12/26/2024 4:38:56 PM	CHLD 110.3 Course Outline as of Spring 2002	Changed Course
CATALOG INFORMATION
Discipline and Nbr:  CHLD 110.3	Title:  SCHOOL AGE CHILD DEV.
Full Title:  School Age Child Development
Last Reviewed:2/24/2014

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		8 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 Only
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 
Formerly:  CHILD110.3

Catalog Description:

Stages of development of the 5 to 14-year-old child including physical, cognitive, social and emotional growth. Emphasis on application of methods to support optimal growth. Recommended for people working in programs serving school age children.

Prerequisites/Corequisites:

Recommended Preparation:
Eligibility for ENGL 100A or ENGL 100.

Limits on Enrollment:

Schedule of Classes Information
Description:

Stages of development of the 5 to 14 year old child including physical, cognitive, social and emotional growth. Emphasis on application of methods to support optimal growth. Recommended for people working in programs serving school age children.

(Grade Only)
Prerequisites:
Recommended:Eligibility for ENGL 100A or ENGL 100.
Limits on Enrollment:
Transfer Credit:
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

Associate Degree:		Effective:		Inactive:
Area:
CSU GE:	Transfer Area			Effective:	Inactive:
IGETC:	Transfer Area			Effective:	Inactive:
CSU Transfer:		Effective:		Inactive:
UC Transfer:		Effective:		Inactive:
C-ID:

Certificate/Major Applicable: Certificate Applicable Course

COURSE CONTENT

Outcomes and Objectives:
At the conclusion of this course, the student should be able to:

The students will be able to:

1.  Describe typical physical and motor development for school age

   children.

2.  Describe typical cognitive characteristics of children at different

   ages between the ages of 5 and 14.

3.  Describe typical social and emotional characteristics of children at

   different ages between the ages of 5 and 14.

4.  Evaluate the theories of Erickson, Kohlberg, Maslow, Gilligan and

   Piaget (moral reasoning) in school age children's social, emotional

   and moral development.

5.  Design guidance and discipline procedures for school age children

   based on the children's stage of moral development.

6.  Apply Piaget's cognitive theory and Howard Gardner's multiple

   intelligences theory to support the cognitive development of school

   age children.

7.  Employ techniques that develop positive and productive human relation-

   ships with and among school age children as outlined in the NSACA

   Standards for Quality School Age Care.

8.  Employ techniques that develop positive and productive human relation-

   ships with families as outlined in the National School-Age Care

   Alliance Standards for Quality School-Age Care.

9.  Employ techniques that develop positive and productive human relation-

   ships with fellow staff members in school age programs as outlined

   in the NSACA Standards for Quality School Age Care.

10. Develop plans and procedures that support individual's children's

   culture and home language.

11. Critique ones own interactions and practices with school age children,

   families and fellow staff members.

12. Observe children in order to develop appropraite developmental plans

   for the individual child and the group.

Topics and Scope

  1.  Physical and motor development.

 2.  Health of school-age children.

 3.  Cognitive and memory development.

 4.  Language and literacy.

 5.  Social and moral development.

 6.  Emotional and sexual development.

 7.  Children with special needs.

 8.  Current issues and concerns of this age group.

 9.  The influence of family, peers and culture on the school age child.

10.  The role of adults in supporting optimal growth and development.

11.  Developmentally appropriate practice in programs that serve the

     school age child.

Assignments:

1. Read the assigned texts and handouts in preparation for class sessions.

2. Keep a journal reflecting on concepts and practices presented in the

  course.

3. Complete reaction essays on films, speakers and other class presen-

  tations.

4. Observe school age children and complete observations focused on their

  growth and development.

5. Observe school age children of different age groups and write a summary

  on a child in each age group observed.  Include the following

  information: a) which stage the child is in according to Piaget,

  Erikson and Kohlberg; b) what type of learner you feel the child is

  based on Gardner's Seven Intelligences; and what unique characteristics

  you notice in the child.

6. Begin a protfolio and include your observations and any pertinent

  articles, websites, community resources and activities which have

  increased your knowledge and understanding of school age children.

  Include a short statement on how each of these materials relates to the

  development of the school age child.

7. Observe at different school  age childcare sites and summarize their

  use of culturally sensitive practices.

8. Engage with fellow students in problem sovling around issues concerning

  school age children.

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 50 - 75%
Written homework, Reading reports, Essay exams, Term papers, OBSERVATIONS
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.		Problem Solving 15 - 25%
PROBLEM SOLVING SCENARIOS
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.		Skill Demonstrations 0 - 0%
None
Exams: All forms of formal testing, other than skill performance exams.		Exams 10 - 25%
Multiple choice, True/false
Other: Includes any assessment tools that do not logically fit into the above categories.		Other Category 0 - 0%
None

Representative Textbooks and Materials:

KIDS TIME by Child Dev. Div., Calif. Dept. of Educ.,(ISBN 0-8011-1152-2)

YARDSTICKS by Chip Wood. Northeast Foundation for Children,

(ISBN 0-9618-6341)

The National School Age Care Alliance Standards for Quality School Age

Care (No ISBN)

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