ILLINOIS STATE UNIVERSITY Curriculum & Instruction 210, Section 6 Child Growth & Development T/TH 3:35-4:50 pm SCH

112 Instructor Information Tami R. Dean, M.A., ABD Office phone: 309-438-5120 Office hours: by appointment Catalog Description Physical, social, emotional, and mental development of the child from conception to adolescence; methods of studying children and their behavior. Includes Clinical Experience 9 hrs. Experience Type 1-4. 3 semester hours credit. Required Text Bergin, C. C., & Bergin, D. A. (2012). Child and Adolescent Development in Your Classroom. Belmont, CA: Wadsworth Cengage Learning. Course Outline I. Foundations of Child Development ways of thinking about children, physical development II. The Cognitive Child classic theories of learning and cognition, information processing, memory, and problem solving, cognitive ability III. The Emotional Child attachment and personality, self-control and discipline, emotional development IV. The Social Child social cognition, social behavior, peers, friends, and play V. The Whole Child self-system and motivation, the child in context: family structure, child care, and media Relationship to Conceptual Framework Realizing the Democratic Ideal Illinois State University has a historic and enduring commitment to prepare teachers and other school personnel who will be responsive to the ethical and intellectual demands of a democratic society. To teach in a democracy is to consciously take up the challenge of improving the ethical and intellectual quality of our societal dialogue by including in it as many educated voices as possible. This course contributes to this mission by focusing on looking closely at children in relation to their development, which adheres to the principle of showing sensitivity to the individual as well as cultural diversity. In addition, the underpinnings of this course recognize the appropriate teaching strategies have to be tailored to diverse learners as each child is given respected status in the classroom community and the instructional support that he/she needs and deserves. Office: De Garmo 234 Email: [email protected] Skype: tami.dean

C&I 210 For more information about ISU s Conceptual Framework, visit: http://www.teachereducation.ilstu.edu/councilforteachered/democratic-ideal.shtml Objectives Upon completion of this course and the accompanying field experiences, students will:
Objectives 1. Compare and contrast the various aspects of the child development theoretical base of information. 3.1, 3.2 ACEI IPTS 1A, 1B, 1C, 1E, 1F, 1G, 1H, 1I, 1J, 1K, 1L, 2E, 2F, 2I, 2O, 2P, 2Q, 3A, 3N, 3O, 3P, 3Q, 4A, 4F, 4H, 4O, 4P, 5A, 5B, 5C, 5D, 5E, 5F, 5G, 5H, 5I, 5J, 5K, 5L, 5M, 5O, 5R, 5S, 8B, 8F, 8K, 8S, 9G 1A, 1B, 1C, 1E, 1F, 1G, 1H, 1I, 1J, 1K, 1L, 2A, 2B, 2C, 2D, 2H, 2I, 2J, 2K, 2L, 2M, 2N, 2O, 2P, 2Q, 3A, 3E, 3N, 3O, 3P, 3Q, 4B, 4C, 4F, 4G, 4H, 4I, 4J, 4K, 4L, 4M, 4N, 4O, 4P, 5A, 5B, 5C, 5D, 5E, 5F, 5G, 5H, 5I, 5J, 5K, 5L, 5M, 5R, 5S, 6A, 6B, 6C, 6D, 6E, 6F, 6G, 6H, 6I, 6J, 6L, 6M, 6M, 6O, 6P, 6Q, 6S, 7A, 7B, 7C, 7D, 7E, 7F, 7G, 7H, 7I, 7J, 7K, 7L 7M, 7N, 7P, 7Q, 8F, 8S, 9G 1A, 1B, 1C, 1E, 1F, 1G, 1H, 1I, 1J, 1K, 1L, 2A, 2B, 2C, 2D, 2H, 2I, 2J, 2K, 2M, 2N, 2O, 2P, 2Q, 3A, 3N, 3O, 3P, 3Q, 4B, 4F, 4H, 4O, 4P, 5A, 5C, 5E, 5G, 5H, 5I, 5J, 5K, 5L, 5M, 6A, 6B, 6C, 6D, 6E, 6F, 6G, 6H, 6I, 6J, 6L, 6M, 6N, 6O, 6P, 6Q, 6S, 8F, 8S, 9A, 9B, 9C, 9D, 9E, 9F, 9H, 9O, 9P, 9Q, 9R, 9S, 9T 1A, 1B, 1C, 1E, 1F, 1G, 1H, 1I, 1J, 1K, 1L, 2A, 2B, 2C, 2D, 2I, 2J, 2K, 2L, 2M, 2N, 2O, 2P, 2Q, 3A, 3E, 3N, 3O, 3P, 3Q, 4B, 4C, 4F, 4G, 4HH, 4I, 4J, 4K, 4L, 4M, 4N, 4O, 4P, 5A, 5B, 5C, 5E, 5F, 5G, 5H, 5I, 5J, 5K, 5L, 5M, 5R, 5S, 5C, 6Q, 6S, 6F, 8S, 9G 1A, 1B, 1C, 1E, 1F, 1G, 1H, 1I, 1J, 1K, 1L, 2E, 2F, 2I, 2O, 2P, 2Q, 3A, 3F, 3G, 3N, 3O, 3P, 3Q, 4A, 4F, 4H, 4O, 4P, 5A, 5B, 5C, 5D, 5E, 5F, 5G, 5H, 5I, 5J, 5K, 5L, 5M, 5O, 5R, 5S, 6R, 7P, 8A, 8B, 8C, 8E, 8F, 8G, 8H, 8I, 8J, 8K, 8M, 8P, 8Q, 8S, 9A, 9B, 9C, 9D, 9E, 9F, 9G, 9H, 9M, 9N, 9O, 9P, 9Q, 9R, 9S, 9T

RDI EC1, EC4, IC1, IC2, IC3

2. Discuss and apply from a perspective of diversity the patterns found in the development of children in the following domains: Physical, socio-emotional, cognitive, language, and creative.

2.1, 2.2, 2.8, 3.2, 3.3, 3.4, 3.5, 4.0

EC1, EC2, EC3, EC4, IC1, IC2, IC3, IC4, IC5

3. Explain and discuss the elements of a healthy lifestyle for children, including nutrition, physical fitness, sleep patterns/requirements, and activities or substances that may contribute to disease or poor health.

2.1, 2.7, 3.2, 3.5, 5.1, 5.4

EC1, EC3, EC4, IC2, IC3, IC4, IC5

4. Discuss the application techniques which are used to connect developmental theory/knowledge/diversity to children in classrooms and their social worlds.

2.2, 2.3, 2.4, 2.5, 2.6, 3.2, 3.4, 3.5, 5.3, 5.4

EC1, EC2, EC3, EC4, IC1, IC2, IC3, IC4, IC5

5. Utilize developmental theory and understanding of children in the clinical component of this course.

2.9, 3.1, 3.2, 5.1, 5.2

EC1, EC2, EC3, EC4, IC1, IC2, IC3, IC4, IC5

C&I 210 Class Policies Professional Conduct This course is part of the pre-service teacher education curriculum and as students in this course you are expected to conduct yourself in a professional manner during class and also during clinical observations. This includes appropriate attire, language, behavior, and attitudes. You are expected to be punctual and avoid unnecessary absences (see Attendance Policy below).

Professional Conduct and Dispositions Teacher candidates are expected to demonstrate the following behaviors related to professional disposition while participating in classes and in interactions with peers, faculty, or staff. If dispositional concerns arise, they will be formally submitted to the Teacher Education Center by the faculty member for resolution by the student. Teacher candidates will not be graded directly on disposition indicators unless faculty or staff identifies major concerns. However, grades in courses are often indirectly impacted by disposition issues. As a proactive, self-reflective exercise, students are encouraged to complete a self-evaluation using the following checklist and to establish goals in those areas in which they feel they may not yet be strong. Collaboration: The ability to work together, especially in a joint intellectual effort y Cooperates with others y Makes contribution to group effort y Shares information and materials with others y Assists peers y Supports decisions of group willingly, even if different from own y Volunteers to participate in group effort y Supports work of others y Plans and sets goals and priorities with others y Establishes professional goals that are aligned with those of the organization y Makes relevant contributions to discussions Honesty/Integrity: The ability to demonstrate truthfulness to oneself and to others; demonstrate moral excellence and trustworthiness y Maintains confidentiality of students/colleagues y Models moral behavior expected of both teachers and learners in an educational setting y Communicates without intent to deceive y Demonstrates ethical behavior y Makes decisions based on honesty and integrity y Gives credit to others when using their work Respect: The ability to honor, value, and demonstrate consideration and regard for oneself and others y Considers opinions of others with an open mind y Listens attentively to others in a variety of contexts y Demonstrates a warmth, friendly, and caring manner to others y Interacts in a polite and respectful manner y Uses appropriate language y Takes care of property of others y Demonstrates empathy and concern for others y Displays equitable treatment of others y Acknowledges perspectives of individuals from diverse cultural and experiential backgrounds y Interacts appropriately in relation to cultural norms y Appreciates and embraces individual differences y Demonstrates positive attitudes toward diverse cultures and learners Reverence for Learning: Feeling of profound awe, respect and seriousness of intent to acquire knowledge

C&I 210
y Values knowledge, content, and experiences presented in preservice academic programs y Takes initiative to expand knowledge base y Values instructional time y Seeks opportunities to learn new skills y Uses credible and data-based sources y Demonstrates enthusiasm for the subject being taught y Demonstrates positive attitude toward learning y Conveys high expectations for achievement Emotional Maturity: The ability to adjust one's emotional state to a suitable level of intensity in order to remain engaged with one's surroundings y Uses appropriate strategies to respond to emotional and emergency situations y Responds to situations professionally y Uses appropriate tone of voice y Initiates communication to resolve conflict y Maintains emotional control y Uses self-disclosure appropriately y Uses appropriate non-verbal expressions y Responds appropriately to actions and reactions of others y Acts from a positive frame of reference most of the time y Accepts feedback from others y Identifies personal responsibility in conflict/problem situations Reflection: The ability to review, analyze, and evaluate the success of past decisions in an effort to make better decisions in the future y Accepts and incorporates suggestions in subsequent practice y Identifies own biases and prejudices y Demonstrates accurate self-analysis regarding one's own strengths and weaknesses y Uses reflective practices to set goals y Collects accurate data and incorporates it into the reflective process y Recognizes situations that call for a problem-solving approach Flexibility: The willingness to accept and adapt to change y Adapts to unexpected or new situations y Accepts less than ideal situations when necessary y Maintains positive attitude when necessary changes occur y Implements ideas suggested by others y Demonstrates willingness to apply a problem-solving approach Responsibility: To act independently, demonstrating accountability, reliability, and sound judgment y Accepts consequences for personal actions or decisions y Submits assignments on time or follows procedures for extensions y Uses sound judgment in decision making y Takes action to solve problems y Prepares for classes, meetings, and group work y Manages time effectively y Completes assigned tasks from group activities within an acceptable time frame y Seeks clarification and/or assistance as needed y Prioritizes work based upon established goals y Returns borrowed materials in a timely manner y Takes initiative to get materials and notes when absent from meetings or classes y Seeks/locates needed resources y Ensures accuracy of information for which he/she is responsible y Gives priority to health and safety concerns of others

C&I 210 When a student has a record in the CECP office of three dispositional concerns that have not been resolved by the teacher candidate s major department, the student will have a No for meeting this disposition assessment and will not be admitted to Professional Studies and/or Student Teaching. CECP will contact the major department to verify that the three dispositional concerns have not been resolved. Required Reading It is expected that students come to class with all assigned reading completed. The reading assignments provide a background for class discussion and activities. Written Work All written work is expected to be of professional quality, original, and fully referenced. Your work must be proofread-grammatical and typographical errors will negatively influence your grade, even if not specified on the assignment rubric. Please be aware that punctuation and spelling used for e-mail and text messaging is not appropriate for academic purposes. If grammar and typographical errors are severe, the paper will be handed back for editing and will be marked down a grade every day until it is returned to me.

Must include reference citations when outside sources and/or quotations are used. Please use APA style. If you are unfamiliar, consult the APA Manual, 5th edition. A guide can also be found at http://www.library.ilstu.edu/assets/pdf/handouts/apa5-2009.pdf If there is a question regarding the originality of your work, university plagiarism procedures will be followed. For questions concerning the university s academic dishonesty policy, please refer to the Illinois State University s Student Code of Conduct available on-line at: http://www.policy.ilstu.edu/archives/student_code_of_conduct.htm Late Assignments No late assignments will be accepted. Situations of a legitimate nature, as defined by the University (i.e. doctor s note, obituary of a relative/friend, court appearance notice, etc), will be handled on a case-by-case basis. Attendance Policy Attendance is very important since a great deal of information is covered in a short period of time. Please email me in advance of class if you are not able to attend. Upon returning to class bring the appropriate verification of absence; e.g., doctor s note, obituary of a relative, etc.

C&I 210 Late Work Late work will not be accepted, nor can missed class work be made up. Situations of a legitimate nature, as defined by the University (i.e. doctor s note, obituary of a relative/friend, court appearance notice, etc.) will be handled on a case-by-case basis. Disability Concerns Any student needing to arrange a reasonable accommodation for a documented disability should contact Disability Concerns at 350 Fell Hall, 438-5853(voice), 438-8620 (TTY). I reserve the right to adjust project deadlines, due dates, and available points, and will make those adjustments clear and in a timely fashion, taking students thoughts and needs into consideration. Final grades will be determined by the number of points earned through the completion of the assignments.

Learning Assessments Participation - Objectives A, B, D It is expected that you will make meaningful contributions to class discussions and activities on a regular basis. Attend all class meetings arrive on time and stay for the entire class meeting. Refrain from using technology (cell phones and laptops) inappropriately during class stay on task. A variety of formative assessment tasks will be conducted to provide you with opportunities to informally test your understanding of course content and to practice applying the course knowledge base to real and hypothetical situations. Content Reflections & Digital Stories Objectives A, B, C, D You will be creating five (5) personal reflections that demonstrate your knowledge of the subject matter from the text, lectures, and activities. There are two parts to this assignment: Part 1 y y y Write a reflection in the first person that describes and explains what was new or interesting to you from our text, lectures, and activities. Limit yourself to a 200-250-word reflection per chapter. Create your reflection in Word and then upload it to Scribd, or copy and paste it into your Student Portfolio in the course wiki. You may also create your reflection in Google Docs. Share the document and copy/paste the URL from Google Docs or Scribd into your portfolio in the course wiki.

C&I 210 Part 2 y y y y For three of the digital stories, using VoiceThread, create a short 1- to 2minute Digital Story that summarizes your written reflection. Title slide with your name, the chapters, course and section o To create text-based slides, use Word or PowerPoint Use 2-3 images per chapter. On the references slide provide the author and website URL for each image. Voice over each of the image slides. Your narration should be in the first person. Make your reflection personal and demonstrate how you have interacted with the material. Do not include text to explain your reflection. Only the title slide and the references slide use text. o To create text-based slides, use Word or PowerPoint Post the VoiceThread URL to your Portfolio page under the appropriate heading.

For the other two digital stories, you may use Glogster, Animoto, or another Web 2.0 tool Grades will be based on the following: 1. Completion of Part 1 If you use Google Docs, make sure the instructor can access the document 2. Completion of Part 2 make sure that the instructor can access your VoiceThread 3. Correct posting of VoiceThread or media URL 4. Completion of peer reviews for each person in your group

C&I 210 Health Education Assignment - Objective C Groups will be assigned a health education topic such as sleep, physical fitness and exercise, nutrition and healthy eating, obesity, street drugs education, stress, smoking, alcohol, depression, anxiety, teen pregnancy, eating disorders, puberty, or sexually transmitted disease. Prepare a poster (physical or virtual) or video that addresses the following: 1. 2. 3. 4.

Basic definitions, statistics, etc. Effects on each of the developmental domains Myths or misconceptions and clarification of those misconceptions Suggestions for Teachers and parents on promoting and/or preventing the chosen topic 5. Educational resources related to topic (parent, children and teacher resources) Grades will be based on the following: 1. Completion of 1-5 above 2. Collaboration with peers as measured through peer review 3. Completion of all peer reviews Clinical Observation and Paper - Objectives A, B, D, E You will participate in nine (9) hours of clinical experience at the Illinois State University Lab schools 6 observation hours at Metcalf and 3 observation hours at University High School. You must take notes for each of the nine (9) hours and record the students physical, cognitive, social, and emotional behaviors that you observe. From your notes, write a paper applying the theories and concepts to the four developmental domains: physical cognitive, social, and emotional. The paper should also include an examination of the similarities and differences within and across the different grade levels and how those relate to the domains and course content. This assignment must be completed in order to pass C&I 210. If it is not completed, the course grade will be an F. Grades will be based on the following: 1. Analysis of developmental domains: physical, cognitive, social, and emotional 2. Application of at least one theory/theorist to observations 3. Comparison across grade level, gender, and diversity 4. Examples provided to illustrate the above 5. Form instructions followed

C&I 210 Evaluation Assessments Assessment Participation Content Reflections & Digital Stories (5) Health Education Assignment Clinical Observations Paper Total Points 40 200 60 100 400 Percentage 10% 50% 15% 25%

Grading Scale Grade A B C D F Percentage 92 100% 83 91% 74 82% 65 73% <65% Points 368-400 332-367 296-331 260-295 Below 260