Child Development

Course Number:
HEC 226
Transcript Title:
Child Development
Created:
Aug 09, 2022
Updated:
Jul 12, 2023
Total Credits:
4
Lecture Hours:
40
Lecture / Lab Hours:
0
Lab Hours:
0
Satisfies Cultural Literacy requirement:
No
Satisfies General Education requirement:
Yes
Grading Options
A-F, P/NP, Audit
Default Grading Options
A-F
Repeats available for credit:
0
Prerequisites

placement into MTH 65 or MTH 98

Prerequisite/concurrent: 

WR 121 or WR 121Z

Course Description

Evaluates basic theories, research and principles of physical, cognitive, language, social and emotional development of children from the prenatal period through adolescence. Includes observation and classroom processes. Prerequisites: placement into MTH 65 or MTH 98. Prerequisite/concurrent: WR 121 or WR 121Z. Audit available.

Course Outcomes

Upon successful completion of this course, students will be able to:

  1. Assess and describe normal child growth and development from the prenatal period through adolescence using current research theories and principles.
  2. Understand and apply the Domains of Development of children from prenatal to adolescence.
  3. Recognize and evaluate social/culture environment and heredity influences on children’s development.
  4. Demonstrate professional values and responsibilities inherent in the field of early childhood education and family studies.

Alignment with Institutional Learning Outcomes

Major
1. Communicate effectively using appropriate reading, writing, listening, and speaking skills. (Communication)
Major
2. Creatively solve problems by using relevant methods of research, personal reflection, reasoning, and evaluation of information. (Critical thinking and Problem-Solving)
Not Addressed
3. Extract, interpret, evaluate, communicate, and apply quantitative information and methods to solve problems, evaluate claims, and support decisions in their academic, professional and private lives. (Quantitative Literacy)
Minor
4. Use an understanding of cultural differences to constructively address issues that arise in the workplace and community. (Cultural Awareness)
Not Addressed
5. Recognize the consequences of human activity upon our social and natural world. (Community and Environmental Responsibility)

To establish an intentional learning environment, Institutional Learning Outcomes (ILOs) require a clear definition of instructional strategies, evidence of recurrent instruction, and employment of several assessment modes.

Major Designation

  1. The outcome is addressed recurrently in the curriculum, regularly enough to establish a thorough understanding.
  2. Students can demonstrate and are assessed on a thorough understanding of the outcome.
    • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Minor Designation

  1. The outcome is addressed adequately in the curriculum, establishing fundamental understanding.
  2. Students can demonstrate and are assessed on a fundamental understanding of the outcome.
    • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Suggested Outcome Assessment Strategies

The determination of assessment strategies is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: writings (journals, self-reflections, pre writing exercises, essays), quizzes, tests, midterm and final exams, group projects, presentations (in person, videos, etc), self-assessments, experimentations, lab reports, peer critiques, responses (to texts, podcasts, videos, films, etc), student generated questions, Escape Room, interviews, and/or portfolios.

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Course Content

  • Process Skills
  • Read the text and supporting materials
  • Communicate effectively in small groups
  • Reflect on and identify own personal development during childhood years
  • Observe and interview children objectively
  • Write descriptively and analytically
  1. Theories and principals of Child Development based on historical trends as well as current National Association of Education for Young Children (NAEYC)
    1. Domains of Development
      • Social-Emotional:
      • Cognitive-Creative
      • Physical
      • Language
    2. Periods of Development
      • Pre-natal
      • Infancy
      • Early Childhood
      • Middle Childhood
      • Adolescence
  2. Environmental, social/cultural and inherited factors that affect development
    1. Evolving family structure
    2. Economic impact
    3. Society/cultural norms

Department Notes

NAEYC Professional Standards & Competencies for Early Childhood Educators: 

#1 - Child Development & Learning in Context

Oregon Registry Core Knowledge Categories:

HGD - Human Growth & Development (40 hours)