs supporting

families of different makeups,

Building teacher-family relationships through meetings.

Helping parents contribute to child’s welfare while in the program

12:00-12:30 Break

12:30-1:00 Group Activity: Classroom learning centers. Help set up classroom

learning centers (real or virtual) for a family classroom meeting. Make a

poster for each 5 learning centers telling what children learn in each

center, how children use the center, and what a visitor can do in each

center. Share these with the class and ask for suggestions.

Group

Activity:

Classroom

learning

centers.

01:00-1:30 Video: The ABC’s of Parent Involvement

1:30-3:30 Computer Lab: Continue Collecting resources for professional portfolio

Utilize skills in writing, speaking, and teamwork

Assignment: Develop a Parent handbook to be given to parents at the

beginning of the year to help them understand the program and their

involvement. It can contain Figure 11.1 Family Involvement in Children’s

Program that lists ways that parents can contribute as well as Figure 11.3

Parents’ Learning Goals for Children. In addition it can contain

information about the program, how it is supported (funding, sponsors),

ways parents can add to this support, healthful recipes for meals and

snacks, words to songs and finger plays the children will learn, favorite

picture book children like to hear, follow-up activities about the stories,

suggestions for supporting children’s emergent reading and writing at

home, directions for making hand puppets, finger puppets, and book

character dolls, other craft ideas with throw-away items, a calendar of

annual events, names and phone numbers of various community services,

and staff names and phone numbers.

(Due May 30, 2015)

Figure 11.1

Figure 11.3

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Week 6 – May 23, 2015


9:00-9:30 Hot Topic:

9:30-10:30 Lecture: Chapter 12 Providing Program Management

General Objective: To develop an effective early childhood classroom

program based on the needs and interests of the children.

Observes, records, and interprets the needs of the children.

Plans and implements an emergent curriculum based on children’s needs

and interest

Assesses outcomes and arranges follow-up.

10:30-11:00 Group Activity: Divide the class into small groups, and give each one a

lesson plan form. Challenge each group to select a theme for the month

and to develop a weekly lesson plan for a group of preschool children.

Each lesson plan should include the list of materials needed to carry it out.

Have the groups share their lesson plans with the class.

Lesson plan

11:00- 12:00 Each student will design their own curriculum web Curriculum

web.

12:00-12:30

Break

12:30-1:30 Groups will discuss team work from their lesson plan and curriculum

web.

Ethical program management Dilemma. Each group member takes one

of the roles (mother, child, teacher, director) and has a round table

discussion in front of the class, relating your point of view on the matter.

Give several possible possible solutions for the problem, also telling what

you think the results would be for each of the solutions.(More than one

person in the same role is allowed)

1:30-3:30 Wrap Up Activity: Complete competency statements for functional area

11 and 12

Computer lab: collect resources for portfolio

Read chapter 13- Promoting Professional Professionalism (prepare for

discussion.

Prepare presentation for June 6,2015

Utilize skills in writing, speaking, and teamwork.

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Week 7 –May 30, 2015


9:00 - 9:30 Hot Topics

9:30-10:45 Lecture; Chapter 13 Promoting Professionalism

Making a commitment to the early childhood profession.

Behaving ethically toward children, families, and co-workers

Taking every opportunity to improve professional growth

Recognizing the NAEYC standards for professional preparation of early

childhood professionals.

10:45-11:30 Ethical responsibilities

Reread the list of four ethical responsibilities to Children and four

Ethical Responsibilities to Families in Figure 13.4. Find at least one of

the 12 ethical dilemmas in the book chapters that relates to each of these

eight dilemmas. Write up your findings, telling what the relationship is.

Fig.13.4

11:30-12:00 NAEYC video Clip

National Association of Education for Young Children

12:00-12:30 Break

12:30-1:00 Group Activity: Hang five large sheets of chart paper around the room.

Use the following labels (one per sheet) oneach sheet of paper:

“Professional Organizations,” Early Childhood Readings, Conferences

and Workshops, Courses and Degree programs, and Early Childhood

Advocacy. Ask students to take a marker and to add to each sheet how

they have achieved this level of professionalism.

Note: No duplicates, only new ideas should be added. Share the

completed list with the whole class.

1:00-3:30 Computer Lab: Complete research on all resources for portfolio

Study for Quiz on Chapters 11,12,&13

Complete all competent statements for coals 1,2,3,4,5, & 6

Prepare for Power point presentation(due June 6,2015)

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Week 8 – June 6, 2015


9:00 – 9:30 Hot Topics

9:30:10:45 Quiz Chapters 11,12, & 13

10:45-12:00 Opening a Child Development Center

Group I- Individual Power Point Presentation

Group II- Individual Power Point Presentation

12:00-12:30 Break

12:30-01:30 Opening a Child Development Center

Group III Individual Power Point Presentation

01:30- 3:30 Computer Lab: work to gather information for completion of

Professional Portfolio.

Final review of Professional Portfolio

Presentation of completion certificates

*Weekly times may vary based on class size and student’s level of comprehension.

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Instructional Materials

• TEXT: Beaty, J. (2012). Skills for Preschool Teachers (9th Ed.) Upper Saddle River, NJ: Merrill

• The Child Development Associate Assessment System and Competency Standards – visit the Council

website at www.cdacouncil.org to purchase the packet of your credentialing interest.

• National Association for the Education of Young Children. (1997) Developmentally Appropriate

Practices for Early Childhood Programs.-Washington, DC: NAEYC

HCC Policy Statement - ADA

Services to Students with Disabilities

Students who require reasonable accommodations for disabilities are encouraged to report to Dr. Becky Hauri at

713-718-7910 to make necessary arrangements. Faculty is only authorized to provide accommodations by the

Disability Support Service Office

HCC Policy Statement: Academic Honesty

A student who is academically dishonest is, by definition, not showing that the coursework has been learned, and

that student is claiming an advantage not available to other students. The instructor is responsible for measuring

each student's individual achievements and also for ensuring that all students compete on a level playing field.

Thus, in our system, the instructor has teaching, grading, and enforcement roles. You are expected to be familiar

with the University's Policy on Academic Honesty, found in the catalog. What that means is: If you are charged

with an offense, pleading ignorance of the rules will not help you. Students are responsible for conducting

themselves with honor and integrity in fulfilling course requirements. Penalties and/or disciplinary proceedings

may be initiated by College System officials against a student accused of scholastic dishonesty. “Scholastic

dishonesty”: includes, but is not limited to, cheating on a test, plagiarism, and collusion.

Cheating on a test includes:

• Copying from another students’ test paper; • Using materials not authorized by the person giving the test; • Collaborating with another student during a test without authorization;

• Knowingly using, buying, selling, stealing, transporting, or soliciting in whole or part the contents of a

test that has not been administered; • Bribing another person to obtain a test that is to be administered.

http://www.cdacouncil.org/

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Plagiarism means the appropriation of another’s work and the unacknowledged incorporation of that work in

one’s own written work offered for credit.

Collusion mean the unauthorized collaboration with another person in preparing written work offered for credit.

Possible punishments for academic dishonesty may include a grade of 0 or F in the particular assignment, failure

in the course, and/or recommendation for probation or dismissal from the College System. (See the Student

Handbook)

HCC Policy Statements

B.1.8.5 Minors and Relatives on HCC Property

Minors and relatives requiring special care are not permitted on any HCC property unless they are directly

supervised by a parent or legal guardian, or the responsible adult. Minors and relatives of HCC employees

requiring special care are not allowed in HCC work areas. Minors and relatives of enrolled HCC students

requiring special care are not permitted in classrooms unless they are invited by the classroom instructor for

instructional purposes.

A. Attendance Policy

Students are expected to attend all lecture and labs regularly. You are responsible for materials covered during

your absences. Class attendance is recorded. If an absence is anticipated, the student is to make a scheduling

arrangement in advance with the instructor. A student who is fifteen (15) minutes late is considered TARDY and

points will be deducted from attendance. Additionally, if you leave class early, points will also be deducted. It is

the student’s responsibility to keep tract of his/her attendance record and for all assignments, materials,

examinations, etc. missed. In order to receive CEUs (if applicable) and a Certificate of Completion, a minimum

of 80% attendance is required.

B. Dress Code

Students will be expected to attend class and student laboratory clean and neatly dressed to present a professional

appearance.

1. Clothing For safety purposes, students are expected to wear proper clothing, similar to the one used in the workplace.

2. Foot Wear Appropriate footwear will be required in the student laboratory. No sandals or canvas shoes are allowed.

C. Cell Phones and Pagers

Cell phones and pagers are very disruptive to class. They must be turned off or set to mute while in the classroom

or student laboratory.

D. Behavior

Disruptive behavior or any behavior that interferes with any educational activity being performed by the instructor

will not be allowed. Additionally, no student may interfere with his/her fellow students’ right to pursue their

academic goals to the fullest in an atmosphere appropriate to a community of scholars. The following specific

rules will apply throughout the course:

1. Be on time. 2. Be respectful and courteous.

3. Be prepared. 4. Be helpful.

Classroom Behavior / Lab Guidelines

Student behavior should promote a positive learning environment for everyone. Breaks will be determined

based upon classroom activities due to the length of the class meeting time.

• Participant is not allowed to modify the local computers and is prohibited from uploading files or programs.

• Participant is asked to return the computer to its original condition at the end of each class period.

• Students should backup all work on a personal storage device, such as a flash drive, zip drive etc. Any

information saved onto HCC computers may be deleted at any time.

• No food or drinks are allowed in the classrooms or lab.

CRN 63694-CDEC 2022

• Participant is not allowed in the lab without the supervision of instructor or lab aide.

Parking Permits

Students are responsible for displaying a valid HCC parking permit on their vehicle. To get your parking permit, students

need to go to Self Service after logging into the Student System on the HCC Web site, hccs.edu. Once in the Student

Center, click the link “Parking Access” in the Personal Information section located at the bottom of the page. Fill out the

registration form for your parking permit and print the permit. You will need drop by an HCC Police Department office

and pick up a plastic holder. Insert the permit in the holder and display it on the dashboard of your car. The permit is good

for a year.

Access CE Policies on their Web site: http://hccs.edu/CE-student-guidelines

Access Student Services Policies on their Web site: http://hccs.edu/student-rights

Repeat Course Fee

The State of Texas encourages students to complete college without having to repeat failed classes. To increase student

success, students who repeat the same course more than twice, are required to pay extra tuition. The purpose of this extra

tuition fee is to encourage students to pass their courses and to graduate. Effective fall 2006, HCC will charge a higher

tuition rate to students registering the third or subsequent time for a course. If you are considering course withdrawal

because you are not earning passing grades, confer with your instructor/counselor as early as possible about your study

habits, reading and writing homework, test taking skills, attendance, course participation, and opportunities for tutoring or

other assistance that might be available.

HCC Course Withdrawal Policy

Prior to the first scheduled class meeting, students must complete a Drop form in a Campus/Center office. Requests made

after class has begun result in No Refund. Materials fees paid to instructors are not refundable.

Use of Camera and/or Recording Devices

As a student active in the learning community of this course, it is your responsibility to be respectful of the learning

atmosphere in your classroom. To show respect of your fellow students and instructor, you will turn off your phone and

other electronic devices, and will not use these devices in the classroom unless you receive permission from the instructor

Use of recording devices, including camera phones and tape recorders, is prohibited in classrooms, laboratories, faculty

offices, and other locations where instruction, tutoring, or testing occurs. Students with disabilities who need to use a

recording device as a reasonable accommodation should contact the Office for Students with Disabilities for information

regarding reasonable accommodations.

Course Requirements and Expectations

As your Instructor, it is my responsibility to:

• Provide the grading scale and detailed grading formula explaining how student grades are to be derived

• Facilitate an effective learning environment through class activities, discussions, and lectures • Description of any special projects or assignments • Inform students of policies such as attendance, withdrawal, tardiness and make up • Provide the course outline and class calendar which will include a description of any special projects or

assignments

• Arrange to meet with individual students before and after class as required

To be successful in this class, it is the student’s responsibility to:

• Attend class and participate in class discussions and activities • Read and comprehend the textbook • Complete the required assignments and exams • Ask for help when there is a question or problem

http://hccs.edu/CE-student-guidelines

http://hccs.edu/student-rights

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• Keep copies of all paperwork, including this syllabus, handouts and all assignments • Register for HCC Student Email Address • Obtain HCC parking permits

• Purchase Flash Drive, a pack of 25-50 clear sheet protectors, 3” binder for your professional portfolio, 9

divider tabs, 1 ream of copy

Participant Assessment

Your instructor will conduct quizzes, exams, and assessments that you can use to determine how successful you are at

achieving the course learning outcomes (mastery of course content and skills) outlined in the syllabus. If you find you are

not mastering the material and skills, you are encouraged to reflect on how you study and prepare for each class. Your

instructor welcomes a dialogue on what you discover and may be able to assist you in finding resources on campus that

will improve your performance.

Assessment Point Value

Attendance 80

Class Participation 80

Exams 100

Final Grading Scale

100-90=A

89-80=B

79-70=C

69-60=D

I = Incomplete

W = Withdrawal

COM = Complete

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Mini Research 100

Individual Presentation 100

Professional Portfolio 500

Field Experiences 40

Total 1000

child development associate school of continuing … · 3 hour lecture course / 3 hour computer lab...

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