Transcript of "Uc edu 1104 development across the lifespan (revised)"
Faculty of Education Development Across The Lifespan UC.EDU.1104 45 Hours (0 Lab Hours) 3 Credit Hours Instructed By: Office No.: Phone: (204) E-mail:Approved By: Alan Gardiner Dean, Faculty of Education 2009-2010Development Across the Lifespan UC.EDU.1104 Page 1 of 6
Course DescriptionThe participants in this course will be exposed to knowledge related to human developmentacross the lifespan from the indigenous world view (mental, physical, emotional and spiritualdevelopment) and the western Euro-centric world view (cognitive, affective, psychomotordomains).PrerequisiteNoneCo-requisiteNoneLearning OutcomesUpon successful completion of this course, students will be able to: 1) Explore human development across the lifespan from both Indigenous and Western perspective 2) Develop an understanding of learning theories from both a Indigenous and Western perspective 3) Explore the effect of heredity and the environment on the emotional, social, cognitive and physical development of children, youth, and adolescence and into adulthood. 4) Examine systems approaches within the context of families, community, culture, and society.Instructional Materials:Required text:Berk, Laura E., (2007). Development Through The Lifespan. 4th E, Boston. Allyn andBacon. ISBN: 0-205-49125-1.Additional ResourcesThe Eagle Feather Teaching – Manitoba First Nations Education Resource Centre(MFNERC) video.Development Across the Lifespan UC.EDU.1104 Page 2 of 6
Berk, Laura E., and Roberts, William L. (2009). Child Development, 3rd Cdn E. Toronto, ON; Pearson Education. ISBN: 0-205-664043-6The Brain and Early Childhood. (2000). Association for Supervision and Curriculum DevelopmentGreat Beginnings: The First Years Last Forever.http://www.wccf.org?project/beginnings.htmlBerk, L. (2007). Infants, Children, and Adolescents. Toronto, ON: Pearson EducationWilson, L. (2005). Partnerships. Toronto, ON: Thomson Nelson.Child care and children with special needs. (2000). Video Active ProductionsCreative Resources for the Anti-bias ClassroomHalack Ball, R. (2006). Supporting Families in Meaningful Ways. Young Children.61, 5, pages 10 – 11.www.htp://mccahouse.orgwww.ece.nelson.comSocial/emotional Developmenthttp://www.pbs.org/wholechild/abc/social.htmlMilestones of social/emotional DevelopmentYork, S. . (2002). Roots and Wings. Toronto, ON: Prentice HallProgram, F.N.P. (2006). FNPP Publications. http://www.fnpp.org/pub.htmEvaluationReflection Journal 20%Individual Presentations 20%Discussion Forums 20%Quizzes (bi-weekly) 20%Resource Development 20%TOTAL 100%Supplemental Privileges Yes X NoPlease refer to the University College of the North Student Handbook for eligibilitycriteria for supplemental privileges.Development Across the Lifespan UC.EDU.1104 Page 3 of 6
Assignment Descriptions 1) Reflection Journal- students will be required to keep a journal where they will document their learning journey. Students will be expected to make one entry for each week of the course duration (total: 16 weeks). This allows students to reflect on what they have learnt, questions they have and the journal will be used as an evaluative tool for overall learning at the end of the course. 2) Individual presentations- each student will be required to pick a topic related to course content and develop and research that topic. Each student will then create a powerpoint presentation based on the information they have gathered. Topics will be provided by the instructor; if students are interested in an alternate topic, they will be required to have it approved by the instructor prior to beginning the presentation. 3) Discussion Forums- students will be engaged in 4 discussion forums that will discuss issues/concepts/ideas presented within the textbook. Students will be evaluated on their responses and overall participation in the forums. 4) Quizzes- students will complete 8 quizzes worth 20% of their final mark. These quizzes will replace a final test at the end of the course. Quizzes will be based on readings from your textbook. Students will be given 1 attempt to complete each quiz. Quizzes are timed. You will have 20 minutes to complete each quiz. Each quiz will have 10 questions. 5) Resource Development- as a prospective eduational assistant, you will be working in a school setting with students who are at different stages of development. Students will first select an area of development that interests them and then pick an age range (as broken down in your text). Next, students will need to identify what it is that they would do, as an educational assistant, to support students who may need extra support in the developmental area they have chosen. (For example, social development in middle childhood; what strategies could be used to assist students in developing social skills, establishing relationships, self-esteem, etc). Next, Students will create an information resource (such as a pamphlet, flyer, brochure, etc.) In this resource, outline they area you’ve chosen, the age range and then identify the strategies that could be applied.Grade ScaleThe Grade Scale applies to all courses offered for credit. The level of a student’s achievement ineach course will be denoted by a letter grade as follows: Percentage Letter Grade Grade Point Description 90-100 A+ 4.5 Outstanding 80-89 A 4.0 Exceptional 76-79 B+ 3.5 Excellent 70-75 B 3.0 Very Good 66-69 C+ 2.5 Above Average 60-65 C 2.0 AverageDevelopment Across the Lifespan UC.EDU.1104 Page 4 of 6
50-59 D 1.0 Marginal 0-49 F 0 FailureThe minimum standard for passing a course is D (50%), except as noted below. A 2.0GPA is required for graduation from all programs.Students must obtain higher than passing grades in any course used to fulfill graduationrequirements of these programs: 1. NRMT, Dental Assisting, Nursing C (60%) 2. Early Childhood Education C+ (66%) 3. Health Care Aide, Apprenticeship B (70%)Prior Learning Assessment & Recognition (PLAR)Learners may request formal recognition, i.e. course credit, of relevant knowledge, skills andabilities gained through prior work, education and life experience. This process is known as PriorLearning Assessment & Recognition (PLAR). To apply for recognition of prior learning, or toobtain more information about PLAR, please contact the PLAR Facilitator in Enrolment Services.Voluntary WithdrawalA student wishing to withdraw from this course must forward a completed UCN RegistrationRevision form to Enrolment Services by the last date for voluntary withdrawal without academicpenalty. Voluntary Withdrawal Date for this course is: November 30, 2009Topical OutlineAboriginal and Western perspectives on Learning TheoriesEffects of heredity and the environment on Human DevelopmentExplore Systems approaches within the context of families, community, culture, andsociety.Academic DishonestyThe University College of the North views academic honesty as the basis for the developmentand acquisition of knowledge, and encourages all students to pursue their studies in anhonourable and responsible manner. [UCN Academic Policy AC-01-19]Development Across the Lifespan UC.EDU.1104 Page 5 of 6