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Child Development II

Course Description

Child Development II is a continuation of Child Development I, with students studying characteristics of school-age children, third through sixth grade. Techniques to educate elementary-age students will be the main focus, with students going off campus on block days and Fridays to an elementary classroom. During this time, students will be expected to interact with children by helping them with classwork and teaching two minilessons.  Dual credit is available through Missouri State to students who also earned dual credit in Child Development I.

As a result of their coursework and experiences in the Child Development II semester course, students will be able to:

  • Solve problems based upon the developmental needs of children.
  • Make decisions that support the sound physical, intellectual, emotional and social development of children.
  • Recognize and implement developmentally appropriate activities with children.
  • Assess the impact of quality education on the development of a child.
  • Communicate effectively with their practicum teacher and children in the educational setting.
  • Construct meaning related to the ethical responsibilities of working with children.

Grade Level(s): 11th-12th grades

Related Standards (State &/or National): National Standards for Family Consumer Sciences Education

Course Priority Standards:

  • Demonstrate teamwork skills in school, community and workplace settings and with diverse populations (1.2.4).
  • Demonstrate leadership skills and abilities in school, workplace and community settings (1.2.6).
  • Demonstrate employability skills, work ethics, and professionalism (1.2.8).
  • Summarize education and training requirements and opportunities for career paths in early childhood, education, and services (4.1.3).
  • Apply safe and healthy practices that comply with local, state, and federal regulations to assure learners' safety (4.4.2).
  • Apply developmentally appropriate and culturally responsive guidelines for behavior (4.5.1).
  • Demonstrate problem-solving and decision making skills when working with children, youth and adults (4.5.2).
  • Demonstrate interpersonal skills that promote positive and productive relationships with learners (4.5.3).
  • Implement strategies for constructive and supportive interactions between children, youth and adults and their families and communities (4.5.4).
  • Create an environment that encourages and respects the ideas, perspectives, and contributions of all group members (13.5.1).
  • Apply critical thinking and ethical standards when making judgments and taking action (13.6.3).
  • Demonstrate ethical behavior in family, workplace, and community settings (13.6.4).

Essential Questions

  • How do observations and developmental milestones impact curricular planning?
  • How do different developmental theories explain learning and development? How do they influence curricular
    planning?
  • How do teachers accommodate for and meet the diverse physical, intellectual, emotional, and/or social needs
    within the elementary classroom?
  • How do teachers implement age-appropriate, developmentally-appropriate, and culturally-relevant activities and
    lessons that address student learning styles and defined learning goals?
  • How do assessment and feedback inform curricular design and instruction?
    Which skills and techniques are necessary to form positive, constructive, and professional relationships in the
    educational setting?

Enduring Understandings/Big Ideas

As a result of their coursework and experiences in the Child Development II semester course, students will be able to:

  • Implement learning activities in varying areas that meet the developmental needs of learners.
  • Analyze child development theories and their implications for working with students
  • Analyze a learner’s developmental progress and identify any developmental issues and concerns (when appropriate).
  • Apply safe, healthy, and developmentally appropriate practices in the classroom environment.
  • Plan, create, and implement lessons that address a student's language, experience, learning style, and cultural values.
  • Demonstrate different teaching methods to meet individual needs of learners.
  • Apply appropriate ethical and professional behavior in the educational setting.
  • Develop problem-solving and critical-thinking skills when working with diverse populations in the educational setting.
  • Address specific developmental needs of children, youth and adults based on assessment of their abilities.

Course-Level Scope & Sequence (Units &/or Skills)

Unit 1: The Developmental Domains

In this unit, students review and learn about the different developmental domains (PIES: Physical, Intellectual, Emotional, & Social) and how they apply to children in Grades 3-6. Students also observe students in Grades 3-6.

  • Students will describe the various developmental stages of children, ages 3rd through 6th grade.
  • Students will examine the abilities and needs of children and analyze their impact on children's growth and development.
  • Students will demonstrate the appropriate behavior of an observer.
  • Students will apply knowledge of developmental stages to observation and/or interaction with individual children.
  • Students will compare and contrast normal and atypical child development.
  • Students will interpret individual differences of young children and apply to predictable developmental sequences.

Unit 2: Child Development - Theories & Theorists

In this unit, students learn about various child development theorists (Gardner, Erikson, Skinner, Piaget, Vgotsky) and their child development theories.

  • Students identify and research major psychology theories and different theories of child development (e.g., Piaget, Erikson, etc.).
  • Students will reference different theories of child development in lesson planning.

Unit 3: The Inclusive Classroom

In this unit, students learn about the common physical, intellectual, emotional, & social needs of students in the elementary classroom. Students learn how to appropriately meet and accommodate for those various needs within the elementary classroom.

  • Students will identify teacher responsibilities in working with children with disabilities.
  • Students will describe the various physical, intellectual, emotional, and social needs that exist and are to be met in the inclusive classroom.
  • Students will apply safe, healthy, and developmentally appropriate practices in their work with students in the educational environment.
  • Students will modify lessons to accommodate diverse student needs.
  • Students will identify ethical and legal responsibilities involved in working with children with disabilities.
  • Students will identify professional and legal standards that impact elementary education.

Unit 4: Lesson Planning & Lesson Implementation

In this unit, students learn the components of an effective lesson plan (i.e. - learning goal, standard, assessment, check for understanding, etc.) and then practice and deliver multiple lessons in the elementary classroom. Students collaborate with their supervising teacher. Students reflect on the process and respond to feedback.

  • Students will plan and implement lessons in the classroom environment, applying various instructional strategies and appropriate technologies to facilitate student learning.
  • Students will understand the instructional process and apply instructional strategies and appropriate technologies to facilitate student learning.
  • Students will analyze play and its influence on the development of children.
  • Students will implement age-appropriate and developmentally-appropriate activities and an integrated curriculum that incorporates learning styles, early experiences, and cultural values.
  • Students will demonstrate a variety of teaching methods to meet individual needs of learners.
  • Students will establish effective activities, routines, and transitions for various age groups.
  • Students will demonstrate problem-solving and decision-making skills when working with children, youth and adults.
  • Students will implement strategies for constructive and supportive interactions between children, youth and adults.
  • Students will demonstrate discipline and guidance techniques.

Course Resources & Materials:  TBD

Date Last Revised/Approved: 2022