DEPARTMENT OF EARLY CHILDHOOD, ELEMENTARY, AND MIDDLE LEVEL EDUCATION ELE 2320 Childhood and Early Adolescent Development Spring - 2008 M/W and T/R 1:00 p.m. to 2:15 p.m. Professor: Timothy Croy, Assistant Professor Office: Buzzard Hall, Room 2201 Office Hours: Mondays and Wednesdays 10:00 a.m. to noon; Tuesdays 9:00 a.m. to 10:00 a.m. or by appointment. Phone: Office: 217/581-7890 Home/Cell: 217/254-4778 E-mail: [email protected] Web Address: http://www.ux1.eiu.edu/~twcroy/ 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 Edition. McGraw-Hill Company. Learning Model For Course: 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.2Course Dispositions: Teacher candidates in the department of EC/ELE/MLE will exhibit professional ethical practices, effective communication, sensitivity to diversity, the ability to provide varied teaching practices evidenced in a supportive and encouraging atmosphere for learning. Outcomes Specific To This Course: * The students will gain a better understanding and practice emphasize higher order, critical thinking. * The student will strive to develop their intellectual, social, ethical, and moral skills and behavior. * 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 are Aligned with the Standards: 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 Email Performance includes knowledge, use, and application of technology tools in teaching, research, and presentation. IPTS 7 ICTS 1A, 2A, 2E, 4 ICLAS 3, 5 NAEYC ACEI 3.53Tests The students will demonstrate their content knowledge of child development by completing assessment tools. IPTS 2, 7, 11 ICTS ICLAS 4.5 NAEYC 3, 4a, 4b, 4c, 5 ACEI 3.1, 3.5 Assignments/Descriptions/Weight: Core Assignments Brief Description Approximate Weight Article Review Select two current (2000 -) articles to research regarding any component of childhood and early adolescent development. 10% Current Event Select a current event item from a newspapers, magazines, TV or radio, etc. that is relevant to this class 5% Personal Child Study Paper Write a paper on your own development from birth to adolescence. 10% Technology Integration Search for article, email, navigate the internet, (possible use of WebCT), etc. 5% Participation Participation in class discussions on a regular basis are expected. 10% Tests and/or Quizzes The exams will consist of multiple measures. Questions will be derived from lecture, assigned readings, videos and discussions. 60% Course Requirements And Evaluation: Requirements Points * Two short papers (1-2 pages): analyze two short journal articles. 50 * Current Event (1 current news item about child development). 10 * Personal Child Study Paper (5 pages from birth thru adolescence). 50 * E-mail professor 20 * Four video reviews (½ -1 page): reaction to video 20 * Attendance and Participation 50 * Six TESTS including a MIDTERM and a FINAL 300 Total 500 GRADING
View Full Document
Unlocking...