About EDEC 1630 ZRA

The biological, psychological, and social growth and development of children and their relationships with family, peers, and institutions.


PACE Students Only; Colocated with EDEC 1630 A; Total combined enrollment = 60

Section Description

This course introduces students to child development from birth through adolescence. Through lectures, readings, discussions, and presentations, the course explores children’s cognitive, physical, and socioemotional development. Students will be introduced to theories of child development, which can contradict or complement each other, and are expected to think critically about how different areas of development influence each other and vary according to age and stage. In addition to developmental theory, students will use a social justice lens to explore the interactions between child development and education contexts as affected by educational policy, families, socio-economic status, and ethnicity or culture. Students will reflect on developmental theories, research, and current issues to examine the ways in which social and educational contexts influence child development, particularly of children from culturally and socioeconomically diverse backgrounds. Course Learning Objectives After completing this course, the student will be able to: 1. Explain and compare developmental theories that are important to the early childhood field; 2.Discuss how theories of development help us understand and make predictions about child and adolescent cognitive, physical, social and emotional development to determine their practical uses within the early childhood field; 3.Identify and describe the developmental milestones in the areas of cognitive, physical, social and emotional development for children and adolescents; 4. Construct a deeper, more integrated understanding of development by demonstrating how child and adolescent development within individual domains influences their growth and learning across the domains; 5. Describe the effects of biological, developmental, environmental, and social factors (including gender, race/ethnicity, and culture) on child development in order to explain the complex relationship between nature through nurture; 6. Discuss and critique examples of federal, state, and local standards, policies, regulations, and laws which influence children, families, and schools as related to child and adolescent development.

Section Expectation

This course combines lecture and discussion formats. Students should expect to spend 4-6 hours a week on coursework and assignments outside of class. Students are expected to come to class prepared having completed assigned course readings so in-class time can be devoted to answering questions and engaging in discussion, analyses, and demonstrating learning.


Grades are based on attendance, participation, and assignments. Graded assignments to evaluate students’ content knowledge take a variety of formats, including quizzes, creative products, and short essays. Opportunities for students to demonstrate their learning will occur in and outside of class, with some assignments completed individually and some collaboratively.

Important Dates

Note: These dates may change before registration begins.

Note: These dates may not be accurate for select courses during the Summer Session.

Last Day to Add
Last Day to Drop
Last Day to Withdraw with 50% Refund
Last Day to Withdraw with 25% Refund
Last Day to Withdraw


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