AUBURN UNIVERSITY MONTGOMERY
Developmental Processes of Children
ECHE 6423
Summer 2014
REQUIRED TEXT: Annual Editions: Human Development, Current Edition.
OPTIONAL TEXT: Bee, Helen. (Most Recent Edition). The Developing Child. Latest Edition. Boston: Allyn
and Bacon.
Provided by instructor: Supplemental Children’s Books Reading List
What’s Wrong With Timmy? Maria Shriver
Becky the Brave, Laurie Lewis
Be Good To Eddie Lee, Virginia Fleming
Our Brother Has Down’s Syndrome: An Introduction for Children, Shelley Cairo
I Have a Sister—My Sister is Deaf, Jeanne Whitehouse Peterson
All About My Father, Sarah Peralta
Mr. Lincoln’s Way, Patricia Polacco
CATALOG DESCRIPTION: Developmental Processes of Children (3). Review and interpretation of substantive
areas of child development in light of traditional theories and recent research. Emphasis will be placed on
establishing a developmentally appropriate curriculum and environment for children between the ages birth through
six grade. Extensive field experiences will be provided for alternative students. (20)
GOAL OF THE SCHOOL OF EDUCATION
Conceptual Framework with Dispositions
Professional study in the School of Education is based on a model that recognizes and prepares teachers as
Professional Educators. The school is committed to providing challenging opportunities for a diverse learning
community in a nurturing environment. It is the vision of the School of Education to prepare competent, reflective,
and committed professional educators.
Competent is the ability to function at a high level of performance within the educational setting of expertise.
Reflective is the ability to call upon the foundation of knowledge so as to make informed decisions within the
educational setting.
Committed is the ability to dedicate one’s self to providing students with the most effective and educational
experiences possible and is demonstrated in the profession, and willingness to purse life-long learning.
These three dispositions form the foundation for the professional teacher, administrator, or counselor working in the
school setting. The AUM School of Education recognizes that the development of a committed reflective and
competent educator means the development of a Professional Educator.
COURSE OBJECTIVES: This course is designed to:
Content
1. Provide the student with the opportunity to demonstrate advance knowledge and understanding
of physical, social, emotional, language, and intellectual aspects of growth and development in
both normal and exceptional children.
Operative
2. Provide opportunities for the student to identify the multiplicity of factors affecting the total
development of children.
Collaborative
3. Develop an understanding of the uniqueness of experiences among children as a function of
diversity in social and ethnic background.
Content/
Operative
4. Enable the student to describe pattern and rates of development as they relate to
individual differences and to apply this appraisal in planning developmentally sound school
curricula.
Content/
Operative
5. Enable the student to appraise differences and to apply this appraisal in planning
developmentally sound school curricula.
Reflective
6. Provide the student with the opportunity to demonstrate competency in the interpretation of
research data pertaining to young children and in practical application of current theory and
research to classroom situations. Rule 290-3-3-.44(3)(f)
At the end of this course you will be assessed on the indicators in this syllabus. A rubric will be used
in LiveText, and you are encouraged to review how your instructor assessed you on that rubric. A
video explaining how to access your rubric results is located at
http://aumsoetechnologyresources.weebly.com/livetext-tutorials.html
1.1 Understands the structure of the academic disciplines related to the subject-matter content areas of instruction and of the
important facts and central concepts, principles, theories, and tools of inquiry associated with these disciplines.
1.2 Understands how to organize and present content so that it is meaningful and engaging to all learners
(pedagogical content knowledge).
2.1 Understands research and theory underpinning effective teaching and learning.
2.2 Understands the physical, emotional, and social development of young people and the relationship of these
2.4 Understands developmentally appropriate instructional and management strategies.
2.5 Uses knowledge about human learning and development, including learning styles and multiple intelligences, in the
design of a learning environment and learning experiences that will optimize each student’s achievement.
3.8 Provides a variety of ways for students with diverse needs, including students with disabilities, to demonstrate their
learning.
3.9 Understands how cultural, ethnic, gender, linguistic, and socio-economic differences, including
family/community values and conditions affect learner needs, preferences, and styles and uses this
information to develop culturally responsive curriculum and instruction based upon those characteristics, i.e.,
model, teacher, and integrate multicultural awareness, acceptance, and appreciation into ongoing
instruction.
3.10 Understands the characteristics of one’s own culture and use of language and of how they differ from other cultures and
uses that knowledge to communicate in ways that demonstrate sensitivity to diversity (such as appropriate use of eye
contact, interpretation of body language and verbal statements, and acknowledgement of and responsiveness to
different modes of communication and participation).
4.6 Plans teaching and learning experiences that consider the needs, interests, and abilities of diverse students.
6.2 Evaluates, selects, and integrates a variety of research-based strategies that promote retention and transfer of learning,
such as cooperative learning, discussion, discovery, problem-based learning, and direct instruction into a coherent lesson
design.
6.5 Teaches explicit cognitive, metacognitive, and other learning strategies to support students in becoming more successful
learners.
7.1 Models appropriate verbal and written communication.
7.2 Uses effective nonverbal communication and responds appropriately to nonverbal cues from students.
10.11 Exhibits the professional dispositions, delineated in professional, state (including the Alabama Code of
COURSE REQUIREMENTS:
Assignment #1-TESTS
Tests will be completed at the Hampstead Montessori School. We will leave campus at 2:30 arriving at the school
3:00-5:00. Please bring a note card to complete a thank you for the school before you leave June 10 5:00.
All study sheets listed below are posted on Blackboard. We will NOT be using the Culture Study Sheet however.
The Milestone Study Sheet is only for your information-to think back about your own child development.
TODDLER
Toddler Test. (2 points) Students will conduct field observations of toddlers. A study sheet
will be provided for reporting findings and applying learned knowledge.
PRESCHOOL Evaluating Preschoolers. (3 points) Each student will test a preschool age child on
print awareness, one-to-one correspondence, and general knowledge. Evaluation of
information must be documented. A study sheet will be provided for reporting
findings and applying learned knowledge.
K-2 GRADE
Piaget Experiments. (3 points) Each student will evaluate children with two Piaget
conservation tests. Evaluation of information must be documented. A study sheet will
be provided for reporting findings and applying learned knowledge. Please bring your own
play-doh.
DUE: June 10
POINTS: 8 total
Assignment #2-RESEARCH LINKS
Research Links. Each student will develop a collection of current research on the topics covered in class. Examples
may include but are not limited to: brain research, obesity, childcare, special education, social issues, bibliotherapy,
etc. A minimum of 3 links must be submitted ON BLACKBOARD discussion board named research links.
DUE: June 10
POINTS: 5 total- 3 for your links, 2 for responding to classmate links
Assignment #3-TOYS R US
BIRTH
Toys R Us.
Students will select four toys to investigate. A study sheet will be
provided for reporting findings and applying learned knowledge.
PLEASE UPLOAD YOUR STUDY SHEET TO LIVETEXT BY 5:00 JUNE 10
DUE: June 10
POINTS: 5
Assignment #4-CHILDREN’S BOOKS
Children’s Books Reading. Each student will conduct one outside research reading from the list provided by the
professor. At least three ideas must be discussed in a ONE SLIDE Power Point presentation online. Additionally, a
summary must be provided “through the eyes of a teacher” concluding your writing with information of how this
research impacts your role as teacher. Now that you have read this children’s book, how could you use it with your
class?
ONE slide must be sent to instructor ON June 6.
Please do not send the slide earlier.
The Power Point will be placed on Blackboard June 10 5:00.
DO NOT ADD COLOR TO YOUR SLIDE.
PLEASE INCLUDE A PICTURE OF YOURSELF ON YOUR SLIDE.
Heather-What’s Wrong with Timmy? Maria Shriver
Teleesha-Becky the Brave, Laurie Lewis
Kortni-Be Good to Eddie Lee, Virginia Fleming
Amberly-Our Brother Has Down’s Syndrome: An Introduction for Children, Shelley Cairo
Andre-I Have a Sister—My Sister is Deaf, Jeanne Whitehouse Peterson
Kenya-Mr. Lincoln’s Way, Patricia Polacco
Lauren Hughes-What’s Wrong with Timmy? Maria Shriver
Mallory-Becky the Brave, Laurie Lewis
Tracey-Be Good to Eddie Lee, Virginia Fleming
Mary Katelyn-Our Brother Has Down’s Syndrome: An Introduction for Children, Shelley Cairo
Lauren Ogle-I Have a Sister—My Sister is Deaf, Jeanne Whitehouse Peterson
Elizabeth-Mr. Lincoln’s Way, Patricia Polacco
Kristin-What’s Wrong with Timmy? Maria Shriver
Teresa-Becky the Brave, Laurie Lewis
Krystle-Be Good to Eddie Lee, Virginia Fleming
Lana-Our Brother Has Down’s Syndrome: An Introduction for Children, Shelley Cairo
Autumn-Mr. Lincoln’s Way, Patricia Polacco
Sihan-What’s Wrong with Timmy? Maria Shriver
____________-Becky the Brave, Laurie Lewis
____________-Be Good to Eddie Lee, Virginia Fleming
DUE: June 6-slide to instructor ON THIS DATE PLEASE-not before & June 10-view on Blackboard
POINTS: 10
Assignment #5-BOUNDLESS PLAYGROUND
Boundless Playground. On your own, you will follow the handout posted on Blackboard to document the
characteristics of the Boundless Playground on Vaughn Road.
DUE: Release Time Given June 17
POINTS: 10
Assignment #6-LITERATURE CIRCLES TEXTBOOK
Literature Circles. Each student will read and record information from the Annual Editions Human Development
textbook in a literature discussion format.
All students will read seven articles. You may select any article that you find interesting.
On one Power Point slide you will give a one sentence summary of 7 articles. Then you will provide ONE
important tip for teachers/parents. Articles may change based on most recent textbook addition.
DO NOT ADD COLOR TO YOUR SLIDE.
PLEASE SEND YOUR SLIDE TO THE INSTRUCTOR ON JUNE 10.
DUE: June 10-slide to instructor ON this date please not earlier & June 18-view on Blackboard
POINTS: 10
Assignment #8-NCLB
No Child Left on Their Behind Workshop. During this workshop lessons will connect the topic of child obesity to
teaching. In centers, teaching research and teaching strategies will be implemented through current trends and
issues. Table groups will pick one lesson to teach one another.
DUE: June 17
POINTS: 5
Assignment #10-RESEARCH PROJECT
Research Project. Each student will prepare a timeline/research paper of child development. Timelines must include
the following information:
Prenatal
Birth Toddler (Preschool/ K)
(123) (456)
(4 points) Cognitive Learning
(4 points) Physical
(4 points) Social/Emotional
(4 points) Moral
(4 points) Theories of Learning: As examples-Freud, Erikson, Piaget, etc.
DUE: June 24-please bring to class
POINTS: 25
Or
You may attend one session of tutoring for ESL students at the Martin Trailer Court. Dates: June 3, 10, 17, or 24.
Assignment #11-FINAL
Final Exam. Each student will pass a final exam based on the information learned and the ability
to apply the knowledge as a classroom teacher.
DUE: June 24 IN CLASS
POINTS: 20
Assignment #12-Video Discussion
Students will watch three videos posted on Blackboard and then discuss the contents on Blackboard Discussion
Board for this course.
DUE: June 24
POINTS: 2
THIS COURSE OBJECTIVE MEETS STATE RULE 290-3-3-.44(3)(f). Provide the student with the
opportunity to demonstrate competency in the interpretation of research data pertaining to young children
and in practical application of current theory and research to classroom situations. Rule 290-3-3-.44(3)(f)
GRADING SCALE
93-100
85-92
77-84
69-76
-68
A
B
C
D
F
Attendance and Participation. Students are expected to attend all classes on campus and online, and promptness is
expected as late arrivals are distracting to others. Full benefits from the course can only be achieved through perfect
attendance as I will model instructional strategies, lecture from notes, share personal writings, show videos, etc.,
none of which can be obtained through a handout. I understand that circumstances are oftentimes unavoidable, so
you will be granted one absence without grade penalty. This one absence must be confirmed through email to
shudsonb@aum.edu prior to the absence. All assignments are still due on due dates. If you are an alternative
student, the 20 hours attendance at the field experience site is a State Department requirement, and as such is
mandatory for this course. You must attend all 20 hours. Failure to do so will result in failure of the course.
Completion of assignments and course requirements: Absence from class is not a valid excuse for failing to meet all
posted deadlines or fulfill course requirements. It is your professional responsibility to get class notes, etc. from
anything that was covered in your absence. Active participation and preparation for class is essential. All
assignments are due at the beginning of class on the assigned due date; late work will only be accepted within 24
hours of the due date and will be graded with ½ points of total grade for each assignment. I WILL ONLY ACCEPT
WORK/ASSIGNMENTS FROM YOU.
Preparation of Assignments:
1. All prepared work must be word processed. You must use white paper; 10 or 12 font –no fancy fonts-(times new roman, veranda, arial, helvetica, tahoma, garamond only); 14 font will be returned for you to
reformat.
2. Substance is the primary criterion for evaluating work; that is, what you say (its clarity, depth, insight, etc.)
is the most important factor. However, how you say it and the form of your written work are also criteria
that will be used to grade your assignments. Grammar, appropriate punctuation, spelling, neatness, and
adherence to assignment guidelines will also affect your grade. PLEASE edit your work before turning it
in. As a student in a master level graduate course, you are expected to demonstrate high levels of literacy
abilities in your written work.
3. Communication Statement
Professional study in the School of Education is based on a framework that recognizes and prepares
teachers as Professional Educators. The school is committed to providing challenging opportunities for a
diverse learning community in a nurturing environment. Because effective communication is a fundamental
aspect of teacher competence, the AUM School of Education stresses appropriate and effective written and
oral communication skills. To this end, proficiency in oral and written communication skills will be a
factor in evaluation of all work. Work not demonstrating the above will result in a lower grade. A one-half
point deduction will be made for errors of usage and spelling on all prepared work.
Policies concerning attendance are followed according to the Aumanac, AUM student handbook. Students are
expected to be on time for each class. A grade of “FA” will be assigned for more than one nonmedical absence.
IP’s will only be given FOR PERSONAL medical emergency and must be completed by July 15, 2014.
The professor does not give extra points.
The classroom door will shut at 1:15. If you are late the door will open again after the first break.
TENATIVE CLASS SCHEDULE
June 3
ON CAMPUS
1:00-5:00
ONLINE
Introduction
Class Syllabus
All of the following chapter lectures are taken from the optional textbook
written by Helen Bee.
Chapter 1: Basic Questions
Chapter 2: Prenatal Development
Chapter 3: Birth and the Newborn Child
Chapter 4: Physical Development
Chapter 5: Perceptual Development
Video: A Baby’s World-A Brand New World
Video: A Baby’s World-Reason and Relationships
June 6-Children’s Book Slide due to instructor
June 10
ON CAMPUS
1:00-3:00
Chapter 6: Cognitive Development
Chapter 7: Cognitive Development II
Chapter 8: Development of Language
Chapter 9: Personality Development
Chapter 10: Concept of Self in Children
3:00-5:00
Field Trip to Hampstead Montessori School
ONLINE
Video: A Baby’s World -The Language of Being
Blackboard Power point- CHILDREN’S BOOK SLIDE
DUE:
TESTS-completed at Hampstead Montessori School
RESEARCH LINKS
TOYS R US
CHILDREN’S BOOK SLIDE
June 10-Textbook literature slide due to instructor
June 17
ON CAMPUS
1:00-5:00
Chapter 11: Development of Social Relationships
Chapter 12: Thinking About Relationships
Chapter 13: Ecology of Development
Chapter 14: Beyond the Family
Chapter 16: Putting It All Together
Chapter 15: Atypical Development-Special Needs Focus
Video: Fat City
ONLINE
DUE:
TEXTBOOK LIT CIRCLES
BOUNDLESS PLAYGROUND
TEXTBOOK SLIDE
NCLB
June 24
TBA
ON CAMPUS 1:00
DUE: RESEARCH PROJECT
FINAL EXAM
VIDEO DISCUSSIONS
Game: Who’s Having This Baby Anyway?
It is the policy of Auburn University Montgomery to accommodate individuals with disabilities pursuant to
federal law and the University’s commitment to equal educational opportunities. It is the responsibility of
the student to inform the instructor of any necessary accommodations at the beginning of the course. Any
student requiring accommodations should contact the Center for Special Services (CSS) located in the
Library Tower, Room 706. Phone: 334-244-3632. Fax:334-244-3907. TDD: 344-244-3754.
Alternative Students will complete 20 hours of lab experience. It is also highly encouraged that traditional
students attend at least one lab session. You will complete:
Rule 290-3-3-.44(3)(f)
20 hours of observation/actual teaching at Little Alfa Day Care
You will submit a 2 page typed reflective journal to the professor after observing/teaching. Please include in the
journal:
COMPETENT Objectives observed/reached
COMITTED
Teacher Activities-what you did
Student Activities-what your infants/toddlers did
Accommodations for Special Needs
Evaluation-Where do you take this child now?
REFLECTIVE Reflection of your teaching
DUE: No later than June 24 via email.
ALL LAB HOURS MUST BE COMPLETED BY JUNE 24, 2014.