Course Description:

The course is an exploration of the nature of physical, cognitive, emotional, social, and moral development from birth through early adolescence with implications for early intervention, early childhood education, and elementary school classroom teaching, integration of theory, and research findings from the field of developmental psychology and educational psychology. This course embraces both scientific discoveries and personal insights. Course/Departmental Objectives: Students will acquire an understanding of the following key concepts. 1. Selected theories of child development 2. The role of genetic and hereditary factors in the cognitive, behavioral and psychosocial development of children 3. Physical development from conception through early adolescence 4. The importance of the environment surrounding a child that influences and shapes child growth and development 5. The central goals and conflicts during childhood 6. Application of cognitive psychology in the classroom: Howard Gardner’s Multiple Intelligence Theory 7. The essence of the debate over human intellig • Introduction-Foundation of Child Growth and Development • Theories of Development • Hereditary and Environment • Prenatal Development and Birth • The First Two Years: Biosocial Development • The First Two Years: Cognitive Development • The First Two Years: Psychosocial Development • The Play Years: Biosocial Development • The Play Years: Cognitive Development • The Play Years: Psychosocial Development • The School Years: Biosocial Development • The School Years: Cognitive Development • The School Years: Psychosocial Development • Adolescence: Biosocial Development • Adolescence: Cognitive, Psychosocial Development Course Requirements: • Read assigned chapters and handouts for class discussions • Written or homework assignments should be concise and grammatically correct • Take notes • Class participation • In-class assignments • Midterm Exam • Final Exam • Five to seven-page research paper using APA documentation • No Cell Phones! No Texting! GRADING GUIDELINES: Midterm 25% Research Paper 25% Final Exam 20% Class Participation 10% In-Class Assignments 10% Homework 10% ACADEMIC INTEGRITY STATEMENT All students must familiarize themselves with the TCUS Academic Integrity Policy (http://www.touro.edu/students/policies/academic-integrity/) and comply fully with the terms of the policy. TCUS Academic Integrity Policy requires that a student or a researcher: 1. Properly acknowledge and cite all ideas, results, or words originally produced by others. 2. Properly acknowledge all contributors to any piece of work. 3. Obtain all data or results using ethical means. 4. Report researched data without concealing any results inconsistent with a student’s conclusions. 5. Treat fellow students in an ethical manner, respecting the integrity of others and the right to pursue educational goals without interference. Students may neither facilitate another student’s academic dishonesty nor obstruct another student’s academic progress. 6. Uphold ethical principles and the code of the profession for which the student is preparing. Class Schedule: 2/03/19 Introduction/Overview 2/10/19 Chapter 1 – Introduction – Topics to be covered: Defining Development 2/17/19 Chapter 1 con’t – Topics to be covered: Scientific view; a personal perspective; the scientific method 2/24/19 Chapter 2 – Theories and Development: Topics to be covered: Grand Theories; Emergent theories 3/03/19 Chapter 3 – Heredity and Environment – The Genetic Code; Sex, Multiple Births, and Fertility; Genotype and Phenotype 3/10/19 Chapter 4 – Prenatal Development and Birth – Topics to be Covered: From Zygote to Newborn; Risk Reduction 3/17/19 Chapter 5 – The First Two Years: Biosocial Development – Topics to be covered: Body Changes; Brain Development; Sensation and Movement Test Review! 3/24/19 Midterm Exam! 3/31/19 Chapter 6 – The First Two Years: Cognitive Development – Topics to be covered: Sensorimotor Intelligence; Information Processing 4/07/19 Chapter 7 – The First Two Years: Psychosocial DevelopmentTopics to be covered: Emotional Development; Theories of Infant Psychosocial Development; Development-Social Bonds 4/14/19 Chapter 7 Con’t 4/21/19 No Classes! 4/28/19 No Classes! 5/05/19 Chapter 8 – Early Childhood: Biosocial Development – Topics to be covered: Body Changes; Brain Development; Improved Motor Skills 5/12/19 Chapter 9 – Early Childhood: Cognitive Development – Topics to be covered: Piaget and Vygotsky; Children’s Theories; Language; Early-Childhood Education 5/19/19 Research Paper due! Test Review! 5/26/19 No Classes! 6/02/19 Final Exam! Attendance Policy: • Three days of lateness will equal one absence • Only three absences will be permitted Course Textbook: Berger, K. S. (2009). The developing person through childhood (5th ed.). New York, NY: Worth Publishing. Guidelines for Research Paper and Homework Assignments The Research Paper must include the following: a. Five 5 – 7 typed pages, double-spaced. b. Five sources or more. c. Proper documentation – APA style. Homework Assignments These papers must have the proper APA style of documentation. Students must hand in papers when they are due. The cover page of the research paper and homework assignments must be as follows: Title of Paper Student’s Name Class Number and Title of Class Date Students must type all papers in New Times Roman – 12 pt. Font, double-spaced. Students must hand on all assignments on time in hard copy! Guidelines for Class Behavior, Activities, and Discussions Students may not use cellular phones and similar types of mobile communication devices while classes are in session. Cell phones and similar devices are disruptive and unacceptable in the classroom. Students cannot bring children, family members, or friends to classrooms. Students may work in groups at different points in the semester. Students must adhere to standard classroom protocol. Discussions, comments, and responses must be formal and respectful. No rude, foul, offensive language, commentary, and behavior are allowed. Cultural Diversity Statement The component for establishing culturally diverse activities and materials is to develop a cultural awareness of the student population. A multicultural approach to instruction is a significant element of this class. Multicultural education is a relatively new domain of teaching that focuses on equal access to knowledge and skills for students of all cultures, including students with physical and cognitive disabilities. Cultural diversity is incorporating a variety of ethnic and cultural perspectives into classroom lessons. The diversity goals of this class are to utilize a variety of content to construct multiple perspectives about society, which may decrease anyone’s inclination to display attitudes of prejudice and discrimination. This class will empower students through diverse content, equitable pedagogy, and student-centered activities, which may transform standard classroom cultures into an environment of inclusiveness. Disability Statement Students with physical or cognitive disabilities may sign up with Touro’s disability program. Accommodations will be made for the student based on his or her needs. Suggested Topics for Research Paper Cognitive Development, 0 – 2 Years Biosocial Development, 0 – 2 Years Compare the Grand Theories Compare the Emerging Theories Piaget vs. Vygotsky Psychosocial Development, Adolescence Cognitive Development, Adolescence Early Childhood Education Early Childhood Development Behaviorism Schema Theory The Psychoanalytic Method Heredity vs. Environment Socialization – Early Childhood The Scientific Approach to Child Development The Personal Approach to Child Development The Cognitive Approach to Development Brain Development, 0 – 2 Years Socialization – Adolescence Psychological Development – Early Childhood Freud’s Theories of Child Development The Theory of Lateralization Brain Development (Toddlers) Sensorimotor Intelligence Emotional Development (Toddlers) The Importance of Play Language Development (Toddlers) Curriculums and Early Childhood Development Child Nutrition