COLLEGE OF EDUCATION
AND HUMAN SERVICES
EDF 218
COURSE TITLE AND NO: EDF 218 Child and Adolescent Development in the Schools
SEMESTER AND YEAR: SPRING, 2005
TEXT INFORMATION: Berk, L. E. (2005) Infants, children, and adolescents (5th ed.). Boston: Allyn and Bacon.
COMPUTER REQUIREMENTS: Computer assisted research on designated
Components. The student must be able to use EBSCO host, ERIC, and Medline. The student will be required to use these databases outside of class time.
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INSTRUCTOR: Name: Janet Dozier
Office: Jenkins Hall 130
Office Hrs: Monday-Wednesday, 8:30-9:00 am and 11-1:00, others by appointment.
Phone/Email: 696-3102 -
COURSE DESCRIPTION: CREDITS: PREREQUISITES:
This course is a study of factors shaping the child’s development from infancy through adolescence. Catalog description: A basic course in the study of children’s emotional, social, mental, and physical development. Field experience required.
FIELD EXPERIENCE:
The field experiences related to this course are based on the premise that teachers of young children must demonstrate ability to work effectively over time, with young children (pre-school-primary), with varying abilities, cultural differences and who are from diverse family systems. The experiences should also provide opportunities for observations/participation with children, under the supervision and guidance of qualified interdisciplinary teams of professionals. This experience will provide the prospective teacher with experience in Day Care Centers, Head Start Programs, or Pre-K at the discretion of the professor. “Candidates use their understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for all children. Unless the student successfully completes the field experience, she/he cannot pass the course.
COURSE CREDITS: 3 hours
DESIRED LEARNER OUTCOME/OBJECTIVES
1. The student will develop an understanding of children’s characteristic’s and needs.
2. The student will know about the multiple influences on development and learning.
- Physical domain
- Cognitive domain
- Social domain
- Emotional domain
- Spiritual domain
- Language domain
- Aesthetic domain
3. The student will learn the influences of play and activity on learning and development.
4. The student will demonstrate an understanding of learning processes.
5. The student will demonstrate an understanding of motivation.
6. The student will demonstrate the multiple influences on learning and development which include cultural and linguistic contexts, close relationships, economic conditions, health status, disabilities, individual developmental variations, and learning styles.
7. The student will examine the potential influence of early childhood programs, including early intervention, on short- and long-term outcomes for children’s development and learning.
COURSE REQUIREMENTS:
Successfully complete quizzes and examinations.
Successfully complete the field experience, including field journal.
Write detailed case study of one child between the ages of 2 and 5 (must be pre-kindergarten age), using professional standards of communication. This case study will be based upon your field experience.
FIELD-SITE EXPERIENCE AND CASE STUDY:
You are asked to observe a child between the ages of 2 and 5 years of age. You are expected to view this child in a child-care setting. As you report your literature review of the developmental guidelines, you may paraphrase the ideas of the authors that you have read (do NOT give direct quotes). A paraphrase is when you put someone else’s ideas into your own words. Paraphrases should be referenced. All components should be typed using 12 point Times font, double spaced, and placed in a folder for grading.
1. Write a brief description of your first impression of the child. Include age, gender, race, appearance, personality, and the situation in which you will view this child. Do NOT use the child’s name. You may, however, give the child a descriptive alias such as Sweet Sam or Boisterous Beth.
2. Research and describe typical physical development of a child the age of the child you are observing. How closely does the child you are observing align to what is expected of a child this age. Include a discussion of the child’s motor skills, body size, and coordination. Note any obvious delayed or advanced development. Use appropriate citations for your research of the developmental milestones.
3. Research and describe typical cognitive development of a child the age of your participant. Describe the child that you are observing in terms of Piaget’s cognitive stages. Describe how and why it applies. Support your understanding of the child’s stages with examples from your observation of the child. Use appropriate citations for your research of the developmental guidelines.
4. Research and describe typical development of language and thought as described by Vygotsky, Chomsky, and Skinner. Describe your participant in regard to these milestones. Support your understanding of the child’s development by using examples from you observation of the child. Use appropriate citations for your research.
5. Research and describe typical social development of a child the age of your participant. Describe the child that you are observing using typical social development as a guideline (emotions, personality, and relationships).
6. Conclusions: Having become familiar with the child that you are observing, draw conclusions regarding the child over all. In what ways is this child aligned with the developmental milestones for each of the domains of development? In what ways is this child delayed or advanced? As a future teacher, project to the future. How do you see the development of this child in regards to school success as a result of what you learned from your study?
EVALUATION/MEASUREMENT/ASSESSMENT OF LEARNING OUTCOMES:
· Each student is expected to attend all classes and assigned field-experiences.
· Each student is expected to write, using the information gleaned from the text and related research to the issues in the field journal guide. The student is expected to turn in observation journal documenting the field-site experience.
· Each student is expected to improve his/her writing-communication skills as appropriate for job professionalism.
· Each student will be expected to prove competence through tests grades/and occasional quizzes.
· Each student is expected to participate in class discussions and in class writing.
· Each student is expected to complete the field case study (see criteria attached).
GRADING POLICY:
GRADES WILL BE DETERMINED BY:
1. Attendance
2. Active appropriate participation in class activities
3. Quality of projects
4. Class discussions
5. Test/quiz grades
6. Successful completion of field-site experience
There are two components to this class. They are examinations/quizzes, and the field experience with related written work. Every student must pass both components in order to pass the class. In other words, a grade of F in any of the components will result in an F for the course.
POLICY STATEMENT (DUE DATES, MAKE-UPS) ON MAJOR PROJECTS AND EXAMINATIONS AND OTHER ASSIGNMENTS:
POLICY REGARDING ACADEMIC DISHONESTY
Because this course requires written papers, we are concerned that plagiarism may become an issue. We define plagiarism as the use of another person’s words or ideas without giving that person credit in an approved manner. When a case of plagiarism is suspected, we will speak to the student personally and ask the student to redo the paper. If the work is not satisfactorily completed, the student will not receive credit for the course. BE SURE TO DOCUMENT!!
POLICY REGARDING PARTICIPATION
Participation in class discussions is most important. All participants share responsibility for active involvement in class discussions. A high level of interaction will maximize the learning of all. This will necessitate reading of the text and other sources relating to programs for young children.
POLICY REGARDING EXAMINATIONS
Exams will be based on ALL information assigned in the course. This includes the text, lectures, discussions, films, videos and written and oral reports. Details of exams will be discussed in class prior to exams.
POLICY REGARDING LATE ASSIGNMENTS
You are expected to turn in assignments at the beginning of the class session when they are due. Assignments are due on scheduled dates. Late assignments will not be accepted without a university approved excuse.
POLICY REGARDING UNANNOUNCED QUIZZES
Unannounced quizzes will be given if the instructor feels that some students are not keeping up with the reading assignments. No MAKE-UP quizzes will be given.
Due dates will be distributed by the instructor. Check schedule of classes for due dates.
ATTENDANCE POLICY:
Each student is expected to attend all class sessions. Unexcused absences will result in a lower final grade.
Absences will be excused for the following reasons:
A. Personal illnesses
B. Critical illness or death in the immediate family.
C. Such severe weather conditions as to make travel hazardous.
If you are absent more than a total of two times, you may either drop the class or receive a final grade of F. If you miss a field day, you must make up the time at the convenience of your child care provider.
COURSE PHILOSOPHY AND THEMES TO BE DEVELOPED:
Historical and theoretical perspectives of child development
Physical, cognitive, and social-emotional development of children infants through adolescents
Biological foundations of child development
Environmental foundations of child development
Cultural underpinnings of child development
INSTRUCTIONAL STRATEGIES:
The format of this class is appropriate to that of a seminar and workshop with the instructor utilizing lecture, discussions, role play, and demonstrations. To facilitate meaningful participation, students are required to familiarize themselves with each assigned topic PRIOR to class and the date on which the topic(s) is/are to be discussed. The purpose of the reading is to provide you with background knowledge necessary to understand each session.
Methods to be used:
a. Lecture
b. Large and small group discussions and problem solving scenarios
c. Critiques
d. Role-play and other simulations
e. Emphasis is placed on inquiry and critical thinking
f. Analysis of field-site observational participation
COURSE OUTLINE:
CHILD AND ADOLESCENT DEVELOPMENT:
Theory and research in child development
Foundations of development
Infancy
Toddlerhood
Early childhood period (2-6 years of age)
Middle childhood period (6-11 years of age: elementary school age)
Adolescence
GRADING SCALE:
A = 93-100%
B = 85-92%
C = 77-84%
D = 69-76%
F = 68% and below
Social Justice:
This college has made a commitment to social justice. No one will be discriminated against on the basis of race, sex, ethnicity, age, sexual orientation, social class, abilities, or differing viewpoints. Each student will be viewed as a valuable part of this class.
BIBLIOGRAPHY
Bredekamp, S. & Copple, C. (1997). Developmentally appropriate practice in
early childhood programs. (Rev. ed.). Washington, DC: National Association for the Education of Young Children.
Elkind, D. (1987). Miseducation: Preschoolers at risk . New York, NY: Alfred A. Knopf, Inc.
Elkind, D. (1988). The hurried child: Growing up too fast too soon. (Rev. ed.).
Reading, MA: Perseus Books.
Feldman, Robert (1997) Development across the life span Upper Saddle River, NJ: Prentice Hall Publishing House.
Gestwicki, C. (1999). Developmentally appropriate practice. (2nd ed.). Albany NY: Delmar Publishers.
Inhelder, Barbel and Piaget, Jean (1964) The Early Growth of Logic in the Child Norton Library Press: New York, NY.
Piper, Terry (1998) Language and learning: the home and school years; Second Edition Memorial University of Newfoundland, Merrill: Upper Saddle River, NJ.
Tertell, E.A., Klein, S.M. & Jewett, J.L. (1998). When teachers reflect: Journeys toward effective, inclusive practice. Washington, DC: National Association for the Education of Young Children.
Vygotsky, Lev Thought and Language. Translated, edited and newly revised by Alex Kozulin (1986) Massachusetts Institute of Technology.
Wadsworth, Barry J. (1971) Piaget’s theory of cognitive development, New York, NY: David McKay company, Inc.
TENTATIVE SCHEDULE
EDF 218
Spring, 2005
This schedule is subject to change depending on material covered and pace of the class.
Date / Class Activity / Things that are dueJanuary 10 / Meet and Greet,
Discussion of chapter one
Prenatal development / Chapter 1and 3
January 17 / Martin Luther King Jr. Day
No Class
January 24 / Birth and Newborns / Chapter 4
January 31 / Physical Development in Infancy and Toddlerhood / Chapter 5
Case Study Entry One
February 7 / Cognitive development in Infancy and Toddlerhood / Chapter Six
Case Study Entry Two
February 14 / Emotional and Social Development in Infancy and Toddlerhood / Chapter Seven
Case Study Entry Three
February 21 / Physical development in Early childhood / Chapter Eight
Case Study Entry Four
February 28 / Cognitive Development in Early Childhood / Chapter Nine
Case Study Entry Five
March 7 / Emotional and Social development in Early Childhood / Chapter 10
Case Study Entry Six
March 14 / Mid-term Exam / Mid-term Exam
March 21 / SPRING BREAK / BE SAFE!
March 28 / Physical development in Middle Childhood / Chapter 11
Case Study Entry Four
April 4 / Cognitive Development in Middle Childhood / Chapter 12
Case Study Entry Five
April 11 / Emotional and Social Development in Middle Childhood / Chapter 13
Case Study Entry Six
April 18 / Physical/ Cognitive Development in Adolescence / Chapter 14 and 15
April 25 / Emotional and Social Development in Adolescence / Chapter 16
May 2 / Final Exam / Final Exam
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