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Syllabus - Child Growth and Development PDF
Syllabus - Child Growth and Development PDF
SYLLABUS STATEMENT
See instructor for the official copy of your course syllabus.
COURSE OVERVIEW
Course Description
Child growth and development is a study of the physical, emotional, social and cognitive factors of growth and development of
children from birth through adolescence. Topics covered include principles, stages and theories of growth and development. The
CDEC section is for Child Development Majors and the TECA section is for students who want to transfer. There are no required
lab hours for this course. 3-hours credit (3-3-0)
Course Rationale
This course in an introduction to prenatal through adolescent growth and development which serves as the foundation upon which
practical work with children is based.
CDEC Prerequisites:
CDEC Co-Requisites:
DEVR 0310 – Reading Skills Improvement & DEVW 0320 – Writing Skills II
Successful completion of Texas Success Initiative (TSI) requirements in reading & writing.
This course is part of the Open Campus (OPC), Distance Learning (DIL) offerings at ACC. There are not regularly scheduled class
meetings. This course is also designated as instructional television (ITV). Students are responsible for textbook and study guide
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reading, video viewing and should adhere to the course calendar to meet various due dates for tests and assignments.
(Student Handbook, Distance Learning 101, Student FAQs and Student Resources):
http://dl.austincc.edu/
To complete this course, students must have access to a computer with reliable access to the Internet and an ACC email address.
This class utilizes the online system –Blackboard. All course information, announcements, assignments, student grades, and a
discussion board can be found on the Blackboard website. Students should access this site weekly (recommend twice a week for
course updates and announcements. For more information about using Blackboard:
http://irt.austincc.edu/blackboard/StudentSupport.php
b. Understand how development in any one domain impacts development in other domains.
c. Analyze how specific factors (e.g., those related to prior experiences, classroom grouping practices, stress, family life,
nutritional and physical status, etc.) may affect individuals in one or more developmental domains.
d. Recognize factors affecting the physical growth & health of students (ex. nutrition, sleep, prenatal exposure to drugs, abuse)
and knows that students’ physical growth and health impact their development in other domains.
e. Describe how brain research impacts current knowledge of growth and development. f. Analyze ways in which factors in the
home and community (e.g. Parent expectations, availability of community resources, community problems) impact student
learning.
f. Analyze ways in which factors in the home and community (e.g. Parent
student learning.
g. Understand the lifelong impact of multiple influences and experiences on individual development and on society.
2. Know the typical stages of cognitive, social, physical and emotional development
b. Describe physical, fine and gross motor and perceptual development from conception through adolescence.
c. Explain cognitive development from conception through adolescence and demonstrate knowledge of developmental changes in
children’s thinking (i.e.,
from primarily concrete thinking to the ability to reason and think logically to understand cause and effect, and to organize
information systematically.).
d. Describe social and emotional development (including selfâ€Â�concept and selfâ€Â�esteem) from birth through adolescence.
And recognize factors affecting
the social and emotional development of students (lack of affection and attention, limited opportunity for verbal interactions,
changes in family structure) and
knows that students’ social and emotional development impacts their development in other domains.
e. Describe receptive and expressive language development from birth through adolescence.
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c. Describe the interaction of biological and environmental influences on growth and development.
e. Understand the role of learning theory in the instructional process and uses instructional strategies and appropriate
technologies to facilitate student
learning (i.e. connecting new information and ideas to prior knowledge, making learning meaningful and relevant to students)
a. Recognize the wide range of individual developmental differences that characterizes students and the implications of this
developmental variation for instructional planning.
e. Understand that young children think concretely and rely primarily on motor
and sensory input and direct experience for development of skills and knowledge
5. Know the stages of play development (i.e. from solitary to cooperative) and the important role of play in young
children’s learning and development.
6. Demonstrate skills in practical application of developmental principles and theories, observation techniques and
recognition of growth and developmental patterns.
All coursework in the ACC Child Care and Development Department includes student learning opportunities and outcomes that
address the NAEYC Standards for Early Childhood Professional Preparation in Associate Degree Programs. The Standards
intentionally cover areas of professional preparation that are required to be sure that all young children will receive the kind of
early education they need and deserve. Following are the Standards that are included in this course:
1c:Using developmental knowledge to create healthy, respectful, supportive and challenging learning environments.
SCANS Competencies:
The Secretary’s Commission on Achieving Necessary Skills (SCANS) competencies covered in this course are: Identifying,
organizing, planning and allocating resources (Resources); working well with others (Interpersonal Skills); understanding complex
inter-relationships (Systems); acquiring and using information (Information); thinking creatively, making decisionssolving problems,
visualizing, knowing how to learn and reasoning (Thinking Skills); reading, writing, performing mathematical operations, listening
and speaking (Basic Skills); displaying responsibility, self-esteem, sociability, self-management, integrity, and honesty (Personal
Qualities)
COURSE REQUIREMENTS
Course requirements and policies
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Readings Students will be reading the textbook and study guide –see course calendar. The study guide will provide the chapter
objectives, terminology, and progress/practice tests. The readings will assist students in completing assignments and in preparing
for tests. Students will not turn in study guide work.
Videotapes There are a series of videotapes for this class, which match the sections in your textbook. The 30-minute video
programs can be accessed via:
· Cable TV: See the Video Viewing Schedule for channels, times and days of broadcast
· ACC campus media centers: Videos are available at the campuses listed
Weekly Overview Each week the instructor will provide an announcement of course information and a weekly overview of the
topic of the week. This could include powerpoints, websites or a summary of the chapters for the week.
Grading
Tests
There will be 5 tests, one on each part/section of the textbook. Only 4 tests will contribute to the student’s final grade. The lowest
test grade will be dropped.
The exams consist of multiple choice, true-false and short essay questions. The essay questions are graded on accuracy,
thoroughness of material, and relating the information presented to concepts found in the textbook. The study guide and the
textbook website will be useful in studying for tests.
Assignments
The five assignments will be posted as both word documents and PDFs on Blackboard in the assignment folder. Students will
complete assignment and upload the assignments in the assignment section in a word document, pdf or rtf format.
Assignments will follow course topics; assignment directions will be included in each assignment and will on Blackboard at least
three weeks before the due dates; due dates are on the course calendar
Quality of Assignments
Assignments must be typed in complete sentences and must contain understandable paragraphs. Work that does not reflect
these expectations will be electronically returned to students for correction. For help with reading, writing, or study skills that meet
college level expectations students should contact an ACC Learning Lab.
http://www.austincc.edu/tutor/
Regular class participation is expected of all students. If participation or compliance with other course policies is unsatisfactory,
the instructor may withdraw students from the class. Students will respond to Discussion Board forum prompts ten times over the
semester. Due dates are listed on the course calendar. Students will be able to post a reply to the original prompt and post replies
to the posts of fellow students. Discussion Board allows students to assist each other in understanding coursematerial.
Students will post their first response by the due date on the course calendar. During the following week, students will reply to
posts of fellow students. Forums will close/be unavailable 1 week after the due date listed on the course calendar.
Grading:
---
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A Excellent = 720 - 800 points B Good = 640 - 719 points
READINGS
Textbook: Berger, K.S. (2009). The developing person through childhood and adolescence, 8th edition, New York: Worth
Publishers. ISBN 10: 1-4292-1647-6 ISBN 13: 978-1-4292-1647-0 Paperback ISBN 10: 1-4292-2080-5Paperback ISBN 13: 978-
1-4292-2080-4
Listed on ACC bookstore website (Term - Fall 2011, Department - CDEC, Course - 1354-DIL, Section - 006)
http://www.austincc.edu/legalnotices/bookstore.php
Course Schedule
Chapter 1 Introduction
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Week Six Readings:
COURSE SUBJECTS
Child Growth and Development
Course Calendar
Textbook:
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Paperback ISBN 13: 978-1-4292-2080-4
Week One
Topic Overview: Orientation to the course. Introduction to the study of child development as a discipline. Key research methods
discussed. Presentation of major theories of development, such as psychoanalytic theory, behaviorism, cognitive theory.
Readings:
Chapter 1 Introduction
Videos:
Assignments Due:
Week Two
Topic Overview: Exploration of nature and nurture in development - of the interaction of heredity and the environment; how this
interaction influences genetic expression The development from zygote to newborn is described. Threats and ways to reduce risk
from these threats during the vulnerable prenatal period are explored. Birth and potential complications are discussed.
Readings:
Videos:
5 A Delicate Grasp
Assignments Due:
Discussion Forum 2
Discussion Forum 3
Week Three
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Topic Overview: Review of body changes, brain development, the development of the five senses and movement, and important
public health issues, such as immunizations and sudden infant death syndrome, during the first two years of development.
Overview of key theories about cognitive development in first two years – the six stages in Piaget’s. sensorimotor intelligence,
information processing and language development
Readings:
Videos:
Assignments Due:
Discussion Forum 4
Week Four
Topic Overview: Review of theories of infant psychosocial development; Emotional development in the first two years and the
development of social bonds (attachment).
Readings:
Videos:
10 Fatherhood
Assignments Due:
Discussion Forum 5
Week Five
Topic Overview: Review of body changes, brain development, and motor development from 2 – 6. Discussion of injury prevention
and child abuse. Review of Piaget and Vygotsky’s theories about cognitive development from age 2- 6. Discussion of children’s
emerging theory of mind. Review of language development. Overview of early childhood education programs.
Readings:
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Video:
Assignments Due:
Discussion Forum 6
Week Six
Topic Overview: Discussion of emotional, moral and gender development in early childhood. Discussion of the role of play in
development. Review of parenting styles.
Readings:
Video:
Assignments Due:
Week Seven
Topic Overview: Review of physical growth from 7 – 11. Discussion of brain development during this period. Discussion of two
health problems – obesity and asthma and their impact on development. Review of issues of children with disabilities.
Readings:
Video:
Assignments Due:
Discussion Forum 7
Week Eight
Topic Overview: Examination of cognitive development of school-aged children from the perspectives of Piaget, Vygotsky, and
information processing theory. Review of language growth during this period. Discussion of teaching and learning in school-aged
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children.
Readings:
Video:
Assignments Due:
Week Nine
Topic Overview: Discussion of Erikson’s stages of psychosocial development. Review of the impact of families and the peer
group on the developing school-aged child. Moral development in middle childhood.
Readings:
Videos:
18 A Society of Children
20 School Days
Assignments Due:
Discussion Forum 8
Week Ten
Topic Overview: Review of puberty in adolescence and the impact of too early or too late development. Discussion of nutrition
and eating disorders; review of physical development post-puberty. Discussion of key health hazards of this stage of development.
Overview of adolescent thinking and neurological development. Discussion of education of adolescents.
Readings:
Videos:
21 Explosions
22 What if?
Assignments Due:
Discussion Forum 9
Week Eleven
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Topic Overview: Identity development and sexuality in adolescents. Relationships with adults and peers. Discussion of
depression in adolescents.
Readings:
Videos:
23 Who am I?
Assignments Due:
Discussion Board 10
Week Twelve
Readings
None
Videos:
None
Assignments Due:
COURSE POLICIES
Testing Center Policy
Students will take tests in the Academic Testing Center - see course calendar
Students using the Academic Testing Center must govern themselves according to the Student Guide for Use of ACC Testing
Centers and should read the entire guide before going to take the exam. To request an exam, one must have:
ACC Photo ID (Students can obtain an ACC ID at any ACC Admissions and Records Office)
Course Abbreviation (CDEC or TECA)
Course Number (1354)
Course Synonym (33767 or 37743)
Course Section (006)
Instructor's Name (Linda Welsh)
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Do NOT bring cell phones to the Testing Center. Some testing centers do not have secure locations for personal belongings.
Having your cell phone in the testing room, regardless of whether it is on or off, will revoke your testing privileges for the
remainder of the semester. ACC Testing Center policies and locations days, hours of operation can be found
athttp://www.austincc.edu/testctr/
Students may withdraw anytime prior to the withdrawal deadline for this semester Thursday, November 17 Students who
officially exit a course during either the schedule change period or before the official college reporting date (9/6/11) are
considered to have “dropped” the course. They do so by submitting the official request to Admissions and Records. Dropped
courses are not considered withdrawals and are not posted on the student transcript.
Withdrawals from a course occur after the official reporting date and result in a mark of W on the student transcript. For location of
Admissions and Records offices and more information about course withdrawal:
http://www.austincc.edu/support/admissions/changing.php
It is the responsibility of each student to ensure that his or her name is removed from the roll should he or she decide to withdraw
from the class. The instructor does, however, reserve the right to drop a student should he or she feel it is necessary. If a student
decides to withdraw, he or she should also verify that the withdrawal is submitted before the Final Withdrawal Date. The student
is also strongly encouraged to retain their copy of the withdrawal form for their records.
Students are responsible for understanding the impact withdrawing from a course may have on their financial aid, veterans’
benefits, international student status, and academic standing. Students are urged to consult with the professor and/or an advisor
before making schedule changes.
Students who enroll for the third or subsequent time in a course taken since Fall, 2002, may be charged a higher tuition rate, for
that course.
State law permits students to withdraw from no more than six courses during their entire undergraduate career at Texas public
colleges or universities. With certain exceptions, all course withdrawals automatically count towards this limit. Details regarding
this policy can be found in the ACC college catalog.
The professor will initiate a withdrawal for any student who is not making sufficient progress: At least one-half
assignments and all tests up to that point must be completed by Monday, November 14, 2011 The professor will email
and attempt to contact students at risk for withdrawal by phone.
Incomplete Grade
An incomplete will be assigned only if: extenuating circumstances prevent a student from completing the course, if the student is
making satisfactory progress, and if the student has completed at least half of the tests and the assignments. An incomplete grade
cannot be carried beyond the established date in the following semester. The completion date is determined by the instructor but
may not be later than the final deadline for withdrawal in the subsequent semester.
Final Grade
Students may check their grades on Blackboard anytime during the semester. Students may check Blackboard for their final point
total after the deadline for the professor to submit final grades. Students must stay enrolled in any TASP requiredcourses to obtain
a grade in this course.
If students have difficulty completing assignments on time and/or if they don’t understand the material, they should let the
professor know as soon as possible! Students should contact the professor as soon as this becomes an issue. The professor is
willing to help, but it is the student’s responsibility to let the professor know what help is needed. If students wait until the end of
the semester, there is very little the professor can do to assist the student.
This course requires that students have successfully completed the Reading Fundamentals of Reading (DEVR 0300) and Writing
Skills I (DEVW0310) or obtained a satisfactory score on an appropriate placement test. Toremain in this course, students must be
concurrently enrolled in Reading Skills Improvement (DEVR 0310) and Writing Skills II (DEVW 0320) or have obtained a
satisfactory score on an appropriate placement test.
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and volatile topics, students may sometimes disagree not only with each other but also with the professor. It is expected that the
professor and the students will respect each other’s views when they are expressed during discussion board posts.
A student attending ACC assumes responsibility for conduct compatible with the mission of the college as an educational
institution. Students have the responsibility to submit coursework that is the result of their own thought, research, or self-
expression. Students must follow all instructions given by faculty or designated college representatives when taking
examinations, placement assessments, tests, quizzes, and evaluations. Actions constituting scholastic dishonesty include, but
are not limited to, plagiarism, cheating, fabrication, collusion, and falsifying documents. Penalties for scholastic dishonesty will
depend upon the nature of the violation and may range from lowering a grade on one assignment to an “F” in the course and/or
expulsion from the college. See the Student Standards of Conduct and Disciplinary Process and other policies at
http://www.austincc.edu/current/needtoknow
Safety Statement
Austin Community College is committed to providing a safe and healthy environment for study and work. You are expected to
learn and comply with ACC environmental, health and safety procedures and agree to follow ACC safety policies. Additional
information on these can be found at http://www.austincc.edu/ehs. Because some health and safety circumstances are beyond
our control, we ask that you become familiar with the Emergency Procedures poster and Campus Safety Plan map in each
classroom. Additional information about emergency procedures and how to sign up for ACC Emergency Alerts to be notified in the
event of a serious emergency can be found at http://www.austincc.edu/emergency/.
Please note, you are expected to conduct yourself professionally with respect and courtesy to all. Anyone who thoughtlessly or
intentionally jeopardizes the health or safety of another individual will be dismissed from the day’s activity, may be withdrawn from
the class, and/or barred from attending future activities.
All College e-mail communication to students will be sent solely to the student’s ACCmail account, with the expectation that such
communications will be read in a timely fashion. ACC will send important information and will notify you of any college related
emergencies using this account. Students should only expect to receive email communication from their instructor using this
account. Likewise, students should use their ACCmail account when communicating with instructors and staff. Instructions for
activating an ACCmail account can be found at http://www.austincc.edu/accmail/index.php.
ACC strives to provide exemplary support to its students and offers a broad variety of opportunities and services. Information on
these services and support systems is available at: http://www.austincc.edu/s4/
Links to many student services and other information can be found at: http://www.austincc.edu/current/
ACC Learning Labs provide free tutoring services to all ACC students currently enrolled in the course to be tutored. The tutor
schedule for each Learning Lab may be found at: http://www.autincc.edu/tutor/students/tutoring.php
For help setting up your ACCeID, ACC Gmail, or ACC Blackboard, see a Learning Lab Technician at any ACC Learning Lab.
Each ACC campus offers support services for students with documented disabilities. Students with disabilities who need
classroom, academic or other accommodations must request them through the Office for Students with Disabilities (OSD).
Students are encouraged to request accommodations when they register for courses or at least three weeks before the start of
the semester, otherwise the provision of accommodations may be delayed.
Students who have received approval for accommodations from OSD for this course must provide the instructor with the ‘Notice of
Approved Accommodations’ from OSD before accommodations will be provided. Arrangements for academic accommodations
can only be made after the instructor receives the ‘Notice of Approved Accommodations’ from the student.
Students with approved accommodations are encouraged to submit the ‘Notice of Approved Accommodations’ to the instructor at
the beginning of the semester because a reasonable amount of time may be needed to prepare and arrange for the
accommodations.
Additional information about the Office for Students with Disabilities is available athttp://www.austincc.edu/support/osd/
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