Instructor: Deanna (Dedee) Ephraim Goldsmith
E-mail: dgoldsmi@oakton.edu
I. Course
Prefix Course
Number
Course Name
Credit_____Lecture
Lab_____
ECE
102
Child Growth
&
3
3
0
Development
II. Prerequisites:
None
III. Course Description:
Course provides an overview of the theory and
principles of human development. Content includes in-depth study
of physical, social, emotional and cognitive aspects, from conception
to
adolescence. Special emphasis placed on child development
theories
of Piaget, Erikson, Vygotsky, Skinner, etc., and significance of
family,
peers, culture and school. Field observations required.
IV. Learning Objectives:
At the conclusion of the course, students who satisfactorily complete
all work will be able to:
A. Give an overview of the various theories of child development and
be able to explain the basic differences among these theories.
B. Discuss/list the general characteristics of children in the
development
stages of prenatal, infancy, toddlerhood, preschool, and school-age
child.
C. Gain current information about the physical, intellectual, emotional
and social development of young children.
D. Describe each child as a unique individual who grows through stages
on his/her own timetable and in relation to his/her own environment,
history,
and family values.
E. Observe children to gain competency in evaluating and assessing
children all aspects of development.
F. Recognize indicators of possible abuse and neglect, and follow
established
program policies and state laws in response.
In addition to the objectives listed above, this course also meets the following Illinois Professional Teaching Standards and the Early Childhood Content Standards as put forth by the Illinois State Board of Education.
IPTS
Knowledge indicators – The competent teacher:
2A. understands how students construct knowledge, acquire skills,
and develop habits of mind.
2B. understands that students’ physical, social, emotional,
ethical,
and cognitive development influences learning.
2C. understands human development, learning theory, neural
science,
and the ranges of individual variation within each domain.
2D. understands that differences in approaches to learning and
performance interact with development.
STANDARD 3 – Diversity
The competent teacher understands how students differ in their
approaches
to learning and creates instructional opportunities that are adapted to
diverse learners.
Knowledge indicators – The competent teacher:
3C. understands how students’ learning is influenced by
individual
experiences, talents, and prior learning, as well as language, culture,
family, and community values.
3D. understands and identifies differences in approaches to
learning
and performance, including different learning styles, multiple
intelligences,
and performance modes.
STANDARD 6 – Instructional Delivery
The competent teacher understands and uses a variety of instructional
strategies to encourage students’ development of critical
thinking, problem-solving,
and performance skills.
Knowledge indicators – The competent teacher:
6A. understands the cognitive processes associated with various
kinds of learning and how these processes can be stimulated.
6B. understands principles and techniques, along with advantages
and limitations, associated with various instructional strategies.
6C. knows how to enhance learning through the use of a wide
variety
of materials as well as human and technological resources.
STANDARD 9 – Collaborative Relationships
The competent teacher understands the role of the community in
education
and develops and maintains collaborative relationships with colleagues,
parents/guardians, and the community to support students’
learning and
well-being.
Knowledge indicators – The competent teacher:
9A. understands schools as organizations within the larger
community
context.
9B. understands the benefits, barriers, and techniques involved
in parent/family relationships.
STANDARD 10 – Reflection and Professional Growth
The competent teacher is a reflective practitioner who continually
evaluates how choices and actions affect student, parents, and other
professionals
in the learning community and actively seeks opportunities to grow
professionally.
Knowledge indicators – the competent teacher:
10A. understands that reflection is an integral part of
professional
growth and improvement of instruction.
10B. understands methods of inquiry that provide for a variety
of self-assessment and problem-solving strategies for reflecting on
practice.
ECCS
STANDARD 6 – Curriculum: Physical Development and Health
The competent early childhood teacher understands the comprehensive
nature of the physical, emotional, and social well-being of children
from
birth through grade three; understands the role of human movement and
physical
activity as elements central to active, healthy life styles; and
promotes
the abilities of children from birth through grade three as they
develop
and practice skills that contribute to good health and enhance quality
of life.
Knowledge indicators: The competent early childhood teacher
6A. Understands ways in which physical, social and emotional
well-being of children enhances enjoyment, challenge, self-expression,
and social interaction.
6D. Understands the phases, stages, and continuity of motor
development
6F. Understands and respects differences among children in
physical
activity settings.
STANDARD 8 - Human Development and Learning
The competent early childhood teacher understands how individuals grow,
develop, and learn and provides learning opportunities that support the
intellectual, social, emotional, and physical development of all
children
from birth through grade three.
Knowledge indicators: The competent early childhood teacher
8A. Understands how children from birth through grade three
develop
physically, socially, emotionally, cognitively, linguistically, and
aesthetically.
8B. Understands how to provide learning opportunities, which
support and enhance each area of development-physical, social,
emotional,
cognitive, linguistic, and aesthetic.
8C. Understands how brain development from birth through grade
three is promoted through developmentally and culturally appropriate
learning
experiences.
8D. Understands how children from birth through grade three
differ
in their development and in their approaches to learning.
8E. Understands how to support the development and learning of
individual children from birth through grade three.
8F. Understands the developmental consequences of stress and
trauma on children and their families, including attention to
protective
factors and resilience.
8G. Understands t he development of mental health and the
importance
of supportive relationships.
8H. Understands basic health, nutrition and safety needs of
children
from birth through grade three.
V. Academic Integrity
Students and employees at Oakton Community College are required to
demonstrate academic integrity and follow Oakton’s Code of
Academic Conduct.
This
code prohibits:
• cheating,
• plagiarism (turning in work not written by you, or lacking
proper
citation),
• falsification and fabrication (lying or distorting the truth),
• helping others to cheat,
• unauthorized changes on official documents,
• pretending to be someone else or having someone else pretend to
be
you,
• making or accepting bribes, special favors, or threats, and
• any other behavior that violates academic integrity.
There are serious consequences to violations of the academic integrity policy. Oakton’s policies and procedures provide students a fair hearing if a complaint is made against you. If you are found to have violated the policy, the minimum penalty is failure on the assignment and, a disciplinary record will be established and kept on file in the office of the Vice President for Student Affairs for a period of 3 years.
Details of the Code of Academic Conduct can be found in the Student
Handbook.
VI. Outline of Topics:
A. Child Development
B. Historical and Cultural Aspects of Child Rearing
C. Conception and Pregnancy
D. Birth and the Newborn
E. Cognitive Development of Children
F. Cognitive Development in Infancy and Childhood
G. Cognitive Development in the Pre-School Child
H. Cognitive Development in School Age Child
I. Social and Emotional Development
J. Social Emotional Development in Infancy and Toddlerhood
K. Social Emotional Development in School Age Child
L. Social and Emotional Development of School Age Child
M. Physical Development in Infancy and Toddlerhood
N. Age Overview
VII. Methods of Instruction:
This course will be conducted in an online study basis.
The text will be supplemented by readings, simulation, internet
activities,
online discussions, and program observations.
VIII. Course Practices Required
Textbook reading assignments will be listed on the assignment schedule
and/or calendar on either D2L or the backup website. There is
an
online quiz for each chapter. Weekly discussion questions are the
main means of communicating with one another on the bulletin
board.
Observation Reports are to be typed and emailed to the
instructor.
Spelling, grammar, neatness and clarity will be considered in grading
all
papers. See online instructions for explicit requirements for
each
of these assignments and the Grading Guide for Papers
Assignments and online quizzes must be turned in on time.
Late work will be marked down a full letter grade and will only be
accepted
up to one week after the due date, unless other arrangements are made
with
the instructor in advance of the due date. The
exception
to this is the last week of classes, no work will be accepted after the
last day of class..
IX. Instructional Materials:
Text: A Child's World: Infancy Through Adolescence 12th
Edition by Papalia, Olds, and Feldman
ISBN 978-0-07-353204-2
X. Method of
Evaluation
IPTS
Standard
ECCS
Standard
Point Value
Prenatal
Resources
2C, 3D,
9B
8D, 8E,
8H
60 points
Early Childhood
Observation
2B,
10B
6A, 6D,
8A
100 points
Middle Childhood
Observation
2B,
10B
6A, 6D,
8A
100 points
16 chapter
quizzes
(10 points each) 6A,
2A
6F, 8D,
8F
160 points
16 Weekly on-line discussions (5 points each) 10A, 3C,
6C
8B,8C,8G
80 points
Total
points:
500points
A=500-448 B=447-398 C=397-348 D=347-298 F=under 297
Grading Guide for Papers as stated in the
Early Childhood Education Program
This
guide is intended to be used for written assignments and essay
questions, as
they apply, on exams.
80 – 89
= B
70 – 79
= C
60 – 69
= D
Below 60
= F
|
A – Exemplary
Mastery |
B – Exceeds
Acceptable Mastery |
C – Adequate
Mastery |
D – Minimal
Mastery |
F – Inadequate
Performance |
|
Careful, thoughtful,
often original consideration of issues. Additionally: 1.
All of the appropriate material is included. 2.
No unrelated or irrelevant material is included. 3.
The organization of the paper or essay answer reflects a
clear understanding of the material and the interrelationship of the
various parts of the paper/answer. 4.
The paper is typed. The paper
is also grammatically and typographically correct (does not apply to
in-class exam answers, which are hand-written). |
Organized presentation
and discussion of material. Ideas appear
clearly understood in student’s own terms. Shows
high academic standards of work. Additionally: 1.
Some of the appropriate material is missing; or 2.
some unrelated or irrelevant material is included; or 3.
the organization of the assignment/answer does not reflect
a clear understanding of the material and/or the interrelationship of
the various parts of the paper/answer. 4.
The paper is typed with nor more than 3 grammatical or
typographical errors (does not apply to in-class exam answers which are
hand-written). |
Meets all requirements
at a basic level of understanding. Work
may be somewhat sketchy in some areas and not thoroughly thought out. There is little evidence of involvement at the
personal or intellectual level. There is
some question about whether the student fully understands the material. Additionally: 1. Some appropriate material is missing; and/or 2.
some unrelated or irrelevant material is included; and/or 3.
the organization of the assignment/answer reflects a
misunderstanding of the material and the interrelationship of the
various parts of the paper/answer. 4.
The paper is typed with no more than 5 grammatical or
typographical errors (does not apply to in-class exam answers, which
are hand-written). In other words, a
“C” assignment/answer is one in which there are problems in
two of the above areas. |
The assignment/answer
partially meets the requirements. The
student demonstrates little understanding and/or effort to understand
the material. Additionally: 1.
Some, or a lot of the appropriate material is missing; and 2.
some, or a lot of unrelated or irrelevant material is
included; and 3.
the organization of the assignment/answer reflects a
misunderstanding of the material and the interrelationship of the
various parts of the assignment/answer. 4.
The paper is typed with numerous grammatical or
typographical errors, which contribute to a lack of clarity (does not
apply to in-class exams, which are hand-written). In other words, a
“D” assignment/answer is one in which there are problems in
three of the above areas, or serious problems in two
of the above areas. |
The assignment/answer
fails to meet minimal requirements. The
student demonstrates a lack of understanding and/or effort to
understand the material. Additionally: So much appropriate
material is missing that the assignment/answer reflects no real
understanding of the material. |
XI: Other Course Information:
The Early Childhood Education Program of Oakton Community College is committed to supporting students' learning about the profession of teaching at the early childhood level. To that end, it is essential that students understand the most fundamental skills necessary for their work with young children.Important Skills for Teaching Positions in Early Childhood Education Programs
Physical Skills
Oakton Community College does not discriminate on the basis of race, color, creed, religion, national origin, disability, age, sex, sexual orientation or marital status in admission to and participation in its educational programs, College activities and services, or employment practices.
If you have a documented learning, psychological, or physical
disability
you may be entitled to reasonable academic accommodations or
services.
To request accommodations or services, contact the ASSIST office in the
Learning Center. All students are expected to fulfill essential
course
requirements. The College will not waive any essential skill or
requirement
of a course or degree program.
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