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EDU 428

ALABAMA STATE UNIVERSITY

COLLEGE OF EDUCATION

SYLLABUS FOR

CHILD GROWTH AND DEVELOPMENT

COURSE NUMBER: / EDU 428
COURSE DESCRIPTION: / A study of factors affecting childhood growth and development beginning with the prenatal period. Involves periodic, systematic work with children from birth through 12 years of age in studying their physical growth and development and in providing intellectual stimulation and guidance.
CREDIT HOURS: / 3 Semester Hours
INSTRUCTOR: / Huey-Ling Lin, Ph.D.
TELEPHONE: / 229-4237
OFFICE: / 217 Councill Hall
OFFICE HOURS: / As posted or by appointment
ATTENDANCE POLICY: / The student will be held responsible for adhering to University Attendance Policy. Any student whose absences from a course exceed one and a half (1 1/2) times the number of credit hours assigned to the course will be assigned a grade of "F." Absences will count from the first date of classes and not from the first day the student attends.

ANY STUDENT REQUIRING ALTERNATIVE FORMATS FOR TESTING AND/OR HANDOUTS FOR THIS COURSE, OR OTHER TYPES OF ACCOMMODATIONS, DUE TO A HANDICAPPING CONDITION, SHOULD ADVISE THE INSTRUCTOR WITHIN THE FIRST WEEK OF CLASSES.

PREPARED BY: ______

Huey-Ling Lin, Ph.D. Date

Kathleen P. Tyler, Ed.D., Coordinator

APPROVED BY: ______

Department Chair Date

______

Dean Date

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EDU 428

Revised 2007

COURSE PURPOSE: The purpose of this course is to provide a knowledge base from which students may understand the growth, development, and interaction patterns of children from birth through 12 years of age. The major chronological periods of child development are studied: the prenatal period; infancy and toddlerhood; the preschool years, and the school years. Each period is examined from three aspects: physical, cognitive, and social-emotional development of the child. The chronological approach is designed to facilitate understanding of child growth and development as a continuous series of changes and adaptations.

KNOWLEDGE BASES:

Philosophical

Theoretical

Perspicacious practice (inference professional judgment)

RELATIONSHIP TO CONCEPTUAL FRAMEWORK:

Collaboration and interaction on the basis of each student’s comprehensive analysis of past and present preparation and experience, using a Pro-Forma Inventory will represent the possibilities of students developing proficiencies. Emphasis will be on emerging needs and goals evolving achievement of proficiency with greater effectiveness as advocates for children, families and early childhood professionals.

STATE OF ALABAMA QUALITY STANDARDS ADDRESSED IN THIS COURSE:

(2)(c)1.ii Knowledge of the physical, emotional, and social development of young people and the relationship of these to learning readiness and to cognitive development.

(2)(c)4.(i) Knowledge of research and theory underpinning effective teaching and learning.

INTASC STANDARDS

This course responds to the following INTASC standards:

Standard 1 Subject Matter

Standard 2 Student Learning

Standard 8 Assessment

NAEYC PPROGRAM STANDARDS

This course responds to the following NAEYC standards:

Standard 1 Child Development and Learning

1.1  Use knowledge of how children develop and learn to provide opportunities that support the physical, social, emotional, language, cognitive, and aesthetic development of all young children from birth through age eight.

1.2  Use knowledge of how young children differ in their development and approaches to learning to support the development and learning of individual children.

INSTRUCTIONAL LEARNING EXPERIENCE: The format for EDU 428 mixes the traditional classroom-base and online instruction. It will include many of the interactive tools of online learning, like discussion, chat, e-mail, calendar and online quiz, and other instruction methods, like lectures, discussions, oral reports, observations, and audio visual /technological materials.

COURSE REQUIREMENTS:

1. / Laboratory experience - a minimum of 5 hours in an assigned early childhood setting. The student is responsible for obtaining, completing and turning in the application for laboratory placement; and turning in the evaluation form, completed and signed by the cooperating teacher to 235 Councill Hall.
2. / Observation report of children’s behavior. It must be submitted on the day of the presentation.
3. / Thirty quizzes consisting of objective items will be posted and taken online.
4. / Class attendance and active participation: Students are expected to participate in discussions and make oral presentations. Participation requires reading all assigned materials and preparation of assignments PRIOR TO CLASS.

REQUIRED TEXTBOOKS: Charlesworth, Rosalind. Understanding child development (4th ed.) (1996). Albany, New York: Delmar Publishers.

INSTRUCTIONAL OBJECTIVES AND ACTIVITIES: The student will:

I. Demonstrate knowledge of the sources for knowledge of child development.

A. / Define the term and identify developmental and learning theories.
B. / Recognize definitions of the cognitive, affective, and physical/motor developmental and learning areas.
C. / Describe cautions that should be used when applying theory to the lower socioeconomic level and/or minority group child.
D. / Explain important historical factors in child study.
E. / Identify these methods of child study: the diary, observation, and the interview.
F. / List examples of current child study research questions.
G. / List settings in which professionals work with young children.
H. / Identify and describe examples of the five "p’s," four “R's," and TLC.

II. Demonstrate knowledge of the prenatal and infancy periods.

A. / Describe the sequence of events that results in fertilization and conception.
B. / Recognize the three stages of prenatal development.
C. / Recognize the functions of the placenta, umbilical cord, and amniotic fluid.
D. / List and discuss environmental factors that can affect the developing fetus.
E. / Discuss the problems associated with teenage pregnancies.

III. Demonstrate knowledge of factors of heredity, environment, and development.

A. / Explain what is meant by the nature-nurture controversy.
B. / Explain why it is important for the adult who works with young children to know the children's histories.
C. / Explain the interactionist point of view of heredity and environment.
D. / Provide examples of how the study of adoptee and twins can assist in our understanding of the heredity/environment relationship.
E. / Identify hereditary predispositions and environmental dangers that may hinder children's optimal development.

IV. Demonstrate knowledge of factors important to the first two weeks of life.

A. / State the environmental changes that take place at birth for the newborn.
B. / Identify the important aspects of the neonatal period.
C. / Discuss the responsibilities of the adult who works with the young child to the neonate and the neonate's parents.

V. Demonstrate knowledge of the theoretical views and general characteristics of infancy.

A. / Recognize the theories of Erikson, Freud, Piaget, Vygotsky, Skinner, Sears, Bandura, Rogers, and Maslow and the point of view of Gesell regarding infants.
B. / Discuss why the sensory competencies of some infants may not be as well developed as those of others.


VI. Demonstrate Comprehensive of the affective development of infants.

A. / Identify the developmental stages of adult/infant interaction.
B. / Explain the development of stranger anxiety.
C. / Describe the roles of fathers with infants.
D. / Explain the significance of the infant/mother reunion.
E. / Identify significant aspects of attachment behavior.
F. / Explain how infant and parent develop communication skills.

VII. Demonstrate Comprehensive of the motor and cognitive development of infants.

A. / Apply the rules of normal motor development.
B. / Recognize the factors that influence motor development.
C. / Describe activities that support motor development.
D. / State brief descriptions of the cognitive stages occurring during the first year of sensorimotor development.
E. / Identify the factors that are important in infant object manipulation.
F. / Support the need for infants to have time to explore and play on their own, independent of adult intervention.

VIII. Demonstrate knowledge of the sociocultural aspects of development of the infant.

A. / Recognize the factors that indicate a high-quality infant environment.
B. / Identify the pros and cons of day care for infants.
C. / List the socioeconomic and cultural factors that may affect infant development.

IX. Demonstrate understanding of the developing independence of the toddler.

A. / Name the two major developmental areas in which a toddler shows the most growth.
B. / Recognize five areas of behavior, which reflect toddler growth from dependence to independence.

X. Demonstrate knowledge of the affective development of the toddler.

A. / Explain Vygotsky and Erikson's views of the toddler.
B. / Identify the stages in the development of toddler play.
C. / Describe the place of moral development during the toddler period.

XI. Demonstrate knowledge of the cognitive development of the toddler.

A. / Name the Piagetian stages through which the toddler passes.
B. / Describe Vygotsky's view of toddler cognitive development.
C. / Identify examples of toddler concept learning.

XII. Demonstrate understanding of the appropriate environment for a toddler.

A. / Identify the sociocultural aspects of the toddler’s environment.
B. / Observe and evaluate a toddler’s environment.

XIII. Demonstrate understand of the physical growth, safety and nutrition requirements as the child moves from preschool to the primary level.

A. / Identify examples of the basic principles of growth.
B. / Discuss the effects of a good diet and good health care on a child who has suffered malnutrition.
C. / List the health and nutrition problems that low-income children may have when they enter school.
D. / Assess safety factors for young children.
E. / Describe the basic parts of a nutrition, health, and safety education program for young children.

XIV. Demonstrate understanding of the motor development of the child as he/she moves from the preschool to the primary level.

A. / Explain the relationship between physical and motor development.
B. / Recognize the critical factors in gross and fine motor development.
C. / List twelve gross motor skills.
D. / Recognize the developmental sequence for drawing.
E. / Describe how the young child learns motor skills.


XV. Demonstrate Comprehensive of how learning takes place from the preschool to primary levels.

A. / Define learning, perception, reflex, and memory.
B. / Discriminate between the developmental and behaviorist views of learning.
C. / Recognize examples of perceptual, learning, and memory concepts.
D. / Define a rationale for the importance of action and concrete sensory experiences in young children's learning.

XVI. Demonstrate understanding of general characteristics of the role of the adult in the learning of the child as he/she moves from the preschool to the primary levels.

A. / Observe adults and children and describe the adults' roles in the children's learning.
B. / State the two basic roles of the adult in children's learning.
C. / Identify the adult role in learning as it might be defined by Piaget, Vygotsky, Erikson, Freud, Maslow, Rogers, Gesell, Skinner, and Sears.
D. / Identify the behaviors and comments of a teacher that help children think and learn.

XVII. Demonstrate Comprehensive of the role of the adult in learning related to parental and social factors.

A. / Given a situation, evaluate/critique the role of the parent.
B. / Discuss decisions about multicultural and anti-bias education as they relate to early childhood education.
C. / Discuss why adults must adopt different roles and behaviors when they work with children and parents from different social and cultural backgrounds.

XVIII. Demonstrate Comprehensive of the changes in the cognitive system of the child as he/she progresses from the preschool to the primary levels.

A. / Define cognition.
B. / Identify cognitive behaviors.
C. / Recognize parts of the cognitive structures and cognitive process.
D. / Name Piaget's stages of cognitive development and identify the major characteristics of the sensorimotor and preoperational stages.
E. / State the significance of right and left-brain functioning.


XIX. Demonstrate Comprehensive concept development in the child as he/she progresses from the preschool to the primary levels.

A. / List the highlights of Piaget's developmental theory.
B. / Identify the cognitive characteristics of the preoperational child.
C. / Identify the cognitive characteristics of the concrete operational child.

XX. Demonstrate Comprehensive language development in the child as he/she progresses from the preschool level to the primary level.

A. / Identify definitions and examples of the major kinds of age rules.
B. / Explain the "correct" points of view regarding how age is learned.
C. / Explain how cultural and socioeconomic factors affect language development.
D. / Explain the important factors in the adult’s role in the child's language development.

XXI. Demonstrate Comprehensive the everyday use of oral language in the child as he/she progresses from the preschool to the primary levels.

A. / Recognize some of the aspects of early childhood language use established by current research.
B. / Discuss the relationship of play and language use.
C. / Explain how play supports academic achievement.

XXII. Demonstrate Comprehensive development of everyday use of written language as the child progresses from the preschool to the primary levels.

A. / Recognize statements that describe normal early childhood literacy development.
B. / Discuss the adult’s role in the literacy development of young children.
C. / Describe examples of reading and writing activities that are appropriate for young children.


XXIII. Demonstrate Comprehensive of intelligence and creativity in the child as he/she progresses from the preschool to primary levels.

A. / Identify the characteristics of the psychometric, cognitive developmental, information processing, triarchic, multiple intelligences, and ethnological views of intelligence.
B. / List the criticisms of the use of IQ tests and IQ scores in the assessment of young children.
C. / Describe how the adult who works with young children can have a long-term effect on their school success.
D. / Evaluate the creative aspects of adult and child interaction.

XXIV. Demonstrate Comprehensive nature of affective development as the child progresses from the preschool to the primary levels.

A. / Define affective.
B. / Recognize the interests in the affective area of ten major theorists.
C. / Identify affective behaviors of a young child.
D. / Discuss the importance of ego development during early childhood.

XXV. Demonstrate understanding of the nature of the emotional development of the child as he progresses from the preschool to primary levels.

A. / State why the child has a "right to feel."
B. / Identify the major aspects of attachment.
C. / Recognize examples of dependence and independence.
D. / Explain what might be done to handle children's fears and reduce stress.
E. / Discuss what the child must learn about handling angry feelings.

XXVI. Demonstrate understanding of the development of the personality of the child as he/she moves from the preschool to the primary levels.