This 3-credit, 45-hour course called "Development Across the Lifespan" explores human development from Indigenous and Western perspectives. The course covers physical, emotional, cognitive, and spiritual development from childhood through adulthood. Students will examine theories of learning and development, the influence of heredity and environment, and approaches within family, community, and cultural contexts. Evaluation includes journals, presentations, discussions, quizzes, and developing an educational resource. The goal is for students to understand lifespan development to support students' diverse needs in an educational setting.

1. Faculty of Education
Development Across The
Lifespan
UC.EDU.1104
45 Hours
(0 Lab Hours)
3 Credit Hours
Instructed By:
Office No.:
Phone: (204)
E-mail:
Approved By:
Alan Gardiner
Dean, Faculty of Education
2009-2010
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2. Course Description
The participants in this course will be exposed to knowledge related to human development
across the lifespan from the indigenous world view (mental, physical, emotional and spiritual
development) and the western Euro-centric world view (cognitive, affective, psychomotor
domains).
Prerequisite
None
Co-requisite
None
Learning Outcomes
Upon successful completion of this course, students will be able to:
1) Explore human development across the lifespan from both Indigenous and
Western perspective
2) Develop an understanding of learning theories from both a Indigenous and
Western perspective
3) Explore the effect of heredity and the environment on the emotional, social,
cognitive and physical development of children, youth, and adolescence and into
adulthood.
4) Examine systems approaches within the context of families, community, culture,
and society.
Instructional Materials:
Required text:
Berk, Laura E., (2007). Development Through The Lifespan. 4th E, Boston. Allyn and
Bacon. ISBN: 0-205-49125-1.
Additional Resources
The Eagle Feather Teaching – Manitoba First Nations Education Resource Centre
(MFNERC) video.
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3. Berk, Laura E., and Roberts, William L. (2009). Child Development, 3rd Cdn E. Toronto,
ON; Pearson Education. ISBN: 0-205-664043-6
The Brain and Early Childhood. (2000). Association for Supervision and Curriculum
Development
Great Beginnings: The First Years Last Forever.
http://www.wccf.org?project/beginnings.html
Berk, L. (2007). Infants, Children, and Adolescents. Toronto, ON: Pearson Education
Wilson, L. (2005). Partnerships. Toronto, ON: Thomson Nelson.
Child care and children with special needs. (2000). Video Active Productions
Creative Resources for the Anti-bias Classroom
Halack Ball, R. (2006). Supporting Families in Meaningful Ways. Young Children.
61, 5, pages 10 – 11.
www.htp://mccahouse.org
www.ece.nelson.com
Social/emotional Development
http://www.pbs.org/wholechild/abc/social.html
Milestones of social/emotional Development
York, S. . (2002). Roots and Wings. Toronto, ON: Prentice Hall
Program, F.N.P. (2006). FNPP Publications. http://www.fnpp.org/pub.htm
Evaluation
Reflection Journal 20%
Individual Presentations 20%
Discussion Forums 20%
Quizzes (bi-weekly) 20%
Resource Development 20%
TOTAL 100%
Supplemental Privileges Yes X No
Please refer to the University College of the North Student Handbook for eligibility
criteria for supplemental privileges.
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4. Assignment Descriptions
1) Reflection Journal- students will be required to keep a journal where they will document
their learning journey. Students will be expected to make one entry for each week of the
course duration (total: 16 weeks). This allows students to reflect on what they have
learnt, questions they have and the journal will be used as an evaluative tool for overall
learning at the end of the course.
2) Individual presentations- each student will be required to pick a topic related to course
content and develop and research that topic. Each student will then create a powerpoint
presentation based on the information they have gathered. Topics will be provided by the
instructor; if students are interested in an alternate topic, they will be required to have it
approved by the instructor prior to beginning the presentation.
3) Discussion Forums- students will be engaged in 4 discussion forums that will discuss
issues/concepts/ideas presented within the textbook. Students will be evaluated on their
responses and overall participation in the forums.
4) Quizzes- students will complete 8 quizzes worth 20% of their final mark. These quizzes
will replace a final test at the end of the course. Quizzes will be based on readings from
your textbook. Students will be given 1 attempt to complete each quiz. Quizzes are timed.
You will have 20 minutes to complete each quiz. Each quiz will have 10 questions.
5) Resource Development- as a prospective eduational assistant, you will be working in a
school setting with students who are at different stages of development. Students will first
select an area of development that interests them and then pick an age range (as broken
down in your text). Next, students will need to identify what it is that they would do, as
an educational assistant, to support students who may need extra support in the
developmental area they have chosen. (For example, social development in middle
childhood; what strategies could be used to assist students in developing social skills,
establishing relationships, self-esteem, etc).
Next, Students will create an information resource (such as a pamphlet, flyer, brochure,
etc.) In this resource, outline they area you’ve chosen, the age range and then identify the
strategies that could be applied.
Grade Scale
The Grade Scale applies to all courses offered for credit. The level of a student’s achievement in
each course will be denoted by a letter grade as follows:
Percentage Letter Grade Grade Point Description
90-100 A+ 4.5 Outstanding
80-89 A 4.0 Exceptional
76-79 B+ 3.5 Excellent
70-75 B 3.0 Very Good
66-69 C+ 2.5 Above Average
60-65 C 2.0 Average
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5. 50-59 D 1.0 Marginal
0-49 F 0 Failure
The minimum standard for passing a course is D (50%), except as noted below. A 2.0
GPA is required for graduation from all programs.
Students must obtain higher than passing grades in any course used to fulfill graduation
requirements of these programs:
1. NRMT, Dental Assisting, Nursing C (60%)
2. Early Childhood Education C+ (66%)
3. Health Care Aide, Apprenticeship B (70%)
Prior Learning Assessment & Recognition (PLAR)
Learners may request formal recognition, i.e. course credit, of relevant knowledge, skills and
abilities gained through prior work, education and life experience. This process is known as Prior
Learning Assessment & Recognition (PLAR). To apply for recognition of prior learning, or to
obtain more information about PLAR, please contact the PLAR Facilitator in Enrolment Services.
Voluntary Withdrawal
A student wishing to withdraw from this course must forward a completed UCN Registration
Revision form to Enrolment Services by the last date for voluntary withdrawal without academic
penalty.
Voluntary Withdrawal Date for this course is: November 30, 2009
Topical Outline
Aboriginal and Western perspectives on Learning Theories
Effects of heredity and the environment on Human Development
Explore Systems approaches within the context of families, community, culture, and
society.
Academic Dishonesty
The University College of the North views academic honesty as the basis for the development
and acquisition of knowledge, and encourages all students to pursue their studies in an
honourable and responsible manner. [UCN Academic Policy AC-01-19]
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6. Academic dishonesty is a very serious offence with serious consequences. It is up to each student
to understand what is meant by academic dishonesty.
Academic dishonesty may take many forms, including:
1. Using unauthorized materials in examinations or other evaluations;
2. Plagiarism;
3. Falsifying data or documents;
4. Cheating or helping others cheat in any way;
5. Any other acts which compromise the integrity of the evaluation process.
Because plagiarism is a prevalent form of academic dishonesty, it is necessary that students have
a clear understanding of the term. To plagiarize is to intentionally misrepresent with the intent to
deceive. It will be considered plagiarism to take words or ideas of another person and pass them
off as one’s own, including, but not limited to, essays, compositions, theses, creative writing,
reports, reviews, lab reports, projects, computer programs, experimental data, drawings, charts,
plans, musical compositions, and works of art.
The penalty for academic dishonesty may range from a grade of 0 for the assignment or
occurrence to suspension from the course. Instances of multiple infractions of academic
dishonesty may result in suspension from the University College for a period of twelve months as
of the date of the infraction.
Any decision regarding academic dishonesty may be appealed.
When in doubt about what constitutes plagiarism or other forms of academic dishonesty,
students are encouraged to consult with their instructor. Students are also urged to
familiarize themselves with the appropriate section of the Academic Calendar on
Academic Dishonesty.
Copyright © 2009 University College of the North
All original material in the course outline created by an individual instructor is the
intellectual property of that instructor. The UCN copyright applies only to the template
and to the name and calendar description of the course.
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