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Fall 2015 EDFS 303: Human Growth and Development and the Educational Process

Teacher Education Department, College of Charleston Meeting Time: Fri 8:00-10:45am Meeting Place: Education Center (ECTR) 201 Instructor: Laura L. Brock, Ph.D Office Location: 86 Wentworth #220 Telephone: 953-8058 E-mail: brockll@cofc.edu Office Hours: Mondays 10am-3pm or by appointment Textbook Feldman, Robert. (2013) Development across the Life Span (7th Edition). Upper Saddle River, NJ: Pearson Education, Inc. [Note earlier editions are economical and acceptable] Course Description: The study of the general principals of lifelong human growth and development from conception through death as they relate to the educational and learning theories of physical, social, personality and cognitive development. (3 credit hours) Course Objectives and School of Education, Council for Exceptional Children, South Carolina Standards and ISTE Standards Assessed: 1. Describe the value of human growth and development study and the implications of research in this field for educators (Standards I, VI, and VII) 2. Identify the basic feature of the study of lifelong human growth and development (Standards I, III and VII) 3. Discuss developmental patterns exhibited by differing economic, social, racial, ethnic and religious groups and discuss the implications of these differences for teaching students from diverse, multicultural backgrounds (Standard I) 4. Identify and discuss the unique learning and behavioral characteristics of persons with exceptionalities and students who experience, witness and/or a part of bullying and harassment in schools (Standard I, SC 6, ISTE 4) 5. Describe the developmental stages of the following components of human growth and development, infancy through adulthood: language, cognitive, physical, social and emotional (Standard I) 6. Compare and contrast the assumptions and structures of psychological and sociological theories of human growth and development as they relate to teaching in the areas of language, cognition, emotion, socialization and physical development of

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students from diverse backgrounds (Standard I) 7. Explain the impact of effective and ineffective teaching on the language, cognitive, emotional, social and physical growth of students with various learning styles (Standard I, ISTE 1) 8. Identify and evaluate specific learning experiences for students based on teaching/learning theories which facilitate optimal language, cognitive, physical, emotional and social growth of all students (Standard I, ISTE 1) 9. Develop guidelines for applying teaching/learning theories in classrooms which focus on the development of optimal language, cognitive, physical, social and emotional growth of all students (Standards I, VI and VII) 10. Describe family systems and the role of families in abuse, neglect, death, divorce, substance abuse and other stressors that can have implications for human growth and the learning process (Standard I) 11. Describe how the family, individual development and educational processes impact career choices across the life span (Standard I, SC 4) 12. Identify and use resources including the family, library, and community and technology that can assist in planning and implementing instructional strategies that address issues of life span development (Standards I and VII) Major Topics: Cognitive Theory Psychoanalytic Theory Behaviorism Sociocultural Theory Genetic and Prenatal Development Developmental Neuroscience Infant Development Toddler Development

Early Childhood Development Middle Childhood Adolescence Early Adulthood Middle Adulthood Late Adulthood Death and Dying

Grading Scale: A 93-100% D+ 75-76% A- 91-92% D 72-74% B+ 89-90% D- 70-71% B 86-88% F 0-69% B- 84-85% C+ 82-83% C 79-81% C- 77-78%

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Assessment and Evaluation:

Assignment Point Value

1. 5 Reflections @ 8% each 40

2. 2 Exams @ 15% each 30

3. “Get to Know your Theorists” presentation 10

4. Research Project/Paper 15

5. Active Participation 5

TOTAL POINTS=100

*Late assignments will receive 10% deduction per late day (calculated at 8am) Description of Assignments: 1. Reflections: Throughout the course, you will be required to turn in 5 reflection papers. Each reflection should be at least 2+ full double-spaced pages in length (with appropriate font and margins). Reflections should incorporate information from 1) your textbook, 2) class lectures, and 3) the assigned reading of your choice: Reflection # 1: Bronfenbrenner-Inspired Autobiography Reflection # 2: Harvard Center on the Developing Child http://developingchild.harvard.edu/resources/reports_and_working_papers/working_papers/

Reflection # 3: Society for Research on Child Development Social Policy Report http://www.srcd.org/publications/social-policy-report Reflection # 4: Edutopia’s brain-based learning blogs http://www.edutopia.org/blogs/beat/brain-based-learning Reflection # 5: TED Talks https://www.ted.com/talks The goal of this set of assignments is to help provide you with relevant, recent, high quality research to draw upon when you are a practicing teacher and to eventually incorporate into your final research paper, if you desire. Reflections must be submitted in electronic format in the OAKS drop box by 8am the day the reflection is due. Each reflection accounts for 8% of your final grade, for a total of 40% of your final grade. 2. Exams: Students will demonstrate comprehensive mastery of the course content with emphasis on the major topics presented. Two exams include multiple choice, short answer, and essay questions. Each exam accounts for 15% of your final grade, for a total of 30% of your final grade. 3. “Get to know your Theorists” presentations: Each person will prepare a hands-on presentation or demonstration that will build our conceptual knowledge of the theory or theories articulated by a single theorist or group of theorists. Each presentation should plan for about 20 minutes in length. The goal is to build our knowledge base

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related to theories of children’s development and to prepare us for the PRAXIS Principles of Learning and Teaching exam. The presentation should not rely on Powerpoint and should incorporate audience participation. Ideas include role-playing, preparing a gameshow that reinforces our PRAXIS learning, or demonstrating a theory using manipulatives. Presentations are worth 10% of your final grade. 4. Final Research Project: Your final research project may take one of 3 forms: 1) An action research project, 2) Developmentally-focused book review, or 3) traditional research paper. 1) An action research paper should begin with an introduction or literature review that includes a minimum of 3 high quality references (APA format). Following, a section describing the action research experience (e.g., observation, interview, volunteerism, experiment) should include both a rich and factual description of the experience and personal reflections or insights. Finally, a concluding section will compare your experience to the current literature or your knowledge of child development as well as make explicit what you learned as a result of your action experience. The action research portion of the project should include a minimum of 2 hours of field work. 2) You may read an approved book, provide a summary, and explain how the book fits with your knowledge of child development along with an appreciation for how the findings from the book and developmental review will fit into your classroom practice. The book review should contain a minimum of 3 high quality references (beyond the book). 3) A traditional research project can focus on any aspect of child development and a developmental approach to your profession (topic subject to approval). The research paper should include a minimum of 6 high quality references. The final draft should include a title page, APA formatted reference section, and comprise 6-8 pages of text (double-spaced, appropriate font). All topics must be approved through an outline submission. Your final research project outline accounts for 5% of your final grade. The final draft of the final research paper accounts for 10% of your final grade. 6. Active Participation: Attendance is the best way to ensure comprehension of course content. Active participation includes attendance and engagement. Active participation also describes sharing your ideas and respectful listening to alternative perspectives. Two points (or 2% of final grade) will be deducted for each absence. More than two absences may impact enrollment in the course. Active participation accounts for 5% of your final grade.

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Class Schedule and Assignments

Date Topics & Assignments

Aug 28 Syllabus, course expectations Chapter # 1 Introduction to Lifespan Development

Sept 4 Brain Development Reading ~ Brock TED Talk: A neural portrait of the human mind Chapter # 2 Genetics & Prenatal Development Chapter # 3 Birth and the Newborn Ghost in your Genes

Sept 11 TED Talk: What do babies think? TED Talk: The surprisingly logical minds of babies. TED Talk: The linguistic genius of babies Chapter # 4 Physical Development of Infants (0-2) Chapter # 5 Cognitive Development of Infants (0-2) Fetal Alcohol Syndrome Reflection # 1: Bronfenbrenner-Inspired Autobiography

Sept 18 Chapter # 6 Social and Personality Development of Infants (0-2) The Forbidden Experiment

Sept 25 TED Talk: How childhood trauma affects health across a lifetime TED Talk: The economic case for preschool TED Talk: The best kindergarten you’ve ever seen Chapter # 7 Physical and Cognitive Development in Preschool (3-5) Theorists: Jean Piaget Theorists: Lev Vygotsky

Oct 2 Chapter # 8 Social and Personality Development in Preschool (3-5) Reflection # 2: Harvard Center on the Developing Child

Oct 9 Exam 1

Oct 16 TED Talk: Do schools kill creativity? TED Talk: Kids can teach themselves TED Talk: Teaching with the world peace game Chapter # 9 Physical and Cognitive Development in Middle Childhood World Peace and other 4th Grade Achievements Theorists: Information Processing

Oct 23 Chapter # 10 Social and Personality Development in Middle Childhood Theorists: Watson & Skinner Theorists: Bandura Reflection # 3: SRCD Social Policy Report Freakonomics: Motivation

Oct 30 TED Talk: The mysterious workings of the adolescent brain

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TED Talk: How we cut youth violence in Boston by 79% TED Talk: How we are priming some kids for college and others for prison Chapter # 11 Physical and Cognitive Development of Adolescents Chapter # 12 Social and Personality Development of Adolescents Outline of Final Research Project Due on OAKS

Nov 6 TED Talk: The power of believing you can improve. TED Talk: How to learn? From mistakes TED Talk: Teachers need real feedback Chapter # 13 Physical and Cognitive Development in Young Adulthood Chapter # 14 Social and Personality Development in Young Adulthood Chapter # 15 Physical and Cognitive Development in Middle Adulthood Theorists: Lawrence Kohlberg Reflection # 4: Edutopia Brain-Based Learning Blog

Nov 13 Chapter # 16 Social and Personality Development in Middle Adulthood Chapter # 17 Physical and Cognitive Development in Late Adulthood Chapter # 18 Social and Personality Development in Late Adulthood Theorists: Erik Erikson Theorists: Abraham Maslow

Nov 20 TED Talk: Compassion and the true meaning of empathy TED Talk: The 4 stories we tell ourselves about death Chapter # 19: Death and Dying Reflection # 5: TED Talks Theorists: Final Review

Nov 27 *Thanksgiving Break*

Dec 4 Exam 2

Dec 11 Final Exam Schedule 8-11am Final Research Project Due on OAKS

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Grading Rubrics and Checklists

Name:____________________

Bronfenbrenner-Style Autobiography Rubric Remember to submit all materials on OAKS, in APA format, with a minimum of two full pages with appropriate font and spacing.

Evaluation Criteria 0 1 2

Technical Quality Many spelling, grammar, and

typographical errors

Minimal errors that do not disrupt flow

of reading

Free of spelling, grammar, and

typographical errors

Use of Bronfenbrenner Language (i.e,

proximal, distal, microsystem, mesosystem, exosystem,

macrosystem, chronosystem)

Minimal use of vocabulary

Moderate use of vocabulary

All vocabulary used correctly

Synthesis of Bronfenbrenner’s

Ecological Model into Autobiography

Autobiography does not relate to

Ecological Model

Autobiography is indirectly related to

Ecological Model

Autobiography is directly linked to Ecological Model

Creativity Reflection is cursory or flat

Reflection demonstrates some thought and insight

Reflection is thought-provoking

and original

Total= /8

Comments:

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Name:____________________

Reflection 2-5 Rubric

Remember to submit all materials on OAKS, in APA format, with a minimum of two full pages with appropriate font and spacing.

Evaluation Criteria 0 1 2

Technical Quality Many spelling, grammar, and

typographical errors

Minimal errors that do not disrupt flow

of reading

Free of spelling, grammar, and

typographical errors Synthesis of

Reading/Multimedia Summary does not demonstrate deep

reflection

Summary includes information from the

reading

Summary includes relevant information that is clearly linked

to reflection and coursework

Related to Education or Children pre-k

through 12th Grade

Reflection does not relate to education

or children in classrooms

Reflection is indirectly related to

education or children

Reflection is directly linked to children,

classrooms, or education and

implications for teachers is explicit

Creativity Reflection is cursory or flat

Reflection demonstrates

thought and insight

Reflection is thought-provoking and

original

Total= /8

Comments:

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Name:____________________

“Get to Know Your Theorists” Rubric

Evaluation Criteria 0 1 2 Substantive Quality:

Accurate and Complete

Information is Presented

Facts and information are

either inaccurate or incomplete

Moderate level of information is

presented accurately

A Complete Presentation of a

Theory/Theorists is presented

Related to development (social, emotional, cognitive,

physical, moral)

Presentation does not relate to development

Presentation is indirectly related to

development

Presentation is directly linked to one

or more aspects of developmental

psychology

Related to Education or Children pre-k

through 12th Grade

Presentation does not relate to

education or children in classrooms

Presentation is indirectly related to

education or children

Presentation is directly linked to

children, classrooms, or education

Creativity Presentation is dull Presentation demonstrates some

thought

Presentation is engaging and

thought-provoking, hands-on and

includes audience participation

Time Management (20 Minutes)

Untimed and unorganized

Loosely timed and organized

Accurately timed and organized

Total= /10 Comments:

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Name:_________________________

Action Research Outline Rubric

Evaluation Criteria 0 1/2 1

Technical Quality Many spelling, grammar, and

typographical errors

Minimal errors that do not disrupt flow

of reading

Free of spelling, grammar, and

typographical errors

Substantive Quality of Topic Idea

Topic idea is unclear or poorly conceived

Topic idea is underdeveloped, but has potential

Topic idea is clear and well-thought through

Related to development (social, emotional, cognitive,

physical, moral)

Outline does not relate to

development

Outline is indirectly related to

development

Outline is directly linked to one or more aspects of

development

Related to Education or Children pre-k

through 12th Grade

Outline does not relate to education

or children in classrooms

Outline is indirectly related to education

or children

Outline is directly linked to children,

classrooms, or education

Protocol Followed: 1. punctual 2. Electronic

format on OAKS

3. Minimum 3 APA Style References

1 or fewer criteria met

2 criteria met

All 3 criteria met

Total: /5 Comments:

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Name:_________________________

Final Research Projects

Evaluation Criteria 0 1 2 Technical Quality Many spelling,

grammar, and typographical errors

Minimal errors that do not disrupt flow

of reading

Free of spelling, grammar, and

typographical errors

Substantive Quality of Introduction

Introduction does not articulate a clear

summary of the topic, references

poor quality

Introduction includes information about the topic but

does not have a clear focus,

references are mediocre

Introduction summarizes the main idea and

clearly articulates the direction of the paper, high-quality

references

Quality of Experience/ Topic/ Reading

Narrative

Narrative provides minimal description of experience/topic/

reading with no reflection

Narrative provides a moderate

description of the experience/topic/ reading and some

reflection

Narrative provides a rich description of experience/topic/ reading with deep

reflection

Conclusion/Discussion of Overall Experience/

Topic/ Reading

Conclusion does not link

experience/topic/ reading to child development or

literature reviewed

Conclusion indirectly links experience/topic/ reading to child development and literature reviewed

Conclusion directly links experience/topic/ reading to child development and literature reviewed

Protocol Followed: 1. punctual 2. Electronic

format on OAKS

3. Minimum 3-6 APA Style References

1 or fewer criteria met

+

APA Style is not considered

2 criteria met

+

Some demonstration of APA Style

All 3 criteria met

+

APA Style is consistently applied

Total: /10 Comments:

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TED Talks with Hyperlinks

A neural portrait of the human mind. Nancy Kanwisher, March, 2014. https://www.ted.com/talks/nancy_kanwisher_the_brain_is_a_swiss_army_knife What do babies think? Alison Gopnik, July, 2011 https://www.ted.com/talks/alison_gopnik_what_do_babies_think The surprisingly logical minds of babies. Laura Schulz, March, 2015. https://www.ted.com/talks/laura_schulz_the_surprisingly_logical_minds_of_babies The linguistic genius of babies, Patricia Kuhl, October 2010. https://www.ted.com/talks/patricia_kuhl_the_linguistic_genius_of_babies How childhood trauma affects health across a lifetime, Nadine Burke Harris, September 2014. https://www.ted.com/talks/nadine_burke_harris_how_childhood_trauma_affects_health_across_a_lifetime The economic case for preschool, Timothy Bartik, May 2013. https://www.ted.com/talks/timothy_bartik_the_economic_case_for_preschool The best kindergarten you’ve ever seen. Takaharu Tezuka, September, 2014. https://www.ted.com/talks/takaharu_tezuka_the_best_kindergarten_you_ve_ever_seen Do schools kill creativity? Sir Ken Robinson, Feb 2006. https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity Kids can teach themselves, Sugata Mitra, February 2007. https://www.ted.com/talks/sugata_mitra_shows_how_kids_teach_themselves Teaching with the world peace game, John Hunter, March 2011. http://www.ted.com/talks/john_hunter_on_the_world_peace_game The mysterious workings of the adolescent brain, Sarah Jayne-Blakemore, September 2012. http://www.ted.com/talks/sarah_jayne_blakemore_the_mysterious_workings_of_the_adolescent_brain How we cut youth violence in Boston by 79%. Jeffrey Brown, March 2015. https://www.ted.com/talks/jeffrey_brown_how_we_cut_youth_violence_in_boston_by_79_percent

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How we are priming some kids for college and others for prison. Alice Goffman, March, 2015. https://www.ted.com/talks/alice_goffman_college_or_prison_two_destinies_one_blatant_injustice The power of believing you can improve. Carol Dweck, November, 2014. https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve How to learn? From mistakes, Diana Laufenberg, November, 2010. https://www.ted.com/talks/diana_laufenberg_3_ways_to_teach Teachers need real feedback, Bill Gates, May 2013. https://www.ted.com/talks/bill_gates_teachers_need_real_feedback Compassion and the true meaning of empathy, Joan Halifax, December, 2010. https://www.ted.com/talks/joan_halifax The 4 stories we tell ourselves about death. Stephen Cave, July, 2013. https://www.ted.com/talks/stephen_cave_the_4_stories_we_tell_ourselves_about_death

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Action Research Project Description

Each action research paper should begin with an introduction or literature review that includes a minimum of 4 high quality references (e.g., two good resources: http://www.child-encyclopedia.com/en-ca/list-of-topics.html http://developingchild.harvard.edu/resources/reports_and_working_papers/working_papers/

APA format). Following, a section describing the action research experience (e.g., observation, interview, volunteerism, experiment) should include both a rich and factual description of the experience and personal reflections or insights. Finally, a concluding section will compare your experience to the current literature or your knowledge of child development as well as make explicit what you learned as a result of your action experience. The final draft should include a title page and APA formatted reference section and comprise 6-8 pages of text (double-spaced, appropriate font). The action research portion of the project should include a minimum of 2 hours of field work. All topics must be approved through an outline submission.

Sample action research topics:

a) Interview a family with a typically developing child and a family with a child with developmental delays or exceptionalities. Compare and contrast family responses to a list of approved questions, e.g.:

Describe daily routines

What are your hopes for the future?

What challenges do you face?

What is your experience with school, extracurricular activities, friendships?

b) Schedule observations at ECDC and identify child and bold children in various classrooms. What are the differences in the ways bold and shy children interact with teachers, peers, or classroom materials? How do others respond to bold and shy children?

c) Volunteer at WINGS for Kids after-school program (k-5) during homework time. Describe challenges you observed with motivation or frustration tolerance. Describe organizational, time management or other challenges students faced. Was the homework developmentally appropriate? Did you observe any relation between academic competence and social skills?

Feel free to access other community resources (e.g., MUSC Children’s Hospital, Lowcountry Orphan Relief, Boys & Girls Clubs, Big Brother/Big Sister) but please do not volunteer for more than you can reasonably commit to. Also, think about utilizing existing resources, e.g., tutoring, coaching, field course, if appropriate.

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Notes:

If there is a student in this class who has a documented disability and has been approved to receive accommodations through SNAP Services, please feel encouraged to come and discuss options with me during my office hours or after class.

All students are expected to follow the College of Charleston Honor Code which can be found in the Student Handbook at

http://studentaffairs.cofc.edu/honor-system/studenthandbook/index.php The following professional behaviors and dispositions are expected in our classroom and in the community:

EHHP Professional Behaviors and Dispositions

WE believe that all children can learn WE value and respect individual differences

WE value respectful human interactions WE exhibit and encourage intellectual curiosity, enthusiasm about learning and a

willingness to learn new ideas WE are committed to inquiry, reflection and self- assessment

WE value collaborative and cooperative work WE are sensitive to community and cultural contexts

WE engage in fair, responsible and ethical practice