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: |
Introduction
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.
Course Materials (Online)
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Title: |
Supporting At-Risk Young Learners & Their Families |
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Publisher: |
Virtual
Education Software, inc. 2022 |
|
Instructor: |
Dr. Pamela Bernards, Ed.D. |
|
Facilitator: |
Joan
S. Halverstadt, MS/ED |
Academic Integrity Statement
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
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.
Aiding Honesty in Others
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.
Level of Application
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.
Expected
Learning Outcomes
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
Course Description
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.
Student Expectations
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.
Chapter Topics
Chapter One: The Early Years of Child Development
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.
Chapter Two: Family Contributors to Potential Adverse Childhood
Experiences
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.
Chapter Three: Individual Factors Contributing to Potential
Developmental Risks
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.
Chapter Four: The Effects of Trauma: Child Abuse/Neglect,
Domestic Violence, General Trauma
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.
Examinations
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.
Writing Assignments
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.
Critical Thinking Questions
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.
Journal Article Summations
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.
Facilitator Description
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 45
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.
Instructor Description
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.
Contacting the Facilitator
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.
Technical Questions
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.
Minimum Computer Requirements
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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Bueno,
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Course
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