ECD223 - Child Development II

Outline info
Semester
School
Last revision date 2017-11-21 11:23:29.231
Last review date 2017-11-21 11:23:40.004


Subject Title
Child Development II

Subject Description
This subject focuses on social, cognitive, emotional, language and physical development from middle and late childhood through adolescence. It examines the ways in which a school age child's level of cognitive development shapes his/her world and looks at how the child begins to develop relationships beyond his/her family. Student's examine the development of the school-age child into adolescence and the social and emotional challenges they face.

Credit Status
One credit toward the Early Childhood Education Diploma Program

Learning Outcomes
Upon successful completion of this subject the student will be able to:

1. Demonstrate knowledge of cognitive development during middle and late childhood through adolescence.

2. Utilize an observation and/or interview technique to examine physical, social, emotional, cognitive, moral and/or language development in the middle and late childhood and adolescence.

3. Identify the developmental tasks of the middle and late childhood and adolescent period.

4. Demonstrate an understanding of the characteristics of middle and late childhood and adolescent thought.

5. Identify sequences of language, social and moral development from middle to late childhood through adolescence.

6. Describe how school age children regulate themselves in groups and identify the characteristics and influences on pro-social behaviour.

7. Assess children's development in relation to the norm for a middle and late childhood and adolescence.

8. Infer reasons for observed behaviour of middle and late childhood and adolescent.

9. Identify the social and emotional challenges of adolescence in todays's society.

Upon completion of the Early Childhood Education diploma, students should have achieved the following generic outcomes and vocational skills.

Generic Skills Learning Outcomes
Early Childhood Education Programs
(1)  BOLDED LEARNING OUTOCMES APPLY TO THIS SUBJECT

The graduate has reliably demonstrated the ability to

1. communicate clearly, concisely, and correctly in the written, spoken, and visual form that fulfills the purpose and meets the needs of audiences.
2. reframe information, ideas, and concepts using the narrative, visual, numerical, and symbolic representations which demonstrate understanding.

3. apply a wide variety of mathematical techniques with the degree of accuracy required to solve problems and make decisions.
4. use a variety of computer hardware and software and other technological tools appropriate and necessary to the performance of tasks.
5. interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals.
6. evaluate her or his own thinking throughout the steps and processes used in problem solving and decision making.
7. collect, analyze, and organize relevant and necessary information from a variety of sources.
8. evaluate the validity of arguments based on qualitative and quantitative information in order to accept or challenge the findings of others.

9. create innovative strategies and/or products that meet identified needs.
10. manage the use of time and other resources to attain personal and/or project-related goals.
11. take responsibility for her or his own actions and decisions.
12. adapt to new situations and demands by applying and/or updating her or his knowledge and skills.

13. represent her or his skills, knowledge, and experience realistically for personal and employment purposes.

Vocational Learning Outcomes
Early Childhood Education Programs
(1)

The graduate has reliably demonstrated the ability to

1. plan curriculum* that is based on a thorough understanding of child development*.
2. plan and implement individual programs and curriculum* to meet the developmental needs of children*.
3. utilize a variety of observation techniques* to enhance work with children*, families*, and co-workers.
4. maintain responsive relationships* with individual children* and groups of children*.
5. establish and maintain safe and healthy environments* which best meet the requirements of current legislation*, regulatory bodies, and program policies.
6. develop and maintain effective written, oral, nonverbal, and electronic communications with children*, families*, co-workers, employers, and individuals/agencies.
7. apply relevant legislation*, policies, procedures, and regulations to early childhood education programs and settings in a changing social context.
8. apply a personal philosophy of early childhood education within the framework of ethical and professional standards*.
9. act in a manner consistent with principles of fairness, equity, and diversity* to support the development and learning of individual children*, within the context of his/her family*, culture*, and society.

(1) @2002, Ontario Ministry of Training, Colleges and Universities

*see web site at: http://www.tcu.gov.on.ca/pepg/audiences/colleges/progstan/humserv/eerchedu.html#vocational1

Cheating and Plagiarism
Each student should be aware of the College's policy regarding Cheating and Plagiarism. Seneca's Academic Policy will be strictly enforced.

To support academic honesty at Seneca College, all work submitted by students may be reviewed for authenticity and originality, utilizing software tools and third party services. Please visit the Academic Honesty site on http://library.senecacollege.ca for further information regarding cheating and plagiarism policies and procedures.

Discrimination/Harassment
All students and employees have the right to study and work in an environment that is free from discrimination and/or harassment. Language or activities that defeat this objective violate the College Policy on Discrimination/Harassment and shall not be tolerated. Information and assistance are available from the Student Conduct Office at student.conduct@senecacollege.ca.

Accommodation for Students with Disabilities
The College will provide reasonable accommodation to students with disabilities in order to promote academic success. If you require accommodation, contact the Counselling and Disabilities Services Office at ext. 22900 to initiate the process for documenting, assessing and implementing your individual accommodation needs.

Prerequisite(s)
All Module 1 courses - Can be taken concurrently with ECD145/FWK145 with completion of EAC150.
Students without the mandatory prerequisites, must consult with the Program Coordinator before registering.

Prerequisite:  Current police check from local police agency, Seneca Medical Form, First Aid/CPR Seneca 911 or Level C.

Topic Outline
1.  Cognitive Development in middle and late childhood and adolescence:
- The characteristics of concrete operational thought
- Expansion of memory and critical thinking
- Gardner’s Multiple Intelligences

2.  Social/ emotional development in middle and late childhood and adolescence
- Kohlberg’s stages of moral development
- Common social issues that influence school age and adolescence
- Influences of school, culture, peers and family

3.  Language and literacy development in middle and late childhood and adolescence.
- Development of Reading skills
- Expansion of grammar and vocabulary

4. Physical development in middle and late childhood and adolescence
- Sexual maturation
- Brain development

5.  ELECT: School age Developmental domains and Skills

Mode of Instruction
This course is classroom based and will include lectures, discussions, presentations and observations

Prescribed Texts
Children, 13th Edition, 2016;(Pkg W/ CPS 2-Year Connect)
By John W. Santrock; McGraw Hill, ISBN# 9781259939594

Take a Look; Observation and Portfolio Assessment in Early Childhood Education, 6th Edition, 2013;
By Sue Martin; Pearson Education Canada,  ISBN#:9780321739285

ELECT -"Early Learning Learning for Every Child Today- A framework for Ontario early childhood settings" http://www.children.gov.on.ca/htdocs/English/documents/topics/earlychildhood/early_learning_for_every_child_today.pdf

How Does Learning Happen? Ontario Pedagogy for the Early Years, https://www.edu.gov.on.ca/childcare/HowLearningHappens.pdf

College of ECE of Ontario:  http://www.college-ece.ca/Pages/default.aspx

Reference Material
A Writer's Resource, 3rd edition
By Maimon, Peritz, Rubens, McGraw Hill, ISBN#9780070685840

Required Supplies
None.

Promotion Policy

Grading Policy
A+ 90%  to  100%
A 80%  to  89%
B+ 75%  to  79%
B 70%  to  74%
C+ 65%  to  69%
C 60%  to  64%
D+ 55%  to  59%
D 50%  to  54%
F 0%    to  49% (Not a Pass)
OR
EXC Excellent
SAT Satisfactory
UNSAT Unsatisfactory

For further information, see a copy of the Academic Policy, available online (http://www.senecacollege.ca/academic-policy) or at Seneca's Registrar's Offices.


Modes of Evaluation
Students must retain a duplicate of all assignments.  All assignments are due in hard copy form at the beginning of class. Late assignments will be subject to the following penalties:
After the start of class to one week late: 10% of total assignment grade will be deducted.
Second week late: 20% of total assignment grade will be deducted . If the assignment is not submitted within the two weeks after the due date it will be assumed that the student chooses not to submit the assignment and a grade of 0 will be assigned. The final grade will be calculated by adding the grades for the assignments submitted.

Students must request an extension for assignments in writing before the assignment due date. Extensions will be granted on an individual basis and many require submission of documentation to verify lateness. The instructor will determine any grade penalty that may apply.
Assignments / Presentations are to be grammatically correct, and marks will be deducted for errors in spelling, grammar, capitalization and punctuation.  It is expected that students have a sufficient command of the English language to express their thoughts clearly in both written assignments and class discussions. 

All assignments / presentations must be cited.  Students are referred to the recommended Text " A Writer's Resource" or the following web site for Seneca College library APA Style Guide for citation and Guide to Integrating Quotations (APA Style):  http://seneca.libguides.com/apa

Students are strongly encouraged to attend all classes and assessments.  It is your responsibility to cover any missed materials.   Presentations or exams missed without sufficient documented reason, will result in a grade of zero for the missed assessment(s).

The student must attain a combined grade of at least 50% on the term work and the final exam to pass the course. For further information on evaluation and academic standing, see a copy of the Academic Policy available at Seneca registration offices or online at:   http://www.senecacollege.ca/ce/info/academic-info/academic-policy.html

It is assumed that students have, and can apply, the knowledge from Module 1 Courses.



Grading is based on the following marking scheme:

             30% - Research Assignment
             20% - School Age/Adolescent Development Issues Presentation
             20% - Mid Term Test
             30% - Final Exam
           100%

PLEASE RETAIN THIS SUBJECT OUTLINE FOR POSSIBLE FUTURE USE IN SUPPORT OF CREDIT APPLICATIONS AT OTHER EDUCATIONAL INSTITUTIONS

Approved by: Sandra Noble