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CHD 309 Syllabus

CHD 309 Foundations of Child and Adolescent Development

4 Units


Professor: Candy Sanders

Contact information : (714) 866-6444


Union Institute & University : Fall Session I 2012

Start Date: 8/25/12

Ending Date: 10/13/12

Class Participation: Required

UI&U 8 week classes are extremely fast paced courses and students should be prepared to spend a minimum of 8 hours a week on reading and on course assignments. While you may feel that I’m

throwing a lot of information at you on a weekly basis, remember that in a traditional 8 week “live”

course you would be coming to class for 2 hours and then spending an additional 4 hours (at least)

outside of class on assignments and reading. In our online course environment my expectation is that

you will be spending those 4 “class hours” on your own working on the concepts that you would usually

get in a live lecture. Please be sure to budget your time accordingly!


Students must check into Campus Web at least three times a week. You may post your assignments in Campus Web or Email them to me at


It is my hopes that we can meet in a virtual or phone conference before our Midterm and Final Exam. These Exams will be posted on Campus Web for your convenience.


Course Description


This course incorporates a survey of the foundations of child and adolescent development through theories, practice and research and discussion of the most important cognitive, physiological, psychological, social, moral/ethical, and emotional development from childhood in adolescence.


Learning Outcomes & Competencies


University Outcomes


  • Express and interpret ideas clearly, using a variety of written, oral and/or visual forms
  • Use different modes of disciplinary and interdisciplinary inquiry to explore ideas and issues from multiple perspectives; and
  • Express ethical & social implications in one’s social, professional, artistic and/or scholarly practice
  • Describe ethical responsibility in the context of professional or scholarly practice.
  • Analyze social issues involving individuals, communities, and/or institutions from different disciplinary perspectives.


Major Outcomes


  • Examine current trends that are frequently used in educational settings.
  • Interprets and evaluates theoretical views.
  • Construct authentic learning that is utilizes within a relevant real world context.
  • Supports an individual child’s inimitability within all environments


Course Specific Outcomes


Upon completion of this course learners will be able to:


·       Examine research and how it applies to child development

·       Understand how theories influence a child’s development

·                           Understand how children grow and develop

·       Examine the context of development as it relates to play, extracurricular activities & media use

Readings & Resources


Levin, L. E. , & Munsh, J., (2011). Child Development and Active Learning Approach. Sage Publication ISBN: 978-1-4129-6850-8

Mercer, J.  (2010). Child Development; Myths and Misunderstandings. Sage Publication

            ISBN: 978-1-4129-5646-8


Required Reading and Weekly Topics:


Students are expected to supplement classroom lecture with readings that are specifically chosen to deepen the level of understanding of shared information.  Assigned readings should be read with an open mind so that learning is optimized and new knowledge is absorbed.  Learners are encouraged to implement new techniques in their everyday environment whenever an opportunity lends itself. Please note that there will be some additional reading materials outside of the required texts.



Reading Assignments

Due Date

Levine & Munsch



How We Study Children and Adolescents

Chapter 3

Claim #34 & #39



Early Beginnings

Chapter 4 & 5

Claim #1 & #3



Building Blocks of Development: How Children Grow

Chapter 6, 7, 9

Claim #18, #13 & #22



Building Blocks of Development: How Children Grow (Cont.)

Chapter 10, 11 & 12

Claim #39 & #40



Contexts for Development

Chapter 13

Claim #33 & #49





Students are responsible for turning in all assignments. Assignments are to be turned in on their due date. Note that points will be deducted for those assignments turned in after the due date and full credit will not be allotted. Assignments turned in after the due date will suffer significant point deductions (see Final Deadline for All Work). Classwork will not be made up. Extra credit will be available throughout the term. All assignments are to be typed.




Due Date


Critical Journal Reflections



Research Claim Paper



Theory Paper










Format for Written Assignments

Careful attention to the quality of all written expression is encouraged. It is expected that written project work reflects university level writing skills. Your projects should reflect a sufficient level of quality such that is may be incorporated into your professional portfolio. The following standards areexpected and are provided as a reference:

  1. Double spaced, 12 point font. Printed one-side only. One inch margins.
  2. Decorative or oversized fonts are not acceptable for academic presentations.
  3. APA style format 6th Edition is required style format is required. Pamphlets are sold in bookstores and information is available online. Assure proper citation of researched material.
  4. Students should sign-up for the UI&U ThesisHelpers Center. This is a great resource. Our Writing Center is equipped of assist student’s at any writing skill level.  


Descriptions of Assignments

Assignment 1: Critical Journal Reflections

Article discussions provide opportunities to engage students thoughtfully and meaningfully with current writings in the field of learning research and theory. These opportunities can help you consider different perspectives and think systemically when you reflect and make professional decisions. It is important to become critical consumers of the research literature on how students learn, as well as the general literature on teaching and learning. Article discussions can help you apply theory and research to your own practice as well as the practice of others. You should address the following questions: (1) Describe in your own words the “key” ideas in the article,  (2) Identify one or more significant learning issues. Tell why you selected this/these issue(s),   (3) Choose a set of principles from the readings that best relates to this issue, and (4) Relate the key ideas to incidences you have experienced in your practice. These papers should be one to two pages in length.


Assignment 3: Research Claim Paper

You are to pick a claim in the book Child Development: Myths and Misunderstandings and write a 2-4 page paper about the claim and how it relates to child development. What is the age group? What is the claim? What did you learn? Based on this claim, what theory does it represent? What position do you stand on this claim? Why or why not? How so? What recommendations do you have based on this claim?


Assignment 2: Theory Paper (This will be used as your CGR Paper if this is your last CHD Core Class). Please let me know (ASAP) if this is the case. I will need to work more closely with you.

The goal of this assignment is to research a theoretical perspective in child development and discuss its implications for teaching. Make sure you address the following: (1) the prominent principals and assumptions about child development, (2) reference current articles that address child development from that theoretical perspective (3 more citations including the text), and (3) relate the theory to the teacher’s role in facilitating learning. This paper should be 5-7 pages in length.


Assignment 4: Midterm

The midterm will be posted on Campus Web. Students will respond to five questions or scenarios that are pertinent to materials that you have read halfway through this class. Please keep in mind that your answers should be a reflection of your own interpretation of the materials introduced in this class. Each response needs to include an explanation of how you will personally utilize the stated concepts in a child’s life.


Assignment 6: Final

The final will be posted at the beginning of the final week of class. The final will consist of five questions and questions will be given out in week #4. Please keep in mind that your answers should be a reflection of how you would incorporate the stated concepts in your own personal teachings



Within the university setting, students are expected to login into Campus Web on a regular basis (at least three times a week); in addition, complete all readings and assignments before the stated dates and participate in topic discussions to enhance overall learning experiences. As participation is directly related to attendance, and because of the abbreviated nature of the eight week session, students not participating will not receive participation points. Attendance will be recorded through Campus Web login records/posts and responsive email engagement.




Critical Journal Reflection                 20 points                                             A= 90-100

Theory Paper                                      20 points                                             B= 80-89

Research Claim Paper                                    20 points                                             C= 65-70

Midterm                                              10 points                                             U=Less than 65

Final                                                    10 points

Participation                                        20 points

Total                                                   100 points


Final Deadline for all Work

All written assignments are due by twelve midnight on the due dates listed. Late assignments will be assessed a penalty of ten points per week. All course work is to be completed by the last class meeting.


Ethical Conduct

Students should be aware that there are severe consequences for violations of academic ethical conduct.  Students who are determined to have cheated or committed plagiarism or otherwise violated ethical conduct policies will face disciplinary action as identified within the UUI&U ethics policies (see



American with Disabilities Act Compliance

Refer to for information


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