College of Education and Human Development
Early Childhood Program
Universality and Diversity in Child and Family Development, Early Childhood
EDUT 511/411, 5U1 (3 credits)
Fall 2008 Tuesdays 9:00 AM - 4:00 PM
GMU Fairfax Campus, Robinson A349
lham Nasser, Ph.D.
Tel: (703) 993-4916
Office: Robinson A 329
Email: [email protected]
Office Hours: Before or
after class or by
appointment
Course Purpose:
This course is offered as part of the Early Childhood Program. It is based on the philosophy of
the Unified Transformative Early Education Model (UTEEM), a teacher education program
using an integrated approach to prepare teachers to work with diverse young children and their
families. Teachers are prepared to work with children with diverse learning needs in a variety of
inclusive community settings. This course focuses on the developing young child and family.
Course Description:
This course provides students with knowledge of child and family development from diverse
cultural perspectives. Students will explore the role of culture and theories in providing
frameworks for understanding and interpreting child and family growth and development.
Factors that facilitate development and factors that may place children at developmental risk and
actual disability will be examined. Students will also learn about various disabilities and the way
in which risk and actual disability affects both family and child development. They will acquire
appreciation for the critical role of families and their diversity in supporting the development of
the child.
Course Format:
This course utilizes a seminar format requiring active participation of all students. This class
meets every other week from 9:00-4:00 and is linked to a field experience and internships. This
enables students to continuously link their knowledge acquired in the course with the experiences
gained in the field. Students are expected to complete all class readings prior to each session so
as to engage in active dialogue, productive learning, and critical reflection. Activities will include
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instructor presentation, small group discussions, and group presentations, guest speakers from the
community, videos, and whole class sharing to support course content.
Overall Student Outcomes:
At the completion of this course, students will be able to:
1. Describe the major theories of development and demonstrate the skill to critically
examine the theories as they apply to the lives of culturally, linguistically, and ability
diverse young children and their families.
2. Examine the transactional nature of overall development in the context of the family,
community, socioeconomic conditions, and culture.
3. Identify typical developmental milestones of diverse children ages three through eight
and their cultural variations.
4. Observe and describe overall development, including the social emotional domain as it
occurs in natural environments and through play.
5. Identify environmental and biological/physical/medical at risk factors that can
contribute to possible developmental risk and atypical development across domains.
6. Discuss the etiology of major disabilities and demonstrate the skill to select culturally
and linguistically appropriate resources to use with diverse families and their children.
7. Identify culturally and linguistically responsive professional practices that facilitate
development in various domains.
8. Plan and present a professional development session for adult learners on
developmental issues that impact diverse young children and support family-centered
practices.
9. Provide critical and constructive feedback to peers on issues related to development
and diversity.
Relationship to Professional Standards:
This course is aligned with the following integrated standards of the Council for Exceptional Children and
National Association for the Education of Young Children.

Human growth and development (birth through adolescence):
o Demonstrate an understanding of the physical, social emotional, and intellectual
development of children and the ability to use this understanding in guiding learning
experiences;
o Demonstrate an understanding of the nature and characteristics of major disabling and atrisk conditions, including social-emotional development issues;
o Demonstrate an understanding that children’s development occurs in the sociocultural
context of family and community;
o Develop an understanding of medical aspects of young children with disabling and at-risk
conditions and the management of neurodevelopmental and motor disabilities, including
emergency care and the role of health care professionals in the lives of individuals with
disabilities;
o Develop an understanding of the theories and techniques of family-centered intervention,
including the role of culture, language, and disability;
1
o
o
Develop an understanding of the role that economic, social, racial, ethnic, religious,
physical, and mental factors may play on development issues related to but not limited to
attention deficit disorders, substance abuse, child abuse, and family disruptions;
Develop an understanding of the linguistic, sociological, cultural, cognitive, and
psychological basis of language and literacy development;
Required Texts:
Delpit, Lisa (2006). Other People’s Children: Cultural Conflict in the Classroom.. Revised Edition. New
York: The New Press. ISBN 10:1595580743.
Korakek, D. (2004). Spotlight on Young Children and Play. Washington, DC: NAEYC. ISBN
10:1928896162
Trawick-Smith, J. (2005). Early childhood development: A multicultural perspective (Latest Edition).
Upper Saddle River, NJ: Prentice Hall. ISBN: 0-13-046576-3
Required Readings found at www.nap.edu
Shonkoff, J. P. & Phillips, D. A. (2000). Neurons to neighborhoods: The science of early childhood
development. Washington, DV: National Academy Press. ISBN: 0309069882
Grading Scale:
A
96-100
A90-95
B+ 86-89
B 80-85
C 70-79
F below 70
Course Assignments
Assignment
Developmental Theory
Perspective
Written Child Observations
Family & Teacher Resource
and Information File
Statement of Understanding
Preparation for and
participation in class
Due date
9/9/08
1. 9/23/08
2. 10/21/08
Points assigned
10
25
25
Ongoing
11/18/08
30
Ongoing
10
Criteria for Evaluation of Written Assignments
2

All written assignments will be evaluated for content and presentation as graduate-level
writing. The American Psychological Association (APA) style (most recent edition) will
be followed for all written work. Portions of the APA manual appear at the Style Manuals
link on the GMU library web guide at http://library.gmu.edu/resources/edu/ .

All written assignments must be typed and should be proofread carefully. The University
Writing Center (Robinson A114) 703-993-1200 is a free writing resource open to all
GMU students, including graduate students. The Writing Center offers individual, group,
and online tutoring sessions in a comfortable, supportive. The English Language Institute
also offers help to graduate students who are second language learners.

Grading rubrics are attached to this syllabus. Rubrics are designed to assist in preparation
of required work.
Expectations
1. Present ideas in a clear, concise, and organized manner. Remember that longer is not
necessarily better.
2. Develop points coherently and thoroughly. Ensure that points are clearly linked to
topic.
3. Refer to appropriate readings, studies, and examples to document and support your
statements. Citations must adhere to APA guidelines. Avoid judgmental statements.
4. Use correct capitalization, punctuation, spelling, and grammar.
Assignments: A Detailed Descriptions
1. Developmental Theory Perspective
In order that all class members leave this course with an overview of the most prominent
developmental theories in the field of early childhood education and gain a critical
perspective on the values and liabilities of different theories and their application,
students will work in pairs or threes to research some of these. Some of these key
theoretical perspectives include: Cognitive-developmental, maturationist,
psychoanalytical, behaviorist, socio-cultural, ecological. Some prominent theorists
include: Piaget, Erikson, Skinner, Vygotsky, Montessori, Dewey and Bronfenbrenner. In
the first class meeting we will decide which student pairs will research which theory,
write about and report on it, in class on September 9. The write-up (3 pages maximum)
of the Developmental Theory Perspective should include the following elements:

Brief description of the theory; key tenets; well-known theorists who have
presented/promoted this perspective; milestones or stages; criticisms of the
theory; how this theorist would explain, value or not value cultural differences
that are apparent in development; examples of child behavior which demonstrates
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some of these concepts/stages; and how this theory might affect teaching
methodology or approach. This assignment will assist you in writing up your
statement of understanding.
2. Written Child Observations
All teachers need to develop skills as observers of children. They learn most about
children by studying their behavior directly, observing with objectivity, making careful
notes and reflecting upon them thoughtfully. Accurate observations make valuable
contributions toward planning for one child’s learning or improving curriculum for the
entire group. Observations help us understand the theories and how they developed to
inform us about child development. There are a variety of informal and formal methods
of observing, which we will explore first in class. Students will experience note taking in
class to learn about observing children. As a part of this assignment, you will write-up
two observations. The following describes those:
A. Bring to class a running record or a diary record of one child, using
a free writing format- Write up everything you see in your
notebook. Make sure you observe a child who is engaged in
activities in different domains of development (physical,
cognitive, etc. Spend five minutes each time and observe the
child for four times. Play observations should be the central focus
for gathering examples to describe children’s cognitive,
social/emotional, and physical/motor development. Due 9/23.
B. Bring to class a time sampling or event sampling observation that
represents at least four entries in all domains of development.
(Outcomes 1, 3, 4). Due 10/21.
C. In both write ups of your observations address what
connections you found between your observations and
developmental theories discussed earlier.
3. Family and Teacher Resource and Information Group Project
The Family and Teacher Resource and Information File which will be created by work in
small groups, has a dual focus. 1) What the teachers need to know about the
disabilities/risks factors/special needs (d/r/s) of some children and effective researchbased intervention strategies and 2) what the teacher can do to make this information
more accessible to families so they may more effectively advocate for their child.
a. Speak to at least 4 teachers/administrators at your school to find out the most
common d/r/s they have encountered in the children they serve.
b. In class on September 9, we will compile these responses, group them, and
decide which ones we want to research for inclusion in our Resource File.
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c. After selecting those d/r/s topics the class will research, we will select topics to
research in groups. The research on each d/r/s needs to include the following:
i. Definition, characteristics, and etiology of the d/r/s
ii. How it effects children’s development, across domains and stages
iii. Impact that the d/r/s has on families, at different ages/stages
iv. Cultural views and/or socio-cultural factors influencing the d/r/s including
the effect of language, culture and class
v. Education and intervention approaches and any controversy associated
with these approaches
vi. Research-based ideas/resources for professionals working with the child
with this d/r/s
vii. Family centered criteria used to select relevant resources.
The final component of the Resource File is the section that addresses what you
(the child’s teacher) need to know and what you can do to make this information more
accessible to families so they may more effectively advocate for their child. d/r/s
Research write-ups due a week after groups present.
4. Statement of Understanding
The purpose of this assignment is to synthesize the theories and research related to
development of young children ages 3-8 and to link it to observations of children over the
course of the semester to demonstrate students’ understanding of cognitive, physical, socialemotional, and intellectual development and the milestones of that development. Students
are expected to critically reflect on their personal view, assumptions, beliefs, and
understandings about how children develop and the role of the socio-cultural context on
development and how it impacts children and families of diverse backgrounds.
Format: The following three major components are required: (1) review of major
theories, including the key theorists associated with the view and examples of
development, learning, and practice (described above); (2) discussion of development in
the early years, including the research and personal examples; and (3) critical reflections
focused on student’s view of young children of diverse backgrounds, including a
discussion of challenges, strengths, practices and questions.
Major theories: Use the report on a major theory as a basis for this section and compare
and contrast the theory you reported on with another of your choice. DO NOT REVIEW
ALL THEORIES. The paper should provide an explanation of how both theories
apply to children ages 3-8, in particular to children of culturally, linguistically, and ability
diverse backgrounds. Discuss contractions, strengths, research, theorists/researchers, and
personal observations/experiences that link to theories. Specific examples of how what
you observed a child/children doing relates to the specific theory. Also describe some of
the common practices associated with each of the theories. Give examples of
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interventions, professional practices, materials, interactions observed or used that are
examples of the tenets of the theory.
Early childhood Development: This section should rely on the textbooks, research
findings, and personal observations/experiences/practices to describe children’s cognitive,
social/emotional, and physical/motor development and the issues related to atypical
development and at risk factors. The discussion of each domain should include a
synthesis of the key concepts, milestones. Statements and explanations should be
supported with direct links to the readings, presentations, and research. Citations should
follow APA guidelines. Examples and observations should be used to demonstrate an
understanding of how development manifests itself in young children of diverse
backgrounds.
Developmental Influences and Red Flags: As part of your discussion on developmental
domains, you will need to identify developmental red flags and play activities which
would help to facilitate development for each of the areas of development discussed
(cognitive development, social/emotional development, and physical and motor
development). Use your observations, teaching and learning experiences, and readings
of the science of early childhood development to provide examples of the influences and
red flags.
Socio-cultural context: Within each domain, there should be a discussion of (a)
family/community view of child/children’s development, particularly their strengths or
what they consider as significant evidence of appropriate level; (b) how the socio-cultural
context (social, political, economic, historical, and personal family story) of the family
and community mediates the domain.
Own Assumptions: (Undergraduate students are exempt from this section).
Students are to critically reflect on their assumptions, beliefs, and practices associated
with young children and their families. Discuss how they might impact your observations
and professional practice. Due: November 18 (Outcome 1, 2, 3, 4, 5, 6, 7, 8)
This assignment will be submitted on TaskStream. (See TaskStream Rubric
attached)
5. Preparation for and Participation in Class (10%)
Students are expected to attend all class sessions (unless prior arrangements have been
made with the instructor). They are be prepared for class by completing all assigned
readings and actively and considerately participating in all small and large group
discussions and activities. All assignments are expected to be submitted on time.
Modifications needed due to disabilities or special circumstances to meet course
requirements as outlined in syllabus must be discussed with instructor prior to the
assignment due dates. (Outcome 1, 2, 3, 9)
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Tentative Course Schedule
Date
August 26
Sept 9
Sept 23
Oct 7
Oct 21
Nov 4 and Nov 11
Nov 18
Dec 2
Topic & Learning
Experiences
Course overview; review of
syllabus and assignments; our
personal developmental
perspective and our
assumptions about children;
skills to critically examine
theories; Domains of
development and major
concepts
History of developmental
theory; presentations on
developmental theories.
Culture and its role in
development. The cornerstone
of observation.
Developmental domains;
Physical and motor
development; Sensory
integration; Including children
with special needs. Play as a
context for development
Cognitive development; brain
research and development
symbolic thought; play and
language
Social- emotional
development in a cultural
context. Play as a social
activity
Online activities- play based
activities
Family relationships and
influences on Development;
Parent expectations and
cultural variations.
Wrap up- share statement of
understanding
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Readings & Assignments
Delpit: Parts 1 & 2
Play article
Introduce ShonkoffDetermine developmental
theories to research.
Trawick-Smith: Part1:
Ch. 1-3
Shonkoff : Core concepts
P.22-32, 39-52 & 57-69.
Trawick-Smith: Ch. 10 & 14
Koralek: p. 28-41
D/R/S presentations start
Trawick-Smith: Ch. 11,
12,15,& 16
Shonkoff: Ch. 8
Trawick-Smith Ch. 13 & 17
Koralek: 2-27
Shonkoff: Ch. 5 & 7
Black Board discussion
board
Trawick- Smith: Ch. 18
Shonkoff: Ch. 9, 10, & 12
Back to Delpit- The book’s
content and how it relates to
culture, race, and teaching
Dec 9
Culminating activity- to be
determined
College of Education and Human Development (CEHD) Statement of Expectations
The CEHD expects that all students abide by the following:
 Students are expected to exhibit professional behavior in class and at internship sites, with
professors, peers, families, community members, guest presenters, and with the children.
 The Virginia Department of Education and the National Council for Accreditation of
Teacher Education promote standards of professional competence and dispositions. Dispositions
are values, commitments, and professional ethics that influence behaviors toward students,
families, colleagues, and all members of the learning community.
 The Graduate School of Education expects students, faculty, and staff to exhibit professional
dispositions through a:
Commitment to the profession
Commitment to honoring professional ethical standards
Commitment to key elements of professional practice
Commitment to being a member of a learning community
Commitment to democratic values and social justice
Students must follow the guidelines of the University Honor Code which states:
To promote a stronger sense of mutual responsibility, respect, trust, and fairness among all
members of the George Mason University community and with the desire for greater academic
and personal achievement, we, the student members of the University Community have set forth
this

See http://www.gmu.edu/catalog/apolicies/#TOC_H12 for more information.

Students must agree to abide by the university policy for Responsible Use of Computing. See
http://mail.gmu.edu and click on Responsible Use of Computing at the bottom of the screen.

Students with disabilities who seek accommodations in a course must be registered with the GMU
Disability Resource Center (DRC) and inform the instructor, in writing, at the beginning of the
semester. See www.gmu.edu/student/drc or call 703-993-2474 to access the DRC.
Family and Teacher Resource and Information Group Project- 20 points
Names of team members:
Criteria
Students addressed in their
project a disability/ risk factor
or/ and special need
Based on conversations with 4
professionals
Students compiled a file of
information on the D/R/S and
effective intervention strategies
Students have thought and
describes ways to make the
information accessible to
families
The research file should address
the seven points mentioned in
syllabus
Each member of team will
address separately:
1: Reflections on project work
in a group. 2. Reflections on
how you as a teacher will make
this information available and
accessible for families and how
do you plan to use it.
Students provide 1-2 pages
describing the information file
including a key to reading it.
18-20 points
Students chose topic
based on conversations
with four professionals
and they can explain and
document that in written
paper
The file is complete with
a variety of resources and
information on D/R/S/.
Students included
information for teachers
on intervention strategies
Students included enough
resources and ways to
make information
accessible for families
The research file
addresses each of the
seven points mentioned in
syllabus
Each team member
individually submits
reflections on the two
points mentioned in
criteria. (Team members
should make sure each has
submitted reflections.
This section will be
confidential).
Students provide 1-2
pages describing the
information file including
a key to reading it.
15-17
Students chose topic
based on their own
impressions and partial
conversations with
professionals
14- below
Students had no
conversation with anyone
and can’t explain or
document their choice in
written
The file includes
sufficient information
but no resources on
D/R/S and had no ideas
on intervention
strategies
Students included some
information for families
The file is incomplete with
few resources and not
enough information on
D/R/S. The file had no
intervention strategies
The research file
includes some of the
points but not all.
The research file doesn’t
address the seven points
mentioned in syllabus
Some team members
submit reflections and
some don’t. Individual/s
address only one point
out of two required.
Team members don’t submit
any reflections.
Students provide
inadequate description
of information file and
don’t include a key to
reading it.
Students provide no
description of file and no
key to reading it
Students didn’t include
resources for families.
Rubric for Group Presentation of Family- Teacher Resource and Information File

5- The topic is developed fully, organized well, and all requirements as described in
syllabus are met. The “who, what, where, when, how, and why” are explained using clear
and precise language and sufficient detail. Adult principles of learning and critical
reflective processes are used to involve class members in active learning activities. All
team members demonstrate an understanding of the issues, forces, assumptions and
concepts. Numerous references and citations to readings, research, dilemmas,
interventions, resources, and class discussions/experiences are included in content and
analysis of the topic. All team members take an active leadership role when presenting
and in preparation.

3 –4 Most parts of the components mentioned above are developed and organized well.
Team adhered to most of the requirements outlined in the syllabus. A couple of aspects
may need to be more fully or developed more deeply to ensure that peers grasped key
points of topic.

1-2– Some aspects of the content relevant to the topic are analyzed, developed and
organized well, but not as much detail, organization, or analysis is demonstrated. Some of
the requirements outlined in the syllabus are followed.

No credit– A few parts of the relevant topic are developed and analyzed somewhat.
Organization, learning activities, analysis, and/or links to particular key points made in
readings need improvement. Few of the requirements outlined in the syllabus were
followed.
EDUT 511/411- Fall 08
Statement of Understanding RubricName ________________
Total points ___________
Assignment
Dimension
Review of major
developmental
theories; key tenants;
theorist(s) responsible
for theory; examples
of development,
learning and practice
(ATTACH YOUR
THEORY REVIEW)
Discussion of
development in the
early years including
research and
addressing all
domains. Personal
examples from
different cultural
lenses
Critical reflections of
student’s own
assumptions, beliefs,
values and teaching
practices
Use of textbooks,
presentations, class
discussion is evident
in the discussion of
own assumptions.
APA style of writing
is used and evident
23 and Below
24-26
27-30
Description lacks
detail; key concepts
are unclear; elements
of assignment are
incomplete
Adequate description
of theory, tenants and
theorist(s) including
examples. No depth in
addressing two major
theories.
Detailed, very
complete description
of theory, tenants and
theorist(s) including
examples. Comparison
and contrast reflects
deep understanding of
general theories and
two major theories in
depth
Lack of clarity,
specificity and
thoroughness. Didn’t
address domains.
Fairly clear
delineation of
stages/milestones and
theoretical perspective
including cultural
differences, examples
of development
Very clear delineation
of stages/milestones
and theoretical
perspective including
cultural differences,
appropriate examples
of development and
play activities.
Minimal reflection
and critical analysis
Adequate reflection
references some of
elements listed in
Critical reflection
includes links to class
discussions, reading
and theoretical
perspectives, roots of
practices, views and
values
Disjointed, lacks
reflection on all
elements
Covers main elements
of statement without
making connections
and style of writing is
not appropriate.
Clarity and reflection
on all elements and
links between them.
APA style of writing
is evident.
EDUT 511- Fall 08
Observation Assignment Description and Rubric
For this assignment, you are to observe a child and look for his/ her development in all areas and
domains of development. Pay attention to play and interactions/ communication with caregivers. Try to
observe at different times during the day. Once you compiled the information, examine your notes and
check for patterns. There are no specific questions to lead your observation but a general examination of
developmental areas. In both observations (free note taking and time/event sampling observe in five
minutes segments for at least four times).
Guide for systematic observation (McAfee & Leong, 2007)
 Be unobtrusive. Select a place that allows full view and hearing but doesn’t interfere with what
you are trying to observe.
 Be as objective as possible. The observer captures what is seen and heard without analyzing the
information till after completion.
 Focus observation on a specific child, behavior, situation, concern, or identified goal. Play
situations and activities are the best opportunities to learn from and about children.
 Observe verbal and nonverbal behaviors.
 Suspend judgments, conclusions, and other interpretations of meaning until after observation.
Rubric/ Checklist for Observation assignments (Student must get all items checked to qualify for
maximum number of points- 25 points).
____________Student described what was observed accurately and objectively.
____________Student explained his/ her rationale for choosing the particular activity and
time of the day.
____________Student describes developmental areas observed, play behaviors and
interactions with others.
_____________Student described patterns of behaviors they found based on
observations.
_____________Student included reflections and recommendations on how to
use the information gathered.
____________ Student can describe the advantages and disadvantages of both kinds of
observations.