SHAW UNIVERSITYDepartment of Education

EDU 270-01Child and Adolescent Development

Fall 2010

Instructor: Prof. Lucy WilsonOffice: TOS 3rd floor #312Office Hours: Mon. - 1:30p.m.-4:30p.m, Wed. - 1:00p.m.-5:00p.m., Thurs.-11:30 a.m.-3:30p.mAppointment can be madeOffice Phone: 919-546-8322Course credit hours: 3E-mail Address: lwilson@shawu.eduClass Meeting time: Thursdays, Class will be held 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.

Required Text(s)

Berger, Kathleen Stassen. (2005). The developing person through childhood and adolescence. Seventh Edition. Bronx Community College, CUNY.

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.

Department of Education Mission Statement

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.]

Program Learning Outcomes (PLOs)

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.

Student Learning Outcomes (SLOs)

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 in addition, their implications for professional practice within a multicultural and global environment. (NCDPI-2.b.; BK-1.a)

2. Demonstrate an appreciation for cultural diversity as it relates to early childhood and adolescent development. (NCDPI- 2.b; 4.a ;)

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. (NCDPI -4.a,e,g; BK-5.PH.1,2,3,4,5,6;ES.1,2,3,4)

4. Demonstrate an understanding of the various theories of human development during early childhood and early adolescence. (NCDPI-3.a, b, c, d)

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). (NCDPI-3.c, d)

6. Develop an appreciation for the uses of technology in teaching and learning. (NCDPI-4.c, d, e, g,)

Alignment of Student Learning Outcomes (SLOs) and Program Learning Outcomes (PLOs)

Student Learning Outcome Suggested Assessment / Activities Linkage to Program Learning

OutcomesUse critical thinking and problem solving skills in discussions/presentations about the specific developmental issues that occur during the early childhood, elementary and adolescent years in addition, and their implications for professional practice within a multicultural and global environment.

Through course readings and discussion, written examinations, and blog entry.-Class Reading-Journal Article Review

-(assignment should address the following areas --- early intervention, preschool Special Education, Primary Special Education, Cultural Diverse Population)

PLO- 1,2

Demonstrate an appreciation for cultural diversity as it relates to early childhood and adolescent development

Through course readings within a collaborative learning unit, and discussion, and written examinations.-Class Reading-Discussion Board-Class Participation

PLO-2

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.

Reading assessments, blog entry, and scenario / role-playing & class discussions/special projects.-Class Reading-Discussion Board-Course Exam-Reflective Journal

PLO-2,4

Demonstrate an understanding of the various theories of human development during early childhood and early adolescence.

Through the development and presentation of a research project, course readings and discussion, and written examinations.-Class Reading-Mad Minutes

PLO-1, 4

-Discussion Board-Reflective Journal

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).

Through course readings within a collaborative learning unit, and discussion, and written examinations.-Class Reading-Journal Article Review-Mad Minutes-Drag and Drop-Discussion Board-Final Exam

PLO-2

Develop an appreciation for the uses of technology in teaching and learning. PLO-2

Measurement of Student Learning Outcomes:Students will have achieved mastery of Learning Outcomes with at least an 80% of the final grade. The instructor through one or a combination of following methods will assess this:

Exams Assignments Reports and Papers Research

Presentations or Projects

Collaborative Learning

Course Reading & Discussions

Blog entry/journaling Peer Teaching

A CONCLUDING LEGAL CAVEAT OF DISCLAIMER The presentation order of topics outlined in the above syllabus is subject to change at the instructor’s discretion. That is to say, we may spend more or less time on any given topic. Please check Moodle everyday for announcements. This requirement is part of your professional disposition grade. The instructor is not responsible for typographical errors contained in this document or for the availability of the campus network or Moodle. Please ask questions if you are confused about any part of this document. Students are required to utilize graduate-level research skills (knowledge in data collection and application) to develop and present information.

Instructional Approach: Inquiry Based Learning Inquiry based learning encourages students to grasp significant principles and concepts, develop important meta-cognitive skill and cultivate the ability to develop knowledge with others and transfer the knowledge to a wide audience. Inquiry based learning promotes the development of lifelong learning skills, creative problem solving, self-directed learning, and knowledge creation. It is based on the following five basic principles: The driving question--investigation of original questions and problems that facilitate activities and the organization of principles and concepts. Investigation-- engaging in research to study the driving question. Development of artifacts or products--represent tangible products that result from inquiries and reflect a personification of the acquired knowledge. Development of learning communities--organized work groups involving collaboration among student, teacher, and individuals outside the classroom to investigate the driving question. You will work with your fellow classmates and others around the country this semester. Cognitive tools--help students to represent their mastery of key points and share ideas with others. Our cognitive tools will be the campus LAN, Moodle, SPSS-PC and the World Wide Web.

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RESEARCH PAPER ASSISTANCE Class Reading Support - These readings will supplement your textbook. APA writing support The American Psychological Style Manual must be used for your research papers. These links will help you get it done.

Journal Assistance Please USE NC-LIVE to retrieve your journal articles for this class. It can be found on the Shaw University web site under the Library link. You will need the password for Shaw University if you log on when off campus. You can get this information by calling the reference desk in the library. Download and submit a full-text PDF for all articles chosen to support your paper. Below is a list of journal that you may find useful. This is by no means an exhaustive list. APA Website (http. //www.uwsp.edu/psych/apa4b.htm) Relevant internet sources (e.g. www.schoolreport.com) Department of Public Instruction (www.ncpublicschools.gov) U. S. Department of Education Home Page (http://www.ed.gov/)

Classroom Rules/Expectations: Ethics 101--Academic integrity and Plagiarism. What is Academic Integrity? Academic: adjective. 1 a scholarly; to do with learning. b of or relating to a scholarly institution. 2 abstract; theoretical. Integrity: noun. 1 moral uprightness; honesty. 2 wholeness; completeness. 3 soundness; unimpaired or uncorrupted condition. Barber, K. (1998). The Canadian Oxford Dictionary. Toronto: Oxford University Press Canada. Retrieved from http://www.yorku.ca/tutorial/academic_integrity/introdefn.html on 4 January 2008 at 1500 Hours.

What is Plagiarism? Stealing someone’s work or ideas and passing them off as your own original thought. Copying someone’s work or ideas from a book, web site, on-line database, or other sources and passing them off as your own original thoughts in your papers or presentations.

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Academic Integrity Tutorial The Academic Integrity Tutorial is designed to help you learn about issues of academic integrity. It explores plagiarism and related matters with case examples and positive strategies you can use to avoid committing an academic offence such as plagiarism.

Attendance Attendance and class participation are required and essential to this course. No make-up work is accepted unless the student presents a University excuse within a week of the missed assignment. Absences lower the final grade. Points will be deducted for late arrivals and/or early departures. However, we will follow the University attendance policy

Classroom Decorum To enhance the learning atmosphere of the classroom, students are expected to dress and behave in a fashion conducive to learning in the classroom. More specifically, students will refrain from disruptive classroom behavior (i. e., talking to classmates, disrespectful responses to teacher instructions; swearing; wearing clothes that impede academic learning such as but not limited to, wearing body-revealing clothing and excessively baggy pants; hats/caps, and/or headdress). Students will turn off telephones prior to entering the classroom. Students who exhibit the behaviors described above, or similar behaviors will be immediately dismissed from class at the third documented offense. The student will be readmitted to class only following a decision by the department chair. The student may appeal the decision of the department chair to the Dean of the College offering the course, and, subsequently, to the Office of the Vice President for Academic Affairs, and then to the President of Shaw University. The decision of the President will be final. Failure to follow the procedures herein outlined will result in termination of the appeal, and revert to the decision of the department chair. Each behavior construed by the teacher/professor as non-contributive to learning will be recorded, properly documented, and appropriately reported to the student and to the chair of the academic department offering the course. The report will be in written form with a copy

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provided to both the student and the department chair. The faculty member should retain a copy for his/her own records. Additional student behavior codes may be found in Student Affairs.

Special Accommodations Equal educational opportunity is provided to students with special needs due to disability. Please notify the instructor if reasonable accommodate is needed to meet the requirements for this course.

AssignmentsAll 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. The instructor will establish points for each area prior to the start of the program. All written assignments must be submitted in Moodle in order to be graded.

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 APA style (Publication Manual of the American Psychological

Association, 6th ed.)• How to search databases to locate sources• How to locate sources in the Curriculum Materials Center• 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.

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

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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.

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. InstrumentB. Author(s): G. FindingsC. Journal Information: H: Implication/ApplicationD. 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 APA style.

Identified Topics for Journal Article Reviews

Approaches to Understanding Human Development Theories of Human Development Heredity and Development Prenatal Development and Childbirth Infancy and Toddlerhood: Physical. Cognitive, and Language Development OR

Infants and Toddlers: Personality and Socio-cultural Development Early Childhood: Physical, Cognitive, and Language Development OR

Early Childhood: Personality and Socio-cultural Development Middle Childhood: Physical, Cognitive, and Language Development OR

Middle Childhood: Personality and Socio-cultural Development Adolescence: Physical, Cognitive, and Language Development OR

Adolescence: Personality and Socio-cultural Development

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Journal Articles (The students will complete 5 article reviews for the semester. The journal articles will reflect practices in the area of child and adolescence behavior. Students will follow the university format for completing this assignment. NCDPI Standard 3a & 3b

Mad Minute (The students will complete 2 Mad Minute exercises for the semester. The exercises will reflect practices in what students have learned and they will be able to ask questions). NCDPI Standards 3a & 3b

Reflective Journal (The students will complete 4 Reflective Journals after reading and studying chapters 1-10. The journals will be 2 pages in length). NCDPI Standards 3a, & 3b

Community Resource Project (The students will develop a project that collects resources that will aid the community in finding ways that would help with challenging behaviors in adolescences or those that are in need of early intervention). NCDPI Standard 3a, & 3b

Field Experience (The students will visit a school and observe practices as it relates to child and adolescence development. They will prepare a report on their findings in a 4-5 page paper or a power point). NCDPI Standard 3a, &3b

Drag and Drop (The student will drop/add an activity in each content area in a specific realm (building block) of development). NCDPI Standard 3a, & 3b

Mid-term

Final

Forums

Participation

All students are to purchase a flash drive to place assignments and other materials to be turned in at the end of the semester. THIS IS A REQUIREMENT.

The last day for drop/add is September 1, 2010.

TENTATIVE COURSE OUTLINE

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Date Topic Readings/Assignment Due

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8/19/10 Introduction to ClassConceptual Framework/ Course Syllabus Professional Disposition

Professional Disposition Discussion

8/26/10 The Developing Person Through Childhood and Adolescence

Chapter 1

9/2/10 The Developing Person Through Childhood and Adolescence

Chapter 2Article Review 1

9/9/10 Heredity and Environment Chapter 3Reflective Journal

9/16/10 Prenatal Development and Birth 

Chapter 4Reflective Journal

9/23/10 The First Two Years: Biosocial Development 

Chapter 5 Article Review 2

9/30/10 The First Two Years: Cognitive Development

Chapter 6: Reflective Journal

Date and time will be discussed and posted

Mid-Term

10.14/10  The First Two Years: Psychosocial Development

Quiz Chapter7 Journal Entry

10.21/10 The Play Years: Biosocial Development

Chapter 8Article Review 3

10/28/10 The Play Years: Cognitive Development

Chapter 9Article Review 4

11/4/10 The Play Years: Psychosocial Development

Chapter 10: Reflective Journal

11/18/10 The School Years: Biosocial Development

Chapter 11Article Review 5

12/2/10 The School Years: Cognitive Development

 Chapter 12

12/9/10 FINAL Time and materials will be discussed.

  Course Evaluation

Grading Scale: A = 90-100 (Target)

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B = 80-89 (Acceptable) C = 70-79 (Acceptable) D = 60-69 (Unacceptable) F = below 60 (Unacceptable)

 Assignment Scale Participation- 30% Journal Articles- 25% Assignments- 25% Mid-term- 10% Final- 10%

Supplementary Materials/Research Journals (On-Line Resources)

http://www.apa.org/ American Psychological Associationhttp://www.socialpsychology.org/develop.htm Social Psychology Networkhttp://cvs.desire.org:8080/sosig_mirror/ Social Science Information Gatewayhttp://carbon.cudenver.edu/~mryder/itc_data/soc_cult.html Socio-cultural theoryhttp://psychematters.com:80/child.htm Psyche Matters - Infant & Child Psychologyhttp://ericae.net/testcol.htm ERIC Clearinghouse on Assessment and Evaluation- Test Locatorhttp://snycorva.cortland.edu/~andersmd/edpsy.html Tutorials for Developmental Theorieshttp://childstudy.net/cdw.html Classic Theories of Child Developmenthttp://www.childpsychology.com/ The Child Psychologisthttp://education.indiana.edu/cas/cashmpg.html Center for Adolescent Studieshttp://www.mhhe.com/socscience/devel/kid-t/devel2.htm Child Development Resourceshttp://www.vanguard.edu/psychology/webchild.html Amoeba Web Developmental Psychologyhttp://web.lemoyne.edu/~hevern/psychref4-4.html Psych REF - Developmental Psychology: Childhood and Adolescencewww.aacap.org/ (American Academy of Child and Adolescent Psychiatry)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 (APA Website)www.schoolreport.comwww.ncpublicschools.gov (Department of Public Instruction)http://www.ed.gov/ (US Department of Education)

Journals

American PsychologistAmerican Educational Research JournalBlack Issues in Higher EducationBulletin of the National Association of Secondary School Principals (NASSP)Encyclopedia of Educational ResearchEducational LeadershipJournal of Educational PsychologyJournal of Educational ResearchJournal of Experimental Educational Training Program

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Journal of School PsychologyMulticultural ReviewPhi Delta KappanPsychological ReviewReview of Educational ResearchSchool Board Journal

Bibliography

Berger, Kathleen Stassen. (2005). The developing person through childhood and adolescence. Seventh Edition. Bronx Community College, CUNY.

Blake, J. (1990). Risky times: How to be AIDS-smart and stay healthy: A guide for teenagers. New York, NY: Workman Pub.

Dennison, S. T. (1988). Activities for adolescents in therapy: A handbook of facilitating guidelines and planning ideas for group therapy with troubled adolescents. Springfield, IL: Thomas.

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. Englewood Cliffs, NJ: J. Messner.

Greenspan, S. I., & Weider, S. (1998). The child with special needs: Encouraging intellectual and emotional growth. Reading, MA: Addison-Wesley.

Hetherington, E. M., Henderson, S. H., and Reiss, D. (1999). Adolescent siblings in stepfamilies: Family functioning and adolescent adjustment. Malden, PA: Blackwell Publishers, Inc.

Hoben, T. & Lohaus, A. (1993). Modeling growth and individual differences in spatial tasks. Chicago, IL: University of Chicago Press.

Kaplan, Jeffery S. (Ed.). (1999). Using literature to help troubled teenagers cope with identity issues. Westport, CT: Greenwood Press.

McHale, S.M., Updergraff, K.A., Helms-Erikson, H., et al. (2001). Sibling influences on gender development in middle childhood 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. New York, NY: Oxford Press.

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.

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Expectations of Written Work and Presentations.  

1.      Web-work and presentations will be evaluated based on clarity of content, organization, integration of course concepts, intellectual curiosity and use of APA format in written work.

 2. Content should demonstrate the ability to (a) apply course concepts in a relevant

way to practice settings; (b) utilize substantive data sources; (c) exercise reflection; and (d) demonstrate informed judgment.

 3. Oral and written assignments should communicate coherence, consistency, and

sound reasoning or articulated themes and major points. An introduction should state the purpose and flow of the paper or presentation and the narrative should follow the identified structure. Transition statements can provide continuity from one topic to the next. Conclusions can summarize main points.

 4. In making presentations, attention should be given to the outline of the

presentation; this will help you remain focused on the identified topic(s). Attention should also be given to clarity of articulation and diversity-sensitive presentations. All sources of ideas and quotes must be documented and referenced.   

Please note office hours. Additionally, you are encouraged

AppendixRubricsCensus Data FormPermission Slip

 

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