Instructor: Daniel Carter
Location: BB 2439
Time: 4:00-5:15 – M,W
Office: BB 2210
Office Hours: M,W 11:00-1:00, 2:40-4:00
Telephone: Office – 581-7892 Home – 348-6540
E-mail: cfdjc@eiu.edu
EIU CEPS Theme: Educator as creator of effective educational environments – integrating diverse students, subjects, strategies, and societies.
Course Description: This course provides broad and salient coverage of development from birth through adolescence. It offers a balanced and eclectic selection of topics, a firm foundation of classic and up-to-date research, and an examination of timely issues such as abuse, genetic counseling, and changing family lifestyles.
Course Prerequisite: Concurrent enrollment with ELE 2000 is recommended.
Course Rationale: This course will orient students to learning principles/theories and child development principles/theories and will serve as a foundation for higher level courses.
Course Goal: This course is intended to increase knowledge of ways children grow, develop, and learn from the time they are conceived until they have matured beyond early adolescence. The physical, social, emotional, and intellectual development of children and adolescence will be explored. Appropriate activities that promote the growth of children and adolescence, and societal changes which influence their development, will also be investigated.
Objectives for all ELE classes:
* Develop a desire for lifelong learning in students and personally
display one’s own desire for lifelong learning including self-evaluation.
* Demonstrate good communication.
* Demonstrate/exhibit sensitivity to students’ feelings.
* Demonstrate a knowledge of facts, and an understanding of fundamental
principles, ideas, and relationships among various domains.
* Demonstrate knowledge of past and present developments, issues, research,
and social influences in field education.
Objectives specific to this course:
* Emphasize higher order, critical thinking.
* Strive to develop students’ intellectual, social, ethical, and moral
skills and behavior.
* Provide for the uniqueness of individuals, recognizing characteristics
of culturally pluralistic and “at risk” populations, and foster appreciation
of those differences.
* Design instruction to develop and utilize the cognitive processes
by which pupils learn.
Learning Model: Personal Systems Model – Developmental (Joyce, Weil & Showers, 1992). This model emphasizes self-development, personal awareness, and enhanced self-concept. It assumes that learning occurs when individuals assimilate new experiences into already existing cognitive structures. The model pays attention to individual perspectives and shapes education so that students can better understand themselves, take responsibility for their own learning, and go beyond current developments in order to become stronger, more sensitive, and more creative.
Course Text: Santrock, J. W. (2003). Children (7th ed.). New York: McGraw-Hill Company.
Course Assignments/Requirements:
* Two Journal Abstract Papers
20 pts each
* Current Event Summary
20 pts
* Personal Child Study Paper
100 pts
* Five chapter tests
100 pts each
* In-class assignments
10 pts each
* Class attendance and participation
20 pts/doubled if attendance is perfect
Grading Scale: 90%-100%=A 80%-89%=B 70%-79%=C 60%-69%=D
Due dates will be set for all work. Grades on all assignments will be deducted 5% of the possible points for each weekday the assignment is late. A 10% deduction will be assessed on all tests not taken on the assigned test day.
Brief Assignment Descriptions:
Journal Abstract Paper: Abstract the research of two articles
into one and one half to two pages of double spaced typed (12 point font)
material. The first article will be given to you by the instructor.
The second article must come from the selection of articles on reserve
in the library. The articles on reserve are listed under my name
and this course. Cite title, author, date, and sources of material.
All written assignments will follow American Psychological Association
(APA) style format which is provided at the reference desk at the library.
Components of the paper will include:
-reference in APA format at the top of the first page
-summarize the article………….10pts
-your reaction of the article…….5pts
-appropriate conventions……….5pts
Current Event Summary: You will select a current event item from a newspaper or magazine that is relevant to this class. It must be about a child or adolescent development/behavior. You will report on this news item orally to the class. You will also create a summary of the news item in visual form to be turned in to the instructor on the day that the event is presented to class along with a copy of the original article.
Personal Child Study Paper: You will be writing a paper on your development from birth to adolescence. Discuss your physical, social, emotional, intellectual, and language development in your paper and relate your development to what the textbook states regarding children’s growth and development. Children’s development in these areas may vary greatly. Please indicate in the paper if you were gifted in any particular area or if you might have been delayed in some areas. This paper will be read only by the instructor so please be complete as possible. This paper should be approximately five typed pages (double spaced, 12 point font) in length. You can include examples of drawings, writings, etc.
Class Attendance: Obviously, to receive points for class participation,
you must be in class. Each student will be allowed one absence, after
which 5 points will be deducted for each absence. Perfect attendance
will result in the student having their attendance points doubled, equaling
40 points.
All information in this syllabus should be considered
subject to change based upon professional discretion. If you need
course adaptations or accommodations due to a disability, please make an
appointment to see me as soon as possible or contact the Director of Disability
Services (581-6583).
All assignments are due at the beginning of class on the due date:
* Sept. 17 = E-mail attachment of first journal abstract via Eastern
account
* Oct. 29 = Second Journal Abstract
* Nov. 19 = Personal Child Study Paper
* Dec. 10 = Current Event Summary
TENTATIVE COURSE SCHEDULE
| Aug. 25 | Syllabus/Overview/Opening Activity | Nov. 3 | Chapter 9 |
| Aug. 27 | Chapter 1 | Nov. 5 | Chapter 9 |
| Sept. 1 | No Class (Labor Day) | Nov. 10 | Chapter 10 |
| Sept. 3 | Chapter 1/2 | Nov. 12 | Chapter 10/11 |
| Sept. 8 | Chapter 2 | Nov. 17 | Chapter 11 |
| Sept. 10 | TEST #1-chap. 1, 2 | Nov. 19 | TEST #4-chap.9,10,11 |
| Sept. 15 | Chapter 3 | Dec. 1 | Chapter 12 |
| Sept. 17 | Chapter 3 | Dec. 3 | Chapter 12/13 |
| Sept. 22 | Chapter 4 | Dec. 8 | Chapter 13 |
| Sept. 24 | Chapter 4 | Dec. 10 | Chapter 14 |
| Sept. 29 | Chapter 5 | Dec. 15 | FINAL-chap. 12, 13, 14 |
| Oct. 1 | Chapter 5 | ||
| Oct. 6 | Test #2 - chap. 3, 4, 5 | *Monday, Dec. 15 is our scheduled final exam. | |
| Oct. 8 | Chapter 6 | The test will begin at 5:15; you are allowed up to two | |
| Oct. 13 | Chapter 6 | hours to finish. | |
| Oct. 15 | Chapter 7 | ||
| Oct. 20 | Chapter 7 | ||
| Oct. 22 | Chapter 8 | ||
| Oct. 27 | Chapter 8 | ||
| Oct. 29 | Test #3 - chap.6, 7, 8 (Midterm) |