ILLINOIS STATE UNIVERSITY Curriculum & Instruction 210, Section 9 Child Growth & Development M 5:30-8:20 pm DeGarmo 24 Instructor Information Dr.

Cheri Toledo Office phone: 309-438-3490 Office hours: Monday 4:00 pm Catalog Description 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 Office: De Garmo 214 Email: catoledo@ilstu.edu Skype: drctedd

C&I 210 respected status in the classroom community and the instructional support that he/she needs and deserves. 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

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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

C&I 210 Class Policies Professional Conduct

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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 y y y y y y y y 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.

C&I 210 Written Work 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

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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. Missing more than one (1) class meeting will result in a reduction of 25 points (5% of total course points) for each absence. 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 1, 2, 4 It is expected that you will make meaningful contributions to class discussions and complete all in-class activities. Attend all class meetings arrive on time and stay for the entire class meeting. Missing more than one (1) class meeting will result in a reduction of 25 points (5% of total course points) for each absence. 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

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Content Reflections & Digital Stories Objectives 1, 2, 3, 4 You will be creating three (3) 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 y y y 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, save it as a PDF, 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 Scribd into your portfolio in the course wiki.

Part 2 y y y y Using VoiceThread, Yodio, and X 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.

y

y

Grades will be based on the following: 1. Completion of Part 1 make sure the instructor can access the document 2. Completion of Part 2 make sure that the instructor can access your VoiceThread 3. Completion of peer reviews for each person in your group Health Education Assignment - Objective 3 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,

C&I 210

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depression, anxiety, teen pregnancy, eating disorders, puberty, or sexually transmitted disease. Prepare a poster (physical or virtual) or video that addresses the following: 1. 2. 3. 4. Basic definitions, statistics, etc. Effects on each of the developmental domains Myths or misconceptions and clarification of those misconceptions 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 Asynchronous Online Discussions - Objectives 1, 2, 4, 5 You will participate in four (4) online discussions during the semester. The discussions will provide you with opportunities to demonstrate your in-depth understanding of the content and your ability to apply the content to your future classroom settings. You will be required to post three (3) times - once in response to the discussion prompt, twice to the posts of teammembers.

Team Project - Objectives 1, 2, 4, 5 In your teams you will be creating a developmental timeline of one child's growth from birth to 18 years. You will use a multi-media technology to create a life story for your child.

Clinical Observation and Paper - Objectives 1, 2, 4, 5 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.

C&I 210 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 & In-class Assignments Health Education Assignment Content Reflections & Digital Stories (3) Asynchronous Discussions (4) Team Project Clinical Observations Paper Total Points 150 30 120 40 80 80 500

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Grading Scale Grade A B C D F Percentage 92 100% 83 91% 74 82% 65 73% Less than 65% Points 460-500 415-459 370-414 325-369 Less than 325

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