Linda Derscheid, Ph. D.
753-6341 with voice mail or 753-1543 (receptionist); Helpdesk: 815-753-8100 E-mail:
firstname.lastname@example.org; Blackboard: http://webcourses.niu.edu n development. Thousand Oaks, CA: Sage.
Wadsworth, B. J. (2004). Piaget's theory of cognitive and affective development (5th ed.). Boston, MA:
Pearson Education, Inc.
Other assigned readings will be placed on Blackboard e-reserve from the NIU library.
COURSE DESCRIPTION: Analysis of the major theories of chilfor syllabus and
assignments; computer help email: Helpdesk@niu.edu Office Hours:
Open: M noon-1 p.m.; Adv.: TTh. 1 2 p.m. & Fri. 11-noon or by appointment
REQUIRED TEXTS (These are typed in APA 6 style except they need to be double spaced):
Salkind, N. J. (2004). An introduction to theories of humad development and their implications in working with young children. PRQ: FCNS 230, FCNS 280, and at least junior standing.
Students will be able to identify and compare and contrast (in-depth) theories of child development. (Activities: 1, 2, 4, & 5) 2.
Students will apply some of the knowledge acquired about theoretical approaches to practical issues in child development using technology. (Activities: 1, 2, 4, & 5) 3.
Students will evaluate the contributions and limitations of the major theories of child development. (Activities: 1, 2, 4, & 5) Family and Child Studies (FCS) B.S. Program Obj: Graduates of the FCS program will be prepared for successful professional careers serving children, families, & individuals throughout the lifespan by demonstrating: 1) use of self-understanding for personal & professional development (Obj. 3); 2) use of a variety of theoretical & scientific approaches used to study & work with children, individuals, & families (Obj. 1-3); 3) application of methods for affecting change in family and social systems through empowering intervention strategies (Obj. 2); 4) application of professional expertise regarding human development & family relationships when disseminating knowledge to children, individuals, & families (Obj. 2); 5) professional communication skills & use of technology (Obj. 1,2); and 6) integration of knowledge & skills to work with individuals & families of diverse backgrounds (Obj. 2). Early Childhood Studies Conceptual Framework: The ECS program is part of the NIU Community of Learners, which builds upon knowledge, practice, and reflection to build exemplary Early Childhood Professionals.
EVALUATION: (Grades are based on the 90%, 80%, 70%, 60% scale.) Undergraduate students
4 Exams (10% each) =
200 pts. (50%)
2 Short Papers (10% each) =
100 pts. (25%)
Quizzes & Question Sets
400 pts. (100%)
Note: Incompletes given at the end of the semester, will only be given if the form has been signed by you and your instructor by the last class period. See your NIU student handbook for approved reasons. Note: Both undergrad and grad students’ assignments and grades are posted under the same Blackboard posting, so all points will be displayed. Just figure your points according to the above points. 1.
The exams will involve multiple choice questions that will cover the readings, lectures, and class discussions. The exams will be worth 200 points. Quizzes (5) will be given after 1 or 2 theories have been discussed. These will be given at the beginning of class. If you are late; you will miss the quiz. No Make-Ups for quizzes. Leave only when exam is completed; during exams and quizzes, no hats with brims may be worn; no cell phones or other technology equipment; no cheating. Students are expected to arrive for exams and quizzes on time. No student will be allowed to take 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 present when quizzes are distributed in...
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Barnett, D., Butler, C. M., & Vondra, J. I. (1999). Atypical patterns of early attachment: Discussion and
Boom, J., Brugman, D., & van der Heijden, P. G. M. (2001). Hierarchical structure of moral stages
assessed by a sorting task
Bowen, N. K. (2005). Histories of developmental task attainment in aggressive children and their
relationship to behavior in middle childhood
Chen, Z., & Siegler, R. S. (2000). Across the great divide: Bridging the gap between understanding of
toddlers’ and older children’s thinking
DeVries, R. (2000). Vygotsky, Piaget, and education: A reciprocal assimilation of theories and
DeVries, R., Edmiaston, R., Zan, B., & Hildebrandt, C. (2002). What is constructivist
education? Definition and principles of teaching
Dilg, M. (1999). 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, R., Reddy, V., & Costall, A. (2001). Rethinking the development of “nonbasic”
emotions: A critical review of existing theories
Edwards, S. (2005). Constructivism does not only happen in the individual: Sociocultural theory and
early childhood education
Ethridge, E., & King, J. R. (2005). Calendar math in preschool and primary classrooms: Questioning the
Fischer, K. W. & Pare-Blagoev, J. (2000). From individual differences to dynamic pathways of
Gelman, R. (2000). Domain specificity and variability in cognitive development. Child Development,
Golbeck, S. L. (2001). Socioeconomic differences in children’s early cognitive development and
their readiness for schooling
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Lally, J. R, Lerner, C., & Luire-Hurvitz, E. (2001). National survey reveals gaps in the public’s and
parents’ knowledge about early childhood development
Martin, A., & Oliva, J. C. (2001). Teaching children about money: Applications of social learning and
cognitive learning developmental theories
Parent, S., Normandeau, S., & Larivee, S. (2000). A quest for the Holy Grail in the new millennium: In
search of a unified theory of cognitive development
Piaget, J. (1993). Development and learning. In M. Gauvain & M. Cole (Eds.), Readings on the
development of children (pp
Piaget, J.; Smith, L. (Trans.). (2000). Commentary on Vygotsky’s criticisms of language and thought of
the child and judgement and reasoning in the child
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Moral Education, 28(3), 311-321.
Suizzo, M.A. (2000). The social-emotional and cultural contexts of cognitive development: Neo-
Vondra, J. I., Hommerding, K. D., & Shaw, D. S. (1999). Stability and change in infant attachment
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Wolfgang, C. H. (2000-2001, winter). Another view on “Reinforcement in Developmentally Appropriate
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