ECE 101: Child Growth & Development

Spring 2021 – College of the Canyons

Michelle Hancock, Professor Notable Dates:
Online – Sections 53404, 53405, and 53406
First Day of Class
Contact Information Monday, February 8, 2021
Phone: (707) 339-0488
Email: [email protected] Last day to drop without a W
Office Hours: Via phone or computer Mon. - Thurs. 8 am – 10 am Sunday, February 21, 2021
Online Office Hours: Mondays 8 am – 10 am
Last day to drop with a W
Prerequisites Required Saturday, May 8, 2021
Eligibility for English 100 or ESL 100.
Last Day of Class
Catalog Description
Thursday, June 3, 2021
Examines the major physical, psycho-social, and cognitive/language
developmental milestones of children, both typical and atypical from
conception through adolescence. Emphasizes interactions between maturational processes and
environmental factors while studying developmental theory and investigative research
methodologies. Field observation required.

Textbook – Provided in our online class, free of charge. (Written by College of the Canyons
professors!)

Special Accommodations
COC provides services for students with disabilities in compliance with the American Disabilities Act (ADA)
and Section 504 of the Rehabilitation Act of 1973. Students with disabilities needing accommodations
should make requests to Disabled Students Programs & Services (DSPS),
(661) 362-3341 or by logging into http://www.canyons.edu/Offices/DSPS. If you have approved
accommodations, please message me privately. All requests for assistance require advance notice to
avoid a delay in services.

Course Changes
The Instructor may modify this syllabus in the event of extenuating circumstances to
accommodate the learning process.

Student Learning Outcome (Our main goal of this course!)

By the end of this course you should be able to . . .

Apply knowledge of physical, cognitive and psycho-social developmental milestones of children

from birth through adolescence.
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Course Objectives

1. Demonstrate knowledge of the physical, social/emotional, cognitive, and language

development of children, both typical and atypical, in major developmental stages.
2. Identify and describe biological and environmental factors that influence children’s
development from conception to adolescence across domains.
3. Examine and evaluate the role of family in facilitating children’s development.
4. Analyze how cultural, economic, political, and historical contexts affect children’s development.
5. Identify and compare major theoretical frameworks related to the study of human
development.
6. Apply developmental theory to child observations, surveys, and/or interviews using
investigative research methodologies.
7. Differentiate characteristics of typical and atypical development

COURSE ASSIGNMENTS
Weekly Assignments Points COURSE GRADING
Discussions: 12 weeks @ 40 points per week 480
90 - 100 A
Journal Posts: 5 weeks @ 30 points each 150 80 - 89 B
70 - 79 C
Weekly Quizzes: 15 weeks @ 30 points each 450 60 - 69 D
0 - 59 F
Other assignments
Theories Power Point 100
Infant/Toddler Observation 100
Early Childhood Observation 100
Middle Childhood Observation 100
Interview with a Teen 100
Key Assessment 100
Introduction Quiz 50
1730

Looking for an “A” in this course?

According to Rate My Professor reviews, you can be successful in this course if you:

1) Regularly/fully participate in the discussions

2) Avoid procrastination on major assignments
3) Read and follow the rubrics

I think all those points are very valid! The only other points I would make are to pay attention to
due dates and be sure to complete all activities in the weekly modules to maximize your learning.
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COURSE POLICIES
Academic Honesty
People go to college for a variety of reasons, but one of those reasons should be to gain
knowledge. With that goal in mind, and to maintain the academic integrity of our course – all
students are expected to abide by the guidelines laid out in the college academic honesty policy
available at:
https://www.canyons.edu/_resources/documents/administration/academicsenate/documentspag
e/academicsenatestandingrulesandstatements/AcademicIntegrityStatementApprovedMay2010.p
df#search=academic%20integrity as well as the following:

A) Complete your own work

 While it is possible to enlist the help of others when completing an online course, ask yourself
what is gained. The information and assignments provided in this course are intended to enrich
your understanding of the subject matter.

B) Give credit where credit is due

 Imagine you write an amazing novel, only to find it published as a best-seller under someone
else’s name! Plagiarism is taken very seriously and could lead to severe academic consequences.
Learn the proper way to give credit to those whose words, ideas, and concepts you use to support
your own original thoughts. More information about citing sources is available at:
http://libguides.santarosa.edu/citing

C) Use the textbook and instructor-provided materials as your main sources of content for the
course
 The internet provides us with a wide range of resources at our fingertips. Not all sources are
created equal. Our textbook was carefully chosen to provide you with a strong base of knowledge
not available on most websites. Don’t be try to snatch little bits of information here and there –
our textbook and resources provide a framework to build upon. When other sources are needed,
use reputable sources. More about determining reputable sources is available at:
http://www.santarosa.edu/~kthornle/LIR10/LIR10_EvaluationCriteriaW4.pdf

Grading
Course grades, and specific comments about assignments, may be accessed at any time during the
semester by clicking on the Grades link in the navigation bar.

Accuracy, clarity, and appropriateness of the work completed determine the grade for all
assignments. Grades are based on the points that you earn, all points in the class contribute to the
final grade of 100 points possible. A rubric will be provided for each assignment.

A grade of "C" is considered satisfactory, a "B" is good, and an "A" is excellent.

Communication
Communication is critical to the success of our class! You need answers to your questions in a
timely manner to do your best on assignments and meet deadlines. Don't hesitate to contact me if
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you can't find the answer to your question after reviewing our class syllabus, postings, or
announcements. The best way to contact me is to either 1) send me an email, or 2) text me. I
check email at least once a day, (usually more) except Sundays. If you have not received a
response in 24 hours, assume I have not received it, confirm the email address you used and try
again, and/or a different method.

Very important: In all forms of communication, be sure to include your full name and the class you
are enrolled in prior to asking your question.

Remember, good communication is a two-way street. We will all need to work at it to make sure
we communicate well during the semester. When we do, everyone benefits!

Late Work
The following policies apply to late work during our time together:
1) I will accept one late discussion post and one late journal post during the semester for 50% of
the original value. Quizzes cannot be made up past the due date. Don't miss these deadlines!

2) Assignments (other than discussion posts and tests) will receive a reduction of 5% per day.

3) If you know of an upcoming major life event that will create havoc with your schedule (i.e.
you're about to give birth), please contact me at the beginning of the semester so we can discuss
potential solutions before the assignment due dates. The late policies still apply, but we can
discuss how you can complete your work in advance.

Course Participation
Are you an active participant in our class? Unlike a face-to-face class that takes attendance using a
sign-in sheet, an online class is a little more ambiguous. In order to establish your presence in the
class, you must post your introduction in the discussion forum by the end of the first week of class.
If you haven't posted by Friday of the first week, I will contact you to let you know you are going to
be dropped from the course.

If at any time during the course you don’t participate 2 weeks in a row, you will be dropped from
the course.

Basically, if you stop participating in class, you risk being dropped, and this may cause a significant
problem for your financial aid.

If you have any questions about these policies, please don't hesitate to email and ask!
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ECE 101 Reading and Assignment Calendar
Topics Readings Assignments Due
Week 1 Class Introductions Syllabus Introduction Forum Post - Tuesday
2/8 Note to Michelle - Tuesday
Introduction Quiz - Sunday
Week 2 Introduction Chapter 1 Discussion Forum – Fri/Sun
2/15 Journal Post – Sun
Content Quiz - Sun
Week 3 Conception, Heredity & Chapter 2 Discussion Forum – Fri/Sun
2/22 Prenatal Development Theories Power Point - Sun
Content Quiz - Sun
Week 4 Birth and the Newborn Chapter 3 Discussion Forum – Fri/Sun
3/1 Content Quiz - Sun
Week 5 Physical Development in Chapter 4 Discussion Forum – Fri/Sun
3/8 Infancy & Toddlerhood Content Quiz – Sun
Interview w/Teen Part 1 - Sun
Week 6 Cognitive Development in Chapter 5 Discussion Forum – Fri/Sun
3/15 Infancy & Toddlerhood Content Quiz - Sun
Week 7 Social & Emotional Dev. in Chapter 6 Journal Post –Sun
3/22 Infancy & Toddlerhood Infant/Toddler Observation – Sun
Content Quiz - Sun
Week 8 Physical Development in Chapter 7 Discussion Forum – Fri/Sun
3/29 Early Childhood Content Quiz - Sun
Spring Break
Week 9 Cognitive Development in Chapter 8 Discussion Forum – Fri/Sun
4/12 Early Childhood Content Quiz - Sun
Week 10 Social & Emotional in Chapter 9 Journal Post – Sun
4/19 Early Childhood Preschool Observation - Sun
Content Quiz - Sun
Week 11 Middle Childhood Chapter 10 Discussion Forum – Fri/Sun
4/26 Physical Development Content Quiz - Sun
Week 12 Middle Childhood Chapter 11 Journal Post – Sun
5/3 Cognitive Development Content Quiz - Sun
Week 13 Middle Childhood Chapter 12 Discussion Forum – Fri/Sun
5/10 Social Emotional Development Middle Childhood Observation - Sun
Content Quiz - Sun
Week 14 Adolescence Chapter 13 Discussion Forum – Fri/Sun
5/17 Physical Development Journal Post - Sun
Content Quiz - Sun
Week 15 Adolescence Chapter 14 Discussion Forum – Fri/Sun
5/24 Cognitive Development Key Assessment - Sun
Content Quiz - Sun
Week 16 Adolescence: Chapter 15 Discussion Forum – Thursday
5/31 Social Emotional Development Content Quiz - Thursday
Interview w/Teen Part 2 - Thursday
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ASSIGNMENT SPECIFICS

Classroom Discussion Entries

You will be required to submit one initial posting and two responses to peer postings per week for
each question. This is the minimum. Postings should be at least 200 words in length and must
reflect an understanding of the written (text, lecture, and articles) materials, critical thinking on
the topics and citations from the materials you read that support your views. Try to relate the
post to your personal or professional life experiences. You must cite/quote from the readings in
your initial weekly post – this means you will include a statement from our readings that supports
your thoughts. If you post a blank entry as your initial post, you will not receive credit for
reposting. You would receive credit for quality peer responses. A quote cannot be added after
your initial post for credit so please remember to add it in the initial post.

Your quote must follow proper citation format and be enclosed in quotation marks. See these
examples:

According to our text, “insert statement from our textbook here.” (Paris, Ricardo & Rymond, 13)
or whatever the page number is
Or . . .
“Insert statement from our textbook here.” (Paris, Ricardo & Rymond, 13)

If you are citing a study within the text, you must word it like this: According to Jones and Smith,
“include your chosen quote here.” (Paris, Ricardo & Rymond, 13)

This gives credit to both the researcher and the authors who pulled the information together. If
you only cite the researcher (in the case of our example – Jones and Smith) it looks like you
actually consulted the original research, which is not the case.

Responses are meaningful responses to your classmates and must thoughtfully discuss the ideas
presented in the post to which you are responding. “I agree” does not count as a response. Aim
for at least 30-40 words. These forum posts, as well as other assignments, will be used to
determine your mastery of the learning outcomes.

Weekly postings are not text messages. You should spell out words and use punctuation and
grammar appropriate for college work. Your posting is due by 11:59 p.m. on each Friday and your
response(s) by 11:59 p.m. each Sunday. The forum closes at that time. Anything posted after that
time will not be included in the score for the week. The grading rubric for weekly postings is
shown below.

Weekly Posting Grading Rubric

10.0 Quote from the weekly readings while properly addressing weekly prompt
10.0 Initial post is made by Friday night at midnight
10.0 Substantial response to a minimum of 2 peers
10.0 Quality of initial post
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Journal Posts
Journal posts give you an opportunity to share your thoughts on a topic but are only visible
between you and the instructor. 1-2 well developed paragraphs is usually sufficient. Headings and
quotes are not required. More details will be given in the Canvas classroom.

Introduction Quiz
Prior to taking this quiz, familiarize yourself with our classroom, read the syllabus, and refresh
your knowledge regarding academic honesty. You may retake the quiz twice. No quizzes may be
taken after the due date. More details will be given in the Canvas classroom.

Observations
You will observe children in a variety of age groups and respond to a series of questions about the
developmental stage we are studying. More details will be given in the Canvas classroom.

Theories Power Point

You will create a power point presentation and give information about at least 3 theories and then
compare and contrast the theories. More details will be given in the Canvas classroom.

Interview with a Teen (Parts 1 and 2)

You will interview a teen with a set of questions which will be provided and the reflect
on what you learned and connect it to our course readings through the use of
quotes/citations. This assignment is broken apart into two pieces to minimize end-of-semester
stress. More details will be given in the Canvas classroom.

Key Assessment
This assignment is a summary that pulls together your knowledge/findings from the 3
observations. More details will be given in the Canvas classroom.