Department of Education
EDU 270-01
Child
and Adolescent Development
Spring
2008
Instructor: Professor Whalen
Office: Web-based course
Office Hours: TBA
Class Meeting Time: Wednesday –Class will
be Online
Conceptual Framework Theme
The
theme/purpose of the conceptual framework undergirding
the Department of Education’s programs is: to produce
graduates who are critical thinking problem solvers with the knowledge,
pedagogical, and technological skills, and professional dispositions needed to
function as effective teachers in a diverse world.
Department
of Education
The
Shaw University Department of Education builds on the knowledge, skills, and
values that students acquire through their liberal arts and science
foundations. Candidates graduating from
the department will have the specialty area knowledge, professional skills, and
experiences that will enable them to function as competent and
effective teachers who think critically and demonstrate effective
problem-solving skills.
Departmental majors may choose a specific concentration
from four different specialty areas.
Each student is encouraged to choose one of the specialty areas listed
below by the end of his/her sophomore year.
Birth through Kindergarten
Education (B-K)
Elementary Education (K-6)
Graduate students may pursue a Master of Science in
Curriculum and Instruction with a concentration in Early Childhood Education.
[The Secondary English Education (9-12) and Secondary
Mathematics Education (9-12) programs are housed in the content areas. The University suspended the Special
Education: General Curriculum (K-12) Program, effective in fall 2006.]
Department of Education Goals
The
goals of the Department of Education are:
1.
to align the
institutional mission and goals with state, regional, national, and
departmental standards and
requirements;
2.
to prepare
candidates to work in schools as teachers who know and can demonstrate the
content, pedagogical, and professional knowledge, skills, and dispositions
necessary to help all P-12 students learn;
3.
to implement an
assessment system that collects and analyzes data on applicant qualifications,
candidate and graduate performance, and unit operations to evaluate and improve
the unit and its programs;
4.
to collaborate
with school partners to design, implement, and evaluate field experiences and
clinical practice so that teacher candidates develop and demonstrate the
knowledge, skills, and dispositions necessary to help all students learn;
5.
to design,
implement, and evaluate curriculum and experiences for candidates to acquire
and apply the knowledge, skills, and dispositions necessary to help all
students learn;
6.
to maintain a
qualified faculty that models best professional practices in scholarship,
service, and teaching; and
7.
to maintain the leadership, authority, budget,
personnel, facilities, and resources for the preparation of candidates to meet
professional, state, and institutional standards.
NOTE: The mission statement and goals of the
Department of Education are aligned with the mission statement and goals of
each of its programs.
Required Text(s)
Berger, Kathleen Stassen.
(2005). The developing person through childhood and
adolescence. Seventh Edition.
Blackboard/LiveText, web software
General Course Description
The student applies critical thinking and
assessment skills to the extensive literature dealing with the physical,
cognitive, and social-emotional developmental stages of children from prenatal
through adolescence. Contemporary issues confronting the family, problems
facing children with special needs, and the formation of value systems are also
addressed.
Student Learning Outcomes
After successful completion of this course, students will be able to:
1. Use critical thinking and problem
solving skills in discussions/presentations about the specific
developmental issues that occur during the early childhood,
elementary and adolescent years
and their implications for professional practice within a
multicultural and global environment.
2. Demonstrate an appreciation for
cultural diversity as it relates to early childhood and
adolescent development.
3. Demonstrate an understanding of the (a)
physical and cognitive development, (b) language
development, (c ) emotional, social, personality, and
moral/ethical development during the
early childhood, elementary and adolescent years and the
importance of individual variability.
4. Demonstrate an understanding of the
various theories of human development during early
childhood and early
adolescence.
5. Develop an awareness of the developing
individual during early childhood and early
adolescence within the context of a changing world and the
urban environment (historical
change, changing ecological contexts—family, friends,
school, community, and
social/cultural change).
6. Develop an appreciation for the uses of
technology in teaching and learning.
Specific
NCATE/NCDPI Competencies
Core Standard
The students will demonstrate that they meet the following
state standards:
Standard 2: Teachers know how to teach
students.
Indicator 1: Teachers know the ways in
which learning takes place, and they know the appropriate levels of intellectual,
physical, social, and emotional development of the students they teach.
Diversity Standard
Standard 2: Teachers understand how
students’ cognitive, physical, socio-cultural, linguistic, emotional, and moral
development influences learning and address these factors when making
instructional decisions.
Indicator 1: Teachers seek and apply good
matches among instructional goals, methods, and materials, and students’ skills
and abilities.
Indicator 2: Teachers assist students in
developing multiple learning strategies to address discipline-specific content,
communication, critical thinking, and problem solving.
Technology Standard
Standard 2: Teachers plan and design effective
learning environments and experiences supported by technology.
Indicator 1: Teachers design
developmentally appropriate learning opportunities that apply technology enhanced
instructional strategies to support the diverse needs of learners.
Indicator 2: Teachers apply current
research on teaching and learning with technology when planning learning
environments and experiences.
Indicator 3: Teachers identify and locate
technology resources and evaluate them for accuracy and suitability.
Indicator 4: Teachers plan for the
management of technology resources within the context of learning activities.
Indicator 5: Teachers plan strategies to
manage student learning in a technology- enhanced environment.
B-K Standard
Standard 1: Birth-kindergarten
professionals promote child development and learning for
Indicator 1: Know theories and principles
of human development, growth and learning, including the findings of relevant
research.
Indicator 5: Understand how the
interaction between biological and environmental factors influences children’s development
and learning.
Indicator 6: Understand that learning
approaches are integrated and that interconnectedness among cognitive, social,
emotional, linguistic, and physical development influence growth, development
and learning for
Elementary Education Standard
Standard 1: Elementary teachers have a
broad knowledge and understanding of the major concepts in English Language
Arts and Literacy.
Indicator 1: Teachers know the
developmental stages of language acquisition.
Indicator 4: Teachers understand the
elementary school child’s social, cultural, linguistic, cognitive, and
affective backgrounds as they relate to the ability to develop effective
communication processes (listening, speaking, reading, and writing).
English Education Standard
Standard 1: Teachers know and understand
the English language.
Indicator 3: Teachers understand
individual language acquisition and development, recognizing the impact of cultural,
economic, political, and social environments upon language.
Math Education Standard
Standard 11: Accommodating individual
needs: To promote diversity as a strength teachers are knowledgeable about and sensitive
toward various teaching/learning styles.
Assignments
All written assignments must be submitted
in Blackboard/LiveText in order to be graded.
1. Library Component. The
Librarian from the Curriculum Materials center will make a
presentation to the class to help students with library
skills. The presentation will include:
• How to write, using
Association, 6th ed.)
• How to search databases to locate sources
• How to locate sources in the
• Printout of Web sites that provide tips on
writing research papers
• Tips on how to use Microsoft Word
To
provide feedback on this library component, students will be asked to complete
an
evaluation form.
Core 1.1;
Technology 1.1, 1.5; Science 4.6
2. Journal Article
Reviews. Read and report on two current
research-based journal articles
related to child and adolescent development using the
following Shaw University Department
of Education format:
A. Title of
Article: F. Instrument
B. Author(s):
G. Findings
C. Journal
Information: H: Implication/Application
D. Synopsis: I:
Reaction(s)
E. Subjects:
The journal
article must be attached to the article review. Reviews should be two to three
type-written pages in length. Be sure to follow
Core
Standard 2, Indicator 1; Diversity Standard 2,
Indicators 1 and 2; Technology Standard 1; B-K Standard
Identified
Topics for Journal Article Reviews
Infants and Toddlers: Personality and
Socio-cultural Development
Early Childhood: Personality and
Socio-cultural Development
Middle Childhood: Personality and
Socio-cultural Development
Adolescence: Personality and Socio-cultural
Development
3. Journaling. The purpose of the journal is to give students the opportunity to
apply what they
have learned to a “real life” situation. In addition to
honing critical thinking skills and
promoting writing skills, a great deal of academic discovery
is made as students begin to
synthesize academics with “real life.” Students are to
provide in-depth responses. This
activity
is done at the end of each unit.
Core
Standard 2, Indicator 1; Diversity Standard 2, Indicators 1 and 2; Technology
Standard 1; B-K Standard 1, Indicators 1, 5, and 6; Elementary Education
Standard 1, Indicator 1 and 4; English Education Standard 1, Indicator 3; Math
Education Standard 11
4. Multiple-Choice
Quizzes. At the end of each chapter, students are
given the opportunity to
quiz themselves. The short multiple-choice quizzes provide
instantaneous feedback and allow
students to see where their strengths and weaknesses lie in
the content they just covered.
Core Standard
2, Indicator 1; Diversity Standard 2, Indicators 1 and 2; Technology Standard
1; B-K Standard 1, Indicators 1, 5, and 6; Elementary Education Standard 1,
Indicator 1 and 4; English Education Standard 1,Indicator 3; Math Education
Standard 11
5. Class Presentation. Each student will choose one journal
article review to present to the class.
The
presentation must utilize instructional technology.
Core Standard 2, Indicator 1; Diversity
Standard 2, Indicators 1 and 2; Technology Standard 1
6. Final Exam. Time for the final exam will follow the University schedule.
7. Mad Minutes. At the end of each unit, a question is posed to students to
encourage
uncensored thinking. The greatest self-discovery
is often made in these “mad-dash” moments,
when one is simply “opening the gates” and
letting unimpeded thought fall directly on the
page. It is a time for students to question
what they have just learned, to think about other
possibilities—to dare to think about all of the
“what ifs.”
Core Standard 2, Indicator 1; Diversity
Standard 2, Indicators 1 and 2; Technology Standard 1
8. Drag and Drop “Building Blocks” Activity: Most developmental textbooks have one
theme in common: each discusses the three primary realms, or areas, of human
growth and development
(biological, cognitive, and psychosocial). Although all
instructors recognize that development is
truly holistic, and that all three areas of development
constantly interact and are interwoven,
breaking the study of human development down
into easily manageable “pieces” aids in the human
development teaching-learning enterprise. The
purpose of the drop/add activity is to allow students
to place each content area in a specific realm
(“building block”) of development.
Core Standard 2,
Indicator 1; Diversity Standard 2, Indicators 1 and 2; Technology Standard 1
Evaluation
Grading Scale:
A = 90-100 (Target)
B = 80-89 (Acceptable)
C = 70-79 (Acceptable)
D = 60-69 (Unacceptable)
F = below 60 (Unacceptable)
Professional Dispositions
Standards of Professional Conduct
Respect the dignity and worth of each individual; help
students reflect on their learning and apply learning to their experiences
through observations, field experiences, and oral presentations; foster
development through all students by nurturing and providing feedback; creating
a challenging learning environment by allowing group discussions and solving problems
related to child development issues; committed to contributing learning by
allowing students to present oral reports; discussions of the Conceptual
Framework and classroom dispositions are ongoing
Reflected through attendance and punctuality,
preparedness, attitude towards the university policies, dress code, respect and
caring for students, leadership skills, implementing policies that reflects
excellence, the ability to design and deliver instructions that will help the
students to develop the skills in order to think critically and solve problems,
upgrading by attending workshops, meeting timelines, avoid stereotyping by
race, gender, age, religion, ethnicity, disability, physical appearance or
social status, invite dialogue, research to increase knowledge, open
mindedness, shows empathy
Advisement of student, daily operation of the program,
student conferences, plagiarism, coursework evaluation and accountability. The educator
shall not engage in conduct involving misrepresentation in the performance of
professional duties.
Course Requirements
·
For all assignments involving children the Code of Ethics developed by the National
Association for the Education of Young Children and the state of
·
All written
assignments must be typed, double-spaced using a 12 font. Assignments should include a cover page with
the student’s name, date, assignment title, course number, and semester. Each
assignment should be proofread and free of grammatical errors.
·
Live Text will be
used to assess all assignments. Common
rubrics will be used for each assignment.
Course Expectations
1. Course
2. Class Attendance Policy/Excuses from Class:
The
class attendance policy of the University is as follows:
Class
attendance is required for all
Student Responsibility:
Students are responsible for attending class on time and
adhering to the
University’s
Class Attendance Policy. Students are
expected to attend all classes
and not
be absent without adequate cause. It is
the responsibility of students to make-up, in a timely fashion, scheduled class
work missed because of a class absence(s).
Absence from unannounced quizzes, tests and other assignments may be
made up at the discretion of the faculty member. Students who exceed the maximum number of
absences may receive a failing grade for the course.
It
is your responsibility to provide an explanation and a university excuse to the
instructor.
3. Tardiness. You are expected to be on time.
4. Written assignments and Projects. All projects
are expected to be completed and
turned in
by the assigned due date. Assignments
turned in late will be accepted
only if your
instructor has been notified and agrees to the late submission.
5. Tests. If you miss a
test, you must produce a university excuse.
A day at the end of the semester will be scheduled for make-up tests.
6. Cheating/Plagiarism. Cheating is the practice of fraudulent and
deceptive acts for
the
purpose of improving a grade or obtaining course credit. Plagiarism is a
specific
form of cheating that consists of the misuse of the published and/or
unpublished
works of another by representing the material so used as one’s own
work. The acts of Cheating and/or plagiarism will
lead to receiving an “F” on the
assignment
and the filing of a report with the Dean.
Supplementary
Materials/Research Journals (On-Line Resources)
http://www.apa.org/ American Psychological Association
http://www.socialpsychology.org/develop.htm
Social Psychology Network
http://cvs.desire.org:8080/sosig_mirror/ Social Science Information Gateway
http://carbon.cudenver.edu/~mryder/itc_data/soc_cult.html
Socio-cultural theory
http://psychematters.com:80/child.htm Psyche Matters - Infant & Child
Psychology
http://ericae.net/testcol.htm ERIC Clearinghouse on Assessment and
Evaluation- Test Locator
http://snycorva.cortland.edu/~andersmd/edpsy.html
Tutorials for Developmental
Theories
http://childstudy.net/cdw.html Classic Theories of Child Development
http://www.childpsychology.com/ The Child Psychologist
http://education.indiana.edu/cas/cashmpg.html
Center for Adolescent Studies
http://www.mhhe.com/socscience/devel/kid-t/devel2.htm
Child Development Resources
http://www.vanguard.edu/psychology/webchild.html
Amoeba Web Developmental
Psychology
http://web.lemoyne.edu/~hevern/psychref4-4.html
Psych
Childhood and Adolescence
www.aacap.org/ (
www.birthpsychology.com/ (Birth Psychology)
www.edipage.com/ (Child Development Institute)
www.srcd.org./ (Society for Research in Child
Development)
www.naturalchild.com/home/ (The Natural Child Project)
http./www.uwsp.edu/psych/apa4b.htm (
www.schoolreport.com
www.ncpublicschools.gov (Department of Public Instruction)
http://www.ed..gov/
(US Department of Education)
Journals
American Psychologist
American Educational Research Journal
Black Issues in Higher Education
Bulletin of the National Association of
Secondary School Principals (NASSP)
Encyclopedia of Educational Research
Educational Leadership
Journal of Educational Psychology
Journal of Educational Research
Journal of Experimental Educational
Training Program
Journal of School Psychology
Multicultural Review
Phi Delta Kappan
Psychological Review
Review of Educational Research
School Board Journal
Bibliography
Berger, Kathleen Stassen.
(2005). The developing person through childhood and
adolescence. Seventh Edition.
Blake, J. (1990). Risky
times: How to be AIDS-smart and stay healthy: A guide for teenagers.
Dennison, S. T. (1988). Activities
for adolescents in therapy: A handbook of facilitating guidelines and planning
ideas for group therapy with troubled adolescents.
Fuglini, A.J., Eccles, J.S., Barber, B.L., et al.
(2001). Early adolescent peer orientation and adjustment
during high school. Developmental Psychology Special Issue, 28-36.
Gravelle, K. (1989). Teenagers
face to face with bereavement.
Greenspan, S. I. & Weider,
S. (1998). The child with special needs: Encouraging
intellectual and emotional growth.
Hetherington, E. M.,
Henderson, S. H., and Reiss, D. (1999). Adolescent siblings in stepfamilies:
Family functioning and adolescent adjustment.
Hoben, T. & Lohaus, A. (1993). Modeling growth and individual
differences in spatial tasks.
Kaplan, Jeffery S. (Ed.). (1999). Using
literature to help troubled teenagers cope with identity issues.
McHale, S.M., Updergraff, K.A., Helms-Erikson,
H., et al. (2001).
Sibling influences on gender development in middlechildhood
and early adolescence: A longitudinal study. Developmental Psychology Special
Issue, 115-125.
Millstein, S. G.,
Petersen, A. C. & Nightingale, E. O. (Eds.). Promoting the health of
adolescents: New directions for the twenty-first century.
Williams, G.C., Cox, E.M., Hedberg, V.A., et al. (2000). Extrinsic
life goals and health-risk behaviors in adolescents. Journal
ofApplied Social Psychology, 1756-1771.
TENTATIVE COURSE OUTLINE
|
Date |
Topic |
Readings/Assignment Due |
|
|
Introduction to Class Conceptual Framework/ Course Syllabus Professional Disposition |
Professional Disposition Discussion |
|
|
The Developing Person Through Childhood and Adolescence |
Chapter 1 |
|
|
The Developing Person Through Childhood and Adolescence |
Chapter 2 Article Review 1 |
|
|
Heredity and
Environment |
Chapter 3 Reflective Journal |
|
|
Prenatal Development and Birth
|
Chapter 4 Reflective Journal |
|
|
The First Two Years: Biosocial Development |
Chapter 5 Article Review 2 |
|
|
The First Two Years: Cognitive
Development |
Chapter 6: Reflective Journal |
|
|
The First Two Years: Psychosocial Development |
Chapter7 Journal Entry |
|
|
Mid-term |
Quiz |
|
|
The Play Years: Biosocial Development |
Chapter 8 Article Review 3 |
|
|
The Play Years: Cognitive Development |
Chapter 9 Article Review 4 |
|
|
Easter and Spring
Break |
Article to Read |