Human Development 9
Child/Adolescent Development
Spring 2021
Course Number: 84327
Instructor:
EMAIL:
Christina Flores
​cflores21@sierracollege.edu
Instructor-Student Communication
The best way to contact me is by emailing (see the top of this syllabus). You can also
message me through Canvas. I make every effort to answer emails and Canvas messages
within 48 hours.
Good attendance is a must for this course, as I will often change assignment and test due
dates as we move through course curriculum. Make sure you establish contact with other
students in the class so that if and when you are absent, you can check in to see what you
missed and get notes. I do not email you my PowerPoint presentations when you are
absent.
Check your Canvas announcements, Canvas Inbox, and messages attached to
assignments daily during the week.
Course Description:​ ​Study of the physical, psychosocial, and cognitive/language
developmental milestones for children, both typical and atypical, from conception
through adolescence. Emphasis is on interactions between maturational processes and
environmental factors that affect growth and development.
Course Objectives:
Compare and contrast major developmental milestones for children from
conception through adolescence in the areas of physical, psychosocial, cognitive,
and language development.
Analyze cultural, economic, political, historical contexts that affect children’s
development.
Identify and compare major theoretical frameworks related to the study of human
development.
Apply developmental theory to child observations, surveys, case studies, and/or
interviews using investigative research methodologies.
Participation (30 Points)
❖ Attendance will be taken for most class sessions as documentation of your
presence in class. A sign in sheet will be circulated. It is YOUR responsibility to
sign in. Fifteen minutes after the beginning of class, the sign in sheet will be
collected.
❖ Throughout the class, there will be in-class assignments, small group work,
discussions, etc. A random selection of these will count towards your total
participation grade. ​ Participation assignments cannot be made up or turned
in if you were not in class for the entire class period.
❖ Any student missing more than 6 hours (or a total of 5 class sessions) will be
dropped from the course by the Instructor, unless there is some documented
reason as to why this should not happen. Dropping the class by the due date is the
responsibility of the student, not the instructor. Students who stop coming to
class but do not process their drop will be subject to a failing grade of F on their
record.
❖ It is also the student’s responsibility to get notes, handouts, assignments, etc. from
other class members.
❖ An instructor may remove a student from class from the day of the removal and
next class meeting (no matter the length or type of class). During the period of
removal, the student shall not be returned to the class from which he or she was
removed without the concurrent of the instructor (Education Code Section
76032).
❖ Please refrain from using laptops, cell phones, IPODs, or excessive talking in the
classroom. If one of these things is an issue, I will ask you to leave class for the
day. On your second offense, I will ask you to not come back to that class period
or the following class period as well.
❖ I do not allow children or guests in class at any time.
2 Stages of Development Assignments​ ​(30 points each X 2=60 points total)
These assignments are meant to further your thinking about the topics and apply the
concepts presented in class and in your textbook. There are two groups of two choices
and you must choose the two (out of the four) that interest you the most.
Assignment Formats
Follow the guidelines as listed below unless otherwise specified in the instructions
✔ Type in12 pitch New Times Roman or Arial Font
✔ Use one inch margins
✔ Do not indent your document at any point except at the beginnings of
paragraphs
✔ Double space your entire document
✔ Write in complete sentences at all times
✔ Note length, example, or format requirements for each assignment (they are
different for each one)
✔ Only typed assignments are accepted
✔ Submit assignments via email, Canvas, or turn in a hard copy.
✔ Type your answers in narrative format (either first or third person) as follows (this
is an example from Early Childhood assignment):
I had a going to bed routine as a child. My parents shared with me that after
dinner I would take a nice long bath with my brother. My Mom or Dad would sit next to
the tub and we would pretend like we were serving them drinks with bubbles on the top.
(The paragraph continues…)
Handwritten work on any part of an assignment will result in the entire assignment being
graded with a zero. ​ I will deduct one half of a point for each grammar and syntax
error in written assignments. ​I also deduct points for not following proper format
including font, spacing, etc. All papers should be written with one inch margins, and 12
point font, double spaced. Points will also be deducted for papers not meeting the length
requirement.
Late Policy/Grading
Five points, per day, will be deducted for late assignments. (This includes weekends!)
All work is due at the beginning of each class period, via email, Canvas, ​or​hard copy.
After 15 minutes, your assignment will be considered one day late and 5 points will be
deducted. On the next day, your assignment is 2 days late.
If you are ill, you must submit a doctor’s note including the dates that you were unable to
complete schoolwork along with the completed assignment ​in order for no points to be
deducted.​For example, if the assignment was due on the 5​th​, and you turn it in on the
10​th​, your doctor’s note must say you were unable to complete schoolwork for the dated
of the 5​th​ through the 10​th​.
Academic Integrity
The two most common kinds of academic dishonestly are cheating and plagiarism. It is
the student’s responsibility to know what academic dishonesty means (see Student Rights
and Responsibilities Handbook). Cheating of any kind will not be tolerated. If your
work is identical to another student’s work or any other text either in part or in whole, I
will consider this cheating for all students involved. Please be careful when completing
assignments together with other students. Per the Sierra College Catalog
Instructors, who assign a grade of “f” for cheating, will document that the grade was
assigned for academic dishonesty. The documentation will be stored in the student’s
permanent record file. Grades assigned for cheating cannot be changed at a later date,
nor will the student be eligible to repeat the course to have the grade eliminated from the
cumulative GPA.
Professional Journal Oral Report (40)
Sign ups for the small group you would like to present with will be done on the
day noted in your syllabus. Students not present on the day of choices will be assigned to
a group. Your presentation should be no more than 10 minutes and no less than 8. An
additional rubric will be provided in class and on Canvas. Points are distributed as
below:
Length:
5 points
Eye Contact/Voice Projection:
5 points
Creativity (group activity, visuals, demonstration, group cohesion)
10 points
Content
10 points
● Article Topic
● 7-10 main points of article in its entirety
● Group reaction to article
● Group idea for further research
Group grading score (see below)
10 points
In addition, you will be graded by your team members with regards to your participation
and contributions to the group process. This is done anonymously, on the day of your
group’s presentation. Each member of the group will assign a score of 1-10 to each
member of the group (excluding themselves) and this will be added to the 30 points I
assign. Scores will be rounded down to the nearest whole numbers.
Exams:
There will be two midterm exams and one final exam. Exams will be multiple choice
questions. Material from the texts, lectures, videos, and student presentations may be
included. The final exam is non-cumulative. All exams will be administered via Canvas.
Make sure you follow the guidelines below when completing the exams.
❖ All exams are timed as outlined in the instructions. At the end of the time indicated, the
exam will “time out” and not be available to you. ​Please take care in watching your
time when taking exams, and make sure you do not log on to take the exam until
you have as many minutes of interrupted time as the instructions indicate. If you
stop taking the exam at any time after you start it, the clock keeps running and this
time will count against you.
❖ You must finish the exam the first time you begin.​This also means that if you have a
computer or internet problem while taking the exam, you will not be able to get back into
the exam to finish it.
❖ Students may go back and change answers as they take the exam/quiz within their
timeframe.
❖ Students who wait to take the exam on the last day it is available sometimes
encounter servers that are busy. For this reason, I do not recommend taking the
exam late on the last day it is available. If this happens, I will not re-open or extend
the exam​.
❖ You must FINISH (not start) the exam by 3:20 p.m.
❖ If you pause for a long time, answer instant
messaging, open another website, or attempt
copy and paste the exam you will be locked
out. If you are locked out you will not be
able to finish the exam and I will not reset it
you.
Troubleshooting:
❖ If you encounter a problem while taking the
exam, you must Canvas message me
immediately.
to
for
Appointments:
Please make appointments with me after class or via email. Please do not hesitate to
contact me. I am here as an instructor to make you successful.
Accommodations/Support:​ ​If you have any special needs or requests, please make
me aware of them immediately. All information discussed will remain confidential.
There are many resources available to students. Your student ID card gives you access to
the library. The Sierra College Tutor Center, Writing Center and Disabilities Office
provide many services free to students, including help with writing skills. Take
advantage of the resources available.
Writing Center:
Tutor Center:
Learning Disabilities
LR Second Floor
LRC 402
L 141
You also have access to online tutoring and writing assistance by logging onto the
following website:
http://www.sierracollege.edu/distancelearning/help-center/tutor-writing-center.php
Grading
Over the term, you will accumulate points as follows:
Participation
30 points
Stages of Development (2 X 30)
60 points
Professional Journal Oral Report
40 points
Mid-term Exam #1
80 points
Mid-term Exam #2
80 points
Final Exam
80 points
Total Points Possible:
370 points
I grade on a straight percentage scale as follows:
333-370 points
A
296-332
B
259-295
C
222-258
D
221 & below
F
WEEKLY SCHEDULE
(Tentative)
WEEK #1
Monday, August 26
Lecture/Discussion Topics:
● Syllabus Review
Reading: Kuther, chapter 1 (pgs. 1 - 12)
Wednesday, August 28
Lecture/Discussion Topics:
● What is Life Span/Child Development?
o A Little History
o Development Processes and Periods
o Research Strategies
Reading: Kuther, chapter 1 (pgs. 12 - 15)
WEEK #2
Monday, September 2
NO CLASS ~ LABOR DAY
Wednesday, September 4
Lecture/Discussion Topics:
● Theories of Development
Reading: Kuther, chapter 1 (pgs. 15 - 22)
WEEK #3
Monday, September 9
Lecture/Discussion Topics:
● Theories of Development
Reading: Kuther, chapter 1 (pgs. 26 - 36)
Wednesday, September 11
Lecture/Discussion Topics
● Research in Human Development
● View Genie video
Reading: Kuther, chapter 2
WEEK #4
Monday, September 16
Lecture/Discussion Topics
● Introduction to Genetics
Reading: Kuther, chapter 3
Wednesday, September 18
Lecture/Discussion Topics
● Prenatal Development
WEEK #5
Monday, September 23
Lecture/Discussion Topics:
● Review for Midterm
● Handout: Study Guide
● Small Group Presentation Sign Ups/Work Session
Reading: Review Kuther, chapters 1-3
Wednesday, September 25
Lecture/Discussion Topics
● Midterm #1
WEEK #6
Monday, September 30
Lecture/Discussion Topics
● The Miracle of Life
Reading: Kuther, chapter 4
Wednesday, October 2
Lecture/Discussion Topics:
● Infancy
o Physical Development
WEEK #7
Monday, October 7
Lecture/Discussion Topics:
● Infancy
o Physical Development
Reading: Kuther, chapter 5
Wednesday, October 9
Lecture/Discussion Topics:
● Infancy
o Cognitive Development
WEEK #8
Monday, October 14
Lecture/Discussion Topics:
● Infancy
o Cognitive Development
Reading: Kuther, chapter 6
Wednesday, October 16
Lecture/Discussion Topics:
● Infancy
o Socioemotional Development
Reading: Kuther, chapter 7 (pgs. 190-196)
WEEK #9
Monday, October 21
Lecture/Discussion Topics:
● Early Childhood
o Physical Development
o Short group work time: CREATIVITY!
Reading: Kuther, chapter 7 (pgs. 196- 217)
Wednesday, October 23
Lecture/Discussion Topics:
● Early Childhood
o Cognitive Development
WEEK #10
Monday, October 28
​#1 Stages of Development Assignment Due (Infancy OR Early Childhood)
o Early Childhood
o Cognitive Development
o Group Presentations Work Session in class
Reading: Kuther, chapter 8
Wednesday, October 30
Lecture/Discussion Topics:
o One Third of Group Presentations
o Early Childhood
o Socioemotional Development
WEEK #11
Monday, November 4
Lecture/Discussion Topics:
o One Third of Group Presentations
o Early Childhood
o Socioemotional Development
Wednesday, November 6
Lecture/Discussion Topics:
o One Third of Group Presentations
o Test Review​Kuther, chapters 4 - 8
o Handout: Study Guide
WEEK #12
Monday, November 11
NO CLASS ~ VETERANS DAY
Wednesday, November 13
Lecture/Discussion Topics:
● Midterm Two: Infancy and Early Childhood
Reading: Kuther, chapter 9 (pgs. 250-257)
WEEK #13
Monday, November 18
Lecture/Discussion Topics:
● Middle Childhood
o Physical Development
Reading: Kuther, chapter 9 (pgs. 257-279)
Wednesday, November 20
Lecture/Discussion Topics:
● Middle Childhood
o Cognitive Development
Reading: Kuther, chapter 10
WEEK #14
Monday, November 25
Lecture/Discussion Topics:
● Middle Childhood
o Social and Emotional Development
Wednesday, November 27
#2 Stages of Development Assignment Due (Middle Childhood OR Adolescence)
Lecture/Discussion Topics:
● Middle Childhood ​Continued
Reading: Kuther, chapter 11 (pgs. 312-326)
WEEK #15
Monday, December 2
Lecture/Discussion Topics:
● Adolescence
o Physical Development
Reading: Kuther, chapter 11 (pgs. 327-340)
Wednesday, December 4
Lecture/Discussion Topics:
● Adolescence
o Cognitive Development
Reading: Kuther, chapter 12
WEEK #16
Monday, December 9
Lecture/Discussion Topics:
● ​Adolescence
o Socioemotional Development
● Review for Final
o Kuther, chapters 9 - 12
Wednesday, December 11
Lecture/Discussion Topics:
● Final Exam: Middle Childhood and Adolescence
Emergency Procedures - Rocklin Campus
For an emergency, call 911
When to call 911 Police Department
• When you feel physically threatened or in danger of being threatened
• For a medical emergency
• If you smell or see smoke or fire
​ or a non-emergency call Security Services​– Extension 7120 from campus phones, or
F
(916) 660-7120
When to call 7120 (Security & Parking Services)
• To report a theft or incident
• To request access to a locked building or to lock a building
• To request a campus escort
• To request a physical presence/deterrent
• To ask for assistance with frequent violations of our smoke/tobacco free campus policy
Each room on campus has posted an Evacuation Plan, noting how to leave the building
and where to meet in case of an emergency, and an Emergency Procedures Ready
Reference. Please notify your division dean if these are not posted in your classroom.
Sierra College has fire extinguishers and first aid kits in each building (know where these
are) and phones in each classroom for emergency use.
​In the Event of a Fire
1. If a fire or smoke is present, pull the nearest fire alarm. 2. Anytime you hear a fire
alarm in the building – immediately start evacuation procedures. 3. Instruct students to
gather personal belongings. 4. Gather attendance records. 5. Using the evacuation routes
available, proceed with class to the established gathering point in the opposite direction
of smoke or fire. 6. Wait with class at gathering point until given further instructions by
emergency personnel. 7. DO NOT RE-ENTER THE BUILDING until instructed to do
so.
In the Event of a Command to Evacuate
1. Instruct students to gather personal belongings. 2. Gather attendance records. 3.
Proceed with class to the established gathering point. 4. Report to the emergency staff
assigned to supervise the gathering point. 5. Wait with class at gathering point until given
further instructions by emergency personnel.
In the Event of a Command to “Lock Down”
1. Close all doors and lock, if possible. 2. Close all blinds and drapes. 3. Turn off any
unnecessary equipment. 4. Keep everyone away from all windows. 5. Instruct students to
remain as quiet as possible. 6. Do not allow anyone to leave until notified by emergency
personnel. 7. Ask students to turn cell phones off to free up frequencies for emergency
personnel.
In the Event of a Command to “Shelter in Place”
1. Follow all steps identified for lock down. 2. Ensure that all ventilation is either closed
or shut down.
In the Event of a Power Failure
1. Wait a minute or two to see if power is quickly restored. If the power fails for more
than a minute or two, it is likely to remain off for at least 30 minutes or more. Emergency
lighting is located throughout campus buildings to provide minimal safety lighting for a
short time after power fails. 2. If power remains off, call Security Services at ext. 7120,
or (916) 660-7120, and tell the dispatcher the location where power has failed. Leave a
cell phone number so Security Services can all you back and inform you of what is
happening. 3. Stay where you were when the power failed unless it is unsafe to do so.
You will be notified once the administrator in charge gathers sufficient information to
determine an appropriate course of action. If you have sufficient light to continue your
class, you may do so, use your discretion.