College of Education
Learn. Lead. Inspire. Transform.
EDF 3122 Learning and the Developing Child
Contact Person: Dr. Stephen Graves sgraves@sar.usf.edu
Course Description: PR: A General Psychology course and admission to the COE.
Preadolescent child growth and development, learning theory, and behavioral analysis
applied to instruction and to the organization and management of classrooms.
Goals and Objectives: The overall goal of this course will be to reconcile the apparent
dichotomy between theory/research and practice as related to the education of students.
Goal 1: To learn about child growth and development and the influences on school
performance.
a. Acquire knowledge and understanding of principles, patterns, and influences
on development (i.e. heredity and environment) including the effects of time.
b. Acquire knowledge and understanding of patterns of physical growth and
development.
c. Acquire knowledge and understanding of the patterns of cognitive and
linguistic development.
d. Acquire knowledge and understanding of value (moral) development.
e. Acquire knowledge and understanding of social and emotional development.
f. Develop the ability to apply and relate developmental principles and
information to school-related examples and situations.
Goal 2: To become familiar with learning theory and methods for measuring
learning and intelligence.
a. Acquire knowledge and understanding of basic principles of learning as they
relate to performance and behavior change in educational situations.
b. Acquire knowledge and understanding of basic principles of a cognitive
approach to learning.
c. Acquire knowledge and understanding of information processing theory and
its understanding of memory and other aspects of learning.
d. Acquire knowledge of brain research and its implications for learning.
e. Acquire knowledge and understanding of the concept of “intelligence”.
Goal 3: To identify methods for enhancing teaching effectiveness and working with
students in the classroom setting.
a. Identify a practice of one’s choice and examine this practice in depth,
by observing this practice in a school setting, interviewing a teacher
about this practice, and reading journal articles which examine the
effectiveness of this practice.
b. Develop a project in which research and theory support the
identification of effective practice in school settings.
c. Examine other factors that enhance understanding of working with
students, such as qualities of effective teachers, methods/models of
teaching and/or motivation and student discipline.
Textbook: Berk, L.E. (2008). Infants, children, and adolescents. Boston: Pearson, Allyn
and Bacon.
Course Requirements:
1. Read required and recommended readings as assigned including the
Berk textbook.
2. Journal article: Read 1 journal article on brain research and its
implications for teaching/learning. Write a 2-page summary/critique
of the article. Use APA format.
3. Complete 3 projects:
a. Participate in a group project in which your group of 2-4 persons
designs an ideal school or classroom for the 21st century, based on
sound theory and research. See handout for project guidelines. This is
the Critical Task for this course.
b. Do exercises, Applying Piaget. See handout for guidelines.
c. Do an assigned learning activity; write up the process, the results, and
Interpretations of your activity. See guidelines.
4. Complete one school observation, interview one practicing teacher,
and read 2 professional sources, focusing on one current/innovative
practice in the schools. See handout for more specific guidelines.
This is the Critical Task for this course (Applied Research Paper).
5. Complete an in-class writing exercise.
Course Evaluation:
i. Points for learning activities:
a. Project 2: Journal article
30 pts.
b. Project 3a
30 pts.
c. Project 3b
30 pts.
d. Project 3c
30 pts.
e. Project 4: Applied Research Paper 100 pts.
f. Writing Exercise
120 pts.
g. Attendance
30 pts.
h. Participation
30 pts.
Total
400 pts.
ii. A point system will be used to establish your letter grade as
follows:
A+
A
AB+
B
BC+
C
CD+
D
DF
=
=
=
=
=
=
=
=
=
=
=
=
=
397 - 400 pts.
379 – 396 pts.
367 – 378 pts.
355 – 366 pts.
343 – 354 pts.
331 – 342 pts.
319 – 330 pts.
307 – 318 pts.
295 – 306 pts.
283 – 294 pts.
271 – 282 pts.
259 – 270 pts.
0 – 258 pts.
iii. All written work will be evaluated on the basis of content,
clarity of writing, organization, and mechanics (spelling,
grammar, and sentence structure). Handouts will outline the
criteria for each project.
iv. Points will be given for attendance and participation during
class sessions. Class discussions and in-class assignments will
contribute to the participation points. Repeated absences and/or
tardiness will be addressed on an individual basis, but will
result in a loss of points. If a student is absent three times,
his/her ability to pass the course will be in jeopardy. If you
believe your absence should be excused, please submit your
“case” in writing.
Instructional Procedure:
The classes in this course will consist of mini-lectures, small group activities, discussion,
videotapes, and other course delivery methods. Students will be encouraged to
demonstrate their ability to reflect on course readings and related content, participate in
class discussions, become actively involved in the course and contribute within
cooperative groups. Emphasis will be placed on relating course content to teaching
practices and current educational issues.
Student Performance Activities:
As all students are preparing to be teachers, professional attitudes and demeanor will be
expected in class. Students will be expected to attend all classes and participate in all
activities. All assignments are clearly described and the due dates noted. In order to
receive full credit, students must turn in assignments on the due date.
USFSM Policies
A. Academic Dishonesty: The University considers any form of plagiarism or cheating
on exams, projects, or papers to be unacceptable behavior. Please be sure to review
the university’s policy in the catalog, USFSM Undergraduate Catalog or USFSM
Graduate Catalog and the USF Student Code of Conduct.
B. Academic Disruption: The University does not tolerate behavior that disrupts the
learning process. The policy for addressing academic disruption is included with
Academic Dishonesty in the catalog: USFSM Undergraduate Catalog or USFSM
Graduate Catalog and the USF Student Code of Conduct.
C. Contingency Plans: In the event of an emergency, it may be necessary for USFSM to
suspend normal operations. During this time, USFSM may opt to continue delivery
of instruction through methods that include but are not limited to: Blackboard,
Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the
responsibility of the student to monitor Blackboard site for each class for course
specific communication, and the main USFSM and College websites, emails, and
MoBull messages for important general information. The USF hotline at 1 (800) 9924231 is updated with pre-recorded information during an emergency. See the Safety
Preparedness Website for further information.
D. Disabilities Accommodation: Students are responsible for registering with the
Office of Students with Disabilities Services (SDS) in order to receive academic
accommodations. Reasonable notice must be given to the SDS office (typically 5
working days) for accommodations to be arranged. It is the responsibility of the
student to provide each instructor with a copy of the official Memo of
Accommodation. Contact Information: Pat Lakey, Coordinator, 941-359-4714,
plakey@sar.usf.edu, www.sarasota.usf.edu/Students/Disability/
E. Fire Alarm Instructions: At the beginning of each semester please note the
emergency exit maps posted in each classroom. These signs are marked with the
primary evacuation route (red) and secondary evacuation route (orange) in case the
building needs to be evacuated. See Emergency Evacuation Procedures.
F. Religious Observances: USFSM recognizes the right of students and faculty to
observe major religious holidays. Students who anticipate the necessity of being
absent from class for a major religious observance must provide notice of the date(s)
to the instructor, in writing, by the second week of classes. Instructors canceling
class for a religious observance should have this stated in the syllabus with an
appropriate alternative assignment.
TaskStream: TaskStream is a web-based electronic portfolio required of all students in
the College of Education (COE) programs. It provides a way to submit documents, called
Critical Tasks to instructors for feedback and assessment. The COE uses these
assessments to evaluate candidate progress toward meeting standards set by the Florida
Department of Education, the faculty and professional organizations. Further, the COE
analyzes data from the assessments and uses the data for program planning in order to
ensure continuous improvement. Assignments designated as Critical Tasks must be
uploaded to your electronic portfolio on TaskStream and be rated with a mean score
of 3 or higher in order for you to pass the course. Remember, failure to upload the
Critical Task may result in a failing grade.
In this course the critical tasks are: Applied Research Paper.
Tentative Schedule:
Date
Topic
Week 1
Introductions, Course Syllabus
Views of Child Development
Periods and Domains of Child Development
Views of Children
Week 2
Childhood Memories Activity
History, theory, and research
Statements Based on Theories activity
Week 3
Week 4
Biological and environmental
foundations
Human dev. Video (3.25 min.)
Ready to Learn video (24 min.)
Info/Data Gathering Techniques
Research Strategies
Prenatal development
Birth and the newborn baby
In the Womb video (2 hours)
Week 5
Physical growth and development
Discuss birthing experiences
Human dev. Videos (7.46 min.)
Food for Thought activity
Week 6
Cognitive growth and development
in infancy. Social and emotional
development in infancy.
Human dev. Videos (6 min.)
Week 7
The Infant Curriculum
Articles on Infancy
Assignments
Read Ch. 1
Read Ch. 2
Read Ch. ¾
Read Ch. 5
Read Ch. 6
Read Ch. 7
Due: Project 3b
Read Ch.
8/9/10
Group Meetings
Week 8
Development in Early Childhood
Group Meetings
Due: 3c
Week 9
Play and Peer Relations
Gender Issues
Read Ch. 11,
12/13
Due: Proj 3a
Week 10
Development in middle childhood
Brain Research
Read Ch. 11,
12, & 13
Due: J. Art.
Critique (#2)
Week 11
Learning in the classroom
Cognitive vs. behavioral views
Group Projects/Presentations
Due: Project 4
Week 12
Group projects/presentations
Writing exercise
Reflections
Due: Project 4
& Project 5
EDF 3122
Learning and the Developing Child
Project 3a
Group Project: Design an Ideal School or Classroom
Form groups of 2, 3, or 4 people. Your level of interest (early childhood,
elementary, middle school, special education, etc.) will contribute to how your groups are
formed. Each group is to design the ideal school or classroom for the next decade. You
will need to consider both theory and research which is already affecting – or should
affect- what happens in today’s schools. You may limit your focus to specific grade
levels, specific geographic locations, and specific school populations. There are no
budgetary constraints on your planning. See further guidelines handed out by the
instructor.
EDF 3122
Learning and the Developing Child
Project 3b
Review textbook material related to Piaget’s theory and work. See pages 20-22, 23, 24,
31, 32, 35, 209, 212-215, 316-328, 375, 552-555, and 559. Choose a concept, process,
operation, trait, characteristic, etc., and “test” the notion with a subject. You may pursue
object permanence, sensori-motor learning, symbolic thinking, conservation of mass,
liquid, or number, two-digit addition, pre-operational reasoning, logical reasoning,
abstract thinking, or other ideas gleaned from the work of Piaget. You may use selfreports, interviews, questionnaires, or the clinical interview described on pages 35-36.
The goal of this exercise is to discover first-hand how Piaget’s theory works in real-life
situations. Write up the processes you engaged in and describe any findings of “ah-hahs”
you made. Describe lessons learned from the experience and meaning you made from
the work.
EDF 3122
Learning and the Developing Child
Project 3c
Choose one review-apply-connect-reflect activity (see shaded area titled Ask Yourself) in
one of the chapters that intrigues you. There are many to choose from. In Chapter One,
for example, there are choices on pages 9, 13, 21, 29, and 35. Be sure to choose an area
or topic (or age/stage) you are most interested in.
Try to restrict your write up of this activity to two or three pages. Describe lessons
learned from the activity.
EDF 3122
Learning and the Developing Child
Applied Research Paper
Critical Task
Select a topic of interest to you about which you want to know more. Your topic must
pertain to teaching practices in school settings or parenting practices. This project is a
critical task. A rubric will be supplied for the grading of this assignment. Suggestions
include: discipline, assessment of student performance, whole language, developmentally
appropriate practice, cooperative learning, etc. This project includes four parts:
a. Complete one school/classroom observation in which you observe
practice related to your selected topic. Write out your observations
and reflections on what you observed.
b. Interview a practicing teacher on the same topic. The teacher may be
the teacher of the class you observed – or he/she may be a teacher in
another setting. Write up your interview
c. Read 2 journal articles/sources which describe and/or evaluate the
teaching practice you are focusing on. Write a one page summary of
each article, providing appropriate bibliographic information (APA).
d. Write a one-page summary of what you learned from this project and
provide personal reflections of this learning for your own practice.
EDF 3122
Learning and the Developing Child
Project 5
This writing exercise will be done in class. We will discuss the exercise prior to the class
in which it will be done and handout material (guidelines) and/or specific instructions
will be distributed.
EDF 3122 Applied Research Paper
Links to Standards: “Human Development and Learning” and “Communication”
Links to new Standards: “Instructional Design and Lesson Planning” and “Communication”
University of South Florida Sarasota-Manatee
(Description of Empirical Research Paper)
Students select a topic of interest about which they want to know more, and develop a specific question around this topic that they will
investigate. The question must pertain to teaching practices in school settings, some aspect of child development, or parenting practices.
Questions must be able to be investigated using the research mediums required for this study (i.e. observation, interview, and study of
empirical peer reviewed journal article studies) Suggestions include: discipline in the school/classroom; developmentally appropriate
practice; constructive learning/teaching; reciprocal teaching; cooperative learning; educational or parental practices aimed at instruction in
some aspect or aspects of moral development; prejudice reduction; conflict resolution training; intelligence testing; parenting styles; or other
practices.
Students complete the following:





Complete one school/classroom observation or home visit of at least 45 minutes, in which you observe practice related to your
selected topic. Write out your observations and reflections on what you observed, noting important conclusions, and provide your
field notes.
Interview a practicing teacher or parent on the same topic. The teacher may be the teacher of the class you observed – or he/she may
be a teacher in another setting. Write up your interview.
Read 2 peer reviewed journal articles, which describe and/or evaluate the teaching or parenting practice you are focusing on. These
articles must be empirical studies. Write a detailed summary of each article of at least one page each and provide appropriate
bibliographic information (APA citation style).
Write at least a two-page summary of what you learned from this project and provide personal reflections of this learning for your
own practice. Connect what you learned to the articles you reviewed as applicable and to your observation and interview findings.
Also discuss questions that emerged from your study.
The format of your paper should be written in APA format and citation style. Correct use of APA format, organization, and writing
style and composition will be factored in to the assessment of this assignment, as will organization and general presentation.
Semester:
Student U-Number:
Assessment Criteria: Human Development & Learning
Assessor:
Level 1
Level 2
Level 3
Level 4
Level 5
Score
Level 1
Level 2
Level 3
Level 4
Level 5
Score
Ability to apply concepts from human development and learning theories.
Reflections on the student’s learning connect clearly to the three pieces of
data discussed (observation, interview, and articles) and each piece is
discussed.
Questions that emerged from the study are posed clearly and discussed.
Assessment Criteria: Communication
Effective communication including organization, clarity, proper composition
and grammar, and academic style.