Mary E. Brown, Ph.D.
Associate Professor
Information Science
Brown@SouthernCT.edu
Resources for Students:
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UNIT 1
UNIT 1 READING ASSIGNMENT
Welcome to ILS 300L!
Today you are to read in Butler (the required text for this course) all of the following:
- pp. 1-4
- at least one of the three essays found on pp. 70-84
- at least two of each type of folk rhyme (riddles, toungue twisters, counting-out, acting out, and jump-rope) found on pp. 5-7
- the folk play "Punch and Judy" found on pp. 15-22
UNIT 1 LECTURE
Child Development
We will begin the course by briefly covering the major theories of development. In the next few days we will cover the following:
- Maslow's Hierarchy of [basic human] Needs
- Generalized stages in child development
- Major Theories of Child Development
- Erikson's PSYCHOSOCIAL CRISIS THEORY
- Piaget's COGNITIVE STAGE THEORY
- Vygotsky's ZONE OF PROXIMAL DEVELOPMENT
- Kohlberg's MORAL STAGE THEORY
- Bandura's SOCIAL LEARNING THEORY
We will then relate these theories of development to selecting books for children.
Additional explanation of these theories may be found in many general texts on educational psychology. Some general texts in general psychology may also give explanations.
Today, we will cover Maslow's Hierarchy of [basic human] Needs and the generalizsed stages in development.
Maslow's Hierarchy of [basic human] Needs
Maslow was concerned with the discovery of identity and humanness; that is, how we are different from others and also how we are similar to others.
Maslow gives us the following hierarchy: at the bottom are the most basic needs. These are the Physiological Needs:Hunger, Thirst, Sex, etc.
At the next higher (second) level is Safety Needs (physical and psychological)
Maslow tells us that needs at the lower levels must be reasonably well satisfied before the individual will turn his or her attention to those at the higher level. That is, if a person has no regular access to food, they will not be concerned with, for example, the safety of sleeping in an urban park.
The next higher (third) level of need are the Needs to Belong, Affiliate, Be Accepted; that is, to love and to be loved.
The Need for Self-Esteem (approval and respect) is the fourth level of need.
The highest (fifth) level of need is that for Self-Actualization: Aesthetic and/or Cognitive; that is, the need to be all that you can be.
Temporary satisfaction of a need may be imagined through literature. For example, A group sit in the cold damp night huddled around where a fire should be. Someone tells a story of a blazing camp fire and food and a clear, cool night. The words of the story seem to warm up the air and the people, and the described feast seems to fill the listeners' empty stomachs. During these few moments, the most basic needs are satisfied and the listeners, feeling safe as well, are able to bond, feel accepted, and feel friendship with the others.
It is interesting to note that people enjoy hearing stories about things that satisfy what they are missing, for example, food or heat.
Generalized stages in child development
Below is a table of generalized stages in child development. Unless otherwise stated, when, for example, the term "infant" is used, you should think in terms of a child under 18 months of age. When ages and characteristics are given, for example in a theory of development, do compare it with the table below to understand how they differ.
| Stage | Approximate
Age Period | Major Features |
| Infancy |
birth to 18 months |
locomotion established; rudimentary language; social attachment |
| Early Childhood |
18 months to 3 years |
group play; sex typing |
| Middle Childhood |
3 to 6 years |
language well established; "readiness" for school |
| Late Childhood | 6 to 13 years | many cognitive processes become adult except in speed of operation; team play |
| Adolescence | 13 to 20 years | attainment of highest level of cognition; independence from parents; sexual relationships |
UNIT 1 WRITING ASSIGNMENT
Today you are to do a Type One writing.
Write 10 lines recalling a favorite childhood toy or game or a favorite childhood story about a life-like toy. Copy these 10 lines into the Peer-Editing section of this unit.
Type One writing has no correct answer--or, if there is a correct answer, it is okay to be wrong. One draft.
Summary of Five Types of Writing Assignments
Type One
Writing that has no correct answer--or, if there is a correct answer, it is okay to be wrong. One draft.
Type Two
Writing that makes a point--has a correct answer or content. One draft.
Type Three
Writing that has content and focus correction areas. It is read out loud and reviewed by the author who then asks three critical questions: Does it complete the assignment? Is it easy to read? Does it fulfill the requirements set by the focus correction areas? One draft.
Type Four
Writing that is Type Three writing and has been read out loud and critiqued by another. Two drafts.
Type Five
Writing that is publishable, that can go outside the classroom without explanation or qualification. Multiple drafts.
All Types
For all types, skip lines. For Types One and Two, label the type on top left-hand side of paper. For Types Three and Four, list focus correction areas on top left-hand side.
UNIT 1 QUIZ ON LECTURE
(in WebCT)
UNIT 1 PEER EDITING
After you enter your 10 lines recalling a childhood toy, game, or story, read the entry immediately before your's. Reduce it to no more than 3 lines. Use mainly nouns and verbs.
UNIT 1 JOURNAL ENTRY
In your journal, write a narrative describing what you expect to gain from this course, your feelings about online versus onground courses, and why you chose to study online during this term. Be sure to mark the entry with the title "BEGINNING REFLECTIONS - FIRST WEEK OF CLASS".
On this class site, every effort has been made to acknowledge the work of others. Any omission is unintentional. If anyone finds an oversight, please contact me at brown@southernct.edu immediately so that any error can be corrected.
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