Courses - Spring 2023
EDHD200
Paradigms and Perspectives in Human Development
Credits:
3
Grad Meth:
Reg, P-F
Restriction: Must have 45 or fewer credits; or must be in the Human Development program or Human Development minor.
An introduction to the paradigms and perspectives that guide the study of human development across the lifespan in cognitive, social, physical and emotional domains. Topics of study include overlying principles, concepts, assumptions, theoretical frameworks, and research methods that influence ways in which development is conceptualized. The course is designed to provide insight into major questions of the day in human development and how these prevailing perspectives have evolved over time. This course will also help students understand how knowledge of theory and research is translated into practice in a variety of professional settings.
EDHD201
Learning How to Learn
Immerses students in the theoretical and empirical study of learning by engaging them in orchestrated experiences and activities drawn directly from the disciplinary research. Students achieve deep understanding of their own learning, as well as the means of enhancing that learning both in school and out-of-school contexts.
EDHD210
Foundations of Early Childhood Education
Restriction: Permission of EDUC-Human Development and Quantitative Methodology department.
Students explore historical and current research in early childhood education, primary models of curriculum and pedagogy in the field, and the relationship between critical aspects of young children's development and the creation of inclusive learning opportunities for all children, including children at risk. The concept of developmentally appropriate practice and its application across different developmental levels and early childhood classrooms will be introduced and connected with discussion in EDHD220 and EDSP211. Students examine issues in developing and implementing high quality early childhood education experiences for young children with and without disabilities, including the influence of family, culture, and community, the needs of children at risk (e.g., poverty, immigrant status, English Language Learners), and the role of assessment in early learning.
EDHD220
Exploring Early Childhood General and Special Education
Restriction: Permission of EDUC-Human Development and Quantitative Methodology department.
Students who are considering a career in education will consider information about the teaching profession. Students reflect on their personal strengths, identify areas of growth, and examine their predisposition to work with young children with and without disabilities. They will discuss the nature of teaching, the moral and philosophic underpinnings that influenced their decision to enter into the teaching professions, as well as the roles and responsibilities of teachers and the characteristics and qualities for effective teachers (teaching styles and teacher's primary role in the classroom).
Students should allow an appropriate amount of travel time from the off-campus experience to your classes meeting on campus.
EDHD228
Research Experiences in Human Development
EDHD230
Development of the individual in the context of relationships with the formal and informal institutions of society. An examination of various aspects of development from the broad perspective of the social sciences.
EDHD241
Are Two Languages Better than One: The Science and Controversy of Bilingualism
Examines the big question: Are two languages better than one? We will study the science of bilingualism: contemporary theories; research; controversies surrounding bilingual education; nature vs. nurture; first language acquisition. Additional studies cover: who is bilingual, how children become bilingual, factors that influence bilingual development, bilingual benefits and impact on brain development; bilingual education policy.
EDHD306
Research Methods in Human Development
Addresses the scientific concepts and principles central to the study of human behavior and development. Students will learn about basic research methods in studying human behavior in developmental context and will participate in experiential activities, such as conducting observations and collecting self-report data. Major themes: goals of developmental research, fundamental research designs, types of measurement, elements of good scientific writing, and ethical issues in the study of human development.
EDHD319
Selected Topics in Human Development
Credits:
3
Grad Meth:
Reg, P-F, Aud
EDHD320
Human Development Through the Life Span
Central concepts related to parameters of human development, individual and social, which arise throughout the life span. Continuity and change within the developing individual.
EDHD386
Experiential Learning
Credits:
3 - 6
Grad Meth:
Reg, P-F
Restriction: Permission of EDUC-Human Development and Quantitative Methodology department; and junior standing or higher.
EDHD390
Career Paths and Internship Preparation in Human Development
Credits:
1
Grad Meth:
Reg, P-F, Aud
Restriction: Must be in the Human Development major.
Prepares degree candidates in Human Development for career paths in the field including initial job seeking skills, knowledge necessary for entry into various professions and preparation for the program internship requirement
EDHD402
Social Development
Credits:
3
Grad Meth:
Reg, P-F
Recommended: EDHD411.
Social Development. Critical concepts and ideas of the study of child and adolescent social development. Focus on changes in interpersonal relationships, emotions, achievement-related behavior and competence, and functioning within the broader social context.
EDHD411
Child Growth and Development
Theoretical approaches to and empirical studies of physical, psychological and social development from conception to puberty. Implications for home, school and community.
EDHD412
Infant Development
Infant development across domains, including perceptual, motor, cognitive, language, social and emotional functioning from pre-natal through third year of life.
EDHD413
Adolescent Development
Adolescent development, including special problems encountered in contemporary culture. Observational component and individual case study.
EDHD415
Promoting the Social-Emotional Competence of Young Children in Inclusive Classrooms
Credits:
3
Grad Meth:
Reg, P-F
Prerequisite: EDHD314 and EDHD425; and (EDHD419 or EDSP420).
Corequisite: EDSP423, EDSP424, and EDHD431.
Restriction: Must be in the Professional Early Childhood/Early Childhood Special Education program; and junior standing or higher; and minimum cumulative GPA of 2.75.
Teachers must have knowledge and skill regarding how to appropriately manage the classroom so that all children, those with and without disabilities, will be able to learn from their school experiences. Classroom management extends beyond responding to student misbehavior to include a comprehensive approach to addressing the social/emotional competence of typically and atypically developing children. The goal of this course is to prepare early childhood teachers who are able to sensitively, responsively, and effectively manage a classroom of young students who are typically developing and those who have disabilities. Includes Field Experience.
EDHD421
Peer Relations
Credits:
3
Grad Meth:
Reg, P-F
Recommended: EDHD411.
Historical and theoretical underpinnings to contemporary research on peer interactions, relationships, and groups. Focus on (1) inter-dependencies of individual characteristics, social behaviors, social relationships; (2) relations between familial factors and extra-familial peer interactions and relationships; (3) normal and abnormal peer relationships; and (4) cross cultural universals and differences.
EDHD424
Culture, School & Community: Contexts for Learning (PreK-3rd)
Credits:
3
Grad Meth:
Reg, P-F
Prerequisite: EDHD425 and EDHD314; and (EDHD419 or EDSP420).
Corequisite: EDSP315, EDHD431, EDHD415, and EDSP423.
Restriction: Must be in the Professional Early Childhood/Early Childhood Special Education program; and junior standing or higher; and minimum cumulative GPA of 2.75.
Explores the development of the young child (with and without disabilities, as well as those at environmental risk) in the context of the family and community, with emphasis on the impact of state, federal and school system policy on the child's world. Course will consider issues within the family, and the wider socio-cultural ecology that relate to the child's ability to develop and learn. In addition, students will develop strategies for respectful and culturally responses approaches to actively engage families in their children's development and learning. Includes Field Experience.
EDHD425
Language Development and Reading Acquisition
Credits:
3
Grad Meth:
Reg, P-F, Aud
This course focuses on young children's language development and the relationship between language and reading acquisition. Students will learn: concepts central to language development; language achievements at different ages; concepts of emergent literacy; models of reading acquisition and skilled reading.
EDHD426
Cognitive and Motivational Literacy Content
Credits:
3
Grad Meth:
Reg, P-F
Students preparing for secondary teaching will learn about the cognitive and motivational aspects of literacy and learning from text for the content areas of literature, science, history and mathematics. Different evidenced-based literacy approaches appropriate for content learning are presented. Characteristics of learning environments that enable students to engage productively with diverse texts, disciplinary tasks, and technological resources in content areas are identified.
Restricted to major codes 0831L, 0831P, 0833L, 0833P, 0843L, 0834P, 0840L, 0840P, 0841L, 0841P, 0842L, 0842P, 0843L, 0843P, 0844L, 0844P.
EDHD431
Child Development and Learning, Three to Eight Years
Credits:
3
Grad Meth:
Reg, P-F
Prerequisite: Minimum grade of C- in EDHD314 and EDHD425; and 1 course with a minimum grade of C- from (EDHD419, EDSP420).
Corequisite: EDSP423 and EDSP315; and TRACK I: Must be concurrently enrolled in EDSP430, EDSP433; or TRACK 2: Must be concurrently enrolled in EDHD415, EDHD424.
Provides a basic understanding of child development theory and research, as well as specific knowledge about the development of children during the early and middle childhood "stages," specifically from ages 3 years to 8 years. A major emphasis will be the application of theory and research from the field of educational psychology to an understanding of how young children learn and achieve academically. Because the course will address the developmental and academic functioning of children with and without disabilities, a particular focus will be on individualization.
EDHD432
Internship in EC/ECSE
Credits:
12
Grad Meth:
S-F
Prerequisite: EDHD323, EDHD322, EDSP417, EDHD441, EDHD442, EDHD443, EDHD444, and EDSP321.
Corequisite: EDHD437.
Restriction: Must be in Early Childhood and Early Childhood Special Education program; and senior standing or higher.
Interns spend five days per week in the classroom/home-based setting (under the mentorship of a certified teacher) where they gradually assume full responsibility for the planning, delivery and assessment of instruction or an intervention. Track I students will have an Infant/Toddler placement with special educator, Track II students will be in a Pre-K/K or Grade 1,2,3 classroom with general or special educator (must be opposite grade level and mentor from Phase I/fall of the senior year).
Students must pay a $350.00 lab fee.
EDHD436
Cognition and Motivation in Content Area Literacy for Middle-School Students
Credits:
3
Grad Meth:
Reg, P-F
Cognitive and motivational processes of literacy and learning from texts across subjects. Structured approaches to using reading, writing, and speaking for content learning based on approaches to knowledge, motivation, and strategies. Classroom contexts that enable middle-school students to engage with diverse texts and Internet resources are provided
EDHD437
EC/ECSE Teachers as Researchers and Reflective Practitioners
Credits:
3
Grad Meth:
Reg, P-F
Prerequisite: Minimum grade of C- in EDHD322, EDHD323, EDSP321, EDSP417, EDHD441, EDHD442, EDHD443, and EDHD444.
Corequisite: EDHD432.
Students use action research to improve instructional delivery or familial interactions in an effort to enhance the overall educational experiences/outcomes of children in classrooms or home-based contexts. Students will design and implement an action research project in an effort to meet a goal articulated in an applicable Individualized Education Plan (IEP) or Individualized Family Service Plan (IFSP) or School Improvement Plan (SIP) as the basis of their project.
EDHD460
Educational Psychology
Prerequisite: PSYC100; or permission of EDUC-Human Development and Quantitative Methodology department.
Application of psychology to learning processes and theories. Individual differences, measurement, motivation, emotions, intelligence, attitudes, problem solving, thinking and communicating in educational settings.
EDHD489
Field Experiences in Human Development
Credits:
3 - 6
Grad Meth:
Reg, P-F
EDHD498
Special Problems in Education
Credits:
1 - 3
Grad Meth:
Reg, P-F, Aud
EDHD629
Developmental Science Seminar and Colloquium
Credits:
1
Grad Meth:
Reg, Aud
EDHD718
Apprenticeship in College Teaching
Credits:
1
Grad Meth:
Reg
EDHD775
Human Development and Neuroscience
Credits:
3
Grad Meth:
Reg
Prerequisite: EDHD601; or permission of EDUC-Human Development and Quantitative Methodology department.
Course focuses on the biological bases of human behavior including physiological processes which have an impact on human development.
EDHD780
Research Methods in Human Development
Credits:
3
Grad Meth:
Reg, Aud, S-F
Prerequisite: EDMS651; or permission of EDUC-Human Development and Quantitative Methodology department.
Research methodology for studying human development: research design, hypothesis formulation, instrument development, methodological and statistical approaches, survey of methodologies.
EDHD789
Internship in Human Development
Credits:
3 - 8
Grad Meth:
Reg, Aud
EDHD798
Laboratory in Human Development
Credits:
1 - 6
Grad Meth:
Reg, Aud
Limited to human development majors.
EDHD799
Master's Thesis Research
Credits:
1 - 6
Grad Meth:
S-F
Limited to human development majors.
EDHD888
Apprenticeship in Human Development Research
Credits:
1 - 8
Grad Meth:
Reg, Aud
EDHD889
Practicum in Human Development
Credits:
3 - 8
Grad Meth:
Reg, Aud
EDHD898
Pre-Candidacy Research
Credits:
1 - 8
Grad Meth:
Reg
EDHD899
Doctoral Dissertation Research
Credits:
6
Grad Meth:
S-F
Limited to human development majors.
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University of Maryland, College Park, MD 20742, USA
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