Child Growth and Development

May 8, 2001

EDF 334, EDF H 334
3 semester credit hours
Fall, 2000

9:30 – 10:45 Tu/Th, EDF 334, Room 320 Tillman Hall
2:30 – 3:45 MAV, EDF H 334, Room 103 Tillman Hall

The mission of the School of Education is to prepare outstanding, reflective practitioners in education, counseling, and human resource development through the provision of diverse experiences in content, method, and research that empower professionals to be effective members of the communities in which they live and serve.

Office location: 409-D Tillman Hall, Office Hours: M-W 3:45-4:30 pm, Tu-Th 11: 00 am- 12:15 pm, Tu 5:15-6:15 pm
These office hours are subject to change as required by management of all responsibilities to Clemson University, therefore, it is best to make an appointment even during these times.
Website URL:

Academic Integrity Policy: “As members of the Clemson University community, we have inherited Thomas Green Clemson’s vision of this institution as a ‘high seminary of learning.’ Fundamental to this vision is a mutual commitment to truthfulness, honor, and responsibility, without which we cannot earn the trust and respect of others. Furthermore, we recognize that academic dishonesty detracts from the value of a Clemson degree. Therefore, we shall not tolerate lying, cheating, or stealing in any form.”

Disabilities Policy: It is University policy to provide, on a flexible and individualized basis, reasonable accommodations to students who have disabilities. Students are encouraged to contact Student Disability Services to discuss their individual needs for accommodation. If you have a documented disability that requires accommodation, you must notify the professor in writing during the first week of classes.

Students should wait a full 15 minutes for the arrival of the course instructor. If, after 15 minutes, the instructor or appropriate instructions have not arrived, students may leave without incurring a class absence.

Course prerequisite or co-requisite: EDF 100

Required text/materials:

Understanding Children and Adolescents, Fourth Edition, by Schickedanz, Schickedanz, Forsyth, & Forsyth, 2001.

Pocket Guide to Service Learning, edited by Duckenfield and Wright, 1999. Available at National Dropout Prevention Center (Hrs. 8:00 to 4:30. $1.50). If you are a novice in S-L.

“Hooking Out-of-School Youth Through Service Learning”, by Kathryn Gibson Carter, 1998. Reflection: A Guide to Effective Service Learning, by Ande England and John Spence, 1999. Available at National Dropout Prevention Center. $6.00 each.

Children and the State, Children’s Defense Fund, 1999, $5.95

Other materials:
Field Experience packet is available from the Campus Copy Shop –Instructor will notify you when it is ready.
Three-hole paper folder to begin saving materials for developing a professional portfolio, i.e. for Field Experience and Service Learning experience materials.

Optional, but recommended:

Study Guide for Understanding Children and Adolescents, $18.00
Thirty Simple Things Parents Can Do to Help Stop School Violence.
Children’s Defense Fund. ($2.50)

Also For 334H: Self-Directed Learning, by Malcolm Knowles (copy also available in library– approximately 1-2 hours of reading)

Course description: EDF 334 & H334 Child Growth and Development, 3 semester hours; (3,0) Introduction to lifespan development. Heavy emphasis is placed on the physical, cognitive, and social/emotional characteristics of children under 12 and the educational implications of those developmental characteristics. An out-of-class child observation &/or field experience is required. (CFI.A.3, CFI.B.3, CF I.C.1, CF II.B.3, I.D.1c, I.D.2.a,b,g, j, I.C.I.c,e)

Standards addressed: CFI.A.2,3; CFI.B.3,4; CF I.C.1; CF II.A.3; CF II.B.3,4; CF II.C.1,2,3; CF III.A. 1,2,3; CF III.B. 1,2,3; CF III.C. 1,2,3; I.D. l.b,c,d,f,g; I.D.2.a,b,c,d,e,f,g,h,ij,k; I.E.1,2; I.G.2,3; I.H.1,2,3; I.C.l.c,e,g

Course rationale: This course provides a study of the biological processes and physical development, cognitive processes and development, social and personality processes and development, and problems and disturbances from birth through preadolescence. Attempts will be made to investigate, integrate, and apply in practical situations basic theoretical concepts and research-based principles of development.

Instructional strategies employed: Lecture and lecture with overhead transparencies, cooperative learning, field experiences and service-learning in collaboration with partnering schools and community sites, e-mail, internet, individual literature review, individual and/or peer tutoring as needed, application of computer programs to assignments, individual and group reflection, group presentation, videotaped presentations, writing, and reader response.

Laboratory and/or field experience (40%):

A. 1. Each student will be assigned to study children primarily through observation. Information will be available for purchase from the Campus Copy Shop. Students will begin the field experience as indicated on the course schedule. Students should purchase, read, and ask questions (during class discussion of the field experience is particularly appropriate) about the field experience.

A. 2. The field experience grade will be based on faithful attendance to the field site, on the written observation for each visit, and on the final presentation of observations.

A.3. The grade on the field experience observation portfolio will be 20% of the final grade.

B. 1. Each student will work with a team, or in some cases individually, during a service learning experience. Read the Pocket Guide to Service Learning carefully. The team should consider and answer fully and in writing the following:

    • What needs for children do we wish to fulfill or address with this experience? How will we study the needs (extent to which they exist on a local, state, national, and world level?) and what are effective ways to address the needs? (Use professional journals, internet, your textbooks, school personnel, past experiences of classmates or faculty, etc. to identify effective strategies.)


    • What strategic actions will we take?


    • Describe how this experience is linked to theory.


    • What do I need to know about child development in order to carry out this service effectively?


    What do I want to learn from this service experience?

B.2. After completing the service learning experience, write a reflection paper that is a minimum of 5 double-spaced typed pages, margins 1 inch, Font=Times, Font size=12. The paper should answer the following questions:


    • ? Describe what happened: events and your reactions and thoughts at the time.

So What?

    • Describe what you learned from this experience and what meaning it has for you as a person and as a professional. What are the connections to theory?

Now What?

    Describe how you will behave or act differently in the near and/or distant future because of having had this experience.

B.3. Plan and develop a very professional presentation from the reflection plans and reflection paper(s) from your experience. If you worked as a group, this should be a team effort. Who should be invited from the community to participate in this reflection/celebration experience?

B.4. The grade on the service learning experience, reflection paper, and presentation will be 20 % of the final grade.

Technology Required:
internet access
computer access for draw or paint programs, word processing, possibly Powerpoint

Attendance policy:

Regular and punctual attendance at all class and field/service learning sessions is the responsibility of each student. College work proceeds at such a pace that regular attendance is necessary in order for each student to obtain maximum benefits from instruction. The very minimum expected of a student to ensure success is to be prepared and attend class! All absences are matters to be resolved between the instructor and the student. In the event that a student finds it necessary to be absent from a class, it is the student’s responsibility to make up resulting deficiencies. A student who incurs excessive absences may be dropped from a course by the instructor.

A. When a student is absent, it is his/her responsibility to contact the teacher as to the reason and to make arrangements about any make-up work. This should be done the first day the student returns to class.

B. Absences defined:
1. An excused absence is one caused by unpreventable circumstances — for example, sickness, family crises, business/professional commitments beyond the student’s control, etc. Excused absences must be verified writing by a physician, parent, employer, etc. Notify instructor ahead of time whenever possible.

2. Unexcused absences: The student will have either the final grade lowered for each unexcused absence in excess of I or the student will be required to provide evidence of additional work that approximated the missed class time.

C. Penalties for absences:
1. Excused absences: In the event of an excused absence, the student will be given an opportunity to make up missed assignments or a suitable substitution will be approved. If your excused absences exceed 2, you need to discuss your individual situation with me.

2. Unexcused absences: The student will have the final grade lowered for each unexcused absence in excess of I or the student will be required to provide evidence of additional work that approximates the missed class time.

D. The instructor is the sole judge of what is an excused or unexcused absence.

E. Time spent in visiting schools may not conflict with class attendance.

F. If a student is enrolled in the last two weeks of the course, a grade will be given.

G. If a student’s grade is borderline at the end of the semester, regular attendance will be a factor in determining the final grade.

Objectives (Major Course Goals):

Each student will work toward the following goals:

1. Gain an understanding of the 3 domains of development — physical, cognitive, social/emotional. (CFI.A.3, CH.B.3, CF I.C.1, CF II.B.3, I.D.I.c, I.D.2.a,b,gJ, I.C.1.c,e)

2. Understand the impact on the study of child development by psychoanalytic, learning, and cognitive research methodologies and theories (included under this objective will be major theorists such as Bandura, Bronfenbrenner, Bruner, Erikson, Freud, Kohlberg, Mischel, Piaget, Skinner, Vygotsky). (I.D. I,c)

3. Better understand the natural patterns and interrelationships of growth and development across the lifespan* and across and within cultures; physical cognitive social/emotional
(CFI.A.2,3; CFI.B.3; CF I.C.1; CF II.B.3; I.D.I.c; I.D.2.a,b,g.j.; I.C.I.c,e)

4. Better understand the biological and environmental forces that affect growth and development across the lifespan* and across and within cultures; physical cognitive social/emotional
(CFI.A.2,3; CFI.B.3; CF I.C.1; CF II.B.3; I.D.1.c; I.D.2.a,b,g,j; I.C.Lc,e)

5. Understand the impact of developmental characteristics across and within cultures on instructional decisions for students, infant, and toddler early childhood middle childhood
(CFI.A.2,3; CFI.B.3; CF I.C.1; CF II.B.3; I.D.I.c; I.D.2.a,b,gJ; I.C.Lc,e)

6. Develop better observation skills and apply course concepts to a variety of real-world
situations by completing service-learning and field experiences.
(CFI.B.4; CFII.A.3; CFII.B.314; CFII.C.1,2,3; CFIII.A.1,2,3; CFIII.B.1,2,3; CFIII.C.1,2,3; I.D.I.b,c,d,f,g; I.D.2.a,b,c,d,e,g,h,I ,j,k; I.E.1,2; I.G.2,3; IH.1,2,3; I.C.1.c,e,g)

* This includes the prenatal, infancy and toddler, early childhood, middle childhood, adolescence, and adulthood (early, middle, and late) periods of development, although the weightings are not equal. This course emphasizes the infancy and toddler, early childhood, and middle childhood periods.

Assessment strategies employed: knowledge to application level multiple-choice exams, restudy and retesting, guided field observation practice, written and oral reflections of service-learning experience, written material, critical analysis, and oral presentations.


Grades will be based upon class participation, exams, and written reports on the service learning and field experiences. (See handout on grading procedures for additional details).

A. Unit Exams (4) average is 40% of final grade.
Two opportunities to abstract professional journal articles will be offered during the semester for 5 bonus exam points each. The student may choose the unit(s) of interest for article topics. See a later section for examples of professional journals. All extra credit opportunities are described on Dr. Carol Weatherford’s VVEB page under Alternative Learning Opportunities. WEB page address is: (I. D. 1. g,; 1. G. 2. d)

B. Field Experience (Observation and Service Learning Experience) is 40% of final grade.
20 % = observations and field experience (utilizing technology as appropriate)
20 % = service learning experience with reflection paper and class presentation with oral reflection

C. Final Exam (cumulative) is 20% of final grade.

Grading policy:

1. The final grade will be based on the criteria listed above with the following stipulation: A passing grade may not be assigned to any student who fails to complete any test, the field experience, or the service learning experience and final written reflection.

2. Grades will be assigned on the following scale:
B=80- 89
C=70- 79
D=60- 69
F=0- 59



Topic/ Hr.

Observation skills/field experience/service learning /6-10
Theories/Research methods/ 3-5
Impact of Multicultural Issues on Development/ 3-5
Prenatal development/ 2-5
Infancy & toddler/ 3-6
Early childhood/ 4-8
Middle childhood/ 4-8
*Transescence/ 1-3
*Adolescence/ .5-3
*Adulthood (early, middle, late)/ .5-1
Tests/evaluation (includes final)/ 7-9

*Note: Because these topics are covered in other classes (EDF 335 and EDF 701), they will only be minimally addressed in this class. Your textbook covers through Adolescence. In addition, much of the work you will be doing for the service learning experience deals with Transescence and Adolescence. You are encouraged to include these topics in any of the alternative learning options, if you are particularly interested in them.


* Child Development Abstracts, * Education Index (ERIC), * Psychological Abstracts * Internet –You need to carefully judge the quality of each VVEB site resource.

Recommended journals, however, others will be acceptable and useful for specific topics.*

Perceptual and Motor Skills
Journal of Speech Education
Journal of Experimental and Child Psychology
Infant Behavior and Development
Journal of Child Psychology and Psychiatry
Journal of Educational Psychology
Journal of Education Research
Exceptional Children
Child Development
Child Study Journal
Journal of Genetic Psychology
Journal of Learning Disabilities
Journal of At Risk Issues

*A fuller listing of journals is available on my web page. See address above.

Kids Count Data: County, State, and National Children’s Defense Fund: The State of America’s Children Unicef: International Data

Other Information: This course provides a study of the biological processes and physical development, cognitive processes and development, social and personality processes and development, and problems and disturbances from birth through preadolescence. Attempts will be made to investigate, integrate, and apply in practical situations basic theoretical concepts and research-based principles of development. (I.H. 1, 2, 3)

School: Clemson University
Professor: Dr. Carol G. Weatherford
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