Calumet College of St. Joseph
SYLLABUS FOR
CHILD DEVELOPMENT
Term: Fall 2002 – 2003
Course Number: Edu 313
Instructor: Dr. FranCina Conard
Office: 509
Office Phone: (219) 473-4294
Email: fconard@ccsj.edu
Office Hours: Mon & Wed - 1pm to 5pm, Fri. 8am to
noon
Course time: 8 am
to 12noon, Mon , Tues, Wed,
Thur.
Instructor
Background: B.S. Elementary Education, M.S. Educational Psychology, MBA
– Business Administration - Indiana University
Ph.D. Educational
Psychology - Purdue University.
Areas of Research and interest: Using creative dramatics in the classroom, and cooperative
learning strategies.
Course
Description: Teacher candidates will examine major theories and findings
concerning human development from birth through the elementary years and the
implications of these for the professional educator. Topics include physical development. intelligence, perception,
language, socio-emotional development, gender role development, moral development,
early experience, and developmental issues relating to education. Field Experiences Required.
Prerequisites: Edu
100, 200, and 300
Learning
Outcomes/Competencies:
Students in this course will:
·
Explore and understand
the various theories of development and how they impact learning
·
Be able to create
appropriate learning experiences based on a child’s developmental stage
·
Explore and understand
the different concepts of intelligence and the role it plays in learning
·
Be able to explain the various cognitive development theories
·
Be able to explain how
language develops in children
·
Be able to evaluate the
validity of claims about early childhood enrichment programs
·
Explore and understand
the influences that environment and genetics
play in the development of a child
·
Be able to compare and
contrast the cognitive, social and
behavioral differences between boys and girls
·
Understand the role that family and peer relationships
play in child development.
COURSE OUTLINE
Date Topic Chapter
September 30 Intro to Child Development 1
October 1 The
Science of Child Development 2
October 2 Prenatal
Development & Birth 4
October 3 Physical
Development in Infancy 5
October 7 QUIZ (Chapters 1,2,4,&5)
Physical
Development in Childhood
And
Puberty 6
October 8 Cognitive
Developmental Approaches 7
October 9 Research Report
# 1
Intelligence 9
October 10 Emotional
Development 11
October 14 QUIZ
(Chapters 6,7,9, and 11)
The
Self and Identity 12
October 15 Gender 13
October 16 Research
Report # 2
Families 15
October 17 QUIZ (Chapters 12, 13, and 15)
Developmental
Assessment Presentation
Textbook: Santrock,
John W. (2001) Child Development. Madison, Wisconsin: Brown and Benchmark, Publishers.
Assessment:
3 Quizzes @ 50 Points each = 150
2 Research Reports @ 25 Points each =
50
1 Developmental Assessment = 100
Total Points 300
Grading
Scale:
A:100-92% A-:91-90% B+:89-88%
B:87-82% B-:81-80%
C+:79-78% C:77-72% C-:71-70%
D+:69-68% D:67-62%
D-:61-60% F:59% and below
Learning
Strategies: Students will
learn through a variety of methods including:
Group Discussions, Lectures, individual assessments and Field Experiences.
Field
Experience/Presentation: Teacher candidates will be required to do a developmental
assessment with a child. The age of the
child should be between 5 and 11. The
assessment will be done on the child’s level of emotional, cognitive and
behavioral development. Learning style
and family history background should be included. This assessment will be presented to the class.
Portfolio: The
education program at Calumet College of St. Joseph requires teacher candidates
to develop a professional portfolio prior to the student teaching course. This portfolio should contain examples of
professional development from various courses and activities. Several of the projects required in this course would make
appropriate additions to the portfolio.
Related INTASC
Principles
Principle
#1
The teacher understands the central concepts, tools of
inquiry, and the structures of the discipline(s) he or she teaches and can
create learning experiences that make these aspects of subject matter
meaningful for students
Principle
#2
The teacher understands how children learn and develop, and can provide learning
opportunities that support their intellectual, social, and personal
development.
Principle
#3
The teacher understands how students differ in their
approaches to learning and creates instructional opportunities that are adapted
to diverse learners.
Principle
#4
The teacher understands and uses a variety of instructional
strategies to encourage students’ development of critical thinking, problem
solving, and performance skills,
Principle
#5
The teacher uses an understanding of individual and group
motivation and behavior to create a learning environment that encourages
positive social interaction, active engagement in learning, and
self-motivation..
Principle
#6
The teacher uses knowledge of effective verbal, nonverbal,
and media communication techniques to foster active inquiry, collaboration, and
supportive interaction in the classroom.
Principle
#7
The teacher plans instruction based upon knowledge of
subject matter, the community, and curriculum goals.
Principle
#8
The teacher understands and uses formal and informal
assessment strategies to evaluate and ensure the continuous intellectual,
social, and physical development of the learner.
Principle
#9
The teacher is a reflective practitioner
who continually evaluates the effects of his/her choices and actions on others
(students, parents, and other professionals in the learning community and who
actively seeks out opportunities to grow professionally.
The teacher fosters relationships with
school colleagues, parents, and agencies in the larger community to support
students’ learning and well-being.
Statement of Plagiarism:
If an instructor or other Calumet College
of St. Joseph personnel find that a student has plagiarized or been involved in
another form of academic dishonesty, the instructor or other personnel may
elect to bring the matter up for judicial review. The maximum penalty for any form of academic dishonesty is
dismissal from the College. The
procedures for judicial review are listed under the section of CCSJ handbook
that addresses student grievances.
Citation Guidelines:
Calumet College of St. Joseph adheres to
citation guidelines as prescribed by the particular discipline (i.e. MLA, APA,
and Chicago Manual of Style or Turabian).
All of these guidelines are available in the Calumet College of St.
Joseph library or bookstore. These
texts outline how to cite references from a variety of sources, including
electronic media.
Withdrawal from Classes Policy:
After the last day for class changes has
passed (see College calendar), students may withdraw from a course in which
they are registered with permission from the faculty member conducting the
course. A written request detailing the
reason(s) for the withdrawal must be filed with the Registrar. Written request for withdrawal must be
received by the Registrar by the last day of classes prior to the final
examination dates specified in the catalogue.
Written requests may be mailed to the Registrar or Faxed to the College. FAX number: (219) 473-4259.
Student are to make note of the refund
schedule when withdrawing from
courses. The request is forwarded to
the faculty member, who makes the final determination to accept or deny the
request. If the request is honored, the
student will receive notification of official withdrawal; if denied, the
notification will indicate why the withdrawal is disallowed.
Note:
Degree Completion Division (DCD) students
should consult the DCD Student Handbook for information on DCD
withdrawals. An official withdrawal is
recorded as a “W” grade on the student’s transcript. Dropping a course without written permission automatically incurs
an “F” grade for the course. (See Refund Schedule).