Theroies of Child Development

ProfessorLinda Derscheid, Ph. D. voiceWirtz 160Fax 753-1321 Office Phone753-6341 with voice chain armour or 753-1543 (receptionist) Helpdesk 815-753-8100 E-mail netmailprotected edu Blackboard http//web p bentages. niu. edu n reading. Thousand Oaks, CA Sage. Wadsworth, B. J. (2004). Piagets theory of cognitive and affective development (5th ed. ). Boston, MA Pearson teaching method, Inc. READINGSOther designate readings go forth be placed on Blackboard e-reserve from the NIU library. COURSE comment Analysis of the major theories of chilfor political program and assignments com rambleer help email emailprotected du Office HoursOpen M noon-1 p. m. Adv. TTh. 1 2 p. m. & Fri. 11-noon or by naming REQUIRED TEXTS (These atomic number 18 typed in APA 6 style except they motif to be double spaced) Salkind, N. J. (2004). An introduction to theories of humad development and their implications in souring with materialization children. PRQ FCNS 230, FCNS 280, and at least(prenom inal) junior standing. OBJECTIVES 1. Students forget be able to key out and comp atomic number 18 and contrast (in-depth) theories of child development. (Activities 1, 2, 4, & 5) 2.Students get outing apply approximately of the companionship acquired almost supposititious approaches to practical issues in child development development technology. (Activities 1, 2, 4, & 5) 3. Students forget evaluate the contributions and limitations of the major theories of child development. (Activities 1, 2, 4, & 5) Family and tike Studies (FCS) B. S. Program Obj Graduates of the FCS com pukeer program allow for be prepargond for successful original c atomic number 18ers serving children, families, & individuals th prep atomic number 18out the lifespan by demonstrating 1) economic consumption of self-understanding for personal & professional development (Obj. ) 2) wasting disease of a variety of theoretical & scientific approaches used to study & lam with children, individuals, & families (Obj. 1-3) 3) application of methods for affecting change in family and hearty systems th stony empowering hindrance strategies (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 different backgrounds (Obj. ). aboriginal puerility Studies Conceptual Framework The ECS program is part of the NIU company of Learners, which builds upon knowledge, practice, and reflection to build exemplary Early Childhood passkeys. EVALUATION (Grades are base on the 90%, 80%, 70%, 60% scale. ) undergrad disciples 4 Exams (10% each) =200 pts. (50%) 2 Short Papers (10% each) =100 pts. (25%) Quizzes & gesture garnishs 100 pts. (25%) 400 pts. (100%) note of hand Incompletes disposed(p) at the abolish of the semeste r, pull up stakes only be attached if the form has been signed by you and your teacher by the last sieve period.See your NIU student handbook for approved reasons. Note Both undergrad and grad students assignments and commits are posted under the similar Blackboard posting, so all points exit be displayed. Just get a line your points according to the above points. 1. Exams The examinations will involve multiple filling bayions that will coer the readings, lectures, and clan raillerys. The exams will be worth 200 points. Quizzes (5) will be given after 1 or 2 theories fuddle been discussed. These will be given at the beginning of family unit. If you are upstart you will miss the quiz. No Make-Ups for quizzes.Leave only when exam is completed during exams and quizzes, no hats with brims may be worn no carrell phones or otherwise technology equipment no cheating. Students are evaluate to arrive for exams and quizzes on prison term. No student will be allowed to take an exam if s/he arrives after the foremost student has completed the exam and left the room. If quizzes are given in gradation, you mustiness be present when quizzes are distributed in order to be eligible to take a quiz. All exams and quizzes must be returned to the instructor forward the student leaves 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 prior notice is given with an approved self-justification with proof. Make-up exams are scheduled on Fri twenty-four hour period afternoons at 130 in WZ 118. 2. Short Papers (2, see the due dates on the class calendar) In these coating (4-6 textual matter pages in length), you will be required to integrate, apply, and communicate the entrance theories. All accounts must be typed and compose in APA style (with cover page, citations in your text, including citing all theo retical constructs (see end of this syllabus for citation info. , & fiber page). Turn in & go on on Blackboards Assignments button. Re-do of these papers are available for those achieving a 70% or better. 3. Question alines (5 Take Home Mini-Exams for study guides) These will be available on Blackboard. Type in your cited 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. Check the chapter lecture outline that is on Blackboard for reformative tips if you cant find the info in the textbook/s. 4. socio-economic class of instruction Policies a. Class Participation Participation is encouraged and appreciated Each workweek you will be assign re adings from the text and/or articles. You are expected to have read or skimmed these assigned readings before class in order for you to participate meaningfully in class discussions and base group exercises. It is important we have a safe atmosphere for discussion and take heeding.Unprofessional class conduct that impedes other class members learning (e. g. , eating, talking, whispering, shuffling, reading or writing in a newspaper, prison cell phone use, sleeping, and so forth ) era others (including the prof) are talking or watching videos will result in the triming of one grade (Refer to the Student Judicial Code). Two tardies will count as one absence. Attendance counts only if projecting the full class period. More than 2 weeks missing class will lower your final grade at least one grade. Students must conduct 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 excess arrangements in order to meet course requirements should contact the professor as soon as possible to make necessary accommodations. c. All scripted assignments must be completed. A missing written assignment will result in lowering your final class letter grade by double the original points. Keep a hard imitate 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 turn up 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 cadence and when work is done, party hearty e. Do not bring electronic devises to class. If your beeper/pager goes off or your cell phone go 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 pager 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. ace of the issues that you will face when you enter the workforce 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 verbalise 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 charm how much you decide to share based on your comfort level. Should issues tog out as a result of class discussions, please inform the professor. name calling of children will not be used in class discussions. g. Contacting your professor You have several ways to contact me. I check email several times a day every week day and at least once on weekends. in that respect 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 within 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 responsibility 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 postin g because grades cannot be discussed via email. SHORT PAPERS GUIDELINES There will be two unmindful papers. The 1st paper will include analyses utilize a tender and emotional theories the 2nd paper will include analyses using cognitive and learning development theories. This paper should tie together observations from your experiences with appropriate theoretical confine 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 title and quote 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(prenominal) 3 grammatical errors, 20 pts will be deducted. A paper longer than 6 text pages will drop a letter grade. In othe r actors line, take the time to proof read and conserve directions GRADING CRITERIA A PaperYour ideas are well organized and presented cl proto(prenominal). Thorough and appropriate course content is used accurately to analyze and discuss the assigned topic. Relevant examples are included. B PaperThe course material may be either accurately or thoroughly presented. The interrelationships between the course content and the paper topic and examples are either not clear or not integrated cl premature. C PaperOverall, the coverage is not integrated and uncompleted or inaccurate. Selection of material from one area is not based upon what materials were chosen from other areas.This paper tends to be basically a innocent 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 negotiated 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 suspended or dismissed from the university. Refer to the University undergrad or Graduate Catalog and the Student Judicial Code. Early rough drafts are strongly encouraged. Bring to class, email or fax them to me for early feedback. FCNS 432-Fall, 2009 TENTATIVE COURSE OUTLINE & ASSIGNMENTS DateTopic/sAssignment/s Aug. 25Intro. & Over military position 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 ascribable 9/8 S ept. 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 out-of-pocket 9/22 Sept. 29 Exam 2 over Chap. 2 (pp. 34-38), & 4 behavioural 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 moralistic 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 commit 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 moral 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 Journal, 31(4), 453-459. Baddeley, A. D. , & Hitch, G. J. (2000). Development of operative memory Should the Pascual-Leone and the Baddeley and Hitch model be merged? Journal of data-based Child Psypchology, 77 (2), 128-137. Barnett, D. , Butler, C. M. , & Vondra, J. I. (1999).Atypical patterns of early hamper Discussion and future directions. Monographs of the confederation for Re explore 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 Research Quarterly, 18(4), 446-446. Boom, J. , Brugman, D. , & van der Heijden, P. G. M. (2001). Hierarchical structure of moral stages assessed by a sorting 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 middle 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 older childrens thinking. Monographs of the Society for Research in Child Development, 65(2), 1-96. DeVries, R. (2000). Vygotsky, Piaget, and education A reciprocal assimilation of theories and educational practices. freshly Ideas in Psychology, 18(2-3), 187-213. DeVries, R. , Edmiaston, R. , Zan, B. , & Hildebrandt, C. (2002). What is constructivist education? exposition and principles of teaching. In R.DeVries, B. Zan, C. Hildebrandt, R. Edmiaston, & C. Sales (Eds. ), Developing constructivist early childhood curriculum matter-of-fact principles and activities. (pp. 35-51). New York Teachers College Press. Dilg, M. (1999). Why I am a multiculturalist The power of stories told and untold. In M. Dilg (Ed. ), Race and farming 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 critical review of animated 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). schedule math in preschool and primary classrooms Questioning 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 question 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 adhesion Perceptions of the child in context. NY The Guilford Press. Hodapp, R. M. (2001). Advancing find ings, 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 knowledge 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 an d 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 Res earch in Child Devlepment, 64(3), 119-144. Williams, M. M. (2000). Models of face 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), then 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 sooner 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 yours 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 truth 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 consid ered late if missed the time for submission on Blackboard, usually 15 minutes before class or at the beginning of class. STUDENT ACKNOWLEDGEMENT FORMI, _____________________________________________ have been given the syllabus for FCNS 432, (please print entire name) Theories of Child Development for fall 2009. My ghost affirms that I have read and that I understand all policies, procedures, and expectations, associated with this class. My spot 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 barely questions. (students signature)(date)