ARKANSAS TECH UNIVERSITY
ECED 3033
CHILD DEVELOPMENT
Organizing Theme: The Early Childhood Educator is a lifelong learner who uses reflective
decision making to implement developmentally appropriate practice.
Catalog Description: Must be taken concurrently with ECED 3023. A study of the physical,
cognitive, and psychosocial development of the individual beginning with the prenatal period
and continuing through early adolescence. This course includes on-site field experiences in
a variety of settings for young children.
Text Required for Course: Santrock, J. Child Development. Boston, MA:
McGraw Hill.
TaskStream: You can pay for the six years at $120.00, five years at $111.00, four years at $99.00
three years at $85.00, two years at $65.00, a full year at $39.00, or by the semester and summer
at $25.00 each. You must pay on-line with a credit or debit card at the following address:
http://www.taskstream.com Questions can be addressed to 1-800-311-5656. NOTE: You selfenroll in Taskstream.
Justification/Rationale for the Course: The rationale for this course is to provide preservice
Teachers with knowledge of child development that will enable them to understand children as
individuals and to plan in response to the unique needs and potentials of children.
ECED Conceptual Framework Focus:
Standards:
SS-Arkansas Teacher Licensure Standards
NAEYC-National Association for the Education of Young Children.
Course Objectives: It is anticipated that upon completion of this course students will be able to:
1. Define what is meant by development and describe the nature of developmental
change. (SS: 3.1.1) (NAEYC: 1.a, 1.b, 2.c, 4.b)
2. Identify methods of studying children. (NAEYC: 3.a, 3.b, 3.c, 4.b)
3. Compare and contrast theories of development. (SS: 3.1.1) (NAEYC: 1.b, 2.c, 4.a,
5.c)
4. Describe principles of heredity that provide the biological foundation for human
development. (SS: 4.1.1) (NAEYC: 1.b, 5.c)
5. Identify the conditions that affect the prenatal development of the child. (NAEYC:
1.a, 1.b, 1.c, 3.c, 5.c)
6. Discuss prenatal development. (NAEYC: 1.a, 1.b, 1.c, 3.c, 5.c)
7. Describe the physical, cognitive, and psychosocial development of the first two
years of life. (SS: 3.1.1; 3.1.5;3.1.7;3.1.9;4.1.2) (NAEYC: 1.b, 5.c)
8. Describe the physical, cognitive, and psychosocial development of early childhood.
SS: 3.1.1) (NAEYC: 1.a, 1.b, 2.c, 4.b)
9. Describe the physical, cognitive, and psychosocial development of middle
childhood. . (SS: 3.1.1; 3.1.5;3.1.7; 3.1.9; 4.1.2) (NAEYC: 1.b, 5.c,)
10. Define multicultural issues related to child development. (SS: 4.1.1; 4.1.2;4.1.3)
(NAEYC: 1.b, 1.c, 4.a, 5.a)
Methods of Instruction: The delivery of instruction in this course will include lecture, discussion,
videos, and cooperative group efforts. Students will be encouraged to participate and contribute
to class dialogue.
Assessment: Written examinations, checklists, and rubrics will serve to evaluate comprehension
and application of concepts and skills in human development.
All work submitted should be of professional quality, neatly presented, grammatically correct
and free of spelling and punctuation errors. All late assignments will be handed to the Professor
in his office (Crabaugh 102). All late assignments will require the Professors signature and date
on the submitted document. Late assignments may be reduced in grade by one point for every
class period they are late
All formal assignments must be in APA Style (APA Internet Site:
http://www.vanguard.edu/faculty/ddegelman/index.cfm?doc id+796)
Abstracts are not required
Assignments:
1. Research Project:
Investigate an issue or concept related to child development. The written report
(from more than seven sources) should be approximately 10 to 12 typewritten
pages (double spaced). This can be on any relevant topic related to child
development. (APA Style) (20 points) You will submit this assignment on
TaskStream. Due by Nov. 28
2.
Discussion Papers and Video Assignments:
Respond to sets of questions distributed in class related to course topics.
Responses should be paraphrased rather than quoted directly from text, although
you may use the text or class notes, and when possible should include personal
experiences, commentary, and reflective statements. This is a group project.
(20 points)
3.
4.
Examinations: (Four @ 100 points each )=(400 points)
Board Game- Group project- working with 2 other students you will develop a
board game for a 7 year old. 10 pts.
5. TV Program- develop a concept for a tv show for preschoolers. 10 pys.
6. Class Participation, Reviews, Field Trips & Dispositions
7. Quality and Timeliness of Work:
All work submitted should be professional quality, neatly presented, grammatically
correct and free of spelling and punctuation errors.
Grading:
1.
2.
3.
4.
5.
Research Project
Discussion Papers
Board Game
TV Program
Exams (4 @ 100 points each)
20 points
20 points
10 points
10 points
400 points
Total Points
460 points
Scale:
A = 90 – 100 %
B = 80 – 89 %
C = 70 – 79 %
D = 60 – 69 %
F = 59 -- Below
Policy on Absences, Cheating, Plagiarism, etc.: Punctual and regular attendance is vital to your
success as a student and as a teacher. Frequent absences (6 or more) from class will result in the
lowering of the student’s final grade. Your active participation in class exercises and discussion is
vital to your growth and development as a reflective practitioner and decision-maker. Refer to
your Arkansas Tech Student Handbook for the university policy concerning cheating and
plagiarism.. Reports and papers should be paraphrased rather than "copied" directly from the
author. Proper credit should be given to authors.
Course Content:
I.
Development and the Nature of Developmental Change.
a. What is Meant by Development
b. The Nature of Developmental Change
c. Three Domains of Developmental Psychology
d. Historical Contributions to the Study of Developmental
Psychology
e. Basic Issues in Developmental Psychology
f. Development Issues in Other Cultures
II.
Methods of Studying Children
a. What is Observation?
b. Purposes of Observation
c. Observation and Privacy
d. Anecdotal Records, Checklists, Case Studies
III.
Theories of Development
a. The Nature of Developmental Theories
b. Psychodynamic Developmental Theories
c. Behavioral Learning and Social Learning Developmental Theories
d. Cognitive Developmental Theories
e. Contextual Developmental Theories
f. Cultural Context and Cognitive Development
IV.
Principles of Heredity
a. Transference of Genetic Information
b. Cell Division
c. Genotype and Phenotype
d. Dominant and Recessive Genes
e. Major Chromosomal Abnormalities
f. Gene-Based Abnormalities
g. Influences of Heredity and Environment
V.
Conditions that Affect the Prenatal Development of the Child
a. Critical Period
b. Maternal Age and Characteristics
c. Diseases, Drugs, Nonmedicinal Drugs, Environmental Hazards,
Teen-Age Pregnancy, Diet and Nutrition
d. Attitudes Regarding Prenatal Development in Other Cultures
VI.
Discuss Prenatal Development
a. Process of conception
b. Germinal Stage, Embryonic Stage, and Fetal Stage of Prenatal
Development
VII.
Physical, Cognitive, and Psychosocial Development of the First Two
Years of Life: Typical and Atypical Development
a. Physical Development
Physical Characteristics, Methods for Assessing the Newborn,
Development of the Nervous System, Infant's Sensory Abilities,
Nutritional Requirements
b. Cognitive Development
Perception and Cognition, Early Perceptual Abilities, Sensor motor
Development, Language Development, Classical and Operant
Conditioning, Imitation
c. Psychosocial Development:
Attachment Formation, Emotions, Temperament, Relationships
between Child and Parents, Development of Autonomy
d. Children with Developmental Delays
e. Cross-Cultural Variations in Development
VIII.
Physical, Cognitive, and Psychosocial Development of Early
Childhood: Normal and Atypical Development
a. Physical Development:
Influences on Normal Physical Development, Sensory
Development, Brain Development, Bladder and Bowel Control,
Effects of Children's Physical Growth
b.
c.
d.
IX.
Cognitive Development:
Thinking in Preschoolers, Language Acquisition, Language and
Thought
Psychosocial Development:
Play in Early Childhood, Relationships with Parents, Siblings, and
Peers, Gender Development
Cross-Cultural Perspectives
Physical, Cognitive, and Psychosocial Development of Middle
Childhood: Normal and Atypical Development
a. Physical Development:
Variations in Height and Weight, Motor Development, Health and
Illness, Effects of Growth on Thinking and Feeling
b. Cognitive Development:
Piaget's Concrete Operational Skills, Information-Processing Skills,
Language Development, Approaches to Intelligence
c. Psychosocial Development:
Sense of Self, Erickson's Theory, Peer Relationships, Family
Relationships, School Influences
d. Cross-Cultural Perspectives
References:
Billman, J. & Sherman, J. (1996). Observation and participation in early childhood
settings: A practicum guide. Needham Heights, MA: Allyn & Bacon.
Beatty, J.J. (1986). Observing development of the young child. Columbus, OH: Merrill.
Bower, E.; Ilgaz-Carden, A.; Noori, K. (1982). Measurement of play structures: crosscultural considerations. Journal of Cross-Cultural Studies. 13(3), 315-319.
Brazelton, T. (1989). Toddlers and parents: A declaration of independence. New York:
Delta/Seymour Lawrence.
Bredekamp, S. (1997). Developmentally appropriate practice in early childhood
programs serving children from birth through age 8 (rev. ed.). Washington,
D.C.: National Association for the Education of Young Children.
Bronfenbrenner, U. The ecology of human development: Experiments by nature and by
design. Cambridge, Mass.: Harvard University Press, 1979.
Brookhart, S. M. (2004). Grading. Upper Saddle River: Person Education.
Chomsky, N. (1994), Language and thought. Wakefield, R.I.: Moyer Bell Publishers.
Dewey, J. (1998). How We Think (Rev. ed.). New York: Houghton Mifflin.
Elkind, D. (1981). The hurried child: Growing up too fast too soon. Reading, MA:
Addison-Wesley.
Henniger, M. L. (2004). The Teaching Experience:An Introduction to Reflective
Practice. Person Prentice Hall. Upper Saddle River.
Jacobsen, D. A. (2003). Philosophy in Classroom Teaching (2nd ed). Upper
Saddle River: Merrill Prentice Hall.
Feeney, S.& Freeman, N. (1999). Ethics & the early childhood educator. Washington,
DC: National Association for the Education of Young Children.
Lasley, T. J., & Matczynski, T. J. (1997). Strategies for Teaching in a
Diverse Society: Instructional Models. Belmont: Wadsworth.
Martin, D. B. (1999). The Portfolio Planner: Making Professional Portfolios
Work for You. Upper Saddle River: Merrill Prentice Hall.
Piaget, J., & Inhelder, B. (1969). The psychology of the child. New York: Basic Books.
Provenzo, E. F., Jr. (1999). The Internet and the World Wide Web for
Preservice Teachers. Needham Heights: Allyn & Bacon.
Santrock, J.W. (2004). Children (8th) McGraw Hill, Boston.
Seifert, K. & Hoffnung, R. (1997). Child and adolescent development. New York:
Houghton Mifflin Company.
Shorall, E. P. (2004). Pass the Praxis: The Principles of Learning and
Teaching. Upper Saddle River: Merrill Prentice Hall.
Smilansky, S. (1986). The effects of sociodramatic play on disadvantaged preschool
children. New York: Wiley.
Spodek, B., & O.N. Saracho (1994). Dealing with individual differences in the early
childhood classroom. New York: Longman.
Vygotsky, L. (1962). Thought and language. Cambridge, Mass.: MIT Press.
Timeline (Tentative)
The professor reserves the right to make any changes deemed necessary to the
timeline.
UNIT 1. CHILD DEVELOPMENT THEORY- Theory, Biological Beginnings & The Study of
Child Development. Test 1.
UNIT 2. PHYSICAL DEVELOPMENT. Test 2.
UNIT 3. COGNITIVE DEVELOPMENT- Test 3.
UNIT 4. SOCIAL/EMOTIONAL DEVELOPMENT- Test 4.
Assignments:
Research Paper- Select a topic you are interested in for your research project.
Investigate an issue or concept related to child development. The written report (from
more than seven sources) should be approximately 10 to 12 typewritten pages (double
spaced). This can be on any relevant topic related to child development. (APA Style)
(20 points) You will submit this assignment on TaskStream. Due by Nov. 28
Board Game- Work with your group partners to develop a board game for an 8 year old.
With your group determine how the game will work, develop a game board and set of
instructions. Be prepared to play the game with the entire class. (10 pts.)
Tv Program- Work with your group to develop a concept for an educational tv program
for preschoolers. Explain the program such as characters, ideas/concepts you wish to
convey, etc. (10 pts.)
Group Tests- Within your group you will be given a question that may or may not have
a correct answer. You may use lecture notes, text, or personal experiences to support
your answer. Respond to sets of questions distributed in class related to course topics.
Responses should be paraphrased rather than quoted directly from text, although you
may use the text or class notes, and when possible should include personal experiences,
commentary, and reflective statements. This is a group project. (20 points)