Essentials PEPSI Elementary Adolescence Advanced CD
Getting StartedClassSyllabusCommunicateLibraryHelp!
ESE504 : The Class : Elementary : Final


Understanding development in school age youth


Choose two of the three options below. When you have completed the final, send the two responses to J'Anne Ellsworth at and in addition, provide a point totals and ask that you be awarded your grade. Remember to include a statement sharing what assignment or service you selected for personalizing this course for yourself* if you are requesting a grade of A for your work.

Option One: The quality and significance of information on child development and education varies widely. Being a wise consumer requires that we develop a careful and questing manner in accepting the ideas and findings of others. Discuss the way you intend to remain vigilant as you stay current in the field. In an essay of 500-1000 words, address the following:

1. Motives of researchers or reporting agencies
2. Nomothetic vs. ideographic perspectives
3. Over generalization of findings
4. Review of sample - size, demographics, gender, ethnicity, locale
5. Correlation and causation
6. Credibility of research group
7. Credibility of reporting source
8. Attempt to see data or research firsthand
9. Replicability
10. Care in applying findings from one situation to another that may be dissimilar in important ways

Option 2

Perhaps the most important things we can give children are roots and wings. As you enhance your work with children, either your school family or those at home, what will you give to children, now that you have gained the insights from this course material? List and explain what you will change, how you will increase your understanding of developmental milestones, how you will support youth in their developmental progress. Example: Once I studied child development, I determined I would never again say to a child: "act your age." Instead, when those thoughts came to mind, I would use it as a moment for sober reflection, to return to my books about the child's age, and recognize anew how very much of what I found difficult, was indeed a function of that child acting in age appropriate ways.

Option 3

Using the ideas gleaned from the class, outline an ideal school setting for a specific age group of your choice. What practices will you promote and which will you discourage? What will you look for in the effective teacher? What types of strategies will you encourage? What will a typical day be like? How will you test for success, report progress, and how will you include the parents and outlying community in this model school? You may find it helpful to compare and contrast your ideas with those in place at model schools or programs, for instance a Montessori or Waldorf plan.

* Review the syllabus if uncertain about this component of the course.

You can tally up your points if you think you have completed this course. Send the tally and a request for a grade, including a statement telling what you did to move from a mark of B to A [remember? what you did to make this course significant to you.*]

. . . . OR

Go on to Adolescence
Go back to Elementary

E-mail J'Anne Ellsworth at

Web site created by the NAU OTLE Faculty Studio

Course developed by J'Anne Ellsworth


Copyright 1998 Northern Arizona University