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ED 527 Growth/Development of Childrenand Adolescents
Domsch, Gayle D.


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.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



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.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

ED 527 Growth/Development of Childrenand Adolescents

Semester

S1P 2010 EDN

Faculty

Domsch, Gayle D.

Title

Adjunct faculty

Degrees/Certificates

B.S. in Education, Concordia University-Nebraska
M.A. in Special Education, University of Missouri-Kansas City
Ed.D.in Educational Leadership, St. Louis University

Office Location

Before and after class

Office Hours

Before and after class

E-Mail

gdomsch@park.edu

gdomsch@nkcsd.k12.mo.us

Semester Dates

January 14, 2010 to March 5, 2010

Class Days

----R--

Class Time

5:00 - 9:30 PM

Credit Hours

3


Textbook:

Required text:  McDevitt, T.M. & Ormrod, J. E. (2010).  Child Development and Education, 4th edition.  Upper Saddle River, NJ:  Pearson Education, Inc. ISBN # 0-13-713383-9.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

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 helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
ED527 Growth and Development of Children and Adolescents: 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.

Educational Philosophy:
The facilitator's educational philosophy is that student learning is constructed from experiences and thoughtful reflection.  The class is based on discussion, readings, writing, observation, and exploration of theories and practices in education of the growth and development of children and adolescents.   

Learning Outcomes:
  Core Learning Outcomes

  1. Compare and contrast the major theories of child development
  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.
  3. Describe and assess research strategies for investigating child development
  4. Analyze the impact of context and culture on child development
  5. Analyze the interrelatedness of theory, research, and practice in working with children and adolescents
  6. Analyze the interaction of hereditary/constitutional and environmental factors on child development.
  7. Identify and apply developmental research findings to educational practices.
  8. Practice critical analysis to reflect upon their own and others' professional and ethical practice for continual renewal and improvement of teaching performance.
  9. Utilize effective professional communication skills (i.e., reading, writing, listening, and speaking).


Core Assessment:

The core assessment for this course is an Observational Study and will account for 20% of the total grade. The Observational Study assesses students’ mastery of ED 527 core learning outcomes 1, 2, 3, 4, 5, 7, and 8.

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.

Link to Class Rubric

Class Assessment:

Participation: (15 pts per class, 120 points total)

Student participation is essential in achieving maximum learning. It is expected that students will attend all scheduled class sessions and contribute to the classroom learning environment. However, it is recognized that occasions do arise that necessitate being absent from a class. Students are responsible for making prior arrangements regarding a necessary absence and for

the completion any alternative assignments.

 

Reflections: (10 points per reflection, 80 points total) 

Each student will submit a weekly reflection journal starting with week two. The reflection journal should include the student's reaction to course activities (subject matter, class discussions, comments, presentations, etc.) that occurred the preceding week. Each reflection should be approximately about one to two typed double spaced pages in length, 12 point font (APA Format).

 

Article Summaries:  (100 points total)

Each student should obtain and review two or more journal articles to expand understanding of theories of child development introduced in lecture and text for discussion activities in the course.

 

Group Project and Presentation:  (300 points total)

A scoring guide of quality indicators will be discussed in class.  The project will present one of the major trends in educational practices in all three domains:  physical, cognitive, and social-emotional. The project presentation will include an analysis of the educational practice, evaluation of outcomes, and the interaction with context and culture on child development. 

Observational Study:  (300 points total)                             

A scoring guide of quality indicators for the analysis will be discussed in class. Students will observe two children of different ages to apply developmental theories and constructs, write up the observations, and provide a comparative analysis of the two observations. 

§         The observation of each child should be for 45-60 minutes.

§         Ages groups include:  infant (birth to 35 months), preschool (ages 3-6), elementary school age (5-11), middle school age (11-15).

§         Describe the setting including place and situation. Who are the others present and their roles?  What type of activity is occurring?  What is the time of day and day of the week?  Include all information necessary to enhance the readers’ understanding of the setting.

§         Provide all information possible to give the reader a full description of the child, including physical characteristics, age, affect, appearance, personality, mood, and activity level.  Do NOT use the child’s name to preserve confidentiality.  Assign a label such as Child A or Child B.

§         Record all behavior exhibited by the child.  Indicate strength or quality of activity level.  Include interactions, movements, activities, or non-movements.  Describe only the actual behavior.  Do not interact with the child.  Do not try to interpret why he is doing something.

§         Include both the typed observational summaries and handwritten notes with the analysis.

                    

Final Exam:   (100 points total)

Students will individually complete an open book/ open note comprehensive examination of the course content.  Students should be able to identify the original source (authors, educators, philosophers, etc.) and basic premises of major theories, ideas, and concepts in child and adolescent development, and interrelatedness of theory, research, and practice in working with children and adolescents.

Grading:

COURSE ASSESSMENT

Points:            1000 total points

Attendance/Participation (15 points/ week)                 120

Weekly Reflections (10 points / week)                          80

Article Summaries (50 each)                                       100

Group Project and Presentation                                   300

Observational Study                                                    300

Final Exam                                                                  100

 

Grades:  The final grade will be based on the percentage of total points earned.

 

            A = 90 - 100 %          

 

            B = 80 - 89 %           

 

            C = 70 - 79 %            

 

            D = 60 - 69%             

 

            F = 59% or lower        

 

Late Submission of Course Materials:
Course material submitted after the deadline may not be eligible for full credit.

Classroom Rules of Conduct:

Class Expectations: Due to the compacted format, expectations will be highly rigorous. Reading, critical reflection, formal and informal writing, class activities, and discussion are required.  Each student will be responsible for presenting and actively participating in class discussions and activities.  Attendance and participation are essential. 

 

  • It is a class expectation that learners will be engaged in their learning during discussions, presentations, projects, lectures, research, and writing. 
  • It is expected that the learner will explore ideas and issues surrounding current educational systems. 
  • All members of the class will respect the input of others, listen when class members are speaking, and support the learning community.
  • Attend class.  Be on time.
  • Please disconnect pagers and cell phones during class. 
  • All written work will be typed, double spaced, and referenced when appropriate. 
  • Follow guidelines provided in the Publication Manual of the American Psychological Association, 5th edition, (2002).
  • Hard copy form only will be accepted.   10% of the points are deducted for late work.
  • Presentations are expected to be in digital format along with hard copy handouts.

 

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. Students are responsible for any missed work.

 

Absences in excess of four (4) class periods, in a 16-week semester (or two (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).See the Park University Graduate Catalog. <http://www.park.edu/catalog>

 

Course Topic/Dates/Assignments:

Course Map

Date/ Assignments Due / Topics

 

1.  January 14- Syllabus overview

1- Philosophy of education (Reflection 1)

2- Foundations in Child Development

3- Read Chapters 1 and 2 and 3 (106 pages)

 

2.  January 21- Reflection 2 due

4- Biological Development

5- Physical Development

6- Read Chapters 4 and 5 (84 pages)

 

3.  January 28- Reflection 3 and Article Summary due

7- Cognitive Development and Processes

8- Intelligence

9- Read Chapters 6 and 7 and 8 (120 pages)

 

4.  February 4- Reflection 4

10- Language Development

11- Academic Development

12- Read Chapters 9 and 10 (84 pages)

 

5. February 11- Reflection 5 and Article Summary due

13- Emotional Development

14- Social Development

15- Read Chapters 11 and 12 (78 pages)

 

6.  February 18- Reflection 6 and Group Presentation Projects due

16- Motivation

17- Group Presentations

18- Read Chapters 13 and 14 (72 pages)

 

7.  February 25- Reflection 7 and Observational Study due

            19- Moral Development

20- Societal Influences

21- Read Chapter 15 (34 pages)

 

8.  March 4- Reflection 8 due

            22- Final Exam

           

 

Academic Honesty:
As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2009-2010 Graduate Catalog Page 31

Plagiarism:

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 2009-2010 Graduate Catalog Page 31-32


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 for two successive weeks, without approved excuse, will be reported to the Director of the individual graduate program, or to the Executive Director for the Graduate School, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2009-2010 Graduate Catalog Page 35

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: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Application                                                                                                                                                                                                                                                
Outcomes
3,7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
? Student used observation as a research methodology to study child development. 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. Student used observation as a research methodology to study child development.  Three (3) components of the observation are present. Student used observation as a research methodology to study child development.  Three (3) components of the observation are present. Student used observation as a research methodology to study child development.  Two (2) components of the observation are present. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
Using the perspective of different development theories, students analyzed and interpreted observed behaviors.  Student provided analysis and interpretation of the observed behaviors of each child based on at least three (3) theoretical perspectives. Using the perspective of different development theories, students analyzed and interpreted observed behaviors.  Student provided analysis and interpretation of the observed behaviors of each child based on two (2) theoretical perspectives. Using the perspective of different development theories, students analyzed and interpreted observed behaviors.  Student provided analysis and interpretation of the observed behaviors of each child based on two (2) theoretical perspectives. Using the perspective of different development theories, students analyzed and interpreted observed behaviors.  Student provided analysis and interpretation of the observed behaviors of each child based on one (1) theoretical perspectives. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
2,3,4,5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
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. 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. 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. 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. 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
3,5,7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
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.

 
Three (3) components of the research evaluation are present. Three (3) components of the research evaluation are present. Two (2) components of the research evaluation are present.

 
Technical/Professional Skills                                                                                                                                                                                                                              
Outcomes
8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
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.  0 factual errors and 1-3 writing errors in the artifact. 1-2 factual errors and 4-6 writing errors in the artifact 1-2 factual errors and 4-6 writing errors in the artifact ? 3-4 factual errors and 7-9 writing errors in the artifact

 

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Last Updated:1/13/2010 3:44:47 PM