EED450 Foundations 1: Child Development and Classroom Management (8)

CSU Discipline Area: Education Studies (EDSTD)

Duration: One session

Abstract:

This course will introduce students to the main concepts of human development and learning. Students will develop an understanding of individual differences, socio-cultural influences and relevant theories influencing child development, learning and behaviour. Strategies will be developed for using this information to build learning communities in which students demonstrate both personal and social responsibility.

+ Subject Availability Modes and Locations

Term 3
Internal	Canada

Continuing students should consult the SAL for current offering details: EED450

Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Enrolment restrictions:

Students enrolled in stream 3 of the Bachelor of Primary Education Studies for Ontario.

Objectives:

Upon successful completion of this subject, students should:

* be able to understand the physical, cognitive, emotional and social aspects of child and early adolescent development;
* be able to understand the interdependence of these aspects of development, and the ecological factors affecting development;
* be able to apply their understanding of human development to the learning and teaching of children in the elementary school with particular emphasis on community building as an alternative to traditional classroom management strategies.

Syllabus:

The subject will cover the following topics:

This subject provides an understanding of human development as it occurs within a variety of social contexts during the school years. Because the subject is designed to provide students with a range of understandings to assist their teaching in elementary schools, there is a particular focus on cognitive development, along with physical, social and emotional development. Within the course there is an emphasis on the influences of culture and other individual differences. The implications of these developmental outcomes for teachers and schools are considered with particular reference to issues of classroom management, and building socially responsible classroom communities. The subject is presented within an ecological framework, based upon Bronfenbrenner's ecological systems theory. To that end all social contexts children grow up in are considered as contexts for child development and as such all developmental areas are seen in terms of their integrative nature. This ecological framework was developed from a humanistic paradigm. Classroom implications are based on Maslow's hierarchy of human needs. The justification for the philosophical assumptions that underlie this view of the child-as-learner comes from a developmental assumption that the processes of both socialization and learning should include: 1 reciprocal engagement between learner and teacher (or 'experienced others'); 2 a process of empowerment for the learner.

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