Course Syllabus
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Course Description and Prerequisites | Course Objectives | Time Expectation | Course Requisite Technical Skills | Textbooks and Materials | Course Grading | Course Policies | Student Rights & Responsibilities | Overview of Assignments | Taking Proctored Assessments | Your Email Account | Student Resources | Accommodation Policy and Statements | NOVA Online Policies and Procedures | Course Summary (Assignment Schedule and Critical Dates)
Course Title: EDU 207 - Human Growth and Development (3 credits)
Semester:
Faculty:
Print Syllabus: You may use the Print feature of your browser to print out the syllabus or save it as a PDF document.
A note about Course Materials: this course uses an OER textbook (described below in detail.) The required memoir reading, I Know Why the Caged Bird Sings, is on reserve at both the Annandale and Alexandria NVCC libraries, or it can be purchased by students. One digital copy at a time can also be reserved here: https://vcc-nvc.primo.exlibrisgroup.com/permalink/01VCC_NVC/1004p0o/alma9927774129504398
Course Description and Prerequisites
Course Objectives
InTASC Professional Standards
In this course, students will meet the following InTASC standards:
- Standard 1: Learner Development
- Standard 2: Learning Differences
Upon successful completion of this course, students will be able to:
- Explain the relationship between biology, maturation, environment, and culture in terms of their impaction development, and learning.
- Identify and define stages of human development.
- Compare various types of developmental research.
- Compare and contrast the research methods commonly used to study human growth and development.
- Describe challenges associated with research in lifespan development.
- Explain Freud's theory of psychosexual development.
- Evaluate Erikson's eight stages of psychosocial development.
- Summarize Piaget's theory of cognitive development.
- Explain Maslow's hierarchy of needs.
- Explain BF Skinner’s Behavioral Theory
- Explain John Dewey’s impact on education.
- Explain cognitive learning frameworks.
- Explain the role of genetics in prenatal development.
- Describe the interaction between genetics and the environment.
- Describe physical growth and development in infants and toddlers.
- Describe self-awareness and emotional development during infancy.
- Contrast styles of attachment.
- Describe physical changes in early childhood.
- Describe the physical, social, emotional and cognitive changes in early childhood.
- Describe Piaget's preoperational stage of development.
- Describe Vygotsky's model, including the zone of proximal development.
- Explain Erikson's psychosocial theory as it applies to early childhood.
- Examine concerns about childhood stress and trauma.
- Describe physical development during middle childhood.
- Describe language development in middle childhood.
- Compare Gardner's theory of multiple intelligences and Sternberg's triarchic theory of intelligence.
- Examine Erikson's stage of industry vs. inferiority as it relates to middle childhood.
- Describe the importance of peer relationships to middle childhood.
- Describe pubertal changes in body size, proportions, and sexual maturity.
- Describe brain development during adolescence.
- Describe moral development during adolescence.
- Examine changes in family relationships during adolescence.
- Explain Piaget's theory on formal operational thought.
- Describe cognitive development in adolescence.
- Analyze the interconnectedness between school, family, community and culture and the interactions between teachers and these systems to promote growth and learning.
- Describe changes in body size, proportions, and sexual maturity.
- Describe brain development during adulthood.
- Examine changes in family relationships during adulthood.
- Social and ecological influences across the lifespan
- Recognize systemic and environmental factors that affect human development, functioning, and behavior.
- Describe Bronfenbrenner's Ecological Theory.
- Examine the effects of crisis, disaster and trauma on learning and development across the lifespan and the teacher’s role.
Course and Module Objectives
Module 1: Lifespan Development
1-1 Explain the relationship between biology, maturation, environment, and culture in terms of their impaction development, and learning.
1-2 Identify and define stages of human development.
1-3 Compare various types of developmental research.
1-4 Compare and contrast the research methods commonly used to study human growth and development.
1-5 Describe challenges associated with research in lifespan development.
Module 2 Developmental Theories
2-1 Explain Freud's theory of psychosexual development.
2-2 Evaluate Erikson's eight stages of psychosocial development.
2-3 Summarize Piaget's theory of cognitive development.
2-4 Explain Maslow's hierarchy of needs.
2-5 Explain BF Skinner’s Behavioral Theory
2-6 Explain John Dewey’s impact on education.
2-7 Explain cognitive learning frameworks.
Module 3 Prenatal Development & Infancy
3-1 Explain the role of genetics in prenatal development.
3-2 Describe the interaction between genetics and the environment.
3-3 Describe physical growth and development in infants and toddlers.
3-4 Describe self-awareness and emotional development during infancy.
3-5 Contrast styles of attachment.
Module 4 Early Childhood
4-1 Describe physical changes in early childhood.
4-2 Describe the physical, social, emotional and cognitive changes in early childhood.
4-3 Describe Piaget's preoperational stage of development.
4-4 Describe Vygotsky's model, including the zone of proximal development.
4-5 Explain Erikson's psychosocial theory as it applies to early childhood.
4-6 Examine concerns about childhood stress and trauma.
Module 5 Middle Childhood
5-1 Describe physical development during middle childhood.
5-2 Describe language development in middle childhood.
5-3 Compare Gardner's theory of multiple intelligences and Sternberg's triarchic theory of intelligence.
5-4 Examine Erikson's stage of industry vs. inferiority as it relates to middle childhood.
5-5 Describe the importance of peer relationships to middle childhood.
Module 6 Adolescence
6-1 Describe pubertal changes in body size, proportions, and sexual maturity.
6-2 Describe brain development during adolescence.
6-3 Describe moral development during adolescence.
6-4 Examine changes in family relationships during adolescence.
6-5 Explain Piaget's theory on formal operational thought.
6-6 Describe cognitive development in adolescence.
6-7 Analyze the interconnectedness between school, family, community and culture and the interactions between teachers and these systems to promote growth and learning.
Module 7 Adulthood to Death
7-1 Describe changes in body size, proportions, and sexual maturity.
7-2 Describe brain development during adulthood.
7-3 Examine changes in family relationships during adulthood.
7-4 Social and ecological influences across the lifespan
7-5 Recognize systemic and environmental factors that affect human development, functioning, and behavior.
7-6 Describe Bronfenbrenner's Ecological Theory.
7-7 Examine the effects of crisis, disaster and trauma on learning and development across the lifespan and the teacher’s role.
Time Expectation
Course Requisite Technical Skills
In order to succeed in this online course, you must be comfortable working with technology. At a minimum, you must possess the following technical skills:
- Ability to use the Internet in an effective and efficient manner, including installation and management of browser plug-ins and add-ons.
- Basic knowledge about the operation of a computer, file management, and software installation.
- Working knowledge of the Canvas learning management system.
- Ability to proficiently search the web for information
- Ability to download and print information from websites
- Ability to download, view, and/or print PDF files
Textbooks and Materials
Required Textbooks
Acquiring Textbooks and Course Materials
Course Grading
Course Policies
Late Work Policy:
You will be penalized 10% (per day) for late assignments. Late assignments will be accepted one week after the due date. No assignments will be accepted after the course end date.
Grading Turnaround Time:
All completed assignments will be graded no later than seven days from the submission date, and sooner when possible.
Incomplete Policy:
Withdraw from the Course
Student Rights & Responsibilities
Overview of Assignments
Your Email Account
Student Resources
Accommodation Policy and Statements
NOVA Online Policies and Procedures
Course Summary:
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