|
|
Instructor:
|
|
Lisa
Pollack, M.A.
Office: Stevenson
3062
Phone:
(707) 664-2672
E-mail:
lisa.pollack@sonoma.edu
Office
hours:
Monday, 12-1;
Tuesday, 4-5; Thursday, by appt
|
Course
Description:
This course will explore the
predictable developmental stages that all children pass
through, physically, cognitively, emotionally, and socially.
The major theorists of child development will be studied,
and their ideas will be applied. We will also discuss the
variety of experiences in the family, school, and community
which shapes the uniqueness of each child. The following
strands will be woven throughout the course: major theories
of child development, the impact of family and child rearing
styles, gender issues, and the impact of the culture and
society.
Class sessions will include
whole group and small group discussions, multiple
opportunities to work collaboratively with classmates, and student presentations.
The course satisfies the General Education Course Area E - The Integrated Person and may count as an upper division GE course only if taken no sooner than the term in which upper-division standing (completion of 60 semester units) is attained. Please see GE policy on the web at http://www.sonoma.edu/sas/advising/ge/gepattern.shtml.
[top
of page]
Required
Texts:
Additional articles will be
assigned throughout the course to supplement and enrich the
textbook information. Articles will be distributed in class
or found on the course website.
Recommended Texts (you'll be assigned one in class):
- The Glass Castle by Jeannette Walls. Scribner, 2005.
- Under Deadman’s Skin: Discovering the Meaning of Children’s Violent Play by Jane Katch. Beacon Press, 2001.
- A Slant of Sun: One Child's Courage by Beth Kephart. W.W. Norton and Co. 1998.
- Stealing Buddha’s Dinner by Bich Minh Nguyen. Viking Penguin, 2007.
- True Notebooks by Mark Salzman. Alfred Knopf, 2003.
Additional articles will be assigned throughout the course to supplement and enrich the textbook information. Articles will be distributed in class or found on the schedule page of the course website.
[top of page]
Course
Objectives:
- Demonstrate an
understanding of the physical, cognitive, emotional, and
social development which occurs in childhood from infancy
through adolescence.
- Demonstrate understanding
of the effects of the family, school and the community in
the growth and development of the child with special
emphasis on multicultural issues, discrimination and equity.
- Articulate ways in which
the theories of child development impact educational
programs, parenting and teaching strategies, and
materials designed for children.
- Identify a variety of
community resources which are available to support
children and families.
As a general education
requirement and a prerequisite to the Multiple Subject
Credential, this course will also address the following
goals:
General
Education:
- Acquire a foundation of
intellectual skills and capacities including: developing
intellectual curiosity; developing research skills;
writing and speaking effectively to various audiences;
evaluating everyday experiences critically; working
collaboratively; developing skills in using information
technology; imagining, designing and executing scholarly
and creative projects
- Develop social and global
knowledge including: understanding human diversity and
multicultural perspectives; actively engaging in the
community; understanding the global environment;
understanding social justice issues
- Use multiple methods of
inquiry and approaches to knowledge
- Develop capacities for
integration and lifelong learning: including integrating
general education experiences; engaging in responsible
citizenship
State of California Teacher
Performance Expectations:
TPE 6a -
Developmentally appropriate practices in Grade K - 3
TPE 6b - Developmentally appropriate practices in Grade 4
- 8
TPE 8 - Learning about students
TPE 11 - Social environment
TPE 12 - Professional, legal, and ethical obligations
Connections to the School
of Education's Vision:
Performance
expecations:
D. Successfully create and work in collaborative and
inclusive communities
E. Develop and promote a global, multicultural
perspective.
F. Act on key values, including social justice, anti-bias
principles, and democratic practices.
G. Make decisions based on developmental learning
theory
J. Use technology to enhance teaching and support active,
authentic learning
Dispositions:
A. To be passionate about being educators
B. To promote social and emotional growth and an ethic of
caring, nurturing, and learning in their classrooms,
schools, and communities
C. To be culturally responsive and responsible,
knowledgeable and appreciative of the diversity among
learners
D. To appreciate the importance of a liberal arts
education
E. To value the arts in learning
F. To be committed to anti-bias principles, social
justice, and democratic practices
G. To be committed to professional ethical
standards
[top
of page]
Course
Requirements and Assignments: For
more details on each assignment, use the link to the
Assignments
page on the course
website.
- Attendance and Participation:
Attendance and participation in class is essential. Plan to attend all classes for the full time period. If you are unable to attend a class session, please notify me in advance. Being absent does not excuse you from anything that was discussed or due in class. Homework or other assignments that are due must be submitted electronically before the start of the class session, with a hard copy brought to class on your return.
It is your responsibility to find out what you have missed when you are absent, and to make-up any in-class assignments that were given. If you are absent for more than one class meeting, your grade will be affected unless alternate work is submitted. Students who are absent for more than 3 class sessions will fail the course except for extenuating circumstances which are discussed with the instructor.
Our class meetings are designed with the expectation that you have read all of the assigned readings prior to coming to class. Be prepared to share your understandings and questions about the reading;
the participation grade for students who are not prepared will be affected.
There will be a great deal of discussion and exchange of ideas and experiences during class. Please remember to be respectful of divergent ideas and that our different life experiences have shaped our views. Also be sensitive to allowing your classmates equal access "to the floor", as well as actively listening to their comments.
Sorry, no laptops, cell phones, text messaging, etc. If you need to keep your cell phone on because of an emergency, please set it to vibrate and step outside quietly to take your call.
-
Weekly Homework:
Each week there will be a short written assignment due. In this assignment you will be either responding to the reading or applying some of the concepts learned. I will either review or collect your homework each week. Homework may be submitted electronically if you are absent, prior to the start of the class session. No late homework is accepted.
-
State of America's
Children Presentation:
With a group of classmates, you will research a current issue that faces our nation's children. Each group will focus on a different topic, using the material on the Children's Now website:
- Developmental Theories Paper and Presentation
With a group of classmates, you will select a developmental theory and learn about its central tenets and concepts. You will present your findings to the class using Powerpoint slides as visual aides. Your Powerpoint notes will be posted on the course Webct, so your classmates have access to the information you have researched. You will write an individual paper, summarizing and applying the theory(ies) to your own beliefs. Submit a hard copy of the paper as well as submit an electronic copy to turnitin.com
- In-class exams:
There will be two hour-long exams that will cover the readings, class lectures/discussion, videos, and class activities. Your responses to four short answer questions will demonstrate your understanding and synthesis of the material.
- In-depth study:
This research project or paper is an opportunity for you to choose a particular subject to study in more depth. You will present your study in both a written report and
during a brief presentation that you’ll share with some of your classmates. Topics must be approved before beginning. Submit a hard copy of your paper as well as submit an electronic copy to turnitin.com
Submitting Course Assignments:
Written assignments will be considered late if they are not turned in on their due date. If you are absent, you must email an electronic copy to me by the due date, before the start of class , and submit a hard copy during the next class. Late work is accepted (except on weekly homework), yet points will be deducted for each week that it is late. Work may be revised and resubmitted to demonstrate further understanding and to improve the grade. Revisions must be turned in within one week of when the work was returned.
Students must submit electronic copies of the Developmental Theories Paper and the In-depth Study to turnitin.com. Follow this procedure:
- Connect to http://turnitin.com/login.asp and login as a student.
- Enter the course ID and enrollment password:
- Section 3 Class ID – 2361425; Password – section3
- Section 6 Class ID – 2361465; Password – section6
- Locate the assignment folder and submit the paper.
Use of Sources:
In your writing for this class, you will be referring to ideas from the textbooks and other sources. Make sure that you cite the references you are using with the title, author and page number.
- If you are taking language directly from other sources, use quotation marks.
- If you are paraphrasing ideas, you must use your own words and list the reference following the sentence, using its source, author, and page number.
Any assignment which contains plagiarized materials will receive a grade of "F". The student may also fail the course and be referred to the Department Chair and/or the University Provost for disciplinary action.
If you have any questions about this, please ask me and/or refer to the University's policy on plagiarism: http://www.sonoma.edu/uaffairs/policies/cheatingpolicy.htm
[top
of page]
Grading
Criteria:
Your grade in this course will
be based on your completion of all course requirements. Your
written work will be graded according to how fully and
completely you demonstrate understanding of the course
content and how well you integrate your knowledge with
practical examples. All of your writing should include
your own analysis and synthesis. Attention will also be
given to the clarity and organization of your
writing.
The following points will
be given for the assignments and course
requirements:
|
Course attendance and
participation
|
80 points
|
|
Weekly Homework
|
60 points
|
State of America's Children Research Share |
20 points |
Developmental Theory Paper and Presentation |
80 points |
In-class exams |
120 points (60 each) |
In depth study |
100 points |
In depth study presentation and abstract |
15 points |
The basis for
letter grades is as follows, with a total of 475
points:
|
A = Outstanding
Work
|
|
A = 100%-93%
|
A- = 92% -
90%
|
|
B = Good
Work
|
B+ = 89% -88%
|
B = 87% -
83%
|
B- = 82% -
80%
|
|
C=Satisfactory
Work
|
C+ = 79% -78%
|
C = 77% -
73%
|
C- = 72% -
70%
|
|
D = Poor
Work
|
D+ = 69% -68%
|
D = 67% -
63%
|
D- = 62% -
60%
|
|
F = Failing
Work
|
Below 60%
|
|
|
[top
of page]
Accommodations:
If you have a disability that requires accommodation in this class, you must notify me before the end of the second week of class regarding the nature of the accommodation(s) you require. You must register with the campus office of Disabled Student Services, located in Salazar Hall. DSS will provide you with written confirmation of your verified disability and authorize recommended accommodations. This authorization must be presented to me before any accommodations can be made.
Other University policies that you should be aware can be found at: http://www.sonoma.edu/uaffairs/policies/studentinfo.shtml.
[top
of page]
|
|