Syllabus for Child Development II course at Waukee High School, covering topics from preschool to school-age child development, with course content, grading policy, and teacher information.

The image provided is a syllabus for the course Child Development II at Waukee High School. Below, I will analyze and explain the key components of the syllabus:

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1. Course Title and Instructor Information

- Course Title: Child Development II
- Instructor: Ms. VanWaardhuizen
- Location: Room 202
- Contact Email: `[email protected]`

This section provides basic information about the course and instructor, allowing students to contact the teacher if needed.

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2. Course Description

- The course focuses on the observation and study of children, particularly those in preschool to school age.
- A special note highlights that this course is articulated with DMACC (Des Moines Area Community College). Students who complete both Child Development I and II at Waukee High School with a grade of "C" or higher, followed by successful completion of required courses at DMACC (12 credit hours), can receive college credit for the two high school courses. This is a significant benefit as it saves money and advances college education.

#### Explanation:
This articulation agreement is a valuable feature of the course, offering students an opportunity to earn college credit while still in high school. It emphasizes the academic rigor and alignment of the course with post-secondary education standards.

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3. Course Content

The course content is organized into six units, each covering specific topics from the textbook *The Developing Child* by Holly E. Brisbane. Here’s a breakdown:

#### Unit 1: Developmental Theorists and Observing Children
- Chapters Covered: 1
- Topics: Introduction to developmental theories and methods for observing children.

#### Unit 2: Childcare-Related Careers and Activities
- Chapters Covered: 22 & 23
- Topics: Exploration of careers in childcare and activities designed to support child development.

#### Unit 3: Health, Safety, Coping with Stress, and Caring for Children
- Chapters Covered: 20 & 21
- Topics: Focus on health and safety practices, stress management, and caregiving skills.

#### Unit 4: Baby's First Year of Development
- Chapters Covered: 7, 8, & 9
- Topics: Developmental milestones and care during the first year of life.

#### Unit 5: Development of the Child from 1 to 3 Years
- Chapters Covered: 10, 11, & 12
- Topics: Physical, cognitive, social, and emotional development during toddlerhood.

#### Unit 6: Development from 4 to 6 Years, Including Exceptional Needs
- Chapters Covered: 13, 14, 15, & 21
- Topics: Development during the preschool years and considerations for children with exceptional needs.

#### Explanation:
The course content is structured to cover various aspects of child development, from theoretical foundations to practical applications. Each unit builds upon the previous one, providing a comprehensive understanding of child growth and development across different stages.

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4. Grading Policy

The grading scale is clearly defined:
- A+ (100–98)
- A (97–93)
- A− (92–90)
- B+ (89–87)
- B (86–83)
- B− (82–80)
- C+ (79–77)
- C (76–73)
- C− (72–70)
- D+ (69–67)
- D (66–63)
- D− (62–60)
- F (59 & Below)

#### Late Work Policy:
- A 25% reduction in grade may be applied to late assignments.
- Students must come before or after school to present their work for grading.

#### Make-Up Work Policy:
- Students are allowed 2 days per day missed to make up classwork due to absence.
- Responsibility lies with the student to obtain missed work from Ms. VW.
- Communication with the teacher is encouraged, especially if problems arise before the due date.

#### Explanation:
The grading policy is transparent and fair, with clear expectations for late work and make-up assignments. The emphasis on communication and responsibility ensures that students are aware of their obligations and have opportunities to succeed.

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5. Additional Notes

- Assignments are graded in batches after the class has moved on to new material.
- Students exchange time helping the teacher and scoring their own work.
- Ms. VW is described as very understanding, especially when students communicate issues beforehand.

#### Explanation:
These notes highlight the collaborative nature of the classroom environment and the teacher's willingness to support students. The exchange of time between students and the teacher fosters a sense of mutual respect and responsibility.

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Conclusion

The syllabus for Child Development II is well-organized and detailed, providing students with a clear understanding of the course objectives, content, and expectations. Key features include:
1. An articulation agreement with DMACC for earning college credit.
2. Comprehensive coverage of child development topics.
3. A transparent grading policy with clear guidelines for late work and make-up assignments.
4. Emphasis on communication and collaboration between students and the teacher.

This syllabus effectively prepares students for the course and sets them up for success in both high school and potential college credit opportunities.

Final Answer:
The syllabus outlines a rigorous and supportive course structure designed to educate students about child development while offering pathways to college credit through articulation with DMACC. The detailed grading policy and emphasis on communication ensure clarity and fairness. boxed{The course is academically robust and student-friendly.}