EAD602 - Brain Research and Cognitive Development

Subject Title
Brain Research and Cognitive Development

Subject Description
The purpose of this course is for early childhood educators to examine the practical implications of research on brain and cognitive development. Students will explore research in terms of raising and teaching children, examining the kinds of opportunities provided to children, and the optimum time to provide them. As well, students will examine the potential role that research has on shaping children?s personalities and behaviours. Based on this critical thinking process, students will be in a good position to think about the kinds of additional research on brain and cognitive development that would benefit the services provided to children and their families.

Credit Status
EAD 602 is a required subject in the Bachelor of Child Development.

Learning Outcomes
Upon successful completion of this subject the student will be able to:

DEGREE LEVEL LEARNING OUTCOMES:
Graduates of the Bachelor of Child Development program will demonstrate the ability to consistently:

1.  Analyze and evaluate past and current theories of child development and determine their relevance for application in a variety of child and family programs and services.

2.  Plan and implement appropriate and comprehensive individual and group programs and curricula to meet the developmental needs of children and their families in a variety of contexts.

3.  Integrate and apply relevant legislation, policies, procedures and regulations in a broad range of early childhood education programs and settings within a changing social context.

4.  Make sound judgments using effective critical thinking and problem-solving skills and act according to professional ethics and standards.

5.  Demonstrate respect for diversity and fairness in all contexts related to children and their families.

6.  Develop programs and services that are responsive to and inclusive of the diverse needs of groups and individuals.

7.  Develop and maintain positive, respectful, nurturing and responsive relationships with individual children, groups of children, families, co-workers and the community through effective written, oral, non-verbal, visual, and electronic communication.

8.  Plan, communicate and evaluate responses to client needs as part of an interdisciplinary team serving families and young children.

9.  Utilize a variety of effective observation techniques and research strategies to pursue best practices and conduct applied research relevant to the field of early child development and family service.

\10.  Plan, develop and implement integrated/effective advocacy strategies in collaboration with colleagues, families and community partners to further the interests of all stakeholders.

11.  Examine and reflect upon one's own practice to assess one's effectiveness and modify actions/activities accordingly.

12.  Demonstrate in depth knowledge, understanding and appreciation of the society and culture in the world, and genre of a traditional liberal arts education.



GENERAL LEARNING OUTCOME:

Upon successful completion of this required subject, the student will be able to apply the learning content to support the complex growth and development process of the young child.



SPECIFIC LEARNING OUTCOMES:
Upon successful completion, the student is able to:

1.  Survey and critically analyze the recent early childhood brain research literature.

2.  Utilize the professional dialogue that has surrounded the utilization of brain research.

3.  Examine recent theoretical and experimental work focused on the relationship between brain and cognitive development as well as emotional development.

4.  Examine the process of brain maturation.

5.  Compare and contrast the traditional and emerging new approach to learning based on new brain research.

6.  Appraise the components of the information processing model of learning.

7.  Design units of learning incorporating knowledge of brain development.

8.  Compare and contrast short term and long term memory.

9.  Discriminate the optimal conditions related to learning and retention.

10.  Critique the Piagetian development as a mode of learning.

11.  Compare and contrast various theories that support cognitive development theories.

Academic Integrity
Seneca upholds a learning community that values academic integrity, honesty, fairness, trust, respect, responsibility and courage. These values enhance Seneca's commitment to deliver high-quality education and teaching excellence, while supporting a positive learning environment. Ensure that you are aware of Seneca's Academic Integrity Policy which can be found at: http://www.senecapolytechnic.ca/about/policies/academic-integrity-policy.html Review section 2 of the policy for details regarding approaches to supporting integrity. Section 2.3 and Appendix B of the policy describe various sanctions that can be applied, if there is suspected academic misconduct (e.g., contract cheating, cheating, falsification, impersonation or plagiarism).

Please visit the Academic Integrity website http://open2.senecac.on.ca/sites/academic-integrity/for-students to understand and learn more about how to prepare and submit work so that it supports academic integrity, and to avoid academic misconduct.

Discrimination/Harassment
All students and employees have the right to study and work in an environment that is free from discrimination and/or harassment. Language or activities that defeat this objective violate the College Policy on Discrimination/Harassment and shall not be tolerated. Information and assistance are available from the Student Conduct Office at student.conduct@senecapolytechnic.ca.

Accommodation for Students with Disabilities
The College will provide reasonable accommodation to students with disabilities in order to promote academic success. If you require accommodation, contact the Counselling and Accessibility Services Office at ext. 22900 to initiate the process for documenting, assessing and implementing your individual accommodation needs.

Camera Use and Recordings - Synchronous (Live) Classes
Synchronous (live) classes may be delivered in person, in a Flexible Learning space, or online through a Seneca web conferencing platform such as MS Teams or Zoom. Flexible Learning spaces are equipped with cameras, microphones, monitors and speakers that capture and stream instructor and student interactions, providing an in-person experience for students choosing to study online.

Students joining a live class online may be required to have a working camera in order to participate, or for certain activities (e.g. group work, assessments), and high-speed broadband access (e.g. Cable, DSL) is highly recommended. In the event students encounter circumstances that impact their ability to join the platform with their camera on, they should reach out to the professor to discuss. Live classes may be recorded and made available to students to support access to course content and promote student learning and success.

By attending live classes, students are consenting to the collection and use of their personal information for the purposes of administering the class and associated coursework. To learn more about Seneca's privacy practices, visit Privacy Notice.