12/3/2024 9:37:08 AM	CHLD 10 Course Outline as of Spring 2022	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:

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:

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:

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:

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

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:

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:

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

Print PDF