Human Life Span Development
PSY 204
1. Catalog Description
Human Life Span provides the context to understand the
significant practical and theoretical developments over
the course of human life. Life Span development begins
with prenatal experience, continues with birth and
progresses through infancy, early and middle childhood,
the adolescent period, and the major stages of
development through adulthood into issues related to the
end of life. The major domains of the developmental
cycle (physical, cognitive and social-emotional) will be
the focal points around which theoretical and practical
considerations will be presented and discussed.
3
credits
Prerequisite: PSY 101
.
2. Course Objectives
•
Students should demonstrate knowledge and
understanding of major theoretical orientations in the
domain areas of cognition, biology/neurology, and
social-emotional human development.
•
Students should be able to demonstrate knowledge and
understanding of research as related to human thought
and behavior in a developmental perspective.
•
Students should be able to apply psychological
concepts, theories, and research findings to commonly
experienced situations.
•
•
Explain the relevance of course content to functioning
of children and adults in schools, work, family and
society.
Students should be able to explain the typical
pathways for social, cultural and personal
development.
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•
Students should be able to explain the typical course
of physical development as well as developmentally
related health concerns associated with physical
development and functioning.
•
Students should demonstrate knowledge and
understanding of cognitive and social-emotional
development and their relation to educational and
occupational functioning.
3. General Education Goals and Objectives as related to
Student Learning and Assessment.
RELATIONSHIP OF GENERAL EDUCATION GOALS AND OBJECTIVES
TO STUDENT LEARNING AND ASSESSMENT
Course
Objectives
Demonstrate
knowledge and
understanding of
various
theoretical
perspectives in
the major domain
areas of
development
Student Learning
Outcomes
Demonstrate said
objective in
class discussion,
in-class
assignments, and
research based
assignments.
Assessment of Outcomes
Demonstrate
knowledge and
understanding of
course related
research
Demonstrate said
objective by inclass discussion
and assignments
Content area exams
Final exam
Participation in class
process
Oral presentation
Apply
psychological
concepts,
theories, and
research
findings to
real-life
situations
Demonstrate said
objective in
class discussion
or presentation
Participation in class
process
Oral presentation
Content area exams
Final exam
Explain the
relevance of
course content
to functioning
of children and
adults in
schools, work,
family and
society
Demonstrate said
objective in
class discussion
and assignments
Class assignments
Participation in class
process
Content area exams
Final exam
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Content area exams
Final exam
Participation in class
process
Class assignments
Demonstrate
knowledge and
understanding of
the typical
pathways for
social, cultural
and personal
development
Demonstrate
knowledge and
understanding of
typical courses
of physical
development as
well as
developmentally
related health
concerns
associated with
physical
development and
functioning
Demonstrate
knowledge and
understanding of
cognitive and
social-emotional
development and
their
development and
its relation to
educational and
occupational
functioning
4.
Demonstrate said
objective in
class discussion
or presentation
Demonstrate said
objective by inclass discussion
and assignments
Demonstrate said
objective by inclass discussion
and assignments
Participation in class
process
Oral presentation
Content area exams
Final exam
Participation in class
process
Content area exams
Final exam
Participation in class
process
Content area exams
Final exam
Demonstrate
comprehensive
knowledge of
course topics
Rationale
The course will provide an overview of human
development and is similar to courses currently
offered at many colleges. The topics and areas of
development addressed introduce themes and issues that
are traditionally addressed by separate courses, e.g.,
Child, Adolescent and Adult Developmental Psychology,
but does so in one semester. The course can serve as
a general introduction to the field Developmental
Psychology, from which more specific interests can be
followed. It can also address curriculum needs, that
is, some nursing students currently have to take
multiple courses when a single course would be
sufficient for curriculum requirements.
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5. Transferability
The course will be accepted by Kean University, Seton
Hall University, and the College of St. Elizabeth.
Although a survey of four-year colleges has not been
attempted, the course will likely transfer as it is
similar to traditional Life Span courses at colleges and
universities.
6. Resources and Costs
Department faculty currently teaching the existing
courses can provide instruction for the proposed course.
Additional source materials may be required to supplement
existing developmental sources. Students taking the
course will be required to have access to a computer with
the computer specifications.
7.
Course Outline
Week
Topic
Assignments
1
Introduction to Life Span
Development
Assigned readings
Class assignments
Class discussions
2,
Heredity and Environment
Assigned readings
Exam
4
Neurological Foundations
Assigned readings
Class assignments
5, 6
Piagetian, Neo-Piagetian
& Vygotskian Perspectives
Class discussions
Assigned Readings
Class assignments
7
Information Processing
Perspectives
Class presentation
Assigned readings
Exam
8
Intelligence & Intellectual Assigned readings
Functioning
Class assignments
9
Achievement, Schools, &
Vocational Development
Assigned readings
Class Assignments
10
Emotional Development
Assigned readings
Class presentation
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11
Self and Identity
Development
Assigned readings
Class assignments
Exam
12
Parenting and the Family
Assigned readings
Class discussions
13
Morality and Worldview
Development
Class assignments
Assigned readings
14
Psychological Disorders/
Health and Death
Assigned readings
Exam
15
Course Overview
Final Examination
`
8. Suggested Criteria for Student Evaluation
Grading will be based on:
Attendance/participation
Semester tests
Class assignments
Final exam
5%
60%
20%
15%
9. Required Texts:
Topical approach: Santrock, J.W. (2007). A Topical
Approach to Life-Span Development (3rd ed.). Boston:
McGraw Hill.
Chronological approach: Santrock, J.W. (2008). Life
Span Development (11t ed.). Boston: McGraw Hill.
10. Bibliography
Aldwin, C.M., Park, C.L., and Spiro III, A.S (Eds).
(2007). Handbook of Health Psychology and Aging. New
York: Guilford Press.
Bates, P.B., Lindenberger, U., and Staudinger, U. M.
(2006). “Life Span Theory in Developmental Psychology.”
In Handbook of Child Psychology (Vol.1, pp. 569-664).
Hoboken, New Jersey: John Wiley and Sons, Inc.
Bergen, Doris. (2008). Human Development: Traditional and
Contemporary Theories. Upper Saddle River, New Jersey:
Pearson.
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Bjorklund, B.R. and Bee, H.L. (2008). The Journey of
Adulthood. Upper Saddle River, New Jersey: Pearson.
Elder Jr., G. H., and Shanahan, M. (2006). “The Life
Course and Human Development.” In Handbook of Child
Psychology, 4th ed. (Vol. 1, pp. 665-715). Hoboken, New
Jersey: John Wiley and Sons, Inc.
Keating, D. (2004). “Cognitive and Brain Development.”
In Handbook of Adolescent Psychology, 2nd ed. (pp. 45—84).
Hoboken, New Jersey: John Wiley and Sons, Inc.
Koltko-Rivera, M.E. (2006). “Rediscovering the Later
Version of Maslow’s Hierarchy of Needs: SelfTranscendence and Opportunities for Theory, Research and
Unification.” Review of General Psychology, 10 (4), 302317.
Kuhn, D. (2006). “Do Cognitive Changes Accompany
Developments in the Adolescent Brain?” Perspectives on
Psychological Science, 1(1), 59-67).
Lewis, M. and Haviland-Jones (Eds). (2000). Handbook of
Emotions (2nd ed.). New York: Guilford Press.
McCrae, R.R. and Costa, P.T. (2006). Personality in
Adulthood. New York: Guilford Press.
Muklincer, M. and Shaver, P.R. (2007). Attachment in
Adulthood: Structure, Dynamics, and Change. New York:
Guilford Press.
Papalia, D.E., Olds, S. W. and Feldman, R. D. (2007).
Human Development (10th ed.). Boston: McGraw Hill.
Phelps, L. (1998). Health-Related Disorders in Children
and Adolescents. Washington, DC: American Psychological
Association.
Nurmi, J.E. (2004). “Socialization and Self-Development:
Channeling, Selection, Adjustment, and Reflection.” In
Handbook of Adolescent Psychology, 2nd ed. (pp. 85-124).
Hoboken, New Jersey: John Wiley and Sons, Inc.
Salthouse, T.A. (2006). “Mental Exercise and Mental
Aging: Evaluating the Validity of the “Use It or Lose It”
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Hypothesis.” Perspectives on Psychological Science, 1(1),
68-87).
Shors. T. (2006). “Stressful Experience and Learning
Across the Lifespan.” In Annual Review of Psychology
(Vol. 57, pp. 55-86). Palo Alto, CA: Annual Reviews.
Weyandt, L.L. (2006). The Physiological Bases of
Cognitive and Behavioral Disorders. Mahwah, NJ: Lawrence
Earlbaum Associates, Publishers.
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