Instructor: Belinda Hammond

Voicemail: (805) 637-1039

Email: Belinda_Hammond@verizon.net

 

General Course Information

Course Title:  Child Growth and Development

Course Description:  This course is intended to examine the developmental years from birth to early adolescence. Social, intellectual and physical growth are studied from relevant theoretical positions.

Text:  The World of Children, 1st edition, by Joan Littlefield Cook & Greg Cook, Allyn & Bacon, 2007, ISBN: 0-2054-4743-0 (the "bundle" available at our LA Mission College bookstore includes the access code you'll need to access the class website, along with the Spanish language support materials, but is less expensive as a bundle here than purchasing the text alone through most other bookstores).  An eBook of this text is available on our class website, but the things that come "bundled" with the hard copy aren't available online, so a "hard copy" is still highly recommended.

Course Objectives:  Upon completion of this course, students will be able to:

Course Requirements: 

Class Participation:  Class participation is an essential element of this course and will be reflected in your final grade.  To participate in this course, you must post an original response to each Lesson discussion topic, and you must reply to at least three responses each lesson from your classmates.   You can find the posted topics in the DISCUSSION BOARD link - each Lesson's DISCUSSIONS will be available to you during the same time each lesson is open.  While you will be able to access past discussions, anything posted after the discussion has officially closed will not receive credit (remember - you can't make up a discussion in a traditional class - it would be like talking to yourself!).  Each posting should include a thoughtful response, meaning more than simply "I agree/disagree", and while you're welcome to post such a response, this won't be counted towards your discussion participation points.  Points will be updated every Monday through Friday by noon to reflect work completed, including discussion postings. 

Reading/Lecture Requirements:  Just as in any course, you are required to complete reading requirements.  However, since this course is online, you will also be responsible for reading and participating in lectures online.  A new lecture can be found by 9am on the date it opens (see the schedule below), and will include additional websites and information for you based upon the reading from that lesson.  Just below the lecture link within each lesson, you'll see several links to outside websites available to you - these are NOT required readings for the course, but simply more information and resources available to you.....

Email Assignment:  There is one email assignment for this course.  The details for this assignment are identified in Lesson 01. 

Written Requirements:  There will be 2 observations and 3 interviews due for this course.  These are to be done as specified below.  Each should be submitted via email as an .rtf attachment - to save as an .rtf file, simply create your paper as you normally would, and when complete, go to "file", then "save as", and you should see a pull down menu at the bottom of the save as options which include "rtf" or "rich text format" - this allows me to open any file regardless of what software you've used!  Late assignments will be accepted, but points will be deducted.

Your mother, or any mother of a child your age

Interview should be 3-5 pages in length (not including cover/bibliography pages).  It should be typed using a 10 or 12 point font size and double spaced.  The cover page should include a title, your name, class information and due date.

Include the person's name, and indicate whether this is your mother or the mother of a child your age

Your interview might include, but not be limited to, the following questions:

Summarize your interview.  What did you learn about pregnancy and delivery, and how is this different from current pregnancies and deliveries?  Did you learn anything new about yourself?  About your mother, or mothers who gave birth around the time you were born?

Any sources used must be listed - including your textbook.  It should look something like this:

Lastname, Firstname (Publication Date). Name of Book. Place of publication: Publisher.

Child between 0-24 months

Child between 2-6 years

Observation should be 3-5 pages in length (not including cover/bibliography pages).  It should be typed using a 10 or 12 point font size and double spaced.  The cover page should include a title, your name, class information and due date.

Include child’s name, age (birth date if available) & information on the environment in which you are observing this child (school yard, classroom, backyard, etc).

Observe the child for approximately 30 minutes. After observing, write down what you’ve observed - include specific actions, attitudes, skills, anything you observe the child do. Then relate those actions, attitudes and skills to the following developmental areas:

§         Biosocial (physical growth, gross motor & fine motor)

§         Cognitive (language, memory, perception)

§         Psychosocial (personality, attachment, relationships)

For each of these areas, provide specific examples of what you observed and how it relates to the developmental areas. Identify what the typical age for each of the skills are based on your textbook or other books, and reference each of your sources.

Relate observed characteristics to the developmental stages of behavior and its appropriate theorists and theories. Identify the elements of the theories and how they relate to what you’ve observed.

Summarize what you have observed about the strengths and areas of which the child has yet to develop. You may point out what areas the child will need experience or growth in to develop. This is the less objective part; while being professional, you may offer opinions or suggestions.

Any sources used to identify developmental stages or corresponding ages must be listed - including your text book! It should look something like this:

Lastname, Firstname (Publication Date). Name of Book. Place of publication: Publisher.

Child in Elementary School (K-6)

Interview #3 - due Sunday, December 23, 2007 (send via email as an .rtf attachment)

Child in Middle or High School (7-12)

Interview should be 3-5 pages in length (not including cover/bibliography pages).  It should be typed using a 10 or 12 point font size and double spaced.  The cover page should include a title, your name, class information and due date.

Include child’s name, age, and grade. Discuss whatever information is available about family (who lives in home, cultural background, etc).

School and Learning - What are favorite courses in school? Who are best teachers and why? Does school promote education/sport/etc? Do friends support education/sports/etc?

Independence - In what ways has independence been gained from parents? What responsibilities go along with independence? In what ways do friends have more influence & in what ways do parents have more influence? Is there a generation gap between child and their parents?

Moral Reasoning - What moral issues exist? How are they being resolved?

Drug Use and Health - Do you smoke? drink alcohol? use other drugs? Why or why not? Do you think about health hazards? What healthy habits do you engage in on a regular basis?

Decision Making - What major decision have been made in the past few years? What resources were available to help with those decisions? Was the right choice made? What would be done differently the next time and why?

How do the findings from your interview relate to the three domains:

§         Biosocial (physical growth, gross motor & fine motor)

§         Cognitive (language, memory, perception)

§         Psychosocial (personality, attachment, relationships)

Again, relate observed characteristics and interview answers to the developmental stages and its appropriate theorists and theories. Identify the elements of the theories and how they relate to what you’ve observed.

Summarize your interview and provide an assessment of that specific child or of the generation of children - what is similar to what you experienced or what you thought the child would say? What is different? Why?

Any sources used must be listed - including your textbook.  It should look something like this:

Lastname, Firstname (Publication Date). Name of Book. Place of publication: Publisher.

Examinations:  There will be a quiz based on each Lesson's reading (5 questions with a 30 minute time limit), and there will be one final (cumulative) exam for this course (50 questions with a 3 hour time limit).  These are NOT open book exams, and the time limits will be enforced (unless you submit documentation from the college verifying a special need which requires extended exams times).  Points are updated for exams automatically upon completion - if you don't see a score after submitting an exam (if you see a "lock" where the score should be), contact Belinda immediately.  There are no make ups allowed for examinations, so please make note of when each is available online!

Late Assignments/Extra Credit:  Again, late written assignments will be accepted, but points will be taken off.  There are no make ups for the quizzes/exam for this course.  There is no Extra Credit will be available for this course.

BASIS for GRADING:

Lesson Discussion                               5 points each (x15 = 75 points total)

Email Assignment                               5 points

Lesson Quiz                                       5 points each (x14 = 70 points total)

Written Assignments                         50 points each (x5 = 250 points total)

Final Examination                            100 points

 

90%-100% (450-500 points)                A

80%-89% (400-499 points)                  B

70%-79% (350-449 points)                  C

60%-69% (300-399 points)                  D

59% & below (less than 300 points)      F

 

Failure to regularly participate may result in loss of access to the course or the student may receive an "F" for the course.  
 

 

 

Lesson 1 (available September 3-9, 2007)

Lecture/Quiz:  Go to "Course Materials" for lecture and quiz

Discussion: Go to "Discussion Board" to participate in discussion.  Our first discussion is about ourselves - so we can all get to know each other!  As mentioned in Lesson 1, you are required to post at least 1 original discussion posting and a minimum of 3 replies each Lesson. 

Due Date:  September 9, 2007 (recommended before this date, so others have a chance to reply to your posting)

Email Assignment:  Send an email to Belinda with "CD1 - Child Growth & Development" as the subject.  The message can include anything you'd like, and is more to make sure Belinda has a way to contact you during the semester.

Due Date:  September 9, 2007 (send to Belinda via email)

 

Lesson 2 (available September 10-16, 2007)

Lecture/Quiz:  Go to "Course Materials" for lecture and quiz

Reading:  Chapter 1 (pages 5-41)

Due Date:  September 16, 2007

Discussion:  Where and when did you grow up?  What were the general philosophies about moms working outside the home, birth control, people with disabilities when you were growing up?  How different was this to what you see now in society?  Did what you experienced as a youngster effect how you view these issues now?  How much of an impact does lifetime experience have on the people we become?  (Go to "Discussion Board" to participate in discussion). 

Due Date:  September 16, 2007 (recommended before this date, so others have a chance to reply to your posting)

 

Lesson 3 (available September 17-23, 2007)

Lecture/Quiz:  Go to "Course Materials" for lecture and quiz

Reading:  Chapter 2 (pages  43-81)

Due Date:  September 23, 2007 (recommended before this date)

Discussion:  Think back to your fifth or sixth grade class. About how many children were in the class?  Were you aware that any of these children had a serious genetic problem? Such as Cleft Palate, Diabetes, Sickle Cell Anemia, Hemophilia? If so, what was the problem?  Or did any of your classmates have a sibling who had a serious genetic problem?  Knowing now that approximately one child in thirty is born with some sort of genetic abnormality, what do you think has chanced since you were in elementary to now?  (Go to "Discussion Board" to participate in discussion). 

Due Date:  September 23, 2007 (recommended before this date, so others have a chance to reply to your posting)

 

Lesson 4 (available September 24-30, 2007)

Lecture/Quiz:  Go to "Course Materials" for lecture and quiz

Reading:  Chapter 3 (pages 83-116)

Due Date:  September 30, 2007

Discussion:  Based on your interviews with your "moms", please share some of the highlights that you found...who was present during the birth?  what medications were used?  What was her reaction to seeing her baby?  What do you think is different now when babies are delivered (or perhaps when you had your children, if you have children) compared to when you were born?  Did anything surprise you?  (Go to "Discussion Board" to participate in discussion). 

Due Date:  September 30, 2007 (recommended before this date, so others have a chance to reply to your posting)

Writing:  Interview #1 due

Due Date:  September 30, 2007  (send to Belinda via email as attachment)

 

Lesson 5 (available October 1-7, 2007)

Lecture/Quiz:  Go to "Course Materials" for lecture and quiz

Reading:  Chapter 4 (pages  121-151)

Due Date:  October 7, 2007

Discussion:  Based on what you've read about brain development in early childhood (or in this chapter, which focuses on the first 2 years of life), would you recommend making any changes to the centers you work with, or the parents you know with children in this age group? or perhaps changes to the types of toys and products that are marketed to this age group? Do you think these changes effect any other aspects of the child's life besides brain development? What and how?  (Go to "Discussion Board" to participate in discussion). 

Due Date:  October 7, 2007 (recommended before this date, so others have a chance to reply to your posting)

 

Lesson 6 (available October 8-14, 2007)

Lecture/Quiz:  Go to "Course Materials" for lecture and quiz

Reading:  Chapter 5 (pages 153-187)

Due Date:  October 14, 2007

Discussion:  Knowing much cognitive development is occurring during the first two years of life, please share your experiences with being (or working with, or knowing) frustrated parents, and make recommendations about how to improve the stress level of the parent AND the learning opportunities of the child.  As a parent (now or future), does knowing what the "normal" activities of children in this age group are make it easier to create safe and healthy environments for young children? If so, what are your thoughts on how to educate more parents about "normal" child learning? (Go to "Discussion Board" to participate in discussion). 

Due Date:  October 14, 2007 (recommended before this date, so others have a chance to reply to

 

Lesson 7 (available October 15-21, 2007)

Lecture/Quiz:  Go to "Course Materials" for lecture and quiz

Reading:  Chapter 6 (pages 189-220)

Due Date:  October 21, 2007

Discussion:  Based on the experience you've had from Observation #1, please share how you've seen caregivers (parents or teachers) encourage or discourage behaviors, and the reactions of the child you were observing. Do you think the behaviors you observed the child display were "normal" for a child that age? Do you think knowing what is "normal" would make a difference in how a parent "parents"? (Go to "Discussion Board" to participate in discussion). 

Due Date:  October 21, 2007 (recommended before this date, so others have a chance to reply to your posting)

Writing:  Observation #1 due

Due Date:  October 21, 2007 (send to Belinda via email as attachment)

 

Lesson 8 (available October 22-28, 2007)

Lecture/Quiz:  Go to "Course Materials" for lecture and quiz

Reading:  Chapter 7 (pages 225-253)

Due Date:  October 28, 2007

Discussion:  You've read how children in this age group excel at Gross Motor Skills, and typically have a difficult time mastering many of the Fine Motor Skills.  Yet, many states require that children enter Kindergarten with specific skills already mastered - and generally must take an entrance prior to starting Kindergarten and taken an exit exam prior to entering 1st grade - all of this requires many skills which typically utilize Fine Motor Skills.  Think about ways that we can teach children from 2-6 years old the skills they will need by focusing on the skills that they do have - the Gross Motor.  Think about the traditional subjects (math, reading, writing, science, etc) and come up with some ways to get children excited about learning by incorporating skills they have, rather than focusing on the fine motor skills which most children don't have mastered just yet (which tends to set kids up to fail since they're not developmentally "ready").  You are welcome to share ideas that you've used with your own children, ideas you've used in your classroom, or simply share ideas of what you think might work - as long as it focuses more on Gross Motor (physical activity) so young children can feel successful!  (Go to "Discussion Board" to participate in discussion). 

Due Date:  October 28, 2007 (recommended before this date, so others have a chance to reply to your posting)

 

Lesson 9 (available October 29-November 4, 2007)

Lecture/Quiz:  Go to "Course Materials" for lecture and quiz

Reading:  Chapter 8 (pages 255-287)

Due Date:  November 4, 2007

Discussion:  Take a look at a book written for children 2-6 years of age (if you don't have any at work or home, these are easily accessible at a bookstore or library & can be done there so you don't have to buy it or check it out). Write down examples of any area of the following elements that appear in the book.
a) rhyme and repetition in the story
b) egocentrism (animals that dress and talk like a child); misunderstandings that arise from the main character’s self-centered viewpoints)
c) centration (story focuses on 1 special goal or object)
d) effects that depend on literal or figurative language (jokes that come from taking things literally)
e) story elements that reassure the child about the strong ties of family and friendship
f) story elements that reflect the young child’s fear of separation
Please share your findings with the class here in the discussion section, along with any thoughts on how this effects the development of Theory of Mind or Language Development.   (Go to "Discussion Board" to participate in discussion).  

Due Date:  November 4, 2007 (recommended before this date, so others have a chance to reply to your posting)

 

Lesson 10 (available November 5-11, 2007)

Lecture/Quiz:  Go to "Course Materials" for lecture and quiz

Reading:  Chapter 9 (pages  289-322)

Due Date:  November 11, 2007

Discussion:  Take a look at the programming available for preschool aged children  - on television or in the movie theatres (G rated), then think about the concerns that the parents or teachers you know (or from your own experience) have shared about behaviors that are modeled for young children through these images.  As an educator (now or future), how would you address concerns about behaviors in school that "look like" behaviors of popular media characters?  Also, please share a recommendation for an appropriate program or movie for young children, and what is different about this compared to other programs or movies made for children.    (Go to "Discussion Board" to participate in discussion). 

Due Date:  November 11, 2007 (recommended before this date, so others have a chance to reply to your posting)

Writing:  Observation #2 due

Due Date:  November 11, 2007  (send to Belinda via email as attachment)

 

 

Lesson 11 (available November 12-18, 2007)

Lecture/Quiz:  Go to "Course Materials" for lecture and quiz

Reading:  Chapter 10 (pages  327-361)

Due Date:  November 18, 2007

Discussion:  Lets get creative here!  Think about how we can get children excited about learning and get them physically active!  Give an example of something taught between K-6 grades, and provide examples of how that lesson (or theme) could be taught using Howard Gardner's Multiple Intelligences....and remember, the goal is to get these kids off their butts and moving!   (Go to "Discussion Board" to participate in discussion). 

Due Date:  November 18, 2007 (recommended before this date, so others have a chance to reply to your posting)

 

Lesson 12 (available November 19-25, 2007)

Lecture/Quiz:  Go to "Course Materials" for lecture and quiz

Reading:  Chapter 11 (pages  363-399)

Due Date:  November 25, 2007

Discussion:  Many children are identified in this age group has having learning disabilities….sometimes these learning disabilities simply don’t present themselves before elementary school because the way curriculum is structured in early childhood allows for many more differences in how children learn and in their abilities, so we don’t always recognize learning differences early.  Identify 1) the benefits of identifying a child with a learning disability early in middle childhood, the 2) hardships associated with not identifying a child with a learning disability in middle childhood or identifying a child late in middle childhood, or 3) give an example of a child you knew who was identified as having a learning disability and share with us what you can about their experiences.  (Go to "Discussion Board" to participate in discussion). 

Due Date:  November 25, 2007 (recommended before this date, so others have a chance to reply to your posting)

 

Lesson 13 (available November 26-December 2, 2007)

Lecture/Quiz:  Go to "Course Materials" for lecture and quiz

Reading:  Chapter 12 (pages  401-436)

Due Date:  December 2, 2007

Discussion:  Based on the experience you've had from Interview #2, please share how the child you interviewed views their responsibilities, their schooling, and their roles at home and at school (including with their peers).  Do you think this child views "life" the way you did at this age?  What do you think is similar?  What do you think is different?  Why?  (Go to "Discussion Board" to participate in discussion). 

Due Date:  December 2, 2007 (recommended before this date, so others have a chance to reply to your posting)

Writing:  Interview #2 due

Due Date:  December 2, 2007  (send to Belinda via email as attachment)

 

Lesson 14 (available December 3-9, 2007)

Lecture/Quiz:  Go to "Course Materials" for lecture and quiz

Reading:  Chapter 13 (pages  441-477)

Due Date:  December 9, 2007

Discussion:  Think about how you felt about each question at age 15 and now.  1) What did you consider to be your best feature?  2) What did others tell you was your best feature?  3) What did you consider your worst feature? What needed the most care or fixing?  4) Do the ideas you had about your physical appearance at 15 reflect your current body image? Why or why not?  5)  What do you think is the greatest influence (positive or negative) on teens and their own body image?  Is this different from when you were 15?  Why?....(Go to "Discussion Board" to participate in discussion). 

Due Date:  December 9, 2007 (recommended before this date, so others have a chance to reply to your posting)

 

Lesson 15 (available December 10-16, 2007)

Lecture/Quiz:  Go to "Course Materials" for lecture and quiz

Assignments:

Reading:  Chapter 14 (pages  479-515)

Due Date:  December 16, 2007

Discussion:  Consider for a moment what your perception of students in high school working part time at a job while still in school were when you were in high school….and compare that to what you think now (or what you’ve allowed your teens to do if you’re a parent).  First, share your thoughts on teen employment then and now.  Are there any differences?  Do you think teens have changed since then, and does this effect your perception of teen employment? The overall perception of employment in general has changed from generation to generation, so you’re welcome to tackle this topic from any perspective – parent, teen, employer, school, etc.  (Go to "Discussion Board" to participate in discussion). 

Due Date:  December 16, 2007    (recommended before this date, so others have a chance to reply to your posting)

Writing:  Interview #3 due

Due Date:  December 16, 2007     (send to Belinda via email as attachment)

 

Lesson 16 (available December 17-23, 2007 – note that both Lesson 16 & the Final Exam are available this week)

Lecture/Quiz:  Go to "Course Materials" for lecture and quiz

Reading:  Chapter 15 (pages 517-556)

Due Date:  December 23, 2007

Discussion:  Based on the experience you've had from Interview #3, please share how the adolescent you interviewed views their responsibilities, their schooling, and their roles at home and at school (including with their peers).  Do you think this teen views "life" the way you did at this age?  What do you think is similar?  What do you think is different?  Why?  (Go to "Discussion Board" to participate in discussion). 

Due Date:  December 23, 2007    (recommended before this date, so others have a chance to reply to your posting)

Writing:  Interview #3 due

Due Date:  December 23, 2007     (send to Belinda via email as attachment)

Final Exam:  

Due Date:  available online December 17 - 23, 2006

 

 

About the Instructor: Here's a little information about me...

o  Education:  B.A. in Child Development (CSUN), M.A. in Educational Psychology  (CSUN), and Ph.D. in progress in Special Education, Disabilities and Risk Studies (UCSB). 

o  What other courses I teach:  I have been teaching for the Los Angeles Community College District since Summer 2001, although this is my first semester back at LA Mission College since Fall 2001 – and it’s great to be back!  I have taught several online courses for this district as well as at other colleges, including Child Growth & Development, Child Family & Community, Children with Special Needs, Nutrition Health & Safety for Children, Administration of Early Childhood Programs, Caring for Infants and Toddlers, Play & Meaning, Assessment & Evaluation, plus a few traditional (in person) classes such as Individuals with Disabilities in Society, Health For Educators, Human Learning in the Formative Years, Advanced Educational Psychology, Lifespan Human Development, and Psychology of Stress.

    I'm currently a part time faculty member at CSU Channel Islands (Health and Special Education), Allan Hancock College (Early Childhood Studies), Los Angeles Mission College (Child Development), Saddleback College (Child Development), San Diego City College (Child Development), Ventura College (Child Development) and Victor Valley College (Child Development).  And no, I don't teach at all of these universities every semester - my schedule changes each semester!

o  What professional experiences do I have besides teaching:  I'm a Certified Child Life Specialist.  I work with children and their families in a hospital setting, doing everything from providing a "normal" environment for children (playroom, toys, interactions with other children) to education about various medical procedures, to accompanying a child to their procedure for moral support or to provide a diversion for the child, and to help the child and their classmates adjust to the return to school after a serious illness or injury.

For more information on becoming a Child Life Specialist, please feel free to contact me directly, or check out the website for the Child Life Council.  Qualification to become a Child Life Specialist requires no medical training - simply a B.A. or B.S. in Child Development or a related field, along with 480 internship hours in a Child Life program.