ELE 2320 F06
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Eastern Illinois University
Department of Early Childhood, Elementary, and Middle Level Education
ELE 2320-005: Childhood and Early Adolescent Development
Fall 2006
M W: 2:30- 3:45 P.M., Buzzard 2441
Instructor:
Office:
Office Hours:
Phone:
E-mail:
Dr. Sham`ah Md-Yunus
2203, Buzzard Hall
M: 12-2; T: 12-1; W: 1-2; Th: 12-2 PM; other times by appointment.
217-581-6215 (work) 217-348-5646 (home)
[email protected]
Unit Theme:
Educators as creators of effective educational environment, integrating
diverse students, subjects, strategies, and societies.
Catalog Description: Concepts and issues in the physical, social, emotional, and intellectual growth and
development of children and early adolescents: prenatal through middle school/ junior high.
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.
Prerequisites: 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 grows, 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 adolescents and societal changes that influence their
development will also be investigated.
Objectives for all the 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 student’s feelings.
 Demonstrate 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:
 Explain the major historical views of child development
 Identify and explain the major theories of child development
 Describe biological beginnings of a child
 Demonstrate an understanding of how domains in child development influence their development in
learning
 Develop knowledge of different stages of children development
 Develop an understanding factors that influenced child development according to cultural context and
abilities.
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Learning Model: Developmental: This model begins from the perspectives of the selfhood of the
individual. It emphasizes development that occurs as a result of interaction between the individual and the
physical and social environment. Learning occurs when individuals assimilate new experiences into already
exiting cognitive structures. The model pays great attention to the individual perspective 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. (Joyce, B.,
Weil, M. & Showers, B (1992). Models of Teaching, 4th. Ed. Boston: Allyn & Bacon).
Course Text: Santrock, J.W. (2006). Children. 9th. Edition. McGraw-Hill Company.
If you have a documented disability and wish to discuss academic accommodation, please contact the
Office of Disability Services at 581-6583.
Course Requirements and Evaluations:
1. Review a research article
2. Quiz 1
3. Quiz 2
4. Mid-term
5. Personal Child Study Paper
6. Review a video/film
5. Final
7. Attendance and class participation
Total
Points
30
30
30
50
50
30
100
20
340
Due Date
9/6/06
9/20/06
10/2/06
10/11/06
11/6/06
11/27/06
12/11/06
Grading Scales: A= 90% or above, B= 80- 89%, C= 70-79%, D= 60-69%, F= Below 60%
Points:
A=306-340, B=271-305, C = 238-270, D=204-237 , F= 203 and Below.
All assignments must follow the American Psychological Association (APA), 5th. format and should
reflect academic honesty and no plagiarism. Due dates will be set for all work, one points shall be deducted
for each calendar day that a paper or project is late.
Absences: Regular attendance and class participation are expected. Students are allowed two absences
throughout the semester. If you are absence or missed the class, it is your responsibility to check with your
classmate first to see if there have been any assignment changes or materials covered in the class. The
students should notify the instructor in advance of an anticipated absence.
Students are required to conform to the classroom rules. Using cell phones in the class are strictly
prohibited.
Descriptions of the Assignments
Review a research article (30 points)
Select one current article from research journals regarding issue(s) on childhood or early adolescent
development. Suggested research journals; Young Children, Childhood Education, Early Childhood
Research & Practice, Child Development, Society for Research in Child Development, Exceptional
Children. Write 2- page of your reaction to the issue(s).
Components of the paper will include:
a. Source of an article (title, author (s), journal’s name, date and place of publication ): 2 points
b. Summary of article: 8 points
c. Reactions/ reflections/ discussions: 10 points
d. Comments/ suggestions: 10 points
Review a video/film/movie clip (30 points)
Select a video/film/movie clip on adolescent development. Write 2 pages of your reaction to the issue(s).
Present your paper in class.
Components of the paper will include:
a. Source of a video/film/movie clip: 2 points
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b.
c.
d.
e.
Summary of a video/film/movie clip: 5 points
Reaction/ reflection/ discussion: 10 points
Comments/ suggestions: 5 points
Presentation: 8 (clarity, accuracy, and creativity).
Personal Child Study Paper (50 points)
Write a paper on your development from birth to adolescence. Discuss your physical, cognitive, language,
social, and emotional and relate your development to what the textbook states regarding children’s growth
and development. Please include in the paper if you are gifted in any particular area or if you might have
been more delayed in some areas. This paper will be read only by the instructor, so please be as complete
as possible. You can include examples of drawings, writings, etc. The paper should be approximately four
to five pages in length.
Class Schedules
Weeks
Dates
Topics
1
8/21/06
Course overview: syllabus, assignments, evaluations, text book,
references and reading materials. Booth library E-reserve.
8/23/06
Section 1: The Nature of Children’s Development
 Historical views of child development
 Core Issues in child development
Readings:
a. Chapters 1and 2: Santrock.
8/28/06
Overview of Theories of Child Development:
 Cognitive Theories
 Psychoanalytic Theories
 Behavioral and Social Cognitive Theories
 Ecological Theories
Readings:
a.Peterson, R. & Collins, V. (1986). The Piaget handbook for teachers
and parents. New York: Teachers College Press.
b.Bodrova.E. & Leong, D. (1996).Tools of mind: The Vygotskian
Approach to early childhood education. Upper Saddle River, New
Jersey: Prentice Hall.
c.Dragner, H. (1993). Multiple intelligences: The theory in practice.
Pergeus Books Group
8/30/06
Section 2: Biological Beginnings
Genetic foundation of development
Reproductive challenges and choices
Reading:
a. Chapter 3: Santrock
9/4/06
Labor Day: No class
9/6/06
The nature-nurture debate: How do heredity and environment interact
Video, “The Nature vs. Nature”
Reading: Chapter 3: Santrock.
Review research article due
9/11/06
Prenatal development
 Course of Prenatal Development
2
3
4
3
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 Expectant Parents’ Experiences During Prenatal Development
 Hazards to prenatal development
Reading:
a. Chapter 4: Santrock
5
6
7
9/13/06
Birth
 Birth process
 Measures of Neonatal Health and Responsiveness
 Postpartum Period
Video, “Eight Ways of Childbirth”
Reading:
a. Chapter 5: Santrock
9/18/06
Section 3: Infancy
Physical development in infancy
 Young Children’s Motor Skills
 Infant’s Sensory and Perceptual Development
Reading:
a. Chapter 6: Santrock.
Quiz 1
9/20/06
Cognitive Development in Infancy
 Sensorimotor Stage of Piaget
 How do Infants Learn and Remember
 Early Environmental Influences on Cognitive Development
 Infant’s Language Development
Reading:
a. Chapter 7: Santrock
9/25/06
Sosioemotional Development in Infancy
 The Development of Socioemotional and Personality in Infancy
 The Development of Attachment in Infancy
 The Influence of Social Contexts in Socioemotional Development
in Infancy
Reading:
a. Chapter 8: Santrock
9/27/06
Section 4: Early Childhood
Physical Development in Early Childhood
 A Young Child Body Grow and Change
 Young Children’s Motor Skills Development
 Important Aspect of Young Children’s Health
Reading:
a. Chapter 9: Santrock
10/2/06
Cognitive Development in Early Childhood
 Cognitive Changes Occur in Early Childhood
 Young Children’s Language Development
 Features of Early Childhood Education
Reading:
a. Chapter 10: Santrock
Quiz 2
10/4/06
Socioemotional Development in Early Childhood
 Characteristics Young Children’s Sociemotional Development
4
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
8
9
10
11
10/9/06
Roles of Families in Young Children Development
How Are Peer Relations, Play, and Television Involved in Young
Children’s Development?
Reading:
a. Chapter 11: Santrock
Columbus Day: No Class
Preparation for Mid-Term Examination
 Study Guide
 Review Chapters 3-8: Questions Cover on Theories of Child
Development, Biological Beginnings of Children, Prenatal
Development and Birth, Physical, Cognitive, and Socioemotional
Development of Infancy
10/11/06
10/13/06
Mid-Term Examination
Fall Break
10/16/06
Section 5: Middle and Late Childhood
Physical Development in Middle and Late Childhood
 Changes in body growth
 Gross Motor Development
 Issues in Children’s Health
 What are Prevalent Disabilities in Children?
Reading:
a. Chapter 12: Santrock
10/18/06
Cognitive Development in Middle and Late Childhood
 Piaget Theory of Cognitive Development
 Nature of Children’s Information Processing
 Children’s Intelligences
 Children’s Achievement
 Language Development in Middle and Late Childhood
Reading:
a. Chapter 13: Santrock
10/23/06
Cognitive Development in Middle and Late Childhood (cont)
 Children’s Achievement
 Language Development in Middle and Late Childhood
Reading:
b. Chapter 13: Santrock
10/25/06
Socioemotional Development in Middle and Late Childhood
 The Nature of Emotional and Personality Development in Middle
and Late Childhood
 Kolhberg’s Moral Development Theory
Reading:
a. Chapter 14: Santrock.
10/30/06
Socioemotional Development in Middle and Late Childhood (cont)
 Parent-Child Issues and Societal Changes in Families
 Characteristics of Peer Relationships in Middle and Late
Childhood
 Important Aspects of School
Reading:
a. Chapter 14: Santrock.
Child Study Paper due
5
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11/1/06
Section 6: Adolescence
Physical Development in Adolescence
 The Nature of Adolescence
 Physical and Psychological Aspects of Puberty
Reading:
a. Chapter 15: Santrock
11/6/06
Physical Development in Adolescence (cont)
 The Dimensions of Adolescent Sexuality
 Adolescent Problems Related to Health
Reading:
a. Chapter 15: Santrock
11/8/06
National Association of Education for Young Children Conference
11/13/06
Cognitive Development in Adolescence
 Adolescent Thinking and Information Processes
 Characteristics of Adolescents’ Values, Moral Education, and
Religion
 What are Schools for Adolescents Like?
 Adolescent Experience in Career Development and Work
Reading:
a. Chapter 16: Santrock
11/15/06
Socioemotional Development in Adolescence
 Characteristics of Emotional and Personality Development
 The Nature of Parent-Adolescent Relationships
Reading:
a. Chapter 17: Santrock
14
11/20/06
11/24/06
Thanksgiving Break: No Class
15
11/27/06
Socioemotional Development in Adolescence (cont)
 Aspects of Peer Relationships of Adolescence
 The Importance of Culture of Adolescence
Reading:
a. Chapter 17: Santrock
11/29/06
Review Video/Film due
Presentation on Video/film
12/4/06
Revision and Study Guide for Final Examination
12/6/06
Course Summary and Evaluation
12/11/06
Final Examination
12
13
16
17
6
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References
Berk, L.E. (2005). Infants and children. Upper Saddle River, New Jersey: Pearson Merrill Prentice Hall.
Bodrove, E. & Leong, D. (1996). b.Bodrova.E. & Leong, D. (1996).Tools of mind: The Vygotskian
Approach to early childhood education. Upper Saddle River, New Jersey: Prentice Hall.
Charlesworth, R. (2004). Understanding child development. New York:Thompson Delmar Leanring.
Gardner, H. (1993). Multiple intelligences: The theory in practice. Pergeus Books Group
Freiberg, K.L. (2006). Annual editions: Human development 06/07. Dubuque, IA: McGrawHill.
Hooper, S., & Umansky, W. (2004). Young children with special needs. Upper Saddle River, New Jersey:
Pearson Merrill Prentice Hall.
Junn, E.N. (2005). Annual editions: Child growth and development 05/06. Dubuque, IA: McGrawHill.
Paciorek, K. M. (2005). Annual editions: Early childhood development 05/06. Dubuque, IA: McGrawHill.
Peterson, R. & Collins, V. (1986). The Piaget handbook for teachers and parents. New York: Teachers
College Press.
Rice, F.P. (2001). Human development. Upper Saddle River, New Jersey: Pearson Merrill Prentice Hall.