EDUC 121 - Child and Adolescent Development

OBSERVATIONAL FIELD EXPERIENCE STATEMENT: Observational Field Experience in an educational environment may be required as part of this course.

 

MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:

1. Explore the physical, social, emotional, cognitive, linguistic, and moral development of the child from birth through adolescence.

1.1  Identify the role of genetics and environmental factors in child development.

1.2  Outline the developmental stages from prenatal to the newborn baby.

1.3  Identify typical growth patterns of the body and brain.

1.4 Locate threats to the health and well-being of children and ways to prevent them.

1.5  Recall how all areas of development are interrelated by applying knowledge of the various domains of development.

1.6 Discuss phases in the typical developmental progression of oral language, phoneme awareness, decoding skills, printed word recognition, spelling, reading fluency, reading comprehension, and written expression. (KPS 1.8)

2. Investigate the role of the brain in learning and literacy development.

2.1 Identify aspects of cognition and behavior that affect reading and writing development. (KPS 1.4)

2.2 Identify major research findings regarding the contribution of linguistic and cognitive factors to the prediction of literacy outcomes. (The Big 5, Simple View) (KPS 1.6)

2.3 Discuss that reading is not a natural process. Children are not born readers.

2.4 Explain that learning to read, for most people, requires explicit instruction. (KPS 1.2)

2.5 Discuss that literacy is based in language; emphasize the importance of oral language (talking, narrating experiences).

2.6 Discuss the sources of wide differences in students’ vocabularies.

2.7 Discuss historical and current practices in the teaching of reading.

3. Analyze theories of growth and development that focus on early and middle childhood through the adolescent years.

3.1  Distinguish between Piaget, Vygotsky, Erikson, Kolberg, and Bronfenbreener’s theories and the role they play in development from infancy to adolescence.

3.2  Compare and contrast each theorist’s views of development.

3.3  Connect knowledge of various theories of growth and development to real-world situations.

4. Examine and implement observation and interviewing skills as a means of understanding the child and multiple influences on the child’s development.

4.1 Identify how environmental, cultural, and social factors contribute to literacy development. (KPS 1.5)

4.2 Interpret observational data to identify patterns and significant influences on the child’s development.

4.3 Synthesize information gathered from observations and interviews to create a well-rounded profile of the child’s development.

5. Discuss the purposes for screening, progress-monitoring, diagnostic, and outcome assessments in all areas of a child’s development, including literacy development.

5.1 Describe the differences among and purposes for screening, progress-monitoring, diagnostic, and outcome assessments. (KPS 3.1)

5.2 Differentiate the relevance and importance of these assessments in identifying developmental milestones, strengths, and areas needing support.

6. Discuss confidentiality when working with children/adolescents and families.

6.1 Define confidentiality when working with children/adolescents and families.

6.2  Determine in which circumstances confidentiality should be practiced.

6.3  Compare laws and regulations related to confidentiality in educational settings, such as FERPA, and professional ethical guidelines.

7. Identify environments that promote healthy social/emotional development for all children/adolescents.

7.1  Explain appropriate environments that promote healthy emotional/social development in prenatal development, at birth, and with the newborn.

7.2  Explain appropriate environments that promote healthy emotional/social development in infancy through adolescence.

8. Recognize appropriate personal strengths and behaviors (dispositions) for adults working with school-aged children.

8.1  Identify personal strengths and areas of improvement as it relates to working with school-age children and adolescents through self-reflection.

8.2  Define professional dispositions critical for educators, including a commitment to equity, ethical behavior, and a positive attitude towards diversity.

8.3 Determine how these dispositions influence classroom management, student engagement, and the overall learning experience.

9. Identify and analyze societal issues facing today’s children/adolescents.

9.1  Research key societal issues affecting children and adolescents today, such as mental health challenges, bullying, substance abuse, and digital media influences.

9.2 Assess how societal issues influence the physical, emotional, social, and cognitive development of children and adolescents.

9.3  Devise ways to educate parents and teachers about key societal issues facing today’s children and adolescents.

10. Examine how environmental, cultural, and social factors contribute to growth and development including literacy in the culturally responsive classroom.

10.1 Identify the impact of various factors; such as but not limited to, religious background, sexual orientation, gender identity, culture, family unit, and economic status on the personal growth and development of children and adolescents.

10.2 Define implicit biases and cultural competence.

10.3 Examine the ways implicit bias can impact a teacher’s perceptions of children and families.

10.4 Determine ways to use students’ oral heritage language to facilitate English literacy development.

10.5 Recognize a framework for adapting instruction to accommodate individual differences in cognitive, linguistic, sociocultural, and behavioral aspects of learning.

11. Identify community and school resources needed to support children and families from birth through adolescence.

11.1  Research and list local community resources that provide support services for children and families, such as healthcare clinics, mental health services, recreational programs, nutrition, housing assistance, financial support, and social services.

11.2  Review programs that promote family engagement and parent education, such as family nights, workshops, and parent-teacher organizations.

11.3 Locate the availability and effectiveness of school-based resources, including counseling services, special education programs, extracurricular activities, and after-school care.

12. Select one or more relevant Education Portfolio artifacts to demonstrate competency in one of the ten InTASC (Interstate Teacher Assessment and Support Consortium) Standards/CEC (Council for Exceptional Children) Standards, as applicable.

 

COURSE CONTENT: Topical areas of study include -  

• Theories of development
• Prenatal development
• Physical, social, emotional, cognitive, linguistic, and moral development of children
• Literacy development
• Observation and interviewing skills
• Confidentiality requirements
• Culturally responsive classroom practices
• Societal issues impacting children and families

Ivy Tech Professional Dispositions and Practices for Pre-service Teachers

Teacher dispositions encompass the attitudes, values, and professional ethics that shape educators’ interactions, decision-making, and effectiveness in fostering student growth. At Ivy Tech Community College, our pre-service teachers are encouraged to demonstrate the following dispositions. The pre-service teacher:

• Uses active listening skills and is able to empathize, clarify & support the speaker.
• Demonstrates appropriate nonverbal communication skills.
• Communicates thoughts and ideas clearly.
• Gives constructive positive feedback.
• Gives constructive negative feedback.
• Receives both positive and negative feedback appropriately & with an open mind.
• Manages conflict maturely & with appropriate skill.
• Respects diversity & is culturally aware.
• Is dependable and follows through with commitments.
• Takes initiative.
• Values the privacy and confidentiality of others.
• Demonstrates appropriate coping skills when experiencing stress and anger.
• Manages others’ stress and anger appropriately.
• Is reflective about their own teaching practice.
• Demonstrates an awareness of personal impact on others.
• Consistently seeks self-improvement through feedback and/or research & training.
• Builds productive relationships with others in order to achieve personal & group goals.
• Is respectful of all other learners, instructors, and stakeholders.
• Entertains new ideas and works to align new ideas with existing thoughts.
• Responds appropriately and in a timely manner to email, messages, and other communication from the instructor, colleagues, or other stakeholders.
• Exhibits professional-level dress, when required.
• Is respectful of their role during observational field experiences and is respectful of the classroom teacher and classroom practice. 
• Follows mandatory reporting guidelines.

A TABLE HAS BEEN DEVELOPED BELOW TO SUMMARIZE WHICH STANDARDS HAVE BEEN ADDRESSED IN EITHER A PRIMARY OR SECONDARY FASHION IN THIS InTASC COURSE.

Web Site http://www.doe.in.gov/

Course number EDUC 121

Course Name Child and Adolescent Development

InTASC Model Core Teaching Standards Interstate Teacher Assessment and Support Consortium CCSSO (Council of Chief State School Officers)

Standard #1: Learner Development

The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Standard #2: Learning Differences

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Standard #3: Learning Environments

The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self- motivation.

Standard #4: Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

Standard #5: Application of Content

The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Standard #6: Assessment

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Standard #7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Standard #8: Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Standard #9: Professional Learning and Ethical Practice

The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Standard #10: Leadership and Collaboration

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

CEC ​​Initial Special Education Preparation Standards

Initial Preparation Standard 1:  Learner Development and Individual Learning Differences

1.0 Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities.

Key Elements

1.1 Beginning special education professionals understand how language, culture, and family background influence the learning of individuals with exceptionalities.

1.2 Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities.

Initial Preparation Standard 2: Learning Environments

2.0 Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well being, positive social interactions, and self-determination.

Key Elements

2.1 Beginning special education professionals, through collaboration with general educators and other colleagues, create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions.

2.2 Beginning special education professionals use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments.

2.3 Beginning special education professionals know how to intervene safely and appropriately with individuals with exceptionalities in crisis.

Initial Preparation Standard 3: Curricular Content Knowledge

3.0 Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities.

Key Elements

3.1 Beginning special education professionals understand the central concepts, structures of the discipline, and tools of inquiry of the content areas they teach, and can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities.

3.2 Beginning special education professionals understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities.

3.3 Beginning special education professionals modify general and specialized curricula to make them accessible to individuals with exceptionalities.

Initial Preparation Standard 4: Assessment

4.0 Beginning special education professionals use multiple methods of assessment and data sources in making educational decisions.

Key Elements

4.1 Beginning special education professionals select and use technically sound formal and informal assessments that minimize bias.

4.2 Beginning special education professionals use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities.

4.3 Beginning special education professionals, in collaboration with colleagues and families, use multiple types of assessment information in making decisions about individuals with exceptionalities.

4.4 Beginning special education professionals engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them.

Initial Preparation Standard 5: Instructional Planning and Strategies

5.0 Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities.

Key Elements

5.1 Beginning special education professionals consider individual abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individuals with exceptionalities.

5.2 Beginning special education professionals use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities.

5.3 Beginning special education professionals are familiar with augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities.

5.4 Beginning special education professionals use strategies to enhance language development and communication skills of individuals with exceptionalities.

5.5 Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams. 

5.6 Beginning special education professionals teach to mastery and promote generalization of learning.

5.7 Beginning special education professionals teach cross-disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities.

Initial Preparation Standard 6: Professional Learning and Ethical Practice

6.0 Beginning special education professionals use foundational knowledge of the field and their professional ethical principles and practice standards to inform special education practice, to engage in lifelong learning, and to advance the profession.

Key Elements

6.1 Beginning special education professionals use professional ethical principles and professional practice standards to guide their practice.

6.2 Beginning special education professionals understand how foundational knowledge and current issues influence professional practice.

6.3 Beginning special education professionals understand that diversity is a part of families, cultures, and schools, and that complex human issues can interact with the delivery of special education services.

6.4 Beginning special education professionals understand the significance of lifelong learning and participate in professional activities and learning communities.

6.5 Beginning special education professionals advance the profession by engaging in activities such as advocacy and mentoring. 

6.6 Beginning special education professionals provide guidance and direction to paraeducators, tutors, and volunteers.

Initial Preparation Standard 7: Collaboration

7.0 Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences.

Key Elements

7.1 Beginning special education professionals use the theory and elements of effective collaboration. 

7.2 Beginning special education professionals serve as a collaborative resource to colleagues.

7.3 Beginning special education professionals use collaboration to promote the well being of individuals with exceptionalities across a wide range of settings and collaborators.

Council for Exceptional Children. (2015). What Every Special Educator Must Know: Professional Ethics and Standards. Arlington, VA: CEC       

PORTFOLIO STATEMENT:  

All degree seeking students will be expected to present examples of coursework that they deem suitable for a cumulative portfolio that will be reviewed prior to graduation.  The portfolio will contain several artifacts and reflection pieces as evidence of the student’s demonstrated understanding of education principles as outlined by INTASC standards.  The cumulative portfolio should document dispositions and competencies reflected in assignments throughout their coursework.  Students may begin collecting artifacts when they begin their coursework.  Creating a portfolio has value to the graduating student, the Ivy Tech Community College Education Program, the transferring four-year institution, and potential employers.  Students should select from a variety of assignments and are free to confer with their instructor about alternate choices of material.  See additional handouts on this cumulative assignment.

CERTIFICATION STATEMENT:

Ivy Tech cannot guarantee that any student will pass a certification or licensing exam.  Our requisite coursework is designed to assist you in understanding the material sufficiently to provide a firm foundation for your studies as you prepare for the exam.  Department of Education web site http://www.doe.in.gov/

TRANSFER STATEMENT

Students planning to apply to a teacher education program at a four-year institution should meet with an advisor to develop a course of study. Before applying to a four-year institution, teacher education program, students must complete prerequisite courses, have the GPA required by the institution, and pass appropriate tests as determined by each four-year institution.
GRADING POLICY
93-100 A
85- 92.99 B
75.00-84.99 C
70.00-74.99 D
0.00-69.99 F
Course Addendum - Syllabus (Click to expand)