Chabot College
Fall 2001
Replaced Fall 2010
Course Outline for Early Childhood Development 52
CHILDHOOD and ADOLESCENCE
Catalog Description:
52 - Childhood and Adolescence
3 units
Development of the child from elementary school age through adolescence; physical,
intellectual, social and personality factors. Emphasis on the continuity, observation,
scientific methods, and stages of development. 3 hours.
[Typical contact hours: 52.5]
Prerequisite Skills:
None.
Expected Outcomes for Students:
Upon completion of the course, the student should be able to:
1.
2.
3.
4.
5.
demonstrate understanding, analyze, and appreciate basic concepts of
development;
notice and value the continuity and the diversity in human development;
communicate effectively in the classroom and in the community in the best
interest of the children and adolescents;
articulate awareness of both typical developmental tasks and special needs of
children and adolescents, and the community resources to positively address them;
demonstrate ability to observe children and adolescents and research current
trends with objectivity, respect, and appreciation.
Course Content:
1.
2.
3.
4.
Lifespan perspective on human development: continuity, change, and diversity
Theoretical framework for the study of development and the contributions of
theorists and researchers:
a.
Piaget
b.
Erikson
c.
Kohlberg
d.
Gardner
e.
Gilligan
Development of the whole child in middle childhood
a.
Physical development: growth, health, motor skills
b.
Cognitive development: information processing, language, school
c.
Personality/social/emotional development: self-concept, influence of
family and peers, stress and resilience
Development of the adolescent
a.
Physical development: puberty, health, motor development
b.
Intellectual/cognitive development: abstract thought, moral development,
Chabot College
Course Outline for ECD 52, Page 2
Fall 2001
5.
6.
7.
8.
school
c.
Personality/social/emotional development: identity, relationships with
parents and peers, journey to emotional and economic independence
Developmental tasks
a.
Childhood
1.
Industry
2.
Skills: physical, intellectual, social
3.
Competence and creativity
4.
Self-esteem
5.
Values, attitudes, behavior
b.
Adolescence
1.
Toward identity, independence, intimacy, interdependence
2.
Becoming a contributing and connected member of society
3.
Choosing and preparing for a career
4.
Continuing education
5.
Internalizing values
Special needs and issues
a.
Families: nuclear, extended, combined, single parent; supportive and
dysfunctional
b.
Health/Nutrition: eating disorders, stress, resilience, abuse
c.
Learning styles, learning disabilities, giftedness
d.
Behaviors: pro-social, anti-social, at-risk
e.
Diversity: cultural, gender, ability
1.
Facing stereotypes
2.
Addressing bias and unfairness
3.
Appreciating differences and similarities
f.
Late/extended adolescence
Types of child study techniques and research studies
Overview of continuing lifespan: young adult, middle and older age
Methods of Presentation:
1.
2.
3.
4.
5.
Textbook and experiential assignments
Media such as videos, Internet search, simulations
Community resources/guest speakers
Student research of relevant topics and community resources
Lecture, discussion, cooperative learning groups, observations, interviews,
reports, hands-on learning activities to demonstrate and to accommodate a variety
of teaching/learning styles.
Assignments and Methods of Evaluating Student Progress:
1.
Typical Assignments
a.
Research project:
1.
Research a related topic of interest with a partner. Use a minimum
Chabot College
Course Outline for ECD 52, Page 3
Fall 2001
b.
2.
of three sources. Prepare a written report with a bibliography and
make copies for each member of the class. You will also give an
oral presentation to the class.
Reading and writing:
1.
Experiential assignments: observations and interview of children.
Observe a six-year-old child in an childcare setting for 30 minutes.
Write down everything the child does and says as well as those
things that are said to the child and happen around the child. Your
typed observation should be in a flowing narrative style with a lot
of detail but without judgements as to the behavior or abilities that
you observed. Assessment and analysis of the child's
developmental level will be a future assignment.
2.
You will prepare a study guide while reading Chapter 11 of Berk.
This will be in outline form and contain the most important aspects
of each section of the chapter.
Methods of Evaluating Student Progress
a.
Methods: essay examination questions:
1.
Describe the similarities and differences between Piaget and
Erikson.
2.
List and describe the last four of Erikson's eight crises of
development. Your response will be evaluated by quality based
upon content and presentation.
b.
Frequency of evaluation:
1.
Six study guides
2.
One Midterm and a Final Examination
3.
One or two research projects
4.
Frequent Experiential assignments and class activities
5.
Class attendance and participation
Textbook(s) (typical):
1.
2.
Infants, Children, and Adolescents, 3rd edition, Berke, Laura E., Allyn and Bacon,
1999
A Child's World, Papalia, Diane E., Sally Wendkos Olds, and Ruth Duskin
Feldman, 5th edition, McGraw-Hill, 1999
Special Student Materials:
None.
tf: A:\CURRICUL\FALL 00\ECD 52.DOC
Revised 11-15-00