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CI210sec09toledoSP12

CI210sec09toledoSP12

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ILLINOIS STATE UNIVERSITYCurriculum & Instruction 210, Section 9Child Growth & DevelopmentM 5:30-8:20 pm  DeGarmo 24Instructor Information
Dr. Cheri Toledo Office: De Garmo 214Office phone: 309-438-3490 Email: catoledo@ilstu.eduOffice hours: Monday 4:00 pm Skype: drctedd
Catalog Description
Physical, social, emotional, and mental development of the child from conception toadolescence; methods of studying children and their behavior. Includes Clinical Experience 9hrs. Experience Type 1-4. 3 semester hours credit.
Required Text
Bergin, C. C., & Bergin, D. A. (2012). Child and Adolescent Development in Your Classroom.Belmont, CA: Wadsworth Cengage Learning
Course Outline
 I.
 
F
oundations of Child Development  ways of thinking about children, physicaldevelopmentII.
 
The Cognitive Child  classic theories of learning and cognition, informationprocessing, memory, and problem solving, cognitive abilityIII.
 
The Emotional Child  attachment and personality, self-control and discipline,emotional developmentIV.
 
The Social Child  social cognition, social behavior, peers, friends, and playV.
 
The Whole Child  self-system and motivation, the child in context: family structure,child care, and media
Relationship to Conceptual Framework  Realizing the Democratic Ideal
Illinois State University has a historic and enduring commitment to prepare teachers and otherschool personnel who will be responsive to the ethical and intellectual demands of ademocratic society. To teach in a democracy is to consciously take up the challenge of improving the ethical and intellectual quality of our societal dialogue by including in it as manyeducated voices as possible.This course contributes to this mission by focusing on looking closely at children in relation totheir development, which adheres to the principle of showing sensitivity to the individual aswell as cultural diversity. In addition, the underpinnings of this course recognize theappropriate teaching strategies have to be tailored to diverse learners as each child is given
 
 
C&I 210 2
 
respected status in the classroom community and the instructional support that he/she needsand deserves.
F
or more information about ISUs Conceptual
F
ramework, visit:http://www.teachereducation.ilstu.edu/councilforteachered/democratic-ideal.shtml 
Objectives
Upon completion of this course and the accompanying field experiences, students will:
Objectives ACEI IPTS RDI1. Compare and contrast the variousaspects of the child developmenttheoretical base of information.3.1, 3.2 1A, 1B, 1C, 1E, 1
F
, 1G, 1H, 1I, 1J, 1K, 1L,2E, 2
F
, 2I, 2O, 2P, 2Q, 3A, 3N, 3O, 3P,3Q, 4A, 4
F
, 4H, 4O, 4P, 5A, 5B, 5C, 5D,5E, 5
F
, 5G, 5H, 5I, 5J, 5K, 5L, 5M, 5O,5R, 5S, 8B, 8
F
, 8K, 8S, 9GEC1, EC4, IC1,IC2, IC32. Discuss and apply from a perspective of diversity the patterns found in thedevelopment of children in the followingdomains: Physical, socio-emotional,cognitive, language, and creative.2.1, 2.2, 2.8, 3.2, 3.3,3.4, 3.5, 4.01A, 1B, 1C, 1E, 1
F
, 1G, 1H, 1I, 1J, 1K, 1L,2A, 2B, 2C, 2D, 2H, 2I, 2J, 2K, 2L, 2M,2N, 2O, 2P, 2Q, 3A, 3E, 3N, 3O, 3P, 3Q,4B, 4C, 4
F
, 4G, 4H, 4I, 4J, 4K, 4L, 4M,4N, 4O, 4P, 5A, 5B, 5C, 5D, 5E, 5
F
, 5G,5H, 5I, 5J, 5K, 5L, 5M, 5R, 5S, 6A, 6B, 6C,6D, 6E, 6
F
, 6G, 6H, 6I, 6J, 6L, 6M, 6M,6O, 6P, 6Q, 6S, 7A, 7B, 7C, 7D, 7E, 7
F
,7G, 7H, 7I, 7J, 7K, 7L 7M, 7N, 7P, 7Q, 8
F
,8S, 9GEC1, EC2, EC3,EC4, IC1, IC2,IC3, IC4, IC53. Explain and discuss the elements of ahealthy lifestyle for children, includingnutrition, physical fitness, sleeppatterns/requirements, and activities orsubstances that may contribute to diseaseor poor health.2.1, 2.7, 3.2, 3.5, 5.1,5.41A, 1B, 1C, 1E, 1
F
, 1G, 1H, 1I, 1J, 1K, 1L,2A, 2B, 2C, 2D, 2H, 2I, 2J, 2K, 2M, 2N,2O, 2P, 2Q, 3A, 3N, 3O, 3P, 3Q, 4B, 4
F
,4H, 4O, 4P, 5A, 5C, 5E, 5G, 5H, 5I, 5J,5K, 5L, 5M, 6A, 6B, 6C, 6D, 6E, 6
F
, 6G,6H, 6I, 6J, 6L, 6M, 6N, 6O, 6P, 6Q, 6S,8
F
, 8S, 9A, 9B, 9C, 9D, 9E, 9
F
, 9H, 9O,9P, 9Q, 9R, 9S, 9TEC1, EC3, EC4,IC2, IC3, IC4,IC54. Discuss the application techniques whichare used to connect developmentaltheory/knowledge/diversity to children inclassrooms and their social worlds.2.2, 2.3, 2.4, 2.5, 2.6,3.2, 3.4, 3.5, 5.3, 5.41A, 1B, 1C, 1E, 1
F
, 1G, 1H, 1I, 1J, 1K, 1L,2A, 2B, 2C, 2D, 2I, 2J, 2K, 2L, 2M, 2N,2O, 2P, 2Q, 3A, 3E, 3N, 3O, 3P, 3Q, 4B,4C, 4
F
, 4G, 4HH, 4I, 4J, 4K, 4L, 4M, 4N,4O, 4P, 5A, 5B, 5C, 5E, 5
F
, 5G, 5H, 5I, 5J,5K, 5L, 5M, 5R, 5S, 5C, 6Q, 6S, 6
F
, 8S,9GEC1, EC2, EC3,EC4, IC1, IC2,IC3, IC4, IC55. Utilize developmental theory andunderstanding of children in the clinicalcomponent of this course.2.9, 3.1, 3.2, 5.1, 5.2 1A, 1B, 1C, 1E, 1
F
, 1G, 1H, 1I, 1J, 1K, 1L,2E, 2
F
, 2I, 2O, 2P, 2Q, 3A, 3
F
, 3G, 3N,3O, 3P, 3Q, 4A, 4
F
, 4H, 4O, 4P, 5A, 5B,5C, 5D, 5E, 5
F
, 5G, 5H, 5I, 5J, 5K, 5L, 5M,5O, 5R, 5S, 6R, 7P, 8A, 8B, 8C, 8E, 8
F
,8G, 8H, 8I, 8J, 8K, 8M, 8P, 8Q, 8S, 9A,9B, 9C, 9D, 9E, 9
F
, 9G, 9H, 9M, 9N, 9O,9P, 9Q, 9R, 9S, 9TEC1, EC2, EC3,EC4, IC1, IC2,IC3, IC4, IC5
 
 
C&I 210 3
 
Class PoliciesProfessional Conduct
This course is part of the pre-service teacher education curriculum and as students in thiscourse you are expected to conduct yourself in a professional manner during class and alsoduring clinical observations. This includes appropriate attire, language, behavior, and attitudes.You are expected to be punctual and avoid unnecessary absences (see
 Attendance Policy 
 below).
Teaching Dispositions
Teaching dispositions are an integral part of the profession and important to the developmentof professional behaviors and collaboration skills. Concerns will be identified early andproblems will be resolved as soon as possible during this course. All teacher candidates will beevaluated on the following disposition indicators. Those candidates who have engaged inbehaviors that suggest a negative disposition will be reported.
D
isposition Indicators
y
 
Collaboration Issues: The ability to work together, especially in a joint intellectualeffort.
y
 
Honesty/Integrity: The ability to demonstrate truthfulness to oneself and to others;demonstrate moral excellence and trustworthiness.
y
 
Respect: The ability to honor, value, and demonstrate consideration and regard foroneself and others.
y
 
Reverence for Learning: Respect and seriousness of intent to acquire knowledge.
y
 
Emotional Maturity: The ability to adjust ones emotional state to suitable level of intensity in order to remain engaged with ones surroundings.
y
 
Reflection: The ability to review, analyze, and evaluate the success of past decisionsin an effort to make better decisions in the future.
y
 
F
lexibility: The willingness to accept and adapt to change.
y
 
Responsibility: The ability to act independently, demonstrating accountability,reliability and sound judgment.When a student has a record in the CECP office of three dispositional concerns that have notbeen resolved by the teacher candidates major department, the student will have a
N
o
formeeting this disposition assessment and will not be admitted to Professional Studies and/orStudent Teaching. CECP will contact the major department to verify that the three dispositionalconcerns have not been resolved.
Required Reading
 It is expected that students come to class with all assigned reading completed. The readingassignments provide a background for class discussion and activities.

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