Theroies of Child Development

ProfessorLinda Derscheid, Ph. D. OfficeWirtz 160Fax 753-1321 Office Ph unmatched753-6341 with voice stake or 753-1543 (receptionist) Helpdesk 815-753-8100 E-mail telecommunicateprotected edu chalkboard http//webcourses. niu. edu n increase. Thousand Oaks, CA Sage. Wadsworth, B. J. (2004). Piagets theory of cognitive and affective phylogenesis (5th ed. ). Boston, MA Pearson Education, Inc. READINGSOther assigned readings pass on be placed on Blackboard e-reserve from the NIU library. bank line DESCRIPTION Analysis of the major theories of chilfor syllabus and fittings computer help email emailprotected du Office HoursOpen M noon-1 p. m. Adv. TTh. 1 2 p. m. & Fri. 11-noon or by appointment REQUIRED TEXTS (These are typed in APA 6 manner except they need to be repeat spaced) Salkind, N. J. (2004). An introduction to theories of humad ontogenesis and their implications in solveing with fresh children. PRQ FCNS 230, FCNS 280, and at to the lowest degree junior standing. O BJECTIVES 1. Students get step up be able to identify and compare and contrast (in-depth) theories of child development. (Activities 1, 2, 4, & 5) 2.Students provide apply some of the knowledge acquired about theoretical approaches to practical issues in child development employ technology. (Activities 1, 2, 4, & 5) 3. Students give evaluate the contributions and limitations of the major theories of child development. (Activities 1, 2, 4, & 5) Family and Child Studies (FCS) B. S. Program Obj Graduates of the FCS program leave alone be brisk for successful headmaster careers serving children, families, & individuals throughout the lifespan by demonstrating 1) use of self-understanding for personal & professional development (Obj. ) 2) use of a variety of theoretical & scientific approaches utilise to study & work with children, individuals, & families (Obj. 1-3) 3) application of methods for advert on change in family and social systems through empowering intervention stra tegies (Obj. 2) 4) application of professional expertise regarding human development & family relationships when disseminating knowledge to children, individuals, & families (Obj. 2) 5) professional communication skills & use of technology (Obj. 1,2) and 6) integration of knowledge & skills to work with individuals & families of diverse backgrounds (Obj. ). premature Childhood Studies Conceptual Framework The ECS program is part of the NIU Community of Learners, which builds upon knowledge, practice, and reflection to build exemplary primeval Childhood Professionals. EVALUATION (Grades are based on the 90%, 80%, 70%, 60% scale. ) undergraduate students 4 Exams (10% each) =200 pts. (50%) 2 dead Papers (10% each) =100 pts. (25%) Quizzes & Question Sets 100 pts. (25%) 400 pts. (100%) rail line Incompletes presumptuousness at the closure of the semester, will hardly be given over if the form has been signed by you and your instructor by the put out illuminate period.See your NIU student handbook for approved reasons. Note Both undergrad and grad students assignments and grades are posted under the same Blackboard posting, so entirely points will be displayed. Just figure your points according to the above points. 1. Exams The exams will involve multiple choice questions that will plough the readings, lectures, and class discussions. The exams will be worth 200 points. Quizzes (5) will be given later 1 or 2 theories have been discussed. These will be given at the beginning of class. If you are late(a) you will miss the quiz. No Make-Ups for quizzes.Leave scarcely when exam is completed during exams and quizzes, no hats with brims may be worn no cell phones or former(a)(a) technology equipment no cheating. Students are pass judgment to arrive for exams and quizzes on time. No student will be allowed to take an exam if s/he arrives after the rootage student has completed the exam and left the room. If quizzes are given in class, you mustiness be chip in when quizzes are distributed in order to be eligible to take a quiz. All exams and quizzes must be returned to the instructor in the lead the student opens class. A student who removes an exam from the classroom will be given an F for that exam.Bring a 2 pencil. Also refer to 5 and Grading Criteria below. Make-up Exams Make-up exams will be allowed only when anterior notice is given with an approved excuse with proof. Make-up exams are plan on Fri twenty-four hours afternoons at 130 in WZ 118. 2. Short Papers (2, see the due dates on the class calendar) In these written document (4-6 textbook pages in length), you will be required to integrate, apply, and communicate the usurp theories. All papers must be typed and written in APA style (with c everywhere page, citations in your text, including citing all theoretical craps (see end of this syllabus for citation info. , & reference page). Turn in & withdraw on Blackboards Assignments button. Re-do of these papers ar e available for those achieving a 70% or better. 3. Question Sets (5 Take topographic point Mini-Exams for study guides) These will be available on Blackboard. Type in your paraphrased responses to each question with the text page number and submit via Blackboard through the Assignments button by 915 a. m. Tuesday morning. belatedly question sets & those with quotes will be given a 0. Typos, spelling, grammar, and punctuation will be factored into your points (1 pt. /error after 2). So proof readThink of these as study guides for yourself, so be thorough and accurate. deduct apart the chapter lecture outline that is on Blackboard for helpful tips if you cant find the info in the textbook/s. 4. Class Policies a. Class Participation Participation is encouraged and appreciated Each week you will be assigned readings from the text and/or articles. You are expected to have read or glide these assigned readings before class in order for you to participate meaningfully in class discus sions and small(a) group exercises. It is important we have a safe atmosphere for discussion and learning.Unprofessional class conduct that impedes oppo identify class members learning (e. g. , eating, talking, whispering, shuffling, reading or writing in a newspaper, cell phone use, sleeping, etc. ) while others (including the professor) are talking or watching videos will result in the lowering of one grade (Refer to the Student Judicial Code). Two tardies will count as one absence. Attendance counts only if attending the whole class period. More than 2 weeks missing class will lower your concluding grade at least one grade. Students must ask the professors permission before any guests can attend class. b. Americans with Disabilities Act.Any student who, because of a documented disability, may require some peculiar(a) arrangements in order to meet course requirements should involvement the professor as soon as likely to make necessary accommodations. c. All written assignm ents must be completed. A missing written assignment will result in lowering your final class letter grade by double the original points. Keep a hard copy of all written assignments when you submit them. Save your files in multiple places. d. Professional behavior. You are in college or graduate school because you plan to be a professional (or are enhancing your professional status).Part of what you are here for is to learn/enhance your professional skills. If at work you dont show up, or come in late, or exhibit grossly unskilled behavior, you will be fired. Please use this class, and all your classes, as places in which to learn and practice professional behaviors Then on your own time and when work is done, party hearty e. Do not express electronic devises to class. If your beeper/beeper goes off or your cell phone rings during class, you will be asked to leave and you will be considered absent for that class period. Refer to the Judicial Code for details. ) If a beeper or cell phone is required for your job, please inform the professor PRIOR to class. In this instance, the pager/cell should be on vibrate mode. Any cell phone that is out &/or used during a quiz or exam will be confiscated and you will receive an F on that quiz or exam. f. Confidentiality Students are expected to be professional. One of the issues that you will face when you enter the manpower is the issue of confidentiality. All written work is confidential. During discussions, personal information may be shared with the class.It is expected that what is said in the context of class discussions will be given the confidentiality it deserves. Because some of the topics discussed may touch on personal issues, you are encouraged to regulate how much you decide to share based on your comfort level. Should issues arise as a result of class discussions, please inform the professor. Names of children will not be used in class discussions. g. Contacting your professor You have several ways to ph ysical contact me. I check email several times a day every week day and at least once on weekends.There is never an excuse for not being able to contact me. I am available before and after class, by email and phone. Common sense says if you leave me a message and I do not respond at heart 24 hours, contact me again. I will never accept that a student did not know something, do something, etc. because he or she could not find me. If students need something from me, it is the students righteousness to locate the professor. It is not the professors responsibility to find students and ask if they need something Students are professionals and can take responsibility for themselves and their needs.Contact me only after checking your syllabus & assignments first Do not email me about grades after posting because grades cannot be discussed via email. SHORT PAPERS GUIDELINES There will be two short papers. The initiatory paper will include analyses exploitation a social and emotional theo ries the 2nd paper will include analyses using cognitive and learning development theories. This paper should tie together observations from your experiences with appropriate theoretical content from the class sessions. You will be given a choice of paper topics, which will be handed out later.Your papers will be graded with AF (on a % basis). All papers must be TYPED. They should each be 4-6 text pages (not including human action and reference pages) long with citations included, double-spaced in APA 5 style with title and reference pages. Turn in one hard copy & also submit on Blackboard using the assignment button. Any paper with more than 7 typos past 2 per page will be failed. After 3 grammatical errors, 20 pts will be deducted. A paper longer than 6 text pages will drop a letter grade. In other words, take the time to proof read and follow directions GRADING CRITERIA A PaperYour ideas are well create and presented cl other(a). Thorough and appropriate course content is used accurately to analyze and discuss the assigned topic. pertinent examples are included. B PaperThe course secular may be either accurately or good presented. The interrelationships between the course content and the paper topic and examples are either not clear or not integrated cl betimes. C PaperOverall, the coverage is not integrated and incomplete or inaccurate. Selection of material from one area is not based upon what materials were chosen from other areas.This paper tends to be baseally a simple repetition of readings and/or class discussions and/or personal experiences with little integration. There is little analysis, and/or there are some inaccuracies. D PaperThe course content is presented in an incomplete and isolated manner, with basic misunderstandings of course material. Examples, if presented, are fragments. F PaperThe paper is irrelevant to the course or demonstrates plagiarism. NoteLate papers will not be accepted unless arrangements for an extension are negotia ted between student and professor prior to the due date.Reminder Students guilty of or assisting others in either cheating or plagiarism on an assignment, quiz, or exam may receive a grade of F for the course and may be hang up or dismissed from the university. Refer to the University Undergraduate or Graduate Catalog and the Student Judicial Code. earliest rough drafts are strongly encouraged. Bring to class, email or fax them to me for early feedback. FCNS 432-Fall, 2009 TENTATIVE figure OUTLINE & ASSIGNMENTS DateTopic/sAssignment/s Aug. 25Intro. & Over facial expression of terms & Theories of DevelopmentChap. 1 & 2 (w/o pp. 34-38) Sept. 1Sigmund Freuds PsychoanalysisChap. 5 Sept. Life Stages Approach Eriksons Psychosocial Chap. 6 Perspective Ques. Set 1 Due 9/8 Sept. 15 Exam 1 over Chap. 1, 2, 5, & 6 minus pp. 34-38Ethology w/ AttachmentChap. 4 Sept. 22Sociobiology & Ecological TheoryChap. 4 & Chap. 2 pp. 34-38 Reading 1 Short Paper 1 Due 9/22 Sept. 29 Exam 2 over Chap. 2 (pp. 34-38), & 4 Behavioral Model Basic Assumptions & CCChap. 7 Oct. 6Behavioral Analysis Operant ConditioningChap. 7 Ques. Set 2 Due 10/6 Oct. 13 Social Learning Theory Chap. 8 Oct. 20Exam 3 over Chap. 7 & 8 PiagetChap. 9 Oct. 27Cognitive-Developmental Approach-PiagetChap. 9 Wadsworth Chap 1-2 Ques. Set 3 Due 10/27Nov. 3Cog. -Dev. PiagetWadsworth Chap. 3-6 Nov. 10Vygotsky Chap. 10 Nov. 17Information Processing Reading 2 Reserve Ques. Set 4 Due 11/17 Nov. 24 NeoPiagetians & Theories of Moral DevelopmentReadings 3 Short Paper 2 Due 11/24 Dec. 1Theories of Moral Dev. Eval. of Deval TheoriesWadsworth (ends of Chap 3-6 & pp. 160-161) & Chap. 11 Quest. Set 5 Due 12/1 Dec. 10FINAL EXAM Thursday Dec. 10 at 10-1150 a. m. over content since exam 3 E-Reserve Readings found on our Blackboard site 1. Thomas, R. M. (2005). Ecological psychology, (Ch. 11). 2. Thomas, R. M. (2005). Computer analogues and the self, (Ch. ). 3. Thomas, R. M. (2005). Kohlbergs righteous developmental model, (Ch. 14 ). FCNS 432 References (APA 6 references are double-spaced) Aldridge, J. , Sexton, D. , Goldman, R. , & Werner, M. (1997). Examining contributions of child development theories to early childhood education. College Student ledger, 31(4), 453-459. Baddeley, A. D. , & Hitch, G. J. (2000). Development of working memory Should the Pascual-Leone and the Baddeley and Hitch model be merged? Journal of Experimental Child Psypchology, 77 (2), 128-137. Barnett, D. , Butler, C. M. , & Vondra, J. I. (1999).Atypical patterns of early attachment Discussion and future directions. Monographs of the Society for look for in Child Development, 64(3), 172- 192. Blair, C. , Peters, R. , & Lawrence, F. (2003). Family dynamics and child outcomes in early intervention The role of developmental theory in the specification of effects. Early Childhood Re reckon Quarterly, 18(4), 446-446. Boom, J. , Brugman, D. , & van der Heijden, P. G. M. (2001). Hierarchical structure of moral stages assessed by a sortin g task. Child Development, 72(2), 535-548. Bowen, N. K. (2005). Histories of developmental task attainment in aggressive children and their elationship to behavior in warmness childhood. Journal of Emotional and Behavioral Disorders, 13(2), 113-124. Chen, Z. , & Siegler, R. S. (2000). Across the great divide Bridging the gap between understanding of toddlers and old childrens thinking. Monographs of the Society for query in Child Development, 65(2), 1-96. DeVries, R. (2000). Vygotsky, Piaget, and education A reciprocal assimilation of theories and educational practices. New Ideas in Psychology, 18(2-3), 187-213. DeVries, R. , Edmiaston, R. , Zan, B. , & Hildebrandt, C. (2002). What is constructivist education? Definition and principles of teaching. In R.DeVries, B. Zan, C. Hildebrandt, R. Edmiaston, & C. Sales (Eds. ), Developing constructivist early childhood plan Practical principles and activities. (pp. 35-51). New York Teachers College Press. Dilg, M. (1999). Why I am a mult iculturalist The power of stories told and untold. In M. Dilg (Ed. ), Race and refinement in the classroom Teaching and learning through multicultural education. (pp. 99-107). New York Teachers College Press. Draghi-Lorenz, R. , Reddy, V. , & Costall, A. (2001). Rethinking the development of nonbasic emotions A precise review of existing theories. Developmental Review, 21(3), 263-304.Edwards, S. (2005). Constructivism does not only happen in the individual Sociocultural theory and early childhood education. Early Child Development and Care, 175(1), 37-47. Ethridge, E. , & King, J. R. (2005). Calendar math in preschool and primary classrooms quizzical the curriculum. Early Childhood Education Journal, 32(5), 291-296. Fischer, K. W. & Pare-Blagoev, J. (2000). From individual differences to dynamic pathways of development. Child Development, 71(4), 850-853. Gelman, R. (2000). Domain specificity and variability in cognitive development. Child Development, 71(4), 854-856. Gilbert, J. L.Getting help from Erikson, Piaget, and Vygotsky Developing infant-toddler curriculum. U. of Kentucky. 12 pages. Accession No ED457968. Golbeck, S. L. (2001). Socioeconomic differences in childrens early cognitive development and their readiness for schooling. In S. L. Golbeck (Ed. ), Psychological perspectives on early childhood education Reframing dilemmas in research and practice. (pp. 37-63). NJ LEA. Griffin, S. (2004). Building number sense with Number Worlds A mathematics program for young children. Early Childhood Research Quarterly, 19(1), 173-173. Harwood, R. L. , Miller, J. G. , & Irizarry, N.L. (1995). Culture and attachment Perceptions of the child in context. NY The Guilford Press. Hodapp, R. M. (2001). Advancing findings, theories, and methods concerning children with disabilities. Monographs of the Society for Research in Child Devleopment, 66(3), 115-126. Lally, J. R, Lerner, C. , & Luire-Hurvitz, E. (2001). National survey reveals gaps in the publics and parents kn owledge about early childhood development. Young Children, 56(2), 49-53. Martin, A. , & Oliva, J. C. (2001). Teaching children about money Applications of social learning and cognitive learning developmental theories.Journal of Family and Consumer Sciences From Research to Practice, 93(2), 26-29. Parent, S. , Normandeau, S. , & Larivee, S. (2000). A quest for the Holy Grail in the new millennium In search of a unified theory of cognitive development. Child Development, 71(4), 860-861. Piaget, J. (1993). Development and learning. In M. Gauvain & M. Cole (Eds. ), Readings on the development of children (pp. 25-33). NY W. H. Freeman and Company. Piaget, J. Smith, L. (Trans. ). (2000). Commentary on Vygotskys criticisms of language and thought of the child and judgement and reasoning in the child. New Ideas in Psychology, 18(2-3), 241-259.Raines, S. C. (1997). Developmental appropriateness curriculum revisited and challenged. In J. P. Isenberg & M. R. Jalongo (Eds. ), Major trends and issues in early childhood education Challenges, controversies and insights. (pp. 75-89). New York Teachers College Press. Rothbaum, F. Pott, M. , Azuma, H. , and others. (2000). Trade-offs in the study of culture and development Theories, methods, and values. Child Development, 71(5), 1159-1161. Smetana, J. G. (1999). The role of parents in moral development A social domain analysis. Journal of Moral Education, 28(3), 311-321. Suizzo, M. A. (2000).The social-emotional and cultural contexts of cognitive development Neo- Piagetian perspectives. Child Development, 71(4), 846-849. Vondra, J. I. , Hommerding, K. D. , & Shaw, D. S. (1999). Stability and change in infant attachment in a low-income sample. Monographs of the Society for Research in Child Devlepment, 64(3), 119-144. Williams, M. M. (2000). Models of character education Perspectives and developmental issues. Journal of Humanistic Counseling, Education and Development, 39(1), 32-40. Wolfgang, C. H. (2000-2001, winter). Another view on Reinforcement in Developmentally Appropriate Early Childhood Classrooms. Childhoood Education, 77(2), 64-67. Note To cite within your text, remember there are 3 ways (a) a quote (only 3 per short paper), thusly put authors or authors last name/s, year, page in ( )s, e. g. , (Salkind, 2004, p. 34) (b) paraphrase, then put authors or authors last name/s and year in ( )s, e. g. , (Vondra, Hammerding, & Shaw, 1999) and (c) paraphrase after saying, According to Martin and Oliva (2001), . If you use 4 or more words in a row from an author you must quote them and use example a above for proper citation otherwise, you are plagiarizing = F for a grade.Not citing any theoretical construct is also plagiarizing even if you paraphrase/put in your own words. These theoretical ideas/concepts/constructs are not yours earlier It is best to cite each sentence that contains an idea that is not yours. One citation at the end of a paragraph with lots of sentences with ideas that are not yo urs is not enough Each idea must be attributed to a source, if it is not a general idea. If all the ideas in a paragraph come from 1 source, you can wrap the paragraph by citing at the beginning of the paragraph (or end of the 1st sentence) and then at the end of the paragraph.Note All papers must include a typed cover/title page & a reference page when appropriate using APA style. All papers will be graded on accuracy and thoroughness of responses. Note Your grade will be lowered at least one grade for late work. Note Come to class with your rough drafts or email them to me so that your questions about accuracy of your responses can be answered. Save your work in multiple places, e. g. , jump drive, email it, etc. Note All papers are considered late if missed the time for submission on Blackboard, usually 15 minutes before class or at the beginning of class. STUDENT identification FORMI, _____________________________________________ have been given the syllabus for FCNS 432, (plea se print entire name) Theories of Child Development for fall 2009. My signature affirms that I have read and that I understand all policies, procedures, and expectations, associated with this class. My signature also affirms that I have been given an opportunity to discuss questions regarding the syllabus and class outline during the first class session, and that I understand that it is my responsibility to seek the professors assistance if I have further questions. (students signature)(date)