(EDI 610) Advanced Studies in Child Development (GTC)

Syllabus of Record

Catalog Description: Theories and research methods and findings related to the intellectual, emotional, perceptual, social, and personality development of the young school child. Three credits.

Unit Mission, Philosophy, Values:

Our Mission:

“Teaching, Leading and Learning in a Democratic Society”

The College of Education prepares candidates who enhance the individual growth of their students while working to establish policies and practices that promote the principles of democratic education. The College articulates this mission as Teaching, Leading, and Learning in a Democratic Society.

Philosophy:

Student Potential, Ethical Implications

Believing that schools function as social and political entities as well as for the growth of individuals, the College of Education prepares teachers and leaders

a)to enhance the academic and personal potential of their students

b)to evaluate the social and ethical implications of educational policies and practices.

Values:

“Expertise, Equity, Liberal Education, Social Responsibility”

The College of Education values expertise to guide our practice, equity to guide our interactions, liberal education to guide our perspectives, and social responsibility to guide our commitment to democratic education. We value these ideals in our preparation of candidates, our development of faculty, and our relationships with the larger community we serve.

Unit and Program Standards:

Common Unit Standards: Michigan Department of Education (MDE), National Council for the Accreditation of Teacher Education (NCATE)

Course Standards and Assessments:

INTASC: Research Presentation: Child Development Theories and Theorists

KNOWLEDGE

2.K.1 The teacher understands how learning occurs--how students construct knowledge, acquire skills, and develop habits of mind--and knows how to use instructional strategies that promote student learning.

2.K.2 The teacher understands that students' physical, social, emotional, moral and cognitive development influence learning and knows how to address these factors when making instructional decisions.

2.K.3 The teacher is aware of expected developmental progressions and ranges of individual variation within each domain (physical, social, emotional, moral and cognitive), can identify levels of readiness in learning, and understands how development in any one domain may affect performance in others.

DISPOSITIONS

2.D.1 The teacher appreciates individual variation within each area of development, shows respect for the diverse talents of all learners, and is committed to help them develop self-confidence and competence.

2.D.2 The teacher is disposed to use students' strengths as a basis for growth, and their errors as an opportunity for learning.

Major Topics:

  • Children’s Developmental Stages
  • Theories and methods in child growth
  • A Continuum of Development
  • Brain Research
  • Special Populations and Development
  • Parenting and Family issues
  • Social and Emotional Development

Course Knowledge Base

Allen, K. Eileen & Marotz, L. (2003). Developmental Profiles: Pre-birth through

Twelve. CliftonPark, New Your: Delmar Learning .

Bodrova, Elena & Leong D. (1996). Tools of Mind: The Vygotskian Approach to Early

Childhood Education. Englewood Cliffs, New Jersey: Merrill.

Brosterman, Norman. (1997). Inventing Kindergarten.New York: Henry Abrams.

Crain, William. (2000). Theories of Development.Upper Saddle River, New Jersey: Prentice Hall.

Edwards, Carolyn & Gandini, L. (1995). The Hundred Languages of Children.Norwood, New Jersey: Ablex Publishing.

Hainstock, Elizabeth. (1997). The Essential Montessori. New York: Plume Books.

Heimann, Mikael. (2003). Regression Periods in Human Infancy.Mahwah, New Jersey: Lawrence Erlbaum Associates.

Hughes, Fergus P. (1995). Child, Play and Development.Boston: Allyn and Bacon.

Junn, Ellen N. & Boyatzis, Chris J. (2004). Annual Editions: Child Growth and Development 2004/2005. Guilford, Connecticut: McGraw-Hill /Dushkin.

Lefrancois, Guy. (1995). Theories of Human Learning. Pacific Grove, CA: Brooks/Cole

Publishing.

Marshak, David. (1997). The Common Vision: Parenting and Educating for Wholeness.New York: Peter Lang.

Mooney, Carol. (2000). An Introduction to Dewey, Montessori, Piaget and Vygotsky. St. Paul,MN: Red Leaf Press.

Robson, Sue & Smedley, S. (1996). Education in Early Childhood.Great Britain: David Fulton Publishers.

Santrock, John. (1996). Child Development. Madison, Wisconsin: Brown and Benchman