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Official Course
Description: MCCCD Approval: 11-22-2005 |
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CFS176
2006 Summer I - 9999 |
LEC
3.0 Credit(s) 3.0 Period(s) 3.0 Load Acad |
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Child
Development |
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Study of the science of human development from conception
through adolescence. Includes observation skills, parent and adult roles in
the lives of children, and contemporary issues. Prerequisites: None. |
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Cross-References:
ECH176 Course
Attribute(s): General
Education Designation: Social and Behavioral Sciences - [SB] |
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Go to Competencies Go to Outline
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MCCCD
Official Course Competencies: |
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CFS176 2006
Summer I - 9999 |
Child Development |
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1.
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Identify the
multiple academic disciplines that comprise the scientific study of the
development of the child and explain their contributions, over time, to the
field of child development. (I) |
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2.
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Describe the basic research methods used by developmental
researchers. (II) |
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3.
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Identify the ethical requirements of research on children
and adolescents. (II) |
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4.
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Demonstrate observation skills and techniques used by
researchers and practitioners to study and work with children. (II) |
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5.
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Discuss the importance of theories and explain their
application within the field of child development. (III) |
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6.
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Compare and
contrast the theories of Freud & Erikson, Watson & Skinner, Piaget
& Vygotsky, within the study of child
development. (III) |
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7.
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Discuss emerging theories and their influence on the study
of child development. (III) |
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8.
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Identify and discuss ethical and moral issues related to
genetics, reproductive science and prenatal development. (IV) |
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9.
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Describe current knowledge regarding conception, heredity,
teratology, and their influences on the developing child. (IV) |
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10.
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Summarize the course and consequences of prenatal
development and the birth process. (IV) |
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11.
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Identify the
major milestones of physical growth, motor development and contemporary
health, safety and nutrition issues for children from infancy through
adolescence. (V) |
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12.
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Identify the major milestones of cognitive development for
children from infancy through adolescence. (VI) |
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13.
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Discuss the implications of neuroscience and the
development of the brain on all domains of child development. (VI) |
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14.
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Identify the
major milestones of language development and theoretical explanations of
language acquisition in children from infancy through adolescence. (VI) |
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15.
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Describe the
major milestones of social, emotional and moral development for children from
infancy through adolescence. (VII) |
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16.
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Discuss the
implications of community, culture, school and family influences, as well as
economic circumstances on the well-being of children from infancy through
adolescence. (VII) |
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17.
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Discuss the identification and types of exceptionality in
children from the prenatal stage through adolescence. (VIII) |
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18.
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Discuss the implications of exceptionality and other risk
factors for the child, families, communities and the nation. (VIII) |
Go to Description Go to top of
Competencies
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MCCCD
Official Course Outline: |
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CFS176 2006
Summer I - 9999 |
Child Development |
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I. Defining the Field of
Child Development A. Historical perspectives B. Contributions from
multiple disciplines C. Basic concepts of child
development 1. Domains 2. Stages 3. Consensus points 4. Questions II. Research on the Child A. Ethical requirements B. Basic methods 1. Self-report 2. Experimental methods 3. Naturalistic observation
4. Observation techniques,
including technology 5. Data collection over
time III. Theory A. The place of theory in
the field B. Classic theories and
historical perspectives 1. Freud and Erikson -
psychoanalytic 2. Watson and Skinner -
learning theory 3. Piaget and Vygotsky - cognitive C. Emerging theories D. Application of theory to
practice 1. Child-rearing 2. Research IV. Beginnings A. Genetics and genomics 1. Ethical and moral issues
2. Reproductive science B. Prenatal development 1. Conception 2. Stages 3. Prenatal testing 4. Influences and
teratology C. Childbirth 1. Preparation for
childbirth 2. Customs and practices
surrounding birth 3. Complications around
childbirth V. Physical Development
through Ages and Stages A. Physical growth 1. Maturation 2. Nutrition 3. Disruptive factors and
events B. Motor development 1. Skills 2. Sports 3. Fitness and exercise C. Contemporary issues 1. Child protection 2. Child maltreatment 3. Illness and wellness 4. Sexuality 5. Sexual activity 6. Obesity and eating
disorders 7. Access to medical care
and nutrition VI. Cognitive Development
through Ages and Stages A. Neuroscience 1. Stages of brain
development 2. Techniques to study
brain development 3. Consequences of trauma 4. Cognitive, psychosocial
and cognitive implications B. Classic study of
cognition 1. Theoretical perspectives
2. Measurement of
intelligence C. Language acquisition
theories D. Language development 1. Typical milestones 2. Delay and intervention E. Language and literacy 1. Schools 2. Second language
instruction VII. Psychosocial
Development through Ages and Stages A. Emotional development 1. Attachment 2. Temperament B. Personality and identity
1. Family and community 2. Self concept and self
esteem 3. Identity and culture 4. Economic status C. Social skills
development 1. Relationships with
others 2. Self regulation 3. Gender roles 4. Sexual orientation 5. Achieving adulthood D. Moral and spiritual
development VIII. Exceptionality A. Risk factors B. Identification methods C. Categories/types D. Intervention and
community resources E. Schools and teams of
professionals F. Impact on social
well-being of the child and the family G. Consequences on
development through the ages and stages of childhood and adolescence |