EDHD 201 Learning How to Learn (3 Credits)
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.
EDHD 201, Sections 0101, 0102, 0103, 0104, 0105, 0106
EDHD 210 Foundations of Early Childhood Education (3 Credits)
Corequisite: EDSP211.
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.
EDHD 210, Section 0101
EDHD 220 Exploring Early Childhood General and Special Education (3 Credits)
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).
EDHD 220, Sections 0101, 0102, 0104, 0105
EDHD 221 Aggression and Violence in Everyday Life: Can Violence Be Prevented? (3 Credits)
History of aggression and violence in the world and in the United States. Examines the extent to which various forms are prevalent today and scientifically supported prevention strategies. Methods of studying aggression are reviewed, as are theories and methods of preventing aggression and violence.
EDHD 221, Section 0101
EDHD 231 Inside 21st Century Creativity: How Creative Ideas, Concepts, and Products are Generated (3 Credits)
Mechanisms of the creative mind. Psychological, social, sociological, developmental, cultural, educational, genetic and neural based roots of creativity.
EDHD 231, Section 0101
EDHD 306 Research Methods in Human Development (3 Credits)
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.
EDHD 306, Section 0101
EDHD 306, Section 0201
EDHD 320 Human Development Through the Life Span (3 Credits)
Central concepts related to parameters of human development, individual and social, which arise throughout the life span. Continuity and change within the developing individual.
EDHD 320, Section 0101
EDHD 320, Section 0201
EDHD 411 Child Growth and Development (3 Credits)
Theoretical approaches to and empirical studies of physical, psychological and social development from conception to puberty. Implications for home, school and community.
EDHD 411, Sections 0101, 0201
EDHD 413 Adolescent Development (3 Credits)
Adolescent development, including special problems encountered in contemporary culture. Observational component and individual case study.
EDHD 413, Section 0101
EDHD 415 Promoting the Social-Emotional Competence of Young Children in Inclusive Classrooms (3 Credits)
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.
EDHD 415, Section 0101
EDHD 420 Cognitive Development and Learning (3 Credits)
Prerequisite: EDHD320, EDHD411, PSYC341, or PSYC355; or permission of EDUC-Human Development and Quantitative Methodology department.
Current developmental theories of cognitive processes such as language, memory, and intelligence and how differences in cognitive level (infancy through adolescence) mediate learning of educational subject matters.
EDHD 420, Section 0101
EDHD 424 Culture, School & Community: Contexts for Learning (PreK-3rd) (3 Credits)
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.
EDHD 424, Section 0101
EDHD 425 Language Development and Reading Acquisition (3 Credits)
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.
EDHD 425, Section 0101
EDHD 426 Cognition and Motivation in Reading: Reading in Content Areas I (3 Credits)
Students preparing for secondary teaching will learn the cognitive and motivational aspects of reading and learning from text in subjects of literature, science, history and mathematics. Different structured approaches to using text for content learning are presented. Classroom contexts that enable students to engage productively with diverse texts and internet resources are identified.
EDHD 426, Section 0101
EDHD 431 Child Development and Learning, Three to Eight Years (3 Credits)
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.
EDHD 431, Section 0101
EDHD 432 Student Teaching Pre-K-3 (12 Credits)
Prerequisite: EDHD323, EDHD322, EDHD321, EDHD435, and EDHD427.
Corequisite: EDCI464.
Restriction: Must be in Early Childhood 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).
EDHD 432, Section 0101
EDHD 436 Cognition and Motivation in Reading: Reading Acquisition for Middle School Students (3 Credits)
Cognitive and motivational processes of reading and learning from texts across subjects. Structured approaches to using text 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.
EDHD 436, Section 0101
EDHD 437 EC/ECSE Teachers as Researchers and Reflective Practitioners (3 Credits)
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.
EDHD 437, Section 0101
EDHD 460 Educational Psychology (3 Credits)
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.
EDHD 460, Section 0101
EDHD 460, Section 0201
EDHD 498E Special Problems in Education: Child's Play (3 Credits)
Prerequisite: Available only to students who have definite plans for individual study of approved problems.
Restriction: Permission of EDUC-Human Development and Quantitative Methodology department.
Available only to students who have definite plans for individual study of approved problems.
EDHD 498E, Section 0101
EDHD 624 Cognitive and Motivational Bases of Reading; Reading in Content Areas I and II (6 Credits)
Credit only granted for: EDHD624 or EDHD779G.
Formerly: EDHD779G.
Fundamental processes of student engagement in reading for secondary teachers. Processes related to how middle school and high school students gain knowledge in content fields, how students learn and use strategies for gaining knowledge, and motivations for learning from a variety of texts.
EDHD 624, Section IH12
EDHD 629 Seminar for the Center for Children, Relationships, and Culture (1 Credit)
Recommended: For graduate students in Human Development.
Repeatable to 8 credits if content differs.
A seminar and colloquia series featuring speakers from the department, the college, the university, and other universities and institutions from across the world that aims to cover issues pertaining to contemporary theory and research in human development.
EDHD 629, Section 0101
EDHD 635 Adolescents at Risk (3 Credits)
Recommended: EDHD600.
Credit only granted for: EDHD635 or EDHD779L.
Formerly: EDHD779L.
Study of current research on risky behaviors that impact adolescent student learning and achievement particular in underserved populations. General diversity issues and topics specific issues that put adolescents at risk for academic failure and other negative trajectories will be explored.
EDHD 635, Section IH12
EDHD 674 Self Processes in Adolescence: Implications for Academic Achievement and School Adjustment (3 Credits)
Credit only granted for: EDHD619L or EDHD674.
Formerly: EDHD619L.
Study of the development of the self from infancy through adolescence, and examination of the literature on the self processes of special adolescent populations as they relate to achievement-related orientations and school adjustment in secondary settings.
EDHD 674, Section IH12
EDHD 718 Apprenticeship in College Teaching (1 Credit)
Restriction: Permission of EDUC-Human Development and Quantitative Methodology department.
For graduate students teaching autonomously for the first, second, or third tiem at the University of Maryland, College Park; not intended for teaching assistants. This course provides graduate student teachers with a set of structured experiences that foster professional growth and development in the role of college instructor. Includes seminars on the scholarship of college teaching and principles of optimal college classroom environments, peer and faculty in-class observations of teaching, and guided reflective analysis of experience in the classroom.
EDHD 718, Section 0101
EDHD 750 Culture, Context, and Development (3 Credits)
This course will cover theory and research on cultural and contextual influences on social development.
EDHD 750, Section 0101
EDHD 760 Advanced Educational Psychology (3 Credits)
Prerequisite: Prior course in educational psychology, learning, or cognition; or permission of EDUC-Human Development and Quantitative Methodology department.
Application of psychology to learning processes and theories. Individual differences, measurement, motivation, and intelligence.
EDHD 760, Section 0101
EDHD 775 Human Development and Neuroscience (3 Credits)
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.
EDHD 775, Section 0101
EDHD 780 Research Methods in Human Development (3 Credits)
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.
EDHD 780, Section 0101