1
Hunter College
of The City University of New York
Department of Educational Foundations & Counseling Programs
Fall 2008
CEDF 709.00 sec 002
E1203
W 4:30pm-7:00pm
CHILD DEVELOPMENT
Professor: Gess LeBlanc, Ph.D.
Office: 1107 West
Phone Number: (212) 772–4712
Email: gleblanc@hunter.cuny.edu
Office Hours: Tuesday, 12:00-1:00pm; Wednesday, 3:00pm-4:30pm. Additional times
scheduled by appointment.
Required Text:
Santrock, J. (2004). Child Development, 10th ed., NY: McGraw–Hill.
ISBN 0-07-282038-1
Supplementary Readings:
Supplementary readings will be distributed to further enhance your knowledge of
the topics covered in the text. You are required to read all supplementary readings and
are strongly encouraged to be prepared to discuss them during the lecture.
Course Objective:
The goal of this course is to expose students to the history, theory, and
applications of child development as they pertain to preschool and school-aged children.
The biological, cognitive, socio-emotional, and social aspects of psychological
development will be addressed with respect to children. Teacher candidates will be
expected to apply their text-based knowledge of child development to specific situations
they may encounter in the classroom.
Course Requirements:
Readings and Assignments: Teacher candidates are expected to have completed
all readings and assignments prior to class. While much of the course will focus on the
text, lectures are not taken directly from the text. It is, therefore, your responsibility to
come to class prepared so that you can fully participate in class discussions.
Blackboard Course Webpage:
Teacher candidates are required to regularly access Blackboard for all courserelated information and assignments. Supplemental readings for each lecture are
accessible through this site. You are required to read all supplementary readings and are
strongly encouraged to be prepared to discuss them during the lecture.
Fieldwork:
2
Teacher candidates are required to complete a 5 hour fieldwork experience within the
range of grades 1 through 6. Candidates are asked to seek the assistance of the
Childhood Education Director of Clinical Experiences (room W1000) for assistance in
arranging their field placement.
Course Grade:
Your final grade in the course will be based on your exam scores, assignments,
and class participation.
Midterm Exam
Case Study
Observation Report
Class Participation
35%
35%
20%
10%
Attendance:
Attendance and punctuality are expected. In the event of an emergency, you must
notify me as soon as possible. While excused absences will not count against your final
grade, unexcused absences will. More than three unexcused absences will result in a
reduction of your final grade.
COURSE OUTLINE
Date
Topic
Chapter
Pages
1
2
6-16
28-47
Child Development Overview
8/27
The History and Science of Child Development
Harold, G. T. & Hay, D. F. (2005). Normal development in middle childhood,
Psychiatry, 4:6, 3-5
Biological Processes, Physical Development, and Perceptual Development
9/3
Physical Development in Infancy,
Childhood, and Puberty
9/10
Ecological Contexts of Development
5&6
130-176
Brooks-Gunn, J. & Duncan G. J. (1997). The Effects of Poverty on Children, The Future
of Children, Vol. 7, No. 2, Children and Poverty. (Summer - Autumn, 1997), pp. 55-71.
Cognition and Language
9/17
Cognitive Developmental Approaches
7
203-229
3
Muris, P., Merckelbach, H., Meesters, C. & Karlijn, B. (2002). Cognitive Development
and Worry in Normal Children, Cognitive Therapy and Research, Vol. 26, No. 6, pp.
775–787
9/24
Language Development
10
314-332
Gleason, J.B. (2005). The development of language: An overview and preview. In J. B.
Gleason (Ed.)., The Development of Language. Boston: Pearson.
10/15 Intelligence
9
282-302
Sternberg, R. J. (2004). Culture and Intelligence. American Psychologist, Vol. 59, No. 5,
325–338
Leamnson, R. N. (2002). It's Never Too Late: Developing Cognitive Skills for Lifelong
Learning, Interactive Learning Environments, Vol. 10, No. 2, pp. 93-103
10/22 Motivation
Covington, M. R. (2000). Goal Theory, Motivation, And School: Achievement: An
Integrative Review, Annu. Rev. Psychol,. 51, 171–200
10/29
MIDTERM EXAMINATION
Socioemotional Development
11/5
Emotional Development
11
346-366
Zins, J. E., & Elias M. J. (2006). Social and Emotional Learning: Promoting the
Development of All Students, Journal Of Educational And Psychological Consultation,
17(2&3), 233–255
11/12 The Self and Identity
12
384-400
Hyde, J. S. (2005). The Gender Similarities Hypothesis, American Psychologist, Vol. 60,
No. 6, 581–592
11/19 Moral Development
14
437-453
OBSERVATION REPORT DUE
Social Contexts of Development
12/3
Family and Peers in Child Development
15
473-490
4
12/10 Schools and Schooling
16
511-517
17
540-558
Aviles, A. M.,. Anderson, T. R., & Davila, E. R. (2006). Child and Adolescent SocialEmotional Development Within the Context of School. Child and Adolescent Mental
Health Volume 11, No. 1, pp. 32–39
12/17
CASE STUDY DUE
5
Resolution on Student Academic Integrity
and Plagiarism Unanimously Adopted at
the April 29, 2003 Plenary.
Whereas, CUNY faculty are reporting an
increase in the number of plagiarized and
improperly or inadequately documented
papers they receive, and
Whereas, A University-wide program and
initiative is needed to prevent and address
problems of plagiarism and cheating by
students, and
Whereas, the easy access to material on the
Internet, including both free and for-purpose
term papers, is viewed by many faculty as a
contributing factor to this serious academic
situation, and innumerable websites on the
Internet pose a challenge for faculty who
wish to prevent plagiarism and who wish to
respond effectively and appropriately to
suspected and actual plagiarism, and
Whereas, In recent years, CUNY students
have cited plagiarism by students as one of
their issues of concern, and
Whereas, Colleges have available many
resources to deter and to verify suspected
plagiarism, such as providing to faculty
online subscription services like
turnitin.com and plagiarism.com that allow
faculty to compare papers with extensive
databases of billions of documents, and
Whereas, The Chancellery has established a
taskforce on Academic integrity,
Therefore Be It Resolved, that the UFS
recommends that the Taskforce include in its
study the possibility of subscribing to a webbased company such as turnitin.com or
plagiarism.com as well as study policies and
practices at CUNY and elsewhere, and be it
further
Resolved, that the University Faculty Senate
recommends that the work of the taskforce
be only one part of a large CUNY-wide
course of action to define academic integrity
and plagiarism, and to address and deter
problems of plagiarism, and that this larger
CUNY-wide course of action-which may be
part of the work of the Taskforce include the
education of students about the issue; faculty
development programs to provide faculty,
including adjunct faculty, with information
about best practices; and the posting of links
on the college’s and CUNY homepage to
provide students and faculty with
information that is easily available and that
can be accessed privately and as needed, and
be it further
Resolved, That should the Taskforce
recommend and the Central office concur
that CUNY shall subscribe to an online
company such as turnitin.com, the UFS
recommends that it shall be the University
policy that all CUNY students be informed
of this fact and be informed on a regular
basis so as to provide a deterrent to
plagiarizing others’ work and also to provide
a deterrent to the purchasing or barrowing of
work written by others, which might have
been plagiarized by the seller or lender of
that work, and it be finally resolved, That
the UFS recommends that the Taskforce
consult with the UFS and other relevant
groups and report its recommendations for
comment with regard to best practices,
policies, and services.
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ACADEMIC HONESTY
(p. 12 of the graduate catalog and p. 49 of the undergraduate catalog)
Any deliberate borrowing of the ideas, terms, statement, or knowledge of others without clear
and specific acknowledgement of the source is intellectual theft and is called plagiarism.
It is not plagiarism to borrow the ideas, terms statements, or knowledge of others if the source is
clearly and specifically acknowledged. Students who consult such critical material and wish to
include some of the insights, terms or statements encountered must provide full citations in an
appropriate form.
ACCESS AND ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES
We recommend that all HC students with disabilities explore the support services and register
with the OFFICE FOR ACCESS and ACCOMMODATIONS. HC students with disabilities are
protected by the Americans with Disabilities Act (ADA), which requires that they be provided
equal access to education and reasonable accommodations. In compliance with the ADA and
with Section 504 of the Rehabilitation Act, Hunter is committed to ensuring this educational
access and accommodations. For information and assistance, contact the OFFICE FOR ACCESS
and ACCOMMODATIONS in Room El124 or call (212) 772-4857 or TTY (212) 650-3230.