MW 3:35- 4:50 pm – Schroeder Hall 112
Instructor Information:
Dr. Jacqueline E. Arroyo-Romano Phone: 309-438-3836
Office: De Garmo 214
Office Hours: Monday and Wednesday 2:00-3:00 p.m. Or by special appointment.

Catalog Description: Physical, social, emotional, and mental development of the child from conception to adolescence; methods of studying children and their behavior. Incl Clin Exp 9 hrs. Exp Type 1-4. 3 semester hrs. credit.

Relationship to Conceptual Framework – Realizing the Democratic Ideal This course, by focusing on looking closely at children in relation to their development, adheres to the principle of showing sensitivity to the individual as well as cultural diversity. In addition, the underpinnings of this course recognize the appropriate teaching strategies have to be tailored to diverse learners as each child is given respected status in the classroom community and the instructional support that he/she needs and deserves.

Objectives: Upon completion of this course and the accompanying field experience, students will:
A. compare and contrast the various aspects of the child development theoretical base of information. [ACEI, 3a, 3b; IPTS, K1a, P1g, K2b, K2d, K5a, K5d, P5l, K7a, K10c; MV 1 and IV 1]

B. discuss and apply from a perspective of diversity the patterns found in the development of children in the following domains: Physical, socio-emotional, cognitive, language, and creative. [ACEI, 2a, 2b, 2h, 3b, 3c, 3d, 3e, 4a; IPTS, K1a, K2a, K2b, K2f, P2g, K3d, P4j, P4l, K6d, P5l, P50, K6a, K6e, K10c; MV 1, 2 and IV 1, 2, 3]

C. explain the elements of a healthy lifestyle for children, including nutrition, physical fitness, sleep patterns/requirements, and activities or substances that may contribute to disease or poor health. [ACEI 1, 2a, 2g, 3b, 3e, 5a, 5d; IPTS K1e, P1m, K2f, P2i, K3a, P3h, P3k, P3n, P4m, P4s, K5e, K5g, P5o, P5q, P6m, P71, K8g, K10d, K11f, Kllh; MV 1, 2, 3, 4 and IV 1, 2, 3, 4]

D. discuss the application techniques which are used to connect developmental theory/knowledge/diversity to children in classrooms and their social worlds. [ACEI, 2b, 2c, 2d, 2e, 2f, 3b, 3d, 3e, 5c, 5d; IPTS K5d, K5e, P5j, P5m, K6a, P6f, P6g; MV 3 and IV 1, 3]

E. utilize developmental theory and understanding of children in the clinical component of this course. [ACEI, 2I, 3a, 3b, 5; IPTS K9a, P9h, P9p, P9tK10d, P10e, P10f, P10g, K11c, P11k, P11q; MV 1, 3, 4 and IV 1, 2, 4]

Meece, J.L. & Daniels, D.H. (2008). Child & Adolescent Development for Educators. Third Edition. New York, NY: McGraw Hill.

Course Outline

I. Studying Child and Adolescent Development—basic issues, introduction to theories, research methods
II. Physical Development—brain development, physical growth, development of motor skills
III. Cognitive Development—Piaget and Vygotsky
IV. Cognitive Development—information processing and intelligence theories
V. Language and Literacy Development—theories, trends, cultural influences
VI. Self-Concept, Identity, and Motivation—attachment, emotion, temperament, motivation
VII. Peer Relations and Moral Development—understanding others, peers, and theories of moral development
VIII. The Family: Partners in Education—family structures, family influences, school-family partnerships
IX. Supporting the Development of Children and Youth in School—addressing special needs, fostering resiliency, child advocacy

Learning Evaluations:

Oral participation [Objective B, D] 30 points
It is expected that students make meaningful contributions to class discussions and activities on a regular basis.

Written participation [Objectives A, B, D] 45 points
A variety of formative assessment tasks will be given to provide students with opportunities to informally test their understanding of course content and to practice applying that knowledge base to real and hypothetical situations.

These may include:
a. Asking students to apply theories to educational practice
b. Student-constructed scenarios that exemplify theories
c. Applying theory to scenarios presented
d. A variety of small group processing sessions on policy development, advocacy, and family or community collaboration
e. Practicing observation skills with videos, class visitor
f. Interviewing visiting children/ adolescents on various topics
g. Asking students to consider the implications of culture/ethnicity/SES/gender on children’s development
h. A small group discussion around the ideas of multiple intelligence and why it should be considered when working with children]

Clinical Observation and Paper [Objective A, B, D, E] 60 points

You will participate in nine (9) hours of clinical experience at the Illinois State University Lab schools. -- 6 hours at Metcalf and 3 hours at University High School.
You must take notes for each of the nine (9) hours focusing on students’ physical, cognitive, social-emotional and language development. You are required to write a paper in which they will apply the theories and concepts of the various developmental domains discussed in class. The paper should also include an examination of the similarities and differences within and across the different grade levels in relation to the course content.
This assignment must be completed. If it is not completed, you will receive an F for your course grade.
*Further details for the paper and observations, including dates/times of observations and due dates of notes and observation paper, will be given at a later date.

Health Education Assignment [Objective C] 45 points
You will be assigned a health education topic such as sleep patterns and requirements, physical fitness and exercise, nutrition and healthy eating, obesity, street drugs education, stress, smoking, alcohol, depression, teen pregnancy, eating disorders, puberty, and sexually transmitted disease] and prepare a poster presentation in which the following information is included:

1. Basic information (definitions, statistics, etc.)
2. Effects on the various domains of development
3. Myths or misconceptions and clarification of any misconceptions
4. Suggestions for Teachers and/or parents on promoting and/or preventing the chosen topic
5. Educational resources related to topic (parent, children and teacher resources)

[For the poster presentations, you will be required to prepare a handout that includes the key information on your topic.]

Child Development Application Assignment [Objective D] 45 points

You will create a digital story or write an autobiography using information collected through parent/relative interview, baby books, old report cards, or general recollections from their early years through high school years. You must connect your own life to theorists and other concepts that are discussed in class and the textbook. At least one source, besides the test, must be used. The last slide of the digital story must be the references and credits. –Include URL for digital images (do not use copyrighted images).

Intelligence Theory
Choose one of the intelligence theories discussed in class [Gardner’s Multiple Intelligence or Sternberg’s Triarchic Theory of Intelligence and apply the theory to a content area and grade level you wish to teach. Explain how the theory could be used in the teaching of a content area. A brief lesson plan outline can be included and at least one outside source must be used. (Option 2-- Create a digital story in which you explain how the theory could be used in the teaching of your content area and the grade level you wish to teach.)

Language and Literacy Development
Choose one of the language and literacy development theories referred to in Ch. 5 of the text – Chomsky, Piaget, Vygotsky, etc. – and create a digital story in which you explain the theory, the current views, and application to a content area. At least one source, besides the text, must be used. The last slide of the digital story must be the references and credits – include URL for digital images (do not use copyrighted images).

Library Research Assignment
Students will be asked to find a research-based article related to any aspect of child development and write a paper which should include a brief summary of the article and a description of how the information in the article can be used by teachers (or other professionals) either indirectly or directly.

Examinations [Objectives A, B, C, D] 75 points

Exams will be administered to test student’s knowledge of subject matter from the text. Check calendar for exam dates.

Grading Scale

Grade Percentage Points
A 92 – 100% 276-300
B 83 – 91% 249-275
C 74 – 82% 222-248
D 65 – 73% 195-221
F <65% 194 and below


Professional Conduct

This course is part of the Elementary Education curriculum and as students in this course, you are expected to conduct yourself in a professional manner during class and also during clinical observations. This includes appropriate attire, language, behavior, and attitudes. You must also be punctual and avoid unnecessary absences (see Attendance Policy below). You will be asked to remove your hats during class, refrain from eating during class, and dress in a professional casual manner (rather than as you would if you were on your way to the beach or other casual occasion). Women, if you can see through it, up it, or down it, don’t wear it. Gentlemen, pants/shorts should cover all underwear.

Teaching Dispositions

Teaching dispositions are an integral part of the profession and important to the development of professional behaviors and collaboration skills. Concerns will be identified early and problems will be resolved as soon as possible during this course. All teacher candidates will be evaluated on the following disposition indicators. Those candidates who have engaged in behaviors that suggest a negative disposition will be reported.

Disposition Indicators

• Collaboration Issues: The ability to work together, especially in a joint intellectual effort.
• Honesty/Integrity: The ability to demonstrate truthfulness to oneself and to others; demonstrate moral excellence and trustworthiness.
• Respect: The ability to honor, value, and demonstrate consideration and regard for oneself and others.
• Reverence for Learning: Respect and seriousness of intent to acquire knowledge.
• Emotional Maturity: The ability to adjust one’s emotional state to suitable level of intensity in order to remain engaged with one’s surroundings.
• Reflection: The ability to review, analyze, and evaluate the success of past decisions in an effort to make better decisions in the future.
• Flexibility: The willingness to accept and adapt to change.
• Responsibility: The ability to act independently, demonstrating accountability, reliability and sound judgment.

When a student has a record in the CECP office of three dispositional concerns that have not been resolved by the teacher candidate’s major department, the student will have a No for meeting this disposition assessment and will not be admitted to Professional Studies and/or Student Teaching. CECP will contact the major department to verify that the three dispositional concerns have not been resolved.

Required Reading

It is expected that students come to class with all assigned reading completed. The reading assignments provide a background for class discussion and activities. It is imperative to keep up with the reading. You are in charge to read each chapter as scheduled.

Written Work
All written work is expected to be of professional quality. Spelling, grammar, sentence structure, paragraphing, etc. are factors in the grade you will receive for a written assignment. All work is expected to be original, or referenced fully. If there is a question regarding the originality of your work, university plagiarism procedures will be followed. For questions concerning the university’s academic dishonesty policy, please refer to the Illinois State University’s Student Code of Conduct available on-line at:

10 points will be deducted from the final grade if assignments do not follow proper English writing spelling, grammar, sentence structure, paragraphing, etc. Written documents should follow APA style, 1’ x 1’ margins, Times Roman, size 12 font, double spaced. I highly suggest proofreading all documents prior to submission. No exceptions.

Late Assignments
No late assignments will be accepted. Situations of a legitimate nature, as defined by the University (i.e. doctor’s note, obituary of a relative/friend, court appearance notice, etc), will be handled on a case-by-case basis.

Attendance Policy
Attendance is very important in this class. A great deal of information is covered in a short amount of time. Please call or email in advance of class if you are not able to attend.

Missed Exams
Students will not be able to take a missed exam without proper documentation of legitimate cause (i.e. doctor’s note, obituary of a relative/friend, court appearance notice, etc).

Disability Concerns
Any student needing to arrange a reasonable accommodation for a documented disability should contact Disability Concerns at 350 Fell Hall, 438-5853(voice), 438-8620 (TTY)

Cell phones must be turn off during the whole lecture period. No texting or ringers will be allowed during lecture time.

Other Business
Any other business unrelated to the class such as lectures or class activities need to be kept outside the classroom (e.g., planning a wedding, making appointments with friends, reading the news paper during class, falling asleep, etc.).


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