HDP 1201
Child and Adolescent Development
Dr. Michel Ferrari
COURSE OUTLINE
OBJECTIVE
What can psychology tell us about the typical children and adolescents that teachers will encounter in their classrooms? The objectives of the course are to look at child and adolescent development with a view to how this information can inform teaching. To that end, there will be a strong emphasis on cases that teachers might encounter when teaching children and adolescents and on integrating students’ own teaching experiences into the class design. By the end of the course, students should be more familiar with the cognitive and social particularities that characterize adolescence.
TOPICS
Relationship between theory and practice.
Human development during childhood and adolescence (including changes to body, social experience, and ways of thinking).
Multiple Intelligences.
Special education in Canadian schools
Personal Cognitive Development and its Implications for Teaching and Learning.
Youth at risk
Morality and ethics
Sociocultural contexts for learning.
EVALUATION
Portfolio 30%
Learner Profiles 30%
Group Investigation 25%
Professionalism 15%
READINGS
Case, R. & Okamoto, Y. (1996). The role of central conceptual structures in the development of children’s literary, numerical, and spatial thought. Monographs of the Society for Research in Child Development, 61 (1-2, Serial No. 246).
Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Belknap Press of Harvard University Press.
Gardner, H. (1997) Extraordinary minds. New York: Basic Books.
Harter, S. (1998). The development of self-representations. In N. Eisenberg (Volume ed.), Social, emotional, and personality development: Vol. 3, In W. Damon (general ed.), Handbook of child psychology (5th ed.) (pp. 553-617). New York: Wiley.