EDU6231 HUMAN GROWTH & DEVELOPMENT (THROUGH ADOLESCENCE)
3 Credit Hours
Student Level:
Sophomore
Catalog Description:
EDU6231 Human Growth and Development - (3 Hr.)
This course provides an overview of the theories, methods, and content in the field of human development. The framework for this course has four major dimensions: a) basic theoretical and research practices and issues; b) development from an interdisciplinary perspective of social/emotional, cognitive, and physical development; c) interaction of life experiences and human change; d) applying this understanding to behaviors of self and others.
Course Classification:
Lecture
Prerequisites:
ENG2211 English Composition 1
Controlling Purpose:
This course provides an overview of the theories, methods, and content in the field of human development. The framework for this course has four major dimensions: a) basic theoretical and research practices and issues; b) development from an interdisciplinary perspective of social/emotional, cognitive, and physical development; c) interaction of life experiences and human change; d) applying this understanding to behaviors of self and others.
Learner Outcomes:
Upon completion of this course the student will be able to recognize major influences on human development, identify and discuss the major milestones within the areas of development, and recognize developmental processes from the major theories of development.
Units Outcomes and Clock Hours of Instruction for Core Curriculum:
The following outline defines the minimum core content not including the final examination period. Instructors may add other material as time allows.
UNIT 1: ORIENTATION AND THEORIES
Outcomes: The student will describe the history of human development and the influence of various theories and practices.
UNIT 2: GENETICS AND HEREDITY
Outcomes: The student will recognize genetic and environmental influences on overall development.
- Describe the process of conception and influences of development within the womb
- Discuss developmental and behavioral genetics
- Identify common genetic disorders
- Provide examples of epigenetics
- Examine gene and chromosomal abnormalities
- Explain the purposes and the pros and cons of genetic testing/counseling, prenatal testing and fetal monitoring, and assisted reproductive technology
UNIT 3: PRENATAL PERIOD AND BIRTH
Outcomes: The student will explain the stages of the prenatal period and the influences of nature and nurture on fertilization, the development of the embryo, the development of the fetal periods, and the development of the newborn infant.
- Describe developmental stages of fertilization, zygotic, embryo, and fetal periods.
- Identify causes of infertility and potential alternatives to pregnancy.
- Explain the purposes and results of genetic counseling and family balancing procedures.
- Identify teratogens and their potential risks and discuss potential interventions for infant development - especially with regard to early childhood education intervention plans.
- Describe the birth process, the pros and cons to various approaches to birthing.
- Examine newborn assessments and describe their processes and purposes.
- Explain the process of attachment theory and how it relates to parent-infant bonding and overall development of humans.
UNIT 4: SOCIAL, COGNITIVE, AND PHYSICAL DEVELOPMENT OF THE INFANT
Outcome: The student can describe the various stages of social, cognitive, and physical development from birth through age two and apply an understanding of theoretical influences on our understanding of infant development.
- Describe the overall physical growth during the first two years and the influences of genetic and environmental factors. (i.e. nutrition, attachment, sensory experiences, etc.)
- Describe the growth in brain development and the influences of sensory experiences in physical growth of the brain as well as cognitive development.
- Recognize the pros and cons of immunizations and breast-feeding
- Review basic reflexes of the newborn, influences on infant perception, and development of perceptual abilities.
- Outline the milestones with regard to fine and gross motor development and influences on the expected development of those milestones.
- Explain attachment theory and its relationship to social and emotional development, sense of security, risk taking behaviors, and longitudinal studies of overall human development.
- Compare theories on cognitive development and intelligence - stages of development, object permanence, language acquisition and development during infancy.
- Discuss ways infant emotions evolve during the first two years and identify ways infants demonstrate emotion and personal needs.
- Explain the genetic and environmental influence on the development of temperament; describe characteristics of different temperaments as those become evident in infants.
UNIT 5: SOCIAL, COGNITIVE, AND PHYSICAL DEVELOPMENT OF THE EARLY CHILD
Outcomes: The student can describe the various stages of social, cognitive, and physical development from age two to age six and apply an understanding of theoretical influences on our understanding of the development of the early child.
- Describe the overall physical growth during the early child years and the influences of genetic and environmental factors. (i.e. nutrition and eating habits, play experiences, etc.)
- Describe the growth in brain development and maturation.
- Explain the influences to the early child’s understanding of gender differences.
- Outline the milestones with regard to fine and gross motor development and influences on the expected development of those milestones.
- Explain the theoretical research on the emergence of self (i.e. self-concept, self-awareness, self-esteem).
- Define various types of play and the overall role in the social, cognitive, and physical development of the early child.
- Compare theories on cognitive development and intelligence - stages of development.
- Discuss various parenting approaches and the influence on social/emotional development.
- Describe characteristics of different temperaments as those become evident in early child and the influences of effective child discipline.
- Explain the biological and environmental influences on establishing self-regulation and self-control, expressing emotions, and moral development.
UNIT 6: SOCIAL, COGNITIVE, AND PHYSICAL DEVELOPMENT OF MIDDLE CHILDHOOD
Outcomes: The student can describe the various stages of social, cognitive, and physical development from age six to young adolescent and apply an understanding of theoretical influences on our understanding of the development of the middle child.
- Describe the overall physical growth during the middle years and the influences of genetic and environmental factors. (i.e. nutrition, perception of others, self-esteem, self-concept, etc.)
- Describe the growth in brain development and maturation as compared to the early child years.
- Explain the influences on understanding of gender differences and roles as influenced by family, friends, and society.
- Outline the milestones with regard to fine and gross motor development and influences on the expected development of those milestones.
- Explain the theoretical research on the continued influences of understanding of self (i.e. self-concept, self-awareness, self-esteem).
- Define various types of learning challenges that become evident in the middle years and their influence on social and cognitive development.
- Identify various assessments used to determine learning challenges and needs during the middle years and how those might be addressed through intervention efforts at home and at school.
- Compare theories on cognitive development and intelligence - stages of development for the middle years and how those impact academic achievement; selective attention, memory skills, processing capacity, concrete operations, concept of metacognition.
- Discuss various relationships (home, school, etc) and the influence on social/emotional development.
- Explain the biological and environmental influences on continued growth in self-regulation and self-control, expressing emotions, and moral development.
- Describe how friendships are viewed differently in the middle years as compared to the early years and the impact of peer groups on overall development during the middle years.
- Justify the influence of media and the digital world on overall development according to developmental and social theorists.
UNIT 7: SOCIAL, COGNITIVE, AND PHYSICAL DEVELOPMENT OF ADOLESCENT
Outcomes: The student can describe the various stages of social, cognitive, and physical development from young adolescent to young adulthood and apply an understanding of theoretical influences on our understanding of the development of the adolescent.
- Describe the overall physical growth and changes during the adolescent years and the influences of biological and environmental factors. (i.e. nutrition, perception of others, puberty, gender differences.)
- Outline the influences on body image and the effects of the overall developmental well-being of the adolescent. (impact on social/emotional growth, eating habits and disorders, etc.)
- Describe the growth in brain development and maturation as compared to middle years.
- Explain the influences on understanding of gender differences and roles as influenced by family, friends, and society.
- Outline the milestones with regard to fine and gross motor development and influences on the expected development of those milestones; especially the impact experienced during puberty.
- Explain the theoretical research on the continued influences of understanding of self or development of identity (i.e. self-concept, self-awareness, self-esteem) and the challenges faced in identity formation.
- Define various types of social and emotional challenges that become more evident during the adolescent years which are influenced by peers, society, media, biological changes.
- Identify various assessments or interventions to implement during adolescence to combat negative social and emotional experiences and growth.
- Compare theories on cognitive development and intelligence - stages of development for the adolescent with regard to formal operations, egocentrism, impact of ego- and task-involvement learning.
- Explain the biological and environmental influences on continued growth in self-regulation and self-control, expressing emotions, and moral development.
- Describe how friendship and family relationships are viewed differently in the adolescent years and how the stages of development explain conflict in those relationships.
- Identify potential behaviors that indicate suicidal tendencies, contributing factors, and potential intervention.
- Explain the influences on the adolescent in transitioning into adulthood (i.e. identity, career and vocation, post-secondary education, relationships of family and friends, etc)
Projects Required:
Textbook:
Check with the Cowley College Bookstore for the most up-to-date information of textbook required.
Materials/Equipment Required:
Attendance Policy:
Students should adhere to the attendance policy outlined by the instructor in the course syllabus.
Grading Policy:
The grading policy will be outlined by the instructor in the course syllabus.
Maximum class size:
Based on classroom occupancy
Course Time Frame:
The U.S. Department of Education, Higher Learning Commission and the Kansas Board of Regents define credit hour and have specific regulations that the college must follow when developing, teaching and assessing the educational aspects of the college. A credit hour is an amount of work represented in intended learning outcomes and verified by evidence of student achievement that is an institutionally-established equivalency that reasonably approximates not less than one hour of classroom or direct faculty instruction and a minimum of two hours of out-of-class student work for approximately fifteen weeks for one semester hour of credit or an equivalent amount of work over a different amount of time. The number of semester hours of credit allowed for each distance education or blended hybrid courses shall be assigned by the college based on the amount of time needed to achieve the same course outcomes in a purely face-to-face format.
Refer to the following policies:
402.00 Academic Code of Conduct
263.00 Student Appeal of Course Grades
403.00 Student Code of Conduct
Disability Services Program:
Cowley College, in recognition of state and federal laws, will accommodate a student with a documented disability. If a student has a disability which may impact work in this class and which requires accommodations, contact the Disability Services Coordinator.
DISCLAIMER: THIS INFORMATION IS SUBJECT TO CHANGE. FOR THE OFFICIAL COURSE PROCEDURE CONTACT ACADEMIC AFFAIRS.
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