Department: Education Group: Science Semester No.

I
Course Title: Child
Course Code: EDU-I- 331 Credit Hours: 3
Development

Course Description:
This course is about:
 Understanding mechanism of the child development with reference to language,
cognition, emotional, social, and physical characteristics of these aspects.
 Exposed to different theoretical basis for such development and how to manage learning
for children at different levels of development.
 Provided with real life experiences to study/observe children at different levels of the
development in order to enhance their understanding.
 Delivered in a manner to develop knowledge, skills and attitudes of prospective teacher
so as to create conducive environment for children.
 Assessed in terms of application of knowledge in making teaching learning process
suitable in meeting needs of children.
Course Learning Outcomes (CLO) PLO Leaving
Statements
Domain
Sr. & Level
No
1.  Describe the theoretical basis for Graduates of a B.Ed (Hons) Degree will P3
children and their application to have:
educational setting. Knowledge of Skills:
2.  Explains the basic concept of child  Communicate effectively and
growth development. professionally and demonstrate the
 Differentiate between various ability to create coherent written and oral
3. aspects of child development. statements with the diverse audience
 Demonstrate an understanding of across the cultures replicating skills to
4. individual difference of students analyze and synthesize information.
5. and children of specific needs.  Demonstrate effectively practicing of
 Practice appropriate teaching overall human behavior knowledge and
methods for students ability to identify and interpret essential
psychological, concept principles and
skills.
 Development of a number of practical
and applied life skills pertaining to
mental health, human relations and
cross-cultural awareness
 Demonstrate scientific thinking in order
to understand the relationship between
 theories, observation, and conclusions
and skillfully evaluate the empirical
support for various theories and findings.

Reference Books
1. Arif, H. A. (2003) Human Development and Learning. Lahore: Majeed Book Depot.
2. Berk, E. L. (2006) Child Development. (7th Ed). New York: Pearson Education, Inc
3. Crain, W. (2010) Theories of Development: Concepts and Applications, (6th Ed). Pearson
Education, Inc: ISBN-10: 0-205-81046-2
4. Moreno, R. (2010) Educational Psychology. (1st Ed). New Maxico: John Wiley & Sons,
Inc.Nagel, M. & Scholes, L. (2017) Understanding Development and Learning: Implications for
Teaching. (1st Edition). Oxford University Press
5. Santrock, J.W. (2001) Educational Psychology. Boston: McGraw Hill.
6. Sigelman, K. C. & Rider, A. E. (2015) Life-Span Human Development. (8th Ed). USA: Cengage
Learning.
7. Slaven, E. R. (2006) Educational Psychology Theory and Practice. (8th Edition). New York:
Pearson Education, Inc
8. Vander Zanden, J. W. (1997) Human Development. (6th Ed). New York: The Mc Graw-Hill
Companies, In
References Websites
1. Child Development Institute website, designed to provide information and tools parents need to
understand their children. http://childdevelopmentinfo.com
2. Early Childhood Development (ECD) Pakistan website. http://www.ecdpak.com
3. Encyclopedia on Early Childhood Development (available in English and Urdu).
http://www.child-encyclopedia.com/en-ca/home.html
4. Nurture: Pakistan’s Pioneer Publication on Early Childhood Development.
http://www.ecdpak.com/nurture/about_nurture.html
5. Search Institute® is a leading global innovator in discovering what children and adolescents need
to succeed in their families, schools, and communities. They present a ‘Developmental Asset
Lists’ at http://www.search-institute.org/developmental-assets/lists
6. Laws of Learning: Primary and Secondary | Psychology.
https://www.psychologydiscussion.net/learning/learning-theory/laws-of-learning-primary-and-
secondary-psychology/2509
 Child Development
Course outline for BS.ED (Hons) I
Credit Hours: 3

This course enables the students to:

1) Describe the theoretical basis for children and their application to educational
setting.
2) Explains the basic concept of child growth development.
3) Differentiate between various aspects of child development.
4) Demonstrate an understanding of individual difference of students and children of
specific needs.
5) Practice appropriate teaching methods for students
1) Introduction to growth and development
i. Overview of growth and development
ii. Nature and nurture controversy
iii. Factors influencing child development
2) Physical Development
i. The ABCs of genetics
ii. Life before death
iii. Physical development in children
iv. Physical Characteristics of learner and appropriate physical condition
v. Primary school and kindergarten
vi. Elementary Level
3) Intellectual Development
i. Definition intelligence
ii. Measurement of intelligence
iii. Intellectual development from infancy to adolescences
iv. Intellectual characteristics of learner and
v. Primary school and kindergarten
vi. Elementary Level
 4) Social Development
i. Social development from infancy to adolescences
ii. Social characteristics of learner and provision of relevant activities at following level
iii. Primary school and kindergarten
iv. Elementary Level
5) Emotional Development
i. Emotional development from infancy to adolescences
ii. Emotional characteristics of learner and provision of relevant activities level
6) Moral Development
i. Morality as rooted in children nature
ii. Morality as adaptation of moral norms
iii. Moral development from infancy to adolescences
iv. Moral characteristics of learner and provision of suitable activities to inculcate moral
values of following level
v. Primary school and kindergarten
vi. Elementary Level

7) Language Development
i. What is language?
ii. Components of language
iii. The sequence of language development at different stages
iv. Environmental influence of language
v. Primary school and kindergarten
vi. Elementary Level
8) Human Learning and Classroom Teaching

i. Definition of learning
ii. Factors affecting learning
iii. Laws of learning
iv. Laws of maturation
v. Role of teacher in classroom learning

9) Individual Differences
 i. Sources and types of individual differences
ii. Hereditary and environment
iii. Differences in learning and thinking styles
iv. Effects of individual difference in learning
v. Strategies on deal with individual difference on learning
vi. Children with special needs
Reference Books
1. Arif, H. A. (2003) Human Development and Learning. Lahore: Majeed Book Depot.
2. Berk, E. L. (2006) Child Development. (7th Ed). New York: Pearson Education, Inc
3. Crain, W. (2010) Theories of Development: Concepts and Applications, (6th Ed).
Pearson Education, Inc: ISBN-10: 0-205-81046-2
4. Moreno, R. (2010) Educational Psychology. (1st Ed). New Maxico: John Wiley & Sons,
Inc.Nagel, M. & Scholes, L. (2017) Understanding Development and Learning:
Implications for Teaching. (1st Edition). Oxford University Press
5. Santrock, J.W. (2001) Educational Psychology. Boston: McGraw Hill.
6. Sigelman, K. C. & Rider, A. E. (2015) Life-Span Human Development. (8th Ed). USA:
Cengage Learning.
7. Slaven, E. R. (2006) Educational Psychology Theory and Practice. (8th Edition). New
York: Pearson Education, Inc
8. Vander Zanden, J. W. (1997) Human Development. (6th Ed). New York: The Mc Graw-
Hill Companies, In
References Websites
1. Child Development Institute website, designed to provide information and tools parents need
to understand their children. http://childdevelopmentinfo.com
2. Early Childhood Development (ECD) Pakistan website. http://www.ecdpak.com
3. Encyclopedia on Early Childhood Development (available in English and Urdu).
http://www.child-encyclopedia.com/en-ca/home.html
4. Nurture: Pakistan’s Pioneer Publication on Early Childhood Development.
http://www.ecdpak.com/nurture/about_nurture.html
5. Search Institute® is a leading global innovator in discovering what children and adolescents
need to succeed in their families, schools, and communities. They present a ‘Developmental
Asset Lists’ at http://www.search-institute.org/developmental-assets/lists
6. Laws of Learning: Primary and Secondary | Psychology.
https://www.psychologydiscussion.net/learning/learning-theory/laws-of-learning-primary-
and-secondary-psychology/2509
Course Outline

1. Introduction to growth and development

2. Physical Development
3. Intellectual Development
4. Social Development
5. Emotional Development
6. Moral Development
7. Language Development
8. Human Learning and Classroom Teaching
9. Individual Difference

Lecture Plan

Indicative content:

Weeks Topics Sub Topics Activities/

Assignments

 Overview of growth Class Activity:

Group discussion
Introduction to and development on scope of Health
growth and  Nature and nurture psychology

development controversy
Wee
k 1-  Factors influencing
2
child development

Physical  The ABCs of genetics Presentation No. 1

Wee
Development  Life before death
k 3-
4  Physical development in
children
 Physical Characteristics of
learner and appropriate
physical condition
  Primary school and
kindergarten
 Elementary Level

Intellectual  Definition intelligence Presentation No. 1

Development
 Measurement of
Wee
k 5- Social intelligence
6 Development
 Intellectual development
from infancy to
adolescences
 Intellectual characteristics
of learner and
 Primary school and
kindergarten
 Elementary Level
 Social development from
infancy to adolescences
 Social characteristics of
learner and provision of
relevant activities at
following level

 Primary school and Quiz 1

Social
kindergarten
Wee Development
k 7-  Elementary Level
8
 Emotional development
Emotional
Development from infancy to
adolescences
 Emotional characteristics
of learner and provision of
relevant activities level
Moral  Morality as rooted in Test No. 1
Wee Development
 k 9- children nature
10
 Morality as adaptation of
moral norms
 Moral development from
infancy to adolescences
 Moral characteristics of
learner and provision of
suitable activities to
inculcate moral values of
following level
 Primary school and
kindergarten
 Elementary Level

Language  What is language? Quiz 2

Wee
Development  Components of language
k
11-  The sequence of language
12
development at different
stages
 Environmental influence of
language
 Primary school and
kindergarten
 Elementary Level

Human  Definition of learning Class discussion

Learning and  Factors affecting learning
Classroom  Laws of learning
Week 13-14
Teaching  Laws of maturation
 Role of teacher in
classroom learning
 Individual  Sources and types of Quiz 3
Differences individual differences
Week 15
 Hereditary and environment
 Differences in learning and
thinking styles
 Effects of individual
difference in learning
 Strategies on deal with
individual difference on
learning
 Children with special needs
Revision Presentation No. 3

Wee
k 16
Assessment Policy:

1. Tests and Examinations: During each semester the

student will take the following tests and examinations.
(a) Quizzes: A minimum of 4 quizzes will be
conducted throughout the semester 2 prior to midterm and
2 after midterm. There will be no makeup quizzes for
any type of absentees.
(b) Midterm Test: There will be one such test in each
semester. The test will be of 35 marks and 90 minutes
duration. Marked papers will be shared with the students.
There will be no makeup midterm for any type of
absentees.
(c) Project: The students will prepare project
individually. The instructor will check and return.
Presentation and discussion of the project will be held in
the classroom. No extension in timelines will be
provided to any individual student.
(d) Final Examination. The final comprehensive
examination will be held in each course at the end of the
semester. The test will be of 45 marks and 150 minutes
duration. The final term exam will be conducted from
complete syllabus and at least one third of the paper
content will comprise from the syllabus covered before
midterm.
(e) Paper Pattern. The pattern of the examination for
midterm and final term Examination will be determined by
the instructor according to the nature of the subject, in
consultation with the Principal and Program Coordinators.
2. Weight-age of Examinations. Following distribution of
marks is to be followed for determining a student’s grade
(a) Quizzes (04) 10%
(b) Midterm 35%
(c) Project 10%
(d) Final Examination 45%
3. Minimum Attendance Requirement. Students are
expected to attend all the classes to take full advantage of the
learning opportunities including quizzes, tests, home assignments,
projects and presentations. A minimum of 90 percent class
attendance is mandatory to sit in the final examination of every
semester. No allowance whatsoever shall be given on this account.
Grading Policy:

Percentage Letter Grades Grade Points Mid Points of

Grades

90-100 A 4

85 –89 A- 3.67-3.99 3.83

80 –84 B+ 3.33-3.66 3.49

75 –79 B 3.00-3.32 3.16

70 –74 B- 2.67-2.99 2.83

66 –69 C+ 2.33-2.66 2.49

62 –65 C 2.00-2.32 2.16

58 –61 C- 1.67-1.99 1.83

50 –57 D 1.00-1.66 1.33

 Project

Announcement: Project will be announced in the 3rd week

Preparation time: Two weeks/ 15 days
Submission time: 06th week Presentation
Time:05th week
Topic: Students will prepare lesson plans of different subjects. Objectives of
Project:

By completing the project students will be able to:-

 Know about the need of lesson plan.
 Understand different steps of lesson plan.
 Prepare lesson plans of different subjects.
 Make format of lesson plan.
 Knowhow lesson plan is helpful in teaching learning process.
Guidelines for project:
The students will prepare project individually. This will contain following steps:
 Introduction of lesson plan.
 Importance of lesson plan.
 What is the role of lesson plan in teaching?
 Prepare lesson plan of different subjects.
 Prepare models, charts, pictures related to lessons.
 Also write any activity through which you will be able to engage the students to
participate in active thinking process and how they will improve their analytical
approach.
 Give suggestions.
 Running and end references will be given according to APA style.
Project expectations:
 Deadline for submission should be followed strictly.
 A high level of presentation is expected commensurate with graduate level
studies.
Project Criteria for Lesson plans:
Project will be assessed on following parameters:

Research work/Preparation 2 marks

Contents 5 marks
Presentation 3 marks
Teaching Methodologies

 Lecture Method
 Discussion Method
 Demonstration Method
 Project Method
 Inductive/Deductive Method
Activities

 Group Activities
 Individual Activities
 Pair Work
 Home Assignment
 Project
 Presentations
 Class room discussion.