EDPS
600: Human Development
2003
CREDITS: 2 semester hours
PREREQUISITES: None
Inquiry, advocacy and leadership in education for a diverse and democratic society.
The study of social, emotional, physical and mental growth processes and developmental stages from birth through adolescence and their implications for learning and teaching. Students are expected to pursue an in-depth analysis of research, theory, and issues in the field commensurate with the experiential background that they bring to the course.
This is a foundational course in many master’s degree programs. It is a required course in many programs because it provides the theoretical and developmental foundations for understanding many issues in contemporary education.
The course objectives for the students are:
1. Compare and contrast physical, cognitive, personality, and social development during different periods of development
2. Explain how various theories of human development and learning impact practice
3. Critique theories of human development and learning, taking into consideration aspects of diversity, including cultural, gender, and socio-economic factors
4. Analyze life stories and case studies in terms of development components
5. Discuss practical implications and applications of human development research findings
6. Classify observations of human actions by developmental level
7. Critically assess the impact of gender, sexual orientation, family stress, violence, change and separation, and loss on life span development
I. INTRODUCTION TO HUMAN DEVELOPMENT
· Overview of selected well-established and current theories
· Research methodologies and results
II. PRENATAL DEVELOPMENT, BIRTH & THE NEONATE
· Influence of heredity and environmental factors on development
· Causes of complications and growth inhibitors
· Capabilities of newborn
· Infants at risk
· Infants mental health
III. DEVELOPING YOUNG CHILDREN
· Physical characteristics (including variations of growth patterns, motor development, and nutritional needs).
· Cognitive development. (language development, cognitive stages)
· Social/emotional needs of young children (play=work; development of trust, autonomy, industry, coping with bias; self-esteem and identity).
· Child-care/pre-school programs for young children. (developmentally appropriate practices and quality care for young children)
IV. SCHOOL AGE CHILDREN
· Intellectual development, use of language
· Moral development
· Dealing with violence independence, aggression, hostility
· Building self-confidence and self-esteem
· Importance of success in school
· Influence of family
· Stress-causing factors (e.g., abuse, abandonment, violence, sexism, racism)
V. ADOLESCENCE
· Investigation of growth needs of an adolescent in all developmental domains
· Body image, importance of family, friends and social acceptance
· Sexuality, identity, intimacy
· Self-concept
· Coping with stress
Craig,
G. J., & Baucum, D. (2002). Human development.
(9th ed.). Upper saddle River,
NJ: Prentice Hall.
Instruction procedures include the analysis of case studies, student observations, class discussions, lecture, and group activities.
Observations of Infant and Toddler (analysis behavior in light of theory of development),
Interviews and analysis (student focus, theory to practice), Report on examples of age discrimination in our culture OR examples of age bias in professional settings
Culminating Project (selection of one)
Personal Autobiography (reflective inquiry)
Creation of Development of Handbook for Parents
KNOWLEDGE BASE:
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