Foundation studies 1: child development - a teacher's perspective
Not offered in 1997
Ms S Devapragasam
4 points
* 2 hours per week
* Peninsula
Objectives Upon successful completion of this subject, students should demonstrate knowledge and understanding of the major theories in the field of child development; all three areas of development -- physical, cognitive and psychosocial, outlining the major characteristics of, and influences on, these three aspects of child development; the concept of intelligence and how it can be measured in school age children; the factor of ability differences and its implications for primary school teaching; the impact of culture and community on children's development and a consequent ability to create culturally compatible classrooms. Students should develop skills which will enable them to use charts and profiles estimating the acquisition of developmental milestones; demonstrate the ability to analyse child behaviour as presented in case studies; delineate ways and means to optimise development in all three aspects of the primary school child's development, namely the physical, the cognitive and the psychosocial. Students should develop attitudes which demonstrate a positive attitude towards understanding how children grow and develop; demonstrate confidence in their ability to observe, categorise and explain child behaviour; demonstrate an attitude of inquiry into how best to optimise the all-round development of children they will teach.
Synopsis This subject aims to make students aware of the processes of development in children. It familiarises students with the three areas of development: physical development, psychosocial development and cognitive development. Particular emphasis is placed on the period of development from 5 to 12 years. Relevant theories and recent research findings are discussed. Issues to be considered include physical development and its implications for the education of the child; cognitive development and language; personal, social and moral development; individual differences.
Assessment Test: 50%
* Examination: 50%
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