EDEF 300

I. Course Title: Human Development and Learning: Birth through Adolescence (GE)

II. Course Number: EDEF 300 

III. Credit Hours: 3 credits

IV. Prerequisites: None

V. Course Description: 

Covers critical components of human development from the prenatal stage through adolescence, including theories, ethics, research and applications. Personal, social, cognitive, professional, and cultural perspectives related to working with children and adolescents are explored.

Note(s): General Education and Cultural or Behavioral Analysis designated course.  EDEF 300 may be taken concurrently with [or before] EDEF 320, but EDEF 320 may not be taken prior to EDEF 300.   This course will not satisfy in-major requirements for psychology majors.

VI. Detailed Description of Content of the Course:

Covers critical components of human development from the prenatal stage through adolescence, including theories, ethics, research and applications. Personal, social, cognitive, professional, and cultural perspectives related to working with children and adolescents are explored. This course does not meet requirements for psychology majors. 

I. Defining the field of child development

    A. Theories of and research in child development

    B. Ethics in regard to working with children

    C. Applications of theories, research, and ethics

        1. Personal perspectives

        2. Social policy perspectives

        3. Professional perspectives

        4. Cultural perspectives

II. Exploration of the developmental stage of prenatal development

    A. Biological influences (heredity and genes)

    B. Environmental influences

        1. Preparing for parenthood

        2. Applications regarding influences on prenatal development

III. Exploration of the developmental stage of birth and the newborn baby

    A. Theoretical perspectives

    B. Stages of childbirth

    C. Newborn baby

    D. Infants at risk

    E. Post-partum family relationships

    F. Cultural diversity in birth and the newborn baby

IV. Exploration of the developmental stage of infancy and toddlers (birth to age 2)

    A. Theoretical perspectives

    B. Physical growth

    C. Motor development (gross and fine motor)

    D. Perceptual development

    E. Cognitive development

        1. Information processing 

        2. Social influences on early cognitive development

    F. Language development

    G. Brain development

    H. Social and emotional development

        1. Temperament

        2. Attachment

        3. Developmental Disabilities 

    I. Factors affecting development

    J. Applications regarding infant and toddler development

V. Exploration of the developmental stage of early childhood (2 through 4-5 years)

    A. Theoretical perspectives

    B. Physical growth

    C. Motor development (gross and fine motor)

    D. Perceptual development

    E. Cognitive development

        1. Egocentrism

        2. Animism

        3. Centration

        4. Scaffolding

    F. Language development

        1. General language development

        2. Linguistic diversity

    G. Brain development

    H. Social and emotional development

        1. Gender

        2. Peer influences

        3. Moral development

        4. Identity

    I. Factors affecting development

         1. Cultural diversity

         2. Media and technology

    J. Applications regarding early childhood development

VI. Exploration of the developmental stage of middle childhood (5-6 through 10 years)

    A. Theoretical perspectives

    B. Physical growth

    C. Motor development (gross and fine motor)

    D. Perceptual development

    E. Cognitive development

        1. Transitivity

        2. Information processing

        3. Selective attention

        4. Memory 

        5. Working memory

        6. Storage and retrieval of information

        7. Metacognition and metamemory

        8. Intellectual development, creativity, and achievement

    F. Language development

    G. Brain development

    H. Social and emotional development

        1. Gender

        2. Peer influences

        3. Moral development

        4. Identity

        5. Parenting style

I. Factors affecting development

        1. Cultural diversity

        2. Media and technology

    J. Applications regarding childhood development

VII. Exploration of the developmental stage of adolescence 

    A. Theoretical perspectives

    B. Physical growth and development

    C. Cognitive and brain development

        1. Imaginary Audience

        2. Personal Fable

        3. Abstract thought

    D. Social and emotional development

        1. Gender

        2. Peer influences

        3. Moral development

        4. Identity

    E. Factors affecting development

        1. Cultural diversity

        2. Media and technology

    F. Applications regarding adolescent development

VII. Detailed Description of Conduct of Course:

Instructional strategies may include but are not limited to the following: large and small group instruction, observations conducted by students, student presentations, role-play/simulations, cooperative learning, demonstrations/modeling, web-enhanced instruction, analysis of vignettes and case studies, guest speakers, and lecture.

VIII. Goals and Objectives of the Course:

Having successfully completed this course, the student will be able to:

1. Understand the major theories of child and adolescent development and how they can be used to inform educational decision-making.
   
   1. Identify the major theories in child and adolescent development and their components
   2. Match the theorists associated with each major theory
2. Identify the developmental milestones of children and adolescents and determine when individuals may need to be referred for possible developmental delays and/or giftedness.
   
   1. Recognize the physical milestones from infancy through adolescence
   2. Recognize social-emotional milestones from infancy through adolescence
   3. Recognize cognitive milestones from infancy through adolescence, including speech and language development and attention deficit disorders
   4. Draw conclusions about the relationship between developmental disabilities, issues, and socio-economic inequities
   5. Distinguish between typical and atypical development
3. Describe how social identity and interpersonal relationships affect one’s sense of self and belonging
   
   1. Recall commonly accepted terminology used to describe social identities
   2. Compare the norms, privileges, biases, and forms of discrimination associated with majority and minority cultural affiliation (race, ethnicity, religion/spirituality, nationality)
   3. Compare the norms, privileges, biases, and forms of discrimination associated with sexual identity and orientation
   4. Compare the norms, privileges, biases, and forms of discrimination associated with (dis)ability
   5. Draw conclusions about the relationship between family and community, peers, and the role of social media in child and adolescent sense of self and belonging
4. Understand the risk and resilience factors that contribute to child and adolescent health, well-being, education, and career outcomes.
   
   1. Identify common adverse childhood experiences (ACEs) as identified by the Center for Disease Control, including family disruptions
   2. Identify patterns of behavior and thinking associated with trauma
   3. Identify resilience factors that can buffer adverse experiences
   4. Recall abuse and neglect responding and reporting requirements for educators
5. Use the lens of human development in guiding learning experiences for children and adolescents. 
   
   1. Distinguish among developmental theories to inform educational decision-making
   2. Draw conclusions about how each developmental milestone can inform educational decision-making
   3. Identify your own social identity and ways it may impact your educational decision-making
   4. Describe how educators can foster resilience through classroom structure
   5. Describe how educators can foster resilience through learning experiences
   6. Critique learning experiences through a developmental lens.
   7. Create developmentally appropriate learning experiences

IX. Assessment Measures:

Assessment of learning may include, but is not limited to, the following: 

1. class participation
2. journal entries in which students reflect and apply concepts learned in class to their personal and professional development
3. exams
4. development of SMART goals for personal development 

Other Course Information:

None

Review and Approval

Revised April, 2009

August 2020

March 01, 2021

February 5, 2026