Saint Mary’s College of California
Spring 2014
Psychology 144: Middle Childhood
Professor:
Office:
Telephone:
e-mail:
Office Hours:
Lynyonne Cotton, PhD
BROH 209
631-4152
lcotton@stmarys-ca.edu
MWF 9:40-10:10 and by appointment
Course Description: In this course we will examine the key developmental tasks of middle
childhood-including the development of industry, positive peer relationships, moral
responsibility, and initial mastery of the skills important to one’s culture. It involves a 15-hour
service-learning component in an area elementary school where you will have the
opportunity to act as “participant observers” and engage with children, their teachers, and
their families.
Saint Mary’s College of California Definition of Service-Learning:
“Service-learning is a form of teaching and learning in which students engage in purposeful
action that address community goals and through critical reflection to integrate the action with
academic objectives to foster civic responsibility and social justice”
All forms of service for purposes of this course will involve direct contact with children. Some
examples of the services you may provide include but are not limited to tutoring, assisting with
homework, supervising children on playgrounds, assisting teachers in the classroom and
participating in after-school programs.
Textbook:
Middle childhood: A contextual approach. Pearson Publishing. Additional readings will
be assigned.
Learning Outcomes: Students will:
1.
Apply and critically evaluate key concepts and theories relevant to middle childhood in
an elementary school setting.
2.
Utilize and ethnographic methodology to act as a participant-observer and collaborate
directly with children, teachers and families in a mutually beneficial way.
3.
them.
Communicate in writing and class discussion their experiences and their feelings about
4.
Develop a critical awareness of how powerfully and pervasively formal schooling
influences middle childhood and give careful consideration to their respective roles in shaping
this experience.
Course Requirements
Ethnography
This course requires that you spend time outside of class conducting ethnographic field
research in the context of service-learning with a local school. Saint Mary’s College of
California Definition of Service-Learning: “Service-learning is a form of teaching and learning in
which students engage in purposeful action that address community goals and through critical
reflection to integrate the action with academic objectives to foster civic responsibility and social
justice”
As participant-observers, students can be engaged in various forms of service to their
respective school sites. Some examples of the services you may provide include but are not
limited to tutoring, assisting with homework, supervising children on playgrounds, assisting
teachers in the classroom and participating in after-school programs. All forms of service for
purposes of this course must involve direct contact with children.
Time spent at the schools will be a minimum of 15 hours. The ideal schedule is 1.5
hours per week for 10 weeks beginning the week of February 25 and ending the week of
May 6. Students will not be allowed to do more than 2 hours per week (minimum of 7.5
weeks) towards their 15 hour total.
Fieldwork Journal (Notes and Reflections)
Students will prepare comprehensive and detailed weekly field notes. These notes will follow the
“What? So What? Now What?” format the details of which will be discussed in class. Certain
weeks (as outlined in the course schedule) will include reflection prompts where you will be
asked to reflect on very specific topics and observations. More details about this requirement will
be given during the 1st two weeks of class.
Final paper.
The final exam for this course is a self-reflection essay. The objectives of the final
reflective essay are for you to review, summarize, and reflect on what you have learned
about middle childhood during the course of the semester by doing a service-learning
based ethnography. Specific guidelines regarding the format and requirements for the
final reflective essay will be distributed during the semester. One component of the final
paper assignment is to review your fieldwork journal and class notes a from the entire
semester, so be sure to keep these.
Discussion Leader/Presentation
Quizzes
Once per week, you will be quizzed on the reading assignments for that days class and
the content of the previous class lecture. Questions will be multiple choice. At the end
of the term your lowest two quiz grades will be dropped.
Class Participation and Attendance
Students are expected to, prepare in advance, attend every class period and actively participate.
Students will be called upon to share some of their observations and analyses/connections in class
during class discussion.
Policies
Moodle
This course uses Moodle. You will be responsible for checking the Moodle course site daily for
assignments, study guides and announcements.
Academic Honesty
This course operates under the premises of the academic honor code including the expectation
that you will work to uphold high standards of integrity. Academic dishonesty will not be
tolerated in this class. To understand the academic honor code in full, please see the most recent
Student Handbook.
Disabled Student Services
Services are available to qualified students with temporary or permanent disabilities including,
but not limited to, mobility limitations, endurance difficulties, visual impairments, hearing
impairments, learning disabilities ,and any other documented physical, psychological, health or
emotional impairment and other physical or mental conditions that qualify as a disability and
which impedes the student’s equal opportunity to participate with other students at Saint Mary’s
College of California. For further information, contact the student ADA and Section 504
coordinator for disabled student services.
Late Assignments
Absences (site?)
Grading
You can earn “A” (92% and above), “A-(90-91%), “B+” (87-89%) “B” (82-86%), “B-“ (8081%), etc.
Grades will be calculated as follows:
Field Notes and Reflections
Final Paper/ethnography
Quizzes
Discussion Leader/Presentation
25%
25%
25%
25%
Reading Schedule
Week 1/ Introduction
Perez
Week 2/ February 18
Chapter 2
Erikson
Week 3/ February 25
Chapters 1
Confirmed Site
Week 4/March 4
Chapter 3
Garbe and Hoot
California Physical Fitness Study
Week 5/March 11Chapter 5
Au and Kawakami
Week 6/ March 18
Chapter 6
Dweck
Duda and Fry
Week 7/Break
Week 8/April 1
Chapter 7
Week 9/April 8
Chapter 9
Week 10/April 15
Chapter 10
Week 11/April 22
Chapter 11
Maccoby
Thorne
Week 12/April 29
Chapter 9
Week 13/May 6
Chapter 8
Week 14/May 13
Theme development
Harry
Final paper due on day of final exam
Fiedlwork Journal (Notes and Reflections)
Your weekly visits to the school site provide you with opportunities to collect
ethnographic data through field notes, interviews , observations and reflections.
Students must submit notes and reflections to Moodle within 48 hours from your day of
service or credit will not be granted. Weekly field notes and reflections should be no
less than 700 words per each hour at the site, and single spaced. Assignments must be
done in Word or similar format to be accepted. Each entry should include location, date
and start and end time of service.
We will use the “What? So What? Now What” framework for organizing the notes and
reflections.
What? So What? Now What?
Adapted from Eyler, Giles, and Schmiede (1996); Kolb, D. Experiential Learning Chart
What? (objective facts)
—What happened?
—What did you observe? (also includes what you “heard” therefore direct quotes are
encouraged)
—What issue is being addressed or population is being served?
So What? (critical reflection)
—Did you learn a new skill or clarify an interest?
—Did you hear, smell, or feel anything that surprised you?
—How is your experience different from what you expected?
—What impacts the way you view the situation/experience? (What lens are you
viewing from?)
—What did you like/dislike about the experience?
—What did you learn about the people/community?
—What are some of the pressing needs/issues in the community?
—How does this project address those needs?
Now What? (application and integration)
—What seem to be the root causes of the issue addressed?
—What other work is currently happening to address the issue?
—What learning occurred for you in this experience?
—How can you apply this learning?
—What would you like to learn more about, related to this project or issue?
—What follow-up is needed to address any challenges or difficulties?
—What information can you share with your peers or the community; researchers
and theorists?
—what would you do differently?
Rubric: 3 points can be assigned for each What? So What? Now What? as follows:
What?
0
no field notes
1
superficial statements about events, lacks descriptive details
2
good descriptions, but leaves one or more questions about who? What?
when? Or where? unanswered
3
detailed descriptions with vivid details, leaving no unanswered questions
a bout what happened
So What?
0
no discussion
1
2
provided
3
limited discussion of feelings
some discussion of feelings, but no explanations and interpretations
full discussion of feelings, interpretations of those feelings
Now What?
0
no application
1
discusses how experience connects with own life
2
discuss how experiences connects with own life, class material and
3
discusses previous connections and raises new questions
beyond
Some journal entries will consist of notes and general reflections on your experience
while others will be focused on specific topics. Additional readings will be required for
some entries. See topics and dates below. The first submission is due the week of
February 25 and the last one is due the week of May 6. Each is worth 9 points.
1. Topic: Bronfenbrenner’s Ecological Model – Due week of February 25
Through our readings and class discussion we have considered the importance of the
social ecology of an individual’s environment. A key framework for understanding how
the environment influences development is Bronfenbrenner’s framework. Do an
ecological assessment of the school environment both at the site level and the classroom
level. Remember that all environments have positive resources that contribute to a child’s
ability to develop industry as well as risk factors and liabilities that have the potential to
detract from optimal development. For this part of the assignment, you are expected to
provide an assessment of two important ecological factors: the school and the individual
classroom. Suggest what impact you think this “ecology” might have on the children’s
development (positive and/or negative). Consider the following: the “feel” of the school
when you enter, the “feel” of the classroom; its physical lay-out; the quality, quantity,
and developmental appropriateness of learning materials available; cleanliness; structure
vs. chaos; the behavior of the adults; the noise level, and the “mix” of the children.
2.Topic: Vygotsky’s zone of proximal development- Due week of March 18
We have considered various models for cognitive development. Specifically, we have
examined the role of social context and interaction within both the theories of Piaget and
Vygotsky. Describe and discuss examples of a child’s learning being advanced using the
zone of proximal development. Are there instances of children being asked to do things out
of their zone of proximal development? Describe one example. Is there more evidence for a
Piagetian or Vygotskian styles of learning?
3. Topic: Competence- Due week of April 8
We have had ongoing discussions about Erikson’s concept of industry. For this reflection,
spend some time thinking about industry and its relationship to one’s identity. Consider
examples relating industry to self-esteem, self- efficacy and other aspects of affective
development.
4. Topic: Gender development- Due the week of April 22
Refer to the articles by Maccoby and Thorne as well as your textbook. Spend time interacting
with boys and girls. Using the Thorne article, discuss areas of “togetherness” and
“separateness.”
5. Topic: Teaching/Discipline Style and behavior-Due the week of May 13
Similar to what we have learned about parenting styles, teachers/leaders can be
categorized according to the predominant discipline style. In your reflections, focus on
the styles you have encountered at your site. Explain your system of classification. Be
sure to discuss the effects of that style of the children.