Welcome to EP114 Educational Development of School-age Students

1. Welcome to EP114Educational Development of School-age Students Unit 1 Seminar

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

3. Course Home • 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. What is a rubric?! • 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. Your turn… • What questions or comments do you have about the class syllabus? • What questions do you have about course procedures, assignments, or grading policies?

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

12. Course Home • 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. Course Outcomes • 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. Let’s hear from you… • How do you plan to meet the course outcomes?

15. Unit 1 Assignments • 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. Tips for Success • 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. More Tips for Success * 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. Child Development and Education 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 The Field of ChildDevelopment

20. Three Developmental Domains • 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. Basic Issues in Child Development • “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 and Nurture • 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 and Diversity • Universality – commonalities seen in all individuals • Diversity – different individuals progress in different ways

24. Change • 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. Discuss examples of… • Nature and nurture • Universality and diversity • Qualitative and quantitative change

26. Theories of Child Development • Biological • Behaviorism and social learning • Psychodynamic • Cognitive-developmental • Cognitive process • Sociocultural • Developmental systems

27. Biological Theories • 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. Behaviorist & Social Learning Theories • Behaviorism: visible, external behaviors & environmental influences • Skinner, Pavlov • Social learning: beliefs and goals • Bandura

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

30. Cognitive-Developmental Theories • Qualitative changes in thinking processes • Children play an active role • Piaget, Kohlberg, Flavell

31. Cognitive Process Theories • Detailed analyses of what children think and do • Siegler

32. Sociocultural Theory • 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. Developmental Systems Theory • Dynamic relation among systems • child’s body • physical environment • multiple, interconnected social systems • Bronfenbrenner, Thelen

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