Collin CollegeInstructor’s Syllabus

Fall 2010Course Number & Section: TECA 1318 BX1

Course Title: Wellness of the Young Child

Course Description: A study of the relationship among the child, family, community and schools, including parent education and involvement, family and community lifestyles, child abuse, and current family life issues. Lab required.

Course Credit Hours: 3 Lecture Hours: 3 Lab Hours (Service Learning): 16

Prerequisite: None

College Repeat Policy: A student may repeat this course only once after receiving a grade, including “W”.

Course Delivery Method: Reading, group projects, discussion, chats, internet resources, video

Instructor’s Information:

Instructor’s Name:

Sharon Hirschy

Office Number: U-148 Preston Ridge Campus

Office Hours: Preston Ridge U148: MW 12-1:00 and TTH 7:30-8:30 am and 9:45-10:45I am also always willing to meet by appointment—just e-mail me!

Contact Information:

Telephone: 972-373-1005 (e-mail is the best way to get me) FAX: 972-881-5700 E-mail: , (Use BLACKBOARD e-mail for all correspondence but emergencies) . E- mail will be answered within 72 hours. Office e-mail: shirschy@collin.edu Website: http://iws.collin.edu/shirschy/ In case of emergencies, contact the Social Sciences Division at 972-881-5800 Lab Instructor: Glenda Strange E-mail: gstrange@collin.edu Phone: 972-881-5944Mrs. Strange is responsible for lab issues. She can be e-mailed in BlackBoard

Class Meeting Times:

Online on your own time. Assignments are subject to due dates as posted.

Class Meeting: Online

Textbooks: Martoz, L., Cross, M., and Rush, J. Health, Safety and Nutrition for the Young Child. 7th edition. Delmar. 2009.

Optional: American Heart Association 2006 Heartsaver CPR This is recommended for students who have not had CPR Collin County Lab Manual (Can be purchased in the bookstore)

Minimum Standards for Child Care Centers (Bookstore or can be downloaded for free from: http://www.dfps.state.tx.us/Documents/Child_Care/Child_Care_Standards_and_Regulations/Centers746.pdf

Course Learning Outcomes and NAEYC Standards: The student will be able to: 1. Describe the basic principles of healthy behavior that influence health promotion and disease

prevention for young children.

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a. The student will describe the relationships between personal health behaviors and individual well-being in young children

b. The student will identify indicators of mental, emotional, social and physical health during childhood

c. The student will describe how the family influences a child’s health d. The student will describe how physical, social, and emotional environments influence a child’s

well being e. The student will describe factors in the local community affecting the well being of children and

families f. Describe symptoms of common childhood health concerns and diseases, communicability,

prevention and reporting requirements as they relate to young children g. Observe health appraisals of children in early childhood settings including child care and public

school. h. Work cooperatively with colleagues and parents to meet individual/special health needs of

children

NAEYC Standard 1

2. Describe universal health precautions. a. List circumstances requiring the use of universal health precautions b. Demonstrate appropriate use of universal health precautions in early childhood settings NAEYC Standard 1 and 4

3. Describe legal implications regarding health. a. Identify agencies with legal or regulatory authority over children’s health issues b. Identify city, county, state and federal health regulations which apply to early childhood settings. c. Identify state and local health guidelines affecting early childhood settings NAEYC Standard 2 and 5

4. Analyze environmental and personal hygiene. a. Describe hygiene principles b. Practice daily environmental and personal hygiene routines with young children c. Provide young children with opportunities to learn about and apply personal health practices d. Practice communicable disease control functions in early childhood settings

This outcome meets the following NAEYC Standards: NAEYC Standard 1and 4

5. Analyze principles of nutrition. a. Describe the role of carbohydrates, proteins, fats, water, vitamins, and minerals in children’s

health b. Describe the Food Guide Pyramid and its application to children’s needs c. Identify criteria for developmentally appropriate feeding practices with children, 0-12 months;12

months-2 years; 3-5 years; 6-12 years d. Discuss nutritional needs of children including special dietary or cultural considerations e. Describe specific methods that are used for planning nutritious meals and snacks for young

children through elementary school f. Describe how nutritional factors may affect children in one or more developmental domains and

the implications for the classroom teacher g. Plan and implement nutrition education activities with children

This outcome meets the following NAEYC Standards:

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NAEYC Standard 1 and 4

6. Evaluate nutrition assessment. a. Discuss the relationship between nutrition and children’s health and well being b. Evaluate menu plans in early childhood settings for nutrients, inclusion of cultural foods, use of food guide pyramid and amounts of foods needed for various ages c. Observe and analyze meal/snack times for children ages 0-12 month; 12 months-2 years; 3-5 years; 6-12 years d. Plan varied, nutritionally balanced diets for young children e. Propose modifications for special dietary needs f. Participate in meal/snack times with children ages 0-12 months; 12 months-2 years; 3-5 years; 6-12 years g. Prepare appropriate nutrition information for families h. Share appropriate nutrition information with families of children ages 0-12 months;12 months-2 years; 3-5 years; 6-12 years This outcome meets the following NAEYC Standards: NAEYC Standard 1, 3, 4

7. Examine regulatory requirements for nutrition. a. Identify city, county, state and federal nutritional regulations which apply to early childhood settings b. Identify state and local nutritional guidelines affecting early childhood settings This outcome meets the following NAEYC Standards: NAEYC Standard 4 & 5

8. Describe the importance of physical fitness. a. Discuss the relationship of health education and physical activity for young children based on current literature. b. Describe appropriate practices in developing, planning, teaching and assessing physical activities for young children c. Prepare appropriate physical activities (movement concepts and motor skills including dance and rhythmic experiences, educational gymnastics, games, fine and gross motor activities as well as individual expression) for young children ages 0-12 months; 12 months-2 years; 3-5 years; 6-12 years d. Identify state and local physical education guidelines affecting early childhood settings This outcome meets the following NAEYC Standards:

NAEYC Standard 1and 4

9. Describe principles of safety as they relate to young children. a. List safety principles as they apply to children ages 0-12 months; 12 months-2 years; 3-5 years; 6-12 years b. Apply safety principles when working with children NAEYC Standard 1 and 4

10. Evaluate regulations regarding child safety. a. Identify organizations and agencies with safety regulations affecting safety in early childhood settings b. Compare safety guidelines and regulations

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c. Evaluate early childhood settings for compliance with safety regulations and guidelines d. Identify and describe reporting procedure when unsafe conditions exist e. Apply regulations and guidelines which ensure the safety of children in care f. Describe ethical and legal responsibilities for child safety NAEYC Standard 1, 4, 5

11. Evaluate safety procedures. a. Explain the relationship between supervision and accident prevention b. Demonstrate safety procedures and practices in early childhood settings including specific situations related to various age groups. (e.g. transportation, field trips, evacuation procedures, etc.) c. Demonstrate appropriate use of first aid procedures in early childhood settings d. Provide young children with opportunities to learn about and apply safety practices e. Evaluate procedures, necessary for the safety of children of various ages and special needs NAEYC Standard 1, 4, 5

12. Evaluate children’s environments for safety. a. Describe most common causes and types of unintentional injuries to children and ways of preventing such injuries b. Describe ways to structure space and time to create safe, developmentally appropriate indoor and outdoor learning environments for children, including those with special needs c. Evaluate indoor and outdoor early childhood environments for safety NAEYC Standard 1and 4

13. Demonstrate skills in computation, record keeping, referrals and resources as they apply to health, nutrition, fitness and safety practices. a. Identify community resources for specific types of referrals related to health, nutrition, fitness and safety b. Complete health, nutrition, fitness and safety records/reports as required in various early childhood settings c. Use computation skills in menu analysis and planning NAEYC Standard 5

Policies and Procedures:

*Paper Formats and Computer Programs* All assignments and papers must be double spaced, in 12 point font for regular text, and with one-inch margins (unless they are brochures or PowerPoints). All papers must be submitted in one of the following word processing or publishing formats: Word Perfect, Microsoft Works, PowerPoint, Publisher or Microsoft Word, Excel, or Access. If you do not have these programs you must use an .rtf file which is a rich text file. You can NOT use specialty programs such as scrapbooking programs, design and graphics programs etc…which I would not be able to read without the software. If a file comes that is NOT in one of these formats, you will receive a 0 for that assignment so be sure you are using one of the above.

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Student Expectations: Attendance/Involvement The key to success in online courses is to work steadily and not wait until the last minute to become involved. There is flexibility in this course in finishing early, but not in finishing late! I do track you, how often you log in, when you go to pages, what you look at and how long, etc…. and this is where I get your participation grade.

Waiting and trying to do all or most of your work the last week or two will result in a lowered or failing grade. Students are expected to log into BlackBoard a minimum of 3 times a week in this web course. I will be counting the times you log in and participate in discussions and chats, what you log into and look at, and the time you spend on the website (yes, BlackBoard gives me that information) and that will go toward your discussion and chat grade. If you have a scheduled time when you will be unable to log in, you will need to let me know by e-mail to BlackBoard and I will not count that time against you. Students are urged to discuss extenuating circumstances with their instructor. I am always willing to work with students who tell me things before they occur and right away after they occur. But I will not make allowances for those who wait until the end of the semester to tell me of problems they have had.

Netiquette, Respect and Professional Conduct: You are in courses that prepare you to be a teacher and a role model for children. You are therefore expected to conduct yourself professionally. Respect is the cornerstone of working with children. You are expected to act and dress in a professional manner when doing your service learning. You are also expected to be polite in e-mail and discussions with your professor and other students.

Course Withdrawal Policy: Students are responsible for officially withdrawing themselves from the course; failure to do so will result in a performance grade of "F". As stated in the COLLIN COLLEGE catalog, “a course in which a grade (including W) has been received can be repeated only one time to replace the grade”. Last Day to Withdraw with a grade of “W” is October 15, 2010.

Repeat Policy: As stated in the COLLIN COLLEGE catalog, "a course in which a grade (including W) has been received can be repeated only one time to replace the grade". You must drop by the census date, September 7, 2010 in order for it not to count as one of your opportunities to take the course.

Possible Changes to Syllabus or Course: This syllabus is intended to be a set of guidelines for this course. Collin College and I reserve the right to make modifications in content, schedule, and requirements as necessary to promote the most effective learning possible within the prevailing conditions affecting the course. Changes will be announced if they are to be made. Changes will only be made in an effort to improve the course and allow students to be more successful.

ADA Statement: It is the policy of Collin College to provide reasonable accommodations for qualified individuals who are students with disabilities. This College will adhere to all applicable federal, state and local laws, regulations and guidelines with respect to providing reasonable accommodations as required to afford equal educational opportunity. It is the student’s responsibility to contact the ACCESS office, SCC-G200 or 972.881.5898 (V/TTD: 972.881.5950) in a timely manner to arrange for appropriate accommodations.

Academic Ethics: The College District may initiate disciplinary proceedings against a student accused of scholastic dishonesty. Scholastic dishonesty includes, but is not limited to, statements, acts, or omissions related to applications for enrollment or the award of a degree, and/or the

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submission as one’s own work material that is not one’s own. Scholastic dishonesty may involve, but is not limited to, one or more of the following acts: cheating, plagiarism, collusion, use of annotated texts or teacher’s editions, and/or falsifying academic records.

Plagiarism is the use of an author’s words or ideas as if they were one’s own without giving credit to the source, including, but not limited to, failure to acknowledge a direct quotation.

Cheating is the willful giving or receiving of information in an unauthorized manner during an examination, illicitly obtaining examination questions in advance, copying computer or Internet files, using someone else’s work for the assignments as if it were one’s own, or any other dishonest means of attempting to fulfill the requirements of a course.

Collusion is intentionally aiding or attempting to aid another in an act of scholastic dishonesty, including but not limited to, providing a paper or project to another student; providing an inappropriate level of assistance; communicating answers to a classmate during an examination; removing tests or answer sheets from a test site, and allowing a classmate to copy answers.

Mandatory Library Tutorial: All students in Child Development and Education courses are required every semester to complete a tutorial on using library databases to access professional articles. The tutorial can be found at http://collin.libguides.com/teachers. You will need to complete the tutorial and the quiz at the end and make copies of the last page to turn in to your professors. You only need to take it once each semester and then turn in copies of the last page to every professor in Child Development as they request. You should submit this online to the

Course Requirements and Method of Evaluation:

Grading Policy and Method of Evaluation: Grades will be provided immediately for quizzes or within two weeks on modules and will be found in the quiz section or in Assignments. Check in the “Assignments” for your grade for each module. All elements of the module grade will be incorporated into one grade found there in “Assignments”. By clicking on the grade there you can find comments.

Labs Projects* 300End of semester lab participation and evaluation 100Exams (8 exams including library/standards exam) 130Participation 50Modules (40 points x 8) 320*CPR Certification 100 TOTAL 1000 Points900-1000 = A800-899 = B700-799 = C650-700 = DUnder 650 = F

• Child Development/Early Childhood Education courses are competency-based, therefore, any student failing the Service Learning/Lab portion of the course, will fail the course. You MUST complete all 16 hours of your lab work in order to get credit. Otherwise, 400 points will be subtracted from your grade. Turning in a lab sheet that has been

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falsified and/or duplicated in any way will automatically result in a failing grade for all labs.

Specific Course Requirements

Modules: There are 8 modules which cover two weeks each (except the last module which is shorter) and they are in BlackBoard under modules. The modules will include the readings and will remind you of the things due during the module. Be sure to print off the checklists on the modules. The modules will also include additional activities that must be completed as each module receives points. Read them carefully and complete each task. Discussions are graded separately and their grades appear on the “My Grades” section. Check the calendar and Assignments section for all due dates.

Chapter Quizzes: There are quizzes for each module. They are graded separately from the modules. They are open book, but have a time limit. You will not have enough time to complete them if you wait until the quiz to read the chapters. They cover both the chapters and the power points. You will not be able to take the quizzes after the due date unless you have a doctor’s note. The last day to take the quiz is posted on the quiz and coincides with the end of the module. If you know ahead of time you will be gone or have difficulty, be sure to take them early. Do not wait until the last day as there are NO makeups for computer problems, etc…I will drop your lowest quiz grade or if you miss one, then that can be your lowest! Be sure that your Popup blocker is off when you take the quiz!

Discussion/Chat “Most modules will have discussions. You will be required to:1. Reply to my initial posting in the discussion postings and then2. Reply to 2 other postings by people in your group. There will be chats that are conducted during the semester on topics that I will define. You will be assigned a group and can decide when they would like to meet for the chats and will let the instructor know. I will let you know later more about a chat. Grading for chat will require that you respond regularly throughout the conversation and that you respond with 2 or more sentences that extend the conversation….NOT, “Yes, I agree” or “I think so too.”

Grading Criteria for Discussions

Your posting will be graded according to the following criteria:

Full Credit Half Credit No Credit

- pose one comment and two responses

- demonstrate excellent knowledge and understanding of question

- comment or response must be a minimum of five complete sentences

- pose one comment and one response

- demonstrate average knowledge and understanding of question

- comment or response must be a minimum of two complete sentences

- did not post comment or response

- did not complete postings by deadline (late postings will receive no credit)

- did not demonstrate knowledge of question- did not comment or respond respectfully

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- comment and response must be respectful

- complete postings by the deadline

- comment or response must be respectful

- complete postings by the deadline

CPR/First Aid RequirementWe offer CPR for free during the orientation that will take place on Saturday. August 28 from 9-2:00. You will need to find a place where you can take CPR if you cannot attend. . Programs are offered through the Red Cross, American Heart Association but they do cost. It is YOUR responsibility to find someone to certify you. IT IS A REQUIREMENT! You cannot pass this course without your certification. If you have already received a certification that is still valid, you can send me a copy. When you have your certification you can fax it to me or you can take a picture of it and send it digitally to your instructor. If you are taking it with us, you won’t need to do anything.

LabsThere are lab assignments for this course that can be done at the Spring Creek Campus. You will need to go attend one of the mandatory orientations. You only fill out one set of forms per semester and all are turned in at the orientation or lab school. You must arrange a regular schedule with the lab school when you want to observe which is done during the orientation. If, for some reason, you are not located near campus to attend, you MUST contact our lab instructor, Glenda Strange right away and she can assist you in setting up a lab experience in a public school setting or NAEYC accredited program.

The labs require 16 hours of direct observation/participation. You must complete all 16 to pass the course. You will complete a lab hour sheet which will be signed by the lab teacher every time you go to the lab. If you do not get it signed while you are there, you will have to repeat the hour. If you lose your sheet you will have to redo that time, so be sure you make copies from time to time.

You will also have the teacher complete an evaluation of you at the end of the semester.You will need to do more than just watch the children---you will be involved with them as well. There is a lab orientation video that must be watched by everyone. A form is in the lab packet for you to have the librarian sign that you watched the video. Lab signups begin the second week of classes. Do NOT procrastinate.

Lab Project 1: Health Game or Activity (100 points) Project Description: This project relates to Syllabi Student Learning Outcomes 1 a and 4 a-c and Sub-Standard 4d. Develop a game or activity for an age group (infants, toddlers, preschool or school-age) that will teach personal hygiene or communicable disease control. The game MUST be developmentally appropriate (see the Bredekamp and Copple text, Developmentally Appropriate Practice.) It can be a board game, a fingerplay, song, puppet show, story (you must write it), music and movement activity or another appropriate activity to teach this concept. The activity will be demonstrated and evaluated in class with your peers as well as with a classroom of children. A. The name of the activity.

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B. Objectives indicating the outcomes of the activity as related to specific hygiene principles. (For example, in this activity each child will demonstrate appropriate hand washing.)

C. A list of all materials needed to conduct the activity. D. The amount of time needed for the activity. E. Steps involved in conducting the activity. F. A minimum of three (3) books related to this topic that would be age appropriate for the children and has been published in the last ten years. G. List two (2) follow-up activities you can do to reinforce the concepts with the children. H. An evaluation of your activity as it was done with the children including how it went, how the health behaviors you worked with contributed to the well-being of the children, what you might change and how it was developmentally appropriate and which of the DAP principles to which it relates.

You must spend two (2) hours at your lab site and part of this time you will be playing your game or doing your activity with the children at the site.

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TECA 1318

Name: _______________________________________ Points: ____________Health or Hygiene Game Rubric

Develop a game or activity for an age group (infants, toddlers, preschoolers or school-agers) that will teach personal hygiene or health concepts. It can be a board game, finger play, song, puppet show, story (you must write your own), music and movement activity or another appropriate activity to teach this concept. The activity will be presented in a classroom of children and evaluated by a supervising classroom teacher.

Good20 points

Fair10 points

Poor2 points

Three objectives Three excellent objectives that begin with an action verb and are measurable

Two or three objectives which are

not measurable

One or no objective

Three children’s books

Three excellent children’s books

relating to hygiene or health published within the past ten years with author, publisher and brief

summary

Two or three children’s books

relating to hygiene or health published within the past ten

years.

One or no children’s books relating to

your topic

Two follow-up activities

Two follow-up activities to reinforce the hygiene or health

concept with the children plus a

detailed procedure for each activity

Two follow-up activities to reinforce the hygiene or health

concept

One or no follow-up activity to reinforce

your topic

Good40 pts

Fair20 pts

Poor5 pts

Evaluation of Activity

Evaluation of presented activity including how the hygiene or health

concept contributed to the well-being of the children, how it

was developmentally appropriate, what you would do to

change it and teacher evaluation

with all 4 or 5’s

Evaluation of presented activity including how the hygiene or health

concept contributed to the well-being of the children, how it

was developmentally appropriate, what you would do to

change it and teacher evaluation

with two to three 1, 2 or 3’s

No evaluation of presented activity

and/or activity was not developmentally

appropriate

Comments:

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Key Assessment for Capstone ProjectThis assignment should be completed and kept as part of your portfolio which is required as part of the capstone course for the AAS degree. It can be kept in a portolio notebook, file or e-portfolio.

Lab Project 2: Nutrition Instructional Packet (100 points) NAEYC Standard 1: Promoting Child Development and Learning b. Students know and understanding the multiple influences on development and learning. NAEYC Standard 4: Teaching and Learning c. Students understand content knowledge in early education NAEYC Standard 5: Becoming a Professional d. Students integrate knowledgeable, reflective, and critical perspectives on early education NAEYC Supportive Skills Supportive Skill 3: Written and verbal communications skills Supportive Skill 4: Making connections between prior knowledge/experience and new learning Supportive Skill 5: Identifying and using professional resources Syllabi Objectives: This project relates to Syllabi Objectives 1.a, 1.c., 1.h., 5. b-g, 6.a.,e, g, h., 7.a.,b. Project Instructions: Develop an instructional packet, PowerPoint, video, brochure or other media that could be used to train a new employee in working with nutrition and young children. You will need to use a minimum of 1 article (must be from a professional journal, 1 book and 1 website that ends in edu or .org. Specify what age group the employee will work with (infants, toddler or other). The training product must include: A. Family influences and social aspects, including special dietary and cultural considerations of child feeding practices B. How the food guide pyramid and TDFPS Minimum Standards apply to these children’s nutritional needs. C. Identify criteria for DAP feeding practices as identified in your Developmentally Appropriate Practices text. D. Include information that this new employee could provide to families on appropriate feeding practices. E. How nutrition affects the different developmental domains of children in this age group and implications for the new employee. F. A bibliography of sources using the APA format.

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TECA 1318 Nutrition Instruction Packet Assessment RubricStudent Name: Semester:

StandardsLevels of Mastery

Meets or Exceeds All Expectations Meets Most Expectations Meets Few or No Expectations Student Self-Assessment Instructor Points

1b. Students know and understand the multiple influences on development and learning.

Student project includes clear, thorough and complete description of 3 family influences; 3 social aspects; 3 special dietary considerations, and 3 cultural considerations of child feeding practices. Gives age group of children (12-15 pts.)

Student project includes clear and complete description of 2 family influences; 2 social aspects, 2 special dietary considerations, and 2 cultural considerations of child feeding practices. (9-11 pts.)

Student project includes unclear, and/or incomplete description of family influences social aspects; special dietary and cultural considerations of child feeding practices; or these components are missing. (0-8pts.)

4c. Students understand content knowledge in early education

The student demonstrates 3 ways the food guide pyramid applies to children’s nutritional needs. (12-15 pts.)

The student demonstrates 2 ways the food guide pyramid applies to children’s nutritional needs. (9-11 pts.)

The student is unable to clearly and/or effectively demonstrate how the food guide pyramid applies to these children’s nutritional needs. (0-8 pts.)

The student explains 3 ways Texas state minimum standards apply to these children’s nutritional needs. (12-15 pts.)

The student explains 2 ways Texas state minimum standards apply to these children’s nutritional needs. (9-11 pts.)

The student is unable to clearly and/or effectively explain how Texas state minimum standards apply to these children’s nutritional needs. (0-8 pts.)

As part of their product, the student is able to demonstrate 3 criteria for DAP feeding practices. (12-15 pts.)

As part of their product, the student is able to demonstrate 2 DAP feeding practices. (9-11 pts.)

As part of their product, the student is unable to clearly and/or effectively demonstrate criteria for DAP feeding practices. (0-8 pts.)

5d. Students integrate knowledgeable, reflective, and critical perspectives on early education.

Within their product, the student has offered a minimum of 3 examples of Information that this new employee could provide to families regarding appropriate feeding practices. (12-15 pts.)

Within their product, the student has offered 2 examples of Information that this new employee could provide to families regarding appropriate feeding practices. (9-11 pts.)

Within their product, the student has not offered clear or effective examples of Information that this new employee could provide to families regarding appropriate feeding practices. (0-8 pts.)

The student is able to demonstrate that their knowledge of the developmental domains of children in the age group is detailed and complete, and student cites 3 ways in which nutrition affects EACH of the different developmental domains of children (social, emotional, cognitive, and physical). (12-15 pts.)

The student is able to demonstrate that their knowledge of the developmental domains of children in the age group is detailed and complete, and student cites 2 ways in which nutrition affects EACH of the different developmental domains of children (social, emotional, cognitive, and physical). (9-11 pts.)

The student is unable to demonstrate that their knowledge of the developmental domains of children in the age group is detailed and complete, and student fails to completely/effectively cite ways in which nutrition affects the different developmental domains of children (social, emotional, cognitive, and physical). (0-8 pts.)

Supportive Skills Meets or Exceeds All Expectations Meets Most Expectations Meets Few or No Expectations Student Self-

AssessmentInstructor

Points

Supportive Skill 3.2 Technologically literate

The technology used by the student is user-friendly with a simple layout and gives adequate information (3-5 pts)

The technology used by the student is partially user-friendly with a complicated layout and gives only some information(2-3 pts)

The technology used by the student is not user-friendly and gives incomplete information(0-1pts)

Supportive Skill 5: Identifying and using professional resources

At least 1 appropriate professional journal article, 1 book, and 1 website that ends in “.edu” or “.org” was used to prepare presentation. (4-5 pts.)

The presentation includes some of the following: 1 appropriate professional journal article, 1 book, and 1 website that ends in “.edu” or “.org” was used to prepare presentation. (2-3 pts.)

Less than one appropriate professional journal article, 1 book and/or 1 website that ends in “.edu” or “.org” was used to prepare presentation. (0-1 pts.)

TOTAL (100 Points Possible ):Professor Comments:

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Lab Project 3: Food Preparation Activity (100 points) Project Description: This project relates to Syllabi Student Learning Outcomes 6 f and NAEYC Sub-Standard 4d. Develop a cooking activity for an age group (infants, toddlers, preschooler or school-age) that will teach nutrition education. The activity MUST be developmentally appropriate (see the Bredekamp and Copple text, Developmentally Appropriate Practice.) The activity will be demonstrated and evaluated in classroom of children. The activity will be scheduled at least a week ahead of time with the lab school teacher.

A. The name of the activity and domain of development to which the activity relates. B. Objectives indicating the outcomes of the activity as related to specific nutritional principles and which nutritional concepts are being reinforced. C. A list of all materials needed to conduct the activity. D. The amount of time needed for the activity. E. Steps involved in conducting the activity. F. A minimum of three (3) books related to this topic that would be age appropriate for the children and has been published in the last ten (10) years. G. List two (2) follow-up activities you can do to reinforce the concepts with the children. H. An evaluation of your activity as it was done with children including how it went, how the nutrition concepts you presented contributed to the well-being of the children, what you might change, and how it was developmentally appropriate and which of the DAP principles to which it relates. I. An evaluation by the classroom teacher of your activity including three (3) things you did well and three (3) ways you could improve. You need to give or fax a copy of the evaluation to your Instructor and your Instructor will give it to the Lab Instructor. The fax number is 972-881-5700. You must spend three (3) hours at the lab site.

Guidelines for food activities with the children in the Collin Lab SchoolFirst, complete your Activity Plan form. Bring your completed Activity Plan form to the classroom teacher where you will be doing your activity. If they approve it, you can then sign up for a time to do your activity with the children. (Helpful Hint: Do not wait until the day before your activity to sign up.) Sign up in the classroom where you will be doing your lab. On the day of your activity, arrive early enough to be prepared to start on time. Enjoy yourself!

Good questions to ask yourself about your food preparation activity:Is the food and the activity age appropriate?Is the food nutritious?Are there any food allergies or restrictions in the classroom?What is the goal of the activity?What will the children learn?Have I carefully read the assignment and fully understand it?

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Lab School Food Policies

All foods must be brought in their original un-opened packaging. There are no exceptions to this. Even if you are only going to use a portion of the package, bring the whole unopened package. (You can take the rest home with you when you are done if you want). If you are using fruit or vegetables, you must bring them in whole. If they come from the store in a package (such as packaged salad or strawberries), bring them in that package.

We do not ever allow the following foods due to choke and/or allergy risk:

Hot Dogs Whole or Sliced Into Rounds Whole Grapes CandyNutsSeedsRaw PeasDried Fruit (including raisins in the Infant and Toddler Rooms)PretzelsChips (Such as hard tortilla chips)PeanutsPeanut Butter PopcornMarshmallows

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TECA 1318Name: _______________________ Points: ______

Food Preparation Activity RubricDevelop a food preparation activity for an age group (infants, toddlers, preschoolers or school-agers) that will teach nutrition education. The activity MUST be developmentally appropriate.

Good20 pts

Fair10 pts

Poor2 pts

Three objectives Three excellent objectives that begin with an

action verb and are measurable

Two to three objectives which

are not measurable

One or no objectives and if objective it’s not

measurable

Three children’s books

Three excellent children’s books relating to food preparation or

nutrition published within the past ten years with author, publisher and brief

summary

Two or three children’s books relating to food preparation or

nutrition published within the past ten

years

One or no children’s books relating to food preparation or

nutrition

Two follow-up activities

Two follow-up activities to

reinforce the food preparation or

nutrition concept plus a detailed

procedure for each activity

Two follow-up activities to

reinforce the food preparation or

nutrition concept

One or no follow-up activity to

reinforce the food preparation or

nutrition concept

Good40 pts

Fair20 pts

Poor5 pts

Evaluation of Activity

Evaluation of presented activity

including how the food preparation or

nutrition concept contributed to the well-being of the children,

how it was developmentally

appropriate and what you would do to

change it plus the teacher evaluation

with all 4 or 5’s

Evaluation of presented activity

including how the food preparation or

nutrition concept contributed to the well-being of the children,

how it was developmentally

appropriate and what you would do to

change it plus the teacher evaluation was

included with two to three 1, 2 or 3’s

Evaluation of presented activity but

not how the food preparation or

nutrition concept contributed to the well-

being of the children or how it was

developmentally appropriate plus no teacher evaluation

Comments:

15

1318 Fall 2010 Online ScheduleAll module assignments are due by 11:00 p.m. on the night before the beginning of the new module! This is

a tentative schedule and I reserve the right to change dates (only to a later time) and to e-mail those changes without changing it in other locations except the calendar. So be sure to check the e-mail and

calendar. Modules Topic and NAEYC Standard Module 1Aug 23-Sept. 6

Introduction and orientationChapters 1, 3, 4

COMPLETE PAPERWORKIntroduction

Module 2Sept. 7-Sept. 20

Chapters 5,6,7Census Date: Sept 8

Health Appraisal and Assessment and Conditions Affecting Children’s Health

Module 3Sept 21—Oct. 4

Chapters 8,9,10 Safety and Managing Injuries and illnessLab 1 due Sep. 27

Module 4Oct. 5-Oct 18

Chapter 2, 12 and 21 Nutrition, Health and Safety Education

Module 5Oct. 19-Nov. 1

Chapters 13,14,15 Foods and Nutrients Lab 2 Due Oct. 25

Module 6 Nov. 2-Nov. 15

Chapter 16, 17, 18 Feeding the Infant, Toddler and Preschooler

Module 7 Nov. 16-Nov. 29 Chapter 19, 20

Planning Meals and Food SafetyLab 3 Due Nov. 22CPR Due Nov. 29

Module 8Nov. 30-Dec 6 Chapter 11 and Legal Issues

Child Abuse and NeglectLegal Issues and Community Resource

Lab hours sheet due Dec. 1No Final!

NAEYC Accreditation Standards

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Standard 1: Promoting Child Development and Learning1a: Knowing and understanding young children’s characteristics and needs1b: Knowing and understanding the multiple influences on development and learning1c: Using knowledge of development to create healthy, respectful, supportive, and challenging learning environments

Standard 2: Building Family and Community Relationships2a: Knowing about and understanding family and community characteristics2b: Supporting and empowering families and communities through respectful, reciprocal relationships2c: Involving families and communities in their children’s development and learning

Standard 3: Observing, Documenting, and Assessing to Support Young Children and Families3a: Understanding the goals, benefits, and uses of assessment3b: Knowing about and using observation, documentation, and other appropriate assessment tools3c: Understanding and practicing responsible assessment3d: Knowing about assessment partnerships with families & other professionals

Standard 4: Teaching and Learning4a: Knowing, understanding, and using positive relationships and supportive interactions4b: Knowing, understanding, and using effective approaches, strategies, and tools for early education4c: Knowing and understanding the importance, central concepts, inquiry tools, and structures of content areas or academic disciplines4d: Using own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum to promote positive outcomesStandard 5: Becoming a Professional5a: Identifying and involving oneself with the early childhood field5b: Knowing about and upholding ethical standards and other professional guidelines5c: Engaging in continuous, collaborative learning to inform practice5d: Integrating knowledgeable, critical & reflective perspectives on early education5e: Engaging in informed advocacy for children and the profession

Supportive SkillsSupportive Skill 1: Self –assessment and self-advocacySupportive Skill 2: Mastering and applying foundational concepts from general educationSupportive Skill 3: Written and verbal skillsSupportive Skill 4: Making connections between prior knowledge/ experience and new learningSupportive Skill 5: Identifying and using professional resources

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