Course Outline for ECD 52, Page 1

ChabotCollege

Course Outline for ECD 52, Page 1

Fall 2001

Chabot CollegeFall 2001

Replaced Fall 2010

Course Outline for Early Childhood Development 52

CHILDHOOD and ADOLESCENCE

Catalog Description:

52 - Childhood and Adolescence3 units

Development of the child from elementary school age through adolescence; physical, intellectual, social and personality factors. Emphasis on the continuity, observation, scientific methods, and stages of development. 3 hours.
[Typical contact hours: 52.5]

Prerequisite Skills:

None.

Expected Outcomes for Students:

Upon completion of the course, the student should be able to:

1.demonstrate understanding, analyze, and appreciate basic concepts of development;

2.notice and value the continuity and the diversity in human development;

3.communicate effectively in the classroom and in the community in the best interest of the children and adolescents;

4.articulate awareness of both typical developmental tasks and special needs of children and adolescents, and the community resources to positively address them;

5.demonstrate ability to observe children and adolescents and research current trends with objectivity, respect, and appreciation.

Course Content:

1.Lifespan perspective on human development: continuity, change, and diversity

2.Theoretical framework for the study of development and the contributions of theorists and researchers:

a.Piaget

b.Erikson

c.Kohlberg

d.Gardner

e.Gilligan

3.Development of the whole child in middle childhood

a.Physical development: growth, health, motor skills

b.Cognitive development: information processing, language, school

c.Personality/social/emotional development: self-concept, influence of family and peers, stress and resilience

4.Development of the adolescent

a.Physical development: puberty, health, motor development

b.Intellectual/cognitive development: abstract thought, moral development, school

c.Personality/social/emotional development: identity, relationships with parents and peers, journey to emotional and economic independence

5.Developmental tasks

a.Childhood

1.Industry

2.Skills: physical, intellectual, social

3.Competence and creativity

4.Self-esteem

5.Values, attitudes, behavior

b.Adolescence

1.Toward identity, independence, intimacy, interdependence

2.Becoming a contributing and connected member of society

3.Choosing and preparing for a career

4.Continuing education

5.Internalizing values

6.Special needs and issues

a.Families: nuclear, extended, combined, single parent; supportive and dysfunctional

b.Health/Nutrition: eating disorders, stress, resilience, abuse

c.Learning styles, learning disabilities, giftedness

d.Behaviors: pro-social, anti-social, at-risk

e.Diversity: cultural, gender, ability

1.Facing stereotypes

2.Addressing bias and unfairness

3.Appreciating differences and similarities

f.Late/extended adolescence

7.Types of child study techniques and research studies

8.Overview of continuing lifespan: young adult, middle and older age

Methods of Presentation:

1.Textbook and experiential assignments

2.Media such as videos, Internet search, simulations

3.Community resources/guest speakers

4.Student research of relevant topics and community resources

5.Lecture, discussion, cooperative learning groups, observations, interviews, reports, hands-on learning activities to demonstrate and to accommodate a variety of teaching/learning styles.

Assignments and Methods of Evaluating Student Progress:

1.Typical Assignments

a.Research project:

1.Research a related topic of interest with a partner. Use a minimum of three sources. Prepare a written report with a bibliography and make copies for each member of the class. You will also give an oral presentation to the class.

b.Reading and writing:

1.Experiential assignments: observations and interview of children. Observe a six-year-old child in an childcare setting for 30 minutes. Write down everything the child does and says as well as those things that are said to the child and happen around the child. Your typed observation should be in a flowing narrative style with a lot of detail but without judgements as to the behavior or abilities that you observed. Assessment and analysis of the child's developmental level will be a future assignment.

2.You will prepare a study guide while reading Chapter 11 of Berk. This will be in outline form and contain the most important aspects of each section of the chapter.

2.Methods of Evaluating Student Progress

a.Methods: essay examination questions:

1.Describe the similarities and differences between Piaget and Erikson.

2.List and describe the last four of Erikson's eight crises of development. Your response will be evaluated by quality based upon content and presentation.

b.Frequency of evaluation:

1.Six study guides

2.One Midterm and a Final Examination

3.One or two research projects

4.Frequent Experiential assignments and class activities

5.Class attendance and participation

Textbook(s) (typical):

1.Infants, Children, and Adolescents, 3rd edition, Berke, Laura E., Allyn and Bacon, 1999

2.A Child's World, Papalia, Diane E., Sally Wendkos Olds, and Ruth Duskin Feldman, 5th edition, McGraw-Hill, 1999

Special Student Materials:

None.

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Revised 11-15-00