Supporting At-Risk Young Learners & Their Families
Instructor Name: |
Dr. Pamela Bernards, Ed.D. |
Facilitator: |
Joan S. Halverstadt,
MS/ED |
Phone: |
509-891-7219 |
Office Hours: |
8 a.m. to 5 p.m. PST Monday - Friday |
Email: |
|
Address: |
Virtual Education Software |
|
23403 E Mission Avenue, Suite 220F |
|
Liberty Lake, WA 99019 |
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.
Title: |
Supporting At-Risk Young Learners & Their Families |
Publisher: |
Virtual
Education Software, inc. 2005, Revised 2010, Revised 2014, Revised 2017, Revised
2020 |
Instructor: |
Dr. Pamela Bernards,
Ed.D. |
Facilitator: |
Joan
S. Halverstadt, MS/ED |
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%, 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
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 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. Your
final grade for the course will be determined by calculating an average score
of all exams. This score will be printed
on your final certificate. 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.
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.
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.
Chapter
1 Articles
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Annie
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Aratani, Y.
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Children and Youth: Causes and Consequences
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Felitti,
V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards,
V., Koss, M. F., & Marks, J. S. (1998). Relationship of childhood abuse and
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Fergeson, D; Smith, S; & Granja, M. Child Welfare and Early Interventions: Policies and Practices to Promote
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Livingstone, G. (2018, April 27). Fact
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Mathur, A. (2015, November 18). The cost of
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M., & Thomas, C. N. (2013). Who is
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Chapter 2 Articles
American
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American
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American
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