| 11/21/2024 6:20:08 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 Only
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 physical, 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 100 or ESL 100
Limits on Enrollment:
Schedule of Classes Information
Description:
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This introductory course examines the major developmental milestones in the areas of physical, 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 Only)
Prerequisites:
Recommended:Eligibility for ENGL 100 or ESL 100
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
Outcomes and Objectives:
At the conclusion of this course, the student should be able to:
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Upon completion of this course students will be able to:
1. Describe characteristics of the physical, 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. Physical growth (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. Physical growth (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. Physical growth (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. Physical growth (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-destruction
VII. Child maltreatment as a developmental influence
Assignments:
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Assignments may include the following:
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 (2-5) on readings, terminology, presentations, and lectures.
5. Group research project and/or oral presentation of findings on selected topics in development.
6. 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% |
| Written homework, essays, written analysis of observations; term project. | |
| 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
15 - 25% |
| Observation of children at various stages, interviews of children and parents | |
| Exams: All forms of formal testing, other than skill performance exams. | Exams
30 - 50% |
| Multiple choice, true/false, fill in, short answer, essays, mid-term, final | |
| Other: Includes any assessment tools that do not logically fit into the above categories. | Other Category
0 - 0% |
| None | |
Representative Textbooks and Materials:
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The Developing Person Through Childhood and Adolescence by Kathleen Stassen-Berger, 9th Edition. Worth Publishers, Inc, New York, N.Y. 2012
Children by John Santrock 12th ed. Brown & Benchmark, Madison WI, 2012
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