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Core Standards of the Course
Students will participate in activities that help increase their awareness about what development is with its life-span perspectives, understand the four broad theories, and understand the scientific methods.
Describe the five broad theories - psychoanalytic theory, behaviorism, cognitive theory, humanism, evolutionary theories - that will be used throughout the book to present information and to provide a framework for interpreting events and issues in human development. (STEM) *Human Development/Biology
Discuss the strategies developmentalists use in their research, including scientific observation, experiments, and surveys. To study people over time, developmentalists have created several research designs. (STEM) *Science
Discuss several common mistakes that can be made in interpreting research, including the mistake of confusing correlation with causation and the ethics of research with humans. (STEM) *Science
Describe the fusion of the ovum and the sperm and the biological mechanisms by which normal, and sometimes abnormal, chromosomes and genes are transmitted to the developing zygote. (STEM) *Human Development/Biology
Discussion of how nature and nurture interact to affect development, focusing on alcoholism, nearsightedness, and certain birth defects, often caused by exposure to teratogens. (STEM) *Human Development/Biology
Student will understand the typical patterns of growth and maturation that occur in the infant's body (first two years) and nervous system and looks at how the development of sensory, perceptual, and motor abilities keeps pace with physical development.
Explore why the infant mortality rate has decreased during the twenty-ffirst century, and understand the causes and consequences of infant malnutrition and under-nutrition. (STEM) *Human Development/Biology
The student will explore the psychosocial development including not only the characteristics of the individual, such as self-awareness and personality, but also the relationships between the child and parents and the child and his or her culture.
Describes the psychoanalytic theories of Freud and Erikson along with behaviorism, cognitive, humanism, and evolutionary theories, which help us understand how the infant's emotional and behavioral responses begin to take on the various patterns that form personality. (STEM) *Human Development/Biology
The student will explore the developing person between the ages of 2 and 6. These years were once called the preschool years or the play years, but those terms are misnomers because school in all its varieties and playfulness are essential to development at every age.
Describes growth rates and the changes in shape that occur from ages 2 through 6, as well as the toddlers' eating habits. A description of the acquisition of gross and fine motor skills follows, noting the negative effects of environmental hazards on the development of motor skills. (STEM) *Human Development/Biology
Examines the brain growth and development and its role in physical and cognitive development. The developing limbic system is also described, along with its role in the expression and regulation of emotions during early childhood. (STEM) *Human Development/Biology
Explains Piaget's and Vygotsky's views of cognitive development at this age as well as focuses on what young children can do, including their emerging abilities to theorize about the world. (STEM) *Human Development/Biology
Understand the variations in early-childhood-education programs and identify the characteristics of a high-quality preschool intervention program, and briefly discuss the costs and benefits of preschool education
Describes young children social understanding beginning with emotional development and the emergence of the sense of self. With their increasing social awareness, children become more concerned with how others evaluate them and better able to regulate their emotions. (STEM) *Human Development/Biology
Discusses Baumrind's parenting patterns and their effects on the developing child. The effects of the media (especially television) and gender affect childhood psychosocial development. (STEM) *Technology/ Human Development/Biology
Identify the various categories of child maltreatment, and discuss the warning signs, consequences, and prevention of child maltreatment include foster care and kinship care as intervention options.
The student will explore the middle childhood stage; physical growth, cognitive abilities, education including language and the controversy over ways of measuring intellectual capacity and achievement.
Understand middle childhood is generally the healthiest period of the life span, health related problems still occur; two of the most serious are asthma and obesity. (STEM) *Human Development/Biology
Examine the development of cognitive abilities, beginning with the views of Piaget and Vygotsky regarding the child's growing ability to use logic and reasoning (as emphasized by Piaget) and to benefit from social interactions with skilled mentors (as emphasized by Vygotsky). (STEM) *Human Development/Biology
Explore the growing social competence of children, as described by Erikson and Freud, the growth of social cognition and self-understanding, and the ways in which children cope with stressful situations. (STEM) *Human Development/Biology
Explores the ways in which families influence children, including the experience of living in single-parent, stepparent, and blended families. Although no particular family structure guarantees optimal child development, income levels and harmony and stability are important factors in the quality of family functioning. (STEM) *Biology/Science/Behavioral Sciences
Children's interactions with peers and others in their ever-widening social world is the subject of the third section. Although the peer group often is a supportive, positive influence on children, some children are rejected by their peers or become the victims of bullying. (STEM) *Biology/Science/Behavioral Sciences
Understand that the middle childhood is also a time of expanding moral reasoning and examines Kohlberg's stage theory of moral development as well as current evaluations of his theory. (STEM) *Human Development/Biology
The Students will be identify all three domains of development - biosocial, and cognitive for young people ages 11 to 18 beginning with puberty ad the growth spurt. Although adolescence is, in many ways, a healthy time of life, the text also addresses two health hazards that affect many adolescents: sex too early and sexually transmitted illnesses.
Explain the biosocial metamorphosis of the adolescent is discussed in detail, with emphasis on factors that affect the age of puberty, sexual maturation, and changes in body rhythms. (STEM) *Human Development/Biology
Describe the cognitive advances and limitations of adolescence. With the attainment of formal operational thought, the developing person becomes able to think in an adult way - that is, to be logical, to think in terms of possibilities, and to reason scientifically and abstractly. (STEM) *Human Development/Biology
Explores teaching and learning in middle school and high school, as adolescents enter secondary school, their grades often suffer and their level of participation decreases. The rigid behavioral demands and intensified competition of most secondary schools do not, unfortunately, provide a supportive learning environment for adolescents.
The student will identify adolescence heightened quest for self-understanding and identity. Friends, family, community, and culture are powerful social forces that help or hinder the adolescent's transition from childhood to adulthood.
Examines the influences of family, friends, and society on adolescent psychosocial development, including the development of romantic and sexual relationships. (STEM) *Human Development/Biology
Describes how adult thinking differs from adolescent thinking. The experiences and challenges of adulthood result in a new, more practical and flexible thinking. Also, examines the effect of the college experience on cognitive growth. (STEM) *Human Development/Biology
Examines the personality development during emerging adulthood, both positive and negative emotions are strong, also addresses the need for intimacy in adulthood, focusing on the development of friendship, love, and marriage. (STEM) *Human Development/Biology
The student will examine the ages of 25 and 65, most people experience a variety of physical changes, such as wrinkling, graying and thinning of the hair, and redistribution of fat deposits. In addition, sensory acuity generally declines. Most of these physical changes have no significant health consequences, however.
Describe the typical pattern of biosocial development during middle adulthood, as well as age-related changes in the sexual-reproductive system and in brain functioning. (STEM) *Human Development/Biology
Discuss the cognitive expertise that often comes with experience, pointing out the ways in which expert thinking differs from that of the novice. Expert thinking is more specialized, flexible, and intuitive and is guided by more and better problem-solving strategies. (STEM) *Engineering/Creativity & Problem Solving
Understand the ways in which friendships and family dynamics change during adulthood, and to discuss how and why marital happiness changes from the wedding to old age. (STEM) *Human Development/Biology
http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE). Send questions or comments to USBE Specialist - PEARL HART and see the CTE/Family & Consumer Sciences Education website. For general questions about Utah's Core Standards contact the Director - THALEA LONGHURST .