DEPARTMENT OF EARLY CHILDHOOD, ELEMENTARY,AND MIDDLE LEVEL EDUCATION ELE 2320: Childhood and Early Adolescent Development Spring 2008 8:00-9:15 am Tuesdays/Thursdays 1121 Buzzard Professor: Dr. Carrie Dale Office: Buzzard 2219, Eastern Illinois University Office Hours: T/TH: 10:00-11:00 am; T: 6:00-7:00 pm; W: 9:00-11:00 am Office Phone: 217-581-7994 E-mail: [email protected] Web page: www.ux1.eiu.edu/~cmdale/ Unit Theme Educators As Creators Of Effective Educational Environments, Integrating Diverse Students, Subjects, Strategies, Societies, And Technologies. 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. Field based activities will be provided in conjunction with ELE 2000. Course Prerequisite Concurrent enrollment with ELE 2000 is recommended. Course Purpose This course will orient students to learning principles/theories and child development principles/theories and will serve as a foundation for higher level courses. 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 which promote the growth of children and adolescence, and societal changes which influence their development, will also be investigated. Course Text Santrock, J. W. (2007). Children. (9th ed.). Boston: McGraw-Hill Company. Learning Model Information-Processing Model This model enhances student attempts to comprehend by acquiring and organizing data, sensing problems/generating solutions, and developing concepts (i.e., including the language needed to convey them). The model focuses on input, processing and output. As the content is taught, the teacher directs attention to the method and materials used to present the data (e.g., inductive thinking and questioning). This model provides the student with information while emphasizing concept attainment and hypothesis testing. [Joyce, B. Weil, M. & Showers, B. (1992). Models of teaching (4th ed.). Boston: Allyn & Bacon.] Course Dispositions Teacher candidates in the Department of Early Childhood, Elementary and Middle Level Education will exhibit professional ethical practices, effective communication, sensitivity to diversity, the ability to provide varied teaching practices evidenced in a supportive and encouraging environment. Outcomes Specific To This Course • The students will gain a better understanding and practice higher order, critical thinking. • The student will strive to develop their intellectual, social, ethical, and moral skills and behavior.2• The students will understand the uniqueness of individuals, recognizing the characteristics of culturally pluralistic and “at risk” populations, and foster appreciation of those differences. • Through modeling by the professor, the students will learn to recognize the cognitive processes associated with learning. Course Requirements and Demonstrated Competencies Alignment • Illinois Professional Teaching Standards: (IPTS) http://www.isbe,net/profprep/CASCDvr/pdfs/24100_ipts.pdf • Illinois Core Technology Standards: (ICTS) http://www.isbe,net/profprep/CASCDvr/pdfs/24100_coretechnology.pdf • Illinois Core Language Arts Standards: (ICLAS) http://www.isbe,net/profprep/CASCDvr/pdfs/24100_corelangarts_std.pdf • National Association for the Education of Young Children (NAEYC): http://www/naeyc.org/faculty/pdf/2001.pdf (actual standards start on page 11) • Association for Childhood Education International (ACEI): http://ncate.org/ProgramStandards/ACEI/ACEIstandards.doc Course Requirement Demonstrated Competencies Aligned Standards Article Review Performance includes analyzing professional articles and their implication to the teaching profession. Students’ writings will be evaluated by a rubric. IPTS 2, 7 ICTS 1A, 2A, 2E, 5B, 7 ICLAS 1, 2, 3, 5 NAEYC 3, 4a, 4b, 4c ACEI 3.1, 3.3, 3.5 Current Event Performance includes analyzing current information as presented by the media and their influence on education. IPTS 2, 7, 11 ICTS 2E, 4, 7 ICLAS 1, 2, 3, 4, 5 NAEYC 3, 4a, 4c ACEI 3.1, 3.5 Personal Child Study Paper The students will gain a better understanding of the developmental needs of their future students by examining their own developmental background. IPTS 2, 7 ICTS 1A, 2A ICLAS 3 NAEYC 3, 4a, 4c ACEI 3.1, 3.2, 3.3, 3.5 E-mail Performance includes knowledge, use, and application of technology tools in teaching, research, and presentation. IPTS 7 ICTS 1A, 2A, 2E, 4 ICLAS 3, 5 ACEI 3.5 Participation Performance includes presence and contribution during class meetings, and support of peer classmates. IPTS 2, 7, 11 ICLAS 4.5 NAEYC 3, 4a, 4b, 4c, 5 ACEI 3.1,3.5 Tests The students will demonstrate their content knowledge of child development by completing assessment tools. IPTS 2, 7, 11 ICLAS 4.5 NAEYC 3, 4a, 4b, 4c, 5 ACEI 3.1, 3.53Assignments/Descriptions/Weight Core Assignments Brief Description Approximate Weight Article Review Select two different articles from the resources on reserve at the library regarding any component of childhood and early adolescent development. The reserved collection is from the Annual Editions books. 12% 25 points each for a total of 50 possible points Current Event Select two current event items from a newspapers, magazines, TV or radio, etc. that are relevant to this class 3% 5 points per article for a total of 10 possible points Personal Child Study Paper Write a paper on your own development from birth through adolescence. 11% 45 points Technology Integration 3 separate WebCT responses to posted questions 7% 10 points each for a total of 30 possible points Participation Participation in class discussions on a regular basis is expected. 8% 35 possible points, with 2 absences permitted without penalty Tests and/or Quizzes The exams will consist of multiple measures. Questions will be derived from lecture, assigned readings, videos and discussions. 57% Each quiz is worth 15 points; the midterm and final exam are each worth 70 points Total number of possible points: 400 Grading Scale: 90% or above = A 80%-89% = B 70%-79% =C 60%-69% = D Below 60% = F TENTATIVE
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