Calumet College of St. Joseph
SYLLABUS
FOR CHILD DEVELOPMENT
Term: February/March 2003
Course Number: Edu
313
Instructor: Jill A. Miller, Psy.D.
Office: Northwest
Psychological Services, P.C.
8127 Kennedy Ave.
Highland,
IN
Office Phone: (219) 838-2225
Email: Jillannmiller@aol.com
Office Hours: By
appointment only
Course time: Saturday,
8 am to 4:00 PM
Instructor
Background: B.S. in Psychology from Indiana University
Doctorate of Psychology, Chicago School of Prof. Psychology
Licensed clinical psychologist in Indiana and Illinois
Private practice
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
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
February 22 Course introduction
Intro to Child
Development 1
The
Science of Child Development 2
Lecture
and discussion
Assign
paper
Sample
Quiz
March 1 Quiz
(100 points)
Lecture
and discussion
Summarize
Paper to class
Sample Quiz
March 8 Quiz
(100 points)
Lecture
and Discussion
Developmental
Assessment Presentation
Textbook: Santrock,
John W. (2001) Child Development. Madison, Wisconsin: Brown and Benchmark, Publishers.
Assessment:
2 Quizzes @ 100 Points each = 200
1 paper and class summary = 50
Developmental assessment = 200
Class Participation =
150
Total Points 600
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.
Related
INTASC Principles
EDU
313 = 1, 2, 4
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 is 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).