DEPARTMENT OF EDUCATION

DEPARTMENT OF EDUCATION

THE CITADEL

EDUC 307

Child Growth and Development

Fall 2004

Major Stephenie M. Hewett

Office Location: CA327C

Office Phone: 953-5019

Leave Message: 953-5097

Home Phone: 881-3262

E-Mail: HewettS@Citadel.edu

Fax Number: 953-6797

Office Hours:

Mondays         10:00 - 12:00
                        6:00 - 6:45
Wednesdays     12:45 - 1:45
Thursdays         9:30 - 11:00

Other office hours are available by appointment only.

Course Prerequisite:

Educ 202 - Educational Psychology

Required Textbook and Course Material:

1. LeFrancois, G (1992). Of Children. Belmont, California: Wadsworth, Inc.
2. A computer disk for use with personal computer system.

Conceptual Model:
The conceptual model driving all undergraduate and graduate programs in the school of Education is Learner-centered
Education as implemented by a Knowledgeable Leader, an Effective Leader and Reflective Instructional Leader, and
an Ethical and Professional Leader. Educators focused toward creating a Learner-Centered Education in a classroom
and throughout school possess knowledge, skills and abilities, attitudes, behaviors, and values consistent with those of
Knowledgeable Leaders, an Effective and Reflective Instructional Leaders, and Ethical and Professional Leaders.
The following performance attributes form the network for analyzing, revising, and enhancing The Citadel's Education programs
of study on a regular basis.

The Knowledgeable Leader, Effective and Reflective Instructional Leader, Ethical and Professional Leader
committed to Learner-Centered Education:

°    possesses a liberal arts background
°    demonstrates understanding of content knowledge
°    demonstrates an understanding and application of pedagogical content knowledge
°    demonstrates an understanding of professional knoeldge and general pedagogical principles inherent in demonstrating
      effective teaching skills
        °    strategies and methods of effective planning and teaching
        °    effective classroom management practices
        °    multiple curriculum and instructional strategies
        °    the continuous nature of assessment in the teaching-learning process
°    demonstrates an understanding and application of teaching behaviors directed toward the nature of learners and their
      characteristics
°    demonstrates an understanding of the nature of teaching and learning in a multicultural environment
°    uses effective oral and written communication skills
°    demonstrates effective uses of technology
°    demonstrates an understanding of educational contexts and their implications
°    possesses knowledge of self and the ability to participate in critical self-reflection
°    uses effective interpersonal skills
°    relates effectively and sensitively to the diverse needs of all learners, indicating high but realistic expectations for their
     success
°    develops a positive and productive learning environment which results in meaningful learning experiences for all students
°    communicates effectively with students, parents, colleageues, and the community
°    holds high standards for performance and benefits from constructive feedback
°    seeks professional growth experiences
°    understands the culture and organization of schools and school systems and their connection to the larger society
°    actively participates in the continuous improvement of education through collaborative efforts and shared decision-making.

In utilizing this model, all programs of study promote the development of selected skills, competencies, dispositions, and a
specialized knowledge base of information to ensure that all candidates are highly qualified educators at the completion of their
respective program of study. Three (3) major performance standards are emphasized and assessed throughout each program.
These three standards along with a brief descriptor are:

    1.    The Knowledgeable Leader (a knowledge base for an area of specialization; a disposition toward continuous
            acquisition of knowledge; and consistent integration of theory and reserach into educational practice)
    2.    The Effective and Reflective Instructional Leader (exemplary performance skills demonstrated holistically; a
            reflective practitioner, intent upon genuine communication and collaboration)
    3.    The Ethical and Professional Leader (continual, systematic personal and professional development directed toward
            modeling best practice and dutiful service)

Course Objectives:

Students will be able to:
1. Evaluate research findings and describe psychodynamic, cognitive, and behaviorist
approaches to development and learning;
2. Identify factors in the birth process;
3. Discuss biological foundations of human growth;
4. Describe the influence of learning on development;
5. Discuss attachment and social-emotional development;
6. Identify the stages of language and cognitive development;
7. Trace language development from acquisition through age twelve;
8. Recognize socializing influences of family, play, and peers;
9. Discuss the relationship between self-concept and school achievement;
10. Discern cultural and cross cultural influences;
11. Consider children with handicapping conditions and other special needs;
12. Survey related Literature and critically evaluate it as well as current issues in the field;
13. Use terminology and vocabulary of the field.

Course Requirements:

    1.    Attendance is expected at all class meetings. It is your responsibility to get all notes and assignments.
    2.    Three written assignments.
    3.    Objective tests on each chapter in the textbook.
    4.    Midterm and a final examination.
    5.    Field experiences.
    6.    A group presentation on age appropriate toys.
    7.    An individual presentation on a chosen children's book.

Statement on Plagiarism and Consequences:

Cheating: Receiving or giving aid on a test or examination. Test or examination includes any work performed for which a grade is received. Plagiarism is a violation of the honor code. Plagiarism is the act of using someone else's words or ideas as your own without giving proper credit to the source:

1. When you quote another's words exactly you must use quotation marks and a footnote (or an indication in your
paragraph) to tell exactly where the words came from, down to the page number(s).

    2.    When you mix another's words and ideas with your own in one or more sentences, partially quoting the source exactly
            and partially substituting your own words, you must put quotation marks around the words that you quote and not
            around your own. Then you cite the source, down to the page number(s). [See (1) above]

    3.    When you paraphrase another's words and ideas, that is, when you substitute your words for another's words but keep
            his idea(s), you do not use quotation marks, but you must cite the source, down to the page number(s). [See (1)
            above].

4. When you use only another's idea(s), you must cite the source of that idea or those ideas, down to the page number(s).
[See(1) above]

Citing the source means giving, as a minimum, the author, the title of the book, and the page number.

Disability Disclosure

If you need accommodations because of a disability, please inform me immediately. Please see me privately after class, or at my office (CA 327C).
To request academic accommodations (for example, a notetaker), students must also register with Academic Support, 101 Thompson Hall, 953-1821. It is the campus office responsible for reviewing documentation provided by students requesting academic accommodations, and for accommodations planning in cooperation with students and instructors, as needed and consistent with course requirements.

Statement on Special Requirements:

There are 3 required written assignments:
1. What is the first thing that you remember? Describe the activity that you are participating
in. Give your approximate age. Explain why you believe that this memory has stayed with you.
2. What was the worst thing that you ever did as a child? Describe what led up to the behavior. Describe the behavior itself, and why you believe that you did what you did.
3. What is wrong with the American educational system? Gather 5 articles discussing the problems of the educational system. Begin the paper with stats/evidence that a problem does exist. Summarize each of the articles. Draw a conclusion with some advice for the future of solutions to the problems.

There is an activity which involves going to a toy store and choosing 5 age appropriate toys for the following age groups:
    1.    Infancy - Birth to 2 years
    2.    Early Childhood - 3 years to 5 years
    3.    Middle Childhood - 6 years to 10 years
    4.    Late Childhood (Pre Adolescence) 11 - 12 years

    A write-up on the toys to include the following will be turned in:
        Name of Toy:
        Appropriate Age Group for the Toy:
        Toy Manufacturer:
        Price of Toy:
        Description of the Activity/Play that the Toy Facilitates. What does the child do with the toy?
        Description of the type(s) of development that is/are enhanced through playing with the toy. Example: Language
            Development may be enhanced by listening to the Talking Barney tell a story.

Children's Literature Presentation: Choose a favorite children's book. Read the book. Write the following in a report and present this same information to the class:
    Name of Book
    Author's Name
    Appropriate Age Level for the Book
    Summary of the Book

Also plan a class activity that relates to the book. It could be having the class draw a picture. You may also want the class to play a game. You may treat the class to a snack that was discussed in the book. Your imagination is the only thing that is limiting you!!!

Field Experience Requirements:

Field experiences are currently being dveloped. An addendum to this syllabi will be given with the field experience requirements and dates.

FIELD EXPERIENCES

OBJECTIVES:

Observe children in structured and unstructured settings to gain a better understanding of children to produce happy, healthy, productive citizens.
Observe similarities and differences in children's growth, maturity, and learning processes. Compare the children of today with personal childhood experiences.

EXPECTED OUTCOMES:

To be able to discuss children's behaviors and development demonstrating and understanding of child growth and development.
List similarities and differences in patterns of growth, maturity, and learning in children.
Discuss personal experiences to help children learn from prior experiences.

EVALUATION:

The observation packet will be submitted upon completion of the field experiences. The observation write-ups will be 20% of the final grade.

Please include the following information in the observation write-ups:
1. Date and time of observation.
2. Age of observed participants.
3. Activity in which the participants were involved. Briefly describe what the children were doing.
4. Physical characteristics of the participants (male, female, small or large for age).
5. Interest of the participants in the activity.
6. Interaction among the participants.
7. Identify the stage of language acquisition that the participants demonstrated.

Statement of Evaluation Procedures and Weights for Assignments:

Three (3) written assignments - 30% (10% each)

Midterm exam - 25%

Final exam - 25%

Field experience journal - 10%

Toy List - 5%

Children's Book Presentation - 5%

Course Schedule and Due Dates:

Week of:

August 25 Introductions, Course Requirements, Field Experience Assignments,
Chapter 1 - Studying the Child

September 6 Chapter 2 - Theories of Development

September 13 Chapter 3 - Genetics and Context

September 20 Chapter 4 - Prenatal Development and Birth. The Miracle of Birth Video.

September 27        Chapter 5 - Infancy - Physical, Cogntive, Language, Emotional
                            and Social Developments
                        Objective Test 1 and 2 are due
                        Visit Hospital Nursery.

October 4       Midterm Exam!
                        Chapter 6 - Infancy - Physical, Cognitive, Language, Emotional
                            and Social Developments con't
                        Objective Tests for Chapters 3 and 4 are due

October 11        Chapter 7 - Early Childhood - Physical, Cognitive, Language, Social
                            and Emotional Developments
                        Review for Midterm
                        Writing Assignment #1 is Due!

October 18 Chapter 8 - Early Childhood - Physical, Cognitive, Language, Social
and Emotional Developments

October 25        Chapter 9 - Middle Childhood - Physical, Cogntive, Language, Social
                            and Emotional Development
                        Writing Assignment #2 is due!
                        Objective Tests 5 and 6 are due!

November 1 Chapter 10 - Middle Childhood - Physical, Cognitive, Language, Social
and Emotional Development

November 8        Chapters 11 and 12 - Pre-Adolescence - Physical, Cognitive, Language, Social
                            and Emotional Developments
                        Objective Tests for Chapters 7, 8, 9, and 10 are Due!!!
                        Writing Assignment #3 is Due!!!

November 15 Visit a Toy store and choose appropriate toys for each age level. Write up toys in report format.

November 29        Visit a Day Care Center. Be sure to set this up in advance. Go to the Day Care Center
                            with the letter provided in class and ask if you could observe children from toddlers
                            up to age 4 or 5. Set up an appointment to go.   You must observe all age groups in
                            that range.

December 6 Final Exam!!!

Statements on: Types of Assessments and How Each Will be Graded:

Three (3) written assignments - 30% (10% each) will be graded on the content of the paper, the outline being followed, grammar, and spelling.

Midterm exam - 25% will be based on the objective tests for each chapter. The questions will be short answer and essay type questions. Usually includes from conception through age six including physical, cognitive, language, social, and emotional development.

Final exam - 25% will be based on the objective tests for each chapter. The questions will be short answer and essay type questions. Usually includes from age seven to age twelve and evaluates knowledge on physical, cognitive, language, social, and emotional development.

Field experience journal - 20% will be based on the completion of the six (6) hours of observation, the format, and the answers to the questions asked in the section in the syllabus entitled"Statement on Special Requirements", Field Experience Evaluation.

Toy List Presentations and Write-ups - 5% will be based on the group presentations and the write-ups for the 3 different age groups. Please read the requirements listed under Requirements: Groups are encouraged to use PowerPoint and other Multimedia Presentation tools.

Children's Literature Presentations - 5% will be based on the Individual Presentation, book reports, and class activity. Be sure to make the class activity as much fun as possible. Singing and Dancing are perfectly acceptable!!! Please read the requirements listed under #Children's Literature Presentation . The use of PowerPoint and other Multimedia Presentation Tools are highly recommended.

B.Required Papers - Format, Outline, Citation Style, etc.
The three (3) required papers must be typed using a word processing program. Papers one and two (1 and 2) do not require citations. The purpose of those two writing assignments is to encourage reflection on individual childhood experiences. Please follow the outline as described in the section in the syllabus entitled "Statement on Special Requirements". Mini Paper #3 does require citations. Please use the APA style to list references, make quotations, and cite references in the text. Please include a cover sheet to include the title, the student's name, and date turned in. Please follow the outline as described in the section in the syllabus entitled "Statement on Special Requirements".

The journal entries required as part of the field experiences are also to be typed. Please follow the outline as described in the section in the syllabus entitled "Statement on Special Requirements", Field Experience Evaluation.

Reference List:

Course Specific:

Ridley, D. S. (1991). Reflective self-awareness: A basic motivational process [issue]. Journal of Eperimental Education, 60, 31-48.