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CFD 270 Human Development Across the Life Span (Schedule Number: 20517)
Department of Child and Family Development
TTh 8am - 9:15 am in SSE 1401
Spring 2015
Instructor: Heather M. Jaffe
Office Location: EBA 404
E-mail: profjaffesdsu@gmail.com
Office Hours:
• Thursday 10:00-11:30am (Students may drop in, although I will first see students with
appointments.)
• Appointments are needed for Tuesdays and Thursday from 11:30-12:15pm.
Course Description
This course introduces human development across the lifespan focusing on the three major domains:
physical, cognitive, and socio-emotional. Major theories and research in human development will be
discussed and linked to practical concerns and issues. The interacting contributions of heredity and
environment on various aspects of human development are analyzed. The bidirectional influences
between the individual’s characteristics and the different levels of social contexts on human
development are examined. Developmental patterns among various cultural and ethnic groups are
compared and contrasted for similarities and differences. Students will be guided to construct their
own meaningful human development knowledge through in-class discussions and the term paper when
they contemplate on the development of their own and those around them.
Prerequisites
• Completion of Psy101 with C- or better.
• Credit or concurrent enrollment in CFD 270L for CFD majors and minors
• Proof of prerequisites is required. Please find your unofficial transcripts from the WebPortal.
You may email your transcript (When you email your prerequisites, please put the course
number in the subject of the email) or submit a hard copy (Staple the papers!). Highlight the
information that needs to be checked by the instructor: your name, major, Psy101, and
CFD 270L.
• Students will be dropped from the class if transcripts are not submitted by Tuesday 1/27.
• This course is not open to students with credit in CFD 170, General Studies 130, Psychology
230, or TE170.
Alignment of Student Learning Objectives with State and National Standards:
The National Association for the Education of Young Children (NAEYC), the National Council on
Family Relations (NCFR), and the National Council for Accreditation of Teacher Education (NCATE)
have provided standards for preparing practitioners working with children and families. This course
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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
assessment. Visit the following Web sites for detailed listings of standards:
NAEYC Initial Licensure Standards: http://www.naeyc.org/positionstatements/ppp
NCFR Content Areas: www.ncfr.org/pdf/cfle_cert/FLE_Substance_Areas.pdf
NCATE Unit Standards:
http://www.ncate.org/Standards/NCATEUnitStandards/UnitStandardsinEffect2008/tabid/476/Default.a
spx
Student Learning Objectives
Demonstrate an understanding of
physical, cognitive, and socioemotional development across the
lifespan
Assessment
activities & quizzes
3 exams
1 term paper
Articulate/Recognize the main ideas in activities
the major developmental theories and 3 exams
1 term paper
research in human development
Acknowledge the interacting
contribution of heredity and
environment on human development
activities & quizzes
3 exams
1 term paper
activities & quizzes
Discuss/Recognize the major
3 exams
similarities and differences in the
developmental patterns among various 1 term paper
cultural and ethnic groups
Apply the knowledge of human
development to real life situations
activities
3 exams
1 term paper
Standards
NAEYC: 1, 4a, 5
NCFR: 1-10
NCATE: 1
NAEYC: 5
NCFR: 1-9
NCATE: 1
NAEYC: 1, 2
NCFR: 1-9
NCATE: 1
NAEYC: 1, 2, 5
NCFR: 1-9
NCATE: 1, 4
NAEYC: 1, 5
NCFR: 1-10
NCATE: 1, 4
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 #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.
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Required Text
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Berk, L. E. (2010) Development through the lifespan (5th ed.). Boston, MA: Allyn & Bacon.
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You will need to bring your textbooks to class for several times.
Recommended Text
American Psychological Association (2010). Publication manual of the American Psychological
Association (6th ed.). Washington, DC: American Psychological Association.
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Grading
Course evaluation is based upon:
3 exams (60 points each)
1 paper
12 in class activities & quizzes
Total
180 points
60 points
60 points
300 points
The in-class activities are intended to help you to deepen your understanding of the important course
concepts and apply the course knowledge to real life situations. You will be guided to construct
meaningful human development knowledge when you reflect with your group members on the life
experiences of your own or of the people around you.
Each quiz will be about the foundational material from the required reading of the day, and will start at
the beginning of the class. The activities and quizzes are unscheduled and will serve as participation
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 are converted into the final grades
is as follows:
278-300 pts. = A
239-247 pts. = B200-208 pts. = D+
269-277 pts. = A230-238 pts. = C+
188-199 pts. = D
260-268 pts. = B+
218-229 pts. = C
179-187 pts. = D-
248-259 pts. = B
209-217 pts. = Cbelow 179 pts. = F
Expectations
• Arrive on time and stay for the duration of the class. Attendance and class participation are
expected and directly correlated to grade.
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Be present for detailed instructions for the paper and for APA style writing (Feb.18 & Mar. 27).
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Download and print out the PowerPoint slide presentation for each lecture. The slides will be
posted on Blackboard a few days before each lecture.
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Students must write their own names on the in-class assignments. Students who arrive 15 minutes
late (by classroom clock) to class may not sign their names on the activity sheets nor take the quiz.
Likewise, students who leave class early, after completing the activity, will not receive credit. An
in-class assignment needs to be handed in right after it is finished for credit. Falsification will result
in no credit for the activity, plus additional 8-point deduction in the course score.
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Make up your missed in-class assignments within two weeks after your absence. A written
documentation signed by an appropriate professional is needed to make up an in-class activity.
Each student is allowed only one absence for the semester and may make up the missed in-class
assignment without documentation.
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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 if necessary to
improve your writing and study skills.
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Academic Honor: Plagiarism is six or more words in succession copied from other people’s
written works without quotation marks. Plagiarism will result in an F in the course and/or further
disciplinary action. The work you submit must be written by you alone. Any copying of another
person's work, in whole or in part, is a violation of the Honor Code. Please familiarize yourself
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with the university’s policy on academic (dis)honesty. This can be found on the SDSU webpage for
Student Rights and Responsibilities (www.sa.sdsu.edu/srr/index.html).
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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 such behaviors.
Late Assignment Policy
• Papers must be turned in AT THE BEGINNING OF THE CLASS ON THE DAY THEY ARE
DUE. After 10 minutes, the assignments are considered late. Late assignments and make-up exams
will NOT be accepted, except in the event of extraordinary circumstances (written documentation
must be provided).
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Assignments delivered via E-mail are not accepted. However, if you are not able to turn in your
assignment 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 written
documentation by the next class. Your assignments will then be considered on time. Email the
instructor immediately to explain about your extraordinary circumstances!
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An attempt to correct any error in the posted grades would not be honored if it has been two
weeks since the points were earned. Within a week after points are earned, grades will be posted
on Blackboard. Please monitor your own progress and contact the instructor immediately if you
suspect any error.
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).
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.
Student Computer Help: problems@rohan.sdsu.edu
Student Blackboard Support: http://its.sdsu.edu/blackboard/BB9/index.html
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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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.
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Tentative Course Schedule:
Date
Readings
Th 1/22
Chapter Content
Course Introduction
T 1/27
Chapter 1
History, Theory, and Research Strategies
Th 1/29
Chapter 1
History, Theory, and Research Strategies
T 2/3
Chapter 2
Biological & Environmental Foundations
Th 2/5
Chapter 3
Chapter 4
Physical Development in Infancy & Toddlerhood
Th 2/12
Chapter 5
Cognitive Development in Infancy & Toddlerhood
T 2/17
Prerequisites
due
Prenatal Development, Birth, & the Newborn
T 2/10
Th 2/19
Application
Instructions of Paper (Bring guidelines & textbooks)
Chapter 6
T 2/24
Emotional & Social Development in Infancy & Toddlerhood
Review for Exam #1
Th 2/26
Exam #1 (Ch.
1-6)
T 3/3
Chapter 7
Physical & Cognitive Development in Early Childhood
Th 3/5
Chapter 8
Emotional & Social Development in Early Childhood
T 3/10
Chapter 9
Physical & Cognitive Development in Middle Childhood
Th 3/12
Chapter 10
Emotional & Social Development in Middle Childhood
T 3/17
Chapter 11
Physical & Cognitive Development in Adolescence
Th 3/19
Chapter 11
Physical & Cognitive Development in Adolescence
T 3/24
Chapter 12
Emotional & Social Development in Adolescence
Th 3/26
Instruction of APA Style Writing and Citation -- bring APA
Manual, or print APA booklets posted on Blackboard;
Review for Exam #2
3/31 &
4/2
No class – Spring break
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T 4/7
Exam #2 (Ch.
7-12)
Th 4/9
Chapter 13
Physical & Cognitive Development in Early Adulthood
T 4/14
Chapter 14
Emotional & Social Development in Early Adulthood
Th 4/16
Chapter 15
Physical & Cognitive Development in Middle Adulthood
T 4/21
Chapter 16
Emotional & Social Development in Middle Adulthood
Th 4/23
Chapter 17
Physical & Cognitive Development in Late Adulthood
T 4/28
Chapter 18
Emotional & Social Development in Late Adulthood
Th 4/30
Chapter 19
Death, Dying, & Bereavement
T 5/5
Review for Exam #3
Th 5/7
8am-10am
Paper due
Exam #3 (Ch.
13-19)
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