ILLINOIS  STATE  UNIVERSITY   Curriculum  &  Instruction  210,  Section  5   Child  Growth  &  Development   MW  3:35-­‐4:50  pm  –  DeGarmo  306   Instructor

 Information     Dr.  Cheri  Toledo   Office  phone:  309-­‐438-­‐3490   Office  hours:  Wednesday  2:00-­‐3:00  pm     Catalog  Description   Office:  De  Garmo  214     Email:  catoledo@ilstu.edu   Skype:  drctedd  

Physical,  social,  emotional,  and  mental  development  of  the  child  from  conception  to   adolescence;  methods  of  studying  children  and  their  behavior.  Includes  Clinical  Experience  9   hrs.  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. Foundations  of  Child  Development  –  ways  of  thinking  about  children,  physical   development   II. The  Cognitive  Child  –  classic  theories  of  learning  and  cognition,  information   processing,  memory,  and  problem  solving,  cognitive  ability   III. The  Emotional  Child  –  attachment  and  personality,  self-­‐control  and  discipline,   emotional  development   IV. The  Social  Child  –  social  cognition,  social  behavior,  peers,  friends,  and  play   V. 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   other  school  personnel  who  will  be  responsive  to  the  ethical  and  intellectual  demands  of  a   democratic  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   many  educated  voices  as  possible.   This  course  contributes  to  this  mission  by  focusing  on  looking  closely  at  children  in  relation  to   their  development,  which  adheres  to  the  principle  of  showing  sensitivity  to  the  individual  as   well  as  cultural  diversity.    In  addition,  the  underpinnings  of  this  course  recognize  the   appropriate  teaching  strategies  have  to  be  tailored  to  diverse  learners  as  each  child  is  given   respected  status  in  the  classroom  community  and  the  instructional  support  that  he/she  needs   and  deserves.  

    C&I  210         For  more  information  about  ISU’s  Conceptual  Framework,  visit:     http://www.teachereducation.ilstu.edu/councilforteachered/democratic-­‐ideal.shtml     Objectives     Upon  completion  of  this  course  and  the  accompanying  field  experiences,  students  will:  
Objectives   1.  Compare  and  contrast  the  various   aspects  of  the  child  development   theoretical  base  of  information.       3.1,  3.2     ACEI     IPTS   1A,  1B,  1C,  1E,  1F,  1G,  1H,  1I,  1J,  1K,  1L,   2E,  2F,  2I,  2O,  2P,  2Q,  3A,  3N,  3O,  3P,   3Q,  4A,  4F,  4H,  4O,  4P,  5A,  5B,  5C,  5D,   5E,  5F,  5G,  5H,  5I,  5J,  5K,  5L,  5M,  5O,   5R,  5S,  8B,  8F,  8K,  8S,  9G   1A,  1B,  1C,  1E,  1F,  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,  4F,  4G,  4H,  4I,  4J,  4K,  4L,  4M,   4N,  4O,  4P,  5A,  5B,  5C,  5D,  5E,  5F,  5G,   5H,  5I,  5J,  5K,  5L,  5M,  5R,  5S,  6A,  6B,  6C,   6D,  6E,  6F,  6G,  6H,  6I,  6J,  6L,  6M,  6M,   6O,  6P,  6Q,  6S,  7A,  7B,  7C,  7D,  7E,  7F,   7G,  7H,  7I,  7J,  7K,  7L  7M,  7N,  7P,  7Q,  8F,   8S,  9G   1A,  1B,  1C,  1E,  1F,  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,  4F,   4H,  4O,  4P,  5A,  5C,  5E,  5G,  5H,  5I,  5J,   5K,  5L,  5M,  6A,  6B,  6C,  6D,  6E,  6F,  6G,   6H,  6I,  6J,  6L,  6M,  6N,  6O,  6P,  6Q,  6S,   8F,  8S,  9A,  9B,  9C,  9D,  9E,  9F,  9H,  9O,   9P,  9Q,  9R,  9S,  9T   1A,  1B,  1C,  1E,  1F,  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,  4F,  4G,  4HH,  4I,  4J,  4K,  4L,  4M,  4N,   4O,  4P,  5A,  5B,  5C,  5E,  5F,  5G,  5H,  5I,  5J,   5K,  5L,  5M,  5R,  5S,  5C,  6Q,  6S,  6F,  8S,   9G   1A,  1B,  1C,  1E,  1F,  1G,  1H,  1I,  1J,  1K,  1L,   2E,  2F,  2I,  2O,  2P,  2Q,  3A,  3F,  3G,  3N,   3O,  3P,  3Q,  4A,  4F,  4H,  4O,  4P,  5A,  5B,   5C,  5D,  5E,  5F,  5G,  5H,  5I,  5J,  5K,  5L,  5M,   5O,  5R,  5S,  6R,  7P,  8A,  8B,  8C,  8E,  8F,   8G,  8H,  8I,  8J,  8K,  8M,  8P,  8Q,  8S,  9A,   9B,  9C,  9D,  9E,  9F,  9G,  9H,  9M,  9N,  9O,   9P,  9Q,  9R,  9S,  9T  

2  

RDI   EC1,  EC4,  IC1,   IC2,  IC3  

2.  Discuss  and  apply  from  a  perspective  of   diversity  the  patterns  found  in  the   development  of  children  in  the  following   domains:    Physical,  socio-­‐emotional,   cognitive,  language,  and  creative.      

2.1,  2.2,  2.8,  3.2,  3.3,   3.4,  3.5,  4.0  

EC1,  EC2,  EC3,   EC4,  IC1,  IC2,   IC3,  IC4,  IC5  

3.  Explain  and  discuss  the  elements  of  a   healthy  lifestyle  for  children,  including   nutrition,  physical  fitness,  sleep   patterns/requirements,  and  activities  or   substances  that  may  contribute  to  disease   or  poor  health.  

2.1,  2.7,  3.2,  3.5,  5.1,   5.4  

EC1,  EC3,  EC4,   IC2,  IC3,  IC4,   IC5  

4.  Discuss  the  application  techniques  which   are  used  to  connect  developmental   theory/knowledge/diversity  to  children  in   classrooms  and  their  social  worlds.      

2.2,  2.3,  2.4,  2.5,  2.6,   3.2,  3.4,  3.5,  5.3,  5.4  

EC1,  EC2,  EC3,   EC4,  IC1,  IC2,   IC3,  IC4,  IC5  

5.  Utilize  developmental  theory  and   understanding  of  children  in  the  clinical   component  of  this  course.  

2.9,  3.1,  3.2,  5.1,  5.2  

EC1,  EC2,  EC3,   EC4,  IC1,  IC2,   IC3,  IC4,  IC5  

   

    Professional  Conduct  

    Class  Policies  

C&I  210    

3  

This  course  is  part  of  the  pre-­‐service  teacher  education  curriculum  and  as  students  in  this   course  you  are  expected  to  conduct  yourself  in  a  professional  manner  during  class  and  also   during  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   development  of  professional  behaviors  and  collaboration  skills.  Concerns  will  be  identified   early  and  problems  will  be  resolved  as  soon  as  possible  during  this  course.  All  teacher   candidates  will  be  evaluated  on  the  following  disposition  indicators.  Those  candidates  who   have  engaged  in  behaviors  that  suggest  a  negative  disposition  will  be  reported.       Disposition  Indicators     • Collaboration  Issues:  The  ability  to  work  together,  especially  in  a  joint  intellectual   effort.   • Honesty/Integrity:  The  ability  to  demonstrate  truthfulness  to  oneself  and  to   others;  demonstrate  moral  excellence  and  trustworthiness.   • Respect:  The  ability  to  honor,  value,  and  demonstrate  consideration  and  regard  for   oneself  and  others.   • Reverence  for  Learning:  Respect  and  seriousness  of  intent  to  acquire  knowledge.   • Emotional  Maturity:  The  ability  to  adjust  one’s  emotional  state  to  suitable  level  of   intensity  in  order  to  remain  engaged  with  one’s  surroundings.   • Reflection:  The  ability  to  review,  analyze,  and  evaluate  the  success  of  past   decisions  in  an  effort  to  make  better  decisions  in  the  future.   • Flexibility:  The  willingness  to  accept  and  adapt  to  change.   • 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  not   been  resolved  by  the  teacher  candidate’s  major  department,  the  student  will  have  a  No  for   meeting  this  disposition  assessment  and  will  not  be  admitted  to  Professional  Studies  and/or   Student  Teaching.  CECP  will  contact  the  major  department  to  verify  that  the  three   dispositional  concerns  have  not  been  resolved.     Required  Reading   It  is  expected  that  students  come  to  class  with  all  assigned  reading  completed.  The  reading   assignments  provide  a  background  for  class  discussion  and  activities.      

      Written  Work    

   

C&I  210    

4  

All  written  work  is  expected  to  be  of  professional  quality,  original,  and  fully  referenced.   Spelling,  grammar,  sentence  structure,  paragraphing,  etc.  are  factors  in  the  grade  you  will   earn  for  written  assignments.  If  there  is  a  question  regarding  the  originality  of  your  work,   university  plagiarism  procedures  will  be  followed.  For  questions  concerning  the  university’s   academic  dishonesty  policy,  please  refer  to  the  Illinois  State  University’s  Student  Code  of   Conduct  available  on-­‐line  at:   http://www.policy.ilstu.edu/archives/student_code_of_conduct.htm         Late  Assignments   No  late  assignments  will  be  accepted.  Situations  of  a  legitimate  nature,  as  defined  by  the   University  (i.e.  doctor’s  note,  obituary  of  a  relative/friend,  court  appearance  notice,  etc),  will   be  handled  on  a  case-­‐by-­‐case  basis.       Attendance  Policy   Attendance  is  very  important  since  a  great  deal  of  information  is  covered  in  a  short  period  of   time.  Please  email  me  or  contact  me  through  Skype  in  advance  of  class  if  you  are  not  able  to   attend.  Upon  returning  to  class  bring  the  appropriate  verification  of  absence;  e.g.,  doctor’s   note,  obituary  of  a  relative,  etc.     Late  Work   Late  work  will  not  be  accepted,  nor  can  missed  class  work  be  made  up.  Situations  of  a   legitimate  nature,  as  defined  by  the  University  (i.e.  doctor’s  note,  obituary  of  a   relative/friend,  court  appearance  notice,  etc.)  will  be  handled  on  a  case-­‐by-­‐case  basis.     Disability  Concerns   Any  student  needing  to  arrange  a  reasonable  accommodation  for  a  documented  disability   should  contact  Disability  Concerns  at  350  Fell  Hall,  438-­‐5853(voice),  438-­‐8620  (TTY).     Learning  Assessments   Participation  -­‐  Objectives  A,  B,  D   It  is  expected  that  you  will  make  meaningful  contributions  to  class  discussions  and  activities   on  a  regular  basis.  Attend  all  class  meetings  –  arrive  on  time  and  stay  for  the  entire  class   meeting.  Refrain  from  using  technology  (cell  phones  and  laptops)  inappropriately  during  class   –  stay  on  task.             A  variety  of  formative  assessment  tasks  will  be  conducted  to  provide  you  with  opportunities   to  informally  test  your  understanding  of  course  content  and  to  practice  applying  the  course   knowledge  base  to  real  and  hypothetical  situations.    

     

   

C&I  210    

5  

Content  Reflections  &  Digital  Stories  –  Objectives  A,  B,  C,  D     You  will  be  creating  five  (5)  personal  reflections  that  demonstrate  your  knowledge  of  the   subject  matter  from  the  text,  lectures,  and  activities.       There  are  two  parts  to  this  assignment:   Part  1   • • • Write  a  reflection  in  the  first  person  that  describes  and  explains  what  was  new   or  interesting  to  you  from  our  text,  lectures,  and  activities.     Limit  yourself  to  a  200-­‐250-­‐word  reflection  per  chapter.   Create  your  reflection  in  Word  and  then  upload  it  to  Scribd,  or  copy  and  paste   it  into  your  Student  Portfolio  in  the  course  wiki.  You  may  also  create  your   reflection  in  Google  Docs.  Share  the  document  and  copy/paste  the  URL  from   Google  Docs  or  Scribd  into  your  portfolio  in  the  course  wiki.  

Part  2   • • • • Using  VoiceThread,  create  a  short  1-­‐  to  2-­‐minute  Digital  Story  that  summarizes   your  written  reflection.     Title  slide  with  your  name,  the  chapters,  course  and  section   o To  create  text-­‐based  slides,  use  Word  or  PowerPoint   Use  2-­‐3  images  per  chapter.  On  the  references  slide  provide  the  author  and   website  URL  for  each  image.   Voice  over  each  of  the  image  slides.  Your  narration  should  be  in  the  first   person.  Make  your  reflection  personal  and  demonstrate  how  you  have   interacted  with  the  material.     Do  not  include  text  to  explain  your  reflection.  Only  the  title  slide  and  the   references  slide  use  text.   o To  create  text-­‐based  slides,  use  Word  or  PowerPoint   Post  the  VoiceThread  URL  to  your  Portfolio  page  under  the  appropriate   heading.  

  Grades  will  be  based  on  the  following:   1. Completion  of  Part  1  –  If  you  use  Google  Docs,  make  sure  the  instructor  can  access   the  document   2. Completion  of  Part  2  –  make  sure  that  the  instructor  can  access  your  VoiceThread   3. Correct  posting  of  VoiceThread  URL   4. Completion  of  peer  reviews  for  each  person  in  your  group        

        Health  Education  Assignment  -­‐  Objective  C  

C&I  210    

6  

Groups  will  be  assigned  a  health  education  topic  such  as  sleep,  physical  fitness  and  exercise,   nutrition  and  healthy  eating,  obesity,  street  drugs  education,  stress,  smoking,  alcohol,   depression,  anxiety,  teen  pregnancy,  eating  disorders,  puberty,  or  sexually  transmitted   disease.  Prepare  a  poster  (physical  or  virtual)  or  video  that  addresses  the  following:       1. Basic  definitions,  statistics,  etc.   2. Effects  on  each  of  the  developmental  domains   3. Myths  or  misconceptions  and  clarification  of  those  misconceptions   4. Suggestions  for  Teachers  and  parents  on  promoting  and/or  preventing  the  chosen   topic   5. Educational  resources  related  to  topic  (parent,  children  and  teacher  resources)     Grades  will  be  based  on  the  following:   1. Completion  of  1-­‐5  above   2. Collaboration  with  peers  as  measured  through  peer  review   3. Completion  of  all  peer  reviews     Clinical  Observation  and  Paper  -­‐  Objectives  A,  B,  D,  E     You  will  participate  in  nine  (9)  hours  of  clinical  experience  at  the  Illinois  State  University  Lab   schools  –  6  observation  hours  at  Metcalf  and  3  observation  hours  at  University  High  School.       You  must  take  notes  for  each  of  the  nine  (9)  hours  and  record  the  students’  physical,  cognitive,   social,  and  emotional  behaviors  that  you  observe.  From  your  notes,  write  a  paper  applying  the   theories  and  concepts  to  the  four  developmental  domains:  physical  cognitive,  social,  and   emotional.  The  paper  should  also  include  an  examination  of  the  similarities  and  differences   within  and  across  the  different  grade  levels  and  how  those  relate  to  the  domains  and  course   content.       This  assignment  must  be  completed  in  order  to  pass  C&I  210.  If  it  is  not  completed,  the  course   grade  will  be  an  F.     Grades  will  be  based  on  the  following:   1. Analysis  of  developmental  domains:  physical,  cognitive,  social,  and  emotional   2. Application  of  at  least  one  theory/theorist  to  observations   3. Comparison  across  grade  level,  gender,  and  diversity   4. Examples  provided  to  illustrate  the  above   5. Form  instructions  followed        

    Evaluation   Assessments     Assessment   Participation    

   

C&I  210    

7  

Points   40   200   60   100   Total   400  

Percentage   10%   50%   15%   25%    

Content  Reflections  &  Digital  Stories  (5)   Health  Education  Assignment   Clinical  Observations  Paper       Grading  Scale     Grade   A   B   C   D   F         Percentage   92  –  100%   83  –  91%   74  –  82%   65  –  73%   <65%  

Points   368-­‐400   332-­‐367   296-­‐331   260-­‐295   Below  260  

Sign up to vote on this title
UsefulNot useful

Master Your Semester with Scribd & The New York Times

Special offer for students: Only $4.99/month.

Master Your Semester with a Special Offer from Scribd & The New York Times

Cancel anytime.