Child Development

EDUC-5201 Child Development (Foundation) 3 (3+0)

COURSE DESCRIPTION

This course provides prospective teachers with an overview of child development and growth as a holistic process. Development of language and cognition as well as emotional, social, and physical characteristics of children will be explored. Students will form their own child development theory. Implications of child development theory for schools, teachers, and society will be considered. Student will be provided with real experiences to study/observe children at different levels of development. They will have an opportunity to enhance their understanding of how people learn individual differences and learning styles, and how theories of learning and development relate to classroom learning and teaching. The primary focus of this course is learning about children in order to become an effective teacher. It provides prospective teachers with an overview of child development and growth as a holistic process. The latest research and thinking with regard to the conditions that affect children’s learning and development will be addressed across developmental domains and stages of development. Development of language and cognition as well as emotional, social, and physical characteristics of children will be explored. Implications of child development theory for schools, teachers, and society will be considered. Student will be provided with real experiences to study/observe children at different levels of development.

COURSE OUTCOMES

After completing this course, pre-service teachers/teachers will be able to:

describe major theories and big themes in how children develop
compare the characteristics of various developmental stages according to various theorists
identify factors influencing the learning process
design different age appropriate teaching methods based on developmental theory
identify individual differences of students and children with special needs
design different age appropriate teaching strategies based on developmental theory
reflect on their conceptions about child development and its implications for teaching and learning.

LEARNING AND TEACHING APPROACHES

A variety of teaching and learning approaches will be used throughout the course, for example, group work, peer learning, class debates and discussions. Students will collaborate on performance-based tasks such as performing role plays, making informational posters, and writing letters to teachers. The course links learning approaches and assessments to provide Prospective Teachers with opportunity to accept responsibility for their own learning.

COURSE OUTLINE

Unit 1 – Course Introduction (2 weeks/6 hours)

Unit one gives an overview of the course and the key models, theorists, and debates in child development. Development is seen as a holistic process.

Week 1:

Overview of Growth and Development as a Holistic Process

Psycho-social Models, Behaviourism and Socio-cultural Models

Week 2:

Cognitive Models

Factors That Affect the Child: Key Issues and Controversies (3 Big

Debates), Approaches to Classroom Development

Unit 2 – Early Childhood Development (2 weeks/6 hours)

This unit looks at the first three stages of child development: infant, toddler, and preschool. It focuses on knowledge essential for elementary and middle school teachers about how children grow and how this knowledge can inform intelligent practice in children’s later years.

Week 3:

Unit Introduction and Infant Development

3 Domains of Toddler Development

Developmentally Appropriate Practices for Toddlers

Week 4:

3 Domains of Preschool Child Development Developmentally Appropriate Practices for Preschool Child Development

Unit Review

Unit 3 – Elementary School-Age Child Development (3 weeks/9 hours)

The physical, cognitive, emotional, and social development of elementary school-age children (6-12 years old) are explored. Emphasis is on understanding the whole child. Students will analyse stages of development during this critical period of growth. They will have opportunity to consider how early childhood development can inform their study of primary child development.

Week 5:

Introduction to Elementary Child Development

Aspects of Physical Development

Encouraging Healthy Physical Development

Week 6:

Cognitive Development: Overview and Piaget’ Concrete Operational

Theory

Cognitive Development: Industriousness and Intelligences

Emotional Development

Week 7:

Social Development: Changes and Parental Roles

Social Development: Peer Interaction, Friendship, and Growth

The Role of Play in Primary Child Development and Unit Review

Unit 4 - Adolescence and Development (3 weeks/9 hours)

Children undergo complex changes as they reach adolescence. The impact these changes have upon adolescent cognitive development, social development and behaviours such as motivation and identity-formation is examined. Critiques of adolescent developmental theory are considered.

Week 8:

Intro and overview of physical development Physical dev. II: Individual/group differences Social/emotional dv. I: Erikson, self and identity

Week 9:

Social/emotional dev. II: Adolescent peer group Social/emotional dev. III: Motivation/self-regulation Cognitive/linguistic dev. I: Piaget

Week 10:

Cognitive/linguistic dev. II: Vygotsky Cognitive/linguistic dev. III: Appropriate assessment Critics of adolescent developmental theory Conclusion/review

Unit 5 – Differences in Development and Special Needs (3 weeks/9 hours)

Focus is on learning differences. The role of the school and the instructor in managing and accommodating learning difference in classroom practice is considered. Perspectives on national educational policy in Pakistan on accommodating diverse developmental needs are explored.

Week 11:

Differences in student learning styles

Alternative sessions:

Understanding differences in light of Child development across the elementary and middle school years or

Gardner’s multiple intelligences theory and special needs students

Critique of Gardner’s theory

Scaffolding different learning styles

Week 12:

Recognizing disability and learning disorders I - emotional and behavioural

Recognizing disability and learning disorders II - language, physical

and sensory

Cognitive differences: Delays and giftedness

Week 13:

Addressing special needs in the classroom

The perspective of national policy

Unit reflection and review

Unit 6 – The Influence of Society and Culture on Child Development (3 weeks/9 hours)

Child development is influenced by families, society, schools, and teachers influence child development. Students will reflect on major concepts of child development and their implications for teaching and learning. The role of the teacher will be considered.

Week 14:

The family in child socialization

Partnering with families

Role of community and society

Week 15:

Inclusion and gender balance

The school and learning environment

Role of the teacher in child development

Week 16:

Teacher’s influence on student motivation

Schools, families and communities as partners in child development

Reflection and review