Theroies of Child Development

Professor: Linda Derscheid, Ph. D.
Office: Wirtz 160 Fax: [phone]
Office Phone: [phone] with voice mail or 753-1543 (receptionist); Helpdesk: 815-753-8100
E-mail: [e-mail]; 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.

READINGS: 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: [e-mail]
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.

OBJECTIVES:
1. 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

References: Baddeley, A. D., & Hitch, G. J. (2000). Development of working memory: Should the Pascual-Leone and the Baddeley and Hitch model be merged? Journal of Experimental Child Psypchology, 77 Barnett, D., Butler, C. M., & Vondra, J. I. (1999). Atypical patterns of early attachment: Discussion and future directions 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 educational practices 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 curriculum Fischer, K. W. & Pare-Blagoev, J. (2000). From individual differences to dynamic pathways of development Gelman, R. (2000). Domain specificity and variability in cognitive development. Child Development, 71(4), 854-856. Golbeck, S. L. (2001). Socioeconomic differences in children’s early cognitive development and their readiness for schooling Griffin, S. (2004). Building number sense with Number Worlds: A mathematics program for young children Harwood, R. L., Miller, J. G., & Irizarry, N. L. (1995). Culture and attachment: Perceptions of the child in context Hodapp, R. M. (2001). Advancing findings, theories, and methods concerning children with disabilities. 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 Raines, S. C. (1997). Developmental appropriateness curriculum revisited and challenged. In J. P Rothbaum, F. Pott, M., Azuma, H., and others. (2000). Trade-offs in the study of culture and development: Theories, methods, and values Smetana, J. G. (1999). The role of parents in moral development: A social domain analysis. Journal of Moral Education, 28(3), 311-321. Suizzo, M.A. (2000). The social-emotional and cultural contexts of cognitive development: Neo- Piagetian perspectives Vondra, J. I., Hommerding, K. D., & Shaw, D. S. (1999). Stability and change in infant attachment in a low-income sample Williams, M. M. (2000). Models of character education: Perspectives and developmental issues. Journal of Humanistic Counseling, Education and Development, 39(1), 32-40. Wolfgang, C. H. (2000-2001, winter). Another view on “Reinforcement in Developmentally Appropriate Early Childhood Classrooms.” Childhoood Education, 77(2), 64-67.