Theroies of Child Development
Professor: Hermosa Derscheid, Ph. D.
Workplace: Wirtz 160Fax: 753-1321
Office Phone: 753-6341 with voice mail or 753-1543 (receptionist); Helpdesk: 815-753-8100 E-mail: [email protected] edu; Blackboard: http://webcourses.niu.edu and development. 1000 Oaks, CA: Sage.
Wadsworth, B. M. (2004). Piaget's theory of cognitive and affective creation (5th education. ). Boston, MA: Pearson Education, Incorporation.
READINGS: Other assigned readings will probably be placed on Blackboard e-reserve through the NIU selection.
COURSE EXPLANATION: Analysis of the major theories of chilfor syllabus and assignments; computer system help email: [email protected] edu Office Hours: Open: M noon-1 l. m.; Adv.: TTh. one particular 2 l. m. & Fri. 11-noon or simply by appointment
NECESSARY TEXTS (These are typed in APA 6th style besides they need to become double spaced): Salkind, In. J. (2004). An introduction to theories of humad creation and their implications in working with young children. PRQ: FCNS 230, FCNS 280, and at least junior standing.
1 . College students will be able to identify and compare and contrast (in-depth) theories of child expansion. (Activities: you, 2, 4, & 5) 2 . Learners will apply some of the know-how acquired regarding theoretical ways to practical issues in kid development applying technology. (Activities: 1, 2, 4, & 5) a few. Students will certainly evaluate the contributions and restrictions of the main theories of child development. (Activities: 1, a couple of, 4, & 5) As well as Child Studies (FCS) W. S. Software Obj: Graduates of the FCS program will probably be prepared pertaining to successful professional careers portion children, family members, & people throughout the life expectancy by showing: 1) use of self-understanding for private & specialist development (Obj. 3); 2) use of many different theoretical & scientific approaches used to study & work together with children, people, & households (Obj. 1-3); 3) application of methods for impacting change in along with social devices through empowering intervention approaches (Obj. 2); 4) using professional competence regarding human development & family interactions when disseminating knowledge to children, individuals, & people (Obj. 2); 5) specialist communication skills & use of technology (Obj. 1, 2); and 6) integration of knowledge & skills to work with individuals & groups of diverse qualification (Obj. 2). Early Years as a child Studies Conceptual Framework: The ECS plan is area of the NIU Community of Learners, which forms upon know-how, practice, and reflection to make exemplary Early Childhood Professionals.
EVALUATION: (Grades are based on the 90%, 80%, 70%, 60% scale. ) Undergraduate students
4 Examinations (10% each) =200 pts. (50%)
a couple of Short Papers (10% each) =100 pts. (25%)
Quizzes & Query Sets 90 pts. (25%)
400 pts. (100%)
Note: Incompletes given by the end of the semester, will only receive if the contact form has been fixed by both you and your teacher by the previous class period. See your NIU student guide for permitted reasons. Note: Both undergrad and grad students' assignments and marks are published under the same Blackboard placing, so all points will be exhibited. Just physique your details according to the over points. 1 . Exams:
The exams calls for multiple choice questions which will cover the readings, lectures, and school discussions. The exams will probably be worth 200 points. Quizzes (5) will probably be given following 1 or 2 hypotheses have been talked about. These will be given at the outset of class. In case you are late; you can miss the quiz. No Make-Ups for quizzes. Leave only when examination is completed; during exams and quizzes, simply no hats with brims could possibly be worn; zero cell phones or other technology equipment; no cheating. College students are expected to arrive for examinations and quizzes on time. Zero student will be allowed to have an exam if s/he arrives after the first student has completed the exam and left the room. If quizzes are given in class, you must be there when quizzes are sent out in...
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Barnett, D., Retainer, C. M., & Vondra, J. My spouse and i. (1999). Atypical patterns of early add-on: Discussion and
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Increase, J., Brugman, D., & van welcher Heijden, L. G. Meters. (2001). Hierarchical structure of moral stages
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Bowen, And. K. (2005). Histories of developmental process attainment in aggressive kids and their
romance to patterns in central childhood
Chen, Z., & Siegler, Ur. S. (2000). Across the superb divide: Linking the gap between knowledge of
toddlers' and older children's pondering
DeVries, R. (2000). Vygotsky, Piaget, and education: A reciprocal assimilation of ideas and
DeVries, R., Edmiaston, R., Zan, B., & Hildebrandt, C. (2002). Precisely what is constructivist
education? Definition and principles training
Dilg, M. (1999). So why I am a multiculturalist: The power of stories told and untold. In M. Dilg
(Ed. ), Race and culture in the classroom: Teaching and learning through multicultural education
Draghi-Lorenz, Ur., Reddy, V., & Costall, A. (2001). Rethinking the introduction of " nonbasicвЂќ
emotions: A vital review of existing theories
Edwards, S. (2005). Constructivism will not only happen in the person: Sociocultural theory and
early years as a child education
Ethridge, E., & King, M. R. (2005). Calendar math in kindergarten and primary sessions: Questioning the
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parents' knowledge about early years as a child development
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cognitive learning developmental ideas
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search of any unified theory of cognitive development
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Smetana, L. G. (1999). The part of parents in moral expansion: A social domain research. Journal of
Meaningful Education, 28(3), 311-321.
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