11/13/2024 4:21:02 AM |
| Changed Course |
CATALOG INFORMATION
|
Discipline and Nbr:
CHLD 10 | Title:
CHILD GROWTH/DEVELOPMENT |
|
Full Title:
Child Growth and Development |
Last Reviewed:1/28/2019 |
Units | Course Hours per Week | | Nbr of Weeks | Course Hours Total |
Maximum | 3.00 | Lecture Scheduled | 3.00 | 17.5 max. | Lecture Scheduled | 52.50 |
Minimum | 3.00 | Lab Scheduled | 0 | 6 min. | Lab Scheduled | 0 |
| Contact DHR | 0 | | Contact DHR | 0 |
| Contact Total | 3.00 | | Contact Total | 52.50 |
|
| Non-contact DHR | 0 | | Non-contact DHR Total | 0 |
| Total Out of Class Hours: 105.00 | Total Student Learning Hours: 157.50 | |
Title 5 Category:
AA Degree Applicable
Grading:
Grade or P/NP
Repeatability:
00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As:
Formerly:
CHILD 10
Catalog Description:
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This introductory course examines the major developmental milestones in the areas of biosocial, psychosocial, and cognitive development for children, both typical and atypical, from conception through adolescence. There will be an emphasis on the interactions between maturational processes and environmental factors. While studying developmental theory and investigative research methodologies, students will observe children, evaluate individual differences, and analyze characteristics of development at various stages. Required for Child Development Permits.
Prerequisites/Corequisites:
Recommended Preparation:
Eligibility for ENGL 1A or equivalent
Limits on Enrollment:
Schedule of Classes Information
Description:
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This introductory course examines the major developmental milestones in the areas of biosocial, psychosocial, and cognitive development for children, both typical and atypical, from conception through adolescence. There will be an emphasis on the interactions between maturational processes and environmental factors. While studying developmental theory and investigative research methodologies, students will observe children, evaluate individual differences, and analyze characteristics of development at various stages. Required for Child Development Permits.
(Grade or P/NP)
Prerequisites:
Recommended:Eligibility for ENGL 1A or equivalent
Limits on Enrollment:
Transfer Credit:CSU;UC.
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
Associate Degree: | Effective: | Fall 1981
| Inactive: | |
Area: | D
| Social and Behavioral Sciences
|
|
CSU GE: | Transfer Area | | Effective: | Inactive: |
| D | Social Science | Fall 2005 | |
| D7 | Interdisc Social or Behavioral Science | | |
| D9 | Psychology | | |
| E | Lifelong Learning and Self Development | | |
| D | Social Science | Fall 1990 | Fall 2005 |
| D1 | Anthropology and Archeology | | |
| D4 | Gender Studies | | |
| D7 | Interdisc Social or Behavioral Science | | |
| D9 | Psychology | | |
|
IGETC: | Transfer Area | | Effective: | Inactive: |
| 4 | Social and Behavioral Science | Fall 1992 | |
| 4I | Psychology | | |
|
CSU Transfer: | Transferable | Effective: | Fall 1981 | Inactive: | |
|
UC Transfer: | Transferable | Effective: | Fall 1981 | Inactive: | |
|
C-ID: |
CID Descriptor: CDEV 100 | Child Growth and Development | SRJC Equivalent Course(s): CHLD10 |
Certificate/Major Applicable:
Both Certificate and Major Applicable
COURSE CONTENT
Student Learning Outcomes:
At the conclusion of this course, the student should be able to:
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1. Describe major developmental milestones for children from conception through adolescence in the areas of biosocial, psychosocial, and cognitive development.
2. Examine the multiple influences affecting children's development.
3. Compare and contrast various theoretical frameworks that relate to the study of child development.
4. Apply developmental theory to analyze child observations, surveys, and/or interviews.
Objectives:
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At the conclusion of this course, the student should be able to:
1. Describe characteristics of the biosocial, psychosocial, and cognitive development of
children, both typical and atypical, from conception through adolescence.
2. Explain various theories of development and methods of research relevant to understanding
children's growth.
3. Demonstrate objective techniques and skills for observing, describing, and evaluating
developmental characteristics and behaviors in children.
4. Describe the impact of genetic and environmental interaction on the developing child,
including the significance to early brain development.
5. Describe brain structure, function, and development from the pre-natal period through
adolescence.
6. Describe and explain the role of play and its relationship to development at various stages.
7. Articulate, using current research, the importance of social-emotional development as the
foundation for other domains of development, including factors that influence the
development of self-esteem in children of all ages.
8. Discuss current research findings as they apply to child development.
9. Identify developmentally appropriate practices at different stages of childhood.
10. Examine and evaluate the role of societal influences including culture, family, gender,
school, peers, community, and media on children's development.
11. Identify and describe influences that place children and youth at risk and may adversely
influence development.
Topics and Scope
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I. Fundamentals of Child Development
A. Domains of development
B. Theories/theorists of development
1. Psychoanalytic (Freud and Erikson)
2. Behaviorism
3. Cognitive (Piaget)
4. Sociocultural (Vygotsky)
5. Epigenetic (Bronfenbrenner)
6. Universal Perspective: Humanism and Evolutionary Theory (Maslow and Rogers)
C. Controversial issues in the study of development
D. Research methodology in child development including observational skills
E. Holistic, integrated approach to the study of development
F. Cultural influences on development, including the role of the family/caregivers
G. Special needs that impact development
II. Prenatal Development and Birth
A. Conception
B. Heredity, genetics and environment
C. Birthing practices
III. Infants and Toddlers
A. Biosocial development
B. Cognitive development
C. Psychosocial development
D. Brain development
E. Language acquisition
F. Attachment
G. Temperament
H. Infant/toddler care giving practices
I. Safe and appropriate environments that support development
IV. The Preschool Child
A. Biosocial development
B. Cognitive development
C. Psychosocial development
D. Brain development
E. Language acquisition and development, including dual language learning
F. Emotional regulation
G. Prosocial and antisocial behavior including moral development
H. Parenting patterns
I. Early learning environments
J. The importance of play
V. The School Age Child
A. Biosocial development
B. Cognitive development
C. Psychosocial development
D. Peer group as a developmental influence
E. Moral development
F. Learning environments, including the role of adults
G. Obstacles to learning (ADD [attention deficit disorder], autism, learning disabilities)
VI. The Adolescent
A. Biosocial development
B. Cognitive development
C. Psychosocial development
D. Peer group as a developmental influence
E. Brain development
F. Decision making and risk taking
G. Schools, learning, and the adolescent mind
H. Quest for identity
I. Parent-adolescent relationship
J. Issues in adolescence: substance use/abuse, sexuality, teen pregnancy, eating disorders,
criminal activity, depression and self-harm
VII. Child Maltreatment as a Developmental Influence
Assignments:
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1. Reading and discussion of assigned text and handouts (approximately 30 pages per week)
2. Observation, recording and written analysis of children's skills and behaviors, both typical
and atypical, using appropriate observational technique and developmental terminology
(3 - 5 observations of approximately 2-5 pages)
3. Written essays for the purpose of utilizing research skills, and expanding knowledge of course
content; may include interviews with children and parents (approximately 2-4 essays of 3 to 5
pages)
4. Exams on readings, terminology, presentations, and lectures (approximately 2 - 5 exams)
5. Other assignments, such as:
a. Group research project and/or oral presentation of findings on selected topics in
development
b. Term project (case study or other in-depth study using observation, research, and
application of developmental theory and terminology)
Methods of Evaluation/Basis of Grade.
Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing. | Writing 35 - 50% |
Essays; written analysis of observations | |
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills. | Problem Solving 0 - 0% |
None | |
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams. | Skill Demonstrations 5 - 15% |
Written analysis of observation of children at various stages | |
Exams: All forms of formal testing, other than skill performance exams. | Exams 30 - 50% |
Exams: multiple choice, true/false, fill in, short answer, essays | |
Other: Includes any assessment tools that do not logically fit into the above categories. | Other Category 10 - 20% |
Class attendance; participation; and/or other assignments | |
Representative Textbooks and Materials:
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The Developing Person Through Childhood and Adolescence. 11th ed. Berger, Kathleen. Worth Publishers. 2018
Children. 13th ed. Santrock, John. McGraw-Hill. 2015
Instructor prepared materials
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