unit 1 seminar. course home unit 1 assignments tips for success three basic issues in child...
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Unit 1 Seminar
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Course Home
Unit 1 Assignments
Tips for Success
Three Basic Issues in Child Development
Final Project
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Syllabus◦Print from Doc Sharing◦Office Hours◦AIM (AOL Instant Messenger)◦Lists assignments by unit◦Grading Scale◦Course policies (late, plagiarism,
etc.)◦Assignment Rubrics
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A rubric is a set of criteria that is used to determine whether or not the requirements of an assignment have been met. Each criteria or set of criteria has a range of points assigned to it. The greater the number of requirements met, the greater the number of points earned.
Rubrics are located in the Syllabus for each type of assignment in this course.
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What questions or comments do you have about the class syllabus?
What questions do you have about course procedures, assignments, or grading policies?
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Kaplan Library Presentation◦ To get familiar with the library, click the
“Kaplan Library Presentation” link under Course Home
◦ Kaplan’s Library will be used for projects.
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Course Questions◦ Questions are encouraged to be posted
in the Course Questions thread.◦ Personal issues or grading questions
should be sent by e-mail.◦ Responses will be posted within 24 hours
Monday-Friday and within 48 hours Saturday-Sunday.
◦ Feel free to assist one another in the Course Questions thread.
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Student Lounge◦ Get to know one another! ◦ Think of this as a traditional student
lounge or break room.◦ Non-course related discussions are
welcome!◦ Feel free to discuss class topics with one
another, but I will not watch this thread for questions.
◦ Encourage and support one another
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Seminar Instructions◦ Instructions are listed.◦ Seminar archives can be read by
following the same steps at a time other than when live Seminar is scheduled for this class. A list of dates will appear. Select the date of the Seminar desired to be reviewed.
◦ Live Seminars are interactive and fun! Plus, additional information is often included.
◦ Reviewing live Seminar is encouraged even if completing Option 2.
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APA Quick Reference ◦ Examples of references and citations are
provided.◦ Kaplan’s Writing Center is an additional
resource to assist with APA guidelines.◦ Other questions may be posted in the
Course Questions thread.◦ Practice makes perfect! Just do your
best and strive to improve.◦ Utilize Kaplan’s Writing Center in order
to make improvements.
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Course Level Assessment (FAQ included)◦ Please see CLA link on the left side of
the screen under Course Home.
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Success Team◦ Kaplan is committed to helping students
succeed.◦ Contact list included in this area for
various issues and directs students to the correct person that should be contacted for the following issues.
Course related concerns Scheduling Personal issues Technical issues Academic assistance Career services Financial aid
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Discuss the growth and development patterns of school-age students
Examine biological and environmental factors affecting the development of school-age students
Apply educational development theories to school-age students in a real-world scenario
Identify the ethical issues within the field of educational development of school-age students
Demonstrate college-level communication through the composition of original material in Standard American English
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How do you plan to meet the course outcomes?
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Introduce Yourself Review Final Project Information Complete Readings Review Web Resources Participate in this week’s Discussion
Thread under Discussion Either attend Seminar OR complete
Seminar Option 2
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• Microsoft Word is required for all KU classes.
*Be aware that Kaplan weeks run from Wednesday to Tuesday.
*Begin Discussion thread posts as early in the week as possible in order to build a substantial discussion.
*Assignments are due on Tuesdays by 12 midnight ET. Points will be deducted for late assignments as explained in the syllabus.
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* Compose assignments, including discussion, in MS Word and use Spell-check. Cut and paste discussion back to the discussion board.
* Make every attempt to complete readings prior to seminar.
* Remember that no question is too small-ask!
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The fields of Child Development and Education are studied as separate fields. But in order to truly understand the child, knowledge of both fields is vital. To teach a child, one must understand his growth and development. To understand a child’s growth and development, one must understand how he learns.
Child Development Education
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Goal: to identify and explain persistent, cumulative, & progressive changes in physical, cognitive, & social-emotional development of children & adolescents
Three key factors◦ Nature – genetics◦ Nurture – environment◦ The child’s own activity – choices and efforts
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Physical◦ genetics◦ prenatal growth & birth process◦ body/brain changes & motor skills ◦ health-promoting behaviors
Cognitive◦ concepts, language, memory, reasoning
Social/Emotional◦ emotions, self-concept, motivation, social
relationships, moral reasoning & behavior
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“Three basic issues characterize developmental change during childhood and adolescence:
(1) nature and nurture (the extent to which development involves a genetically controlled unfolding of characteristics and is guided by environmental factors);
(2) universality and diversity (cases in which developmental progressions are common to all young people and others for which individuals differ because of inherited endowments and unique environmental conditions)
(3) qualitative and quantitative change (the extent to which development involves major reorganizations in functioning and other minor, trendlike modictions.”
MCDevritt and Ormrod (2007)
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Nature: inherited (genetic) characteristics & tendencies
Nurture: environmental conditions Separate and combined effects
◦ relative effects vary for different areas of development
◦ inherited tendencies affect responsiveness to environment
◦ extreme environments may play greater role in development
◦ timing of environmental exposure matters◦ children’s natural tendencies affect their
environments
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Universality – commonalities seen in all individuals
Diversity – different individuals progress in different ways
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Qualitative – dramatic change in essence or underlying structure ◦ stage theories (Piaget, Erikson)
hierarchical often universal
Quantitative – gradual progression with many small additions and modifications
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Nature and nurture Universality and diversity Qualitative and quantitative change
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Biological Behaviorism and social learning Psychodynamic Cognitive-developmental Cognitive process Sociocultural Developmental systems
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Emphasize bodily maturation & motor abilities
Historically, overlooked effects of experience
Darwin, Montessori, Lorenz, Bowlby
Key principles:◦ maturational levels impose limits on abilities &
interests ◦ physical abilities serve valuable functions
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Behaviorism: visible, external behaviors & environmental influences ◦ Skinner, Pavlov
Social learning: beliefs and goals◦ Bandura
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Interaction between internal conflicts & environment
Role of early experience Social/personality, abnormal development
◦ Freud, Erikson
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Qualitative changes in thinking processes Children play an active role
◦ Piaget, Kohlberg, Flavell
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Detailed analyses of what children think and do◦ Siegler
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Impact of social and cultural systems “process of children becoming full adult
participants in the society into which they are born”◦ Vygotsky, Greenfield, Gauvain
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Dynamic relation among systems ◦ child’s body ◦ physical environment ◦ multiple, interconnected social systems◦ Bronfenbrenner, Thelen
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McDevitt, T. M., & Ormrod, J. E. (2010). Child Development and Education. Saddle River: Pearson Education, Inc.