Department of Child and Family Development
CFD 375B Human Development: Early/Middle Childhood
Fall 2014
Instructor Contact Information
Instructor: Hsing-chen Tung, Ed. D.
Office: EBA 401
Office hours:
 Monday 1:15pm -- 1:45pm (By appointments only)
 Tuesday 11:10am -- 12:10pm (Walk-in okay); 1:40pm -- 2:40pm (By appointments only)
 Thursday 2pm -- 2:45pm (By appointments only)
Phone: 619 594-4445
Email: htung@mail.sdsu.edu
The best way to contact the instructor is through Email. Please put the course number and
your name in the email subject line. Emails are normally replied within 48 hours during
weekdays. Students may also call during the walk-in office hour.
Section and Enrollment Information
Class meeting: Tuesday & Thursday 12:30pm-1:20pm
Class location: LSS 248
Schedule number: 20585
Course prerequisites:
 For CFD majors:
1. Proof of credit or concurrent registration in a CFD 378 lab class1. Submit a hard copy
or upload the electronic copy of your schedule or transcript showing your name.
Students selecting the Child Development Specialization should enroll in CFD 378B or CFD
378D. Students selecting the Family Development Specialization should enroll in CFD 378C
and CFD 378D. For questions on which specialization to select, visit the Undergraduate
Advisor, Prof. Pamela Gardner.
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2. Signed CFD Reflective Learning Portfolio Agreement. Please find the agreement on CFD
website. Submit a hard copy or upload the electronic copy.
 To submit the electronic copy of #1 and #2 prerequisites, copy and pasted them into a
file. Click on “Submit Prerequisites Here” on the side bar after you log into Blackboard.
Then click on “View/Complete” and key in your name. The submission title can be your
name. (If you are taking multiple courses with the instructor, put all the course numbers
in the submission title.) Then you will browse your computer to attach the file.
3. Completion of all lower division preparation for the major courses with a grade of C
(2.0) or better.
4. (For crashers) If you do not have a degree audit report to show your preparation for
the major, you may submit your unofficial transcript with the following 9 courses
highlighted. Each of these needs a C or better: Bio 100, Psy 101, Soc 101, Psy 280 (or
Soc 201 or an elementary statistics class), CFD 135, CFD 270, CFD 270L, CFD 272, and
CFD 275.
 For Psych majors minoring CFD: Completion of all lower division preparation for the
major courses with a grade of C (2.0) or better
 For all other CFD Minors:
 Completion of all lower division preparation for the major courses with a grade of C
(2.0) or better
 Psy 101, CFD270 and CFD 270L, each with a D- or better.
 For LS majors: one introductory class in child/human development, such as CFD 270,
PSY 230, CFD 170, or TE 170.
 For all other majors, please email the professor so that instructions for prerequisites
will be emailed to you.
Enrollment and crashing policies:
Students will be dropped from the class if prerequisites are not submitted by Tuesday
August 26. Crashers with prerequisites will be accepted if there are spaces.
Course Description
This course provides a comprehensive overview of physiological, cognitive, language, and
socio-emotional development of the individual in cultural contexts from age three to age
12. Throughout the course, the aim is to relate practical issues and concerns to theory and
research. The ultimate goal is that upon completion of the course, students will be ready to
promote optimal development of children by applying the professional knowledge
acquired throughout the course.
Student Learning Outcomes
The National Association for the Education of Young Children (NAEYC) has implemented
Professional Preparation core standards for PreK-3 teachers. The Early Childhood Educator
Competencies and Personnel Competencies for Early Childhood Mental Health also provide
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important guidelines for preparing child and family development professionals. This
course utilizes these standards in identifying course goals/objectives and course
instructional activities, assigning course requirements, and creating assessments. The
following table identifies how these standards are aligned with the Student Learning
Objectives for the course, as well as with each course assignment. Visit the following Web
sites for detailed listings of standards.
NAEYC Initial Licensure Standards: http://www.naeyc.org/positionstatements/ppp
Early Childhood Educator Competencies: http://www.cde.ca.gov/sp/cd/re/complist.asp
Revised Training Guidelines and Personnel Competencies for Infant-Family and Early
Childhood Mental Health: http://www.wested.org/cpei/forms/training-guidelines.pdf
Student Learning Objectives
Assessment
NAEYC Standards
1. Identify/Describe the
developmental characteristics/
issues/concerns of the individual
from age 3 to 12 in the major
domains: physical, motor,
cognitive, language and
psychosocial
3 exams
NAEYC: 1, 2, 4b,4c, 4d
2 papers
ECE Comp: 2, 5, 6, 8, 10,
12
2. Identify/Describe the main ideas
of the major theories and
research in child development
3 exams
NAEYC: 1, 4b, 4c
2 papers
ECE Comp: 2
in-class activities/
quizzes
CA IFECMH: 1A, 1B, 1C,
1D
3. Articulate the psychological
perspective of how the world
looks from the standpoint of a
preschool/school aged child
2 papers
NAEYC: 1, 2, 4a
in-class activities
ECE Comp: 2, 10
4. Acknowledge the importance of
cultural influences on
early/middle childhood
development
3 exams
NAEYC: 1, 2, 3
in-class activities/
quizzes
ECE Comp: 3
5. Apply the knowledge of
early/middle childhood
development to real life
situations
3 exams
2 papers
NAEYC: 1, 4a, 4b, 4c, 4d,
5
in-class activities
ECE Comp: 2, 6, 8, 10
in-class activities/
quizzes
CA IFECMH: 1A, 1B, 1C,
1D
CA IFECMH: 1A, 1B, 1C,
1D
CA IFECMH: 1A, 1B, 1C,
1D
CA IFECMH: 1A, 1B, 1C,
1D, 1F
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6. Devise ways of promoting child
development based on course
knowledge
2 papers
in-class activities
NAEYC: 1, 2, 4a, 4b, 4c,
4d
ECE Comp: 2, 5, 6, 8, 10
CA IFECMH: 1A, 1B, 1C
CFD Departmental Goals this Course Meets:
Goal #1: Students know and understand typical and atypical development characteristics
and needs across the lifespan.
Goal #2: Students know and understand family dynamics and interaction across the
lifespan.
Goal #3: Students use their understanding of and relationships with children and families
to design, implement, and evaluate experiences that promote positive learning and
development for all children and families.
Goal #4: Students demonstrate in-depth, critical knowledge of theory relevant to the child
and family development profession.
Goal #5: Students possess high-level communication skills.
Goal #6: Students demonstrate a high level of cultural competence.
Course Materials
 Required books: (You will be bringing the textbook to class a few times.)
Papalia, D. E. & Feldman, R. D. (2011). A child’s world: Infancy through adolescence (12th
ed.). New York, NY: McGraw-Hill. (ISBN: 978-007-353204-2)
--OR this customized copy with the required chapters: 1, 2, and 9 through 14:
Papalia, D. E. & Feldman, R. D. (2011). CFD 375B: Infant, toddler, & family development. New
York, NY: McGraw-Hill. (ISBN 10: 007-749-2390)
--OR this other customized copy with the required chapters: 1, 2, and 9 through 14:
Papalia, D. E. & Feldman, R. D. (2011). Early/Middle childhood development: CFD 375B. New
York, NY: McGraw-Hill. (ISBN 10: 007-769-7499)
(Two copies of this text are on reserve in the SDSU Library.)
American Psychological Association (2010). Publication manual of the American
Psychological Association (6th ed.). Washington, DC: American Psychological
Association. (ISBN10: 1-4338-0561-8; This text can be purchased online for about
$20.)
 Articles to be found under “course documents” on Blackboard:
Anonymous (2010, May 26-June 1). CHILDREN: Learn attitudes about race at home. Miami
Times, p. 13B. Retrieved from http://proquest.umi.com.libproxy.sdsu.edu/pqdweb?d
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Dingfelder, S. F. (2006/7). Gender bender. In E. N. Junn, C. Boyatzis (Eds.), Child growth and
development 07/08 (pp. 26-27). Dubuque, IA: McGraw Hill.
Poppe, J. & Clothier, S. (2007). The preschool promise. In E. N. Junn, C. J. Boyatzis (Eds.),
Child growth and development 07/08 (pp. 46-49). Dubuque, IA: McGraw Hill.
Strasburger, V. C. (2009). Media and children. The Journal of the American Medical
Association, 301(21), 2265-2266.
Tyre, P. (2007). The trouble with boys. In E. N. Junn, C. J. Boyatzis (Eds.), Child growth and
development 07/08 (pp. 41-45). Dubuque, IA: McGraw Hill.
Assessment and Grading
Assignments and Exams
Required assignments
Points possible
The three exams will be multiple-choice application questions. The
exams are not cumulative. Each exam will cover information from
lectures and the required readings (textbook and articles).
240 (80 points each)
Be on time for the exam. If you are late for the exam and a student
has already finished it and left the classroom, you will receive a zero
for the exam.
No exam will be given to students before the scheduled exam time.
Contact the professor before the test for any special arrangements
that are necessary. A make-up exam will not be given except in the
event of extraordinary circumstances beyond the control of the
student (e.g. severe illness or death in the family). In such situations,
a written documentation by an appropriate professional must be
provided.
There are two required papers -- one is worth 35 and the other, 60
points.
95 points
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Required assignments
Points possible
In-class activities (unannounced):
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Several times throughout the semester, students will participate in
activities and some quick, low stakes quizzes during class. Each quiz
will be about the foundational material from the reading of the day,
and will mostly start at the beginning of the class. Students who
come in late will not be able to make up for the quiz unless
documentation is provided. We will go by the classroom clock. Any
accommodations needed should be brought to the professor’s
attention within two weeks after the semester starts.
TOTAL
400
Final Grades
Please be advised that we do not round up for the final grade (e.g., 79.5% to be round up to B-).
Final grades will be based on the total points earned. How the total points are converted into the
final grades is as what follows:
A = 372-400 points
A- = 360-371 points
B+ = 348-359 points
B = 332-347 points
B- = 320-331 points
C+ = 308-319 points
C = 292-307 points
C- = 280-291 points
D+ = 268-279points
D = 252-267 points
D- = 240-251 points
F = < 240 points
Grading Policies

Papers must be turned in AT THE BEGINNING OF THE CLASS ON THE DAY THEY ARE
DUE. After 10 minutes, assignments are considered late. An assignment will receive a
reduction of 20 points for being late each week.

Assignments delivered via E-mail are not accepted. However, if you are not able to
turn in your assignments during class because of extraordinary circumstances, your
Turn-It-In copy still needs to be submitted by the time it is due, and you need bring a
hard copy of the assignment and a documentation signed by a professional by the next
class. After verification of your circumstances, your assignments will then be
considered on time. The last day to turn in any assignments is 10:30am on Thursday
Dec11.

Students must write their own names on the in-class activity sheets. Students who
arrive 15 minutes late (by classroom clock) to class may not write their names on the
activity sheets. An in-class assignment/quiz needs to be handed in right after it is
finished for credit. Falsification will result in no credit for the activity, plus 3%
deduction in the course score.
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
An attempt to correct any error in the grades would not be honored if it has been two
weeks since the points were posted on Blackboard. Within a week after points are
earned, grades will be posted. Please monitor your own progress and contact the
instructor immediately if you suspect any error.

Missed in-class assignments must be made up within two weeks after your absence. A
written documentation signed by an appropriate professional is needed to make up an
in-class assignment. Each student is allowed only one absence for the semester and may
make up that missed in-class assignment without documentation.
CFD 375B Course Activities and Schedule
Week/Date
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Topics
Reading
8/26
Introduction of Course
Syllabus
8/28
Study of Child Development
Ch. 1
9/2
Theoretical Perspectives -- I (Ch. 2)
pp. 22-32
9/4
Theoretical Perspectives -- II (Ch. 2)
pp. 32-38
9/9
Research Methods (Ch. 2)
pp. 38-53
9/11
Physiological Development of Preschoolers (Ch. 9)
pp. 237-248
9/16
Motor Development, Health, and Safety of Preschoolers (Ch. 9)
pp. 248-253
9/18
Exam #1
9/23
* instructions of paper #1, bring a book for preschoolers
Instructions
9/25
The Preoperational Child (Ch. 10)
pp. 255-262
9/30
The Preoperational Child; Memory Development (Ch. 10)
pp. 263-268
10/2
Measuring Intelligence, & Language Development in Early
Childhood Years (Ch. 10)
pp. 268-274
10/7
Early Childhood Education (Ch. 10)
Poppe
pp. 274-279
10/9
The Developing Self in Early Childhood (Ch. 11);
pp. 281-293
APA instructions
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10/14
The Meaning of Gender (Ch. 11)
Dingfelder
Strasburger
10/16
The Meaning of Gender
Anonymous
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10/21
Preschoolers’ Play and Parenting Practices (Ch. 11)
pp. 293-303
10/23
Prosocial and Antisocial Behaviors in Early Childhood (Ch. 11)
pp. 303-310
*Paper #1 due; instructions of paper #2
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10/28
Physical and Motor Development in Middle Childhood (Ch.12)
pp. 315-322
10/30
Health and Safety in Middle Childhood (Ch. 12)
pp. 322-333
11/4
11/6
Exam #2
The Concrete Operational Child & Moral Reasoning (Ch. 13)
pp. 335-340
11/11
No Class- Veterans’ Day
11/13
Information Processing Skills; Measuring Intelligence (Ch. 13)
pp. 340-349
11/18
Language Development & School Achievement (Ch. 13)
pp. 349-357
Tyre
11/20
Special Needs (Ch. 13)
pp. 357-363
*Paper #2 due
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11/25
Self-Concept in Middle Childhood (Ch. 14)
pp. 365-372
11/27
No class -- Thanksgiving
12/2
Family Influence in Middle Childhood (Ch. 14)
pp. 373-379
12/4
Family Influence in Middle Childhood (Ch. 14)
pp. 379-386
12/9
Peer Relationships in Middle Childhood (Ch. 14)
pp. 386-390
12/11
Final Exam 10:30am-12:30pm
Course Assignments
Two Required Papers
Paper #1 is about selecting a toy for preschoolers, and paper #2 is about selecting a
toy/game/activity for school-age children. The required length is three-to-five pages.
Detailed instructions for the papers will be discussed in class.
Course Policies and Expectations
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Participation in class, including listening, taking notes, and speaking up
Present for instructions for two papers (9/23 & 10/23).
Completion of readings on time, which helps you understand lectures better and earn
good scores on quizzes and exams
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
Completion of assignments on time, which ensures that you avoid late assignment
penalty

Download and print out the PowerPoint slide presentation for each lecture. The slides
will be posted on Blackboard a few days before each lecture.

College-level quality writing: legible and proofread. An assignment will be returned to
you prior to grading if it is difficult to read. In most cases, your assignments will then be
late and you will lose points. Consider using the free Mentoring Services provided by
the CFD department to improve your writing if necessary. You can make an
appointment at the Writing Center at http://writingcenter.sdsu.edu/.

Academic integrity: Plagiarism is six or more words in succession borrowed from
another student’s work, published literature, or internet sources without quotation
marks. Instances of plagiarism and cheating will result in failure of the course and
referral for disciplinary procedures.

Classroom etiquette: Turn off cell phones prior to class. Headsets and cell phones are
not allowed during class and the exams. Laptops are a great device for taking lecture
notes, but it is very disrespectful if you are emailing and surfing the Internet during
class. Please refrain from chatting and other disruptive behaviors during class. Points
will be deducted for these behaviors.

The course syllabus, announcements, and course documents will be posted on
Blackboard. Announcements might also be sent via Email. It is recommended that
students provide an SDSU Rohan student Email account for Blackboard and check for
course communication on a regular basis.
Student Blackboard Support: http://its.sdsu.edu/blackboard/BB9/index.html
 Taskstream: CFD Majors who are enrolled in this course will need to have a TaskStream
electronic portfolio subscription, and be enrolled in the appropriate TaskStream
"Program" which contains your program portfolio. More information about purchasing
a TaskStream subscription and enrolling into a TaskStream Program is available in the
“CFD Portfolio” section of the Child and Family Development
website: http://coe.sdsu.edu/cfd/portfolio/index.php
 Student Work Samples: Your work, without the name, may be selected by the
instructor to keep on file. The work that is selected will be used solely for the purposes
of evaluation from higher education accreditation institutions (e.g., NAEYC, NCATE).
 Guidelines for Turnitin.com: Students agree that by taking this course all required
papers may be subject to submission for textual similarity review to Turnitin.com for
the detection of plagiarism. All submitted papers will be included as source documents
in the Turnitin.com reference database solely for the purpose of detecting plagiarism of
such papers. You may submit your papers in such a way that no identifying information
about you is included. Another option is that you may request, in writing, that your
papers not be submitted to Turnitin.com. However, if you choose this option you will be
required to provide documentation to substantiate that the papers are your original
work and do not include any plagiarized material.
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Teaching Methods
Child Development is a fascinating subject matter and the course is intended to be relevant,
meaningful, and inspirational! The ultimate goal of the course is that you will be ready to
use the child development knowledge you have acquired right after you finish it, and
develop the habit to continue learning from children and families around you.
Multimedia, such as videos and photos of children and families in action, will be shown to
illustrate developmental characteristics/issues. Lectures and demonstrations will be used
often to introduce the course concepts. During the lectures, whole group discussions will
also take place. Your thoughts and comments are welcomed, and your practical knowledge
gained from working with children and families will certainly enrich our discussions.
During class, students will also be working on independent and group activities and
answering questions when lectured concepts are applied, personal childhood development
is reflected upon, knowledge is actively constructed, and critical thinking is encouraged.
The aim of completing these activities is to hone understanding so that you will not only do
well on all other graded work you will submit, but also gain practice on applying
knowledge to real-life situations.
Student Disability Services (http://www.sa.sdsu.edu/sds/)
If you are a student with a disability and believe you will need accommodations for this
class, it is your responsibility to contact Student Disability Services at (619) 594-6473. To
avoid any delay in the receipt of your accommodations, you should contact Student
Disability Services as soon as possible. Please note that accommodations are not
retroactive, and that I cannot provide accommodations based upon disability until I have
received an accommodation letter from Student Disability Services. Your cooperation is
appreciated.
Absence from a Class
The course schedule is subject to change. Changes made will be announced in class. It is the
student’s responsibility to find out about the changes from your classmates or the
instructor if you are absent from a class. Students need to borrow the detailed notes from
their classmates after being absent.
Below please write down the names, phone numbers and emails of three classmates whom
you could call to borrow notes after your absence.
1.
2.
3.
To be enrolled in CFD 375B, I have read and accept the policies and terms as herein stated.
___________________________________________
Student Signature
__________________________
Date
 Keep this page for yourself.
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