EDUC 2035 – Child & Adolescent Psychology

COURSE OVERVIEW:

This foundational course examines cognitive, social, emotional, and physical development from birth through adolescence with emphasis on educational applications. Students will explore major developmental theories and their implications for teaching and learning in diverse classroom settings. Course content includes developmental milestones, learning processes, motivation, individual differences, and cultural influences on development. Students will analyze how developmental principles inform instructional design, classroom management, assessment practices, and student support strategies. Emphasis on connecting developmental theory to educational practice through case studies, classroom applications, and reflection on personal teaching philosophy. Students will examine developmental variations, learning diversities, and evidence-based practices that support all children's growth and achievement. Prepares pre-service teachers to understand and respond to the developmental needs of learners across childhood and adolescence in educational settings.  I have taught this course twice (Fall 2024 and Fall 2025).

SAMPLE SYLLABUS:

• Fall 2025

Sample Course Assignment:

• Final: Theorist Research Project 

• Sample Exemplar Below 

                     👇

GRADE DISTRIBUTION

COURSE EVALUATIONS

Fall 2024 Evaluation

COURSE REVISION STATEMENT

Since first teaching EDUC 2035 in Fall 2024, I have worked to establish the course as a foundational experience for pre-service teachers to understand the developmental needs of learners across childhood and adolescence. Originally designed as an introduction to major developmental theories, the course now emphasizes practical connections between theory and classroom application, preparing candidates to analyze how developmental principles inform instructional design, classroom management, and student support.

Revisions have included case studies, reflective journals, and application projects that require students to connect developmental milestones, motivation, and learning processes to real classroom practices. Candidates also examine how cultural influences, individual differences, and developmental variations shape equitable instruction and assessment. These refinements align with CAEP Initial Standard 1 (Content and Pedagogical Knowledge) and the 2024 LADOE Teacher Preparation Competencies, particularly Competency A (learner development), Competency F (differentiated instruction), and Competency H (assessment practices).

Across the two times I have taught this course, I have refined pacing to balance theory with application, integrated multimedia resources to highlight diverse cultural perspectives, and scaffolded writing assignments to strengthen undergraduate academic skills. Candidate reflections and projects show increased confidence in applying developmental principles to classroom decision-making and in recognizing the diversity of learners’ needs.

Looking ahead, I plan to expand Universal Design for Learning (UDL) applications, incorporate community-based observation experiences, and develop collaborative projects where students design instruction responsive to developmental variation. These enhancements will ensure EDUC 2035 continues to ground future teachers in both the theoretical and applied dimensions of child and adolescent psychology.