Supporting At-Risk Young Learners
& Their Families
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Instructor Name: |
Dr. Pamela Bernards, Ed.D. |
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Facilitator: |
Joan S. Halverstadt, MS/ED |
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Phone: |
509-891-7219 |
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Office Hours: |
8 a.m. to 5 p.m. PST Monday – Friday |
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Email: |
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Address: |
Virtual Education Software |
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23403 E Mission Avenue, Suite 220F |
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Liberty Lake, WA 99019 |
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Technical Support: |
Welcome to Supporting At-Risk Young Learners & Their Families, an interactive computer-based instruction course designed to help you identify and effectively teach At-Risk students under 8 years of age. This course discusses the reasons some children are considered at risk of not reaching their full potential and how educators can reverse negative trends. The course discusses the external situations that cause risk, such as poverty, family dysfunction, and environmental influences such as violence, in addition to the internal factors, such as temperament, being a second language learner, and having a disability or a mental health concern. A major emphasis for the class is on how to work with families to provide the resources the family needs to provide healthy and developmentally appropriate experiences for young children. Interventions for both the child and the family are included, as are the hallmarks of excellent early childhood programs.
This computer-based instruction course is a self-supporting program that provides instruction, structured practice, and evaluation all on your home or school computer. Technical support information can be found in the Help section of your course.
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Title: |
Supporting At-Risk Young Learners & Their Families |
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Publisher: |
Virtual Education
Software, inc. 2022, Revised 2024 |
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Instructor: |
Dr. Pamela Bernards, Ed.D. |
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Facilitator: |
Joan S. Halverstadt,
MS/ED |
The structure and
format of most distance-learning courses presume a high level of personal and
academic integrity in completion and submission of coursework. Individuals enrolled
in a distance-learning course are expected to adhere to the following standards
of academic conduct.
Academic work submitted by the individual (such as papers, assignments, reports, tests) shall be the student’s own work or appropriately attributed, in part or in whole, to its correct source. Submission of commercially prepared (or group prepared) materials as if they are one’s own work is unacceptable.
The individual will encourage honesty in others by refraining from providing materials or information to another person with knowledge that these materials or information will be used improperly.
Violations
of these academic standards will result in the assignment of a failing grade
and subsequent loss of credit for the course.
This course is designed to be an informational course with application to educational settings. The intervention strategies are designed to be used for the remediation of At-Risk students ranging in age from birth to 8 years. Some alterations may be needed if working with specific populations such as gifted, ESL, or special education.
As a result of this course, participants will demonstrate their
ability to:
·
Understand the
educator’s role in identifying and providing interventions for at-risk young
children
·
Recognize the symptoms
of a child and/or their family being at risk
·
Understand what adverse
childhood experiences are and how they affect a child’s growth and development
·
Understand the
external and internal causes of a child’s being placed at risk in families and
society
·
Understand the special
learning needs these students bring to the classroom
·
Gain techniques for
supporting students and families affected by negative factors
·
Learn intervention
techniques applicable to early childhood settings
·
Gain a wider knowledge
of available outside resources and support systems
·
Understand the
educator’s role in the intervention and prevention of developmental delays
·
Understand how the
family is the child’s primary influence and the role their choices make in the child’s early development
This course is designed to help Early Childhood Educators gain
strategies to reach and teach young children who are at risk of not meeting
their potential. Participants will learn the internal and external factors that
place a child at risk, how heredity and environment affect a child’s
development, the characteristics of various risk factors, and interventions for
each risk factor. A major emphasis will be on the family’s influence on the
child’s development and how Early Childhood Educators can work with families to
support their child’s growth in all areas of development.
The course is divided into four chapters. The first chapter defines “at-risk” factors, reviews early childhood development, and presents information about adverse childhood experiences. The second chapter presents the various external environmental and family factors that contribute to a child’s being at risk. The third chapter discusses the internal, child-centered factors of risk. And the fourth chapter presents the problems trauma and abuse cause the developing child. The chapters are sequential and should be completed in the order in which they are presented. At the end of each chapter, there will be an examination covering the material. Students must complete the examination before proceeding to the next chapter. In some of the examinations, questions will involve case studies to provide further practice in the application of knowledge. This course is appropriate for educators who seek training in working with children ages birth to 8 years and for professionals who work directly with families.
Although this course is a comprehensive presentation of the educational issues surrounding adverse childhood experiences and their influence on a child’s development, there is certainly a wealth of research and topics that are not covered in the scope of this course. The instructor highly recommends that you augment your readings from this course with further research to gain a fuller understanding of the complexities of this subject. However, the material presented in this course will give you a broader understanding of the topic. It will also give you information to apply directly to your work with students in the classroom and the community.
As
a student you will be expected to:
·
Complete all four information sections showing a
competent understanding of the material presented in each section.
·
Complete all four section examinations, showing a
competent understanding of the material presented. You must obtain
an overall score of 70% or higher,
with no individual exam score below
50%, and successfully complete ALL writing assignments to pass this course.
*Please
note: Minimum exam score requirements may vary by college or university;
therefore, you should refer to your course addendum to determine what your
minimum exam score requirements are.
·
Complete a review of
any section on which your examination score was below 50%.
·
Retake any examination, after completing an information review,
to increase that examination score to a minimum of 50%, making sure to also be
achieving an overall exam score of a minimum 70% (maximum of three
attempts). *Please note: Minimum exam score requirements may vary by
college or university; therefore, you should refer to your course addendum to
determine what your minimum exam score requirements are.
·
Complete all course
journal article and essay writing assignments with the minimum word count shown
for each writing assignment.
·
Complete a course
evaluation form at the end of the course.
In Chapter One, the early years of child development are discussed in regard to the influences of heredity vs. environmental factors. How the environment influences brain development is a major focus. How adverse childhood experiences affect development is reviewed. Also, several child development theories that explain the influence of family and the needs of children are presented.
In Chapter Two, we examine how the family environment and the family’s choices affect how a child develops their cognitive, social-emotional, language, physical, and adaptive skills and their personality. The external factors that can negatively affect a child’s development include poverty, parental issues such as divorce, and dysfunctional families with addictions or mental illness. Interventions for removing school barriers for these families, along with interventions for both the family and the child, are discussed.
This chapter will discuss child’s internal factors that may contribute to developmental risk. These include such issues as school readiness, temperament/personality, mental health factors, having a disability, or being an English Language Learner. The final section of the chapter is a discussion on how to build resilience in both families and children.
The final chapter examines the effects of trauma on children’s development. Child abuse and violence both have devastating effects on the development of a young brain and leave lasting problems. Interventions for working with trauma-affected students is a major focus of this chapter, as is violence prevention.
At the end of each course chapter, you will be expected to complete an examination designed to assess your knowledge. You may take these exams a total of three times. Your last score will save, not the highest score. After your third attempt, each examination will lock and not allow further access. The average from your exam scores will be printed on your certificate. However, this is not your final grade since your required writing assignments have not been reviewed. Exceptionally written or poorly written required writing assignments, or violation of the academic integrity policy in the course syllabus, will affect your grade. As this is a self-paced computerized instruction program, you may review course information as often as necessary. You will not be able to exit any examinations until you have answered all questions. If you try to exit the exam before you complete all questions, your information will be lost. You are expected to complete the entire exam in one sitting.
All assignments are
reviewed and may impact your final grade. Exceptionally or poorly written
assignments, or violation of the Academic Integrity Policy (see course syllabus
for policy), will affect your grade. Fifty percent of your grade is determined
by your writing assignments, and your overall exam score determines the other
fifty percent. Refer to the Essay Grading
Guidelines which were sent as an attachment with your
original course link. You should also
refer to the Course Syllabus Addendum which was sent as an attachment with your
original course link, to determine if you have any writing assignments in
addition to the Critical Thinking Questions (CTQ) and Journal Article Summations
(JAS). If you do, the Essay Grading Guidelines will also apply.
Your writing assignments must meet the minimum word count and are not to include the question or your final citations as part of your word count. In other words, the question and citations are not to be used as a means to meet the minimum word count.
There are four CTQs that you are required to complete. You will need to write a minimum of 500 words (maximum 1,000) per essay. You should explain how the information that you gained from the course will be applied and clearly convey a strong understanding of the course content as it relates to each CTQ. To view the questions, click on REQUIRED ESSAY and choose the CTQ that you are ready to complete; this will bring up a screen where you may enter your essay. Prior to course submission, you may go back at any point to edit your essay, but you must be certain to click SAVE once you are done with your edits.
You must click SAVE before you write another essay or
move on to another part of the course.
You are required to write, in your own words, a summary on a total of three peer-reviewed or scholarly journal articles (one article per JAS), written by an author with a Ph.D., Ed.D., or similar, on the topic outlined within each JAS section in the “Required Essays” portion of the course (blogs, abstracts, news articles, or similar are not acceptable). Your article choice must relate specifically to the discussion topic listed in each individual JAS. You will choose a total of three relevant articles (one article per JAS) and write a thorough summary of the information presented in each article (you must write a minimum of 200 words with a 400 word maximum per JAS). Be sure to provide the URL or the journal name, volume, date, and any other critical information to allow the facilitator to access and review each article.
To write your summary, click on REQUIRED ESSAYS and choose the JAS that you would like to complete. A writing program will automatically launch where you can write your summary. When you are ready to stop, click SAVE. Prior to course submission you may go back at any point to edit your summaries but you must be certain to click SAVE once you are done with your edits. For more information on the features of this assignment, please consult the HELP menu.
You must click SAVE before you write another summary or
move on to another part of the course.
Joan Halverstadt is a retired special services director and school
counselor/psychologist. She has 20 years’ experience as a school counselor
working with at-risk preschool and elementary aged students. Ms. Halverstadt has 50 years of experience working in early
childhood education with children and families, including working with children
affected by family issues, abuse, or trauma. She also teaches graduate
education counseling and special education courses for teachers and counselors.
She received her National Certification and her School Psychology Educational
Specialist degree from Seattle University, her School Counseling Educational
Staff associate degree from City University, her master’s in
Education degree from George Mason University, and her BA in Psychology
and Elementary Education from Whitman College. Please contact Professor Halverstadt
if you have course content or examination questions.
Pamela Bernards
has 30 years of combined experience in diverse PK–8 and high school settings as
a teacher and an administrator. In addition to these responsibilities, she was
the founding director of a K–8 after school care program and founder of a
pre-school program for infants to 4-year-olds. When she was a principal, her
school was named a U.S. Department of Education Blue Ribbon School of
Excellence. More recently, the school in which she serves as curriculum
coordinator was named a 2010 Blue Ribbon School. Areas of interest include
curriculum, research-based teaching practices, staff development, assessment,
data-driven instruction, and instructional intervention (remediation and
gifted/talented). She received a doctorate in Leadership and Professional
Practice from Trevecca Nazarene University. Please contact Professor Halverstadt
if you have course content or examination questions.
You may contact the facilitator by emailing Professor Halverstadt at joanh@virtualeduc.com or calling her 509-891-7219, Monday through Friday, 8:00 a.m. – 5:00 p.m. PST. Phone messages will be answered within 24 hours. Phone conferences will be limited to ten minutes per student, per day, given that this is a self-paced instructional program. Please do not contact the instructor about technical problems, course glitches, or other issues that involve the operation of the course.
If you have questions or problems related to the operation of this course, please try everything twice. If the problem persists please check our support pages for FAQs and known issues at www.virtualeduc.com and also the Help section of your course.
If you need personal assistance then email support@virtualeduc.com or call 509-891-7219. When contacting technical support, please know your course version number (it is located at the bottom left side of the Welcome Screen) and your operating system, and be seated in front of the computer at the time of your call.
Please refer to VESi’s website: www.virtualeduc.com or contact VESi if you have further questions about the compatibility of your operating system.
Refer
to the addendum regarding Grading Criteria, Course Completion Information,
Items to be Submitted, and how to submit your completed information. The
addendum will also note any additional course assignments that you may be
required to complete that are not listed in this syllabus.
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