OFFICE OF EXTENDED STUDIES (Summer Term, Winter Term, Freshmen Connection, Freshmen First, Pre-College Programs, Professional Programs, Continuing Education Programs)
Appendix D: UNIVERSITY OF MARYLAND POLICY AND PROCEDURES ON THE DISCLOSURE OF STUDENT EDUCATION RECORDS III-6.30(A)
Appendix J: UNIVERSITY OF MARYLAND PROCEDURES FOR REVIEW OF ALLEGED ARBITRARY AND CAPRICIOUS GRADING--UNDERGRADUATE STUDENTS III-1.20(B)
Appendix M: UNIVERSITY OF MARYLAND POLICY ON THE COLLECTION, USE AND PROTECTION OF ID NUMBERS VI-26.00(A)
Appendix O: UNIVERSITY OF MARYLAND POLICY ON PROMOTING RESPONSIBLE ACTION IN MEDICAL EMERGENCIES (APPROVED BY THE PRESIDENT V-1.00(J)
The following list includes undergraduate courses that have been approved as of May 2014. Courses added after that date do not appear in this list. Courses eliminated after that date may still appear. Not every course is offered regularly. Students should consult the Schedule of Classes at www.testudo.umd.edu to ascertain which courses are actually offered during a given semester.
Use the search box below to view the approved courses.
Courses in "EDHD-Education, Human Development"
EDHD - Education, Human Development
EDHD 210 Foundations of Early Childhood Education (3) 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 220 Exploring Early Childhood General and Special Education (3) 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 222 Literature in the Early Childhood Classroom (3) Restriction: Must be in Early Childhood Education program. Introduces students to the realm of literature for young children. Through studying, reading, listening to and using books and poems, students develop an understanding about qualities in literature that are meaningful to children.
EDHD 230 Human Development and Societal Institutions (3) Development of the individual in the context of relationships with the formal and informal institutions of society. An examination of various aspects of development from the broad perspective of the social sciences.
EDHD 231 Inside 21st Century Creativity: How Creative Ideas, Concepts, and Products are Generated (3) Mechanisms of the creative mind. Psychological, social, sociological, developmental, cultural, educational, genetic and neural based roots of creativity.
EDHD 285 Designing Multimedia Computer Environments for Learners (3) Restriction: Must be in Early Childhood Education program; and freshman standing. A focus on the application of new computer technologies for learners in an educational setting. Topics to be explored: understanding the learner as a technology user, defining learning outcomes to be supported by technology, differing approaches to the technology design process and methods of technology integration in the classroom.
EDHD 306 Research Methods in Human Development (3) 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 313 Creative Experiences for Young Children (3) Restriction: Must be in Early Childhood Education program. Credit only granted for: EDHD313 or EDCI313. Formerly: EDCI313. Provides preservice teachers with an understanding of the current research on the development of creativity and integration of the arts into an early childhood classroom.
EDHD 314 Reading in Early Childhood Classroom: Instructions and Materials Part I (3) Restriction: Must be in Early Childhood Education program. This course introduces early childhood students to current research and methods on teaching reading.
EDHD 315 Reading in Early Childhood Classroom: Instruction and Materials Part II (3) Prerequisite: EDHD314. Restriction: Must be in Early Childhood Education program. This course builds on the theories and teaching strategies of EDHD314. Students will focus on teaching of reading and writing to primary grade students.
EDHD 319 Selected Topics in Human Development (3) Repeatable to 6 credits if content differs. Selected topics in human development in relation to contemporary culture.
EDHD 320 Human Development Through the Life Span (3) 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 321 The Young Child as Scientist (2) Prerequisite: EDHD419, EDHD314, EDHD313, EDHD424, and EDSP470. Corequisite: EDHD323, EDHD322, EDHD315, EDHD435, and EDHD427. Restriction: Must be in Early Childhood Education program; and senior standing or higher. Provides theoretical and practical knowledge for teaching science in early childhood classrooms. Appropriate teaching strategies and materials of instruction are presented for diverse settings. Includes field experience.
EDHD 322 The Young Child as Mathematician (3) Prerequisite: EDHD419, EDHD314, EDHD313, EDHD424, and EDSP470. Corequisite: EDHD323, EDHD322, EDHD315, EDHD435, and EDHD427. Restriction: Must be in Early Childhood Education program; and senior standing or higher. Engages early childhood education majors in mathematics as a creative process and dynamic way of thinking. Throughout this process students will acquire the pedagogical knowledge important to teaching mathematics in grades pre-K through 3. Includes field experience.
EDHD 323 Children Study Their World (2) Prerequisite: EDHD419, EDHD314, EDHD313, EDHD424, and EDSP470. Corequisite: EDHD322, EDHD315, EDHD321, EDHD435, and EDHD427. Restriction: Must be in Early Childhood Education program; and senior standing or higher. Provides a theoretical framework for pre-service teachers to understand and implement a developmentally appropriate social studies curriculum. The focus will be on methods of implementing theories of child development and curriculum, which foster higher level thinking skills in young children. Includes field experience.
EDHD 386 Experiential Learning (3-6) Restriction: Permission of EDUC-Human Development and Quantitative Methodology department; and junior standing or higher.
EDHD 400 Introduction to Gerontology (3) Multidisciplinary survey of the processes of aging. Physiological changes, cultural forces, and self-processes that bear on quality of life in later years. Field study of programs, institutions for elderly, individual elders, their families and care providers.
EDHD 401 Promoting Optimal Aging (3) Prerequisite: EDHD320; or EDHD400; or permission of EDUC-Human Development and Quantitative Methodology department. Credit only granted for: EDHD401 or EDHD641. Theoretical, research, and applied issues related to optimal aging from psychological, biological, and societal perspectives. Group or individual projects involving direct field experiences.
EDHD 402 Social Development (3) Recommended: EDHD411. Social Development. Critical concepts and ideas of the study of child and adolescent social development. Focus on changes in interpersonal relationships, emotions, achievement-related behavior and competence, and functioning within the broader social context.
EDHD 411 Child Growth and Development (3) Theoretical approaches to and empirical studies of physical, psychological and social development from conception to puberty. Implications for home, school and community.
EDHD 412 Infant Development (3) Infant development across domains, including perceptual, motor, cognitive, language, social and emotional functioning from pre-natal through third year of life.
EDHD 413 Adolescent Development (3) Adolescent development, including special problems encountered in contemporary culture. Observational component and individual case study.
EDHD 414 Development of the Scientific Mind Across the Lifespan (3) Recommended: EDHD320. Study of the educational, cognitive, social, and cultural factors that underlie the development of the scientific mind across the lifespan.
EDHD 415 Social Competence in Young Children (3) Restriction: Must be in Early Childhood Education program; and junior standing or higher. Students will discuss issues and topics relevant to the study of children's social competence, peer interactions, relationships, and groups. Includes field experience.
EDHD 419 Human Development and Learning in School Settings (3) Restriction: Permission of EDUC-Human Development and Quantitative Methodology department. Repeatable to 6 credits if content differs. Advanced study of human development and learning in different phases of school program over a period of time.
EDHD 420 Cognitive Development and Learning (3) 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 421 Peer Relations (3) Recommended: EDHD411. Historical and theoretical underpinnings to contemporary research on peer interactions, relationships, and groups. Focus on (1) inter-dependencies of individual characteristics, social behaviors, social relationships; (2) relations between familial factors and extra-familial peer interactions and relationships; (3) normal and abnormal peer relationships; and (4) cross cultural universals and differences.
EDHD 424 Culture and Community Perspectives: The Diverse World of the Child (3) Corequisite: EDHD419, EDHD314, EDHD313, and EDSP470. Restriction: Junior standing or higher; and must be in Early Childhood Education program. Explores the development of the young child in the context of family and community, with particular emphasis on the impact of state, federal and school system policy on the child's world.
EDHD 425 Language Development and Reading Acquisition (3) 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 426 Cognition and Motivation in Reading: Reading in Content Areas I (3) 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 427 Constructing and Integrating the Early Childhood Curriculum (3) Prerequisite: EDHD314, EDHD313, EDHD424, and EDSP470. Corequisite: EDHD323, EDHD322, EDHD315, EDHD321, and EDHD435. Restriction: Must be in Early Childhood Education program; and senior standing. Explores the world from the child's perspective and constructs curriculum based on cognition, learning, and children's experiences. The integrated curriculum is the overarching framework for this course. Includes field experience.
EDHD 430 Adolescent Violence (3) Prerequisite: PSYC100; or permission of EDUC-Human Development and Quantitative Methodology department. Examines the roots of violence among adolescents and the extent to which this constitutes a problem in various settings. Research studies on its origins, prevention and intervention and implications for social policy are examined.
EDHD 432 Student Teaching Pre-K-3 (12) Prerequisite: EDHD323, EDHD322, EDHD321, EDHD435, and EDHD427. Corequisite: EDCI464. Restriction: Must be in Early Childhood Education program; and senior standing or higher.
EDHD 435 Effective Components of the Early Childhood Classroom (3) Prerequisite: EDHD419, EDHD314, EDHD313, EDHD424, and EDSP470. Corequisite: EDHD323, EDHD322, EDHD315, EDHD321, and EDHD427. Restriction: Must be in Early Childhood Education program; and senior standing or higher. Explores three topics integral to effective, child-centered early childhood classrooms: assessment, classroom management and parent involvement. Includes field experience.
EDHD 436 Cognition and Motivation in Reading: Reading Acquisition for Middle School Students (3) 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 440 Adult Development (3) Prerequisite: EDHD320; or permission of EDUC-Human Development and Quantitative Methodology department. Recommended: EDHD413. Major conceptual approaches to the study of adult development including physical, cognitive, social, emotional and self processes that take place within individuals as they progress from emerging adulthood through middle age.
EDHD 445 Guidance of Young Children (3) Prerequisite: PSYC100; or permission of EDUC-Human Development and Quantitative Methodology department. Practical aspects for helping and working with children, drawing on research, clinical studies, and observation. Implications for day care and other public issues.
EDHD 460 Educational Psychology (3) 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 489 Field Experiences in Education (1-4) Restriction: Permission of EDUC-Human Development and Quantitative Methodology department. Repeatable to 4 credits. Planned field experience in education-related activities. Credit not to be granted for experiences accrued prior to registration.
EDHD 498 Special Problems in Education (1-3) 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 499 Workshops, Clinics, and Institutes (1-6) Repeatable to 6 credits. The following types of educational enterprise may be scheduled under this course heading: workshops conducted by the College of Education (or developed cooperatively with other colleges and universities) and not otherwise covered in the present course listing; clinical experiences in pupil-testing centers, reading clinics, speech therapy laboratories, and special education centers; institutes developed around specific topics or problems and intended for designated groups such as school superintendents, principals and supervisors.