Education
3443
Child Development
Syllabus and Course Calendar
I. INSTRUCTOR
Robin
M. Irving, Ed.D.
101a Gary Hall, 574-1230
EMail: facirvingrm@usao.edu
II. COURSE
DESCRIPTION
EDUC
3443 Child Development is designed for the study of children from conception
through adolescence including physical, cognitive, social development, and
emotional health. Observation and
participation in the
1.
Birth and Early
Infancy
2.
Infancy and
Toddlerhood
3.
Early Childhood
(The Preschool Years)
4.
Middle Childhood
Years
5.
Adolescence
III. RATIONALE
Child
development provides the foundation for the Early Childhood program theme: (1) young child in “total” context, (2) A
balanced curriculum. The child
development course enables students to identify developmental stages and needs
of young children as a result of study and laboratory experiences. When students understand child development
principles this provides a basis for a “hands-on” approach to the
implementation of a balanced curriculum for the “whole” child that supports the
general growth of positive school achievement.
The study of child development brings an awareness that much of
children’s achievement and “readiness” is a function of their learning and
instructional experiences as well as their educational program and
environment.
IV. COURSE
OUTCOMES
Upon
completion of the course, the students will be able to have a comprehensive
vision of the young child in “total” context.
A vision of how children grow and develop encompassing teaching practice
that responds to learning patterns of children within a given age range, to
individual differences among children, and to culture and linguistic diversity
among children. Students should be able
to respond to the comprehensive needs of children for health and safety, nutrition,
care, social and emotional support, language and cognitive development.
V. TEXT
TEXT:
Cobb,
An
additional bibliography is provided for library use and resource materials are
available within the
VI. PROCEDURES
The
child development course is designed to meet Monday and Wednesday from
VII. CONTRIBUTIONS
TO THE EARLY CHILDHOOD PROGRAM COMPETENCIES
This
course contributes specifically to the Early Childhood Program competencies:
1.
To identify
developmental stages and needs of young children as a result of study and
laboratory experiences.
2.
To develop an
awareness that much of children’s achievement and “readiness” is a function of
their learning and instructional experiences as well as their educational
program and environment.
The
course prepares Early Childhood professionals who:
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.
2.
Apply knowledge
of cultural and linguistic diversity and the significance of socio-cultural and
political contexts for development and learning, and recognize that children
are best understood in the contexts of family, culture, and society.
3.
Establish and
maintain physically and psychologically safe and healthy learning environments
for children.
4.
Implement basic
health, nutrition, and safety management practices for young children,
including procedures regarding childhood illness and communicable diseases.
5.
Use appropriate
health appraisal procedures and recommend referral to appropriate community
health and social services when necessary.
6.
Recognize signs
of emotional distress, child abuse, and neglect in young children and know
responsibility and procedures for reporting known or suspected abuse or neglect
to appropriate authorities.
7.
Demonstrate
sensitivity to differences in family structures and social and cultural
background.
8.
Serve as
advocates on behalf of young children and their families.
9.
Observe and
participate under supervision of qualified professionals in a variety of
settings in which young children are served.
10.
Demonstrate
ability to work effectively during practical experiences with different age
groups.
Knowledge
for the following competencies are addressed in class, tested on exams and
applied in the laboratory experiences.
The course specifically contributes to the following professional
education:
1.
The teacher
understands the central concepts and methods of inquiry of the subject matter
discipline(s) he or she teaches and can create learning experiences that make
these aspects of subject matter meaningful for students.
2.
The teacher
understands how students learn and develop, and can provide learning
opportunities that support their intellectual, social and physical development
at all grade levels including early childhood, elementary, middle level, and
secondary.
3.
The teacher
understands that students vary in their approaches to learning and creates
instructional opportunities that are adaptable to individual differences of
learners.
4.
The teacher
develops a knowledge of and uses a variety of effective communication
techniques to foster active inquiry, collaboration, and supportive interaction
in the classroom.
5.
The teacher
plans instruction based upon curriculum goals, knowledge of the teaching/learning
process, subject matter, students’ abilities and differences, and the
community; and adapts instruction based upon assessment and reflection.
6.
The teacher
understands and uses a variety of assessment strategies to evaluate and modify
the teaching/learning process ensuring the continuous intellectual, social and physical
development of the learner.
7.
The teacher
evaluates the effects of his/her choices and actions on others (students,
parents, and other professionals in the learning community), modifies those
actions when needed, and actively seeks opportunities for continued
professional growth.
8.
The teacher
understands the process of continuous lifelong learning, the concept of making
learning enjoyable, and the need for a willingness to change when the change
leads to greater student learning and development.
9.
The teacher
understands the legal aspects of teaching including the rights of students and
parents/families, as well as the legal rights and responsibilities of the
teacher.
The
course specifically contributes to the following basic guidelines for the
elementary education programs:
3.0
Programs should
include study and experiences, throughout the professional studies sequence,
that link child development to elementary school curriculum and instruction.
3.2
Programs should
include opportunities to understand the integration of physical, social,
emotional and cognitive development from prenatal through adolescence stages.
4.1
Opportunities to
organize and manage varied learning groups in each of the disciplines as
appropriate to the needs and/or interests of students and the goals of the
lesson.
6.3
Study and
application of current research findings about students of different ages.
7.3
Clinical/field
experiences in the use of a variety of assessment and evaluation methods.
7.5
Clinical/field
experiences with students of different cultural and linguistic backgrounds and
with exceptionalities.
VIII. COURSE
OBJECTIVES
A.
Discuss and
demonstrate knowledge of the “whole” developing child – physical, emotional,
cognitive, and social development.
B.
Complete
sociogram from the names given in class.
C.
Observe,
participate, and assist with activities in the
IX. COURSE
REQUIREMENTS
A.
Each student
will make a passing grade on three objective exams.
B.
Each student
will make a passing grade on the final exam.
C.
Each student
will attend class.
D.
Each student
will complete a sociogram.
E.
Each student
will observe, assist and participate in the
X. EVALUATION
CRITERIA
A.
3 Exams - 600
points (200 each exam)
B.
Final Exam - 100
points
C.
Class Attendance
and Discussion - 50 points
D.
Sociogram - 50
points
E.
Scheduled Lab
Times - 200 points
F.
Grades will be
assigned on the basis of earned accumulated points by the end of the trimester.
900 - 1000 = A
899 - 800 = B
799 - 700 = C
699 - 600 = D
below 600 = F
XI. POLICY
STATEMENTS
A.
Students are not
allowed to bring young children to the
B.
Orientation for
university students will be August 26.
C.
First day of
school for the center children will be on
D.
If a student
misses an exam time, the student must make arrangements within 2 weeks to make up the exam.
Makeups will be more difficult!
E.
Students are to
inform the instructor no later than the
first week of class of any disabilities or exceptionalities that may interfere
with his/her ability to successfully complete any of the course requirements. The instructor will work with these
individuals to ensure that they have an equal opportunity to complete the
course requirements.
XII. BIBLIOGRAPHY
Anastasi, A. (1958).
Heredity, environment, and the question "how?” Psychological
Review, 65, 197-208.
Anderson,
L. T. (1983). Autism. American Journal of Psychiatry.
Bayley,
N. (1969). Bayley scales of infant development.
Bergman,
A. B., and Wiesner, L. A. (1976).
Relationship of passive smoking to sudden infant death syndrome. Pediatrics, 58, (5), 665-668.
Burns,
B., and Lipsitt, L. (1991). Behavioral
factors in crib death: Toward an
understanding of the sudden infant death syndrome. Journal of Applied Developmental
Psychology, 12, 159-184.
Caron,
A. J., and MacLean, D. J. (1988). Infant
discrimination of naturalistic emotion expressions: the role of face and voice. Child Development, 59, 604-616.
Down
Syndrome. (1980).
Washington, D. C.: National
Institute of Child Health and Human Development.
Fackelmann,
K. A. (1992). Type A:
From the nursery to the boardroom.
Science News, 140, 183.
Gesell,
A. (1974). Infant and child in the culture of Today: The guidance of development in home and
nursery school.
Gilligan,
C. (1982). In a different voice.
Ginott,
H. (1965). Between parent and child.
Gordon,
T. (1975). P.E.T.:
Parent effectiveness training:
The tested new way to raise responsible children.
Greenberg,
M., and Crnic, K. (1988). Longitudinal predictors of developmental
status and social interaction in premature and full-term infants at age
two. Child Development,
59, 554-570.
Horne,
J. (1992). Annotation:
Sleep and its disorders in children.
Journal of Child Psychology and Psychiatry, 3, 473-487.
Keefe,
M. (1988). The impact of rooming-in on maternal sleep at
night. Journal of Obstetric,
Gynecological and Neonatal Nursing, 17, 122-126.
Kohlberg,
L. (1969). Stage and sequence: The cognitive developmental approach to socialization. In D. A. Goslin (Ed.), Handbook of
socialization theory and research.
Lamaze,
F. (1981). Painless childbirth.
Palca,
J. (1992). Infection with selection: HIV in human infants. Science, February, 28.
Piaget,
J., and Inhelder, B. (1973). Memory and intelligence.
Scarr,
S., and Weinberg, R. (1983). Intellectual abilities within families of
both adopted and biological children. Child
Development,54, 424-435.
Shore,
R. (1997). Rethinking the brain: New insights into early development.
Sostek,
A., and Anders, T. (1977). Relationships among the Brazelton Neonatal Scale,
Bayley Infant Scales and early temperament.
Child Development, 48, 320-323.
Steveson,
M., and Black, k. (1988). Paternal absence and sex-role
development: A meta-analysis. Child Development, 59, 793-814.
White,
B. (1975). The first three years of life.