CHILD DEVELOPMENT 1:  PRINCIPLES OF CHILD DEVELOPMENT;

3 UNITS; Fall 2008; SECTION 0779, 9425, 9442; WEDNESDAY, 6:00pm-9:05 pm, Fir 2; broadcast to Calaveras Center and Tribal Education Center; Kathy Sullivan; VOICEMAIL:  588-5377, e-mail: sullivank@yosemite.edu    Office: Willow 4

 

SYLLABUS

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REQUIRED TEXT:        How Children Develop, Current Edition; Siegler, DeLoache and Eisenberg

 

COURSE DESCRIPTION:  Growth and development of children, birth through adolescence. 

Basic concepts related to physical, social, intellectual, and emotional development, including the effects of culture, will be explored.  Eligibility for English 1A recommended.

 

COURSE OBJECTIVES:  The student will:

1.    Describe methods of studying children and interpret research reporting.

2.    Identify and explain theories of child development:  Maturational, Learning, Psychoanalytical, Social Cognition, Cognitive Development, and Sociocultural; and relate them ecological theories of development.

3.    Explain the roles of genetics, prenatal development, and the birth process in child development.

4.    Identify and explain stages of physical, cognitive, language, and social and emotional growth in infants and toddlers and the influence of culture on this process.

5.    Identify and explain stages of physical, cognitive, language, and social and emotional growth in preschool-age children and the influence of culture on this process.

6.    Identify and explain stages of physical, cognitive, language, and social and emotional growth in school-age children and the influence of culture on this process.

7.    Identify and explain stages of physical, cognitive, language, and social and emotional growth in adolescents and the influence of culture on this process

 

Student learning outcomes:

1. Students will integrate and apply their knowledge of children’s growth and development when working with children and families in the field.

2. Students know about, understand, and value the importance and complex characteristics of children's families and communities.  They use their understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children's development and learning.

 

Child 1 meets program requirements for student learning outcomes in the area of NAEYC Teaching Standards #1. Promoting Child Development and Learning #2. Building family and Community Relationships. and #3. Observe, assess and document to support young children and families. Save your work for your portfolio!

 

COURSE REQUIREMENTS:  Satisfactory completion of the following:

 

Reading Notes—Notes made on assigned textbook chapters (submit for Chapters 1-16); format determined by the student; write chapter number at top of paper.  Reading Notes may be used as a reference during quizzes.  DUE:  Next class meeting following reading assignment.

 

Essay Questions—12 in class essay questions will be given based on textbook reading assignments.  Missed essays may NOT be made up.  DUE:  Next class meeting following reading assignment. (see attached criteria).

 

Video Response—Six one-page (minimum 200 words) typed essays about each Childhood series video.  Write title of video at top of essay paper.  Write the essay about what you learned from the video. Following class showing, videos will be placed on reserve in the library.  DUE:  Next class meeting following showing of video in class.

 

 

 

 

 

SYLLABUS, page 2

Piagetian Tasks Project—Conduct Piagetian tasks with children in three different age groups:  Infant-toddler (4 months-24 months), preschool (2-5 years), school-age (6-12 years).  See Piagetian Tasks handout.  For each task conducted, complete the following:

 

1.    Submit a written report (a handout will be provided) that includes:

  1. the age of the subject in years and months and the gender;
  2. a description of your procedure (what you did);
  3. a recording of the child’s response;
  4. the Piagetian stage of development at which you would place the child;
  5. an explanation of why you placed the child at that stage;
  6. the implications of the results:  1) What does the child’s performance on the given task tell you about his/her ability to reason and solve problems?  2) What kinds of activities are appropriate to provide for a child at this stage of cognitive development? DUE: October 8

 

Children’s Television Project—Complete the Children’s Television Project following directions given.  Submit all worksheets, plus one-page, typed (minimum 200 words) discussion of conclusions drawn.  DUE:  October 29.

 

Interest Paper—Research conducted by the student and reported in a 4-5 page (minimum 800 words) double-line spaced, typed paper as follows:

 

1.    Select a topic to research that is both relevant to course content and of interest to you and prepare a paper based on that research.

2.    Narrow the focus of your topic for an in-depth discussion.

3.    Submit an Interest Paper Proposal by the due date provided below that includes:  a) your topic and a brief description of it; b) how it relates to course content; and c) at least three sources of information you plan to use (give specific names of books, articles and journals, internet articles, etc.). Due: September 24  (late proposals will not receive credit).

4.    Cite at least three sources of information.  Sources may include books or articles in professional journals in the fields of child development, education, or child psychology, such as Young Children, Child Care Information Exchange, Children Today, Learning, American Journal of Psychology, Educational Psychology, Psychology Today, Pediatric Nursing, and Journal of Adolescence.  Vary types of sources (e.g. not all Young Children articles). The textbook, or any materials distributed in class, may NOT be listed as any of the three minimum sources.  Internet sources may supplement but may not replace the three minimum sources. Include a bibliography, using standard format.

5.    Use standard research paper format:  Include introductory and conclusion (summary) paragraphs; integrate research information and organize points in a logical sequence.   Be objective in reporting the information (avoid expressing your own opinion and “I” or “you” statements). Remember you must cite the research information used in your paper. Use MLA or APA format for your citation.

 

 

 

 

 

 

 

SYLLABUS, page 3

 

 

6.    Papers must be at least four pages in length (minimum 800 words), be typed using double line spacing, follow the Standards for Written Assignments, be 12 font, and have a cover page with a title, your name, and the paper due date.

 

7.    First Draft: Write a first draft of your report using the guidelines for the paper listed above.  This is a trial run, you will receive feedback from me about how to improve your paper. Feel free to turn this in early to allow for more time for feedback from me and fine tuning! Your draft must be stamped by the Academic Achievement Center to receive full credit.  Visit the Center in Manzanita 18-2 or call (209) 588-5088 to make an appointment.  You will not be able to walk in and see a tutor without an appointment. Remember you need to make your appointment the week of   October 13th  so you can turn your draft back to me on November 12.

 

8.    Oral presentation:  Present a summary or highlights of your interest paper topic in a brief (3-5 minute) oral presentation.

9.    You may receive help writing and formatting your paper at the Academic Achievement Center (AAC). The AAC is located in Manzanita, and open 8 a.m. to 3 p.m., 588-5088.

 

DUE:           Proposal:  September 24 (see note above)   Draft: November 12              

Oral Presentations:  December 3 and 10. Paper: November 26.

 

Group Participation—Contribution to class discussions and activities; participation in small group activities.  Missed group participation may NOT be made up.  DUE:  Each class meeting.

 

Self-Evaluation

1.    A one-page (minimum 200 words, typed) written summary of the student’s self-assessment of his/her own learning and development during the course.  Include thoughtful discussion of the following:

 

  1.  Assignments and activities that were most helpful to you.
  2.  Assignments and activities that were least helpful to you.
  3. What you learned.  Did you meet your goals for the course?  How do you know?
  4. Your plan for your continued growth in the area of child development.

 

DUE:  December 10.

 

GRADING:  Points listed are maximum possible.  Points earned will be determined by instructor evaluation of performance based on criteria of assignment requirements and guidelines and course standards as outlined in the Syllabus and described in class.

 

 

Reading Notes (16 @ 5 points each, Chapters 1-16)                  80

            Essay Questions (12 @ 5 points each)                               60              428- 475 = A

            Video Essays (6 @ 10 points each)                                      60                          380 – 427 = B

            Children’s Television Project                                              45                          332– 379 = C

            Interest Paper (Proposal @ 5, Paper @ 70; Oral @ 10]   85                           285 – 331 = D

            Piagetian Tasks Project                                                        50

            Group Participation (15 @ 5 points each)                          75

            Self Evaluation                                                                       20

                                                TOTAL POSSIBLE                          475

 

 

 

 

 

 

 

 

 

SYLLABUS, page 4

           

 

 

STANDARDS FOR WRITTEN ASSIGNMENTS:  All written assignments must be completed neatly and legibly on standard size, 8 ˝ by 11 inch, white paper (no spiral notebook paper).  Dark blue or black ink must be used for handwritten or typed papers (the Interest Paper,TV Project summary, video responses and self evaluation must be typed; Reading Notes may be in pencil).  Spelling and grammar will count in the evaluation of all work assigned to be completed outside of class.  Multiple-page papers must be fastened securely (stapled).  Points will be deducted when standards and directions are not followed.

 

LATE WORK POLICY:  Points will be deducted from work received after the stated due date at the rate of ten percent per class meeting, up to fifty percent.  Late work will be accepted only through the last regular class meeting, (December 10). Missed quizzes and group participation may not be made up.  However, points may be earned by completing extra credit work (see Extra Credit Options handout).

 

ATTENDANCE POLICY:  Excessive absences and/or tardies will adversely affect the course grade.  It is the student’s responsibility to ascertain and to make up, where allowed, work missed due to absence.  Students may be dropped from the class after three consecutive weeks of non-attendance or when absences exceed five meetings total.  If a student wishes to discontinue the class, it is that student’s responsibility to follow college procedures to withdraw.

 

TIME REQUIREMENT:  Time requirement for work outside of class meetings is six hours per week.

 

NOTE:  It is advisable to retain copies of papers submitted to fulfill course requirements, to save all papers that have been marked and returned, and to maintain a record of points earned.

 

THE ABOVE POLICIES AND PROCEDURES ARE SUBJECT TO CHANGES IN THE EVENT OF EXTENUATING CIRCUMSTANCES.

 

A word about Distance Education:

This course is being offered as a distance education broadcast class. The professor will be on campus (Fir 2). Students will participate in the live broadcast remotely at the Calaveras and Tribal Council Education Center sites. Students at the remote sites will have an instructional aide responsible for weekly assignments, handouts, etc. delivery. Remote site students are responsible for insuring their work is turned in and for contacting the professor regarding absences or make up work.

 

 Distance Ed Etiquette:

Make sure you push down the button to include all class members in the discussion.  Call the Fir 2 classroom 209-588-5267 if you have any communication problems that cannot be resolved via the broadcast equipment.

Be patient and polite and you will enjoy this unique method of course delivery!

 

Columbia College adheres to Section 504 of the Rehabilitation Act of 1973 that stipulates that no student shall be denied the benefits of an education, “…solely on the basis of a disability”. Disabilities covered by Section 504 and the American Disabilities Act include but are not limited to learning disabilities, hearing, sight, or mobility impairments. If you have a condition that may impact your work in this class and for which you may need accommodations, please see me by the 10th day of class.

 

Live Close Captioning for this broadcast is available at the following website:

https://textcast.peoplesupport.com/textcast.asp?stream=columbia