Instructor: Ramona Freeman
Office: Zook 29
Phone: 972-7936
E-mail: ramona4@uakron.edu
Office hours: Monday: 9:30-10:100 AM Monday through Thursday (Zook); or by appointment

Prerequisites: 7400:265, 5050:210, and 5050:211

It is expected that teachers understand how students' physical, social, emotional, moral and cognitive development influence learning and know how to address these factors when making instructional decisions that support student's intellectual, social, and personal development (INTASC). Through this course, you will use the IDEAL problem-solving model for decision-making regarding characteristics of learners in hypothetical classroom situations.

Chapter 1, Meece. The themes and objectives are as follows:

A. Why study development? (INTASC Principles: 1, 2, 3, 4, 6, 7, 8, 10)

1. Explain how a teacher's beliefs about children and adolescent development influence instructional decisions and why an understanding of students' physical, social, emotional, moral and cognitive development is important to teachers, including the meaning of developmentally appropriate practice.

2. Describe the role of educators in the intellectual, physical, social, emotional, and moral development of children and adolescents.

1. Trace the historical and cultural beliefs about children and pinpoint major changes over the past century.

2. Describe demographic trends and developmental influences and their consequential effects on schools, and the teacher's role in providing learning opportunities that support students' intellectual, social, and personal development.
Identify demographic trends that you believe will most affect your role as teacher.

1. Explain the basic premise of the following theoretical perspectives: biological, psychoanalytic, behavioral, cognitive, and contextual (social-cultural, ecological).

2. Describe the different research designs: purpose, key features, advantages and disadvantages of each.

Examine research studies and determine the type of design and the implications for educators.

3. Describe various data collection methods and explain the implications for the role of teacher.

In field experiences, use observation guidelines to observe and collect data on various developmental characteristics.

4. Explain how learning and development work interactively to explain children's growth and change.

In this Unit you will learn about the effects that biological changes have on children's and adolescents' development, including the development of physical and intellectual competencies. The role of biology in physical and cognitive problems will also be explored, particularly as they affect the learner in school settings. Chapter 2.

A. What are physical developmental patterns that occur from birth through puberty? (INTASC Principles: 1, 2, 7, 10)

1. Demonstrate understanding of the general changes in physical development from birth through puberty (including gender), including body size and proportions, fat and muscular composition, and skeletal maturation.

2. Demonstrate knowledge of pubertal events in boys and girls, noting differences and implications of early and late maturation for males and females.

3. Describe development of motor skills, including gender differences, with implications for teaching and learning in and out of the classroom.

In field observations, describe developmental patterns of students, including early and late maturing, and proficiency in motor skills. Note gender differences and similarities.

1. Identify and describe genetic/prenatal anomalies (e.g., Down Syndrome, anoxia, Fetal Alcohol Syndrome) that may affect student learning and school behavior, and their implications for teaching and learning.

2. Summarize evidence on genetic and environmental contributions to physical development and their possible implications for teaching.

3. Identify characteristics of brain and neurological development (e.g., plasticity, lateralization) that may affect learning; explain these using examples, how they do so.

1. Demonstrate knowledge of special health concerns for children and adolescents (e.g., eating disorders. substance abuse, pregnancy, and depression) and their implications for students in schools.

In this chapter you will learn about the course of cognitive development. Specifically, you will become familiar with the theories of Piaget and Vygotsky and how these theories can be used to understand the levels of cognition that you will encounter in learners in classrooms. This knowledge will be the basis for understanding the influence of developing cognition on other domains of development (e.g., language, social, moral). Chapter 3.

A. What are the most prominent and useful explanations for the development of cognitive
abilities? (INTASC Principles: 1, 2, 3, 4, 10)

1. Describe the basic premises of student cognitive development. Compare and contrast Piaget's and Vygotsky's views in terms of basic assumptions, processes and mechanisms of development.

2. Explain Piagetian principles that influence and determine the course of cognitive development including the roles of organization/adaptation, assimilation, accommodation, and equilibration.

3. Be able to use the concepts of Piaget and Vygotsky to predict and explain children's cognition in educational settings.

1. Describe and contrast the four levels of reasoning identified by Piaget. Explain the major accomplishment(s) of the levels as well as the limitations of each level of reasoning. Specify how each level differs qualitatively from the other levels.
a. Identify and explain preoperational reasoning from task analysis of typical classroom activities during direct observation.
b. Identify and explain concrete reasoning from the following:

i. Direct participation in concrete reasoning activities
ii. Task analysis of typical classroom activities during direct observation

c. Identify and explain formal reasoning from the following:

i. Direct participation in formal reasoning activities
ii. Task analysis of typical classroom activities during direct observation

In field experiences, identify and explain learners' levels of reasoning and justify why the level of reasoning is preoperational, concrete operational, or formal operational.

2. Identify developmentally appropriate instruction for each level of reasoning.

Infield experiences, describe instructional approaches assignments in terms of levels of reasoning.

1. Describe and explain Vygotsky'S zone of proximal development (ZPD), the four phases of ZPD and the teacher and learner role in each phase.

2. Describe and explain examples of ZPD as observed in the classroom or in tutoring.
Identify, generate, and analyze examples of ZPD gained from classroom observations and field report analyses.

1.  Describe cross-cultural variations in cognitive development.

2. Identify cultural factors that influence cognitive growth emphasizing the roles of the gender, ethnicity, school, environment, and socioeconomic status (SES).

As beginning teachers, it is important to understand current explanations for the development of human intellectual abilities, teachers' beliefs about the nature of intelligence, and how these influence their instructional decisions and practices. Chapter 4.

A. What are the conceptual explanations for human intelligence? (INTASC Principles: 2, 3, 9)

1. Describe the current concepts of intelligence, contrasting single-factor with multiple-factor explanations.
Explain the significance of these differing concepts for educational outcomes and instruction.

2 Explain the meaning of the concept of IQ score, the use of IQ tests, including the validity and limitations of intelligence tests.

When given students' IQ scores interpret the meaning in terms of the normal distribution including limitations and possibilities.

3. Identify and explain the uses and misuses of views of intelligence and intelligence testing in school practices such as assignment to categories of exceptionality and to academic tracks.

4. Describe the multifactor concepts, triarchic (Sternberg) and multiple intelligences (Gardner) and the implications for instruction.

1. Identify influences -- biological, home, and environmental --, which may affect intellectual development.

2. Describe the interventions, which may offset negative factors -- home, environmental, and instructional-- on the development of mental abilities.

3. Recognize ways in which intelligence is culturally defined. Describe ethnic and gender differences as related to IQ and achievement testing.

In this unit you will understand the patterns of language and literacy development as students progress in school, the relationship between language and literacy, and how both combine to affect thinking and learning beyond reading and writing. The effects on these developmental processes arising from external influences such as culture and parental and societal environment will be explored with implications for teaching. Chapter 5.

A. What is the relationship between language and literacy, and what are the theoretical explanations for language development? (INTASC Principles: 1, 2, 3, 6, 7, 8, 9)

1. Explain current concepts of literacy and its subdomains (language, reading, writing, literate thinking) and specify implications for teaching and learning.

2. Compare and contrast different theories of language development, specifying the roles of nature and nurture in each (behaviorist, innatist, cognitive interactionist and contextual interactionist). Explain the strengths, weaknesses, and implications of the various views for teaching and learning.

1. Describe the components of language (phonology, semantics, syntax, pragmatics, and lexicon) and explain the implications for teaching and learning.

2. Summarize the sequence of language acquisition from infancy through adolescence. Specify the accomplishments of each stage and provide practical examples of each.

Infield experiences, describe student proficiency (accomplishments and limitations) in using the components of language. Compare student pragmatic usage informal classroom learning and in nonformal situations.

1. Explain the roles of parents and teachers in fostering language development and competence.

2. Describe issues arising from learning more than one language at a time and how this process may differ from monolinguism.

3. Demonstrate understanding of cultural influence on language development (e.g., dialects, bilingual education, and multiculturalism) and provide examples of implications for teaching and learning.

In field experiences, describe problems and instructional adaptations for alternative language learning.

1. Demonstrate understanding of emergent literacy, the sequences of development of beginning reading and writing, and understanding the conventions of print.

2. Identify and elaborate upon the components of the reading process (e.g., decoding, context knowledge, phonic knowledge, sight words, and comprehension).

3. Demonstrate understanding of different approaches toward teaching literacy (e.g., phonics, holistic approach, whole language, writing as composing), and how to foster literacy in the classroom.

Describe the general levels of literacy -- reading, writing, and oral -- demonstrated by students, and any instruction to foster literacy

In this unit you will learn about the development of self concept and social relations with their educational implications. This includes the contributing effects of gender, ethnicity, society (including stereotyping), peers and parents. The role of the teacher in fostering and supporting competent self-concepts will be examined. Chapter 7.

A. What are the theoretical explanations for the development of self, the developmental /sequence of self-conceptions, and the relation of self-perceptions to achievement motivation? (INTASC Principles: 1,2,3,4, 5, 6, 7, 8, 9, 10)

1. Explain and compare the major theoretical contributions of Erikson and Freud in understanding the development of self in children and adolescents.

2. Explain the developmental course of self-concept and self esteem in learners. Specify the major changes and components of each and implications for students and educators in school settings.

3. Demonstrate understanding of how students' self perceptions and self evaluations of their abilities relate to achievement motivation.

4. Identify and explain the influence of the home environment on student motivation (e.g., parenting style, socioeconomic status). Show how these variables specifically influence motivation.

1. Define and trace gender role development from infancy through adolescence in learners. Explain how gender role behaviors are learned through socialization, including the influences of school and home environments and media in this process.

2. Trace the development of ethnic identity in learners and the influence of stereotypes and group assumptions on the teaching and learning of youth.

1. Describe the importance of peer relations and competence in social skills and how they affect students' feeling of efficacy and self worth.

2. Specify the differential characteristics of students who are considered to be popular, rejected or neglected by their peers. Describe and explain the teacher's role in promoting positive peer relations.

In this unit you will learn the stages of moral reasoning identified by Kohlberg, the influences on development of reasoning and prosocial behaviors. Chapter 8.

A. What are prosocial behaviors and what are the roles of schools and teachers in fostering them? (INTASC Principles: 2, 3, 4, 6, 9)

1. Identify and explain how social variables affect learners' social acceptance (e.g., perspective taking, prosocial behaviors and aggression). Explain the development of these components and how teachers can foster positive social behaviors.

2. Describe the efforts schools are developing to reduce aggression, violence, and conflict in their students.

In field experiences, describe prosocial behaviors of students.

1. Define and explain the development of moral thinking in terms of Kohlberg' s theory of moral development. Describe the assumptions, quality of thought and exemplars for each stage, as well as the relationship of moral development to cognitive development.

2. Explain the interaction between moral reasoning and moral behavior.

3. Describe Gilligan's view of moral development and compare and contrast it to Kohlberg's.

4. Identify and explain what schools can do to foster a caring and compassionate learning community and to encourage competent moral thinking and behavior in social settings.

In field experiences, describe moral reasoning used by students and explain in terms of Kohlbergs' stages of moral reasoning.
In field experiences, describe existing programs used to promote prosocial behaviors.

In this unit, you will be introduced to the range of characteristics of students with special needs and how these needs are addressed in educational settings. Chapter 6.

A. What are types of exceptionality found in schools, how are students with special needs "included"? (INTASC Principles: 2, 3, 5, 6, 7, 8, 10)

1. Define and explain the concept of inclusion and how children with special needs are integrated into the typical classroom.

2. Identify the federally designated disabilities found in the nation's schools and the most common group characteristics regardless of category of disability.

3. Explain the process of identifying and serving students with exceptional needs, including the purpose of the individualized educational plan (IEP).

INSTRUCTIONAL METHODS

1. Cooperative learning
2. Problem solving tasks
3. Videos for concept presentation and illustration of exemplary practice
4. Lecture-discussion, demonstration
5. Model problem solving
6. Case studies/authentic tasks for decision making
7. Technology literacy activities: internet, e-mail, etc.
8. Field experiences and clinical experiences

ASSESSMENT

1. Paper and pencil exams: multiple choice and essay
2. Case studies, decision making
3. Comprehensive performance project linking classroom concepts to a real world situation
4. Field Experience reports linking classroom concepts with the observations
5. Clinicals for application

EVALUATION CRITERIA

These criteria shall be consistent across all section unless the instructor implements approved modifications.
Exams: 4 Unit exams 40%
Comprehensive, project 15%
Performance tasks Field, critiques, etc. 40%
Clinical 5%

Attention: Specific criteria (e.g. point value for each assignment, attendance, etc.) shall be determined by instructors of a specific section.

TEXTS

Meece, Judith, (2002). Child and Adolescent Development for Educators, 2nd Ed. New York: McGraw-Hill.

For further information about The University of Akron's policies regarding student ethics and conduct, please consult the following sources: http://www3.uakron.edu/gradsch/gradbull.html, then select "General Information" (academic honesty); or http://www.uakron.edu/studdev/conduct.html (Student Code of Conduct). Any student who feels she/he may need an accommodation based on the impact of a disability please consult http://www.uakron.edu/access and the Office of Accessibility at (330) 972-7928.

A student is expected to attend all class meetings for which the student is registered. A student may be dropped from a course by the dean if absence is repeated and the instructor recommends this action; a student can gain readmission only with permission of both the instructor and the dean. A student dropped from a course receives an "F" which counts as work attempted whenever grade-point ratio calculations are made.

Bedekamp, S., & Copple, C. (1997). Developmentally appropriate practice in early childhood programs serving children birth through age 8 (2nd ed.). Washington: National Association for the Education of young children.

Collins, W. A. (1988). Research on the transition to adolescence: Continuity in the study of development processes. In M. R. Gunner & W. A. Collins (Eds.), Minnesota symposium on child psychology, Vol. 21. Development during the transition to early adolescence. Hillsdale, NJ: Erlbaum.

Crockett, L. J., & Peterson, A. C. (1987). Pubertal status and psychological development: Findings from early adolescence. In R. M. Lerner & T. L. Foch (Eds.), Biological psychological interactions in early adolescence. Hillsdale, NJ: Erlbaum.

Damon, W., & Hart, D. (1988). Self-understanding in childhood and adolescence. New York: Cambridge University Press.

Duckworth, E. (1996). The having of wonderful ideas and other essays on teaching and learning (2nd ed.). New York: Teachers College Press.

Eisenberg, N. (1998). Handbook of child psychology (5th ed.). New York: John Wiley & Sons.

Erikson, E. H. (1968). Identity, youth, and crisis. New York: Norton.

Flavell, J. H. (1996). Piaget's legacy. American Psychological Society 7, 200-203.

Gallimore, R., & Tharp, R. (1990). Teaching mind in society: Teaching, schooling, and literate discourse. In L. C. Moll (Ed.), Vygotsky and education: Instructional implications of sociohistorical psychology (pp. 175-205). New York: Cambridge University Press.

Harter, S. (1986). Processes underlying the construction, maintenance, and enhancement of self-worth. In J. Suls & A. Greenwall (Eds.), Psychological perspectives on the self (Vol. 3). Hillsdale, NJ: Erlbaum.

Karplus, R. (1981). Formal reasoning: A modest proposal. In I. Sigel, R. B. Brodzinski, & R. Golinkoff(Eds.), New directions in Piagetian theory and practice. Hillsdale, NJ: Erlbaum.

King, P. M., & Kitchener, K. S. (1994). Developing reflective judgement: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco:Jossey-Bass.

Kohlberg, L. (1983). The psychology of moral development: The nature and validity of moral stages. San Francisco: Harper & Row.

Lerner, R. M., Lerner, J. V., & Tubman, J. (1988). Organismic and contextual bases of development in adolescence. In R. M. Gullota, T. P. Gullota, & G. R. Adams (Eds.), Biology of adolescent behavior and development. Newbury Park, CA: Sage..

Piaget, J. (1952). The origins of intelligence in children. New York: International Press.

Rogoff, B., & Morelli, G. (1989). Perspectives on children's development from cultural psychology. American Psychologist, 44 (2), 343-348.

Snow, C. (1977). The development of conversation between mothers and babies. Child Development,.43., 549-565.

Sternberg, R. J. (1996). Myths, countennyths, and truths about intelligence. Educational Researcher, 25, 11-16,

Tanner, J. (1978). Fetus into men: Physical development from conception to maturity. Cambridge MA: Harvard University Press.

Tharp; R., & Gallimore, R. (1988). Rousing minds to life. Cambridge, MA: Cambridge University Press.

Vygotsky, L. S. (1978). Mind in society: The development of higher mental functions. Cambridge MA: Harvard University Press.

Wertsch, J. V. (Ed.). (1985). Culture, communication, and cognition: Vygotskian Perspectives. Cambridge: Cambridge University Press.

Wink, J., & Putney, L. (2002). A vision of Vygotsky. Boston: Allyn & Bacon.