PY-201 Human Growth and Development

Course title : PY 201 Human Growth and Development

Campus : National, Chuuk, Kosrae, Yap

Initiator:Pearl Habuchmai Olter-Pelep

Date: 05/06/18

Course description: This course introduces the student to human growth and development. The course emphasizes physical, behavioral, humanistic, cognitive, emotional, and moral issues related to human development. The course covers the entire human life cycle from the prenatal period through old age and death. Student professionalism is measured.

Hours per Week

No. of Weeks

Total Hours

Semester Credits

Lecture

3

X

16

=

48

=

3

Laboratory

X

=

=

Lecture/Lab

X

=

=

Workshop

X

=

=

Total Semester Credits

3

PSLO#

Program

1,2

Pre-Teacher Preparation

1,2

3^rd Year Certificate in Teacher Preparation-Elementary

[X]

1. Effective oral communication: capacity to deliver prepared, purposeful presentations designed to increase knowledge, to foster understanding, or to promote change in the listeners’ attitudes, values, beliefs, or behaviors.

[X]

2. Effective written communication: development and expression of ideas in writing through work in many genres and styles, utilizing different writing technologies, and mixing texts, data, and images through iterative experiences across the curriculum.

[X ]

3. Critical thinking: a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.

[ ]

4. Problem solving: capacity to design, evaluate, and implement a strategy to answer an open-ended question or achieve a desired goal.

[ ]

5. Intercultural knowledge and competence: a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.

[ ]

6. Information literacy: the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand.

[ ]

7. Foundations and skills for life-long learning : purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence.

[ ]

8. Quantitative Reasoning: ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations; comprehends and can create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats.

CSLO (General) 1 : Explain the developmental theories and their applications through cognitive, physical and emotional social development.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

1.1 Describe the concept of human development and differentiate the three major domains (physical, cognitive and emotional social development).

Explain the goals of developmental psychology and science in general.

1.2 Describe the theories of Piaget, Erikson, Kohlberg, Pavlov, Skinner, Bandura, Maslow, and Kohlberg in relation to human development.

1.3 Compare and Contrast the differences between Vygotsky and Chomsky’s view on language development.

*2,3,6,7

2,3

1,2,3

1

1

1

1.1 Student will describe the concept of human development and explain the differences of the three major domains on a test. Student will do a writing assignment in explaining the four goals of developmental psychology on a test.

1.2 Student will do a writing assignment on describing each of the developmental theories of Piaget, Erikson, Kohlberg, Pavlov, Skinner, Bandura, Maslow, and Kohlberg in relation to human development. A scoring rubric will be used.

1.3 Student will do an oral presentation on describing the differences between Vygotsky and Chomsky’s view on language development. A scoring rubric will be used.

CSLO (General) 2: Describe the major physical and emotional social developmental stages of individuals from conception to adolescence.

Student Learning Outcomes (specific)

ISLO

PSLO

Assessment Strategies

2.1 Explain the major developmental stages of individuals for early childhood (2 to 6 years).

2.2 Explain the major physical changes of 3 to 7-year-old children with a special emphasis on the difference between gross and fine motor skills.

2.3 Describe the growth pattern of 7 to 12-year-old children with a special emphasis on the sequential acquisition of conservation skills of children.

2.4 Develop an understanding of the major developmental stages of Adolescence/Youth

2,3

2,3

2,3

2,3

1

1

1

1

2.1 Student will explain on a test, the major developmental stages of individuals in the early childhood stage.

2.2 Student will explain on a test, the major physical changes of 3 to 7- year-old children with a special emphasis on the difference between gross and find motor skills.

.

2.3 Student will explain the developmental patterns of children during this period on a test, which will include the sequential acquisition of conservation skills.

2.4 Student will explain in a one-page summary of the major developmental stages of Adolescence/Youth. A scoring rubric will be used.

CSLO (General) 3: Describe the physical, cognitive, and emotional social development changes of individuals from early adolescence, late adolescence, early adulthood, and late adulthood.

Student Learning Outcomes (specific)

ISLO

PSLO

Assessment Strategies

3.1 Explain the changes in physical, emotional/social, and cognitive development during early adolescence.

3.2 Explain the changes in physical, emotional/social, and cognitive development during late adolescence.

3.3 Explain the changes in physical, emotional/social, and cognitive development during early adulthood.

3.4 Explain the changes in physical, emotional/social, and cognitive development during late adulthood.

1,2,3

2,3

2,3

2,3

1

1

1

1

3.1 Student will do an oral presentation on describing the changes in physical, emotional/social, and cognitive development during early adolescence. A scoring rubric will be used.

3.2 Student will describe on a written test the changes in physical, emotional/social, and cognitive development during late adolescence.

3.3 Student will do a writing assignment on describing the changes in physical, emotional/social, and cognitive development during early adulthood. A scoring rubric will be used.

3.4 Student will describe on a written test the changes in physical, emotional/social, and cognitive development during late adulthood.

CSLO (General) 4: Describe the physical, cognitive and emotional social characteristics of individuals during the old age and death stages.

Student Learning Outcomes (specific)

ISLO

PSLO

Assessment Strategies

4.1 Explain the changes in physical, cognitive, and emotional social characteristics of old age.

4.2 Describe the changes in physical, cognitive and emotional characteristics of death.

4.3. Explain the physical, cognitive, and emotional characteristics of the stages of death.

4.4 Explain the major causes of death and how human beings adjust to the death of a loved one during grief, bereavement, and mourning.

2,3

2,3

2,3

2,3

1

1

1

1

4.1 Student will do a writing assignment on describing the changes in physical, emotional/social characteristics of an individual during old age.

4.2 Student will describe on a written test the changes in physical, emotional/social characteristics of death.

4.3 Student will do a writing assignment on describing the stages of death through the cognitive, emotional and emotional/social characteristics.

4.4 Student will describe on a written test the major causes of death and how human beings adjust to the death of a loved one during grief, bereavement, and mourning.