Department of Child and Family Development
CFD 353A: Parenting the Young Child
Fall 2015
Instructor Contact Information
Instructor: Hsing-chen Tung, Ed. D.
Office: EBA 401
Office hours:
 Tuesday 1:40pm – 2:50pm (By appointments only)
 Thursday 10am – 10:40am (Walk in okay)
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: Online
Schedule number: 20611
Course prerequisites:
CFD Majors: CFD 135, 270, 270L
CFD Minors: Psy 101, CFD 270/Psy 230 (or an equivalent class), CFD 270L
Course Description
CFD 353A examines parenting from conception to age five through a lens of attachment,
temperament, and behavior regulation in a cultural context. The effects of parenting styles
and interactions on child’s developmental outcomes will be examined.
Student Learning Outcomes
The National Association for the Education of Young Children (NAEYC) has implemented
Professional Preparation core standards for PreK-3 teachers. This course utilizes these
standards in identifying course goals/objectives and course instructional activities,
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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 Websites for detailed listings of
standards.
NAEYC Initial Licensure Standards: http://www.naeyc.org/positionstatements/ppp
Student Learning Outcomes
Assessment
1. The student will review the
principle theoretical perspectives
and research findings in a variety
of cultural contexts that shape
our ideas and knowledge about
the nature of child development
to address the issue of universal
versus culturally specific patterns
of behavior
Attachment Analysis
2. The student will read and
evaluate research, understand the
associated scientific method and
apply it to the understanding of
child behavior and development
within the relevant cultural
context.
Quizzes and Final Exam
NAEYC Standards
NAEYC: 4d, 5
Chapter Application
Reflections
Discussion Board Posting
Activities
Attachment Analysis
NAEYC: 2, 4d, 5
Quizzes and Final Exam
Discussion Board Posting
Activities
3. The student will demonstrate
knowledge of the continuum of
child development (prenatal
through age five) in relation to
the interrelated topics of
biological/physical,
social/emotional and cognitive
development of children.
Attachment Analysis
4. The student will make
connections between theory,
research and practice considering
the implications of research on
educational practice, intervention
decisions, guidance strategies and
the development of public policy.
Attachment Analysis
Quizzes and Final Exam
NAEYC: 1, 5
Chapter Application
Reflections
Discussion Board Posting
Activities
Quizzes and Final Exam
NAEYC: 1, 4b, 4c, 4d, 5
Chapter Application
Reflections
Discussion Board Posting
Activities
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3
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.
Goal #7: Students identify and conduct themselves as a member of the child and family
profession.
Course Materials
Required Text
Bigner, J. & Gerhard, C. (2013). Parent-Child relations: An introduction to parenting (9th ed.)
Newton, R. (2008). The attachment connection. Oakland, CA: New Harbinger.
American Psychological Association (2010). Publication manual of the American
Psychological Association (6th ed.). Washington, DC: American Psychological
Association. (ISBN 10: 1-4338-0561-8; This text can be purchased online for about
$20.)
Assessment and Grading
Assignments and Exams
Required assignments
Points possible
Attachment Analysis 40 points
Complete guidelines for this assignment are provided in the syllabus.
40
5 section quizzes--20 points each
(combination of multiple choice and short essay)
100
6 Reading Application Reflections--10 points each (You will receive a
grade from 1 to 10 pts)
60
5 section Discussion Board Posting Activities—10 points each
50
Final Exam (combination of multiple choice and essay)--20 points
will cover section 6 material; 30 points will cover the entire course
and all class material
50
3
4
Required assignments
Points possible
TOTAL
300
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 follows:
280-300=A
260-269=B+
230-239=C+
200-209=D+
270-279=A-
250-259=B
220-229=C
190-199=D
240-249=B-
210-219=C-
180-189=D-
< 180 = F
Grading Policies

No late assignments will be accepted!

If you are not able to turn in your assignments on time because of extraordinary
circumstances (e.g. severe illness or death of a family member), email the instructor
immediately to explain about your extraordinary circumstances if possible! Then you
will need to submit a documentation signed and dated by a professional as soon as you
can. After verification of your circumstances, your assignments will then be accepted.

Attempts to correct any error in earned points would not be honored if it has been two
weeks since the points were posted on Blackboard. Please monitor your own progress
and contact the instructor immediately if you suspect any error.
CFD 353A Course Activities and Schedule
Sections
Topic
Read
assignments
early in the
week
Assignments / Activities
Section
#1
Transition to
Parenthood
BIGNER CH 5
Due by MON, SEPT 14, 11 PM:
8/249/14



Section 1--2 postings
Section 1—Reading Application Reflection
#1
Section 1—Quiz #1 (9/14: Opens 7 AM ;
Closes 11 PM)
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5
Sections
Topic
Section
#2
Pregnancy and
Childbirth
Read
assignments
early in the
week
BIGNER CH 6
9/149/28
Section
#3
Due by MON, SEPT 28, 11 PM:
 Section 2--2 postings
 Section 2—Reading Application Reflection #2
 Section2—Quiz #2 (9/28: Opens 7 AM ;
Closes 11 PM)
Parenting Infants and
Toddlers
BIGNER CH 7
The Attachment
Connection
NEWTON
INTRODUCTION
AND CH 1-12
9/2810/19
Section
#4
Assignments / Activities
10/1911/16
Due by MON, OCT 19, 11 PM:
 Section 3--2 postings
 Section 3--Reading Application Reflection
#3
 Section 3--Quiz #3 (10/19: Opens 7 AM ;
Closes 11 PM)
Due by MON, NOV 16, 11 PM:
 Section 4--2 postings
 Section 4--Reading Application Reflection #4
 Section 4--Quiz #4 (11/16: Opens 7 AM ;
Closes 11 PM)
Attachment Analysis DUE SATURDAY, NOVEMBER 21--11 PM
OR BEFORE
Section
#5
Cultural Perspectives
BIGNER CH 2
Due by MON, DEC 7, 11 PM:
 Section 5--2 postings
 Section 5--Reading Application Reflection #5
 Section 5--Quiz #5 (12/7: Opens 7 AM ;
Closes 11 PM)
Parent-Child
Relationships in HighRisk Families
BIGNER CH 15
Due by MON, DEC 14, 11 PM:
 Section 6-- No postings
 Section 6-- Reading Application Reflection
#6
 FINAL EXAM (QUIZ #6, plus
comprehensive) (12/14: Opens 7 AM ;
Closes 11 PM)
11/1612/7
Section
#6
12/712/14
5
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Course Policies and Expectations

Completion of readings and assignments on time

College-level quality writing: legible and proofread. An assignment will not be graded if
it is difficult to read. Consider using the free Mentoring Services provided by the CFD
department to improve your writing and study skills if necessary. The application form
is posted under “course documents” on Blackboard.

Conduct of integrity: Plagiarism is SIX or more words in succession borrowed from
another student’s work or published literature without quotation marks. Rephrasing
others’ ideas without citation is also plagiarism. Instances of cheating and plagiarism
will result in failure of the course and referral for disciplinary procedures.

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 posted on
Blackboard, as well as available in the “Portfolio” section of the Child and Family
Development website: http://coe.sdsu.edu/cfd/portfolio/index.php
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.


Student work samples: Your works, 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).
Teaching Methods and Course Format
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
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




Online
Text and other readings
Reading Application Reflections
Discussion Boards
Quizzes and Final Exam
Demos, simulations, videos and more on Blackboard
Power Point slides relating to lectures
Recorded lectures (All sessions are archived for viewing—no sessions are “live.”)
Student Disability Services (http://www.sa.sdsu.edu/sds/)
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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.
Student Blackboard Support: http://its.sdsu.edu/blackboard/BB9/index.html
ATTACHMENT ANALYSIS
POINTS: 40
DUE DATE: 11 PM Saturday, November 21, 2015
ATTACHMENT ANALYSIS
REQUIRED CONTENT AND ORGANIZATION:
Introduction: Include an APA format cover page. Then in a half-page or longer essay,
briefly describe setting and the adult and child you focused on. The setting could be a
childcare setting of any type such as a center or family home childcare or it could be a
home or public setting like a park.
Running description of behaviors (two-page or longer essay)
Observe an adult (parent, other relative or childcare provider) and a child 1 month to 5
years of age in an interaction together for a minimum of 30 minutes.
Describe the behaviors of the adult and the behaviors of the child in as much detail as
you can capturing the moments significant for analyzing attachment between the two
of them.
You may orchestrate the setting or just observe.
Analysis of behaviors (two-page or longer essay)
Analyze the strength and attachment style between the adult and child using very
specific attachment concepts as they are outlined in the Newton text. Must include
four specific concepts or more. Examples of areas to cover (depending upon the
situation) can include:
 The 5 senses (Try to include examples of all 5)
 Attachment types
 Secure base
 Separations/reunions
 Internal working model
 Temperament
 Goodness of fit
 Good enough parenting
 Attunement
 Effects on brain development
 Play
 Etc. (The areas to cover are endless, scour the Newton text for ideas.)
POINTS
5 points
10 points
15 points
*As you apply each concept to your observation, define and explain the
importance of it.
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Personal Reflection: Provide a half-page or longer reflection on your experience with
this project. Comment on your own emotions and reactions.
5 points
Conclusion: In a half-page or longer conclusion, discuss what you learned about
observing for attachment behaviors. Describe how that might help you in your future
work with families and children.
Include a page of references with the Newton text.
TOTAL
5 points
40 POINTS
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