NAPA VALLEY COLLEGE
Spring 2016
CFS 120 – Child Development
Reg. # 51244 M 1:30 – 4:20 p.m.  Rm. 2230
Professor: Faye Smyle, M. A.
Telephone: 707/256-7753
E-mail:
fsmyle@napavalley.edu
Office:
1031F
Office hours: Mondays 11:30-1:00, Wednesdays 12:30-3:00
Textbooks and other required items:
The Developing Person through Childhood and Adolescence, Berger 10th Edition
Andrea’s Voice, Smeltzer
OR Hunger of Memory, Rodriguez
Stapler
Access to a computer and printer
Paper for note taking and writing instruments
A. Course Description
This course will examine theories and research regarding physical, cognitive, social, and emotional
development from preconception through adolescence. Typical and atypical development will be
considered. The impact of the family, culture, and society on the developing person will be explored. (3
units, no prerequisites, college writing skills recommended)
B. Course Objectives
1. Examine and discuss major theories of child development.
2. Examine ways in which developmental domains are continuous, sequential and interrelated.
3. Demonstrate knowledge of the physical, social/emotional, cognitive and language development of
children, both typical and atypical, in major developmental stages.
4. Investigate and explain sources of developmental change and reasons for disturbances in the
developmental process.
5. Demonstrate knowledge of current research findings as they apply to child development.
6. Examine and explain how bias can influence the research process.
7. Demonstrate objective techniques and skills when observing, interviewing, describing and
evaluating behavior in children of all ages cultures and backgrounds and their caregivers.
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8. Examine and evaluate the importance of the early years and the effects of interaction between the
individual and her/his environment.
9. Examine and evaluate the role of family in facilitating children’s development.
10. Examine and evaluate the role of teachers and other professionals in facilitating children’s
development.
11. Examine and evaluate the role of play and its relationship to development at various stages.
12. Identify and describe risk factors that impact families and child at each major developmental
stage.
13. Investigate and explain the process of bilingual development in children at various stages.
14. Describe and explain biological and environmental factors influencing the development of identity
and self-esteem in children of all ages.
C. Student Learning Outcomes
The assignments and tests will focus on guiding you to achieve the Student Learning Outcomes (SLOs) for
this course.
1. Analyze major developmental milestones from conception through adolescence in the areas of
physical, psychosocial, cognitive, and language development using standard research
methodologies.
(Student’s achievement of SLO is assessed through the Observation assignments.)
2. Analyze how cultural, economic, political, historical contexts affect children’s development.
(Student’s achievement of SLO is assessed through the exams.)
3. Compare and contrast various theoretical frameworks that relate to the study of human
development.
(Student’s achievement of SLO is assessed through the exams.)
4. Apply developmental theory to the analysis of child observations, surveys, and/or interviews
using investigative research methodologies.
(Student’s achievement of SLO is assessed through the Observation assignments.)
5. Differentiate characteristics of typical and atypical development at various stages.
(Student’s achievement of SLO is assessed through the exams.)
6. Analyze the importance of the early years and the interaction between maturational processes
and social/environmental factors and the effects on various area of development.
(Student’s achievement of SLO is assessed through the Exams.)
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D. Course expectations
Class attendance and participation are expected at all class sessions, are an integral part of
meeting course requirements, and will affect your overall success. Participation during class
discussions will be evaluated in this course. You are expected to contribute to, and participate
in, discussions and projects. In order to participate in discussions, you should have completed
readings prior to coming to class and bring readings to class. You are also expected to stay for
the duration of class. Arriving late or leaving early negatively impacts your participation and
the participation of your classmates.
The Napa Valley College attendance regulations make provisions for a limited number of
unavoidable absences. However, a student who is absent for as many times as a class meets each
week will have exhausted this provision. (Napa Valley College 2014-2015 Catalog, pg.28). You
must inform me of an absence by phone call, e-mail or written note as soon as possible in
order to make arrangements for missed work. If you must be absent, it is your responsibility
to find out what happened in class and any work due must be passed in at the next class
meeting; otherwise work will be given a zero and cannot be made up.
There will be a number of group projects throughout the course related to the various issues
we have discussed. Projects will be a part of class discussions, and will be a practical, handson approach to working with young children. You are expected to fully participate in these
projects with thoughtful comments and contributions.
Please complete all reading assignments before coming to class. Also, bring your textbook to
every class session. Additional reading assignments and articles will be provided throughout
the semester.
All work must be typed, double spaced, 12 font and stapled. All assignments must have your
name, the class name, assignment title, and the assignment due date. If you do not follow the
format for the assignment you will be assigned a zero for that assignment. All assignments will
be based on accuracy, organization and clarity. In the case of written work; grammar, spelling
and punctuation do count. Late work will not be accepted in this class. Assignments are
designed to increase your learning of the subject matter and determine if you have met the
course SLO’s. Please be sure to make each assignment meaningful to you such that you gain
from the experience.
All assignments are due in class no later than 1:45 p.m. on the assignment due date. No late
assignments will be accepted. In the event of a medical emergency or family bereavement, an
assignment extension or make-up quiz/test may be allowed. It is the student’s responsibility
to contact the instructor prior to the quiz/test or assignment due date.
All email correspondence to me must include “CFS 120” in the subject heading. In addition to
2-3 descriptive words as to what the email is regarding. Also, if your name is not very
apparent in the email address, you need to include it in the body of the email. Any emails that
don’t include the CFS number are very unlikely to be opened in a timely manner.
Should you need to submit your work early, you can email it to me as an attachment
compatible with Microsoft word. If I cannot open the attachment, if you send the assignment
in the body of the email or if it is past 1:45 p.m. on the assignment due date, you will receive
an “F” for that assignment. You must still turn-in a hard copy to receive a letter grade. If you
do not turn-in a hard copy, you will receive 0 points.
Because I cannot guarantee this for every student, I will not respond to any emails inquiring
as to whether I “received” your assignment or if I can “open” the attachment. You need to be
absolutely certain that you can send an attachment compatible with Microsoft Word.
Cell phones, iPods, iphones, text messaging devices, and other such items are not allowed in
class. Headphones will not be allowed in class. Remove all headsets when you are in class.
Students that use any of these items in class will be asked to leave.
I am available to help you be successful in this course. Please contact me if you have questions,
concerns, or are having difficulty.
Students in need of accommodations in the college learning environment:
Any student who feels s/he may need an accommodation based on the impact of a learning
disability should contact Learning Services in the Library and Learning Resource Center
(LLRC), room 1766, phone (707) 256-7442. A Learning Disability Specialist will review your
needs and determine appropriate accommodations.
If you need accommodations for physical or other types of disabilities, schedule an
appointment with DSPS Counselor, Sheryl Fernandez, in the Counseling Department located in
the 1300 building, phone (707) 256-7220 for appointment.
All information and documentation is confidential.
Please feel encouraged to make an appointment with me privately to discuss your specific
learning needs in my class.
Student Code of Conduct:
Please refer to the following link regarding the NVC Student Code of Conduct. Students are
expected to adhere to the Student Code of Conduct which can be found at this link
http://napavalley.edu/StudentServices/SRR/Pages/StandardsofStudentConduct.aspx
Important Days to Remember:
Monday, January 18
Friday, February 5
Friday, February 12
Monday, February 15
March 21-26
Friday, April 8
May 23-28
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Martin Luther King Jr. day, no classes
Last day to drop without a “w”
Lincolns day’s day, campus open
Washington’s day
Spring recess
Last Day to withdraw with a “w”
Final Exams
TOPICS & ASSIGNMENTS
You should complete readings for each date PRIOR to class! The readings are
cumulative. You will use the content of the readings throughout the semester, not just
in the week they are assigned.
WK
1
Dates
1/25
2
2/1
3
2/8
4
2/22
5
2/29
6
3/7
7
3/14
8
3/28
9
In Class
Welcomes and Introductions
Syllabus Review
Begin Chapter 1
Read Chapter 1
Foundation Information
Read Chapter 2
Theories
Read Chapter 2
Theories
Read Chapter 3 and Chapter 4
Heredity & Environment
Prenatal Development & Birth
Due
Scavenger Hunt
Theory Assignment
Theory Assignment
Read Chapter 5
Observation Lecture
The First Two Years: Biosocial
Development
Read First Half of 2nd Text (pages given
in class)
Read Chapter 6
The First Two Years: Cognitive
Development
Read Chapter 7
The First Two Years: Psychosocial
Test Chapters 1-4
4/4
Read Chapter 8
The Play Years: Biosocial Development
Test Chapters 5-7
Observation 1
10
4/11
11
4/18
Read Chapter 9
The Play Years: Cognitive Development
Read Chapter 10
The Play Years: Psychosocial
Development
Read Chapter 11
The School Years: Biosocial
Development
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Test Chapters 8-10
Observation 2
12
4/25
13
5/2
14
5/9
Read Chapter 15
Adolescence: Cognitive Development
15
5/16
16
5/23
Read Chapter 16
Adolescence: Psychosocial Development
FINAL – 12:30-2:30
Please note time change
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Read Chapter 12
The School Years: Cognitive
Development
Read Chapter 13
The School Years: Psychosocial
Read Second Half of 2nd Text (pages
given in class)
Read Chapter 14
Adolescence: Biosocial Development
Test Chapters 11-13
Observation 3
Test Chapters 14-16 (5/18)
Andrea’s Voice
Quiz/Hunger of Memory
Test
Grading
It is important that you strive to produce and complete quality work. If you have any
questions or problems, please call me, email me, or come to my office.
Your final grade will be based on a point system with the following assignments required*:
ASSIGNMENTS
Points
Possible
Scavenger Hunt
Theory Assignment
Test on Chap. 1, 2, 3, & 4
Test on Chap. 5, 6, & 7
Test on Chap. 8, 9, & 10
Test on Chap. 11, 12, & 13
Test on Chap. 14, 15, & 16
Final (Andrea’s Voice/Hunger of
Memory)
Observation #1
Observation #2
Observation #3
Group Work & Participation
Including submitted class
assignments
50
50
100
100
100
100
100
100
Earned
score
CATEGORY
APPROX.
PERCENT
(%) OF
OVERALL
COURSE
GRADE
9.5%
48%
9.5%
100
100
100
50
28%
1050
100%
5%
TOTALS
GRADE SCALE
A
90% - 100%
B
80% - 89%
C
70% - 79%
D
60% - 69%
F
0 – 59%
TOTAL RUBRIC SCORE
945 - 1050
849 - 944
735 - 848
630 - 734
0 – 629
* The instructor reserves the right to add or delete assignments or make changes to this
syllabus.
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