FCS 234 Infant & Toddler Development Spring 2013 ~ 11:00-12:15pm Tues./Thurs. ~ Niccolls 301 Instructor: Erin N.

Chapman, PhD Office: Niccolls Building 108C E-mail: chapman@uidaho.edu (except for visiting during office hours, email is the best, most efficient way to contact me) Office Phone: 208-885-6789 (please correspond via email when possible) Office Hours: Tuesdays 12:30-2:30pm; Thursdays 12:30-2:30*; or by appointment; email me (*some Thursdays I have a meeting 12:30-1:30) Course Assistant: Megan Dicken ~ mmagyar@vandals.uidaho.edu Required Textbook: Puckett, M.B. & Black, J.K. (2009). The Young Child: Development from Prebirth Through Age Eight, (5th ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall. Book Group Book Options ~ Choose One: Karen, R. (1994). Becoming attached: First relationships and how they shape our capacity to love. New York: Oxford University Press. Brazelton, T. B., & Greenspan, S. I., (2000). The irreducible needs of children: What every child must have to grow, learn, and flourish . Cambridge, MA: Perseus. Course Description Influences on development before birth through the preschool years: factors that determine physical, emotional, cognitive, social, and creative development (UI Cataglog). Course Objectives: The student will Objective 1: demonstrate knowledge of basic concepts and theories of child development by comparing theoretical and research conclusions with practical applications. o Idaho Standards for Blended Early Childhood Education/Early Childhood Special Education Teachers. Standard 1: Knowledge of Subject Matter The teacher understands the central concepts, tools of inquiry, and structures of the content area(s) taught and creates learning experiences that make these aspects of subject matter meaningful for learners. Knowledge 2: The educator understands theories, history, and models that provide the basis for early childhood practices. Standard 7: Instructional Planning Skills The teacher plans and prepares instruction based upon knowledge of subject matter, students, the community, and curriculum goals. Knowledge 1: The educator understands theory and research that reflect currently recommended professional practice for working with families and children (from birth through age 2, ages 3-5, and grades K-3).

Objective 2: identify major developmental milestones as well as range of differences among children. o Idaho Core Teacher Standards Standard 2: Knowledge of Human Development and Learning The teacher understands how students learn and develop, and provides opportunities that support their intellectual, social, and personal development. Knowledge 3: The teacher knows progressions and ranges of individual variation within physical, social, emotional, moral, and intellectual development and their interrelationships. Knowledge 2: The educator understands the typical and atypical development of infants and young childrens attachments and relationships with primary caregivers. Standard 3: Adapting instruction for Individual Needs The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to students with diverse needs. Knowledge 2: The teacher knows about areas of exceptionality (e.g., learning disabilities, visual and perceptual difficulties, emotional and behavioral problems, physical and cognitive delays, and giftedness). o Idaho Standards for Blended Early Childhood Education/Early Childhood Special Education Teachers. Standard 1: Knowledge of Subject Matter The teacher understands the central concepts, tools of inquiry, and structures of the content area(s) taught and creates learning experiences that make these aspects of subject matter meaningful for learners.

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Knowledge 3: The educator understands the process of self-regulation that assists young children to identify and cope with emotions. Knowledge 4: The educator understands language acquisition processes in order to support emergent literacy, including pre-linguistic communication and language development. Knowledge 8: The educator understands the acquisition of self-help skills that facilitate the childs growing independence (e.g., toileting, dressing, grooming, hygiene, eating, and sleeping).

Objective 3: analyze environments for optimal growth o Idaho Core Teacher Standards Standard 5: Classroom Motivation and Management Skills The teacher understands individual and group motivation and behavior and creates a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. Knowledge 2: The teacher understands the principles of motivation, both extrinsic and intrinsic, and human behavior. Standard 6: Communication Skills The teacher uses a variety of communication techniques including verbal, nonverbal, and media to foster inquiry, collaboration, and supportive interaction in and beyond the classroom. Standard 10: Partnerships The teacher interacts in a professional, effective manner with colleagues, parents, and other members of the community to support students' learning and well being. Knowledge 3: The teacher knows that factors other than the formal education system (e.g., socioeconomic status, culture, and family) influence students l ives and learning. o Idaho Standards for Blended Early Childhood Education/Early Childhood Special Education Teachers. Standard 1: Knowledge of Subject Matter The teacher understands the central concepts, tools of inquiry, and structures of the content area(s) taught and creates learning experiences that make these aspects of subject matter meaningful for learners Knowledge 5: The educator understands the elements of play and how play assists children in learning. Knowledge 9: The educator understands the comprehensive nature of childrens well being in order to create opportunities for developing and practicing skills that contribute to healthful living and enhanced quality of life. Standard 2: Knowledge of Human Development and Learning The teacher understands how students learn and develop, and provides opportunities that support their intellectual, social, and personal development. Knowledge 4: The educator understands pre-, peri-, and postnatal development and factors, such as biological and environment conditions that affect childrens development and learning. Knowledge 5: The educator understands the developmental consequences of stress and trauma, protective factors and resilience, the development of mental health, and the importance of supportive relationships. Standard 5: Classroom Motivation and Management Skills The teacher understands individual and group motivation and behavior and creates a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. Knowledge 2: The educator knows that physically and psychologically safe and healthy learning environments promote security, trust, attachment, and mastery motivation in young children. Objective 4: identify professionals and organizations, which serve young children and their families. o Idaho Core Teacher Standards Standard 9: Professional Commitment and Responsibility The teacher is a reflective practitioner who demonstrates a commitment to professional standards and is continuously engaged in purposeful mastery of the art and science of teaching. Knowledge 6: The teacher knows about professional organizations within education and his or her content area. Standard 10: Partnerships The teacher interacts in a professional, effective manner with colleagues, parents, and other members of the community to support students' learning and well being. Knowledge 8: The teacher knows signs of emotional distress, child abuse, substance abuse, and neglect in students and how to follow the procedures to report known or suspected abuse or neglect to the appropriate authorities.

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Objective 5: demonstrate the knowledge of the interrelatedness of development o Idaho Standards for Blended Early Childhood Education/Early Childhood Special Education Teachers. Standard 1: Knowledge of Subject Matter Knowledge 3: The educator understands the process of self-regulation that assists young children to identify and cope with emotions. Knowledge 5: The educator understands the elements of play and how play assists children in learning. Knowledge 7: The educator understands that young children are constructing a sense of self, expressing wants and needs, and understanding social interactions that enable them to be involved in friendships, cooperation, and effective conflict resolutions. Knowledge 8: The educator understands the acquisition of self-help skills that facilitate the childs growing independence (e.g., toileting, dressing, grooming, hygiene, eating, and sleeping). Standard 5: Classroom Motivation and Management Skills Knowledge 2: The educator knows that physically and psychologically safe and healthy learning environments promote security, trust, attachment, and motivation mastery in young children.

This course meets the following FCS Education Accreditation Standards: Knowledge Standards: o Impact of society: The teacher understands the significance of family and its impact on the well being of individuals and society and the multiple life roles and responsibilities in family, work, and community settings. o Interpersonal relationships: The teacher understands how interpersonal relationships, cultural patterns, and diversity impact individuals, families, community, and the workplace. o Parenting: The teacher knows the roles and responsibilities of parenting and factors that impact human growth and development across the life span. College of Education Vision The College of Education envisions being a leading, diverse, nationally recognized educational community. Our caring faculty members and innovative curriculum are: Preparing professionals through integrated programs grounded in research Generating and evaluating knowledge through disciplinary and interdisciplinary scholarship Informing professional practice and community life through the exchange and utilization of knowledge Together, our college community is achieving this vision through a culture of openness, innovation, and collaboration. College of Education Mission The College of Education enriches lives by advancing excellence in research and practice in education, leadership, and applied human arts and sciences (adopted January 27, 2005). Conceptual Framework University of Idaho educators CARE. Together we develop as scholar practitioners who value and professionally apply and advance: Cultural Proficiency; Assessment, Teaching, and Learning; Reflective Scholarship & Practice; and, Engagement in Community Building & Partnerships. University Learning Outcomes These outcomes provide a broad description of the expected consequences gained through your college education. These outcomes apply to your FCS 234 course. 1. Learn and integrate - Through independent learning and collaborative study, attain, use, and develop knowledge in the arts, humanities, sciences, and social sciences, with disciplinary specialization and the ability to integrate information across disciplines. 2. Think and create - Use multiple thinking strategies to examine real-world issues, explore creative avenues of expression, solve problems, and make consequential decisions. 3. Communicate - Acquire, articulate, create and convey intended meaning using verbal and non-verbal methods of communication that demonstrate respect and understanding in a complex society. 4. Clarify purpose and perspective - Explore ones life purpose and meaning through transformational experiences that foster an understanding of self, relationships, and diverse global perspectives. 5. Practice citizenship - Apply principles of ethical leadership, collaborative engagement, socially responsible behavior, respect for diversity in an interdependent world, and a service-oriented commitment to advance and sustain local and global communities.

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Academic Misconduct & Plagiarism: Cheatingnot cool; dont do it. Plagiarism is the act of representing directly or indirectly another persons work as your own. It can involve presenting someones speech, wholly or partially, as yours; quoting without acknowledging the true source of the quoted material; copying and handing in another persons work (including extra credit work) with your name on it; copying or sharing answers on exams; and similar infractions. Even indirect quotations, paraphrasing, etc., can be considered plagiarism unless sources are properly cited. Plagiarism will not be tolerated, and students could receive an F grade on the exam/assignment or an F grade for the course. For more information about the University of Idahos Academic Integrity Initiative, go to the Dean of Students website http://www.uidaho.edu/DOS/academicintegrity Students with Special Needs: Disability Support Services Reasonable Accommodations Statement I would like to hear from anyone in this class who has a special need that may require some modification of seating, testing, or other course requirements. Please see me after class or during my office hours so that we can work out any arrangements needed. Reasonable accommodations are available for students who have documented temporary or permanent disabilities. All accommodations must be approved through Disability Support Services in order to notify your instructor(s) as soon as possible regarding accommodation(s) needed for the course. Disability Support Services Idaho Commons Building, Room 306 Phone: 885-6307 Email: dss@uidaho.edu Website: http://www.uidaho.edu/studentaffairs/taap/dss Challenging & Sensitive Content The content of this course will likely challenge assumptions you hold about a number of issues, including parenting, family systems and functioning, & child care. As a result, you may find that your participation makes you uncomfortable on occasion. Experiencing dissonance, while not always pleasant at the time, may ultimately prove rewarding. Although this is a large lecture class format, I have worked to provide you with opportunities to individually process information and to ask questions. I believe that effective education is a two-way exchange and, therefore, I encourage you to become an active participant in this course and hope you will gain knowledge that will enhance your decision-making and relationships throughout life. The basic ground rule for class discussion is RESPECT. Please be respectful of diverse opinions and perspectives of issues discussed in class. With such a large number of students enrolled, it is certain that we will not all be on the same page with certain issues especially those that strike moral, ethical, and/or spiritual chords within all of us. Feel free to share your opinions and perspectives and be respectful when others share their own as well. Also, please be aware of, and sensitive to, others learning styles. Course Requirements Attendance and Engagement Attendance will not be taken daily, however It should be noted that in-class activities (see IC section below) can greatly affect your final grade. These assignments will be completed and turned in DURING class time. You cannot make-up missed in-class assignments. Absolutely No Exceptions. If you want the points for in-class activities, come to class and plan to be involved in whats going on during class time. I intentionally have the class complete several I Cs throughout the semester so that missing one or two or three ICs will not adversely affect your grade. Missing ten ICs, well, that is another story Reading Assignments Students shall read weekly assignments from the text and any readings to be announced (TBA). Class lectur es and discussions will include concepts, questions and activities based on text readings. Exam questions will be based on both the assigned readings from the textbook, additional (if any) assigned readings, and lecture material. In-class (IC) Activities On several occasions you will have an opportunity to participate in an unannounced IC activity. These activities will be presented randomly throughout the semester. These applied exercises are designed to integrate personal perspectives and course content. Each of these activities will be worth 10 points. You may earn a maximum of 80 points for these activities. These points may not be made up if you are absent from class and miss the activity. We will have more than eight of these IC activities which means you will have some wiggle room if you happen to miss a class period in which we complete an IC. Therefore, please do not freak out if you miss one IC you will have several chances to get your 80 IC points.

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Diverse, personal opinions and reactions are encouraged as long as they are stated in a thoughtful and respectful manner. Please answer honestly, seriously, and adequately (i.e., a one or two sentence response is NOT adequate; a completely sarcastic response is NOT serious). These activities will be evaluated by the amount of effort you put into the exercise and by the quality of your response (e.g., absence=0; low/little effort=2; average=5; high=10).

Out-of-class (OOC) Assignments ~ Book Group is required; choose between Toy Activity and Infographic Review Project. Book group & Reflection Papers (100points total, 25 per book discussion day and 50 for final paper). All students will sign-up to participate in a book group. You will choose one of two preselected books (see page 1 of syllabus) to read and reflect on over the course of the semester. Two days this semester have been selected as book group days. On each of those days, each group will discuss their respective books, based on discussion questions provided. Each student will then turn in a brief written reflection based on that group discussion (25 pts for each discussion day). In addition, you will turn in a three to four page paper summarizing your thoughtful reflections related to development as a result of reading the book (50 pts for final reflection). Further directions will be provided as needed. TENTATIVE: Erin will provide more info.Choose between the following two options: o Toy/Activity Presentations (100 pts). Design a toy or activity to facilitate the development of a child (or group of children). Student(s) will select a target age range within the span of birth to age eight. You will then present your toy/activity to your classmates and instructor during a selected class period (open-house style). Developmentally sound instructions, goals, and objectives must accompany the activity. Further directions, grading rubric, and due date will be provided if needed. o End-of-the-semester Infographic Review Project (100pts). Using Pinterest, Prezi, Twitter, and/or other social media tools and digital tools (Brainshark, Mindmeister, Blogger, SpiceNodes, Jing, timerime, Wordpress, etc). you will create an informative and visually interesting report in an infographic (or other visual, digital format) on a topic related to early childhood development. You can choose any appropriate topic related to prenatal, infant, toddler, early childhood development or education. You will present your infographic to your classmates and instructor during a selected class period (open-house style). Further directions, examples of infographics, and due date will be provided if needed. Any late submissions of an OOC assignments will be penalized 5points per day late.

Exams We will discuss exam formats as the semester progresses. You will take three, 100-point exams covering materials from the textbook, lecture, and guest speaker presentations. Please note that all assigned reading and lecture material is fair game for possible exam questions. These exams will consist of multiple choice, true/false, short answer, matching, and essay questions. Make-up tests will be given for medical reasons with documented evidence from UI Health Services or other medical agency, or when students are attending required university-sponsored activities. A request in advance is required for expected absence from an exam due to a university-sponsored activity. Only under extraordinary circumstances, communicated to the instructor prior to the exam date, will you be permitted to reschedule an exam. If at all possible, any rescheduled exam must be taken prior to the date on which the class takes the exam. If an illness or family emergency affects your ability to take a scheduled exam, you must provide WRITTEN DOCUMENTATION. (cont. on next page) Your FINAL EXAM is NOT COMPREHENSIVE and is Friday, May 10 from 10:00am-12:00pm. Plan your end-of-the-semester travel to begin AFTER the exam time. Exceptions to the final exam date require written approval from both the Director of the School of Family and Consumer Studies AND the Associate Dean of the College of Agriculture. Graduating seniors will NOT be excused from the final exam

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Grading Points from exams (300 pts.) will be combined with your in-class activity points (80 pts.) and one or two possible out-of-class assignments/final project (80-180 pts.) for a possible range of points totaling 460-560. Grading scale: 100% - ~90% = A ~89.9% - ~80% = B ~79.9% - ~70% = C ~69.9% - ~60% = D Below 60% = F
Be Aware of Your Progress! Be sure to do your work throughout the semester, and stay alert to how your grades are progressing. Ask the instructor if you feel worried or do not know how you are progressing. How to Determine Your Current Grade in the Course: Grades are based on a simple point system. To figure your current grade, add up all of YOUR points to date. Next, add up all POSSIBLE-course-points-to-date (that is, all points possible for exams, ICs, etc.). Divide your point total-to-date by the total of course-points-to-date possible. This will give you a decimal number such as .8813. This is an 88% and would be a B+ letter grade. REMEMBER, only full letter grades are submitted for Midterms and Final Grades (no +s or s).

Final Grades Statement Part 3, Section E-6 of the General Catalog All grades, except grades of incomplete (I), are considered final when assigned by an instructor at the end of the term. A grade correction may be requested only when a computational or procedural error occurred. No final grade may be revised as a result of re-examination or the submission of additional work after the close of the semester.

Have a Question or a Comment? For general class-related questions (for example, When is the exam?) please check the syllabus, course schedule and BbLearn Announcements, and then, if you still cannot find an answer to your question, see me during my office hours. IF YOU HAVE AN EMERGENCY (i.e., death or illness in the family, etc.) and you need to let me know, please type URGENT-234 in the Subject Line of your email. o PLEASE NOTE: I will NOT respond to emails regarding the following questions: What did I miss in class today? Nothing. Because you were absent, I cancelled class. (Check BbLearn for notes or ask a classmate.) I will be absent today or I was absent/sick today. I appreciate you letting me know. Can I make up that IC? ICs cannot be made up unless there are rare and extraordinary circumstances involved. What is my grade right now? See section on How to Determine Your Grade Throughout the Semester When will scores/grades be posted on BbLearn? I promise you, I want to get scores/grades posted just as quickly as you would like me to, however there is only 1 of me, and 80of you. Ill get to them as soon as I possibly can. Regarding course and lecture material, you are always welcome to ask questions/comment during class. However, if you do not feel comfortable speaking in front of everyone or if your question is of a personal nature, you may Email me at chapman@uidaho.edu and I will reply to your email as soon as possible, or Submit a question before/after class to the Question/Comment Box which will always be available at the front of the classroom. Please leave an email address/name to respond to if you want me to respond to you privately. If you do not sign your name or leave an email address to respond to (if you ask anonymously), I will assume it is okay to respond to the question during a future class time. Erins Tips for a Smooth and Successful Semester in FCS 234! Please be aware that we will be covering an array of topics & a large amount of material during the semester. Unfortunately, we will not have the time to go into great depth on each & every topic in this survey-style course. Due to the breadth of the required curriculum, we will not be able to cover every topic in the textbook. Of those discussed, some chapters and topics will be covered in more detail than others. You will be expected to know material from the selected chapters & materials covered in lecture for the exams; any assigned reading is fair game for questions on the exams, regardless of whether we have covered the material during lecture (see Course Plan). The best advice I can give to those of you wishing to do well in this class is to: o READ, READ, READ, READ the assigned chapters, o ATTEND class, o PAY ATTENTION to what is covered during lecture, o put thoughtful effort into COMPLETING the in-class activities and out-of-class ASSIGNMENTS,

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o Find a study buddy and STUDY for exams, and o ASK QUESTIONS if you are unsure about the material we cover or have questions or concerns about your grade, etc. Feel free to contact me with questions. If your feel you are having trouble in the class, ask for help sooner rather than later. Always feel free to ask questions about the material you read for class or the material we cover during lecture. If you dont understand something or there appears to be a discrepancy between what I say and what the book says, lets discuss i t. If you have a question about a topic that we have not addressed, please ask and I will do my best to find an answer.

Classroom Policies & More Tips for FCS 234 Success!R-E-S-P-E-C-T, find out what it means to me! The name of the game is RESPECT. The following classroom policies have been developed from my experience of working with over 1,900 students in teaching a large-lecture course for 13 semesters. Please understand that I am not trying to be the wicked witch of UI; I am simply trying to create and maintain a respectful and safe learning environment for EVERYONE in this class. Please, Please, Please 1. Treat others as you want to be treated. The Golden Rule Rules! Be respectful & courteous of the other 80 people in the room other students, guest speakers, the teaching staffand you will be treated with respect in return. If you get this one down, youll be good to go for the entire semester and, perhaps, your entire life. 2. Speak up if you want to be heard. If you have a question, want or need to make a comment or share your opinion, feel free to do so. Please respectfully listen when others are sharing their personal views as well. Remember, we wont all agree on an iss ue and that is okay, but we all have the right to hold and share our own, individual opinions. Also, in such a big room, speak up loud and proud so everyone can hear and hearing loss runs in my family I was hoping it would skip a generation, but Think twice if you dont want to be heard. Remember that sidebar comments whispered to a friend sitting next to you might be heard by other students who may or may not take offense you may never know the experiences your fellow classmates have endured or the types of lives they lead. Your quip might make some laugh but others hurt. Perhaps your comment would best be kept for a different time and placethe walk to your next class, with your pals over a soda pop or brew, in a text to grandma. Take a break from technology = No Calls, No Texts, No Games, No Tweets, etc. You will probably get tired of hearing me remind the class of this classroom policy, but it seems that many people need the reminder again, and again, and again if I see texting during class or hear a phone blow up during class, Ill ask to answer the call or text to explain to the person on the other end that you are busy being intimate! If a phone call or a conversation via text is more important than being present AND engaged in our class, that is completely understandable, but please excuse yourself from the classroom or do not show up to classit may be your time and money, but it is also the time and money of the other 80 students in the room and that of the teaching staff. Reserve the First and Last Rows for Laptop Users. Again, I tend to have to remind students of this policy oftenIf you plan to use a laptop to take notes during lecturethe only acceptable reason to have laptops in use during classsit in the very back row or the very front row(s) of the classroom. This leads to the next classroom policy Dont Facebook, Twitter, pin on Pinterest, blog, surf the internet, check email, MySpace (does anyone use MySpace anymore?!?) , IM, watch clips on YouTube, shop online, do other course work, etc. while in class. Laptops and our wireless classroom can make it tempting to do so, but using your laptop for extra curricular activities during class is not only distracting to you, it can be distracting to your neighbors as well. Laptops are allowed if you are taking lecture notes for FCS 234. If you are using your laptop for other purposes, I will ask you to shut it down. Yep, you can roll your eyes all you want; Ill still expect you to close your screen. Again, being present AND engaged in our class may not be your number one priority for the 75 minutes that we meet on any given TTh, and that is fine. However, if it isnt your priority, excuse yourself from the classroom or do not show up and take car e of what is your priority for that time period. Dont chit-chat during lecture. Please be respectful of your peers listening (extra chit-chat can be distracting!) and of the person lecturing (I can hear you!!). If you need to discuss something with your neighbor, take your discussion into the hall. Again, priorities (see #4 and #6). Turn off your I-Pod, take out the earbuds, take off the giant Beats. If I see earbuds in or headphones on, Ill ask that you sing along so the entire class can share in the music! Rock on!but not in our class. Put down the Argonaut. It will still be there after class, I promise.

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10. Know when class begins and ends! Class begins at 11:00am. I will make every effort to start our class on time (11:00am, sharp!) If you arrive late, please quietly enter and find a seat. 11. Dont begin to pack up materials, book bags, coats etc. before class is dismissed. Class ends at 12:15pm and Ill always let you out by that time if not sooner. Packing up before class is finished only delays dismissal as I will wait until everyone settles before wrapping up. 12. Dont fall asleep during class. And if you do, try not to snore! 13. If you eat, chew quietly. 14. If you drink, gulp quietly. 15. If you have questions, please ASK!!it is what we are here for! 16. Let me know if I need to speak up, slow down, go backet c! and 17. ENJOY your semester in FCS 234! Im glad you are here!

9 Spring 2013 FCS 234

Tentative Course Outline (Revised 3/20/2013)
Thurs. March 21

Finish Infant & Toddler Social & Emotional Dev. Begin Infant Physical Dev.
Tues. March 26 & Thurs. March 28

Chap. 6 Chap. 5

Finish Infant Physical Dev. Infant Cognitive Dev. & Language/Literacy Dev. Begin Toddler Physical Dev.
Tues. April 2 & Thurs. April 4

Chap. 5 Chap. 7 Chap. 8

Finish Toddler Physical Dev. th Exam# 2 posted Friday, April 5

Tues. April 9 & Thurs. April 11

Chap. 8 Covers Chaps. 5, 6, 7, 8

Exam #2 DUE Tues., April 9 Toddler Social & Emotional Dev. The Importance of Play
Tues. April 16 & Thurs. April 18

th

Chap. 9 Megans Presentation

Tuesday the 16 = Book Group Discussion & Reflection Paper #2 DUE NO CLASS Thursday, April 18th
Tues. April 23 & Thurs. April 25

th

Toddler Cog/Language/Literacy Dev. Preschoolers Physical Dev. Preschoolers Social & Emotional Dev.
Tues. April 30 & Thurs. May 2

Chap. 10 Chap. 11 Chap. 12

Thursday, May 2 = Final Book Reflection Paper (3-4 pages) DUE Preschoolers Cognitive Dev. Chap. 13 Preschoolers Language & Literacy Dev. Chap. 13 Exam# 3 posted by Monday, May 6th Covers Chaps. 9, 10, 11, 12, & 13
Week of May 6 ~ FINALS WEEK!

nd

EXAM #3

DUE:

Friday, May 10th ~10am-12noon

Covers Chaps. 9, 10, 11, 12, & 13