CURRICULUM GUIDE FOR S.C. TEACHER CADET COURSE | EXPERIENCING EDUCATION, TENTH EDITION
Theme I: Experiencing Learning
Unit 3: Growth and Development
The Hurried Child
*Mandatory lesson
Objective: Students will be able to identify ways in which children are pushed beyond
age-appropriate physical, cognitive, moral, and psychosocial levels of
development.
Essential Question: What are the factors that contribute to stress for children? What
are some results of children being stressed?
Activities:
1. Students will complete the reading of The Hurried Child by reading and responding to
chapters or pages from Dr. David Elkind’s book. Using a guide for reading, they will report
on their portion of the book to the whole class.
2. The teacher will divide one copy of the book into enough pages to give each student an
equal number of pages. This will require tearing the book into pages which will be paper
clipped or stapled together. [Note: This strategy has enabled teachers to address this
lesson with one copy of the text when they did not have classroom sets.] Tell students they
are to keep the pages in order, not mark on them, and return them after the discussion.
The teacher will then have the book sections to use again. Give each student the pages
and a copy of the worksheet to complete for his/her section. (Note: If you do not have time
for students to read and report on longer passages, or if you do not have a copy of Elkind’s
book, you may use the two-page “Summary of Dr. David Elkind’s Major Points in The
Hurried Child.”)
The Hurried Child Worksheet
• Chapter number (or page numbers) read
• Ten important ideas from your reading
• Questions to discuss based on your reading
Materials:
• A copy or a class set of Dr. David Elkind’s book, The Hurried Child
• Handout: “Summary of Dr. David Elkind’s Major Points in The Hurried Child”
• Test or Handout: The Hurried Child – Questions (for test or discussion)
Assessment:
Instructors may choose one or more of the following assessments.
1. The students may provide written answers to “The Hurried Child--Questions.” (Note: These
questions can be used as a take-home test, or they can be used for class discussion.)
2. The teacher may assess the students’ comprehension of Elkind’s philosophies by using a
rubric for their presentations.
3. The students may design a poster or collage to demonstrate Elkind’s major points. They
must attach a written explanation of the poster or collage.
PAGE I – 3 -63