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Courses may be offered in one of the following modalities:

Traditional in-person courses (0–29 percent of coursework is delivered online, the majority being offered in person.)
Hybrid/blended courses (30–79 percent of coursework is delivered online.)
Online courses (100 percent of coursework is delivered online, either synchronously on a designated day and time or asynchronously as a deadline-driven course.)
Hyflex (Students will be assigned to attend in-person or live streamed sessions as a reduced-size cohort on a rotating basis; live sessions are also recorded, offering students the option to participate synchronously or view asynchronously as needed.)

If you are enrolled in courses delivered in traditional or hybrid modalities, you will be expected to attend face-to-face instruction as scheduled.

Childhood Development (ECH-600)

Semester:	Spring 2025
Number:	0807-600-001
Instructor:	Nancy Ruisi
Days:	Monday 4:30 pm - 6:20 pm
Note:	Hybrid Online/In-Person Class
Location:	Garden City
Credits:	3
Notes:	In Person Dates: Jan. 27feb. 10march 3march 31april 14april 28may 12
Course Materials:	View Text Books
Description:	This course studies child development from conception to adolescence. Lectures and readings focus on historical and cultural perspectives on childhood, genetics, and environmental health; the evolution based approach to development; research on infant perception and language development; social development; and abnormal development. Major theorists such as Freud, Kohlberg, and Piaget are discussed with an emphasis on their theories of personality and cognitive development.
Learning Goals:	Objectives• To gain an understanding of the key concepts in developmental theory• To develop an understanding of the applications of developmental theory in the lives of children through study of child development in school contexts and in selected literary works and films. • To explore developmental theory in action through an extended case study of a child.• To understand that there are multiple perspectives on childhood to consider: historical, socio-cultural, emotional, racial/ethnic, demographic, and economic perspectives. • To understand more deeply the implications of each of these perspectives in working with children. *The learning goals displayed here are those for one section of this course as offered in a recent semester, and are provided for the purpose of information only. The exact learning goals for each course section in a specific semester will be stated on the syllabus distributed at the start of the semester, and may differ in wording and emphasis from those shown here.

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