Development of School-Age Children

Student Learning Outcomes, Goals, Objectives:

Students successfully completing this course will be able to:

• Recall, compare, and critique the theories and principles of children’s development, growth, and learning in the areas of cognitive, language/communication, social, emotional, and physical development. (NCATE/EE 1; INTASC 2; INTASC 3; NCTPS 4A.1; NCPTS 4A.2)

• Recall, describe, and give examples of the various stages and substages of growth and development in children, the unique patterns with which children progress through these stages, and the factors that distinguish the wide range of typical from atypical development. (NCATE/EE 1; INTASC 2; INTASC 3; NCTPS 4A.1; NCPTS 4A.2)

• Recall and give examples of the interaction between biological and environmental factors that have a direct influence on and that place the child at risk for learning and emotional/behavioral problems. (NCATE/EE 1; INTASC 2; INTASC 3; NCTPS 4A.1; NCPTS 4A.2)

• Recall and give examples of the developmental consequences of stress and trauma, protective factors and resilience, the development of mental health, and the importance of social relationships. (NCATE/EE 1; INTASC 2; INTASC 3; NCTPS 4A.1; NCPTS 4A.2)

• Recall, give examples of, and compare the impact that parents, peers, teachers, cultures, and communities have on young children’s development and learning. (NCATE/EE 5B; INTASC 10; NCATE 1C)

• Identify and display respect for differences in family structures and culturally and linguistically diverse children. (NCATE 4A; INTASC 3, NCPTS 2B.1, NCPTS 2B.3; NCPTS 2C.2)

• Recall, describe, and give examples of children’s varied learning environments and strategies that facilitate learning, development, and independence in children. (NCATE 1C; INTASC 10)

• Recall, describe, and give examples of the trends, issues, and research in relevant developmental and educational fields. (NCATE 1C, NCPTS 4A.3)

• Recall and critique federal and state legislation affecting children and their families based on developmental theory and research. (NCATE 1C)

Minerva’s Academic Curriculum Student Learning Outcomes (SLOs) for Critical Thinking & Inquiry in the Social & Behavioral Sciences:

1. Critically analyze claims, arguments, artifacts, or information.

2. Construct coherent, evidence-based arguments.

Teachers Academy Conceptual Framework Mission Statement:

The mission of professional education at UNCG is to prepare and support the professional development of caring, collaborative, and competent educators who work in diverse settings. This mission is carried out in an environment that nurtures the active engagement of all participants, values individual as well as cultural diversity, and recognizes the importance of reflection and integration of theory and practice. UNCG's professional education programs are guided by shared commitments to: (a) equity and excellence in teaching, research, and service; (b) professional integrity and ethical deliberation in dealing with students and colleagues (university-based, school-based, and community-based); (c) the construction of a professional knowledge base through collaboration and collegiality; and (d) the dissemination of professional knowledge, skills and dispositions through the preparation and continuing professional development of teachers, principals and other school personnel.

Course Grading Information:

Activity/Performance Measure	Percentage/Points
Quizzams (3) - Will drop lowest score	30%
Knowledge Checks	10%
My Virtual Child	10%
In-Class Activities and Assignments - Drop 2 or count for extra credit	15%
Application Project	10%
Research Brief - check-in assignments and final brief	20%
Short Reflection	5%

The final grade for each student will be assessed as follows as per UNCG guidelines:

Percentage	Letter Grade
93 – 100%	A
90 – 92%	A-
87 – 89%	B+
83 – 86%	B
80 – 82%	B-
77-79%	C+
73-76%	C
70-72%	C-
67-69%	D+
63-66%	D
60-62%	D-
0-59%	F

Attendance/Participation:

Attendance is expected. Attendance will not be taken; however, in-class assignments (15% of your grade) should encourage you to be here. Attendance will also affect your performance on exams and other assignments, given that much of the material covered in lecture goes beyond what is included in assigned readings. There is no recording or sharing of activities, discussions, or lectures unless previously agreed by your instructor for ADA purposes.

Participation is not part of your grade, but active involvement in class will inevitably help you stay engaged in the material and this will reflect positively in your grade. In addition, the in-class activities cannot be made up. During every class meeting, there will be opportunities for you to ask questions or discuss issues of interest. Please always feel comfortable asking or sharing in class!

Course Materials Purchased by the Students:

Required e-Text: Child Development Worldwide by Jensen and Arnett [access the e-text and My Virtual Child through REVEL]