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ED 527 Growth and Development of Children and Adolescents
McKinzie, Betty J.


COURSE SYMBOL AND NUMBER: ED 527

COURSE TITLE: Growth and Development of Children and Adolescents

COURSE DESCRIPTOR: Education

TERM COURSE BEING TAUGHT:  Spring I 2006

NAME OF FACULTY MEMBER: Betty McKinzie

TITLE OF FACULTY MEMBER: Adjunct Faculty

FACULTY OFFICE LOCATION: N/A

FACULTY OFFICE HOURS:  By Arrangement

FACULTY OFFICE TELEPHONE NUMBER: 816-349-3307 or 816-349-3308

FACULTY PARK EMAIL ADDRESS:

OTHER FACULTY EMAIL ADDRESS: bmckinzie@center.k12.mo.us

FACULTY WEB PAGE ADDRESS: N/A

DATES OF THE TERM:  January 9 – March 5, 2006

CLASS SESSIONS DAYS: Thursdays

CLASS SESSION TIME: 5:00pm – 9:30pm

PREREQUISITE(S): N/A

CREDIT HOURS: 3

 

MISSION STATEMENT

The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

 

VISION STATEMENT

Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

 

COURSE DESCRIPTION: A developmental approach to the study of the 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 adolescence. It will review research on how children learn, solve problems, and function in home and school environments.

 

FACULTY’S EDUCATIONAL PHILOSOPHY:  The instructor’s educational philosophy is one of interaction based on lectures, readings, quizzes, dialogues, examinations, internet, videos, web sites and writings.  The instructor will engage each learner in what is referred to as disputatious learning to encourage the lively exploration of ideas, issues, and contradictions.  The student will be responsible for the development of projects, presentations, class discussion(s) and other learning activities that demonstrate their knowledge of the development of children and adolescents.


COURSE OBJECTIVES:

 

Core Leaning Outcomes:

 

After successfully completing this course, students will be able to:

 

1.      Compare and contrast the major theories of child development (CEC #2; IRA #1; MoSTEP 1.2.2; 1.3.2);

2.      Summarize developmental stages and processes in the three development domains, including physical development, cognitive development, and social-emotional development, in the developmental periods of infancy through late adolescence (CEC #2; IRA #1; MoSTEP 1.2.2; 1.3.2);

3.      Describe and assess research strategies for investigating child development (CEC #2; IRA #3; MoSTEP 1.2.2; 1.3.2 );

4.      Analyze the impact of context and culture on child development (CEC #2; IRA #1; MoSTEP 1.2.2; 1.3.2; 1.3.6);

5.      Analyze the interrelatedness of theory, research, and practice in working with children and adolescents (CEC #2 & 9; IRA #3 & 4; MoSTEP 1.2.2; 1.3.2 );

6.      Analyze the interaction of hereditary/constitutional and environmental factors on child development (CEC #2; IRA #1; MoSTEP 1.2.2; 1.3.2; 1.3.6);

7.      Identify and apply developmental research findings to educational practices (CEC #2 & 9; IRA #3 & 4; MoSTEP 1.2.2 & 1.2.9; 1.3.2); and

8.      Use effective communication skills to interact with others. (CEC # 6 & 10; IRA #3; MoSTEP 1.3.3).

 

Note: Council of Exceptional Children’s (CEC) Professional Standards for Special Education Teachers may be accessed at www.cec.sped.org. International Reading Association’s (IRA) Standards for Reading Professionals may be accessed at www.reading.org.  Missouri Performance Standards for Education Professionals (MoSTEP) may be accessed at http://dese.mo.gov/divteachqual/teached/standards.htm

 

COURSE TEXTBOOK(S):

 

Required Texts/Materials:

 

Berk, L.E. (1999). Landscapes of development: An anthology of readings. Belmont, CA:     Wadsworth Publishing Company.

-         ISBN # 0-534-54378-2

 

McDevitt, T.M., & Ormrod, J.E. (2004). Child development: Educating and working with

            children and adolescents, (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

            -  ISBN # 0-13-110841-7


Recommended Text (not required):

 

American Psychological Association. (2001). Publication manual of the American Psychological

Association (5th ed.). Washington, DC: Author.

-         See http://captain.park.edu/education/Resources/resources.htm for general info about APA guidelines

 

ACADEMIC HONESTY: “Academic Honesty is required of all members of a learning community.  Hence, Park will not tolerate cheating or plagiarism on tests, examinations, papers or other course assignments.  Students who engage in such dishonesty may be given failing grades or expelled from Park.”

 

PLAGIARISM: Plagiarism—the appropriation or imitation of the language or ideas of another person and presenting them as one’s original work—sometimes occurs through carelessness or ignorance.  Students who are uncertain about proper documentation of sources should consult their instructors.”

 

ATTENDANCE POLICY: Instructors are required to keep attendance records and report absences.  The instructor may excuse absences for cogent reasons, but missed work must be made up within the term of enrollment.  Work missed through unexcused absences must also be made up within the term of enrollment, but unexcused absences may carry further penalties.  In the event of two consecutive weeks of unexcused absences in a term of enrollment, the student will be administratively withdrawn, resulting in a grade of “F”.  An Incomplete will not be issued to a student who has unexcused or excessive absences recorded for a course.  Students receiving Military Tuition Assistance (TA) or Veterans Administration (VA) educational benefits must not exceed three unexcused absences in the term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.  Reports of F grade (attendance or academic) resulting from excessive absence for students receiving financial assistance from agencies not mentioned above will be reported to the appropriate agency.

 

LATE SUBMISSION OF COURSE MATERIALS: It is important that students attend every class.  If you are unable to attend class, you must notify the Instructor the reason for your absence. Attendance will be considered in determining the final course grade. If you have two (2) absences for the term, your final grade will be lowered by one grade, for example, an "A" will become a "B". If you have three (3) or more absences during the term, it is strongly recommended that you withdraw from the class and re-enroll during another term. Two late arrivals or early departures will equal one missed class.  All assignments, even if late, are required to earn a grade for this course. Late assignments will result in the loss of points of 10% per calendar days x total points possible of assignment.

 

 

COURSE ASSESSMENT:

 

§         In-class Participation/Discussion      (Core learning outcomes 1 – 8)

§         Assigned Readings  (Core learning outcomes 1 – 8)

§         Field Experience (Core learning outcomes 2, 3, 4, 5, 6, 7, & 8)

§         Observational Study (Core Assessment) (Core learning outcomes 1, 2, 3, 4, & 5) 2 copies required.

§         Group Project (Core learning outcomes 2, 4, 5, 6, 7, & 8)

§         Final Exam (Core learning outcomes 1 – 8)

 

Description of Core Assessment:

 

All Park University courses must include a core assessment that measures the relevant Departmental Learning Outcomes. The purpose of this assessment is to determine if expectations have been met concerning mastery of learning outcomes across all instructional modalities. The core assessment for this course is an Observational Study and will account for 24% of the total grade. The Observational Study assesses students’ mastery of ED 527 core learning outcomes 1, 2, 3, 4, and 5. Two copies are required of the completed observational study.

 

To complete the Observational Study, students must observe two children of different ages to apply developmental theories and constructs. Specifically, students must:

 

A.)     Select two children who each represent different age groups and conduct an observation of each child. The ages groups include:  infant (birth to 2 years), preschool age (ages 3 to 6), an elementary-school age (ages 5 – 11), OR middle-school age (ages 11 – 15). Each observation should be for a period of approximately 45-minutes. The following elements must be observed and recorded:

 

a.       Setting: Describe the setting of the observation, including place and situation. Who are the people present and what are their roles? What type of activity is occurring? What is the time of day and day of the week? Include anything necessary that may enhance the reader’s understanding of the setting.

b.      Child: Provide ALL information possible to give the reader a full description of the child, including his/her physical characteristics, age, expressions, and appearance; personality, mood, and activity level. To preserve confidentiality, assign each child a name that represents the child (e.g., Child A, Child B).

c.       Behavior: Record ALL of the behavior (i.e., each action) exhibited by the child over a period of 45 minutes. Indicate strength or quality of activity level. Include interactions, movements, activities, and even silence. Be objective! Describe only the behavior. Do not interact with the child or try to interpret “why” he/she may be doing something.

 

B.)     After completing the two observations, students must provide a written comparative analysis of their two observations. Using APA style, the written analysis should consist of the following sections:

 

                       I.      Title Page

                       II.     Introduction

                                   The introduction should capture the reader's attention, give background on                                 the topic, develop interest in the topic, and guide the reader to the thesis or                                     purpose of the paper.

III.    Observation Summary

            This section contains the typed version of the handwritten records of the            observation, including setting, child, and behavior, of each child. The             original, handwritten records     must be included at the back of the paper in       Appendix A.

                       IV.    Analysis of Observed Behaviors

                                   In this section, students must provide their analysis of the observed                                           behaviors of each child using a least three (3) theoretical perspectives of                                            child development per child. These areas may include, but are not limited                                          to, theories of social development, moral development, cognition, etc.

V.     Compare and Contrast Observed Behaviors

            In this section, students must compare and contrast the two children       observed according to their developmental abilities in (at least) three (3)       concepts, constructs, or milestones (e.g., conservation, etc.) in any of the      three developmental domains (i.e., physical        development; cognitive development, and social-emotional development). For example,    compare and contrast the play activities between a preschool and a            middle-school child. This section may also include any other comments,             questions, or concerns students may have about either child observed –             here is where students may draw judgments or conclusions based upon           their observations.

VI.    Analysis of Research Methods

            Students are to provide an analysis of the pros and cons of using            observation as a research method to study child development. Discuss      how other types of research methods may add to one’s knowledge of child        development. Discuss how data received from observation and other     possible research methods may guide one’s decisions in working with     children.

VII.           Summary       

            The conclusion should stress the importance of the thesis or purpose of the        paper, give the essay a sense of completeness, and leave a final impression        on the reader.

VIII.  References

            Using APA format, students must list all references used to support their            analysis.

IX.     Appendix A

            This section contains the original, handwritten observation records.

 

                       Note: Each section (section II – VII) of the article should start with a heading.

 

C.)     Students must be prepared to present their Observational Study and defend their analysis to other students in class.

 

 


 

CLASSROOM RULES OF CONDUCT: Students are expected to:

§     Attend class on a regular basis. Come to class on time. (See Instructor's attendance    

            policy).

  • Turn in assignments to the Instructor on time (see course map for more specific information regarding due dates).
  • Read, understand, and follow the course syllabus.
  • Check your PirateMail on a regular basis for current information about what is happening in the course, the Graduate School of Education, and the University in general. With Park moving towards using a "paperless" system, it is critical that you be able to receive and send important communication via Park's PirateMail.

§         Complete reading assignments prior to the class session, bring textbook(s)/materials to class, and consistently contribute meaningfully to class discussions. Students are expected to fully participate in all class activities, including lectures and discussions, demonstrations, presentations, small group projects, and any other type of in-class activities that may occur.

§         Computers make writing and revising much easier and more productive.  Students must recognize though that technology can also cause problems.  Printers run out of ink and hard drive crash.  Students must be responsible for planning ahead and meeting deadlines in spite of technology.  Be sure to save copies of your work to disk, hard drive, and print out paper copies for backup purposes.

§         Conduct themselves in a highly professional manner. In addition to those guidelines about student conduct established by the University (e.g., cheating, plagiarism), professionalism includes such things as establishing positive relationships and engaging in positive interactions with peers, colleagues, and instructors, attending respectfully to others who are sharing information with the class or group, being flexible to unforeseen changes in the course syllabus, etc.

§         Use current APA style in all aspects of written assignments (e.g., page set-up/format, citations, references, etc.).  Failure to demonstrate appropriate use of current APA style will result in a reduction of points for the assignment, as will style, spelling, and format errors. In professional writing, past tense is generally accepted.  Avoid using contractions, personal pronouns, or slang expressions. Must use people-first language (e.g., individuals with disabilities; students with learning disabilities). Students are encouraged to use the services of the Academic Support Center (Mabee 406, near the Library, 584-6330) for assistance in developing written reports and for editing and style assistance.  .

  • Follow academic regulations detailed in Park University's graduate catalog.
  • Students will respect confidentiality of discussions.  The instructor may use former cases or examples from experiences gained while serving in public school settings.  All care and concern will be given to obscure the identity of the district or student discussed.  Students are required to maintain the contents of these discussions or examples as confidential.

 

 DISABILITY GUIDELINES: Park University is committed to meeting the needs of all students that meet the criteria for special assistance.  These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal.  It is Park University’s policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990, regarding students with disabilities and, to the extent of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply.  Additional information concerning Park University’s policies and procedures related to disability can be found on the Park University web page: www.park.edu/disability

 

COURSE TOPICS/DATES/ASSIGNMENTS:

 

Week

Date

Topics/Assignments

Week 1

1-12-06

Chaps 1-4 McDevitt/Omrod

Selected readings in Berk

Week 2

1-19-06

Chaps 5-7- McDevitt/Omrod

Selected readings in Berk

Week 3

1-26-06

Chaps 8-10 McDevitt/Omrod

Selected readings in Berk

Week 4

2-02-06

Chaps 11-12 McDevitt/Omrod

Selected readings in Berk

Week 5

2-09-06

Chaps 13-14 McDevitt/Omrod

Selected readings in Berk

Week 6

2-16-06

Make up Week on readings if needed

Week 7

2-23-06

Observational Study Due

Presentation by Group(s)

Week 8

3-02-06

Final

Presentations by Group(s)

 

GRADING PLAN:

Assignment

Point Value

Due Date

Percentage of Grade

Article Summaries

100 pts (2 x 50 pts each)

Jan 19 & 26

8%

Field Experience

200 pts

Feb 16

16%

Observational Study

300 pts

Feb 23

24%

Attendance/Participation

200pts (8 x 25 pts)

Mar 2

16%

Group Project

300 pts

TBA per group

24%

Final

100pts

Mar 2

8%

 

 

 

 

 

1200 total points

 

% are rounded to nearest whole

 

 

 

 

 

Course Requirements:

 

Readings:

 

Students are required to:

 

1.)      Read chapters/readings as assigned.

 

A.)   Read the text Child Development: Educating and Working with Children and Adolescents as outlined above.  Read selections as assigned during class from Landscapes of Development by Berk. Be prepared to lead group discussion, review summaries of chapters, discuss vocabulary, and engage in professional discourse.

 

B.)   Locate, read, and summarize two (2) articles on child development research from professional educational journals. There are many “acceptable” professional educational journals, including Phi Delta Kappan, Educational Leadership, Theory into Practice, Educational Researcher, Review of Educational Research, TEACHING Exceptional Children, Exceptional Children, Journal of Learning Disabilities, Learning Disabilities Research and Practice, Learning Disabilities Quarterly, Intervention, Remedial and Special Education, Education Digest, Reading Today, etc. Park's online library (e.g., EBSCOhost research database; Educational Resources Information Center/ERIC) is a very good source to access these types of key professional educational journals.

 

      Specifically, the article summary (3+ pages) must include the following components:      

 

1.         Title (worth 10% of total points). The title of the article summary IS the APA citation of the article being summarized. Note: The title (i.e., citation) should appear on the first line of the first page with a left-flush alignment.

2.         Description (worth 10% of total points). Describe the article's content.

3.         Key points (worth 20% of total points). Discuss the key points and reasons why they are important.

4.         Reflection  (worth 60% of total points).  Analyze, evaluate, and reflect on how the information in the article has increased your professional knowledge, skills, and/or dispositions to be an effective teacher.

 

      Note: except for the title, each section of the article should start with a heading.

 

      A copy of the article must be turned in with the written summary. Please be

      prepared to share information from your article summaries with other students in the

      class.

 

Field Experience:

 

Interview a professional in the child development field. Instructor must pre- approve interview questions and selection of person to be interviewed.  Minimum of 60 minute interview and reflection paper are required.   Reflection (worth 60% of 200 total points).  Analyze, evaluate, and reflect on how the information in the interview has increased your professional knowledge, skills, and/or dispositions to be an effective teacher.  Submission and approval of interview questions and name of person to be interviewed are due prior to commencing the interview.  Suggestions for persons to be interviewed are:  School counselor, early childhood teachers, day care worker, school social worker, pediatric nurse, physician, pharmacist, special education related service provider (OT/PT/Speech language, PAT).

 

NOTE: Assure all people involved in an interview that no identifying information about students/parents will be used in order to protect rights of privacy and confidentiality.

 

The purpose of the Field Experience is to enrich your knowledge and understanding of the professional dynamics involved in the education of children and youth. To complete the assignment, you must…

 

§         Submitted interview questions to the instructor PRIOR to the interview for Instructor approval (worth 10% of total points)

(Note: a copy of the pre-approved interview questions/observation guidelines should be attached to your written report);

§         Complete a 3+ page written report that includes the following:

-         Introduction - describe your field experience project and discuss what your purpose was of selecting this type of field experience (worth 10% of total points),

-         Summary of the interview or observation (worth 20% of total points), AND

-         Analysis and reflection of how the information learned can lead to you being a more effective teacher (worth 60% of the total points).

 

Group Project:

 

Each group will develop a bibliography and list of activities that will support and enhance language development.  Additionally, the group will present in class a selection of books and activities that demonstrate the group’s knowledge of language development and literacy improvement appropriate to described developmental levels.  The approach should be one of staff development.  You are preparing to present to your peers at a staff meeting or in-service opportunity.  Choose the age level and focus of the language/literacy development based on the developmental periods outlined on page 34 of the McDevitt text..  This will be a “make and take” activity.  Presentation time limited to 30-45 minutes.  Total Group Project: 300 points.

 

A.  Bibliography will contain at a minimum 25 books per group member.  The group will determine the age level and focus of the resources.   Use APA format.  Worth:  100 points.

 

B. Activities Resource List may include many types of language or literacy activities                          for appropriate age levels.  15 activities per group member. Use APA format.                            Worth 100 points

 

C. Group Presentation:  Content, appropriateness of activities, ease of instruction, and      engagement factor for children.    Each class member will receive a copy of the bibliography and activities list and have a “make and take” project.  Worth 100 points.

 

Final Exam:  To be determined. 100 points value.

                 

NOTE:  The instructor reserves the right to change or adapt assignments based on the interests and ability levels of the participants.  The timeline may have to be adapted to accommodate inclement weather or unforeseen circumstances.

                       



Park University Graduate School

Core Assessment Rubric

ED 527 – Growth and Development of Children and Adolescents

 

Overview:  The Core Assessment for ED 527 is an observational study in which the student must observe two children of different ages and then analyze and interpret observed behaviors by applying developmental theories and constructs.

 

Competency/Skills

Definition

Criteria & Definitions

Score

 

I. Cognitive Skills 

 

 

 

Application. Student used observation as a research methodology to study child development.

 

(Core learning outcomes 3 & 7)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Analysis. Using the perspective of different development theories, students analyzed and interpreted observed behaviors.

 

(Core learning outcomes 1, 4, & 5)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Compare and Contrast.

Student compared and contrasted the two children observed according to their developmental abilities in concepts, constructs, or milestones in any of the developmental domains.

 

(Core learning outcomes 2, 3, 4, & 5)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Evaluation. Student evaluated research strategies for investigating child development.

 

(Course outcomes 3, 5, & 7)

 

3.  Exceeds expectations:

All four (4) components of the observation are present:

§  Student observed two children of different ages for 45 minutes each.

§  Description of each setting provided.

§  Description of each child provided.

§  Description of each child’s behaviors provided.

 

2.  Meets expectations:

Three (3) components of the observation are present.

 

1.  Does not meet expectations:

Two (2) components of the observation are present.

 

0.  Shows no evidence of meeting expectations: 

Only one (1) or none of the components of the observation are present.

 

3.  Exceeds expectations:

Student provided analysis and interpretation of the observed behaviors of each child based on at least three (3) theoretical perspectives.

 

2.  Meets expectations:

Student provided analysis and interpretation of the observed behaviors of each child based on two (2) theoretical perspectives.

 

1.  Does not meet expectations:

Student provided analysis and interpretation of the observed behaviors of each child based on only one (1) theoretical perspective.

 

0.  Shows no evidence of meeting expectations: 

Student provided no analysis and interpretation of the observed behaviors of each child based on a theoretical perspective.

 

3.  Exceeds expectations:

Student compared and contrasted the two children observed according to their developmental abilities in (at least) three (3) concepts, constructs, or milestones in any of the developmental domains.

 

2.  Meets expectations:

Student compared and contrasted the two children observed according to their developmental abilities in two (2) concepts, constructs, or milestones in any of the developmental domains.

 

1.  Does not meet expectations:

Student compared and contrasted the two children observed according to their developmental abilities in only one (1) concepts, constructs, or milestones in any of the developmental domains.

 

0.  Shows no evidence of meeting expectations: 

Student failed to compare and contrast the two children observed according to their developmental abilities in any concepts, constructs, or milestones in any of the developmental domains.

 

3.  Exceeds expectations:

All four (4) components of the research evaluation are present:

§  Student provided analysis of the pros of using observation as a research method to study child development.

§  Student provided analysis of the cons of using observation as a research method to study child development.

§  Student discussed other types of research methodologies.

§  Student discussed the applicability of using research data to influence practice.

 

2.  Meets expectations:

Three (3) components of the research evaluation are present.

 

1.  Does not meet expectations:

Two (2) components of the research evaluation are present.

 

0.  Shows no evidence of meeting expectations: 

Only one (1) or none of the components of the research evaluation are present.

 

 

 

II.  Technical/Professional Skills

 

 

Professional writing skills. The artifact as a whole demonstrates the ability to effectively communicate key growth and development concepts through the use of correct writing structures and document organization, which includes a logical sequencing of artifact components.

[Course outcome 8]

 

3.  Exceeds expectations:

There were 0 (no)  factual errors and 1-3 writing errors in the artifact.

 

2.  Meets expectations:

There were 1-2 factual errors and 4-6 writing errors in the artifact.

 

1.  Does not meet expectations:

There were 3-4 factual errors and 7-9 writing errors in the artifact.

 

0.  Shows no evidence of meeting expectations:

There were 5 or more factual errors and 10 or more writing errors in the artifact.

 

 

 

III.  Professional Disposition

 

 

N/A

 

 

 

 

 

 

 

 

IV.  Leadership Skills

 

 

N/A

 

 

 

 

Total Score: 15 points

 

 

 

 

 

 

Note: The Core Assessment Rubric (CAR) has been provided for your

information. The CAR will be used to report data to the Park University

Assessment Committee for North Central Accreditation requirements, but WILL

NOT BE USED to calculate your final grade. The Instructor will provide you

with a scoring guide for the Observational Study.  The observational study will be an

assignment that WILL BE USED to calculate your final grade. You must submit

two (2) copies of the Core Assessment (i.e., Observational Study)--one of which will

be kept by the Instructor for future reference and the other to be returned

to the student with Instructor comments and a completed scoring guide.