EDUC 513
Human Development (3 units)
Instructor: Noriyuki Inoue, Ph.D.
Email: inoue@sandiego.edu
Office: AW 2-107
Telephone: 619-260-7669
Course Description
This course is an inclusive interdisciplinary study of human development that aims to establish a deep
understanding of the cognitive, physical, social, moral, and personality development, and their relationship
to learning in an educational context. The emphasis is placed on a holistic understanding of human
development, the roles of community, and the socio-cultural foundation of human development. Students
will establish an in-depth understanding of human development from early childhood to middle adulthood,
and consider its implications for educational practices.
Course Objectives/Candidate Outcomes
Upon completion of this course the student will be able to demonstrate:
Academic Excellence & Critical Inquiry and Reflection
 Knowledge of the major developmental theories and research related to education.
 Knowledge of the important educational implications from contemporary theories and research on
cognitive, social, affective, and personality development.
 Knowledge of the strengths and limitations of applying key developmental theories and research
implications in education.
 Knowledge of the strengths and limitations of the research and assessment methodologies used in the
research on human development.
 Knowledge of the growth and development of children at risk, children who are developmentally
delayed, and children with established disabilities.
 Knowledge of how children grow and function at home, school, and other social settings.
 Knowledge of the role of the family, school, community, and diverse cultural contexts in the growth
and development of all children.
Community and Service
 Understanding of social, cultural, and historic roots of human development.
 Skills and disposition in order to be a constructive participant in the discussion on human development
in education.
 Understanding of the applications of electronic communication forums for purposes of professional
growth, research, and instruction.
Ethics, Values and Diversity
 Knowledge of the developmental research targeted towards under-represented students’ approach and
attitudes to school learning
 Skills to apply the implications from key developmental research to support under-represented
students’ learning in school.
 Disposition to support diverse students’ learning by considering the social, cultural, and historic factors
in teaching, and assessing their learning
Textbooks/Reading
Textbook
Crain, W. (2005). Theories of Development: Concepts and Applications. (5th Ed.)
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Reserved readings
These materials are available on the class WebCT (webct.sandiego.edu). Please use your USD email
ID/password for WebCT.
Abbeduto, L. (2002). Taking Sides: Clashing Views on Controversial Issues in Educational Psychology
(2nd Ed.). Issue 8
Amabile, T., & Hennesey, B. (1992). The motivation for creativity in children. In A. Boggiano & T.
Pittman (Eds), Achievement and motivation: A social-developmental perspective (pp.54-74). New York:
Cambridge University Press.
Bruner, J. (1983). Child's Talk: Learning to Talk: Learning to Use Language. New York: W.W. Norton
&Company. Chap. 1-2.
Covington, M. V. (1992). Making the Grade: A Self-Worth Perspective on Motivation and School Reform.
Chap. 6
Deci, E. L. (1995). Why We Do What We Do: Understanding self-motivation. Chap. 5.
Erikson, E. (1963). Eight ages of man. In Childhood and Society.
Fromm. E. (1976). To Have or To Be? New York: Harper & Row, Publishers. pp. 15-pp. 27.
Gardener, H. & Walters, J. (1982). A rounded version. In Multiple Intelligences: The Theory in Practice.
Gilligan, C. (1982). Woman's place in man's life cycle. In Different Voice: Psychological Theory and
Women's Development. Harvard University Press.
Ginsburg, H. P. (1988). Piaget's Theory of Intellectual Development. Chap. 1
Gladwell, J. (1988). Do parents matter? New Yorker.
Grirotto, V. & Light, P. (1992). The pragmatic bases of children's reasoning. In P. Light & G. Buttterworth
(Eds.), Context and Cognition. Laurence Erlbaum Associates.
Gulluame, P. (2000). The double bind: The intimate tie between behavior and communication.
Hatano, G. & Inagaki, K. (1992). Desituating cognition through the construction of conceptual knowledge.
In P. Light & G. Buttterworth (Eds.), Context and Cognition. Laurence Erlbaum Associates.
Hess, R. D., Azuma, H., Kashiwagi, K., Dickson, W. P., Nagano, S., Halloway, S., Miyake, K., Price, G.,
Hatano, G., & McDevitt, T. Family influences on school readiness and achievement in Japan and the
United States: An overview of a longitudinal study. In H. Stevenson, H. Azume, & K. Hakuta (Eds.), Child
Development and Education in Japan. Freeman. (1986).
Kohlberg, K. (1968). The child as a moral philosopher. Psychology Today.
Kohn, A. (2005). Unconditional teaching. Educational Leadership
Kohn, A. (2003). What does it mean to be well-educated? Principal Leadership
Kohn, A. (2001). Five good reasons to stop saying "Good job!" Young Children
Kohn, A. (1997). Students don't 'work' -- They Learn. Education Week
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Kohn, A. (1997). How not to teach values: A critical look at character education. Phi Delta Kappan,
February.
Kohn, A. (1994). The truth about self-esteem. Phi Delta Kappan
Markus, H., & Kitayama, S. (2003). Culture, self, and the reality of the social. Psychological Inquiry, 14,
277-283.
Maslow, A. H. (1954), Self-actualizing people: A study of psychological health. In Motivation and
Personality.
Ogbu, J. (1993). From cultural differences to differences in cultural frame of reference. In Patricia M.
Greenfield & Rodney R. Cocking (Eds.), Cross-cultural roots of minority child development. Hillsdale, NJ:
Erlbaum.
Piaget, J. (1961). The genetic approach to the psychology of thought. Journal of Educational Psychology.
Piaget, J. (1968). The mental development of the child. In Six Psychological studies.
Rogoff, B. (1993). Children’s Guided Participation and Participatory Appropriation in Sociocultural
Activity. In R.H. Wozniak& K.W. Fischer (Eds.), Development in context: Acting and Thinking in Specific
Environments (pp.121-153). Hillsdale, NJ: Lawrence Erlbaum Associates.
Selman, R. L. & Selman, A. P. (1980). Social and personality development. In The Growth of Interpersonal
Understanding.
Uttal, D. H. (1995). Beliefs, motivation, and achievement in mathematics: A cross-national perspective. In
M. Carr (Ed.), Motivation in Mathematics. Cresskill, NJ: Hampton Press, Inc.
Vygotsky, L.S. (1962). The development of scientific concepts in childhood. In Thought and language.
Cambridge, MA: MIT Press.
Additional readings may be handed out in class.
Course Requirements/Activities
Class participation/assignments: You are required to actively participate in class discussions, online
activities, project presentations and questions and answer sessions. Your preparation for the class and
active contribution to the class constitutes a essential part of the learning activity in the course.
Occasionally, you will be given assignments. (There will be no make up for in-class assignments. Please
make sure that you attend all the sessions.)
Theoretical presentation: You will sign-up for at least one of the readings with * in the reading list, and
present the research findings/implications/essential ideas discussed in the reading. Your presentation needs
to address key theoretical issues discussed in the article and open up an essential discussion that are
relevant to teaching. A set of guiding questions will be given to you one week prior to your presentation.
The entire presentation is expected to be about 15 minutes followed by 5-10 minutes of Q&A session. The
use of PowerPoint is required.
Essay exams: There will be two essay exams that are take-home, open-textbook, essay style. You are
expected to give clear and insightful answers to the exam questions based on our class discussions and
readings. The second essay exam requires observations of the students at different developmental stages.
Completing each exam would 2 to 3 hours, depending on your progress.
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Final project: You will identify a topic of your interest related to human development and develop a small
pilot study on the topic. First, you will identify your own research question, locate at least three relevant
literature, critically examine what needs to be done to answer your question, design a small study on the
topic, and submit a 3-6 page proposal of your project. After receiving feedback from your peers/instructor,
you will actually conduct the study with at least n=4, analyze the result, and submit the final paper. More
detailed guidelines will be given in class.
(Extra point project: You are encouraged to propose an extra point project of your own. The proposal
must be approved by the instructor before you actually work on the project. Be creative in devising
interesting and substantial projects. The points you can add with the extra point project depend on the
quality of your project. This is not a mandatory assignment.)
Assessment Plan/Grading Criteria/Rubric
The final grade is calculated based on the following criteria:
Class participation/assignments: 10%
Theoretical presentation: 10%
Essay exam: 40% (1st exam 20%, 2nd exam 20%)
Final project: 40% (Proposal 5% , Final paper 45%)
The following table shows the correspondence between letter grades and 100 point scale scores.
Letter grade
A
AB+
B
BC+
C
CD+
D
DF
100 pt score
9490-93
87-89
83-86
80-82
76-79
73-75
69-72
66-68
63-65
60-62
0-59
Equivalent score
96
92
88
85
81
78
74
71
67
64
61
0
Course Outline
Dates
Topics
Reading assignments
Week 1
Introduction, overview of the course
Philosophical foundations of developmental theories
Week 2
Paradigms of developmental theories
Nature vs. nurture
Multi-dimensional approaches to human development
Crain Chap. 1
Week 3
Behavioristic theories of human development
Social learning theory
Information processing perspectives
Multiple intelligences and brain research on development
Crain Chap. 8, 9
Gladwell (1988) *
Gritto et al. (1992) *
Kohn (2005) *
Week 4
Cognitive development I
Piaget's theory of cognitive development
Crain Chap. 6
Piaget (1960, 1968) *
4
Cognitive constructivism
Clinical interview and observational method
Ginsburg (1988) *
Abbeduto (2002) *
Week 5
Cognitive development II
Vygotskian theories of cognitive development
Situated cognition and apprenticeship in thinking
Essay exam #1 is handed out
Crain Chap. 10
Vygotsky (1962) *
Rogoff (1993) *
Hatano et al (1992) *
Week 6
Cognitive development III
Cognitive development in social context
Motivational development
Final project guideline is handed out
Essay exam #1 due
Deci (1995) *
Amabile et al (1992)*
Kohn (2001) *
Week 7
Moral development: Understanding diverse moral standards
Kohlberg's theory of moral development
Contemporary theories of moral development
Crain Chap. 7
Kohlberg (1968) *
Gilligan (1982) *
Kohn (1997) *
Week 8
Language development
Communicating meanings in diverse contexts
Role of parents and family
Comparative studies on human development
Final project proposal due
Crain Chap. 17
Bruner (1983) *
Uttal (1995) *
Hess et al (1986)*
Week 9
Psychodynamic theories of development
Freudian perspective of personality development
Post-Freudian perspectives of personality development
Week 10
Psycho-social development: Self-concept in social contexts
Eriksonian theory of development
Culture and epistemology
Essay exam #2 is handed out
Crain Chap. 11, 16
Guillaume (2002)*
Kohn (1994) *
Covington (1992) *
Crain Chap. 12
Erikson (1963) *
Markus et al (2003) *
Ogbu (1993) *
Week 11
Summary: Human development in a multicultural society
Developmental research and school reform
Integrating different perspectives
Essay exam #2 due
Week 12
Library day
Week 13
Final interview project presentations I
Final project due
Week 14
Final interview project presentations II
Crain Epilogue
Kohn (2003) *
Kohn (1997) *
Fromm (1976) *
Maslow (1954) *
* These articles are for theoretical presentations. Please sign up for your presentation in class.
Other information
Cancellation of class
The class might be canceled due to unavoidable reasons. Also, your instructor may be late or cannot come
to class due to unforeseeable reasons. In case no information is given to you and the instructor does not
come to class for 20 minutes, please regard the class was cancelled. If a class was canceled, the assignment
due in the class will be due next time.
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Disabilities
If you have a special need that may affect learning activities, please notify the instructor at the beginning of
the course. Special arrangements could be made depending on the need and condition.
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