1. Unit 1 Seminar

2.  Course Home  Unit 1 Assignments  Tips for Success  Three Basic Issues in Child Development  Final Project

3.  Syllabus ◦ Print from Doc Sharing ◦ Office Hours ◦ AIM (AOL Instant Messenger) ◦ Lists assignments by unit ◦ Grading Scale ◦ Course policies (late, plagiarism, etc.) ◦ Assignment Rubrics

4.  A rubric is a set of criteria that is used to determine whether or not the requirements of an assignment have been met. Each criteria or set of criteria has a range of points assigned to it. The greater the number of requirements met, the greater the number of points earned.  Rubrics are located in the Syllabus for each type of assignment in this course.

5.  What questions or comments do you have about the class syllabus?  What questions do you have about course procedures, assignments, or grading policies?

6.  Kaplan Library Presentation ◦ To get familiar with the library, click the “Kaplan Library Presentation” link under Course Home ◦ Kaplan’s Library will be used for projects.

7.  Course Questions ◦ Questions are encouraged to be posted in the Course Questions thread. ◦ Personal issues or grading questions should be sent by e-mail. ◦ Responses will be posted within 24 hours Monday-Friday and within 48 hours Saturday-Sunday. ◦ Feel free to assist one another in the Course Questions thread.

8.  Student Lounge ◦ Get to know one another! ◦ Think of this as a traditional student lounge or break room. ◦ Non-course related discussions are welcome! ◦ Feel free to discuss class topics with one another, but I will not watch this thread for questions. ◦ Encourage and support one another

9.  Seminar Instructions ◦ Instructions are listed. ◦ Seminar archives can be read by following the same steps at a time other than when live Seminar is scheduled for this class. A list of dates will appear. Select the date of the Seminar desired to be reviewed. ◦ Live Seminars are interactive and fun! Plus, additional information is often included. ◦ Reviewing live Seminar is encouraged even if completing Option 2.

10.  APA Quick Reference ◦ Examples of references and citations are provided. ◦ Kaplan’s Writing Center is an additional resource to assist with APA guidelines. ◦ Other questions may be posted in the Course Questions thread. ◦ Practice makes perfect! Just do your best and strive to improve. ◦ Utilize Kaplan’s Writing Center in order to make improvements.

11.  Course Level Assessment (FAQ included) ◦ Please see CLA link on the left side of the screen under Course Home.

12.  Success Team ◦ Kaplan is committed to helping students succeed. ◦ Contact list included in this area for various issues and directs students to the correct person that should be contacted for the following issues.  Course related concerns  Scheduling  Personal issues  Technical issues  Academic assistance  Career services  Financial aid

13.  Discuss the growth and development patterns of school-age students  Examine biological and environmental factors affecting the development of school-age students  Apply educational development theories to school-age students in a real-world scenario  Identify the ethical issues within the field of educational development of school-age students  Demonstrate college-level communication through the composition of original material in Standard American English

14.  How do you plan to meet the course outcomes?

15.  Introduce Yourself  Review Final Project Information  Complete Readings  Review Web Resources  Participate in this week’s Discussion Thread under Discussion  Either attend Seminar OR complete Seminar Option 2

16. Microsoft Word is required for all KU classes. *Be aware that Kaplan weeks run from Wednesday to Tuesday. *Begin Discussion thread posts as early in the week as possible in order to build a substantial discussion. *Assignments are due on Tuesdays by 12 midnight ET. Points will be deducted for late assignments as explained in the syllabus.

17. * Compose assignments, including discussion, in MS Word and use Spell-check. Cut and paste discussion back to the discussion board. * Make every attempt to complete readings prior to seminar. * Remember that no question is too small-ask!

18. The fields of Child Development and Education are studied as separate fields. But in order to truly understand the child, knowledge of both fields is vital. To teach a child, one must understand his growth and development. To understand a child’s growth and development, one must understand how he learns. Child Development Education

19.  Goal: to identify and explain persistent, cumulative, & progressive changes in physical, cognitive, & social-emotional development of children & adolescents  Three key factors ◦ Nature – genetics ◦ Nurture – environment ◦ The child’s own activity – choices and efforts

20.  Physical ◦ genetics ◦ prenatal growth & birth process ◦ body/brain changes & motor skills ◦ health-promoting behaviors  Cognitive ◦ concepts, language, memory, reasoning  Social/Emotional ◦ emotions, self-concept, motivation, social relationships, moral reasoning & behavior

21.  “Three basic issues characterize developmental change during childhood and adolescence:  (1) nature and nurture (the extent to which development involves a genetically controlled unfolding of characteristics and is guided by environmental factors);  (2) universality and diversity (cases in which developmental progressions are common to all young people and others for which individuals differ because of inherited endowments and unique environmental conditions)  (3) qualitative and quantitative change (the extent to which development involves major reorganizations in functioning and other minor, trendlike modictions.”  MCDevritt and Ormrod (2007 )

22.  Nature: inherited (genetic) characteristics & tendencies  Nurture: environmental conditions  Separate and combined effects ◦ relative effects vary for different areas of development ◦ inherited tendencies affect responsiveness to environment ◦ extreme environments may play greater role in development ◦ timing of environmental exposure matters ◦ children’s natural tendencies affect their environments

23.  Universality – commonalities seen in all individuals  Diversity – different individuals progress in different ways

24.  Qualitative – dramatic change in essence or underlying structure ◦ stage theories (Piaget, Erikson)  hierarchical  often universal  Quantitative – gradual progression with many small additions and modifications

25.  Nature and nurture  Universality and diversity  Qualitative and quantitative change

26.  Biological  Behaviorism and social learning  Psychodynamic  Cognitive-developmental  Cognitive process  Sociocultural  Developmental systems

27.  Emphasize bodily maturation & motor abilities  Historically, overlooked effects of experience  Darwin, Montessori, Lorenz, Bowlby  Key principles: ◦ maturational levels impose limits on abilities & interests ◦ physical abilities serve valuable functions

28.  Behaviorism: visible, external behaviors & environmental influences ◦ Skinner, Pavlov  Social learning: beliefs and goals ◦ Bandura

29.  Interaction between internal conflicts & environment  Role of early experience  Social/personality, abnormal development ◦ Freud, Erikson

30.  Qualitative changes in thinking processes  Children play an active role ◦ Piaget, Kohlberg, Flavell

31.  Detailed analyses of what children think and do ◦ Siegler

32.  Impact of social and cultural systems  “process of children becoming full adult participants in the society into which they are born” ◦ Vygotsky, Greenfield, Gauvain

33.  Dynamic relation among systems ◦ child’s body ◦ physical environment ◦ multiple, interconnected social systems ◦ Bronfenbrenner, Thelen

34. McDevitt, T. M., & Ormrod, J. E. (2010). Child Development and Education. Saddle River: Pearson Education, Inc.