Sistema Universitario Ana G. Méndez School for ... 332 D… · nombre del centro, las...
Transcript of Sistema Universitario Ana G. Méndez School for ... 332 D… · nombre del centro, las...
Sistema Universitario Ana G. Méndez School for Professional Studies
Florida Campuses Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo
ECED 332
Integration and Participation of Family in Infants and Toddlers Care
Centers
Integración y Participación de la Familia en Centro s de Cuidado de Infantes
y Niños Pequeños
© Sistema Universitario Ana G. Méndez, 2009 Derechos Reservados.
© Ana G. Méndez University System, 2009. All rights reserved
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TABLA DE CONTENIDO/TABLE OF CONTENTS
Página/Page
Prontuario ...................................................................................................................... 3
Study Guide ................................................................................................................. 12
Workshop One ............................................................................................................. 20
Taller Dos ..................................................................................................................... 23
Workshop Three .......................................................................................................... 26
Taller Cuatro ................................................................................................................ 30
Workshop Five/Taller Cinco ....................................................................................... 33
Anejo A/Appendix A .................................................................................................... 37
Anejo B/Appendix B .................................................................................................... 39
Anejo C/ Appendic C ................................................................................................... 41
Anejo D/ Appendix D ................................................................................................... 42
Anejo E/Appendix E .................................................................................................... 44
Anejo F/Appendix F ..................................................................................................... 45
Anejo G/Appendix G ................................................................................................... 46
Anejo H/Appendix H .................................................................................................... 47
Anejo I/Appendix I ....................................................................................................... 49
Anejoj /Appendix J ...................................................................................................... 50
Anejo K/Appendix K .................................................................................................... 51
Anejo L/ Appendix L .................................................................................................... 52
Anejo M/ Appendix M .................................................................................................. 54
Anejo N/Appendix N .................................................................................................... 56
Anejo O/Appendix O ................................................................................................... 57
Anejo P/ Appendix P ................................................................................................... 58
Anejo Q/Appendix Q ................................................................................................... 59
Anejo R/Appendix R .................................................................................................... 60
Anejo S/Appendix S .................................................................................................... 61
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PRONTUARIO
Título del Curso: Integración y Participación de la familia con Infantes y Niños
en Centros de Cuido
Codificación: ECED 332
Duración: Cinco semanas
Prerrequisito: Ninguno
Descripción:
Este curso se diseño para desarrollar conciencia en futuros maestros de la importancia
de la familia en el escenario educativo del niño. Adicionalmente, va a cubrir una
reflección sobre el concepto de diversidad en las familias (creencias, grado de
aceptación, multiculturalismo, sexo, respeto y el nivel socio económico). Además,
incluye el diseño, administración y el análisis de los instrumentos de investigación en
centros de cuido, en infantes y los niños en desarrollo.
Objetivos Generales:
El objetivo principal del curso es fomentar el entendimiento de los fundamentos
relacionados al desarrollo de los infantes y niños en los centros de cuido. Además de
identificar los diferentes instrumentos que existen para el desarrollo del conocimiento
científico de las diferentes etapas de desarrollo del infante y niño.
Los objetivos incluidos en el curso son:
1. Demostrar conocimiento del desarrollo del niño en la etapa de la infancia.
2. Demostrar conocimiento de las teorías de desarrollo del niño de acuerdo a Piaget y
Erick Erikson.
3. Identificar la importancia de la familia en el escenario educativo del niño.
4. Discutir y entender los principios éticos en los centros de cuido.
5. Entender las creencias, grado de aceptación, sexo, respeto y el nivel socio
económico de las familias con infantes y niños.
6. Demostrar entendimiento de las experiencias de los niños en los centros de cuido.
7. Diseñar un programa de instrucción para infantes en un centro de cuido.
8. Discutir y tener conocimiento de los aspectos multiculturales en el desarrollo del
niño.
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9. Desarrollar un instrumento de investigación para un centro de cuido de infantes y
niños.
10. Tener conocimiento de las investigaciones que se llevan a cabo con infantes y los
instrumentos de investigación que se utilizan con niños en los centros de cuido.
11. Llevar a cabo un instrumento científico que mida una problemática presentada con
niños ó infantes en un centro de cuido.
12. Enfocarse en las cinco áreas de desarrollo del niño: social, emocional, lenguaje,
cognoscitivo y el desarrollo físico.
Referencias y material suplementario
Gonzalez Mena J. (2009). Child family and Community: Family Centered Early Care
and Education . Fifth Edition, Pearson Columbus Ohio.
Rose E. (2000). A Mother’s Job: The History of Day Care, 1890 – 1960.
Oxford University Press, Oxford New York.
Gonzalez M. and Widmeyer D. ( 2003). Infants, Toddlers and Caregivers: A
Curriculum of Respectful Responsive Care and Education. New York.
Harms T. ( 2000). Infants and Toddlers in out of Home Care. USA.
Evaluación
Criterio Puntuación % Nota
Asistencia y Participación 25 10%
Exámenes 20 10%
Portafolio 30 10%
Diseño de un programa de instrucción para
infantes ó niños de un centro de cuido
25 10%
Póster 25 10%
Observación a niños en centro de cuido 50 10%
Análisis de artículos de investigación 25 10%
Criterios de Lenguaje
Ensayo 50 15%
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Monografía 25 15%
Presentación oral de Instrumento científico 25 10%
Totales 300 100
Descripción de la Evaluación:
Asistencia y Participación : La asistencia y participación a cada taller es obligatoria.
Se atribuirán 5 puntos al final de cada sesión para una suma total de 25 entre ambos
criterios. La puntuación obtenida representará un 10% de la nota final (Ver Anejos A y
B).
Exámenes: Los estudiantes van a ser evaluados en todos los talleres por medio de un
exámen corto. El exámen tendrá un valor de cuatro puntos y va a incluir el material que
se discuta en la clase. Es responsabilidad de cada estudiante estudiar el material
asignado para cada taller.
Portafolio: Los estudiantes tienen que diseñar un portafolio que incluya todos los
trabajos asignados en la clase: ensayo, exámenes, monografía, análisis de artículos,
observación a niños, póster, diseño de un programa de instrucción y todos los
siguientes Anejos: D, E, F, G, H, I, J y K . El portafolio debe ser entregado al facilitador
durante el taller cinco y debe ser dividido por talleres.
Diseño de un programa de instrucción para infantes ó niños : Los estudiantes van a
tener la tarea de diseñar un programa de instrucción para infantes ó niños en un centro
de cuidado. El programa debe ser escrito en inglés, entregado durante el taller cinco y
va a ser dirigido a la enseñanza dentro de un centro de cuido. (Ver los Anejos O y P).
Póster: Cada estudiante tiene la tarea de diseñar un póster que evidencie la estructura
de un centro de cuidado para niños. El póster debe ser original, creativo y en español.
Además debe ser presentado durante el taller cinco (ver Anejo N ).
Observación a niños en centro de cuido: Los estudiantes van a tener la tarea de
observar un centro de cuido de infante y niños. Dentro de la observación deben incluir:
nombre del centro, las cualificaciones del centro, requisitos generales, las reglas de
seguridad, regulaciones y licencias del estado, el programa diario a infantes y niños,
comidas y horario, reglas de uso para el baño, recreación y juegos, disciplina, salud y
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control de infecciones y preparación de los empleados. La observación debe ser
completada durante el taller cuatro en español y va a ser presentada en la clase. (Ver
el Anejo Q y R).
Análisis de artículos de investigación: Los estudiantes van a escribir un análisis
crítico semana de una investigación realizada con infantes ó niños. Además, cada
análisis va a ser escrito de acuerdo al idioma del taller. El facilitador los va a pedir al
principio de cada clase. Cada análisis va a tener un valor de cinco puntos para un total
de 25 puntos de la nota final.
Ensayo: Durante el cuarto taller los estudiantes tienen la tarea de escribir un ensayo
de dos páginas en español que evidencie el maltrato que están expuestos los infantes y
niños en los centros de cuido. El ensayo debe ser escrito siguiendo las reglas de
escritura del Manual de APA (Ver Anejo M ).
Monografía: Cada estudiante va a escribir una monografía de tres páginas en español
sobre los centros de cuidos para infantes y niños. La monografía va a ser entregada
durante el taller cuatro y deber ser escrita siguiendo las reglas de escritura del Manual
de APA (Ver el Anejo C ).
Presentación oral de un instrumento: Los estudiantes van a trabajar en grupo para
desarrollar un instrumento científico que mida una problemática presentada en un
centro de cuido para infantes y niños. El instrumento debe ser diseñado en inglés y va
a ser presentado durante el taller cinco de forma creativa, interactiva y original. Cada
grupo debe de informar al facilitador que tipo de instrumento va a diseñar y la
problemática que va a medir durante el taller dos. Adicionalmente el instrumento tiene
que ser administrado a infantes ó niños de un centro de cuido. (Ver el Anejo L).
Descripción de las Normas del Curso
1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion
Model®” del Sistema Universitario Ana G. Méndez, el mismo esta diseñado para
promover el desarrollo de cada estudiante como un profesional bilingüe. Cada
taller será facilitado en inglés y español, utilizando el modelo 50/50. Esto
significa que cada taller deberá ser conducido enteramente en el lenguaje
especificado. Los lenguajes serán alternados en cada taller para asegurar que
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el curso se ofrece 50% en inglés y 50% en español. Para mantener un balance,
el módulo debe especificar que se utilizarán ambos idiomas en el quinto taller,
dividiendo el tiempo y las actividades equitativamente entre ambos idiomas. Si
un estudiante tiene dificultad en hacer una pregunta en el idioma especificado,
bien puede escoger el idioma de preferencia para hacer la pregunta. Sin
embargo, el facilitador deberá contestar la misma en el idioma designado para
ese taller. Esto deberá ser una excepción a las reglas pues es importante que
los estudiantes utilicen el idioma designado. Esto no aplica a los cursos de
lenguaje que deben ser desarrollados en el idioma propio todo en inglés o todo
en español según aplique.
2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se
preparen antes de cada taller de acuerdo al módulo. Cada taller requiere un
promedio de diez (10) horas de preparación y en ocasiones requiere más.
3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al
taller deberá presentar una excusa razonable al facilitador. El facilitador
evaluará si la ausencia es justificada y decidirá como el estudiante repondrá el
trabajo perdido, de ser necesario. El facilitador decidirá uno de los siguientes:
permitirle al estudiante reponer el trabajo o asignarle trabajo adicional en
adición al trabajo a ser repuesto.
Toda tarea a ser completada antes del taller deberá ser entregada en la fecha
asignada. El facilitador ajustará la nota de las tareas repuestas.
4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las siguientes
opciones:
a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado en
la nota existente.
b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota a
dos por debajo de la nota existente.
5. La asistencia y participación en clase de actividades y presentaciones orales es
extremadamente importante pues no se pueden reponer. Si el estudiante provee
una excusa válida y verificable, el facilitador determinará una actividad
equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el
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mismo contenido y componentes del lenguaje como la presentación oral o
actividad a ser repuesta.
6. En actividades de grupo el grupo será evaluado por su trabajo final. Sin
embargo, cada miembro de grupo deberá participar y cooperar para lograr un
trabajo de excelencia, pero recibirán una calificación individual.
7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no
plagiado. Se debe entender que todo trabajo sometido esta citado
apropiadamente o parafraseado y citado dando atención al autor. Todo
estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea plagiado,
copiado o presente trazos de otro será calificado con cero (vea la política de
honestidad académica).
8. Si el facilitador hace cambios al módulo o guía de estudio, deberá discutirlos y
entregar copia a los estudiantes por escrito al principio del primer taller.
9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo
su correo electrónico, teléfonos, y el horario disponibles.
10. EL uso de celulares esta prohibido durante las sesiones de clase; de haber una
necesidad, deberá permanecer en vibración o en silencio.
11. La visita de niños y familiares no registrados en el curso no está permitida en el
salón de clases.
12. Todo estudiante esta sujeto a las políticas y normas de conducta y
comportamiento que rigen al SUAGM y el curso.
Nota: Si por alguna razón no puede acceder las dire cciones electrónicas
ofrecidas en el módulo, no se limite a ellas. Exis ten otros motores de búsqueda y
sitios Web que podrá utilizar para la búsqueda de l a información deseada. Entre
ellas están:
• www.google.com
• www.altavista.com
• www.ask.com
• www.excite.com
• www.pregunta.com
• www.findarticles.com
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• www.telemundo.yahoo.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
El/la facilitador(a) puede realizar cambios a las d irecciones electrónicas y/o
añadir algunas de ser necesario.
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Filosofía y Metodología Educativa
Este curso está basado en la teoría educativa del Constructivismo.
Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de que,
reflexionando a través de nuestras experiencias, podemos construir nuestro propio
conocimiento sobre el mundo en el que vivimos.
Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales”
que utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es
simplemente el proceso de ajustar nuestros modelos mentales para poder acomodar
nuevas experiencias. Como facilitadores, nuestro enfoque es el mantener una
conexión entre los hechos y fomentar un nuevo entendimiento en los estudiantes.
También, intentamos adaptar nuestras estrategias de enseñanza a las respuestas de
nuestros estudiantes y motivar a los mismos a analizar, interpretar y predecir
información.
Existen varios principios para el constructivismo, entre los cuales están:
1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe
comenzar con situaciones en las cuales los estudiantes estén buscando
activamente construir un significado.
2. Significado requiere comprender todas las partes. Y, las partes deben entenderse
en el contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los
conceptos primarios, no en hechos aislados.
3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes
utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar
dichos modelos.
4. El propósito del aprendizaje, es para un individuo, el construir su propio significado,
no sólo memorizar las contestaciones “correctas” y repetir el significado de otra
persona. Como la educación es intrínsicamente interdisciplinaria, la única forma
válida para asegurar el aprendizaje es hacer del avalúo parte esencial de dicho
proceso, asegurando que el mismo provea a los estudiantes con la información
sobre la calidad de su aprendizaje.
5. La evaluación debe servir como una herramienta de auto-análisis.
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6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las
múltiples perspectivas que existen en el mundo.
7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.
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STUDY GUIDE
Course Title: Integration and Participation of family in Infants and Toddlers
Care Centers
Code: ECED 332
Time Length: Five weeks
Prerequisite: None
Description:
This course was designed to develop conscience to future teachers about the
importance of the family in the educational setting of the child. Additionally, it will cover
a reflection about the diversity concept in the families (beliefs, acceptance,
multicultarism, sex, respect and the socio economic level). Furthermore, it will include
the design, administration, and analysis of the instruments of research in care centers,
infants and children.
General Objectives
The principal objective of the course is to promote the knowledge about the
fundamental aspects related to infants and children development in care centers.
Additionally, to identify the different instruments that are available for the development
of the scientific knowledge of the different infant and child developmental stages.
The objectives of the course are:
1. To demonstrate knowledge about the development of the child at the infancy
stage.
2. To demonstrate knowledge about the developmental theories according to Piaget
and Eric Erickson.
3. Identify the importance of the family in the child educational setting.
4. Discuss and understand the importance of ethical principles in a child day care
center.
5. Understanding of the beliefs, acceptance, multicultarism, sex, respect and the
socio economic level of families with infants and children.
6. Demonstrate knowledge about the experiences of infant and children in day care
centers.
7. Design an instructional program for infants in a day care center.
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8. Discuss and have knowledge of the multicultural aspects in the child
development.
9. Develop a research instrument to be use in a day care center.
10. Have knowledge of the research that is done with infants and children in day care
centers.
11. To develop a scientific instrument that will measure an issue with infants and
children in a day care center.
12. To focus in the five areas of child development: social, emotional, language
cognitive and physical development.
References and Supplemental Material
Gonzalez Mena J. (2009). Child family and Community: Family Centered Early Care
and Education . Fifth Edition, Pearson Columbus Ohio.
Rose E. ( 2000). A Mother’s Job: The History of Day Care, 1890 – 1960.
Oxford University Press, Oxford New York.
Gonzalez M. and Widmeyer D. ( 2003). Infants, Toddlers and Caregivers: A
Curriculum of Respectful Responsive Care and Education. New York.
Harms T. ( 2000). Infants and Toddlers in out of Home Care. USA.
Evaluation
Criteria Puntuation % Grade
Attendance and Participation 25 10%
Tests 20 10%
Portfolio 30 10%
Designing an instructional program for infants
and children
25 10%
Poster 25 10%
Day Care Center Observation 50 10%
Research Articles Critical Analysis 25 10%
Lenguaje Criteria
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Essay 50 15%
Term Paper 25 15%
Oral Presentation About Scientific Instrument 25 10%
Totals 300 100
Evaluation Description:
Attendance and Participation: The attendance and participation is mandatory in each
workshop. The students will be receiving five points at the end of each session for a
total of 25 points between both criterions. The punctuation that each student will receive
will represent 10% of the final grade (See Appendixes A y B ).
Tests: The students are going to be evaluated every Workshops with a test. The test
will have the value of four points and will include all the material that is going to be
discussing in class. Is the student responsibility to study the assigned material and
come prepare to class.
Portfolio: The students are going to design a portfolio that will include all the work
assigned in class such as: essay, tests, term paper, research articles, infant
observation, poster, design of an instructional program and all of the following
Appendixes : D, E, F, G, H, I, J and K. The portfolio must be completed during
workshop five and need to be divided by workshops.
Design of an Instructional Program for Infants and toddlers : The students are going
to design an instructional program for infants and children in a day care center. The
program must be written in English and presented to the facilitator during workshop five
(See Appendixes O and P).
Poster: Each student must design a poster that evidences a child care center structure.
The poster need to be original, creative and in Spanish. (See Appendix N ).
Day Care Center Observation: The students will have the task of observing a child
care center. During the observation the students must include: center name, center
qualifications, general requirements, security rules, regulations, state licenses, and daily
program for infants and children, food schedule, bathroom rules, recreation, games,
discipline, health and infection control and staff preparation. The observation must be
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completed in Spanish during workshop four and will be presented in class. Complete
Appendix Q and see Appendix R for the day care center observation.
Research Articles Analysis: The students are going to write every week a critical
analysis about a research done with infants and children in child care centers.
Additionally, each critical analysis must be written according to the workshop language.
The facilitator will request them at the beginning of the class and will have a value of
five points for a total of twenty five points.
Essay: During the four workshops the students will be writing a two pages essay in
Spanish about the abuse that infants and children are exposed in day care centers.
The essay must follow the APA Manual guidelines (See Appendix M ).
Term Paper: Each student is going to write a three pages term paper in Spanish about
child care services for infants and children. The term paper must follow the APA
guidelines and references must be included at the end of the work (See Appendix C ).
Instrument Oral Presentation: The students are going to work in groups to develop a
scientific instrument that will measure an issue presented by a child care center. The
instrument must be in English and will be presented during workshop five in a creative,
interactive and original way. Each group must inform the facilitator what kind of
instrument they will be designing and the issue they will measure during workshop two.
Additionally, the instrument must be administered to infants or children in a day care
center (see Appendix L).
Description of course policies
1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based Dual
Language Immersion Model® designed to promote each student’s development as a
Dual Language Professional. Workshops will be facilitated in English and Spanish,
strictly using the 50/50 model. This means that each workshop will be conducted
entirely in the language specified. The language used in the workshops will
alternate to insure that 50% of the course will be conducted in English and 50% in
Spanish. To maintain this balance, the course module may specify that both
languages will be used during the fifth workshop, dividing that workshop’s time and
activities between the two languages. If students have difficulty with asking a
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question in the target language in which the activity is being conducted, students
may choose to use their preferred language for that particular question. However,
the facilitator must answer in the language assigned for that particular day. This
should only be an exception as it is important for students to use the assigned
language. The 50/50 model does not apply to language courses where the delivery
of instruction must be conducted in the language taught (Spanish or English only).
2. The course is conducted in an accelerated format and requires that students prepare
in advance for each workshop according to the course module. Each workshop
requires an average ten hours of preparation but could require more.
3. Attendance at all class sessions is mandatory. A student that is absent to a
workshop must present the facilitator a reasonable excuse. The facilitator will
evaluate if the absence is justified and decide how the student will make up the
missing work, if applicable. The facilitator will decide on the following: allow the
student to make up the work, or allow the student to make up the work and assign
extra work to compensate for the missing class time.
Assignments required prior to the workshop must be completed and turned in on the
assigned date. The facilitator may decide to adjust the grade given for late
assignments and make-up work.
4. If a student is absent to more than one workshop the facilitator will have the
following options:
a. If a student misses two workshops, the facilitator may lower one grade based
on the students existing grade.
b. If the student misses three workshops, the facilitator may lower two grades
based on the students existing grade.
5. Student attendance and participation in oral presentations and special class
activities are extremely important as it is not possible to assure that they can be
made up. If the student provides a valid and verifiable excuse, the facilitator may
determine a substitute evaluation activity if he/she understands that an equivalent
activity is possible. This activity must include the same content and language
components as the oral presentation or special activity that was missed.
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6. In cooperative activities the group will be assessed for their final work. However,
each member will have to collaborate to assure the success of the group and the
assessment will be done collectively as well as individually.
7. It is expected that all written work will be solely that of the student and should not be
plagiarized. That is, the student must be the author of all work submitted. All quoted
or paraphrased material must be properly cited, with credit given to its author or
publisher. It should be noted that plagiarized writings are easily detectable and
students should not risk losing credit for material that is clearly not their own (see
Academic Honesty Policy).
8. If the Facilitator makes changes to the study guide, such changes should be
discussed with and given to students in writing at the beginning of the first workshop.
9. The facilitator will establish a means of contacting students by providing an email
address, phone number, hours to be contacted and days.
10. The use of cellular phones is prohibited during sessions; if there is a need to have
one, it must be on vibrate or silent mode during class session.
11. Children or family members that are not registered in the course are not allowed to
the classrooms.
12. All students are subject to the policies regarding behavior in the university
community established by the institution and in this course.
Note: If for any reason you cannot access the URL’s presented in the module, do
not stop your investigation. There are many search engines and other links you
can use to search for information. These are some examples:
• www.google.com
• www.altavista.com
• www.ask.com
• www.excite.com
• www.pregunta.com
• www.findarticles.com
• www.telemundo.yahoo.com
• www.bibliotecavirtualut.suagm.edu
ECED 332 Integration and Participation of Family… 18
Prep. 2009. Magaly Pacheco, Ed. D., E. P. M.
• www.eric.ed.gov/
• www.flelibrary.org/
The facilitator may make changes or add additional web resources if deemed
necessary.
ECED 332 Integration and Participation of Family… 19
Prep. 2009. Magaly Pacheco, Ed. D., E. P. M.
Teaching Philosophy and Methodology
This course is grounded in the learning theory of Constructivism. Constructivism
is a philosophy of learning founded on the premise that, by reflecting on our
experiences, we construct our own understanding of the world in which we live.
Each of us generates our own “rules” and “mental models,” which we use to make
sense of our experiences. Learning, therefore, is simply the process of adjusting our
mental models to accommodate new experiences. As teachers, our focus is on making
connections between facts and fostering new understanding in students. We will also
attempt to tailor our teaching strategies to student responses and encourage students to
analyze, interpret and predict information.
There are several guiding principles of constructivism:
1. Learning is a search for meaning. Therefore, learning must start with the issues
around which students are actively trying to construct meaning.
2. Meaning requires understanding wholes as well as parts. And parts must be
understood in the context of wholes. Therefore, the learning process focuses on
primary concepts, not isolated facts.
3. In order to teach well, we must understand the mental models that students use to
perceive the world and the assumptions they make to support those models.
4. The purpose of learning is for an individual to construct his or her own meaning, not
just memorize the "right" answers and regurgitate someone else's meaning. Since
education is inherently interdisciplinary, the only valuable way to measure learning is
to make the assessment part of the learning process, ensuring it provides students
with information on the quality of their learning.
5. Evaluation should serve as a self-analysis tool.
6. Provide tools and environments that help learners interpret the multiple perspectives
of the world.
7. Learning should be internally controlled and mediated by the learner.
ECED 332 Integration and Participation of Family… 20
Prep. 2009. Magaly Pacheco, Ed. D., E. P. M.
Workshop One
Specific Objectives:
1. Identify and learn the history of child care.
2. Describe the child care center philosophy.
3. Become familiarize with the theories of infant and children development.
4. Discuss and understand the ethical principles of a child care center.
5. Demonstrate knowledge about the cognitive area of development with infants
and children.
Language Objectives:
1. Read and analyze various types of information to determine reading
comprehension.
2. Determine the main idea and identify relevant details in a variety of types of
written materials.
3. Express themselves orally using English as the language of communication with
correct grammar.
Electronic Links (URLs):
Child Care History
http://www.nncc.org/Choose.Quality.Care/ccyesterd.html
http://www-personal.washtenaw.cc.mi.us/~ndeyoung/cc_time_line.html
http://ccrr.swainsborotech.edu/history_of_child_care_resource_a.htm
http://www.childcarelounge.com/articles/milestones.htm
Child Care philosophy
http://www.cambridgema.gov/DHSP2/childpolicy.cfm?tnltext=Childcare%20Philosophy
http://www.ccbcmd.edu/childcare/philosophy.html
Piaget
http://www.childdevelopmentinfo.com/development/piaget.shtml
http://www.learningandteaching.info/learning/piaget.htm
Child Care Ethical Principles
http://www.springerlink.com/content/l213116741573680/
http://www.childcare.net/missioncode.shtml
ECED 332 Integration and Participation of Family… 21
Prep. 2009. Magaly Pacheco, Ed. D., E. P. M.
Assignments before Workshop One:
1. Design a child care history timeline (see Appendix S).
2. Develop your own child care philosophy using a concept map. For more
information about concept maps visit
http://classes.aces.uiuc.edu/ACES100/Mind/CMap.html or
http://cmap.ihmc.us/Publications/ResearchPapers/TheoryCmaps/TheoryUnderlyi
ngConceptMaps.htm
3. Define Piaget cognitive developmental theory.
4. Write a critical analysis about an article related to child care centers of infant and
children. Use APA style for the references (see Appendix C).
5. Identify in a written list the ethical principles of a child care center.
6. Design an activity to be presented it in class that demonstrates one infant
developmental stage.
7. Look for information of these topics. Explain the importance of the family in the
child educational setting and the cognitive area of child development.
Activities :
1. Introduction activity: The facilitator will ask the students to look in their handbags
or pockets for something that has a personal meaning. The students will find
another student and give the item and ask why it is important. Additionally, the
students need to answer: how this can be different from a parent bringing an
infant to a child care center for the first time? The facilitator has the option to
change this activity for a different one.
2. The facilitator will ask the students to meet in pairs to define child care services.
The students will present orally their definitions to the class (see Appendix L).
3. Each student will be presenting their child care history timeline. Open class
discussion.
4. The students will meet in groups to design an activity that evidence Piaget’s
sensory motor period. Once finished, students will share their activities with the
class.
5. The students will be divided in pairs and each pair will identify using a table the
characteristics and behavior of the sensory motor period.
ECED 332 Integration and Participation of Family… 22
Prep. 2009. Magaly Pacheco, Ed. D., E. P. M.
6. The facilitator will present this video:
http://www.youtube.com/watch?v=tA_eELVM_wc. An open class discussion will
follow it.
7. The students will choose one activity to be presented it in class that
demonstrates one infant developmental stage.
8. The class will read the following article and analyze it with an ethical perspective:
http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.js
p?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED406051&ERICExtSearch_
SearchType_0=no&accno=ED406051
9. The students will create a brochure that evidences the ethical principles of a child
care center.
10. The students will share their critical analysis and will choose one of them that
must be related to child care centers of infant and children to discuss it in class.
11. The students are going to be divided into groups and each group will present the
importance of the family in the child educational setting.
12. Each student will present their drawing that represents the cognitive
development of an infant or child.
Assessment:
1. Learning diary: Explain the importance of following ethical principles in a child
care center.
2. Written report rubric (Appendix C).
3. Class participation rubric (Appendix B).
4. Oral presentation rubric (Appendix L).
ECED 332 Integration and Participation of Family… 23
Prep. 2009. Magaly Pacheco, Ed. D., E. P. M.
Taller Dos
Objetivos Específicos:
1. Identificar las etapas de desarrollo del niño de acuerdo a Erick Erickson.
2. Conocer las necesidades de los infantes y niños expuestas por Abraham Maslow.
3. Reconocer la importancia del enlace entre los infantes y los padres.
4. Identificar el área social en el desarrollo del infante y el niño.
Objetivos del Lenguaje:
1. Los estudiantes podrán expresarse de forma escrita utilizando el español como
el lenguaje de comunicación haciendo el uso correcto del vocabulario, la
gramática y los verbos.
2. Los estudiantes van a leer diversos textos en español para llevar a cabo el
proceso de análisis y comprensión de la lectura.
3. Los estudiantes son capaces de expresarse de forma oral utilizando la sintaxis
correcta y el uso correcto de los verbos.
Enlaces Electrónicos:
Erik Erickson
http://www.learningplaceonline.com/stages/organize/Erikson.htm
http://www.psicologia-online.com/ebooks/personalidad/erikson.htm
http://technorati.com/videos/youtube.com%2Fwatch%3Fv%3DdJ4xCQrlNGs
http://acariciando.blogspot.com/2009/02/erik-erikson-segunda-etapa-del.html
Maslow
http://www.gueb.org/motivacion/La-Piramide-de-Maslow
http://www.wikilearning.com/articulos/jerarquia_necesidades_maslow/busqueda/1
Adaptación al Jardín de Infantes
http://weblogs.clarin.com/educacion/archives/2008/02/mi.html
http://www.crecerjuntos.com.ar/adaptacion.htm
http://www.scribd.com/doc/5108015/El-jardin-de-infantes-Daniel-Brailovsky
Desarrollo Psicosocial
http://scienceblogs.com/cognitivedaily/2008/05/history_week_a_babys_psycholog.php
Asignaciones antes del Taller Dos:
ECED 332 Integration and Participation of Family… 24
Prep. 2009. Magaly Pacheco, Ed. D., E. P. M.
1. Explicar las necesidades de los infantes y niños expuestas según Abraham
Maslow.
2. Escribir un análisis crítico sobre un artículo sobre infantes y niños en un centro
de cuido. Use formato APA.
3. Mencionar por escrito las etapas de desarrollo del niño de acuerdo a Erik
Erikson.
4. Identificar que actividades y objetos pueden ayudar a un infante y niño a
satisfacer sus necesidades básicas. Prepárese para discutirlas en clase.
5. Observar por espacio de una hora a un niño de uno a dos años para identificar:
a. Como sus necesidades básicas son suplidas.
b. Si existe libertad de movimiento en el niño y como se apega o despega de
los padres.
c. Identificar el comportamiento en los padres que promueven el apego al
niño.
d. Identificar las etapas de desarrollo social de Erikson.
Documente por escrito sus observaciones y llévelas a clase.
6. Crear una caja que incluya las memorias de la niñez de cada estudiante.
7. Entrevistar a un padre ó madre en relación a su experiencia de llevar a su
infante por primera vez a un centro de cuido.
8. Diseñar una actividad que demuestre una de las necesidades básicas de un
infante ó niño.
9. Identificar la influencia de los juguetes en la interacción de los padres con los
infantes y los niños.
10. Explicar como el aspecto social según Erikson influye en el desarrollo del infante
y el niño por medio de una actividad que va a ser presentada en clase.
Actividades:
1. El facilitador comenzará la clase con un breve repaso.
2. Actividad de introducción: El facilitador le va a pedirá a cada estudiante que
dibuje un símbolo que describa la palabra juego. Además, los estudiantes van a
definir la palabra juego y compartirlo con otro estudiante.
ECED 332 Integration and Participation of Family… 25
Prep. 2009. Magaly Pacheco, Ed. D., E. P. M.
3. Los estudiantes van a presentar una actividad que demuestre una de las
necesidades básicas de un infante ó niño.
4. Cada estudiante va a explicar una de las necesidades de los infantes y niños
expuestas según Abraham Maslow.
5. Los estudiantes van a dividirse en grupos y cada grupo va a discutir las
observaciones que llevaron a cabo con un niño de uno a dos años. Cada grupo
va a presentar una tabla con las observaciones del grupo.
6. Cada estudiante va a escribir un poema que demuestre la experiencia de un
padre cuando lleva por primera vez a su infante a un centro de cuido.
7. Video: http://www.youtube.com/watch?v=z23ZGEILgqI
Derechos Humanos para los Niños
8. Los estudiantes van a compartir con otro estudiante las memorias de su niñez y
presentarlas en la clase.
9. La clase va a leer el artículo: Cuando el Cuido de Niños falla
https://www.achievesolutions.net/achievesolutions/es/covacare/Content.do?cont
entId=7926 y discutir el mismo. Luego la clase va a dividirse en grupos
pequeños para dramatizar el artículo.
10. Los estudiantes van a presentar el proceso de adaptación de un infante ó niño a
un centro de cuido por medio de un mapa conceptual.
11. La clase va a leer el artículo ¿Quién interviene en el proceso de socialización del
niño? para presentarlo en clase.
http://www.saludalia.com/docs/Salud/web_saludalia/vivir_sano/doc/psicologia/do
c/doc_desarrollo_psicologico.htm
12. Presentar las actividades que demuestran como el aspecto social según
Erickson influye en el desarrollo del infante y el niño.
Avalúo
1. Prueba corta para evaluar los conocimientos adquiridos durante los talleres uno
y dos.
2. Matriz valorativa de trabajos escritos (ver Anejo C).
3. Matriz valorativa de participación en clase (ver Anejo B).
ECED 332 Integration and Participation of Family… 26
Prep. 2009. Magaly Pacheco, Ed. D., E. P. M.
Workshop Three
Specific Objectives:
1. Demonstrate knowledge about the emotional area of development with infants and
children.
2. Understanding of the beliefs, acceptance, multicultarism, sex, respect and the socio
economic level of families with infants and toddlers.
3. Identify how families of infants and toddlers deal with goals, values and culture.
4. Understand how families of infants and toddlers work with discipline issues and
address feelings.
5. Identify how families of infants and toddlers can support self esteem.
Language Objectives:
1. Read and analyze various types of information to determine reading comprehension.
2. Determine the main idea and identify relevant details in a variety of types of written
materials.
3. Express themselves orally using English as the language of communication with
correct grammar.
Electronic Links (URLs):
Emotional Development of infants
http://www.ext.vt.edu/pubs/family/350-055/350-055.html#L5
http://www.associatedcontent.com/article/162448/emotional_development_of_infants.ht
ml?cat=25
http://www.mc.maricopa.edu/dept/d46/psy/dev/Spring01/Emotion/index.html
http://www.vanderbilt.edu/csefel/inftodd/mod2/mod2.ppt#359,15,How Schedules and
Routines Support Social Emotional Development
Toddlers Values
http://www.csgv.ca/counselor/assets/SearchInsitutDevelopmentalAssetsforToddlers.pdf
Cultural Aspects
http://clas.uiuc.edu/fulltext/cl00222/cl00222.html
Discipline
ECED 332 Integration and Participation of Family… 27
Prep. 2009. Magaly Pacheco, Ed. D., E. P. M.
http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfp
b=true&_&ERICExtSearch_SearchValue_0=EJ728657&ERICExtSearch_SearchType_0
=no&accno=EJ728657
Discipline Strategies
http://msuextension.org/publications/HomeHealthandFamily/MT200412HR.pdf
Feelings
http://www.pitc.org/cs/pitclib/download/pitc_res/400/The%20Protective%20Urges%20of
%20Caregivers-%20Dealing%20With%20Feelings.pdf?x-r=pcfile_d
Self Esteem
http://www.ceconline.org/programs/infanttodd.asp
http://baby.lovetoknow.com/wiki/Building_Baby's_Self-Esteem
Assignments before Workshop Three:
1. Describe in writing the emotional development in the first month, fourth month,
four to eight months and eight to twelve months.
2. Define: trust, self, independence, emotions, feelings, multicultarism, positive
affectively and negative affectively.
3. Write a two pages essay stating the beliefs, acceptance, sex, respect and the
socio economic level of families with infants and toddlers. Use APA style.
4. Identify the values that the toddlers need to learn in order to succeed.
5. Explain in writing what can happen when families and child care centers have
conflict with culture and values and the following multicultural issues in child care:
toilet training, feeding, sleeping and napping routine.
6. Make a list of possible discipline strategies being use in a child care center for
infants and toddlers.
7. Explain how children can deal with expressions of feelings: anger, fear, sadness
and happiness.
8. Compare and contrast the development of self esteem in an infant and a toddler
using a Venn diagram.
9. Continue working with your portfolio.
10. Answer the following questions:
a. What are the roles, beliefs and expectations in self esteem?
ECED 332 Integration and Participation of Family… 28
Prep. 2009. Magaly Pacheco, Ed. D., E. P. M.
b. Where do children define self esteem?
c. Why always being positive is not a way to raise children’s self esteem?
d. How cultural differences can affect the way parents perceive self esteem?
Activities :
1. Introduction activity: The students are going to quickly draw in a piece of paper a
person that impacted them emotionally during their childhood. In a separate
piece of paper the students will describe that person. The facilitator will collect
the drawings and place them in the board with numbers. Each student will read
their description and the class will identify the drawing with a number.
2. The students are going to describe the emotional development in the first month,
fourth month, four to eight months and eight to twelve months.
3. The class will be divided in pairs and each pair of students will be assigned one
definition to present.
4. The facilitator will present different toddler situations in a day care center and the
students need to identify the values that the toddlers need to learn in order to
succeed.
5. The facilitator will provide each student an index card with a feeling (sadness,
happiness, confusion, anger & fear) and the student will imitate how a toddler
could deal with that feeling.
6. The class will be divided into groups of four to make a list of possible discipline
strategies being used in a child care center for infants and toddlers.
7. The students will make a brochure that will explain how to deal with the
multicultural issues in child care: toilet training, feeding, sleeping and napping
routine.
8. Debate: the culture and values of families with toddlers.
9. Video: Your child using sign language to build self esteem
http://www.youtube.com/watch?v=n1PqEEGJgOY
10. The students will compare and contrast the development of self esteem in an
infant and a toddler using a Venn diagram.
11. Activity 8: How to discipline an infant:
http://www.youtube.com/watch?v=d8hPNRt0UY4&feature=related
ECED 332 Integration and Participation of Family… 29
Prep. 2009. Magaly Pacheco, Ed. D., E. P. M.
12. The class will design a discipline plan for toddlers in a child care center.
Assessment:
1. The students are going to be evaluated with a short quiz.
2. Learning Diary: explain the importance of establishing discipline habits with toddlers.
3. Written report rubric.
4. Class participation rubric.
ECED 332 Integration and Participation of Family… 30
Prep. 2009. Magaly Pacheco, Ed. D., E. P. M.
Taller Cuatro
Objetivos Específicos:
1. Demostrar entendimiento de las experiencias de los niños en los centros de cuido.
2. Identificar el área de desarrollo del lenguaje en el infante y el niño.
3. Identificar las controversias existentes con los sexos
4. Reconocer el estrés como herramienta de éxito en la familia de infantes y niños.
Objetivos del Lenguaje:
1. Los estudiantes podrán expresarse de forma escrita utilizando el español como el
lenguaje de comunicación haciendo el uso correcto del vocabulario, la gramática y
los verbos.
2. Los estudiantes van a leer diversos textos en español para llevar a cabo el proceso
de análisis y comprensión de la lectura.
3. Los estudiantes son capaces de expresarse de forma oral utilizando la sintaxis
correcta y el uso correcto de los verbos.
Enlaces Electrónicos:
Lenguaje del Niño
http://sisbib.unmsm.edu.pe/bibVirtual/Libros/linguistica/Leng_Ni%C3%B1o/Des_Leng_V
er_ni%C3%B1o.htm
http://www.cosasdelainfancia.com/biblioteca-lenguaje03.htm
http://www.monografias.com/trabajos16/desarrollo-del-lenguaje/desarrollo-del-
lenguaje.shtml
Roles Sexuales
http://www.monografias.com/trabajos42/roles-sexuales/roles-sexuales2.shtml
http://www.tuobra.unam.mx/publicadas/040715153735-Los.html
Estrés
http://www.ericdigests.org/2003-4/pequenos.html
Centros de Cuido
http://urbanext.illinois.edu/baby_sp/hunt_for_the_best.html
http://www.lacted.com/0308cuidobueno.html
Asignaciones antes del Taller Cuatro:
ECED 332 Integration and Participation of Family… 31
Prep. 2009. Magaly Pacheco, Ed. D., E. P. M.
1. Explicar porque se debe enseñar los roles de cada sexo a los niños de edad pre
escolar.
2. Hacer una lista de juegos para niños y para niñas en un centro de cuido
3. Explicar el poder del lenguaje en el desempeño de los roles que ocupan cada sexo.
4. Traer un visual que evidencie un ambiente no sexista y dibujar una imagen de tu
familia.
5. Identificar las características de una familia exitosa.
6. Escribir un ensayo en español de dos páginas que evidencie las formas de maltrato
que están expuestos los niños en los centros de cuido. Utilice formato APA.
7. Prepare una monografía de tres páginas en español sobre los centros de cuidos
para infantes y niños. Si tiene dudas, pregunte al facilitador. Use formato APA.
8. Junto a un compañero de clase, prepare una presentación en PowerPoint sobre los
centros de cuidos para infantes y niños. ¿Qué debe tener un centro? ¿Qué
agencias regulan los mismos? Considere otros factores como personal, fondos,
técnicas de enseñanza, etc.
9. Los estudiantes van a tener la tarea de observar un centro de cuido de infante y
niños (ver los Anejos Q y R).
10. Explicar como el estrés puede ser un factor relacionado al desarrollo en la vida del
infante y del niño.
11. Mencionar las etapas del desarrollo del lenguaje en el niño.
12. Escribir un análisis crítico sobre los centros de cuido para infantes y niños.
Actividades:
1. Actividad de Introducción: Cada estudiante va a presentar el dibujo que representa
su familia y lo va a explicar en la clase.
2. La clase se va a dividir en grupos y cada grupo va a identificar las características de
una familia exitosa.
3. Cada estudiante va a leer la lista de juegos para niños y para niñas en un centro de
cuido y luego se van a seleccionar los juegos que fueron más mencionados por los
estudiantes.
ECED 332 Integration and Participation of Family… 32
Prep. 2009. Magaly Pacheco, Ed. D., E. P. M.
4. Los estudiantes van a leer el artículo: Desarrollo del Lenguaje
http://www.infonegocio.com/downcan/todo/curso/actualizacion/desarrollolenguaje.ht
m y lo explicarán.
5. Los estudiantes van a identificar las guías para padres, maestros, profesionales en
centros de cuido que trabajan con familias y niños en estrés.
6. La clase divide en parejas y cada pareja va a presentar por medio de un diagrama
el maltrato que están expuestos los niños en los centros de cuido.
8. La clase va a desarrollar un moto que identifique a una familia exitosa.
9. Cada estudiante va a presentar de forma oral las observaciones llevadas a cabo
dentro de un centro de cuido de infante y niños y van a mostrar la presentación que
desarrollaron como asignación.
10. Por medio de una canción los estudiantes van a presentar las etapas del desarrollo
del lenguaje en el niño.
11. Cada estudiante va a explicar como el estrés puede ser un factor influyente en la
vida de un infante y un niño.
Avalúo
1. Diario de Aprendizaje: explicar la importancia de los roles sexuales en el desarrollo
del infante y el niño.
2. Matriz valorativa de trabajos escritos.
3. Matriz valorativa de participación en clase.
4. Matriz valorativa de presentaciones orales.
ECED 332 Integration and Participation of Family… 33
Prep. 2009. Magaly Pacheco, Ed. D., E. P. M.
Workshop Five/Taller Cinco
NOTA: Este taller es bilingüe. Tanto,
el Facilitador como los estudiantes,
deberán utilizar el idioma asignado
para cada tarea y actividad.
NOTE: This is a bilingual workshop.
Both the facilitator and student
should use the language assigned
for each homework and activity.
Specific Objectives:
1. Design an instructional program for infants in a day care center.
2. Discuss and have knowledge of the multicultural aspects in the child development.
3. Develop a research instrument to be use in a day care center.
4. Understand the area of physical development in infants and children.
Language Objectives:
1. Read and analyze various types of information to determine reading
comprehension.
2. Determine the main idea and identify relevant details in a variety of types of written
materials.
3. Express themselves orally using English or Spanish as the language of
communication with correct grammar
Electronic Links
Physical Development
http://urbanext.illinois.edu/babysitting/age-infant.html
http://www.ext.vt.edu/pubs/family/350-055/350-055.html#L3
http://www.ahealthyme.com/topic/babyphysdev
Instructional Programs
http://www.jewishvirtuallibrary.org/jsource/Education/two.html
Research Instrument
http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfp
b=true&_&ERICExtSearch_SearchValue_0=ED393547&ERICExtSearch_SearchType_
0=no&accno=ED393547
http://www.childcareresearch.org/Discover?displayPage=instruments.jsp
ECED 332 Integration and Participation of Family… 34
Prep. 2009. Magaly Pacheco, Ed. D., E. P. M.
http://www.ucsfchildcarehealth.org/html/research/researchmain.htm
Multicultural Development
http://www.jccottawa.com/pages/earlybeginnings.html
Questionnaires
http://wilderdom.com/tools/ToolsIndex.htm
Assignments before Workshop Five:
1. The students must be ready to do the instrument (Questionnaire) oral presentation in
English (see Appendix L ).
2. The students will be designing a poster in Spanish about the structure of a child care
center (see Appendix N ). Ask the facilitator for additional instructions.
3. The students will complete the portfolio and all the following Appendixes: D, E, F,
G, H, I, J, and K.
4. The student will be designing an instructional program in English for Infants and
Toddlers in a child care center (See Appendixes O & P).
5. Identify the infant physical development during birth to sixth months and sixth to
twelve months.
6. Mention the motor sequence (order of new movements) for infants.
7. Write a critical analysis of one article about infants and toddlers in child care centers.
8. Bring a magazine in Spanish.
9. Give the final touches to your portfolio.
Activities :
1. Introduction activity: The students are going to design a collage in Spanish that will
evidence one month to twelve months of infant physical development. The facilitator
will provide glue, poster paper and scissors to the students.
2. Video: Physical Development http://www.youtube.com/watch?v=n-j-l9oQZYA
3. The students are going to be divided in pairs to present in English the infant physical
development from birth to sixth months and sixth to twelve months.
4. Using diagrams the students are presenting an instructional program in English for
Infants and Toddlers in a child care center
5. The class will be choosing some activities in Spanish that may influence toddlers
multicultural development
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6. Each group will be doing their instrument oral presentation in English.
7. Each student will create a brochure in Spanish of the best child care center for
infants and toddlers. The brochure must be original and creative and must include
the philosophy of the childcare center, safety, discipline rules, nutrition and meals ,
activities, staff, field trips,
8. Using mimics the students will be presenting to the class the motor sequence (order
of new movements) for infants.
Assessment:
1. Learning diary: Explain the importance of providing quality child care services to
infants and toddlers.
2. The students are going to be evaluated with two questions about the concepts learn
in class.
3. Written report rubric.
4. Class participation rubric.
5. Oral presentation rubric.
6. Instructional design rubric.
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Anejos/Appendixes
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Anejo A/Appendix A
MATRIZ VALORATIVA PARA EVALUACIÓN DE ASISTENCIA Y P UNTUALIDAD
NOMBRE: __________________________ NOTA FINAL _____________
FECHA: ____________________________
La asistencia a cada taller es mandatoria y la puntualidad representa ética profesional.
El facilitador llevará un registro de las mismas para cada taller y, al finalizar el curso,
utilizará este anejo para evaluar a cada estudiante.
Asistencia y puntualidad: ______ x 2= _____%
_____ 0= Faltó a 4 o más talleres o faltó a 3 talleres y llegó tarde a 2 talleres
_____ 1= Faltó a 3 talleres o faltó a 2 talleres pero llegó tarde a tres talleres
_____ 2= Faltó a 2 talleres o faltó a 1 taller pero llego tarde a tres o más talleres
_____ 3= Faltó a 1 taller o no faltó pero llegó tarde a tres talleres
_____ 4= No faltó a los talleres pero llegó tarde a uno o dos talleres
_____ 5= Asistencia perfecta
Comentarios :
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
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RUBRIC TO EVALUATE ATTENDANCE AND PUNCTUALITY
NAME: _______________________________ FINAL GRADE ____________
DATE: _______________________________
Attendance is mandatory, and being punctual reflects a professional ethic. The
facilitator will register the student’s performance for both in every workshop. At the end
of the course, the Facilitator will evaluate each student with this rubric.
Attendance and Punctuality: ______ x 2= _____%
_____ 0= Absent in 4 or more workshops or absent in 3 workshops and was late in 2
workshops
_____ 1= Absent in 3 workshops or absent in 2 workshops and was late in 3 or more
workshops
_____ 2= Absent in 2 workshops or absent in 1 workshops and was late in 3 or more
workshops
_____ 3= Absent in 1 workshop or attended all workshops but was late in 3 workshops
_____ 4= Attended all workshops but was late in 1 or 2 workshops
_____ 5= Perfect attendance
a.
Comments :
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
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Anejo B/Appendix B
MATRIZ VALORATIVA EVALUACIÓN DE PARTICIPACIÓN EN CL ASE
NOMBRE: _________________________ FECHA:___________________
0-No Cumplió 1-Deficiente 2-Regular 3-Bueno 4- Muy Bueno 5 -Excelente N/A-No Aplica
CRITERIOS 0 1 2 3 4 5 N/A
1. Participa activamente de todas las actividades de la clase.
2. Demuestra iniciativa y creatividad en las actividades de clase.
3. Demuestra interés en las discusiones presentadas en la clase.
4. Viene preparado/a a clase. 5. Contribuye a la clase con material e
información adicional.
6. Demuestra atención y apertura a los puntos y argumentos de sus compañeros.
7. Respeta las preguntas y planteamientos de sus compañeros.
LENGUAJE 8. Contribuye frecuentemente a las
discusiones en clase utilizando el idioma del taller.
9. Contesta preguntas del facilitador y sus compañeros utilizando el idioma del taller.
10. Formula preguntas pertinentes al tema de la clase utilizando el idioma del taller.
Comentarios :
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
__________________________________________________________
Firma Facilitador:_________________________________
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RUBRIC TO EVALUATE CLASS PARTICIPATION
NAME: _______________________________ FINAL GRADE ____________
DATE: _______________________________
Class Participation: ______ x 2 =_____% 0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD 5-EXCELLENT N/A- NOT APPLY
CRITERIA 0 1 2 3 4 5 N/A
1. Active participation in class.
2. Demonstrates initiative and creativity in class activities.
3. Demonstrates interest in class discussion.
4. Arrives prepared to class.
5. Contributes to class with additional material and information.
6. Demonstrates attention and opening towards arguments from classmates.
7. Respects questions and expositions from classmates.
LANGUAGE
8. Contributes frequently to class discussion in the workshop’s language.
9. Answers questions made by the facilitators and classmates in the workshop’s language.
10. Formulates questions pertinent to the class subject in the workshop’s language.
Comments :
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
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Anejo C/ Appendic C
MATRIZ VALORATIVA PARA TRABAJOS ESCRITOS
Nombre del Estudiante: ______________________ Fecha: _______________
Criterio Puntos Puntuación
Conten ido
Este trabajo esta claro, enfocado e interesante. Identifica el propósito, objetivos e ideas principales del documento o actividad.
10
La presentación de ideas es coherente y puede ser seguida fácilmente.
10
El documento explica propiamente el contenido.
10
La presentación de ideas y argumentos esta basada en recursos presentados, consultados o discutidos en clase.
10
El documento demuestra substancia, lógica y originalidad.
10
El autor presenta su punto de vista en una manera clara, convincente y bien estructurada.
10
Contiene oraciones bien estructuradas y párrafos que facilitan la lectura y comprensión del documento.
10
Lenguaje Demuestra un conocimiento del español (vocabulario, sintaxis y flujo de ideas).
10
Usa gramática apropiada y correctamente.
10
Maneja verbos y acentuación apropiada y correctamente.
10
Total P untos 100 (70% conten ido y 30% lenguaje)
Puntuación Total : _______
Student’s Signature: ____________________Facilitator’s Signature:___________________
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Anejo D/ Appendix D
PORTFOLIO
Guidelines to prepare the portfolio
1. Determination of sources of content
2. The following, but not limited to, documentation will be included:
a. Projects, surveys, and reports.
b. Oral presentations
c. Essays: dated writing samples to show progress
d. Research papers: dated unedited and edited first drafts to show progress
e. Written pieces that illustrate critical thinking about readings: response or
reaction papers.
f. Class notes, interesting thoughts to remember, etc.
g. Learning journals, reflexive diaries.
h. Self assessments, peer assessments, facilitator assessments.
i. Notes from student-facilitator conferences.
3. Organization of documentation
Documentation will be organized by workshop, and by type of assignment within
workshops. Workshops will be separated from one another using construction paper
or paper of different colors, with tabs indicating the workshop number.
4. Presentation of the portfolio
• Documentation will be posted in a binder or in a digital version (e-portfolio).
• The cover page will follow exactly APA guidelines applied to a cover page of
research papers submitted at Metro Orlando Campus. This cover page will be
placed at the beginning of the portfolio.
• The entire portfolio will follow APA style: Courier or Times New Roman font,
size 12, double space, and 1-inch margins. See a “Publication Manual of the
APA, Fifth Edition”
• A log of entries that can be expanded with each new entry properly
numbered. The table, which should be located at the beginning, should
include a brief description, date produced, date submitted, and date evaluated
(Appendix F ).
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• Introduction and conclusion of the income and outcome of the portfolio.
• A list of references and appendixes of all assignments included will be added
to the end of the portfolio.
• The Portfolio Informational Sheet will be placed in the transparent front pocket
of the binder for identification purposes (Appendix E ).
5. Student-Facilitator Feedback Template: Progression follow-up
The final step in implementing portfolios, before returning them to the student or
school life, is sharing feedback with each student to review the contents, student
reflections, and your evaluations of individual items and all of the work together as
related to learning targets (Banks, 2005).
Facilitators will e-mail a feedback template to all students. This template will contain
information pertaining to weaknesses and strengths found in students’ portfolios
(Appendix I ). Facilitators will focus their attention on showing students what is
possible and their progress rather than what is wrong; however, this does not mean
that facilitators will not cover weaknesses and areas for improvement during the
conference. Facilitators will send this feedback template upon completion of
workshop one.
Students will also have the opportunity to respond to the facilitator’s feedback and
write their own comments and/or ideas of how to improve the quality of their
portfolios, and how to become better metacognitive learners on the feedback
template. Students will e-mail the template with their comments back to the facilitator
after every workshop.
6. Portfolio storage:
• Portfolio samples will be safely stored for a six-month term on campus.
• Students will sign an official document empowering Ana G. Mendez
University System with rights to use their portfolios with educational or
accreditation purposes during this term (Appendix J ).
• After this term, and if their authors authorize Ana G. Mendez University
System to discard their portfolios by signing an official document, portfolio
samples will be destroyed; otherwise, they will be returned to their original
authors (Appendix K ).
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Anejo E/Appendix E
PORTFOLIO INFORMATIONAL SHEET
Sistema Universitario Ana G. Méndez Florida Campuses
Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo Check one: � Universidad del Este � Universidad Metropolitana � Universidad del Turabo Check one: � Undergraduate
� Graduate
Concentration
Student’s Name
Facilitator’s Name
Course:
Portfolio rated as
Reason of this rate
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Anejo F/Appendix F Log of Entries
Entry Description
Date of Entry
Date
Submitted
Date
Evaluated
Page #
1
2
3
4
5
6
7
8
9
10
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Anejo G/Appendix G
Checklist for Portfolio Assessment
Has the student set academic goals?
Does the portfolio include enough entries in each area to make
valid judgments?
Does the portfolio include evidence of complex learning in realistic
setting?
Does the portfolio provide evidence of various types of student
learning?
Does the portfolio include students’ self-evaluations and
reflections on what was learned?
Does the portfolio enable one to determine learning progress and
current level of learning?
Does the portfolio provide clear evidence of learning to users of
the portfolio?
Does the portfolio provide for student participation and
responsibility?
Does the portfolio present entries in a well-organized and useful
manner?
Does the portfolio include assessments based on clearly stated
criteria of successful performance?
Does the portfolio provide for greater interaction between
instruction and assessment?
Adapted from: Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston: Pearson
Education, Inc.
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Anejo H/Appendix H
Portfolio Rubric
4 3 2 1
PORTFOLIO APPEARANCE
� Readable: Are entries typed in an appropriate font and size? Are
entries free of errors? Do ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?
� Professionalism: Is the appearance of the portfolio
professional? Are graphics, colors and portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?
� Organization: Is the portfolio organized in a manner that makes
it easy to follow and easy to quickly locate information?
PORTFOLIO CONTENT AND FUNCTION
� Content: Are all required entries included in the portfolio? Are
entries relevant to the content of the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.
� Authenticity: Are the samples and illustrations a true reflection
of the student’s efforts and abilities?
� Growth/Development: Do samples provide thorough
understanding of growth and development related to their field of concentration? Do items show what the student has learned?
� Collaboration: Do items show examples of both individual and
group work? Does the student provide clear understanding of collaboration, and use collaboration to support his/her learning?
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� Reflection and Personal growth: Do items show exceptional
understanding of how to be a reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?
� Professional Conduct: Do items show clear understanding of
ethical behavior and professional conduct? Do items display the pride the student has in his or her work?
Overall Portfolio Impact
� Is this portfolio an asset in demonstrating the student’s value
(skills, abilities, knowledge) to a potential employer or college representative?
Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Need s improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro Orlando Campus
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Anejo I/Appendix I
Portfolio Assessment Feedback Template Strengths Weaknesses Improvement Ideas Facilitator’s comments
Student’s response and comments
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AnejoJ /Appendix J
Use and Return of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System, to keep in
their records a copy of my portfolio. I understand that the portfolio is going to be
used for accreditation or educational purposes only, and that is not going to be
disclosed without my consent.
By signing this document I authorize the office of Assessment and Placement to
keep a copy of my portfolio for six months and return it to me at the end of this
period of time.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date
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Anejo K/Appendix K
Use and Discard of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System to keep in
their records a copy of my portfolio. I understand that the portfolio is going to be
used for accreditation or educational purposes only, and that is not going to be
disclosed without my consent.
By signing this document I authorize the Office of Placement and Assessment to
keep a copy of my portfolio for six months and discard it at the end of this period
of time.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date
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Anejo L/ Appendix L
MATRIZ VALORATIVA PARA EVALUAR PRESENTACION
INDIVIDUAL/GRUPAL ORAL
Nombre del Estudiante: ____________________ Fecha:_________________
Criteri o Puntos Puntuación del estudiante
Conten ido Realiza una introducción efectiva del tema identificando el propósito, objetivo e ideas principales que se incluyen en la presentación.
10
La presentación es organizada y coherente y puede seguirse con facilidad.
10
El presentador demuestra dominio del tema o materia de la presentación al explicar con propiedad el contenido y no incurrir en errores.
10
Las ideas y argumentos de la presentación están bien fundamentados en los recursos presentados, consultados o discutidos en clase.
10
Capta la atención e interés de la audiencia y/o promueve su participación, según aplique.
10
Proyección efectiva, postura corporal adecuada, manejo de la audiencia, manejo del tiempo asignado.
10
Usa varias estrategias para hablar o definir conceptos, interpretaciones, aplicaciones y evaluación de procesos o experiencias en el contenido del curso.
10
Lenguaje Pronunciación de las palabras es clara y de manera correcta para que se entienda el lenguaje utilizado.
10
Uso correcto de la gramática y conjugación de verbos en el idioma asignado.
10
Uso correcto del vocabulario para expresar el mensaje adecuadamente.
10
Total de Puntos 100 (70% de contenido y 30%
Lenguaje)
Puntuación del Estudiante:
________ Firma del Estudiante: _________________ Firma del Facilitador: ____________________
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RUBRIC TO EVALUATE INDIVIDUAL/GROUP PRESENTATION
Student Name:____________________________Date:___________________
Criteria Value Points Student Total Score
Content Performs an effective introduction to the theme identifying the objectives, ideas and principles that are included in the presentation.
10
The presentation is organized and coherent, and could be easily followed
10
The presenter demonstrates domain of the theme or subject by means of properly explaining content without incurring in errors
10
The ideas and arguments of the presentation are well founded by the resources presented, consulted or discussed in class
10
Capture of the attention and interest of the audience and/or promote their participation, as applicable
10
Effective personal projection, corporal posture and manage of the audience;
10
Uses a variety of speaking strategies to define concepts, interpretation, application and evaluation of processes using experience on concepts or content of class.
10
Language Student pronounces words in a clear and correct manner so as to make the correct language used understood to others.
10
Correct use of grammar and verb conjugation.
10
Use of correct use of vocabulary words to express message.
10
Total Points 100 (70% of content and 30% of language)
Student’s Total Score: ________
Student’s signature: __________________Facilitator’s Signature: __________________
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Anejo M/ Appendix M
MATRIZ PARA EVALUAR ENSAYOS
NOMBRE: _______________________________NOTA FINAL _________
TITULO_________________________________FECHA _______________
0-No
Cumplió
1-
Deficiente
2-
Regular
3-
Bueno
4-Muy
Bueno
5-
Excelente
N/A-No
Aplica
CRITERIOS 0 1 2 3 4 5 N/A
1. El escrito es claro, enfocado e
interesante, identifica el propósito, los
objetivos e ideas principales que se
incluyen en el escrito.
2. Se cumplieron los objetivos o propósitos
anunciados en la introducción.
3. La presentación de las ideas es
organizada y coherente y puede
seguirse con facilidad.
4. El escrito incluye todas las partes o
elementos del tema o tarea asignada de
manera directa y apropiada.
5. El autor demuestra dominio del tema o
materia de la presentación al explicar
con propiedad el contenido y no incurrir
en errores.
6. Las ideas y argumentos de la
presentación están bien fundamentadas
en los recursos presentados,
consultados o discutidos en clase.
7. El resumen de los puntos principales y/o
la presentación de las conclusiones es
claro y apropiado.
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Criterios de Len guaje
8. Se utiliza un lenguaje apropiado con
corrección sintáctica y gramatical.
9. Utiliza vocabulario preciso, correcto y
apropiado, contiene oraciones y
párrafos bien construidos que facilitan la
lectura y comprensión del escrito.
10. El escrito está bien editado y
presentado.
Comentarios : _______________________________________________________
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Anejo N/Appendix N
Matriz Valorativa para el Póster Name/Group ________________________________________________
Course: _____________________ Date: ________________________
Criteri o Valor de los Puntos Puntos Obtenidos
El estudiante puede contestar de forma correcta todas las preguntas relacionadas con el póster y el proceso que se utilizó para crear el póster.
1.25 puntos
El titulo es creativo y único. 1.25 puntos Existen graficas en el póster y están enfocadas con el centro de cuido.
1.25 puntos
Todos los aspectos mencionados en el póster son relevantes a la estructura del centro de cuido.
1.25 puntos
El póster tiene un diseño atractivo.
1.25 puntos
Los recursos utilizados en la elaboración del póster son científicos.
1.25 puntos
La puntuación en el póster es correcta.
1.25 puntos
La presentación del póster es excepcional y única.
1.25 puntos
Total de puntos ____________________ 10 puntos
_______________ Total
Nota: Los estudiantes van a recibir la siguiente puntuación:
• Excelente 1.25 puntos • Bueno : 1.00 puntos • Regular : 0.75 puntos • Necesita Mejorar:: 0.50 puntos
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Anejo O/Appendix O
Design an Instructional Program for Infants or todd lers Theme: Materials
Fine Art Instruction
Hands on Activities
5 areas of Child development
Cognitive Social Language Emotional
Physical Development
Games
Field trips
Other
Name of student: Comments:__________________________________________ ____________________________________________________________________________________________________________________________________________
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Anejo P/ Appendix P Rubric for Instructional Design
Content
The design has a theme to learn by the infants or toddlers.
10
Presentation of ideas is organized and coherent.
10
The materials are proper for the infants and toddlers..
10
The activities were organized and with proper timely.
10
Provide hand on projects for infants and toddlers.
10
The fine art instruction is completely adequate for infants and toddlers.
10
The five areas of child development are included.
10
Language Demonstrate a command of standard English (vocabulary used, syntax and flow of ideas).
10
Uses grammar appropriately and correctly.
10
The sentences are free of errors. 10
Total Points 100 (70% content and 30% language)
Student’s total Score: _______
Student’s Signature: _________________Facilitator’s Signature:___________________
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Anejo Q/Appendix Q
Child Care Center Observation Facility Name: Years of Operation: Director of the Center: Center qualifications: Security Rules: Regulations and state licenses: Daily Program of Instruction for infants and toddlers Food schedule Bathroom rules Recreation Games Discipline Health and infection control Staff preparation Observation of infants and toddlers inside or outside:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Child Care Supervisor signature:_____________________ Observation date: _________________________________
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Anejo R/Appendix R Rubric for Chil d Care Center Observation
The infants were observed inside or outside the child care center.
10
The center has licenses and proper regulations.
10
The materials of instruction are proper for the infants and toddlers..
10
There is proper food schedule and the meals are nutritional.
10
The infants and toddlers receive proper recreation and games.
10
The bathroom rules and discipline are properly enforced at the child care center.
10
The staff is highly qualified at the center.l
10
Language Demonstrate a command of standard English (vocabulary used, syntax and flow of ideas).
10
Uses grammar appropriately and correctly.
10
The sentences are free of errors. 10
Total Points 100 (70% content and 30% language)
Student’s total Score: _______
Student’s Signature: ____________________Facilitator’s
Signature:___________________
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Anejo S/Appendix S
Timeline
A time line can help you make connections and understand complex
relationships and interrelationships.
Source: Retrieved on September 23rd, 2008 from
http://www.netrover.com/~kingskid/graphic/graphic.htm
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Timeline Rubric
Name/Group ________________________________________________
Course: _____________________ Date: ________________________
Topic: ______________________ Time: ________________________
Criteria Value Points Student Score
The timeline has a creative title that accurately describes the
material and is easy to locate 1 point
Facts were accurate for all events reported on the timeline 1 point
All graphics are effective and balanced with text use. 1 point
An accurate, complete date has been included for each event. 1 point
The timeline was set up to cover the relevant time period. It
contains appropriate yearly gradations of set intervals
1 point
The use of font styles and colors is consistent and shows a
logical pattern. It helps organize the material.
1 point
The timeline contained a significant number of events related to
the topic being studied
1 point
The student had notes about all the events and dates s/he
wished to include on the timeline before beginning to design the
timeline.
1 point
You have properly documented 4 or more good sources for
your topic.
1 point
Clearly stated and appropriately focused. 1 point
TOTAL 10 points
Student’s Name: __________________ Facilitator’s Signature: ______________
Note: The score obtained by the student should be recorded as follows:
• Excellent: 1.00 point • Good: 0.75 point • Fair: 0.50 point • Needs improvement: 0.25 point
Source: Adapted from http://soli.inav.net/~rpmic/iowa/rubrics/timerub.htm