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Dec 21, 2024
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CFS 4630 - Transitions in Development: Middle Childhood
Explores the developmental tasks of middle childhood years (ages 6-12) as they reflect and influence family guidance and transmission of values. It includes an examination of children’s physical, cognitive, emotional, social, and spiritual growth from a biopsychosocial perspective. Developmental theories are studied within the greater context of family, environment, school, culture, ethnicity, and gender role development.
Requisites: C or better in (CFS 2700 and 2710) and (Jr or Sr)
Credit Hours: 3
Repeat/Retake Information: May be retaken two times excluding withdrawals, but only last course taken counts.
Lecture/Lab Hours: 3.0 lecture
Grades: Eligible Grades: A-F,WP,WF,WN,FN,AU,I
Learning Outcomes: - Demonstrate an understanding of childhood disorders and emotional and social development during middle childhood, including: gender role development; the development of moral understanding, self-concept, self-esteem, and self-conscious emotions.
- Demonstrate theoretical and empirical knowledge about the developmental period of middle childhood based on the research literature and set within the broader context of familial, environmental, cultural, and economic systems.
- Describe the physical changes and challenges that occur during middle childhood, including changes in body size and proportion, common health problems, and major milestones of gross and fine motor development.
- Develop and conduct research interviews; observe and report on the behavior of children; and apply content knowledge and critical thinking skills to a variety of investigative assignments.
- Discuss the major approaches to defining and measuring intelligence, the impact of heredity and environment on IQ, and the influences of culture on the intelligence test scores of ethnic minority children.
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