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Fall 2012 EDFS 654: Human Growth and Development and the Educational Process

Teacher Education Department, College of Charleston Meeting Time: Mon, Wed, Fri 10:00-10:50am Meeting Place: Education Center (ECTR) 212 Instructor: Laura L. Brock, Ph.D Office Location: 86 Wentworth #220 Telephone: 953-8058 E-mail: brockll@cofc.edu Office Hours: Wednesdays 11am-2pm or by appointment Textbook Feldman, Robert. (2011) Development across the Life Span (6th Edition). Upper Saddle River, NJ: Pearson Education, Inc. Course Description: The study of the general principals of lifelong human growth and development from conception through death as they relate to the educational and learning theories of physical, social, personality and cognitive development. (3 credit hours) Course Objectives and School of Education, Council for Exceptional Children, South Carolina Standards and ISTE Standards Assessed: 1. Describe the value of human growth and development study and the implications of research in this field for educators (Standards I, VI, and VII) 2. Identify the basic feature of the study of lifelong human growth and development (Standards I, III and VII) 3. Discuss developmental patterns exhibited by differing economic, social, racial, ethnic and religious groups and discuss the implications of these differences for teaching students from diverse, multicultural backgrounds (Standard I) 4. Identify and discuss the unique learning and behavioral characteristics of persons with exceptionalities and students who experience, witness and/or a part of bullying and harassment in schools (Standard I, SC 6, ISTE 4) 5. Describe the developmental stages of the following components of human growth and development, infancy through adulthood: language, cognitive, physical, social and emotional (Standard I) 6. Compare and contrast the assumptions and structures of psychological and sociological theories of human growth and development as they relate to teaching in the areas of language, cognition, emotion, socialization and physical development of

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students from diverse backgrounds (Standard I) 7. Explain the impact of effective and ineffective teaching on the language, cognitive, emotional, social and physical growth of students with various learning styles (Standard I, ISTE 1) 8. Identify and evaluate specific learning experiences for students based on teaching/learning theories which facilitate optimal language, cognitive, physical, emotional and social growth of all students (Standard I, ISTE 1) 9. Develop guidelines for applying teaching/learning theories in classrooms which focus on the development of optimal language, cognitive, physical, social and emotional growth of all students (Standards I, VI and VII) 10. Describe family systems and the role of families in abuse, neglect, death, divorce, substance abuse and other stressors that can have implications for human growth and the learning process (Standard I) 11. Describe how the family, individual development and educational processes impact career choices across the life span (Standard I, SC 4) 12. Identify and use resources including the family, library, and community and technology that can assist in planning and implementing instructional strategies that address issues of life span development (Standards I and VII) Major Topics: Cognitive Theory Psychoanalytic Theory Behaviorism Sociocultural Theory Genetic and Prenatal Development Developmental Neuroscience Infant Development Toddler Development

Early Childhood Development Middle Childhood Adolescence Early Adulthood Middle Adulthood Late Adulthood Death and Dying

Grading Scale: A 93-100% D+ 75-76% A- 91-92% D 72-74% B+ 89-90% D- 70-71% B 86-88% F 0-69% B- 84-85% C+ 82-83% C 79-81% C- 77-78%

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Assessment and Evaluation:

Assignment Point Value

1. 4 Reflections @ 5% each 20

2. 3 Quizzes @ 10% each 30

3. Policy Debates/Professional Development 10

4. Action Research Project 25

5. Peer-Reviewed Poster Session 10

6. Active Participation 5

TOTAL POINTS=100

*Late assignments will receive 10% deduction per late day (calculated at 10am) Description of Assignments: 1. Reflections: Throughout the course, you will be required to turn in 4 reflection papers. Each reflection should be 2 full double-spaced pages in length (with appropriate font and margins). Reflections can be casual in tone and a place to share ideas and insights or even questions. The first reflection will be an autobiography. For the subsequent reflections you will find reflections folders on the OAKS website with dozens of readings for you to choose from. Please select one article to read, write a brief summary of the article, followed by your thoughts and opinions as they relate to child development and/or education. Readings vary in length from 3 pages to 60 pages. For long readings, feel free to choose one area to focus your attention on one aspect of the reading. For the 4th reflection, you may choose from the reflection folders or select your own reading. The goal of this set of assignments is to help provide you with relevant, recent, high quality research to eventually incorporate into your action research paper, if you desire. Reflections must be submitted in electronic format in the OAKS drop box by 10am the day the reflection is due. Each reflection accounts for 5% of your final grade, for a total of 20% of your final grade. 2. Quizzes: Students will demonstrate comprehensive mastery of the course content with emphasis on the major topics presented. Three quizzes include multiple choice, short answer, and essay questions. Each quiz accounts for 10% of your final grade, for a total of 30% of your final grade. 3A. Policy Debates: Later in the semester we will host policy debates. Debates are organized in pairs of students (one person ‘for’ and another ‘against’ an issue). Each side will have five minutes to present their case and one minute for concluding remarks. Following, the policy debate team will open the floor to class discussion for 5-10

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minutes. The class will then vote on the issue. The debate, discussion, and vote should be 20 minutes in length. Pairs can choose their own topic or choose from a list of suggestions (attached to this syllabus). Policy debates are worth 10% of your final grade. 3B. Professional Development Seminars: Professional development seminars are an alternative assignment to the policy debate. You may work in pairs or individually to present a topic to an audience of either teachers or parents. The seminar should be 20 minutes in length with a teaching portion and a hands-on or group activity portion of the seminar. Pairs can choose their own topic or from a list of suggestions (attached to this syllabus). Professional development seminars are worth 10% of your final grade. 4. Action Research Project: Each action research paper should begin with a minimum 4 page introduction or literature review that includes a minimum of 6 high quality references (APA format). Following, a section describing the action research experience (e.g., observation, interview, volunteerism, experiment) should include both a rich and factual description of the experience and personal reflections or insights. Finally, a concluding section will compare your experience to the current literature or your knowledge of child development as well as make explicit what you learned as a result of your action experience. The final draft should include a title page and APA formatted reference section and comprise 10-12 pages of text (double-spaced, appropriate font). The action research portion of the project should include a minimum of 3 hours of field work. All topics must be approved through an outline submission. Your action research project outline accounts for 5% of your final grade. The final draft of the action research paper accounts for 20% of your final grade. 5. Peer-Reviewed Poster Session: The last day of the semester you will present your action research project to your peers in the form of a poster session. You will create a poster that will be reviewed (or graded) by your peers. The class will be divided in two and take turns presenting or reviewing posters for content, creativity, and presentation. The peer-reviewed poster session will account for 10% of your final grade. 6. Active Participation: Attendance is the best way to ensure comprehension of course content. Active participation includes attendance and engagement. Active participation also describes sharing your ideas and respectful listening to alternative perspectives. One point (or 1% of final grade) will be deducted for each absence. More than five absences may impact enrollment in the course. Active participation accounts for 5% of your final grade.

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Class Schedule and Assignments

Date Topics & Assignments

Weds Aug 22 Syllabus, course expectations

Fri Aug 24 Chapter # 1 Introductions to the study of Development and overview of theorists

Mon Aug 27 Chapter # 2 Genetics & Prenatal Development

Weds Aug 29 Ghost in your Genes, Reflection # 1 due

Fri Aug 31 Chapter # 3 Birth and the Newborn, Fetal Alcohol Syndrome

Mon Sept 3 Chapter # 4 Physical Development of Infants (0-2)

Weds Sept 5 Chapter # 5 Cognitive Development of Infants (0-2)

Fri Sept 7 Chapter # 5 Cognitive Development of Infants (0-2)

Mon Sept 10 Chapter # 6 Social and Personality Development of Infants (0-2) Reflection # 2 due

Weds Sept 12 Chapter # 6 Social and Personality Development of Infants (0-2)

Fri Sept 14 Quiz # 1

Mon Sept 17 Chapter # 7 Physical and Cognitive Development in Preschool (3-5),

Weds Sept 19 Chapter # 7 Physical and Cognitive Development in Preschool (3-5) Reflection # 3 due

Fri Sept 21 Chapter # 8 Social and Personality Development in Preschool (3-5)

Mon Sept 24 Chapter # 8 Social and Personality Development in Preschool (3-5)

Weds Sept 26 Action Research & Presentation Planning Session/Make-up day

Fri Sept 28 Chapter # 9 Physical and Cognitive Development in Middle Childhood, Action Research Outline Due

Mon Oct 1 Chapter # 9 Physical and Cognitive Development in Middle Childhood

Weds Oct 3 The Forbidden Experiment, Reflection # 4 due

Fri Oct 5 Chapter # 10 Social and Personality Development in Middle Childhood

Mon Oct 8 Chapter # 10 Social and Personality Development in Middle Childhood

Weds Oct 10 Quiz # 2

Fri Oct 12 Freakonomics: Motivation

Mon Oct 15 *Fall Break*

Weds Oct 17 (midterm grades available)

Fri Oct 19 Chapter # 11 Physical and Cognitive Development of Adolescents

Mon Oct 22 Chapter # 12 Social and Personality Development of Adolescents

Weds Oct 24 Lawrence Kohlberg’s Moral Dev’t and Yale Experiment

Fri Oct 26 Policy Debates/ Prof. Dev’t:

Mon Oct 29 Chapter 13: Physical and Cognitive Development in Young

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Adulthood

Weds Oct 31 Chapter 14: Social and Personality Development in Young Adulthood

Fri Nov 2 Policy Debates/ Prof. Dev’t:

Mon Nov 5 Chapter 15:

Weds Nov 7 Chapter 16:

Fri Nov 9 Policy Debates/ Prof. Dev’t:

Mon Nov 12 Policy Debates/ Prof. Dev’t:

Weds Nov 14 Chapters 17& 18:

Fri Nov 16 Policy Debates/ Prof. Dev’t:

Mon Nov 19 Policy Debates/ Prof. Dev’t: Action Research Project Due

Weds Nov 21 *Thanksgiving Break*

Fri Nov 23 *Thanksgiving Break*

Mon Nov 26 Chapter # 19: Death and Dying

Weds Nov 28 Grief in Children, Guest Speaker: Dr. Dickinson

Fri Nov 30 Quiz # 3

Mon Dec 3 Poster Sessions

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Grading Rubrics and Checklists

Name:____________________

Bronfenbrenner-Style Autobiography Reflection # 1 Rubric

Evaluation Criteria 0 1/2 1

Technical Quality Many spelling, grammar, and

typographical errors

Minimal errors that do not disrupt flow of

reading

Free of spelling, grammar, and

typographical errors

Use of Bronfenbrenner Language (e.g.,

proximal, distal, microsystem, etc.)

No language incorporated into

autobiography

Minimal use of vocabulary

Vocabulary used correctly

Synthesis of Bronfenbrenner’s

Ecological Model into Autobiography

Autobiography does not relate to

Ecological Model

Autobiography is indirectly related to

Ecological Model

Autobiography is directly linked to Ecological Model

Creativity Reflection is cursory or flat

Reflection demonstrates some thought and insight

Reflection is thought-provoking and

original

Protocol Followed: 1. punctual 2. electronic format

on OAKS 3. 2 FULL pages

1 or fewer criteria met

2 criteria met All 3 criteria met

Total= /5

Comments:

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Name:____________________

Reflection Rubric

Evaluation Criteria 0 1/2 1

Technical Quality Many spelling, grammar, and

typographical errors

Minimal errors that do not disrupt flow of

reading

Free of spelling, grammar, and

typographical errors

Synthesis of Reading Summary does not demonstrate reading

comprehension

Summary includes information from the

reading

Summary includes relevant information that is clearly linked

to reflection

Related to Education or Children pre-k

through 12th Grade

Reflection does not relate to education or children in classrooms

Reflection is indirectly related to education

or children

Reflection is directly linked to children,

classrooms, or education and

implications for teachers is explicit

Creativity Reflection is cursory or flat

Reflection demonstrates

thought and insight

Reflection is thought-provoking and

original

Protocol Followed: 1. punctual 2. electronic format

on OAKS 3. 2 FULL pages 4. APA Style

2 or fewer criteria met 3 criteria met All 4 criteria met

Total= /5

Comments:

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Name:____________________

Policy Debate/Professional Development Seminar Rubric

Evaluation Criteria 0 1 2

Substantive Quality (must upload

presentation slides to OAKS)

Facts and information are absent

Some facts are included

Facts, context, and opinions are included

Related to development (social, emotional, cognitive,

physical, moral)

Presentation does not relate to

development

Presentation is indirectly related to

development

Presentation is directly linked to one

or more aspects of development

Related to Education or Children pre-k

through 12th Grade

Presentation does not relate to education or children in classrooms

Presentation is indirectly related to

education or children

Presentation is directly linked to

children, classrooms, or education

Creativity Presentation is dull Presentation demonstrates some

thought

Presentation is engaging and

thought-provoking

Time Management

Untimed and unorganized

Loosely timed and organized

Accurately timed and organized

Total= /10 Comments:

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Name:_________________________

Action Research Outline Rubric

Evaluation Criteria 0 1/2 1

Technical Quality Many spelling, grammar, and

typographical errors

Minimal errors that do not disrupt flow of

reading

Free of spelling, grammar, and

typographical errors

Substantive Quality of Topic Idea

Topic idea is unclear or poorly conceived

Topic idea is underdeveloped, but has potential

Topic idea is clear and well-thought through

Related to development (social, emotional, cognitive,

physical, moral)

Outline does not relate to

development

Outline is indirectly related to

development

Outline is directly linked to one or more

aspects of development

Related to Education or Children pre-k

through 12th Grade

Outline does not relate to education

or children in classrooms

Outline is indirectly related to education

or children

Outline is directly linked to children,

classrooms, or education

Protocol Followed: 1. punctual 2. Electronic

format on OAKS

3. Minimum 6 APA Style

1 or fewer criteria met

+

APA Style is not considered

2 criteria met

+

Some demonstration of APA Style

All 3 criteria met

+

APA Style is consistently applied

Total: /5 Comments:

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Name:_________________________

Action Research Paper Rubric

Evaluation Criteria 0 1 2

Technical Quality Many spelling, grammar, and

typographical errors

Minimal errors that do not disrupt flow of

reading

Free of spelling, grammar, and

typographical errors

Substantive Quality of Introduction (4 page min)

Introduction does not articulate a clear

summary of the topic, references

poor quality

Introduction includes information about the topic but does

not have a clear focus, references are

mediocre

Introduction summarizes the main

idea and clearly articulates the direction of the

paper, high-quality references

Quality of Action Research Experience

Narrative

Narrative provides minimal description of experience with

no reflection

Narrative provides a description of the action experience

and some reflection

Narrative provides a rich description of

the action experience with deep reflection

Conclusion/Discussion of Overall experience

Conclusion does not link experience to

child development or literature reviewed

Conclusion indirectly links experience to child development and literature reviewed

Conclusion directly links experience to child development and literature reviewed

Protocol Followed: 4. punctual 5. Electronic

format on OAKS

6. Minimum 6 APA Style

1 or fewer criteria met

+

APA Style is not considered

2 criteria met

+

Some demonstration of APA Style

All 3 criteria met

+

APA Style is consistently applied

Total: /20 Comments:

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Name of Presenter:_________________________

Name of Reviewer:_________________________

Peer-Reviewed Poster Presentation

Evaluation Criteria 0 1/2 1

Poster captures your attention and

efficiently conveys information

Poster is sloppy, unclear, or difficult to

comprehend

Poster conveys information with

effort on the part of the reader

Poster is attractive, eye-catching, and conveys relevant

information

Poster is informative and relevant

Poster does not convey useful information

Poster includes information but not linked to students or

classrooms

Poster includes relevant information that is clearly linked

to students or classrooms

Topic is relevant to pre-k-12 education

Topic is not relevant to pre-k-12 education

Topic is indirectly relevant to pre-k-12

education and provides some

information

Topic is directly relevant to pre-k-12

education and is useful information for

teachers

Presenter clearly articulates the

problem/goal and practical implications

for practitioners

Presenter reads poster, misses

opportunities to share information, or doesn’t answer

questions

Presenter talks about paper but practical

implications for practitioners is not

clear from the presentation

Presenter articulates goal of paper, main ideas, and practical

implications for practitioners as well

as confidently answers questions

Overall Effort Presentation and presenter

demonstrate poor effort

Presentation and presenter

demonstrate satisfactory effort

Presentation and presenter

demonstrate clear effort

Total: /10 Comments:

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Policy Debate Project Description

Note: Students should choose either a policy debate –OR— a professional development seminar

Groups of two students will choose a topic from below or any other topic that has received prior approval. One student will represent the ‘pro’ side of the debate. One student will represent the ‘con’ side of the debate. Each side will have five minutes to present their case and one minute for concluding remarks. Following, the policy debate team will open the floor to class discussion for 5-10 minutes. The class will then vote on the issue. The debate, discussion, and vote should be 20 minutes in length. One PowerPoint presentation integrating both sides should accompany the debate. All topics must be approved prior to presentation. This assignment is graded as a group project. Sample Policy Debate Topics:

a) Should pre-kindergarten be universal and mandatory? b) Should young children learn to type rather than handwriting? c) Should parents lose custody of children who are morbidly obese? d) Should arts and music education be a priority in schools? e) Should physical education be a priority in schools? f) Should students with severe behavior problems be expelled? g) Should schools be year-round? h) Should schools police electronic aggression (cyber-bullying) in out-of-school

contexts? i) Should the legal driving age be changed to 18? j) Should the legal drinking age be changed to 18?

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Professional Development Seminar Description

Note: Students should choose either a policy debate –OR— a professional development seminar

You may work in pairs or individually to present a topic to an audience of either teachers or parents. The seminar should be 20 minutes in length with a teaching portion and a hands-on or group activity portion of the seminar. All topics must be approved prior to presentation. Professional development seminars are worth 10% of your final grade. Sample professional development seminar topics:

a) The importance of parent-teacher communication b) “Banking Time” as a strategy to improve student-teacher relationships

and reduce problem behaviors c) What is Responsive Classroom? Overview of the Responsive Classroom

Approach (www.responsiveclassroom.org) d) Incorporating physical activity into the school day e) Ways to support the special education student in your classroom f) Fostering peer relationships in the classroom

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Action Research Project Description

Each action research paper should begin with a minimum 4 page introduction or literature review that includes a minimum of 6 high quality references (APA format). (e.g., two good resources: http://www.child-encyclopedia.com/en-ca/list-of-topics.html

http://developingchild.harvard.edu/resources/reports_and_working_papers/working_papers/

APA format). Following, a section describing the action research experience (e.g., observation, interview, volunteerism, experiment) should include both a rich and factual description of the experience and personal reflections or insights. Finally, a concluding section will compare your experience to the current literature or your knowledge of child development as well as make explicit what you learned as a result of your action experience. The final draft should include a title page and APA formatted reference section and comprise 8-10 pages of text (double-spaced, appropriate font). The action research portion of the project should include a minimum of 3 hours of field work. All topics must be approved through an outline submission.

Sample action research topics:

a) Interview a family with a typically developing child and a family with a child with developmental delays or exceptionalities. Compare and contrast family responses to a list of approved questions, e.g.:

Describe daily routines

What are your hopes for the future?

What challenges do you face?

What is your experience with school, extracurricular activities, friendships?

b) Schedule observations at ECDC and identify child and bold children in various classrooms. What are the differences in the ways bold and shy children interact with teachers, peers, or classroom materials? How do others respond to bold and shy children?

c) Volunteer at WINGS for Kids after-school program (k-5) during homework time. Describe challenges you observed with motivation or frustration tolerance. Describe organizational, time management or other challenges students faced. Was the homework developmentally appropriate? Did you observe any relation between academic competence and social skills?

Feel free to access other community resources (e.g., MUSC Children’s Hospital, Lowcountry Orphan Relief, Boys & Girls Clubs, Big Brother/Big Sister) but please do not volunteer for more than you can reasonably commit to. Also, think about utilizing existing resources, e.g., tutoring, coaching, field course, if appropriate.

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Notes:

If there is a student in this class who has a documented disability and has been approved to receive accommodations through SNAP Services, please feel encouraged to come and discuss this with me during my office hours or after class.

All students are expected to follow the College of Charleston Honor Code which can be found in the Student Handbook at http://www.cofc.edu/studentaffairs/general_info/studenthandbook.html.

The following professional behaviors and dispositions are expected in our classroom and in the community:

EHHP Professional Behaviors and Dispositions

WE believe that all children can learn WE value and respect individual differences

WE value respectful human interactions WE exhibit and encourage intellectual curiosity, enthusiasm about learning and a

willingness to learn new ideas WE are committed to inquiry, reflection and self- assessment

WE value collaborative and cooperative work WE are sensitive to community and cultural contexts

WE engage in fair, responsible and ethical practice