SYLLABUS
DEPARTMENT OF HUMAN DEVELOPMENT & SCHOOL SERVICES
COLLEGE OF EDUCATION AND P-16 INTEGRATION
UTRGV COURSE NUMBER: ECED 4314.35
INSTRUCTOR NAME: DR. IRASEMA S. GONZALEZ
COURSE TITLE: DYNAMICS OF PLAY & PLAY ENVIRONMENTS EMAIL : [email protected]
TERM: FALL 2015
TELEPHONE # 956-665-7224 (office)
MEETING DAYS & TIMES : T/R 1:40PM – 2:55PM
OFFICE LOCATION: COE 2.606
LOCATION: EDUC 1.406
OFFICE HOURS: T/R 11:00 AM – 12:00 PM AND
1:00 PM – 3:00 PM
Required Text:
Van Hoorn, J., Nourot-Monighan, P., Scales, B., & Alward-Rodriguez, K. (2015). Play at the
center of the curriculum (6th ed). New Jersey: Pearson.
COURSE DESCRIPTION AND PREREQUISITES
Dynamics of Play & Play Environments in Childhood: This course provides an overview of
play theories as they apply to the total development of the child. Examines the art and science
of critical thinking including analysis, synthesis, and evaluation in the fields of play, play
theories, and outdoor play environments through a variety of pedagogies. Special attention is
given to organized play experiences through arranging and scheduling developmentally
appropriate learning centers for children in the public school setting.
†CROSSWALK COURSE: This course satisfies EDEC 4314.
Student Learning Outcomes
1. Teacher candidates will plan and prepare instruction demonstrating knowledge of
content and pedagogy, knowledge of student diversity, and ability to select appropriate
instructional goals in inclusive learning environments.
2. Teacher candidates will deliver instruction demonstrating the ability to communicate
clearly and accurately, to use questioning and discussion techniques, and to engage and
motivate diverse students to learn.
3. Teacher candidates will foster a positive classroom environment by creating a climate of
respect and rapport, establishing a culture for learning, and managing classrooms.
4. Teacher candidates will know, understand and use formal and informal assessments to
plan, evaluate and strengthen instruction that will promote academic achievement of
diverse students.
College of Education and P-16 Integration Requirements:

A Tk20 account is required of all students in the College of Education and P-16
Integration. Tk20 is an electronic toolkit used by teacher candidates and other school
professionals to provide evidence that they have mastered state and professional
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SYLLABUS

standards for the profession, as a necessary component of the College
of Education and P-16 Integration’s assessment system.
Be advised that the UTRGV College of Education and P-16 Integration conducts ongoing
research regarding the effectiveness of its programs. You will receive one survey in the
final semester prior to graduation regarding your program during your time here. A
second survey will occur within one year following graduation from or completion of a
program, and will be sent to your employer. This survey will focus on the preparation
received at UTRGV. Please remember that your response to these surveys is critical to
UTRGV excellence.
MAJOR REQUIREMENTS, DEMONSTRATION OF MASTERY AND EVALUATION
COURSE REQUIREMENTS:
Daily Cooperative In-Class Assignments/Attendance/Participation
10%
Play Prop Box & Paper
15%
Quizzes
10%
Play Research Paper & Presentation
15%
Play Day Event
15%
Learning Centers Project
15%
Exam 1
20%
Total
100%
This course addresses the following
Generalist, PPR EC-6, and NAEYC
Standards:
GENERALIST EC-6
STANDARDS
Generalist EC-6 Music Standards 7.2, 7.13
Generalist EC-6 Art Standards 3.5, 4.1
Generalist EC-6 Theatre Standards 1.1, 1.2, 1.3, 1.4, 1.5, 1.7, 1.9, 2.1,
2.2, 2.4, 2.11,
PEDAGOGY AND
PROFESSIONAL
1.1 K the intellectual, social, physical, and emotional
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SYLLABUS
RESPONSIBILITIES (EC – 12)
developmental characteristics of students in early childhood
through grade 6
1.2 K the implications of students’ developmental
characteristics for planning appropriate instruction
2.19 K features and characteristics of physical spaces (e.g.,
learning centers, play areas) that are safe and productive for
learning;
2.20 K the benefits and limitations of various arrangements of
furniture in the classroom;
If you want to obtain a TExES preparation manual go to:
http://texes.ets.org/prepMaterials/
ALIGNMENT OF NAEYC
STANDARDS FOR EARLY
CHILDHOOD PROFESSIONA
PREPARATION PROGRAMS
1a-Knowing and understanding young children’s characteristics
and needs.
1c-Using developmental knowledge to create healthy,
respectful, supportive, and challenging learning environments.
3b-Knowing about and using observation, documentation, and
other appropriate assessment tools and approaches.
4a-Understanding positive relationships and supportive
interactions as the foundation of their work with children
4b-Knowing and understanding effective strategies and tools for
early education.
4c-Using a broad repertoire of developmentally appropriate
teaching/learning approaches.
5a-Understanding content knowledge and resources in academic
disciplines.
UTRGV University Policies
STUDENTS WITH DISABILITIES:
If you have a documented disability (physical, psychological, learning, or other disability which
affects your academic performance) and would like to receive academic accommodations,
please inform your instructor and contact Student Accessibility Services to schedule an
appointment to initiate services. It is recommended that you schedule an appointment with
Student Accessibility Services before classes start. However, accommodations can be provided
at any time. Brownsville Campus: Student Accessibility Services is located in Cortez Hall Room
129 and can be contacted by phone at (956) 882-7374 (Voice) or via email at
[email protected]. Edinburg Campus: Student Accessibility Services is located in 108
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SYLLABUS
University Center and can be contacted by phone at (956) 665-7005
(Voice), (956) 665-3840 (Fax), or via email at [email protected].
MANDATORY COURSE EVALUATION PERIOD:
Students are required to complete an ONLINE evaluation of this course, accessed through your
UTRGV account (http://my.utrgv.edu); you will be contacted through email with further
instructions. Online evaluations will be available Nov. 18 – Dec. 9, 2015. Students who complete
their evaluations will have priority access to their grades.
ATTENDANCE: Students are expected to attend all scheduled classes and may be dropped from
the course for excessive absences. UTRGV’s attendance policy excuses students from attending
class if they are participating in officially sponsored university activities, such as athletics; for
observance of religious holy days; or for military service. Students should contact the instructor
in advance of the excused absence and arrange to make up missed work or examinations.
Attendance will be monitored and upon accumulating three absences, the final course grade
will be dropped one letter grade. The fourth absence will result in being dropped from the course
with a DP or DF. Absences in excess of the above will result in being dropped from the class by
the professor without prior notice to the student. Those students leaving university class early
will be considered absent. It is important to understand that the instructor will use class
attendance as one criterion for grading. As such, be aware that an absence is an absence and
there are no such things as excused absences at the university level.
Note: Every absence will affect your grade in participation and attendance. You will begin the semester
with a grade of 100 and 7 points will be deducted for every absence and 3 points for every tardy.
SCHOLASTIC INTEGRITY:
As members of a community dedicated to Honesty, Integrity and Respect, students are
reminded that those who engage in scholastic dishonesty are subject to disciplinary penalties,
including the possibility of failure in the course and expulsion from the University. Scholastic
dishonesty includes but is not limited to: cheating, plagiarism, and collusion; submission for
credit of any work or materials that are attributable in whole or in part to another person;
taking an examination for another person; any act designed to give unfair advantage to a
student; or the attempt to commit such acts. Since scholastic dishonesty harms the individual,
all students and the integrity of the University, policies on scholastic dishonesty will be strictly
enforced (Board of Regents Rules and Regulations and UTRGV Academic Integrity Guidelines).
All scholastic dishonesty incidents will be reported to the Dean of Students.
SEXUAL HARASSMENT, DISCRIMINATION, and VIOLENCE:
In accordance with UT System regulations, your instructor is a “responsible employee” for
reporting purposes under Title IX regulations and so must report any instance, occurring during
a student’s time in college, of sexual assault, stalking, dating violence, domestic violence, or
sexual harassment about which she/he becomes aware during this course through writing,
discussion, or personal disclosure. More information can be found at www.utrgv.edu/equity,
including confidential resources available on campus. The faculty and staff of UTRGV actively
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SYLLABUS
strive to provide a learning, working, and living environment that
promotes personal integrity, civility, and mutual respect in an
environment free from sexual misconduct and discrimination.
COURSE DROPS:
According to UTRGV policy, students may drop any class without penalty earning a grade of DR
until the official drop date. Following that date, students must be assigned a letter grade and
can no longer drop the class. Students considering dropping the class should be aware of the
“3-peat rule” and the “6-drop” rule so they can recognize how dropped classes may affect their
academic success. The 6-drop rule refers to Texas law that dictates that undergraduate
students may not drop more than six courses during their undergraduate career. Courses
dropped at other Texas public higher education institutions will count toward the six-course
drop limit. The 3-peat rule refers to additional fees charged to students who take the same
class for the third time.
CEP Program Policies
GRADING POLICIES AND ASSIGNMENTS
ADMISSION TO THE
COLLEGE OF EDUCATION
To enroll in this course, you must be formally admitted to the
College of Education. If you have not been formally admitted to
the College of Education Teacher Preparation Program you will
be dropped officially from this class. The drop may come at any
time during the semester. If you have not yet been officially
admitted to the College of Education, you should withdraw from
this course immediately and, if appropriate, seek counsel from
your undergraduate advisor in the College of Education.
Late work will not receive full credit. Ten points will be
deducted for each day that an assignment is late. This includes
all major projects. There are no make-up quizzes, exams, or
Blackboard discussions. Acceptance of late work is at the
discretion of the course instructor.
LATE WORK
FITNESS TO TEACH POLICY
Students are advised to review the approved College of Education
“Fitness to Teach Policy”, which will be discussed during the
orientation and in class. Upon acceptance to the College of
Education, students are required to adhere to the standards of the
profession. Refer to Fitness to Teach policy on the COE website.
Students are expected to help maintain a classroom environment
CIVILITY IN THE CLASSROOM that is conducive to learning. To ensure that all students have
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SYLLABUS
the opportunity to gain from time spent in class; students are
prohibited from engaging in any form of disruptive behavior.
Therefore, the following behaviors will not be tolerated:
cellular phones, beepers, arriving late to class, leaving the
lecture early, making offensive remarks, chattering, surfing the
net, doing other work during class, sleeping, etc. Inappropriate
behavior in the classroom may result, minimally, in a request to
leave class.
FIELD EXPERIENCES (THIS COURSE DOES NOT REQUIRE FIELD EXPERIENCE HOURS)
Field experiences Contact Information:
All field experiences will be coordinated through the Office of Educator Preparation and
Accountability (OEPA), located at Main 2.200 One West University Boulevard, Brownsville, Texas
(956) 882-8200 and EDUO 2.510 1201 W. University Drive, Edinburg, Texas (956) 665-7952
Contact Information: Dr. Gloria Quesada, Director [email protected] (956) 665-7125
Timeframe to Complete Field Hours: September 28th-November 13th.
Procedures:
The Office of Educator Preparation and Accountability will communicate with instructors of
courses requiring field hours to coordinate student field experiences. All field hours may begin
week 5 of the semester (September 28th) and be complete by week 11 (November 13th).
CALENDAR OF ACTIVITIES
TENTATIVE COURSE TOPICS, CALENDAR OF ACTIVITIES, ASSIGNMENTS, TEST DATES
Week
Date
Readings
TEXES
Standards
Activities/ Assignments
Ice Breaker: Human
Bingo
1.1K, 1.2K,
2.19K,& 2.20K
Chapter 1
Chapter 1 Quiz
1.1K, 1.2K,
2.19K,& 2.20K
Chapter 2
Chapter 2 Quiz
Sept. 1
Introduction to the
course, syllabus,
expectations,…
Sept. 3
Looking at Play
Through Teachers’
Eyes
Chapter 1
Sept. 8
Continue: Play
through teachers’
eyes
1
2
Topics
Sept. 10
Play and
Development: Theory
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SYLLABUS
3
Sept. 15
Play Theories
Chapter 2
Sept. 17
Play as the
cornerstone of
development: The
literature
Chapter 3
Sept. 22
Library Research Day
4
Sept. 24
Orchestrating
Children’s Play:
Setting the Stage
Chapter 4
Chapter 4 Quiz
5
Sept. 29
Orchestrating Play:
Interactions with
Children
Chapter 5
Chapter 5 Quiz
Oct. 1
Discuss Prop Boxes
Oct. 6
Play as a Tool for
Assessment
Chapter 3 Quiz
Research on Play
7
Oct. 13
1.1K, 1.2K,
2.19K,& 2.20K
1.1K, 1.2K,
2.19K,& 2.20K
Bring an Article: Prop
Boxes
Chapter 6
Chapter 6 Quiz
6
Oct. 8
1.1K, 1.2K,
2.19K,& 2.20K
1.1K, 1.2K,
2.19K,& 2.20K
Communicating with
families about play
and assessment
Learning Centers:
How, what, why?
Oct. 15
1.1K, 1.2K,
2.19K,& 2.20K
Explore LCs
games and
activities
Management of
Learning Centers in
the classroom
Oct. 20
Mathematics in the
Play-Centered
Curriculum
Oct. 22
Organizing Prop
Boxes
Oct. 27
Due: PROP Box
Assignment
8
9
Play Day Event
Oct. 29
Chapter 7
Chapter 7 Quiz
UTRGV Head Start
and/or Child
Development Center
1.1K, 1.2K,
2.19K,& 2.20K
1.1K, 1.2K,
2.19K,& 2.20K
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SYLLABUS
10
Nov. 3
Exam 1
Nov. 5
Research Day:
Groups meet to
compare findings and
organize presentation
of research findings
Nov. 10
DUE: Research
Paper & Presentation
Blackboard
1.1K, 1.2K,
2.19K,& 2.20K
Brief Research
Presentation. Address
main findings.
1.1K, 1.2K,
2.19K,& 2.20K
Chapter 8
Chapter 8 quiz
1.1K, 1.2K,
2.19K,& 2.20K
PK-4th
grade
Cooperative groups
meet
Chapter 9
Chapter 9 Quiz
1.1K, 1.2K,
2.19K,& 2.20K
Set-up LCs and
activities
1.1K, 1.2K,
2.19K,& 2.20K
11
Nov.12
12
Nov. 17
Nov. 19
Nov. 24
Language, Literacy,
and Play
Language, Literacy,
and Play
Learning Centers
Planning
Science in the PlayCentered Curriculum
Chapter 8
13
Nov. 26
Dec. 1
14
Dec. 3
DUE: Learning
Centers Project
Blackboard:Play,
Toys, and
Technology
Dec. 8
Blackboard: Play,
Toys, and
Technology
Dec. 10
Dead Day
15
16
Holiday:
Thanksgiving Day
Dec. 14-17
Chapter 13 Quiz
Chapter 13
Portfolio Reviews and
Final Exams
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