Education | Child Development
P515 | 6252 | Dr. Rebecca Martínez de Armendáriz
Course Texts: McDevitt, T., & Ormrod, J. E. (2004). Child
Development: Educating and Working with Children and Adolescents (2nd
Ed.). Englewood, NJ: Prentice Hall.
Readings: A set of readings will be assigned each week and will be
available online the second week of classes.
Bulletin Description of Course:
Major theories and findings concerning human development from birth
through the elementary years as they relate to the practice of
education. Topics include physical development, intelligence,
perception, language, socioemotional development, sex role
development, moral development, early experience, research methods
and sociodevelopmental issues relating to education.
Overview and Objectives:
The purpose of this course is to give students an overview of the
study of child development. As with any survey of a scientific
discipline, this course will include three major things: theory,
methodology and the empirical findings themselves. You will be
introduced to the major theories of human development in the
cognitive, social, and emotional realms, how they came about, how
they advanced the understanding of human development and the problems
associated with each particular theory. Like theories, the methods
used to study a particular question have both strengths and
limitations, which makes a careful consideration of them very
important. Lastly, there is of course what has actually been learned
by developmental scientists over the years. One key element of this
class will be examining how well these theories, methods, and basic-
science findings map onto real-world phenomena and how they can lead
to practical applications for educators. I hope you will take from
this course a deeper appreciation of the complexities of human
development as well as the challenges and rewards of studying it.
The course is divided into five sections: (a) Cognitive Development,
Language and Socioemotional Development, (b) Early Experiences and
School Adjustment, (c) Developing as a Social Being: Peer, Family and
Teacher Relationships, (d) Developing as a Learner: Identity and
Motivation to Learn in School, and (e) Multicultural Issues in Child
Although the material for this course are arranged by topic, I hope
by the end of the course you will understand that dividing
development into social, emotional, and cognitive areas is simply an
easier way to look it--and that all are interdependent upon each
other. The key to keeping this course interesting for all of us is
active participation. You are to have done the assigned reading prior
to the class for which it is listed, and are accountable for the
information. This will allow us to use class time for discussion of
Attendance and Communication
You are asked to notify me if you are unable to attend a class or
need to miss part of the class (arrive late or leave early). E-mail
is appropriate, when used to schedule an appointment, notify me of an
absence or tardiness, or for short questions clarifying class
assignments or specific items from the lecture/discussion.
Late papers will not be accepted.
Please use only the last 4 digits of your SSN and the title of the
assignment in the header; do not put your name anywhere on the
paper. This helps me be as unbiased as possible when grading your
papers. Also, all written work should adhere to APA style.
University Policies and Resources:
Plagiarism and Academic Honesty
Plagiarism is a serious offense at IU, with very real consequences.
See the Student Code of Conduct for details:
http://www.dsa.indiana.edu/Code/index1.html. There is a very useful
interactive tutorial about what is and what is not plagiarism at
Students with Disabilities
Services for eligible students are based on individual need as
determined by a review of relevant documentation. Academic support
services and auxiliary aids are designed to offset the limitations of
disability and to lessen its impact within the academic environment.
If you have a disability, please go to www.indiana.edu/~iubdss for
more information on obtaining classroom accommodations/modifications.
Writing Tutorial Services provides individual tutoring to students
working on writing projects for any of their courses. WTS
(pronounced "wits") offers free help to writers in any phase of the
writing process--from brainstorming to outlining, revising to
polishing the final draft. WTS is located in Ballantine Hall 206.
Their hours during the regular academic year are: 10am to 8pm Monday
through Thursday and 10am to 5pm on Friday. To arrange a free
tutorial, you should call ahead (855-6738) or stop by WTS--preferably
several days in advance--and make an appointment.
I. Discussion Leader/Moderator
Each of you will be responsible for leading a class discussion on one
of the weekly topics (you will lead the discussion on both Tuesday
and Thursday). You will be graded partly on your organization, partly
on your presentation of material and in your ability to lead
discussion. You are responsible for presenting the information in
some form to classmates. You may include a handout for classmates
and have a group discussion component. The class will evaluate each
discussion leader immediately after the discussion. If needed, I will
help you prepare your discussion. However, you should view this as an
opportunity to be creative. Feel free to do demonstrations, organize
a debate, show brief videos, assign additional readings, etc. At the
very least, you should prepare an outline of how and where you want
the discussion to proceed as well as a list of issues or questions
you want the class to discuss.
II. Class Participation
All students are expected to have read the assigned chapters and to
be prepared to discuss them at the time assigned. To assist
discussion, each student should come to class with 2 to 3 discussion
questions or comments from the readings. Participation includes
asking thoughtful questions, contributing to class discussion and
taking part in class activities. You should make at least one
contribution each class.
The term paper is expected to be approximately 8 pages long. The
form this paper takes will vary across student disciplines, and
further instructions will be provided in a separate handout.
IV. Paper Presentation
This will consist of a 10-minute in-class presentation of your
paper. Further instructions will be provided in a separate handout.
After we finish each of the five sections, you will take a short quiz
that will consist of multiple choice or essay questions, or a
combination of the two. At the end of the semester, I will drop the
lowest grade. Each quiz will be worth 10 points. There will be no
make-up for missed quizzes.
Your grade will be based on the following:
% of grade
12/16 by 5:00 PM
Weeks of 12/2 and 12/9
First Tuesday after each part is covered
Cognitive Development, Language And Socioemotional Development
Introduction to development (Week of 9/2)
Introduction to course
Schedule individual meeting times with professor during office hours
Sign up for discussion leader/discussant slot
McDevitt, T., & Ormrod, J. E. (2004). Chapters 1-2
Childhood cognitive development and intelligence (Week of 9/9)
McDevitt, T., & Ormrod, J. E. (2004). Chapters 4-6
Dweck, C. S. (1999). Caution: Praise can be dangerous. American
Language and Literacy (Week of 9/16)
McDevitt, T., & Ormrod, J. E. (2004). Chapters 7-8
Bogner, K., Raphael, L., & Pressley, M. (2002). How grade 1 teachers
motivate literate activity by their students. Scientific Studies of
Reading, 6 (2), 135-165.
Socioemotional Development (Week of 9/23)
McDevitt, T., & Ormrod, J. E. (2004). Chapters 9-10
Shaffer, D. R. (2000). Early social and emotional development. In D.
R. Schaffer, Social and personality development (pp. 104-162).
Belmont, CA: Wadsworth.
Part II. Early Experiences and School Adjustment
Quiz over Part I, Tuesday 9/30
Early Experiences, Poverty and School Readiness (Week of 9/30)
McLoyd, V. C. (1998). Socioeconomic disadvantage and child
development. American Psychologist, 53(2), 185-204.
Parker, F. L., Boak, A., Griffin, K. W., Ripple, C., & Peay, L.
(1999). Parent-child relationship, home learning environment and
school readiness. School Psychology Review, 28 (3), 413-425.
Wagner, M., Spiker, D., Linn, M. I. (2002). The effectiveness of the
parents as teachers program with low-income parents and children.
Topics in Early Childhood Special Education, 22(2), 67-81.
School Satisfaction (Week of 10/7)
Baker, J. A., Dilly, L. J., Aupperlee, J. L., & Patil, S. A. (2003).
The developmental context of school satisfaction: Schools as
psychologically healthy environments. School Psychology Quarterly, 18
Valeski, T. N., & Stipek, D. J. (2001). Young children's feelings
about school. Child Development, 72(4), 1198-1213.
Part III. Developing as a social being: Peer, family and teacher
Quiz over Part II, Tuesday 10/14
Mid Semester Course Evaluation/Review
Social competence, (Week of 10/14)
Denham, S.A., Blair, K.A., DeMulder, E., Levitas, J., Sawyer, K.,
Auerbach–Major, S., & Queenan, P. (2003). Preschool emotional
competence: Pathways to social competence? Child Development, 74 (1),
Lindsey, E. W. (2002). Preschool children’s friendships and peer
acceptance: Links to social competence. Child Study Journal, 32(3),
Blankemeyer, M., Flannery, D. J., & Vazsonyi, A. T. (2002). The role
of aggression and social competence in children’s perception of the
child-teacher relationship. Psychology in the Schools, 39 (3), 293-
Friendship and Peer Rejection (Week of 10/21)
Wentzel, K. R., & Asher, S. R. (1995). The academic lives of
neglected, rejected, popular and controversial children. Child
Development, 66(3), 754-763.
Hartup, W. W. (1996). The company they keep: Friendships and their
developmental significance. Child Development, 67(1), 1-13.
Ladd, G. W., Kochenderfer, B. J., & Coleman, C. C. (1997). Classroom
peer acceptance, friendship and victimization: Distinct relational
systems that contribute uniquely to children’s social adjustment.
Child Development, 68 (6), 1181-1197.
Family and teacher relationships as contexts for development (Week of
McDevitt, T., & Ormrod, J. E. (2004). Chapter 12
Wentzel, K. R. (2002). Are effective teachers like good parents?
Teaching styles and student adjustment in early adolescence. Child
Development, 73 (1), 287-301.
Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child
relationships and the trajectory of children’s school outcomes
through eighth grade. Child Development, 72 (2), 625-638.
Part IV. Developing as a learner: Identity and motivation to learn in
Quiz over Part III, Tuesday 9/30
Identity and Academic Motivation (Week of (11/4)
Raety, H., Kasanen, K., & Snellman, L. (2002). What makes one able?
The formation of pupils' conceptions of academic ability.
International Journal of Early Years Education, 10(2), 121-135.
Dolezal, S. E., Welsh, L. M., Pressley, M., & Vincent, V. M.
(2003). How nine third-grade teachers motivate student academic
engagement. Elementary School Journal, 103 (3), 240-267.
Self-Regulation (Week of 11/11)
McDevitt, T., & Ormrod, J. E. (2004). Chapter 11
Rudolph, K. D., Lambert, S. F., Clark, A. G., & Kurlakowsky, K. D.
(2001). Negotiating the transition to middle school: the role of self-
regulatory processes. Child Development, 72(3), 929-947.
Fuchs, L. S., Fuchs, D., Prentice, K., Burch, M., Hamlett, C. L.,
Owen, R., & Schroeter, K. (2003). Enhancing third-grade students’
mathematical problem solving with self-regulated learning strategies.
Journal of Educational Psychology, 95(2), 306-315
Part V. Multicultural Issues in Child Development
Quiz over Part IV, Tuesday 11/18
Cultural influences and child development (Week of 11/18)
Winter, M. (2000). Culture counts. Human Ecology, 28(1), 12-17.
Greenfield, P. M., & Raeff, C., & Quiroz, B. (1998). Cross-cultural
conflict in the social construction of the child. Aztlan: A Journal
of Chicano Studies, 23(1), 115-125.
EDRS Document: Bridging Cultures between Home and School. A Handbook
with Special Focus on Immigrant Latino Families.
Quiz over Part IV, Tuesday 12/2
Paper Presentations, Weeks of 12/2 and 12/9
Final Course Evaluations: 12/11
DISCUSSION LEADER FEEDBACK RUBRIC
Discussion Leaders: ___________________________________________ Date:
1 2 3 4 5 6 7
The discussion leader seemed organized and prepared.
1 2 3 4 5 6 7
The discussion leader asked good questions.
1 2 3 4 5 6 7
The questions challenged my thinking.
1 2 3 4 5 6 7
The discussion leader made me think critically about the topic.
1 2 3 4 5 6 7
The discussion helped me understand the topic better.
1 2 3 4 5 6 7
I enjoyed this week’s discussion.
1 2 3 4 5 6 7
Indicate your overall evaluation of the discussion.
1 2 3 4 5 6 7
Please describe what you liked about this week’s discussion. That
is, in what ways did the discussion leader do a good job?
Please describe what you did not like about this week’s discussion.
That is, what could have been done differently to make this a better
P515 SUMMARY OF GRADES
(Use this to keep track of your grades throughout the semester.)
Student’s Name _____________________________
Discussion Leader/Moderator out of 10 possible points
Class Participation out of 15 possible points
Paper out of 25 possible points
Paper Presentation out of 10 possible points
Quiz 1 out of 10 possible points
Quiz 2 out of 10 possible points
Quiz 3 out of 10 possible points
Quiz 4 out of 10 possible points
TOTAL out of 100 possible points