Syllabus Entrance
Printer Friendly
Email Syllabus

ED 527 Growth and Development of Children and Adolescents
Peterson, Deana

New Page 1



SUMMER, 2005


COURSE DESCRIPTION: A developmental approach to the study of growth and development of children and adolescents.  This course explores the cognitive, personality, emotional, social and physical changes that occur in children from conception through adolescents.   It will review research on how children learn, solve problems, and function in home and school environments.




1.                  Two-page report – Research on drugs and vitamins and their effect on the unborn child – 50 points

2.                  Group report – Post-natal issues that result in delay in growth and development – 50 points

3.                  Early sensory-motor stimulation  - report on toys for children – 50 points

4.                  Conservation Task – 50 points

5.                  Develop an IQ Test – 50 points

6.                  Children’s Books and Early Language Acquisition – 50 points

7.                  In-class final examination – 100 points

8.                  Take-home final examination – 100 points

9.                  In-class participation – 50 points

Total possible points – 550



495 – 550 points = A, 440-494 points = B, 439-385 = C.  At the graduate level an “A” indicates exceptional work, demonstrating critical thinking and understanding.   It is my expectation that everyone will work at this level.  If the class should prove too demanding for you to participate to this degree of accomplishment, you may decide to work for a “B”, indicating understanding and critical thinking but without the exceptionality you might produce in another semester.  The grade “C” indicates only minimal engagement with the readings, discussions, and projects.  I will always be prepared to assist you in any manner necessary for you to excel in this coursework.


Informal Introduction to the Course

The accelerated format of this course requires rigorous and intensive study.   It is extremely important that you attend each class meeting to receive the instruction necessary to complete class assignments.  There will be a great deal of classroom discussion and small-group work.  Therefore, 50 points of your grade will be based on your attendance in class and participation in the in-class work.



Dr. Deana R. Peterson

816-741-1521 (W)

816-746-7833 (H) (work e-mail) (e-mail)





Child Development – A Thematic Approach – Fifth Edition – by Danuta Bakatko and Marvin W. Daehler.




June 6, 2005


Typical and atypical pre-natal development


Reading Assignments – Chapters 3 and 4 in text


Written Assignment – Prepare a list of all drugs (prescription, over the counter, alcohol, tobacco, vitamins) you have ingested in the month of May.  Pick one of the drugs or vitamins you have ingested to research.  Prepare a two-page type written report on the possible side effects the chosen item could have on an unborn child.  Information on drugs and vitamins can be found on prescription medication information sheets, on boxes or labels of over the counter medication, by calling the local poison control line, by inquiring at the web site of the company that produces the drug or vitamin.  Be prepared to share the information you learn during your research on June 9.


June 8, 2005


Post-natal issues


Student presentations and submission of typed reports


Reading Assignment:  Chapters 5 and 6 in text


Written assignment – You will be assigned to a group.  Your group will be assigned a post-natal issue that impacts the growth and development of a child.  In your group you will determine the various concerns involved in your issue.  Each group member will research their individual concern.  The group will come together at the June 14 class and prepare a group presentation on their issue.



June 13, 2005


Stages of physical and motor development


Group presentation on issues


Reading Assignment:  Chapters 8, 9 and 10 in text


Assignment:  Prepare a 1-2 page report on the following activity.  To determine whether cultural bias might encourage different physical activities among boys and girls.  Students should visit a nearby toy store and examine ten toys available for children.  Students should indicate whether each toy is marketed for boys or for girls and whether it encourages physical activity.  For example, balls and bats encourage more gross motor activity than do dolls and dishes.  Various toys may also encourage different kinds of motor activity.  Sewing and knitting kits encourage more fine motor skills than do guns and skateboards.  Do the “boy” toys tend to encourage greater overall physical activity than the “girl” toys?  Do the “girl” toys tend to encourage greater fine motor skills than the “boy” toys?


Finally, consider infants and toddlers growing up in communities where this rich array of toys is unavailable.  What might a care giver do to stimulate sensory development and learning in this context?  Looking at your list of 10 toys, can you suggest items that might be substituted for them if families could not afford to buy toys?


June 15, 2005


Intellectual and Cognitive Development


Student presentations and submission of written reports


Reading Assignment:  Chapter 7 in text


Assignment:  Conservation Task – Using information from the handout- complete the conservation task with three children (1 aged 5 or less, 1 aged 6-8, and 1 aged 9-11).  Report the results of the 5 tasks for each of the children.  After each task, ask the child why he/she gave the answer given (example: glasses of water – a child that does not understand conservation of a task will say the tall glass has more water because it is bigger, while a child that does understand conservation will say they are the same because one is fat and short and one is tall and thin, but they hold the same amount of water).  At what age did you find a true understanding of conservation of task?  Prepare a 1-2 page written report of your findings after completing the tasks with the three children.


June 20, 2005


Social and Emotional Development


Student presentations and submission of written reports


Reading Assignment:  Chapters 15 and 16 in text


Assignment:  The text discusses several criticisms of IQ tests, including the argument that most tend to be culturally biases.  Several approaches can be taken in the classroom to demonstrate bias in IQ tests and the difficulty in constructing culturally fair tests.


You will create your own IQ test.  You should choose a subject area that requires specific knowledge such as sports, rock music, or computers.  Your IQ test should have 25 one word or short answer questions.  You should make enough copies of your test for each student in the class.  IQ tests will be taken and we will learn how “intelligent” members of the class are.


June 22, 2005


Language Development


Student Presentations and submission of IQ Tests


Review for in-class portion of the final exam


Reading Assignment – Chapter 11 in text


Assignment – Children’s Books and Early Language Acquisition – Handout – Find a book targeted at an infant/toddler (approximate ages 0-3) and a beginning reader (approximate ages 5-7).   Look through the books and compare them on the five aspects listed in the handout.


Discussion Questions:  Are the books well-developed for their targeted age-range?  What suggestions do you have?  How might the books help foster development?  How might they help foster vocabulary and reading skills?   What are the strengths and weaknesses of the books?  Do you think children will like them?


June 27, 2005


Peer Relationships


Student Presentations and submissions of reports on children’s books


In-class portion of the final exam


Reading Assignment: none


Assignment:  Complete the take-home portion of the final examination


June 29, 2005


Review and discuss the results of the in-class final examination


Turn in take-home portion of the final examination


Portfolio Addition: Early sensory-motor stimulation - report on toys for children


Portfolio Reflection:  It is important for teachers to be aware of the environments in which their students live when not in school.  How will your study of child development help you better understand why some children are they way they are when they are at school?