Advanced Child Growth and Educational Development
EDUC 6328-001
Spring 1999
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Steven R. Guberman |
Time: Wednesdays, 6:45 - 9:15 p.m. |
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Office: Education 215 |
Location: Education 132 |
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Office hours: |
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Wednesdays 4:00 - 5:30 |
Phone: 492-8391 |
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Thursdays 2:30 - 4:00 |
E-mail: steven.guberman@colorado.edu |
Overview
In this seminar, we will examine theoretical and empirical work on children's development with a focus on their implications for education, including learning in and outside of school. The primary emphasis of the course will be Piagetian and Vygotskian perspectives on cognitive development from birth through adolescence. Four topics are planned: (a) Vygotskian and Piagetian ways of understanding and studying children's development, (b) descriptions of children's developing understanding of various topics (e.g., mathematics, science, the arts, AIDS), (c) children's social and emotional development, and (d) the application of theory and research findings to children's formal and informal education (with a focus on children's museums).
Readings
Bodrova, E., & Leong, D. J. (1996). Tools of the mind. Englewood Cliffs, NJ: Prentice-Hall.
Flavell, J. H., Miller, P. H., & Miller, S. A. (1993). Cognitive development (third edition). Englewood Cliffs, NJ: Prentice-Hall.
Additional photocopied readings are on reserve in the Equity, Diversity, and Education Library (Education room 344).
Assignments
Students' active involvement in class is, perhaps, the most important ingredient in the success of the course. Participation will take many different forms. Students should be ready to discuss the readings each week, with both questions and topics in mind. Students may be called on to initiate discussion of the readings by, for instance, providing a summary of major topics, asking questions, or presenting their reactions. Students should be prepared to summarize their "brief papers" for the class and to lead a discussion of readings assigned to student subgroups (February 3, March 17, March 31).
Each week you will be expected to contribute to an internet discussion on topics related to the course. You may comment on something that happened in class the week before, on the readings for the next class, respond to another student's comments, or write briefly about anything related to the course themes and assignments. The tone of the discussion should be thoughtful and scholarly, and may include (among other types of discussion) questions and topics for class discussion; ideas about how the readings relate to other readings, classes or experiences outside of class; and ideas and questions concerning your papers and projects. Messages for each week must be posted by noon on Wednesday.
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Each student will complete a semester-long project in which ideas from the course are applied to a real-world program. Students are encouraged to select applications and venues that match their interests. Examples from the field of museum education include: Working with Barbara Kelly, Associate Director of the CU Museum, to complete a summative evaluation of their current NASA-funded space project; working with the staff of Collage Children's Museum (Boulder) to develop pre- and post-visit educational materials for teachers and families; and working with staff of the Denver Children's Museum to evaluate their plans for new exhibits. The exact nature of each project and its requirements will be arranged in consultation with the instructor and other class members. A written report describing the project and its relation to topics from the course will be due at the last class. Please refer to the "Schedule of Readings and Assignments" for project-related requirements and deadlines.
Grading
Grades will be based on participation (including internet discussion) and the term project (including interim reports); each component will contribute approximately one-half to the final grade. The instructor will provide a midterm evaluation for each student.
Schedule of Readings and Assignments
January 13
Introduction: Development and Learning In and Out of School
Asking questions about children's development: The Santa Claus Myth
January 20
Introduction to Theories of Cognitive Development
Readings
Maccoby—from Social Development (Chapter 1: Introduction and Historical Overview)
Flavell, Miller, & Miller—from Cognitive Development (Chapter 1: Introduction)
Edeiken—Children's Museums: The Serious Business of Wonder, Play, and Learning
January 27
Piaget's Theory of Cognitive Development
Readings
Gardner—from The Quest for Mind (Chapter 3: Piaget)
Flavell, Miller, & Miller—from Cognitive Development (Chapter 2: Infancy)
Borun—Naïve Notions and the Design of Science Museum Exhibits
Assignment
A two-paragraph description of your initial plans for the term project is due in class. In one paragraph, describe the kind of setting you hope to use; in the other paragraph, describe your plans for gaining access to that setting (such as contacting the director).
February 3
Cognitive Development: Early Childhood through Adolescence
Readings
Everyone:
Flavell, Miller, & Miller—from Cognitive Development (Chapter 3: Early Childhood, pp. 76-100, 127-130; Chapter 4: Middle Childhood and Adolescence, pp. 131-159, 169-172).
Feher & Rice—Development of Scientific Concepts Through the Use of Interactive Exhibits in a Museum
Assigned groups (from Flavell, Miller, & Miller):
Theory of Mind (pp. 100-116)
Basic Numerical Abilities (pp. 116-127)
Scientific Thinking (pp. 159-169)
February 10
The Social Construction of Mind
Readings
Bodrova & Leong—from Tools of the Mind (Chapters 1 - 6)
Curtis—Young Children's Learning from Objects: Research in the Marischal Museum
February 17
Social Interaction and the Zone of Proximal Development
Readings
Bodrova & Leong—from Tools of the Mind (Chapters 7 - 11)
Crowley & Callanan—Describing and Supporting Collaborative Scientific Thinking in Parent-Child Interactions
Assignment
A one-page project update is due in class. You should describe what you have accomplished so far (such as gaining access to a site) and what you hope to accomplish over the remainder of the semester. Include a paragraph about how your project relates to themes from the class.
February 24
Extensions of Vygotsky
Readings
Brown & Campione—Guided Discovery in a Community of Learners
Moll & Whitmore—Vygotsky in Classroom Practice: Moving from Individual Transmission to Social Transaction
March 3
Social Cognition and Academic Socialization
Readings
Flavell, Miller, & Miller—from Cognitive Development (Chapter 5: Social Cognition)
Csikszentmihalyi & Henderson—Intrinsic Motivation in Museums: What Makes Visitors Want to Learn?
Assignment
A written project update is due in class. It should specify the goals and aims of your project and include a time line for their accomplishment.
March 10
What Develops I: Developmentally Appropriate Practice
Readings
Gestwicki—from Defining Developmentally Appropriate Practice (Chapter 1: What It Is; Chapter 2: What It Is Not)
Robertson—Common Ground Between Museums and Schools: Developmentally Appropriate Practice
March 17
What Develops II: Applications of Developmentally Appropriate Practice
Readings
Select one:
ECOLOGY: Sobel—Beyond Ecophobia
AIDS: Tonks—from Teaching AIDS (Chapter 4: Age Appropriate Information)
Moral Development: Pressley—from Advanced Educational Psychology (Chapter 9: Preparing Students to Think Responsibly About Difficult Social Problems)
ART: Lowenfeld & Brittain—from Creative and Mental Growth (Chapter 2: Understanding Growth and Development)
March 24
Spring Break
March 31
What Develops III: Academic Topics
Each student will select one topic to research from a developmental perspective and present to the class. Topics include (but are not limited to) mathematics, science, reading, writing, and social studies(e.g. history, geography).
April 7
What Develops IV: Culture and Development
Readings
Greenfield & Suzuki—Culture and Human Development: Implications for Parenting, Education, Pediatrics, and Mental Health
April 14
Focus on Museums
Readings
McManus—Topics in Museums and Science Education
Bunch—Educational Philosophy and Program Planning: Applying Learning Theory and Research in Youth Museums
April 21
AERA
April 28
Presentations
Assignments
Be prepared to present a 12-minute summary of your project. Handouts and audio-visual aids are encouraged but not required.
Written project reports are due in class.
Readings on Reserve
(Equity, Diversity, and Education Library)
Bodrova, E., & Leong, D. J. (1996). Tools of the mind: The Vygotskian approach to early childhood education. Englewood Cliffs, NJ: Prentice-Hall.
Borun, M. (1989). Naive notions and the design of science museum exhibits. Journal of Museum Education, 14(2), 16-17.
Brown, A. L., & Campione, J. C. (1996). Guided discovery in a community of learners. In K. MGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 229-270). Cambridge: The MIT Press.
Bunch, J. B. (1997). Educational philosophy and program planning: Applying learning theory and research in youth museums. In M. Maher (Ed.), Collective vision: Starting and sustaining a children's museum (pp. 79-89). Washington, DC: Association of Youth Museums.
Crowley, K., & Callanan, M. (1998). Describing and supporting collaborative scientific thinking in parent-child interactions. Journal of Museum Education, 23(1), 12-17.
Csikszentmihalyi, M., & Henderson, K. (1995). Intrinsic motivation in museums: What makes visitors want to learn? Museum News, 34-37, 59-61.
Curtis, N. (1997). Young children's learning from objects: Research in Marischal Museum. Journal of Education in Museums, 18, 31-33.
Edeiken, L. R. (1992). Children's museums: The serious business of wonder, play, and learning. Curator, 35(1), 21-27.
Feher, E., & Rice, K. (1985). Development of scientific concepts through the use of interactive exhibits in a museum. Curator, 28(1), 35-46.
Flavell, J. H., Miller, P. H., & Miller, S. A. (1993). Cognitive development. (3rd ed.). Englewood Cliffs, NJ: Prentice Hall.
Gardner, H. (1981). The quest for mind: Piaget, Levi-Srauss, and the structuralist movement. (2nd ed.). Chicago: The University of Chicago Press.
Gestwicki, C. (1999). Developmentally appropriate practice: Curriculum and development in early education. (2 ed.). Albany, NY: Delmar.
Greenfield, P. M., & Suzuki, L. K. (1998). Culture and human development: Implications for parenting, education, pediatrics, and mental health. In W. Damon (Ed.), Handbook of child psychology (5th ed., Vol. 4 - Child Psychology in Practice [I. E. Sigel & K. A. Renninger, vol. eds.], pp. 1059-1109). New York: John Wiley and Sons.
Lowenfeld, V., & Brittain, W. L. (1987). Creative and mental growth. (8th ed.). New York: Macmillan.
Maccoby, E. E. (1980). Social development: Psychological growth and the parent-child relationship. New York: Harcourt Brace Jovanovich.
McManus, P. M. (1992). Topics in museums and science education. Studies in science education, 20, 157-182.
Moll, L. C., & Whitmore, K. F. (1993). Vygotsky in classroom practice: Moving from individual transmission to social transaction. In E. A. Forman, N. Minick, & C. A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children's development (pp. 19-42). New York: Oxford University Press.
Pressley, M. (1995). Advanced educational psychology: For educators, researchers, and policymakers. New York: Harper Collins.
Robertson, M. O. (1997). Common ground between museums and schools: Developmentally appropriate practice. In M. Maher (Ed.), Collective vision: Starting and sustaining a children's museum (pp. 94-97). Washington, DC: Association of Youth Museums.
Sobel, D. (1996). Beyond ecophobia: Reclaiming the heart in nature education. Great Barrington, MA: The Orion Society and the Myrin Institute.
Tonks, D. (1996). Teaching AIDS. New York: Routledge.