UNIVERSITY OF TORONTO – VICTORIA COLLEGE

2024 WINTER

EDS261H1S Child and Adolescent Development in Education

Thursdays, 10am to 1:00pm, VC 323

INSTRUCTOR: Dr. Julia Forgie

CONTACT INFORMATION: julia.forgie@utoronto.ca
COURSE WEBSITE: https://q.utoronto.ca/
OFFICE HOURS: By appointment - Both in-person and online appointments, sign-up
required

COURSE DESCRIPTION

The broad aim of the course is to examine how children and adolescents develop, and to explore the
interaction between development and education (broadly defined). The focus of the course will be a
general overview of developmental psychology, and broad themes such as cognitive, social, emotional,
moral, physical, and language development from early childhood to late adolescence will be included.
The course will consider schooling as one context for development and will address various theories and
aspects of how children learn and develop. An additional aim of the course is to help students cultivate an
inquiry habit of mind, in which they learn to engage in high-level critical thinking and to become
informed consumers of research. This course requires students' enrolment in the Education and Society
Minor.

Course Expectations

Upon completion of this course, students will have:

• developed an understanding of cognitive, social, emotional, moral, physical, and
language development from early childhood to late adolescence.
• thought about how these concepts relate to the child and adolescent in an educational setting.
• developed observational skills and the ability to map children’s behavior against academic
principles and research.
• learned to be inquiry-minded and to engage with the world in a way that considers research
evidence and student-centered practice.

Access course materials via https://q.utoronto.ca/ for this course, as all course documents and
announcements will be posted there. It is your responsibility to check this site regularly for updates.

Office Hours
Office hours for this course will be offered by appointment both in-person in my office (VC108A) as well as
online via Zoom. Office hours are an opportunity for you to ask questions, discuss interesting course
concepts, or to ask for academic advice. I will be holding in-person office hours by appointment (sign-up) on
most Thursdays from 1-2pm in VC 108A. I will also be offering online appointments (Zoom) at other times
throughout the week. Please consult the schedule/sign-up for weekly availability. Alternate times to meet, not
listed in the sign-up, can be arranged via email.
Office Hours appointments can be booked by visiting this sign-up sheet.
Attendance
You are expected to attend classes and be present for the full duration of the class. If you cannot attend class,
you will be expected to catch up on missed content by reviewing the slide deck, readings and catching up on
missed class notes from a peer. It is also crucial that you attend class on time, as punctuality is a basic
ingredient of professionalism. It is unprofessional to come to class late because it disrupts the flow of the
class and the concentration of your colleagues. Punctual attendance at each class is of utmost importance.

COURSE POLICIES

Creating an Inclusive Learning Environment

University of Toronto Equity, Diversity and Excellence Statement
At the University of Toronto, we strive to be an equitable and inclusive community, rich with diversity,
protecting the human rights of all persons, and based upon understanding and mutual respect for the dignity
and worth of every person. We seek to ensure to the greatest extent possible that all students and employees
enjoy the opportunity to participate as they see fit in the full range of activities that the University offers, and
to achieve their full potential as members of the University community.

Our support for equity is grounded in an institution-wide commitment to achieving a working,

teaching, and learning environment that is free of discrimination and harassment as defined in the
Ontario Human Rights Code. In striving to become an equitable community, we will also work to
eliminate, reduce or mitigate the adverse effects of any barriers to full participation in University life
that we find, including physical, environmental, attitudinal, communication or technological.
Anti-Racism and Cultural Diversity Office: https://antiracism.utoronto.ca/

Equity, Diversity, and Inclusion Reminder

Students are reminded of the expectation that we all demonstrate respect for one another. As outlined in the
Student Code of Conduct, the University of Toronto does not condone discrimination or harassment against
any persons or communities especially when based on grounds protected under the Ontario Human Rights
Code.

In accordance with the Ontario Human Rights Code, no person shall engage in a course of vexatious
conduct that is directed at one or more specific individuals, and that is based on the race, ancestry,
place of origin, colour, ethnic origin, citizenship, sexual orientation, gender identity, gender expression,
age marital status, family status or disability. This includes:
• Racial slurs or “jokes”
• Insults due to racial identity
• Online posts of cartoons or pictures, in a workplace or school that degrade persons of a particular racial
group
• Name-calling due to race, colour, citizenship, place of origin, ancestry, ethnic background or creed
• Pseudonyms or handles that are inappropriate about ancestry, colour, citizenship, ethnicity, place of origin,
race, or religion
• For more prohibited grounds for discrimination please visit:
http://www.ohrc.on.ca/en/ontariohuman-rights-code

Accessibility & Mental Health Needs

Students with diverse learning styles and needs are welcome in this course. If you have an acute or ongoing
disability issue or accommodation need, you should register with Accessibility Services (AS) at the beginning
of the academic year by visiting https://studentlife.utoronto.ca/department/accessibility-services/ Without
registration, you will not be able to verify your situation with your instructors, and instructors will not be
advised about your accommodation needs. AS will assess your situation, develop an accommodation plan
with you, and support you in requesting accommodation for your course work. Remember that the process of
accommodation is private: AS will not share details of your needs or condition with any instructor, and your
instructors will not reveal that you are registered with AS.

Also, it is not uncommon for university students to experience a range of health and mental health issues that
may result in barriers to achieving their academic goals. The University of Toronto offers a wide range of
services to provide assistance. You are encouraged to seek out these resources early and as often as necessary:
• Accessibility Services: www.accessibility.utoronto.ca
• Accessibility Services: www.accessibility.utoronto.ca
• Registrar’s Office and/or Dean of Students’ Office
• Student Life: http://www.studentlife.utoronto.ca
• Health and Wellness Centre: http://www.studentlife.utoronto.ca/hwc
• Good2Talk: a post-secondary, 24/7 helpline 1-866-925-5454.

Assignment Submission

All assignments are to be submitted through Quercus. A description and a link for the submission of
each assignment can be found in the “Assignments” section. Assignments must be submitted by
11:59pm, on the due dates noted above.

Policy for Late Submission of Assignments

If submitted on time, assignments are usually graded within 2-3 weeks. If you have grading concerns,
please wait 24 hours after receiving your assignment before contacting the course instructor.

Late assignments will be subject to a 5% late penalty per day (including weekends), starting after
11:59pm on the due date. Assignments will not be accepted beyond 10 days after the due date.

If there are extenuating circumstances (illness, death in family) that prevent you from completing an
assignment on-time you must email the instructor as soon as possible, preferably BEFORE the deadline
and NO LATER than one week after the due date. Requests for extensions will be granted if there are
legitimate medical or compassionate grounds only. Documentation (such as the official UofT medical
form, which can be found here: www.illnessverification.utoronto.ca) must be submitted.

Special Medical Circumstances and Absence Declaration

If you are required to provide documentation for missed work, you will need to submit a Verification of
Illness or Injury form (also known as a "doctor’s note") or a Declaration of Absence on ACORN. See the
specific requirements for Absence Declarations on ACORN. The declaration is available on ACORN under
the Profile and Settings menu. Students should also advise their instructor of their absence.
For longer absences, or if you have a non-medical personal situation preventing you from completing your
academic work, you should connect with your College Registrar. They can provide advice and assistance
reaching out to instructors on your behalf. If you get a concussion, break your hand, or suffer some other
acute injury, you should register with Accessibility Services as soon as possible.

Religious Accommodations
As a student at the University of Toronto, you are part of a diverse community that welcomes and includes
students and faculty from a wide range of cultural and religious traditions. For my part, I will make every
reasonable effort to avoid scheduling tests, examinations, or other compulsory activities on religious holy
days not captured by statutory holidays.
Further to University Policy ([https://studentlife.utoronto.ca/service/religious-accommodation-support), if
you anticipate being absent from class or missing a major course activity (such as a test or in-class
assignment) due to a religious observance, please let me know as early in the course as possible, and with
sufficient notice (at least two to three weeks), so that we can work together to make alternate arrangements.

Informed Participation
Participation marks are awarded for active attention and constructive class interaction, for clear evidence of
familiarity with assigned readings, and for focused attention and participation in the seminar and
assignments. Your participation grade will be based on reasoned, thoughtful and informed contributions to
this course. For asynchronous classes where we are not meeting in-person, it is expected that you engage in
the online tasks and discussions in a timely manner.

Academic Integrity
All students, faculty and staff are expected to follow the University's guidelines and policies on academic
integrity. For students, this means following the standards of academic honesty when writing assignments,
collaborating with fellow students, and writing tests and exams. Ensure that the work you submit for grading
represents your own honest efforts. Plagiarism—representing someone else's work as your own or submitting
work that you have previously submitted for marks in another class or program—is a serious offence that can
result in sanctions. Speak to me or your TA for advice on anything that you find unclear. To learn more about
how to cite and use source material appropriately and for other writing support, see the U of T writing
support website at http://www.writing.utoronto.ca. Consult the Code of Behaviour on Academic Matters for a
complete outline of the University's policy and expectations. For more information, please
see https://www.artsci.utoronto.ca/current/academic-advising-and-support/student-academic-integrity and htt
p://academicintegrity.utoronto.ca

Use of Generative Artificial Intelligence Software

In this course, unless otherwise specified on a particular assignment, students may use generative artificial
intelligence tools (such as ChatGPT) for creating an outline for an assignment and/or for collecting ideas, but
the final submitted assignment must be original work produced by the individual student alone. If you choose
to use such tools, this must be acknowledged in the submitted assignment and an appendix must be included
with the content produced by this tool, the prompts used to obtain that content, and an explanation of how the
results from the AI tool were incorporated into the submitted work. Be aware that such tools often produce
incorrect or misleading content, which you will need to verify carefully.
REQUIRED READINGS

The course text is available for purchase as an online textbook:

Kail, R., & Barnfield, A. (2022). Children and Their Development (5th Canadian edition). Toronto:
Pearson.
Online editions (12-month and 24-month license options available) are available at the following
websites:
https://www.pearson.com/en-ca.html
https://www.vitalsource.com/en-ca/
An earlier edition (4th Canadian edition) is a suitable alternative if you are able to find a second-hand
copy.

COURSE WORK AND GRADING

Assessment Tool Weight Due Date

Participation, Professionalism, Engagement 15% Ongoing
Quiz Game 25% Feb 1st, Feb 8th, Feb 15th,
Feb 29th, Mar 7th, Mar
21st
Theories of Child Development Quiz 20% Jan 25th
Child Observation Assignment 20% Mar 14th
Public Service Announcement Poster/Video 20% Apr 4th

Participation, Professionalism and Evidence of Engagement: 15% Professionalism includes general

professional courtesies that are expected of an undergraduate student, such as being at class on time and
speaking respectfully to peers. Evidence of Engagement involves active attention and constructive class
interaction, for clear evidence of familiarity with assigned readings, and for focused attention and
participation in class discussions and quiz game activities. Your participation grade will be based on
reasoned, thoughtful and informed contributions to this course. You will be required to read and reflect on
assigned readings for each class and be prepared to contribute to class discussions and activities. Please do
not come to class if you are feeling unwell - you will not be penalized for staying home.

Quiz Game: 25% of each student’s grade is allocated to designing and implementing a game for the class.
In groups, students will design and lead a game to assess and informally quiz (i.e., not a graded quiz) their
fellow students’ reading and understanding of the required readings. Two groups will present in each of
Classes 4, 5, 6, 7, 8 and 10. More information about this will be provided in Class 1, at which time students
will sign up for their quiz presentation date. It is expected that your group is ready to present the quiz game
no later than 10:10am on the assigned date of your presentation.

Theories of Child Development Quiz: 20% of each student’s grade is reserved for an open-book online
quiz. The quiz will be completed online on Quercus. You will have a designated period of time to complete
the online quiz and will be allowed to refer to your class notes, and the course readings while you take the
quiz. However, it will still be important to study for the quiz and have your notes highly organized, as the
time you will be given to complete the quiz, will be limited. This is an independent assignment and is not
permitted to be completed in collaboration with others. Further details will be provided.

Child Observation Assignment: 20% of each student’s grade is reserved for the Child Observation
assignment. Students will observe video footage of child(ren) and create a brief profile describing
observations made about their physical and cognitive development and furthermore, making explicit
connections about their development, to course concepts and developmental theories. Further details will
be provided.

Public Service Announcement Poster/Video: 20% of each student’s grade is allocated to the Public
Service Announcement Poster/Video assignment in which students will select a topic/issue relevant to
social-emotional development in adolescence and present a poster or short 5-minute video as a Public
Service Announcement. This assignment can be completed independently or in pairs (no groups of 3).
These posters/videos will be shared in-class in Class #12.

COURSE SCHEDULE AND REQUIRED READINGS

Please note that you are expected to read the textbook before attending class each week (i.e., pre-reading). Being
prepared for and participating in class is part of the grade for Professionalism and Evidence of Engagement.

WEEK TOPIC
Class #1 Course Overview and Theories of Child Development
January 11th
The Study of Child Development
Chapter 1: The Science of Child Development

Class #2 Environmental and Genetic Bases of Development

January 18th
Readings:
Chapter 2: Genetic Bases of Child Development
*Last day to submit preferences for the quiz game assignment

Class #3 ASYNCHRONOUS CLASS #1

January 25th
Readings: None
Asynchronous ● Assignment Due: Theories of Child Development Quiz
● Preparation: Quiz Game

Class #4 Physical Health and Growth

February 1st
Chapter 4: Growth and Health
● Quiz Game A

Class #5 Perceptual and Motor Development

February 8th
Readings:
Chapter 5: Perceptual and Motor Development
● Quiz Game B
Class #6 Theories of Cognitive Development
February 15th
Readings:
Chapter 6: Theories of Cognitive Development
● Quiz Game C

February 22nd READING WEEK

WEEK TOPIC

Class #7 Cognitive Processes and Academic Skills

February 29th
Readings:
Chapter 7: Cognitive Processes and Academic Skills
● Quiz Game Presentation - D

Class #8 Language and Communication

March 7th
Readings:
Chapter 9: Language and Communication
● Quiz Game Presentation - E

Class #9 ASYNCHRONOUS CLASS #2

March 14th
Readings: None
Asynchronous ● Assignment Due: Child Observation Assignment
● Preparation: Public Service Announcement (PSA) Posters

Class #10 Emotional Development

March 21st
Readings:
Chapter 10: Emotional Development
● Quiz Game Presentation - F

Class #11 Understanding Self and Others & Moral Understanding

March 28th
Readings:
Chapter 11: Understanding Self and Others
Chapter 12: Moral Understanding and Behaviour

Class #12 Social Influences & Public Service Announcement (PSA) Posters
April 4th
Readings:
 Chapter 14: Social Influences
● Public Service Announcement (PSA) Posters (bring to class to showcase)

Important Dates
Classes begin Monday, January 8, 2024
Classes end on Thursday, April 5, 2024
Spring reading week: February 19-23, 2024
March 11th, 2024 - Last day to drop S courses