Chapter 17: Teaching Child Development to Prospective Educators

“To better understand the connections between developmental theories and research and educational practice” is one lofty objective of courses in child development and educational psychology for undergraduate and graduate students. Many of the students in these courses are prospective or practicing teachers. Our hope is that students who make these connections will value contemporary developmental theories and research as well as advocate for and implement educational practices stemming from this work. In this chapter, I will highlight challenges in moving undergraduate students toward this goal and a few approaches that appear promising.

I encountered some challenges myself as an undergraduate majoring in developmental psychology. I loved my studies and was quite passionate (and idealistic) about applying my learning to improve the lives of children, particularly in early childhood programs where I worked part-time. However, I sensed that what I was learning at the university was disconnected from practices observed in the “real” world. For example, I worked in a preschool/child care program with credentialed teachers who used traditional instructional methods. The children were often listless and bored (and so was I) and sometimes misbehaved during “lesson time” in these classrooms, but demonstrated positive interactions and enthusiasm during playground and free-play periods. One teacher stood out in her ability to engage children in interesting learning experiences throughout the day, using stories, drama, singing, manipulative activities, and field trips; she was considered “gifted” by the other teachers. I found it puzzling that her effectiveness with children was attributed to personal qualities rather than her unique background in child development and education (and Montessori training). I also realized that my background in developmental psychology was critical but insufficient—it had helped me to develop skills for observing and listening to children, and a keen sensitivity to their emotional needs and influences on their behavior, but it did not help me provide valuable learning experiences for them. This insight led me to appreciate the need for connecting developmental science to practice, inspired my pursuit of graduate studies, and paved my professional career (e.g., as a program administrator, researcher, professor, textbook author). Experiences in these diverse roles further supported my conviction that educators need to study, discuss, and observe connections between developmental theories and research and school practices (e.g., Daniels & Clarkson, 2010; Meece & Daniels, 2008).