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Course Planning by Program


Essential Objectives

Course Syllabus

Revision Date: 05-Jan-23

Spring 2023 | EDU-2065-VO01 - Afterschool Education & Development of the School-Aged Child

Online Class

Online courses take place 100% online via Canvas, without required in-person or Zoom meetings.

Location: Online
Credits: 3 (45 hours)
Day/Times: Meets online
Semester Dates: 01-24-2023 to 05-08-2023
Last day to drop without a grade: 02-12-2023 - Refund Policy
Last day to withdraw (W grade): 03-26-2023 - Refund Policy
This course has started, please contact the offering academic center about registration


Jannice Ellen
View Faculty Credentials

Hiring Coordinator for this course: Philip Crossman

Course Description

This course focuses on afterschool education related to the development of school-aged children. Emphasis is on exploring interconnections between child/youth development, the transition to and participation in school, and growth within a community context. Topics include developmental theories and research, observation and assessment tools, design of inclusive integrated curriculum, understanding school and community in the context of youth development, and transitions related to providing afterschool education.

Essential Objectives

1. Research major theories and theorists connected with child and youth development and identify how they connect to states of development, theories of play, socialization theory and school beginnings, scaffolded learning theory, peer relations, and asset development.
2. Define developmental domains and milestones for children ages 5-12 including physical, cognitive, social, and emotional areas as they connect to language development, socialization, and problem-solving skills.
3. Conduct observations and documentation of children/youth by using tools for developmental assessment relevant to personality, temperament, and learning styles.
4. Summarize biological and environmental influences and their impact on child/youth development including current brain research.
5. Design a developmentally appropriate, asset-based, and culturally inclusive curriculum plan for all youth ages 5-12 including those identified with special needs.
6. Create tools to support healthy transitions for youth to varied learning environments (e.g. special education services, elementary school, middle school) and outline a plan for communicating and implementing these tools with supporting families.
7. Analyze relationships between youth and school or community including peer relations, social and school systems, and family systems.

Required Technology

More information on general computer and internet recommendations is available on the CCV IT Support page. https://support.ccv.edu/general/computer-recommendations/

Please see CCV's Digital Equity Statement (pg. 45) to learn more about CCV's commitment to supporting all students access the technology they need to successfully finish their courses.

Required Textbooks and Resources

The last day to use a Financial Aid Advance to purchase textbooks/books is the 3rd Tuesday of the semester. See your financial aid counselor at your academic center if you have any questions.


This course will be taught with a combination of:

  • weekly discussion forums (the 'heart' of the course)
  • creative writing assignments
  • midterm essay
  • final curriculum plan

Evaluation Criteria

Grading is based on a total of 100 points

  • discussion forums: 11 @ 5 points = 55
  • written assignments: 5 @ 5 points = 25
  • final project: 1 @ 20 points

Grading Criteria

CCV Letter Grades as outlined in the Evaluation System Policy are assigned according to the following chart:

A Less than 9893
A-Less than 9390
B+Less than 9088
B Less than 8883
B-Less than 8380
C+Less than 8078
C Less than 7873
C-Less than 7370
D+Less than 7068
D Less than 6863
D-Less than 6360
FLess than 60 
NPLess than 600

Weekly Schedule

Week/ModuleTopic  Readings  Assignments


NOTE: Syllabus is a tool to map out the semester. Changes may occur based on learning community. Check in often if you are following the syllabus.

TheAssignments and Notes document (map of the week) will always state the assigned resources that may not appear on syllabus.

No textbook is required for this course; therefore, each week will include resources and discussion forums/assignments to meet the Essential Objectives of this course.


  • The school-age years are an important time of physical activity and development. The first two weeks are devoted to learning about the benefits of an active lifestyle, developmental milestones, and the importance of “right fit” activities. Body image and how to recognize signs that a school-age child may be struggling.




  • The basic understanding of cognitive development in school-age children is highlighted through investigation of Howard Gardner’s Theory of Multiple Intelligence. You will learn about school agers as life-long, analytical, visual and spacial, musically inclined, emotionally skilled, active, language loving, and naturalist learners.




  • Social-emotional skills are essential in the healthy development of school-age children. We will learn about the SE milestone and address the importance of creating a sense of community, recognizing the value of play, and supporting school-age children’s friendships.



Week 7 - Midterm: After-school Resources in Vermont

  • Midterm Essay: investigation of assigned ASE resources in VT




  • Family members are the most important people in children’s lives. We will discuss how family-centered practice, strong family engagement, and effective communication all contribute to high-quality ASE school-age programs.




  • Developmentally Appropriate Practice and culturally inclusive topics will be addressed this week in preparation for final curriculum plan.



Topic TBA depending on flow of course materials.




  • Students will design a developmentally appropriate, asset-based, and culturally inclusive curriculum plan for all youth ages 5-12 including those identified with special needs.This is the culmination of all prior weeks of study as activities/lesson plans are addressed in each section. Assessments are discussed during first week of this section.



Week 15: WRAP-UP

Final Curriculum Plan due


Attendance Policy

Regular attendance and participation in classes are essential for success in and are completion requirements for courses at CCV. A student's failure to meet attendance requirements as specified in course descriptions will normally result in a non-satisfactory grade.

  • In general, missing more than 20% of a course due to absences, lateness or early departures may jeopardize a student's ability to earn a satisfactory final grade.
  • Attending an on-ground or synchronous course means a student appeared in the live classroom for at least a meaningful portion of a given class meeting. Attending an online course means a student posted a discussion forum response, completed a quiz or attempted some other academically required activity. Simply viewing a course item or module does not count as attendance.
  • Meeting the minimum attendance requirement for a course does not mean a student has satisfied the academic requirements for participation, which require students to go above and beyond simply attending a portion of the class. Faculty members will individually determine what constitutes participation in each course they teach and explain in their course descriptions how participation factors into a student's final grade.

Accessibility Services for Students with Disabilities:

CCV strives to mitigate barriers to course access for students with documented disabilities. To request accommodations, please
  1. Provide disability documentation to the Accessibility Coordinator at your academic center. https://ccv.edu/discover-resources/students-with-disabilities/
  2. Request an appointment to meet with accessibility coordinator to discuss your request and create an accommodation plan.
  3. Once created, students will share the accommodation plan with faculty. Please note, faculty cannot make disability accommodations outside of this process.

Academic Integrity

CCV has a commitment to honesty and excellence in academic work and expects the same from all students. Academic dishonesty, or cheating, can occur whenever you present -as your own work- something that you did not do. You can also be guilty of cheating if you help someone else cheat. Being unaware of what constitutes academic dishonesty (such as knowing what plagiarism is) does not absolve a student of the responsibility to be honest in his/her academic work. Academic dishonesty is taken very seriously and may lead to dismissal from the College.