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ED 527 Growth and Development of Children and Adolescents
Longenecker, Dale

Mission Statement: The mission of the School of Graduate and Professional Studies at Park University is to provide leadership and directions to Park University's graduate and professional programs to assure that they are specialized, scholarly, innovative, and designed to educate students to be creative, independent, and lifelong learners within the context of a global community.

Vision Statement: Park University's School of Graduate and Professional Studies will be an international leader in providing innovative graduate and professional educational opportunities to learners within a global society.


ED 527 Growth and Development of Children and Adolescents


S1P 2007 ED


Longenecker, Dale


Adjunct Faculty


Ed.D. - University of Kansas
M.A. - University of Kansas
B.S. - Oklahoma Wesleyan University


Semester Dates

Jan 16, 2007 to March 10, 2007

Class Days


Class Time

5:00 - 9:30 PM

Credit Hours



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

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

  American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: Author.

See for general info about APA guidelines

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information

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. 3 cr.

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.

Learning Outcomes:
  Core Learning Outcomes

  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).

Core Assessment:

Class 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)
  • Group Project (Core learning outcomes 2, 4, 5, 6, 7, & 8)
  • Final Exam (Core learning outcomes 1 – 8)



Point Value

Due Date

Percentage of Grade

Article Summaries

100 pts (2 x 50 pts each)

Jan 25 & Feb 1


Field Experience

200 pts

Feb 22


Observational Study

300 pts

Mar 1



200pts (8 x 25 pts)

Mar 8


Group Project

300 pts

TBA per group




Mar 8







1200 total points


% are rounded to nearest whole

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.

Classroom Rules of Conduct:

Students are expected to:

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


  • 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.

Course Topic/Dates/Assignments:




Week 1


Chaps 1-4 McDevitt/Omrod

Selected readings in Berk

Week 2


Chaps 5-7- McDevitt/Omrod

Selected readings in Berk

Week 3


Chaps 8-10 McDevitt/Omrod

Selected readings in Berk

Week 4


Chaps 11-12 McDevitt/Omrod

Selected readings in Berk

Week 5


Make up Week on readings if needed

Week 6


Chaps 13-14 McDevitt/Omrod

Selected readings in Berk

Week 7


Observational Study Due

Presentation by Group(s)

Week 8



Presentations by Group(s)

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2006-2007 Graduate Catalog Page 23-24


Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct. Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2006-2007 Graduate Catalog Page 23-24

Attendance Policy:

Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences in excess of four (4) class periods, in a 16-week semester (or 2, in an 8-week term) will be reported to the Director of the individual graduate program, or to the Dean, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified by mail that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2006-2007 Graduate Catalog Page 27

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 Americans with Disabilities Act of 1990, regarding students with disabilities. In the case 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: .

Additional Information:

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.


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.


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Last Updated:1/12/2007 5:07:02 PM