Child Growth and Development TECA 1354 Synonym # CDEC 1354 Synonym #45651 Spring 2007 Tuesday 6:00 8:40 p.m.

Transcription

1 Child Growth and Development TECA 1354 Synonym # CDEC 1354 Synonym #45651 Spring 2007 Tuesday 6:00 8:40 p.m. RRH 220 Syllabus Instructor: Linda A. Welsh Austin Community College 3401 Webberville Road, Austin, Texas , work; , home Fax: lwelsh@austincc.edu Website: Office Hours: Mondays 9:00 12:00 pm 1:00 2:30 pm Tuesdays 1:00 4:00 pm 5:00 6:00 pm RRH 8:40 9:10 pm RRH Wednesdays 1:00 3:30 pm Thursdays 9:00 12:30 pm Or by appointment Please feel free to call my office at anytime during the workday and at my home until 9:00 PM. CDEC 1354 Prerequisites: CDEC 1354 Co-Requisites: TECA 1354 Prerequisites: Required Textbooks: Fundamentals of Reading (DEVR 0303) and Fundamentals of Writing (DEVW 0403) or satisfactory score on appropriate placement test Reading Skills I (DEVR 1303) and Writing Skills I (DEVW 1403) or satisfactory score on appropriate placement test Successful completion of Texas Success Initiative (TSI) requirements. The Developing Person Through Childhood and Adolescence, Seventh Edition by Kathleen Stassen Berger, Worth Publishers, Available at ACC Bookstores: Instructional Methodology: This is a lecture course in which the student learns through use of a variety of instructional methods including class lectures, small and large group discussions, case studies, brainstorming, videos, small group activities, self-reflection, and course assignments.

2 Course Description: Child Growth and Development (TECA 1354/CDEC 1354) is designed as a study of the principles of normal child growth and development from conception to adolescence. Topics covered include: physical, social-emotional and cognitive development and influences on development. There are no required lab hours for this course. (3-3-0). 3 hours of credit; 3 hours of lecture; no lab. Course Rationale: This course is an introduction to prenatal through adolescent growth and development which serves as the foundation upon which practical work with children is based. Common Course Objectives: In this course, you will: 1. Summarize principles of growth and development. a. Explain the principles of growth and development. b. Understand how development in any one domain impacts development in other domains. c. Analyze how specific factors (e.g., those related to prior experiences, classroom grouping practices, stress, family life, nutritional and physical status, etc.) may affect individuals in one or more developmental domains. d. Recognize factors affecting the physical growth & health of students (ex. nutrition, sleep, prenatal exposure to drugs, abuse) and know that students physical growth and health impact their development in other domains. e. Describe how brain research impacts current knowledge of growth and development. f. Analyze ways in which factors in the home and community (e.g. Parent expectations, availability of community resources, community problems) impact student learning. g. Understand the lifelong impact of multiple influences and experiences on individual development and on society. 2. Know the typical stages of cognitive, social, physical and emotional development. a. Explain the process of development from conception through birth. b. Describe physical, fine and gross motor and perceptual development from conception through adolescence. c. Explain cognitive development from conception through adolescence and demonstrate knowledge of developmental changes in children s thinking (i.e., from primarily concrete thinking to the ability to reason and think logically to understand cause and effect, and to organize information systematically). d. Describe social and emotional development (including self-concept and selfesteem) from birth through adolescence. Recognize factors affecting the social and emotional development of students (lack of affection and attention, limited opportunity for verbal interactions, changes in family structure) and knows that students social and emotional development impacts their development in other domains. e. Describe receptive and expressive language development from birth through adolescence. f. Outline literacy development from birth through adolescence. g. Recognize signs of developmental delays or impairments in students.

3 3. Discuss theories of development. a. Explain the purpose of child development study and research. b. Analyze theoretical approaches, research and theorists. c. Describe the interaction of biological and environmental influences on growth and development. d. Describe practical applications of theories. e. Understand the role of learning theory in the instructional process and uses instructional strategies and appropriate technologies to facilitate student learning (i.e. connecting new information and ideas to prior knowledge, making learning meaningful and relevant to students). 4. Discuss the impact of developmental processes on educational practices. a. Recognize the wide range of individual developmental differences that characterizes students and the implications of this developmental variation for instructional planning. b. Analyze how developmental characteristics of students impact learning and performance. c. Accept and respects students with diverse backgrounds and needs. d. Discuss how brain development research impacts classroom practice. e. Understand that young children think concretely and rely primarily on motor and sensory input and direct experience for development of skills and knowledge 5. Know the stages of play development (i.e. from solitary to cooperative) and the important role of play in young children s learning and development. 6. Demonstrate skills in practical application of developmental principles and theories, observation techniques and recognition of growth and developmental patterns. Scans Competencies : The SCAN competencies covered in TECA 1354 Child Growth and Development include: Identifying, organizing, planning and allocating resources (Resources); working well with others (Interpersonal Skills); understanding complex inter-relationships (Systems); acquiring and using information (Information); thinking creatively, making decisions, solving problems, visualizes, knows how to learn and reasons (Thinking Skills); reads, writes, performs mathematical operations, listens and speaks (Basic Skills); displays responsibility, self-esteem, sociability, selfmanagement, integrity, and honesty (Personal Qualities) General Course Policies and Requirements: Academic Freedom of Expression: Each student is strongly encouraged to participate honestly in discussion with the instructor or other students. In any classroom situation that includes discussion and critical thinking, there are bound to be many differing viewpoints. Students may not only disagree with each other at times, but the students and instructor may also find that they have disparate views on sensitive and volatile topics. It is my hope that these differences will enhance your thinking and create an atmosphere where students and instructors alike will be encouraged to think and learn. Therefore, be assured that your grade will not be adversely affected by any beliefs or ideas expressed in discussions or assignments. Rather, we will respect the views of others when expressed. Professional Ethics:

4 Lecture discussions and written work It is important that students feel free, during lecture, to talk about their concerns. In sharing these concerns, students can evaluate and discover effective solutions for their concerns. Any information shared during discussions or in written work will be considered confidential and will not be shared or discussed outside of class. Confidentiality will be maintained at all times. Code of Ethical Conduct It is mandatory for each student to fulfill his/her professional responsibility to review and carefully adhere to the National Association for the Education of Young Children Code of Ethics when interacting with families, children, colleagues and supervising teachers. Classroom Etiquette: There are certain expectations of students attending a class at ACC or any other college. These expectations are necessary to have an environment where everyone can learn and participate. These are: When someone else is talking, there should be no other conversations in the room. Listening while others speak shows respect for the person talking as well as the other students. Doing homework or other assignments during class is not allowed, as it prevents the student from being actively involved in the class activities. Cell phones and pagers must be turned off during class; turn off sound before class begins. It is difficult to concentrate when cell phones and pagers interrupt class with their electronic noise. If there is an emergency situation, students should talk to the instructor before class begins. It is never okay to make cell phone calls during class. Scholastic Dishonesty: ACC s Scholastic Dishonesty Policy is stated in the Student Handbook , on page 29: Prohibited acts include those related to academic integrity. Academic work submitted by students shall be the result of their thought, research or selfexpression. For the purposes of these regulations, academic work is defined as, but not limited to, exams and quizzes whether taken electronically or on paper; projects, either individual or group; papers; classroom presentations; and homework. When students borrow ideas, wording or organization from another source, they shall reference that information in an appropriate manner. If a student does not adhere to this policy, at a minimum, the student will receive a zero on the assignment and be subject to the disciplinary policies regarding scholastic dishonesty outlined on pages of the Student Handbook Academic Planner ACC On-Line Student Handbook, : I am interested in your thinking and understanding of the material Student Discipline: Students are expected to follow the policies outlined in the Student Handbook and this syllabus. All college policies regarding student discipline as outlined in the Student Handbook are expected to be followed. See pages for a specific discussion of ACC s Student Discipline Policy. ACC On-Line Student Handbook, : Students with Disabilities: The Student Handbook, on page 20 states that: The Office for Students with Disabilities (OSD) assists students with documented disabilities to access reasonable accommodations. To request ACC accommodations, students must submit appropriate diagnostic documentation to the OSD Supervisor at their primary campus. Students are urged to apply for accommodations at least three weeks before the start of the semester. The Office for Students with Disabilities for Eastview Campus can be reached at or through Relay Texas at

5 Course Requirements Attendance: Students are expected to attend class on a regular basis. Attendance at each lecture is highly recommended, since so much material will be covered in class. Class attendance assures that students will receive assignments, handouts and other information in a timely fashion. Upon your third absence (excused or unexcused) your grade will be lowered by one grade level. For each additional absence 10 points will be deducted from your final grade. Any student missing six classes will be withdrawn from the course. Each tardy arrival (more than fifteen minutes late to class) will be considered as ½ an absence with the same policies as above applying. Students have 3 coupons to use for missed classes in order to be able to make up missed class participation points see last page of syllabus. Class Participation: Students are expected to read the assigned chapter(s) and any supplemental information before each class and be prepared to ask questions and to participate in class activities, assignments and discussions. Active participation may include asking questions, sharing insights, discussing ideas and working on class participation ideas. Students have three coupons to use for missed classes in which class participation activities were completed for a grade. Some class work will be graded as part of the class participation grade. The instructor reserves the right to administer pop quizzes if students are consistently unprepared for class. Assignments: Assignments should be completed and turned in at the beginning of class on the due date. If students turn in an assignment after the beginning of class on the due date, 2 points will be deducted per class. If students miss class, assignments may be placed in the instructor s mailbox, submitted via or faxed to the instructor. Quality of Assignments: Assignments should be legible and written or typed in complete sentences and should contain understandable paragraphs. Work that does not reflect these expectations will be returned to students for correction. For help with reading, writing, or study skills that meet college level expectations please contact an ACC Learning Lab. Electronic Technology: All electronic technology, such as cell phones, PDAs, etc., must be turned off during testing. Doing this prevents any misunderstanding about the use of such equipment for obtaining test information. Extra Credit: Throughout the semester, questions will arise during class. Students may earn 1 extra credit point for each question they research (from a reliable source) and find the answer that they bring to the next class period. Grade requirements for Child Development Majors: Students majoring in Child Development must receive a C or above in this course to receive credit for this course in the Child Development Certificate or AAS degree. The course may be retaken for a higher grade. See the ACC Catalog for more information. Final Grade Students may use Blackboard to check their grades online. You must stay enrolled in any TSI required courses to obtain a grade in this course. Withdrawal Students may withdraw anytime prior to Monday April 23, 2007, the last day to withdraw. If it becomes necessary for students to drop the course, it is the student s responsibility to obtain a

6 withdrawal form from any ACC Admissions and Records office, complete the form and return the completed form in order to officially withdraw. The instructor will withdraw any student with 6 absences. For location of Admissions and Records offices and more information about course withdrawal go to: Incomplete Grade: An incomplete will be assigned only if the student is making satisfactory progress and has completed at least half of the assignments and field work hours. Course Assignments and Grading: Course Assignments: There are five course projects focusing on specific aspects of child growth and development. Each project is worth 40 points. Tests Four tests will be given this semester. Only three tests will contribute to the student s final grade. Students may drop the lowest test grade. Missed tests will be counted as low grades to be dropped; there will be no make-up tests. Each test is worth 100 points. Class assignments and Participation: Eight class participation assignments will be graded. Each class participation assignment is worth 10 points each, for a total of 80 points. Grading: Class Participation Assignments 8@ 10 points 80 Course Assignments 40 points 200 Tests 100 points 300 Total Possible Points 580 Your Grade: Final Grades will be based on the following: A = points B = points C = points D = points F = 347 points and below Class Participation 10 points each Assignments 40 points each Tests 100 points each Drop the lowest test score Extra points or bonus points If you have difficulty completing assignments on time, and/or if you don t understand the material, please let me know as soon as possible! Visit during my office hours or make an appointment to talk with me as soon as this becomes an issue. I am willing to help, but it is your responsibility to let me know what help you need. If you wait until the end of the semester, there is very little I can do to assist you.

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8 TECA 1354 Child Growth and Development Tentative Course Calendar Date Topic Reading Assignment 1/16/07 Ice Day No class 1/23/07 Course Introduction Introduction to Child Development Study Chapter 1 Syllabus 1/30/07 Theoretical Foundations of Development Heredity and Environment Chapter 2 Chapter 3 2/6/07 Prenatal Development and Birth Chapter 4 2/13/07 Test 1 (Chapters 1-4) Infant and Toddler Biosocial Development Chapter 5 2/20/07 Infant and Toddler Cognitive Development Chapter 6 2/27/07 Infant and Toddler Psychosocial Development 3/6/07 Test 2 (Chapters 5 7) Chapter 7 Theories of Development Assignment Due Preschool Chapter 8 Biosocial Development 3/12 Spring Break 3/16/07 3/20/07 Preschool Cognitive Development Chapter 9 Developmental Domains Assignment Due 3/27/07 Preschool Chapter 10 Psychosocial Development 4/3/07 Test 3 (Chapters 8 10) School Age Biosocial Development Chapter 11 4/10/07 School Age Cognitive Development School Age Psychosocial Development 4/17/07 Adolescence Biosocial Development 4/23/07 Withdrawal Deadline 4/24/07 Adolescence Cognitive Development 5/1/07 Adolescence Psychosocial Development Student share posters 5/8/07 Test 4 (Chapters 11 16) Final Class Participation Activity Chapter 12 Chapter 13 Chapter 14 Chapter 15 Chapter 16 Development and Play Assignment Due Developmental Processes and Educational Practices Assignment Due Stages of Development Assignment Due

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10 TECA/CDEC Welsh Date of missed class: This coupon entitles me to the option to make up any points missed for class participation activities on this date. Printed Name: Signature: TECA/CDEC Welsh Date of missed class: This coupon entitles me to the option to make up any points missed for class participation activities on this date. Printed Name: Signature: TECA/CDEC Welsh Date of missed class: This coupon entitles me to the option to make up any points missed for class participation activities on this date. Printed Name: Signature: