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.