CALUMET COLLEGE OF SAINT JOSEPH
Education Program
Summer 2002-2003 ED 313 Child Development
Syllabus
Stuart Swenson, Ed.D.
Asst. Professor in Education
Office: 300
Hours: By Appointment
Phone: 473-4262
219-865-3306
E-mail: sswenson@ccsj.edu
Swenson@jorsm.com
COURSE DESCRIPTION: The teacher candidate will examine major theories and findings concerning human development from birth through the adolescent years and their implications 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.
PRE-REQUISITES: EDU 100, 200 and 300.
LEARNER OUTCOMES/COMPETENCIES:
Students in this course will:
Ø Explore and understand the various theories of development and how they impact learning.
Ø Be able to create appropriate learning experiences based on a child’s developmental stage.
Ø Explore and understand the different concepts of intelligence and the role it plays in learning.
Ø Be able to explain how language develops in children.
Ø Be able to evaluate the validity of claims about early childhood enrichment programs.
Ø Explore and understand the influences that environment and genetics play in the development of a child.
Ø Be able to compare and contrast the cognitive, social and behavioral differences between boys and girls.
Ø Understand the role that family and peer relationships play in child development.
RELATED INSTASC PRINCIPLES:
Ø Principle 2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.
Ø Principle 3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
Ø Principle 4: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving and performance skills.
TEXTBOOK: Kail, Robert V. (2002). Children. Upper Saddle River, N.J.: Pearson Education, Inc.
READINGS AND GENERAL SCHEDULE:
Date Chapter/Topic
4/28 , 4/30 Chapter 1: The Science of Child Development
Chapter 2: Research in Child Development
5/5, 5/7 Chapter 3: Genetic Bases of Child Development
Chapter 4: Prenatal Development and Birth
5/12 Chapter 5: Physical Development in Infants and Toddlers
5/14, 5/19 Chapter 8: Physical Development in Preschool Children
Chapter 9: Cognitive Development in Preschool Children
Chapter 10: Social Behavior and Personality in Preschool Children
5/21 Chapter 11: Physical Development in School-Age Children
5/26 Mem Day Chapter 12: Cognitive Development in School-Age Children
5/28 Chapter 13: Social Behavior and Personality in School-Age Children
6/2, 6/4 Chapter 14: Physical Growth in Adolescents
Chapter 15: Cognitive Processes in Adolescents
Chapter 16: Social and Personality Development in Adolescents
ATTENDANCE AND GRADING:
The final student grade will be based on attendance, punctuality, classroom participation, assignments, projects and performance on formative assessments (for the purpose and function of formative assessment, see Boston, Carol. “The Concept of Formative Assessment”. http://ericae.net/pare/getvn.asp?v=8&n=9, or go to the web page cited on page 35 in your text à Student Center à Chapter 1 (Go) à Internet Exercises à Question 3 site). These are not mutually exclusive categories. For example, to participate in the formative assessments, and understand what is required in the major projects students must be present in class. To understand and fully participate in the class discussions and formative assessments, students must read the assigned materials.
This course meets twice weekly for six weeks, on Monday and Wednesday, between 8:00 and 12:00, with the exception of 4/28 (when the instructor must attend a college-related activity) and 5/26, Memorial Day. If a student misses a class, that person will probably miss the assessments and possible points gained from participation. Points earned on assessments, presence and participation are cumulative. Therefore, the student will not earn the points one can potentially earn by being present. The opportunity to take in-class assessments will come only once. Students who are tardy, and miss the first half hour of class may miss an assessment. The same applies to students who choose to leave early. There will be no exceptions.
Each student will receive a copy of the grading rubric before the class, but it will be available at any time to the student who may have misplaced it or erased it from their e-mail.
Ø Before each unit, there will be a pretest based on the reading for the week. Following each unit, a posttest, consisting of 5 questions per chapter, will follow. There will be no final exam, but the posttest points are cumulative, totaling 80 points. Posttest performance will account for 40% of the course grade.
Ø Attendance/participation will account for 20% of the course grade. The instructor must attend a college related meeting on Wednesday, April 30. On that day, students will be asked to use the four hours of class time in various activities. Completion of these activities will count for the three April 30 attendance/participation points. Participation/attendance will be recorded when students submit the sheets documenting their participation. They are due the last day of class, at the latest, but preferred on the May 5.
Ø A Classroom observation, accounting for 10% of the grade will be required. Students are required to use the Ysseldyke teaching effectiveness criteria to evaluate the quality of instruction. This document will be due by the last day of the class at the latest.
Ø One more assignment, due on the last day of the class, accounting for 30% of the course grade is required. This assignment is designed to be consistent with the INTASC principles that are communicated during the course. The purpose of each of this assignment is to provide students with the opportunity to demonstrate their acquisition of one of the INTASC Principles, 2, 3 or 4, during the class and to be able to use this demonstration in their portfolio. While one would ordinarily expect a paper, students may use any modality they may choose (e.g., PowerPoint, overhead transparency, videotape, notebook, artwork, etc.). For INTASC Principle 2, the document will reflect the following knowledge: “The teacher understands that students’ physical, social, emotional, moral and cognitive development influences learning and knows how to address these factors when making instructional decisions.” For INTASC Principle 3, the document will reflect the following knowledge: “The teacher understands how students’ learning is influenced by individual experiences, talents and prior learning, as well as language, culture, family and community values.” With INTASC Principle 4, the document will reflect the following: “The teacher understands the cognitive processes associated with various kinds of learning (critical and creative thinking, problem structuring and problem solving, invention, memorization and recall) and how these processes can be stimulated.”
While students are notified of the final grade through the regular mail, when the student has a functioning e-mail account, with this instructor the final grade calculation is sent to the e-mail account as soon as it is finished.
ACADEMIC DISHONESTY:
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. Dismissal from the college becomes a metaphor of what the student is doing to him/herself relative to the community at large, and is done to send the difficult but necessary message to the person that such behavior left unchecked destroys and alienates the person and society. The procedures for judicial review are listed under the section of CCSJ handbook that addresses student grievances.
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. The Registrar must receive written request for withdrawal 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. … Dropping the course without written permission automatically incurs an “F” grade for the course. (See refund schedule).