Department of Child and Family Development
CFD 375B Human Development: Early/Middle Childhood (Schedule #: 20529)
Spring 2014
WC 201
Tuesday & Thursday 9:30am-10:20am
Instructor: Hsing-chen Tung, Ed. D.
Office Location: EBA 401
E-mail: htung@mail.sdsu.edu
Office phone: 619 594-4445
Office Hours:
 Monday 10:15-11:30am (Students may drop in, although I will first see students with
appointments.)
 Appointments are needed for Wednesday 10:15-11am and Thursday 10:45-11:30am.
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.
Prerequisites
Students will be dropped from the class if transcripts are not submitted by Tuesday January
28. Electronic or hard copies are both acceptable. When you email your prerequisites,
please put the course number in the subject of the email.
Highlight or circle
 your name & major
 the catalog year you are under
 the courses (& a 378 lab if you are a CFD major) that need to be checked by the
instructor
 For CFD majors:
1. Proof of credit or concurrent registration in a CFD 378 lab class1.
2. Completion of all lower division preparation for the major courses with a grade of C
(2.0) or better.
Submit a Degree Audit Report showing “Okay Preparation for the Major” and the
prerequisite courses.
3. Signed CFD Reflective Learning Portfolio Agreements for students entering school
in/after the 2011-12 catalog year. Please find the agreement on CFD website.
4. If you do not have a degree audit, 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 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. (Psych majors only need
preparation courses for Psych majors.)
 For LS majors: 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.
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.
Student Learning Outcomes/Objectives
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 important guidelines for preparing child and family
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.
1
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
Identify/Describe the
3 exams
developmental characteristics/
2 papers
issues/concerns of the individual
in-class activities/
from age 3 to 12 in the major
quizzes
domains: physical, motor,
cognitive, language and
psychosocial
Identify/Describe the main ideas of 3 exams
the major theories and research
2 papers
in child development
in-class activities/
quizzes
Articulate the psychological
2 papers
perspective of how the world
in-class activities
looks from the standpoint of a
preschool/school aged child
Acknowledge the importance of
3 exams
cultural influences on
in-class activities/
early/middle childhood
quizzes
development
Apply the knowledge of
3 exams
early/middle childhood
2 papers
development to real life situations in-class activities
Devise ways of promoting child
development based on course
knowledge
2 papers
in-class activities
NAEYC Standards
NAEYC: 1, 2, 4b,4c, 4d
ECE Comp: 2, 5, 6, 8,
10, 12
CA IFECMH: 1A, 1B,
1C, 1D
NAEYC: 1, 4b, 4c
ECE Comp: 2
CA IFECMH: 1A, 1B,
1C, 1D
NAEYC: 1, 2, 4a
ECE Comp: 2, 10
CA IFECMH: 1A, 1B,
1C, 1D
NAEYC: 1, 2, 3
ECE Comp: 3
CA IFECMH: 1A, 1B,
1C, 1D
NAEYC: 1, 4a, 4b, 4c,
4d, 5
ECE Comp: 2, 6, 8, 10
CA IFECMH: 1A, 1B,
1C, 1D, 1F
NAEYC: 1, 2, 4a, 4b,
4c, 4d
ECE Comp: 2, 5, 6, 8,
10
CA IFECMH: 1A, 1B,
1C
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 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.
Expectations
 Participation in class, including listening, taking notes, and speaking up
 Present for instructions for two papers (2/20 & 3/25).
 Completion of readings on time, which helps you understand lectures better and earn
good scores on quizzes and exams

Completion of assignments on time, which ensures that you avoiding 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 writing Mentoring Services
provided by the CFD department if necessary.

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 cheating and plagiarism 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 emailing and surfing the Internet are not allowed. 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
Texts & Readings
 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.
--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.
--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.
(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.

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
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.
Grading
There will be 3 exams (worth 80 points each), which 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).
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. Detailed
instructions for the papers will be discussed in class.
In addition, there will be many in-class activities/assignments and some quick, low stakes
quizzes (65 points in total). Each quiz will be about the foundational material from the
reading of the day, and will start at the beginning of the class. 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.
Required assignments
Possible Points
3 Exams
In-Class Activities/Quizzes
Paper #1
Paper #2
240 (80 points each)
65
35
60
Total: 400 points
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 earned are
converted into the final grades is as follows:
372-400 pts. = A
320-331 pts. = B268-279 pts. = D+
360-371 pts. = A308-319 pts. = C+
252-267 pts. = D
348-359 pts. = B+
292-307 pts. = C
240-251 pts. = D-
332-347 pts. = B
280-291 pts. = C< 240 pts. = F
Late Assignment Policy
 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 8am on Thursday
May15.
 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 additional
point reduction in the course score.
 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.
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 with be used solely for the purposes of evaluation from higher education
accreditation institutions (e.g., NAEYC, NCATE).
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.
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.
Absence from a Class
The course schedule is subject to change. Changes made will be announced in class or on
Blackboard. It is the student’s responsibility to find out about the changes from
Blackboard, 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.)
CFD 375B T/Th Tentative Course Schedule
Week/Date
1 1/23
2 1/28
1/30
3 2/4
2/6
4 2/11
2/13
5
7
2/18
2/20
2/25
2/27
3/4
8
3/6
3/11
6
3/13
9 3/18
3/20
10 3/25
3/27
11 4/1, 3
12 4/8
4/10
13 4/15
4/17
14 4/22
4/24
15 4/29
5/1
16 5/6
5/8
17 5/13
5/15
Topics
Reading
Introduction of Course
Syllabus
Study of Child Development
Ch. 1
Theoretical Perspectives (Ch. 2)
pp. 22-32
Theoretical Perspectives (Ch. 2)
pp. 32-38
Research Methods (Ch. 2)
pp. 38-53
Physiological Development of Preschoolers (Ch. 9)
pp. 237-248
Motor Development, Health, and Safety of Preschoolers
pp. 248-253
(Ch. 9)
Exam #1
Instructions
* instructions of paper #1, bring a book for preschoolers
The Preoperational Child (Ch. 10)
pp. 255-262
The Preoperational Child; Memory Development (Ch. 10)
pp. 263-268
Measuring Intelligence, & Language Development in Early
pp. 268-274
Childhood Years (Ch. 10)
Poppe
Early Childhood Education (Ch. 10)
pp. 274-279
The Developing Self in Early Childhood (Ch. 11);
pp. 281-293
APA instructions
Dingfelder
The Meaning of Gender (Ch. 11)
Strasburger
The Meaning of Gender
Anonymous
Preschoolers’ Play and Parenting Practices (Ch. 11)
pp. 293-303
Prosocial and Antisocial Behaviors in Early Childhood
pp. 303-310
(Ch. 11)
*Paper #1 due; instructions of paper #2
Physical and Motor Development in Middle Childhood
pp. 315-322
(Ch.12)
No Class – Enjoy your spring break!
Health and Safety in Middle Childhood (Ch. 12)
pp. 322-333
Exam #2
The Concrete Operational Child & Moral Reasoning (Ch. 13) pp. 335-340
CCFR Conference
pp. 340-349
Information Processing Skills; Measuring Intelligence;
pp. 340-353
Language Development (Ch. 13)
Tyre
School Achievement & Special Needs (Ch. 13)
pp. 353-363
*Paper #2 due
Self-Concept in Middle Childhood (Ch. 14)
pp. 365-372
Family Influence in Middle Childhood (Ch. 14)
pp. 373-379
Family Influence in Middle Childhood (Ch. 14)
pp. 379-386
Peer Relationships in Middle Childhood (Ch. 14)
pp. 386-390
No Class – Final’s Week
Thursday 8am-10am -- Exam #3