Modesto Junior College
CLDDV 103 Course Outline
Effective Date: 05/05/2008
Printed On: 3/26/2007 4:41:22 PM
I. COURSE OVERVIEW
The following information is what will appear in the MJC 2008-2009 Catalog.
CLDDV 103 - Child Growth & Development
3 Unit(s)
Basic principles of human development as they apply to infancy, childhood, and adolescence,
including prenatal and birthing: physical, cognitive, social, emotional, and atypical
development. Discussion of current developmental research and application.
A-F and CR/NC. Approved for hybrid instruction. Applicable to the Associate
Degree. Transfer to CSU and UC. MJC-GE - B.
II. LEARNING CONTEXT
Given the following learning context, the student who satisfactorily completes
this course should be able to achieve the goals specified in section III: Desired
Learning.
1. COURSE CONTENT
A. REQUIRED
A. Theoretical views and methods of study
1.
2.
Define development and the characteristics of development (multidirectional,
multicontextual, multicultural, multidisciplinary, plasticity.) (m.c.)
Instruction to research and theories in child development, including
psychoanalytic theory, behaviorism, cognitive theory, sociocultural theory,
and epigenetic theory. (m.c.)
B. Significance of internal and diverse external influences on growth, development,
and the interactions and implications for all life stages.
1.
2.
3.
4.
Heredity (genes, chromosomes)
Maturation (brain development)
Family interaction and structure (culture and diversity)(m.c.)
Environment
C. Prenatal development and birthing process and practices
1.
2.
Biological overview of prenatal sequence
Common problems and results
3.
Diversity of birthing methods (m.c.)
D. Physical growth and development
1.
2.
3.
Sequence of motor development
Physical changes in infants and toddlers, preschoolers, schoolage, and adolescence
Influence of environment including cultural variations (m.c.)
E. Perceptual development
1.
2.
3.
Development and coordination of all five senses
Relationship to bonding process
Relationship to learning
F. Language development
1.
2.
3.
4.
Theories of language development
Development of language
Relationship of language development to reading
Influence of culture in the development of language (m.c.)
G. Cognitive development
1.
2.
3.
4.
5.
6.
Development of thinking
Brain development
Creativity and problem solving
Measurement of intelligence
Piaget’s stages of cognitive development through adoloscencee
Information Processing Theory
H. Social-emotional development
1.
2.
3.
4.
5.
6.
7.
8.
Theories of psychosocial development
Development of social bonds, cultural variation (m.c.)
Emotional development
Self-concept and how culture affects development
Gender awareness and development of gender identification, including gender
differences
Role of play
Social relationships from infancy through adolescence, including family, peer
and community (m.c.)
Child maltreatment
I. Child and school
1.
2.
3.
4.
5.
6.
Early childhood education programs
Teaching and learning in childhood
Early intervention for developmental delays
Influences of school on development from preschool through adolescence
Children with special needs
Curriculum theories
7.
Culture and education (m.c.)
J. Atypical development
1.
2.
3.
4.
Causes, incidence, selected examples
Prognosis for treatment, care, and education
Risk reduction
Specific learning and developmental disabilities
2. ENROLLMENT RESTRICTIONS
None
3. HOURS OF INSTRUCTION PER TERM
Prorated Hours and Units
TYPE of HOURS TERM HOURS UNITS EARNED
Lecture/Discussion
52.5
Total Units Earned:
3
3
4. TYPICAL METHODS OF INSTRUCTION
Instructors of this course might conduct the course using the following
methods:
Face-to-face education 1.
Lecture
2.
Class discussion and assigned reading.
3.
Films, videos, guest speakers.
4.
Analysis of journal article content.
5.
Discussion of implementing theory in practice.
6.
Exams requiring knowledge and application of child
development theory.
7.
Written assignments that require synthesis of content.
Hybrid Education 1.
2.
3.
4.
5.
6.
Students will be required to meet five (5) times or fifteen (15) hours as a class with
the instructor.
Each of these sessions will be one (1) to three (3) hours in length.
In-class discussions, guest speakers, and videos.
Interactions between instructor and students will be facilitated utilizing e-mail,
asynchronous discussions, synchronous chats, computer – or web-based activities,
written activities, reading on-line materials, and other assigned readings.
Activities will promote critical thinking as students examine course material.
Students will be required to post to the discussion boards and respond to other
student discussion postings as they examine course content.
7. Quizzes and exams will be completed online with the exception of the final exam
which will be presented in class.
5. TYPICAL ASSIGNMENTS
A. Quality: Assignments require the appropriate level of critical thinking
Weekly quizzes covering outside reading for each week: The correct
sequence of prenatal stages of development is_____; On the Apgar scale, a
score above ____indicates the newborn is healthy; Parents are/are not more
likely to reward or punish children for what they say than how they say it;
who is the most at risk of injury: boy or girl, 4-year-old, 7-year-old or 10year old?
Birthing interview: Student will interview a parent about the birth of their
child asking 20 required questions. The student will summarize the
information and compare and contrast the information and experience with
the textbook and lecture, indicating whether the parent had adequate, accurate
information, supporting their belief about the parent's adequate, accurate
information, examination the relationship between medications taken during
labor and the birth as well as the relationship between childbirth classes and
the birth experience.
Article summary/critique: Using an assigned article about a current,
relevant child development topic from a journal , student will summarize the
article, critique the article,compare and contrast the article to the information
provided in class and in the textbook.
Knowledge statement: Student will summarize their knowledge of major
theorists of development, including Piaget, Erikson, and Kohlberg, in essay
format.
B. Quantity: Hours spent on assignments in addition to hours of instruction
(lecture hours)
Weekly quizzes covering outside reading (13)
Birthing interview and summary (1)
Article review (1)
Knowledge statement (1)
Exams (5)
6. TEXTS AND OTHER READINGS
A.Required Texts: The Developing Person Through Childhood and
Adolescence, Seventh Edition, Kathleen Stassen Berger, 2006
B. Other reading material: Current Annual Editions: Child Growth and
Development, (Dushkin/McGraw-Hill)
III. DESIRED LEARNING
A. COURSE GOAL
As a result of satisfactory completion of this course, the student should
be prepared to:
understand the science of human development from conception through late
adolescence including theory and practical application as it applies to the
ages and stages of development.
B. STUDENT LEARNING GOALS
Mastery of the following learning goals will enable the student to achieve
the overall course goal.
REQUIRED LEARNING GOALS
Upon satisfactory completion of this course, the student will be able to:
A. Define development including characteristics and patterns of physical, cognitive, social,
and emotional development from conception through late adolescence.
B. Analyze the relationships between the factors in physical, cognitive, creative, social and
emotional development from the whole child perspective including cultural factors
from prenatal through adolescent development. (m.c.)
C. Compare the emotional and external influences on growth and development including
culturally influenced interactions, developmental implications from prenatal through
adolescence. (m.c.)
D. Apply developmental theories in selected case studies of children and families. (m.c.)
E. Interpret the needs of infants, young children, and adolescents and propose implications
for adult responses. (m.c.)
F. Evaluate how behavior relates to factors in growth and development.
G. Analyze current developmental research and apply the research to infants through
adolescence as applicable.
H. Identify personal biases towards infants, children, and adolescents, including bias toward
culture, race, abilities, and gender. (m.c.)
I. Examine the biological and environmental influences that contribute to atypical
development prenatally, in infancy, early childhood, middle childhood, and adolescence.
IV. METHODS OF MEASURING STUDENT PROGRESS
A. FORMATIVE ASSESSMENT:
1. Weekly summaries and critique of videos viewed in class
2. Weekly quizzes on lecture, videos, guest speakers, and current
reading assignment
3. Exams on each of the areas covered in the text: Theories; conception
to birth; infancy and toddlerhood; early childhood
B. SUMMATIVE ASSESSMENT:
1. Birthing interview
2. Article summary paper
3. Multiple Choice/Final Examination