SHAW UNIVERSITY
Department of Education
EDU 270-01
Child and Adolescent Development
Fall 2010
Instructor: Prof. Lucy Wilson
Office: TOS 3rd floor #312
Office Hours: Mon. - 1:30p.m.-4:30p.m, Wed. - 1:00p.m.-5:00p.m., Thurs.-11:30 a.m.-3:30p.m
Appointment can be made
Office Phone: 919-546-8322
Course credit hours: 3
E-mail Address: lwilson@shawu.edu
Class Meeting time: Thursdays, Class will be held online
Conceptual Framework Theme
The theme/purpose of the conceptual framework undergirding the Department of Education’s programs is to produce
graduates who are critical thinking problem solvers with the knowledge, pedagogical, and technological skills, and
professional dispositions needed to function as effective teachers in a diverse world.
Required Text(s)
Berger, Kathleen Stassen. (2005). The developing person through childhood and adolescence. Seventh
Edition. Bronx Community College, CUNY.
General Course Description
The student applies critical thinking and assessment skills to the extensive literature dealing with the
physical, cognitive, and social-emotional developmental stages of children from prenatal through
adolescence. Contemporary issues confronting the family, problems facing children with special needs,
and the formation of value systems are also addressed.
Department of Education Mission Statement
The Shaw University Department of Education builds on the knowledge, skills, and values that students acquire through
their liberal arts and science foundations. Candidates graduating from the department will have the specialty area
knowledge, professional skills, and experiences that will enable them to function as competent and effective teachers
who think critically and demonstrate effective problem-solving skills.
Departmental majors may choose a specific concentration from four different specialty areas. Each student is encouraged to
choose one of the specialty areas listed below by the end of his/her sophomore year.
Birth through Kindergarten Education (B-K)
Elementary Education (K-6)
Graduate students may pursue a Master of Science in Curriculum and Instruction with a concentration in Early Childhood
Education.
[The Secondary English Education (9-12) and Secondary Mathematics Education (9-12) programs are housed in the content
areas. The University suspended the Special Education: General Curriculum (K-12) Program, effective in fall 2006.]
Program Learning Outcomes (PLOs)
1. to align the institutional mission and goals with state, regional, national, and departmental standards and
requirements;
2. to prepare candidates to work in schools as teachers who know and can demonstrate the content, pedagogical,
and professional knowledge, skills, and dispositions necessary to help all P-12 students learn;
3. to implement an assessment system that collects and analyzes data on applicant qualifications, candidate and
graduate performance, and unit operations to evaluate and improve the unit and its programs;
4. to collaborate with school partners to design, implement, and evaluate field experiences and clinical practice
so that teacher candidates develop and demonstrate the knowledge, skills, and dispositions necessary to help
all students learn;
5. to design, implement, and evaluate curriculum and experiences for candidates to acquire and apply the
knowledge, skills, and dispositions necessary to help all students learn;
6. to maintain a qualified faculty that models best professional practices in scholarship, service, and teaching;
and
7. To maintain the leadership, authority, budget, personnel, facilities, and resources for the preparation of
candidates to meet professional, state, and institutional standards.
Student Learning Outcomes (SLOs)
After successful completion of this course, students will be able to:
1. Use critical thinking and problem solving skills in discussions/presentations about the specific
developmental issues that occur during the early childhood, elementary and adolescent years
in addition, their implications for professional practice within a multicultural and global environment.
(NCDPI-2.b.; BK-1.a)
2. Demonstrate an appreciation for cultural diversity as it relates to early childhood and
adolescent development. (NCDPI- 2.b; 4.a ;)
3. Demonstrate an understanding of the (a) physical and cognitive development, (b) language
development, (c) emotional, social, personality, and moral/ethical development during the
Early childhood, elementary and adolescent years, and the importance of individual variability.
(NCDPI -4.a,e,g; BK-5.PH.1,2,3,4,5,6;ES.1,2,3,4)
4. Demonstrate an understanding of the various theories of human development during early
childhood and early adolescence. (NCDPI-3.a, b, c, d)
5. Develop an awareness of the developing individual during early childhood and early
adolescence within the context of a changing world and the urban environment (historical
change, changing ecological contexts—family, friends, school, community, and
social/cultural change). (NCDPI-3.c, d)
6. Develop an appreciation for the uses of technology in teaching and learning. (NCDPI-4.c, d, e, g,)
Alignment of Student Learning Outcomes (SLOs) and Program Learning Outcomes
(PLOs)
Student Learning Outcome
Use critical thinking and problem
solving skills in
discussions/presentations about the
specific developmental issues that
occur during the early childhood,
elementary and adolescent years in
addition, and their implications for
professional practice within a
multicultural and global
environment.
Suggested Assessment / Activities
Through course readings and
discussion, written examinations, and
blog entry.
-Class Reading
-Journal Article Review
-(assignment should address the
following areas --- early
intervention, preschool Special
Education, Primary Special
Education, Cultural Diverse
Population)
Demonstrate an appreciation for
cultural diversity as it relates to early
childhood and adolescent
development
Through course readings within a
collaborative learning unit, and
discussion, and written examinations.
-Class Reading
-Discussion Board
-Class Participation
Demonstrate an understanding of the (a) Reading assessments, blog entry, and
physical and cognitive development, (b) scenario / role-playing & class
language development, (c) emotional,
discussions/special projects.
social, personality, and moral/ethical
-Class Reading
development during the Early childhood,
-Discussion Board
elementary and adolescent years, and the
-Course Exam
importance of individual variability.
-Reflective Journal
Demonstrate an understanding of the
various theories of human development
during early childhood and early
adolescence.
Through the development and
presentation of a research project,
course readings and discussion, and
written examinations.
-Class Reading
-Mad Minutes
Linkage to
Program Learning
Outcomes
PLO- 1,2
PLO-2
PLO-2,4
PLO-1, 4
Develop an awareness of the
developing individual during early
childhood and early adolescence
within the context of a changing
world and the urban environment
(historical change, changing
ecological contexts—family, friends,
school, community, and
social/cultural change).
Develop an appreciation for the
uses of technology in teaching
and learning.
-Discussion Board
-Reflective Journal
Through course readings within a
collaborative learning unit, and
discussion, and written examinations.
-Class Reading
-Journal Article Review
-Mad Minutes
-Drag and Drop
-Discussion Board
-Final Exam
PLO-2
PLO-2
Measurement of Student Learning Outcomes:
Students will have achieved mastery of Learning Outcomes with at least an 80% of the final
grade. The instructor through one or a combination of following methods will assess this:
 Exams
 Assignments
 Reports and Papers
 Research
Presentations or
Projects
 Collaborative
Learning
 Course Reading &
Discussions
 Blog
entry/journaling
Peer Teaching
A CONCLUDING LEGAL CAVEAT OF DISCLAIMER
The presentation order of topics outlined in the above syllabus is subject to change at the
instructor’s discretion. That is to say, we may spend more or less time on any given topic.
Please check Moodle everyday for announcements. This requirement is part of your
professional disposition grade. The instructor is not responsible for typographical errors
contained in this document or for the availability of the campus network or Moodle.
Please ask questions if you are confused about any part of this document. Students are
required to utilize graduate-level research skills (knowledge in data collection and
application) to develop and present information.
Instructional Approach: Inquiry Based Learning
Inquiry based learning encourages students to grasp significant principles and concepts,
develop important meta-cognitive skill and cultivate the ability to develop knowledge
with others and transfer the knowledge to a wide audience. Inquiry based learning
promotes the development of lifelong learning skills, creative problem solving, selfdirected learning, and knowledge creation. It is based on the following five basic
principles:
The driving question--investigation of original questions and problems that facilitate
activities and the organization of principles and concepts.
Investigation-- engaging in research to study the driving question.
Development of artifacts or products--represent tangible products that result from
inquiries and reflect a personification of the acquired knowledge.
Development of learning communities--organized work groups involving collaboration
among student, teacher, and individuals outside the classroom to investigate the driving
question. You will work with your fellow classmates and others around the country this
semester.
Cognitive tools--help students to represent their mastery of key points and share ideas
with others. Our cognitive tools will be the campus LAN, Moodle, SPSS-PC and the
World Wide Web.
RESEARCH PAPER ASSISTANCE
Class Reading Support - These readings will supplement your textbook.
APA writing support The American Psychological Style Manual must be
used for your research papers. These links will help you get it done.
Journal Assistance
Please USE NC-LIVE to retrieve your journal articles for this class. It
can be found on the Shaw University web site under the Library link.
You will need the password for Shaw University if you log on when off
campus. You can get this information by calling the reference desk in
the library. Download and submit a full-text PDF for all articles
chosen to support your paper. Below is a list of journal that you may
find useful. This is by no means an exhaustive list.
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APA Website (http. //www.uwsp.edu/psych/apa4b.htm)
Relevant internet sources (e.g. www.schoolreport.com)
Department of Public Instruction (www.ncpublicschools.gov)
U. S. Department of Education Home Page (http://www.ed.gov/)
Classroom Rules/Expectations: Ethics 101--Academic integrity and
Plagiarism.
What is Academic Integrity?
Academic: adjective. 1 a scholarly; to do with learning. b of or relating to a
scholarly institution. 2 abstract; theoretical.
Integrity: noun. 1 moral uprightness; honesty. 2 wholeness; completeness.
3 soundness; unimpaired or uncorrupted condition.
Barber, K. (1998). The Canadian Oxford Dictionary. Toronto: Oxford
University Press Canada.
Retrieved from
http://www.yorku.ca/tutorial/academic_integrity/introdefn.html on 4
January 2008 at 1500 Hours.
What is Plagiarism?
Stealing someone’s work or ideas and passing them off as your own
original thought. Copying someone’s work or ideas from a book, web site,
on-line database, or other sources and passing them off as your own
original thoughts in your papers or presentations.
Academic Integrity Tutorial
The Academic Integrity Tutorial is designed to help you learn about issues
of academic integrity. It explores plagiarism and related matters with case
examples and positive strategies you can use to avoid committing an
academic offence such as plagiarism.
Attendance
Attendance and class participation are required and essential to this course.
No make-up work is accepted unless the student presents a University
excuse within a week of the missed assignment. Absences lower the final
grade. Points will be deducted for late arrivals and/or early departures.
However, we will follow the University attendance policy
Classroom Decorum
To enhance the learning atmosphere of the classroom, students are
expected to dress and behave in a fashion conducive to learning in the
classroom. More specifically, students will refrain from disruptive
classroom behavior (i. e., talking to classmates, disrespectful responses
to teacher instructions; swearing; wearing clothes that impede academic
learning such as but not limited to, wearing body-revealing clothing and
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excessively baggy pants; hats/caps, and/or headdress). Students will turn
off telephones prior to entering the classroom. Students who exhibit the
behaviors described above, or similar behaviors will be immediately
dismissed from class at the third documented offense. The student will be
readmitted to class only following a decision by the department chair. The
student may appeal the decision of the department chair to the Dean of the
College offering the course, and, subsequently, to the Office of the Vice
President for Academic Affairs, and then to the President of Shaw
University. The decision of the President will be final. Failure to follow the
procedures herein outlined will result in termination of the appeal, and
revert to the decision of the department chair.
Each behavior construed by the teacher/professor as non-contributive to
learning will be recorded, properly documented, and appropriately reported
to the student and to the chair of the academic department offering the
course. The report will be in written form with a copy provided to both the
student and the department chair. The faculty member should retain a copy
for his/her own records. Additional student behavior codes may be found in
Student Affairs.
Special Accommodations
Equal educational opportunity is provided to students with special needs
due to disability. Please notify the instructor if reasonable accommodate is
needed to meet the requirements for this course.
Assignments
All written assignments must be typed, double-spaced using a 12 font. Assignments
should include a cover page with the student’s name, date, assignment title, course
number, and semester. Each assignment should be proofread and free of grammatical
errors. Live Text will be used to assess all assignments. Common rubrics will be used for
each assignment. The instructor will establish points for each area prior to the start of the
program. All written assignments must be submitted in Moodle in order to be graded.
Library Component. The Librarian from the Curriculum Materials center will make a
presentation to the class to help students with library skills. The presentation will
include:
• How to write, using APA style (Publication Manual of the American
Psychological
Association, 6th ed.)
• How to search databases to locate sources
• How to locate sources in the Curriculum Materials Center
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• Printout of Web sites that provide tips on writing research papers
• Tips on how to use Microsoft Word
To provide feedback on this library component, students will be asked to complete an
evaluation form.
8.
Drag and Drop “Building Blocks” Activity: Most developmental textbooks have one
theme in common: each discusses the three primary realms, or areas, of human growth and
development (biological, cognitive, and psychosocial). Although all instructors recognize
that development is truly holistic, and that all three areas of development constantly
interact and are interwoven, breaking the study of human development down into easily
manageable “pieces” aids in the human development teaching-learning enterprise. The
purpose of the drop/add activity is to allow students
to place each content area in a specific realm (“building block”) of development.
Journal Article Reviews. Read and report on two current research-based journal articles
related to child and adolescent development using the following Shaw University
Department
of Education format:
A. Title of Article: F. Instrument
B. Author(s): G. Findings
C. Journal Information: H: Implication/Application
D. Synopsis: I: Reaction(s)
E. Subjects:
The journal article must be attached to the article review. Reviews should be two to
three type-written pages in length. Be sure to follow APA style.
Identified Topics for Journal Article Reviews







Approaches to Understanding Human Development
Theories of Human Development
Heredity and Development
Prenatal Development and Childbirth
Infancy and Toddlerhood: Physical. Cognitive, and Language Development OR
Infants and Toddlers: Personality and Socio-cultural Development
Early Childhood: Physical, Cognitive, and Language Development OR
Early Childhood: Personality and Socio-cultural Development
Middle Childhood: Physical, Cognitive, and Language Development OR
Middle Childhood: Personality and Socio-cultural Development
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
Adolescence: Physical, Cognitive, and Language Development OR
Adolescence: Personality and Socio-cultural Development
 Journal Articles (The students will complete 5 article reviews for the semester.
The journal articles will reflect practices in the area of child and adolescence
behavior. Students will follow the university format for completing this
assignment. NCDPI Standard 3a & 3b
 Mad Minute (The students will complete 2 Mad Minute exercises for the
semester. The exercises will reflect practices in what students have learned and
they will be able to ask questions). NCDPI Standards 3a & 3b
 Reflective Journal (The students will complete 4 Reflective Journals after reading
and studying chapters 1-10. The journals will be 2 pages in length). NCDPI
Standards 3a, & 3b
 Community Resource Project (The students will develop a project that collects
resources that will aid the community in finding ways that would help with
challenging behaviors in adolescences or those that are in need of early
intervention). NCDPI Standard 3a, & 3b
 Field Experience (The students will visit a school and observe practices as it
relates to child and adolescence development. They will prepare a report on their
findings in a 4-5 page paper or a power point). NCDPI Standard 3a, &3b
 Drag and Drop (The student will drop/add an activity in each content area in a
specific realm (building block) of development). NCDPI Standard 3a, & 3b
 Mid-term
 Final
 Forums
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 Participation
All students are to purchase a flash drive to place assignments and other materials to be
turned in at the end of the semester. THIS IS A REQUIREMENT.
The last day for drop/add is September 1, 2010.
TENTATIVE COURSE OUTLINE
Date
Topic
8/19/10
Introduction to Class
Conceptual Framework/
Course Syllabus
Professional Disposition
The Developing Person
8/26/10
9/2/10
9/9/10
Through Childhood and
Adolescence
The Developing Person
Through Childhood and
Adolescence
Heredity and Environment
Readings/Assignment Due
Professional Disposition
Discussion
Chapter 1
Chapter 2
Article Review 1
9/16/10
Prenatal Development and
Birth
Chapter 3
Reflective Journal
Chapter 4
Reflective Journal
9/23/10
The First Two Years:
Biosocial Development
Chapter 5
Article Review 2
9/30/10
The First Two Years:
Cognitive Development
Chapter 6:
Date and time will be
discussed and posted
10.14/10
10.21/10
10/28/10
11/4/10
11/18/10
Reflective Journal
Mid-Term
The First Two Years:
Psychosocial Development
The Play Years: Biosocial
Development
The Play Years: Cognitive
Development
Quiz Chapter7
The Play Years: Psychosocial
Development
Chapter 10:
The School Years: Biosocial
Chapter 11
Journal Entry
Chapter 8
Article Review 3
Chapter 9
Article Review 4
Reflective Journal
10
12/2/10
Development
The School Years: Cognitive
Development
Article Review 5
Chapter 12
12/9/10
FINAL
Time and materials will be
discussed.
Course Evaluation
Grading Scale:
A = 90-100 (Target)
B = 80-89 (Acceptable)
C = 70-79 (Acceptable)
D = 60-69 (Unacceptable)
F = below 60 (Unacceptable)
Assignment Scale
 Participation- 30%
 Journal Articles- 25%
 Assignments- 25%
 Mid-term- 10%
 Final- 10%
Supplementary Materials/Research Journals (On-Line Resources)
http://www.apa.org/ American Psychological Association
http://www.socialpsychology.org/develop.htm Social Psychology Network
http://cvs.desire.org:8080/sosig_mirror/ Social Science Information Gateway
http://carbon.cudenver.edu/~mryder/itc_data/soc_cult.html Socio-cultural theory
http://psychematters.com:80/child.htm Psyche Matters - Infant & Child Psychology
http://ericae.net/testcol.htm ERIC Clearinghouse on Assessment and Evaluation- Test Locator
http://snycorva.cortland.edu/~andersmd/edpsy.html Tutorials for Developmental Theories
http://childstudy.net/cdw.html Classic Theories of Child Development
http://www.childpsychology.com/ The Child Psychologist
http://education.indiana.edu/cas/cashmpg.html Center for Adolescent Studies
http://www.mhhe.com/socscience/devel/kid-t/devel2.htm Child Development Resources
http://www.vanguard.edu/psychology/webchild.html Amoeba Web Developmental Psychology
http://web.lemoyne.edu/~hevern/psychref4-4.html Psych REF - Developmental Psychology:
Childhood and Adolescence
www.aacap.org/ (American Academy of Child and Adolescent Psychiatry)
www.birthpsychology.com/ (Birth Psychology)
www.edipage.com/ (Child Development Institute)
www.srcd.org./ (Society for Research in Child Development)
www.naturalchild.com/home/ (The Natural Child Project)
http./www.uwsp.edu/psych/apa4b.htm (APA Website)
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www.schoolreport.com
www.ncpublicschools.gov (Department of Public Instruction)
http://www.ed.gov/ (US Department of Education)
Journals
American Psychologist
American Educational Research Journal
Black Issues in Higher Education
Bulletin of the National Association of Secondary School Principals (NASSP)
Encyclopedia of Educational Research
Educational Leadership
Journal of Educational Psychology
Journal of Educational Research
Journal of Experimental Educational Training Program
Journal of School Psychology
Multicultural Review
Phi Delta Kappan
Psychological Review
Review of Educational Research
School Board Journal
Bibliography
Berger, Kathleen Stassen. (2005). The developing person through childhood and adolescence.
Seventh Edition. Bronx Community College, CUNY.
Blake, J. (1990). Risky times: How to be AIDS-smart and stay healthy: A guide for teenagers.
New York, NY: Workman Pub.
Dennison, S. T. (1988). Activities for adolescents in therapy: A handbook of facilitating
guidelines and planning ideas for group therapy with troubled adolescents. Springfield, IL:
Thomas.
Fuglini, A.J., Eccles, J.S., Barber, B.L., et al. (2001). Early adolescent peer orientation and
adjustment during high school. Developmental Psychology Special Issue, 28-36.
Gravelle, K. (1989). Teenagers face to face with bereavement. Englewood Cliffs, NJ: J. Messner.
Greenspan, S. I., & Weider, S. (1998). The child with special needs: Encouraging intellectual and
emotional growth. Reading, MA: Addison-Wesley.
Hetherington, E. M., Henderson, S. H., and Reiss, D. (1999). Adolescent siblings in stepfamilies:
Family functioning and adolescent adjustment. Malden, PA: Blackwell Publishers, Inc.
Hoben, T. & Lohaus, A. (1993). Modeling growth and individual differences in spatial tasks.
Chicago, IL: University of Chicago Press.
Kaplan, Jeffery S. (Ed.). (1999). Using literature to help troubled teenagers cope with identity
issues. Westport, CT: Greenwood Press.
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McHale, S.M., Updergraff, K.A., Helms-Erikson, H., et al. (2001). Sibling influences on gender
development in middle childhood and early adolescence: A longitudinal study. Developmental
Psychology Special Issue, 115-125.
Millstein, S. G., Petersen, A. C., & Nightingale, E. O. (Eds.). Promoting the health of adolescents:
New directions for the twenty-first century. New York, NY: Oxford Press.
Williams, G.C., Cox, E.M., Hedberg, V.A., et al. (2000). Extrinsic life goals and health-risk
behaviors in adolescents. Journal ofApplied Social Psychology, 1756-1771.
Expectations of Written Work and Presentations.
1. Web-work and presentations will be evaluated based on clarity of content,
organization, integration of course concepts, intellectual curiosity and use of APA
format in written work.
2. Content should demonstrate the ability to (a) apply course concepts in a relevant
way to practice settings; (b) utilize substantive data sources; (c) exercise
reflection; and (d) demonstrate informed judgment.
3. Oral and written assignments should communicate coherence, consistency, and
sound reasoning or articulated themes and major points. An introduction should
state the purpose and flow of the paper or presentation and the narrative should
follow the identified structure. Transition statements can provide continuity from
one topic to the next. Conclusions can summarize main points.
4. In making presentations, attention should be given to the outline of the
presentation; this will help you remain focused on the identified topic(s).
Attention should also be given to clarity of articulation and diversity-sensitive
presentations. All sources of ideas and quotes must be documented and
referenced.
Please note office hours. Additionally, you are encouraged
Appendix
13
Rubrics
Census Data Form
Permission Slip
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