(EDI 610) Advanced Studies in Child Development (GTC)
Syllabus of Record
Catalog Description: Theories and research methods and findings related to the
intellectual, emotional, perceptual, social, and personality development of the young school
child. Three credits.
Unit Mission, Philosophy, Values:
Our Mission:
“Teaching, Leading and Learning in a Democratic Society”
The College of Education prepares candidates who enhance the individual growth of their
students while working to establish policies and practices that promote the principles of
democratic education. The College articulates this mission as Teaching, Leading, and
Learning in a Democratic Society.
Philosophy:
Student Potential, Ethical Implications
Believing that schools function as social and political entities as well as for the growth of
individuals, the College of Education prepares teachers and leaders
a) to enhance the academic and personal potential of their students
b) to evaluate the social and ethical implications of educational policies and practices.
Values:
“Expertise, Equity, Liberal Education, Social Responsibility”
The College of Education values expertise to guide our practice, equity to guide our
interactions, liberal education to guide our perspectives, and social responsibility to guide
our commitment to democratic education. We value these ideals in our preparation of
candidates, our development of faculty, and our relationships with the larger community we
serve.
Unit and Program Standards:
Common Unit Standards: Michigan Department of Education (MDE), National Council for the
Accreditation of Teacher Education (NCATE)
Course Standards and Assessments:
INTASC: Research Presentation: Child Development Theories and Theorists
KNOWLEDGE
2.K.1 The teacher understands how learning occurs--how students construct knowledge,
acquire skills, and develop habits of mind--and knows how to use instructional strategies
that promote student learning.
2.K.2 The teacher understands that students' physical, social, emotional, moral and
cognitive development influence learning and knows how to address these factors when
making instructional decisions.
2.K.3 The teacher is aware of expected developmental progressions and ranges of individual
variation within each domain (physical, social, emotional, moral and cognitive), can identify
levels of readiness in learning, and understands how development in any one domain may
affect performance in others.
DISPOSITIONS
2.D.1 The teacher appreciates individual variation within each area of development, shows
respect for the diverse talents of all learners, and is committed to help them develop selfconfidence and competence.
2.D.2 The teacher is disposed to use students' strengths as a basis for growth, and their
errors as an opportunity for learning.
Major Topics:
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Children’s Developmental Stages
Theories and methods in child growth
A Continuum of Development
Brain Research
Special Populations and Development
Parenting and Family issues
Social and Emotional Development
Course Knowledge Base
Allen, K. Eileen & Marotz, L. (2003). Developmental Profiles: Pre-birth through
Twelve. Clifton Park, New Your: Delmar Learning
.
Bodrova, Elena & Leong D. (1996). Tools of Mind: The Vygotskian Approach to Early
Childhood Education. Englewood Cliffs, New Jersey: Merrill.
Brosterman, Norman. (1997). Inventing Kindergarten. New York: Henry Abrams.
Crain, William. (2000). Theories of Development. Upper Saddle River, New Jersey:
Prentice Hall.
Edwards, Carolyn & Gandini, L. (1995). The Hundred Languages of Children. Norwood, New
Jersey: Ablex Publishing.
Hainstock, Elizabeth. (1997). The Essential Montessori. New York: Plume Books.
Heimann, Mikael. (2003). Regression Periods in Human Infancy. Mahwah, New Jersey:
Lawrence Erlbaum Associates.
Hughes, Fergus P. (1995). Child, Play and Development. Boston: Allyn and Bacon.
Junn, Ellen N. & Boyatzis, Chris J. (2004). Annual Editions: Child Growth and Development
2004/2005. Guilford, Connecticut: McGraw-Hill /Dushkin.
Lefrancois, Guy. (1995). Theories of Human Learning. Pacific Grove, CA: Brooks/Cole
Publishing.
Marshak, David. (1997). The Common Vision: Parenting and Educating for Wholeness. New
York: Peter Lang.
Mooney, Carol. (2000). An Introduction to Dewey, Montessori, Piaget and Vygotsky. St.
Paul,MN: Red Leaf Press.
Robson, Sue & Smedley, S. (1996). Education in Early Childhood. Great Britain: David
Fulton Publishers.
Santrock, John. (1996). Child Development. Madison, Wisconsin: Brown and Benchman