March Session 14-54
March 23, 2015 – May 16, 2015
The study of children from conception to puberty. Students study maturational and environmental factors that shape the physical, cognitive, and social development. Cross-listed as PSYC 391.
Prerequisite : PSYC 101
Proctored Exams : Final
Feldman, R.S. (2012) Child Development . 6 th ed.; Pearson, bundled with MyVirtualChild
ISBN13: 978-0-205-87510-8
(You do not need to purchase MyDevelopmentLab or MyPsychLab products, but you do need access to MyVirtualChild). If you purchase the book separately, you can purchase access to My Virtual Child directly through the program website (myvirtualchild.com) with a credit card.
Textbooks for the course may be ordered from MBS Direct. You can order
 online at http://direct.mbsbooks.com/columbia.htm
( be sure to select Online Education rather than your home campus before selecting your class )
 by phone at 800-325-3252
For additional information about the bookstore, visit http://www.mbsbooks.com
.
Child psychology focuses on development, from conception through the onset of puberty. We will be learning about neurological, physical, cognitive, social, and emotional aspects of child development.

Participation in this course will require the basic technology for all online classes at Columbia
College:
 A computer with reliable Internet access,
 a web browser,
 Acrobat Reader,
 Microsoft Office or another word processor such as Open Office.
You can find more details about standard technical requirements for our courses on our site.
 To apply existing psychological principles and theories to child development.
 To explore specific theories developed to explain the cognitive and social gains and losses evidence during childhood, including children with special needs.
 Describe and explain major biological and psychological changes that occur from conception until puberty.
 Identify important developmental theories and be able to describe their range of explanatory power.
 Identify the timing and nature of specific gains in cognitive ability during childhood.
 Identify the major psychosocial influences on and the concerns of children.
 Identify impediments to normative development during childhood, including genetic, chromosomal, and psychological disorders.
GRADE POINTS
A 900-1000
PERCENT
90-100
B
C
D
F
800-899
700-799
600-699
0-599
80-89
70-79
60-69
0-59
Week
1
2
Assignment
Discussion 1
Discussion 2
Quiz 1
Discussion 3
Discussion 4
Quiz 2
ASSIGNMENT
Discussions
Virtual Child Papers
(4 total; 100 points each)
Quizzes
Final Exam
Total
POINTS PERCENT
160 16%
400 40%
240
200
1000
24%
20%
100%
Points
10
10
30
10
10
30
Due Date
Wednesday /Friday
Friday/Sunday
Sunday
Wednesday / Friday
Friday/Sunday
Sunday

7
8
6
5
4
3
Proctor Information
Discussion 5
Discussion 6
Quiz 3
Virtual Child Paper 1
Discussion 7
Discussion 8
Quiz 4
Discussion 9
Discussion 10
Quiz 5
Virtual Child Paper 2
Discussion 11
Discussion 12
Quiz 6
Virtual Child Paper 3
Discussion 13
Discussion 14
Quiz 7
Virtual Child Paper 4
Discussion 15
Discussion 16
Quiz 8
Final Exam
Total
10
10
30
100
10
10
30
100
10
10
30
100
100
10
10
30
10
10
-
10
10
30
30
200
1000
Discussion: There will be two discussion questions each week for a total of 16 Discussions. I expect a minimum of three posts by you for each discussion question: one reflection and two replies to your classmates. Great interaction, as you will see, requires more than just the minimum.
Each discussion topic requires 1 three-paragraph (or more) reflection from you by 11:59 PM CT on
Wednesday (first discussion question of the week) and 2 significant responses to classmates’ reflections on the first question by 11:59 PM CT on Friday . By Friday, the second discussion question of the week should be completed; then 2 significant responses to classmates’ reflections on the second question should be posted by 11:59 PM CT on Sunday , with the exception of Week 8 when your responses to your classmates’ reflections will be due by 11:59 pm (CT) on Saturday.
Discussion posts should completely address the question being posed using appropriate grammar, correct spelling, and supplemental resources (information from professional journals or other peer reviewed sources). Your responses to other learners must be ‘substantial’, meaning that they need to say something more than “good job”. A substantive comment could be a short recap of a current research finding that supports your point or the point of the other author, or an elaboration of an idea presented in the post that you found particularly intriguing.
Virtual Child Papers: During the course you will be responsible for raising your own Virtual Child and completing a series of papers regarding the development of the Virtual Child. Each paper addresses a specific period of development and requires thoughtful analysis and integration of the
Sunday
Wednesday / Friday
Friday/Sunday
Sunday
Sunday
Wednesday / Friday
Friday/Sunday
Sunday
Wednesday / Friday
Friday/Sunday
Sunday
Sunday
Wednesday / Friday
Friday/Sunday
Sunday
Sunday
Wednesday / Friday
Friday/Sunday
Sunday
Sunday
Wednesday/ Friday
Friday/Saturday
Saturday
Saturday

material from the text as well as your experience with the Virtual Child. These papers are described in detail below. There are four Virtual Child Assignments; each Virtual Child Assignment is worth
100 points and must be turned into the Dropbox by 11:59 pm (CT) on Sunday of the assigned week.
Beginning in Week Two, discussion questions will include observations of your Virtual Child and how this experience related to concepts being discussed in the text/course room. It should take about eight hours total to raise your Virtual Child from birth to age 18, and it is an activity you can start when time allows, leave when necessary, and return to later. I encourage you to read the Virtual
Child Assignments detailed in this syllabus and in the Content so you have an idea how to pace the activity. Don’t forget to check out the videos that are part of the Virtual Child experience at many different stages!
I recommend that you copy the Virtual Child Questions into a new Word document and begin to construct your paper from there, answering the questions you choose. Your answers should be provided in complete sentences; full points will only be awarded if the questions are answered completely.
There is no minimum/maximum page length and you do not need to strictly follow APA style. You do not need to double-space your text or provide an abstract, title page, etc. Be sure to use a 12-point
Cambria font (used here) and to cite any outside sources of information (including the textbook and the Virtual Child program).
Quizzes : The purpose of each quiz is to monitor your comprehension of the information presented in the text reading for each week. The quizzes are not proctored and will consist of 20 questions. You will have 45 minutes to complete the quiz. Students who go over the time limit will receive a zero.
Due to the time limit, students should expect to know the material thoroughly before starting the quiz rather than rely on the textbook. Each weekly quiz will be due by 11:59 pm (CT) on Sunday, with the exception of Week 8 that will be due by 11:59 pm (CT) on Saturday.
Final Exam: The final exam will be composed of 100 multiple choice items. You will have two hours to complete the exam. The final must be proctored . See the information in the Course Policies below and the Proctor Information in the Content about locating a proctor. Proctor Information will be submitted to the Dropbox by the end of the second week of the course. The final exam will be due by
11:59 pm (CT) on Saturday.
Readings: Chapters 1 and 2
Discussion Assignments:
Discussion 1 - Introduction .
The discussion for this week will revolve around getting to know each other, and the class environment. Please tell us more than your name. Include, for example, your occupation, hobbies, interests, your geographical location, and any other information that you can share with us to help us get to know you. Also, tell us the name of your Virtual Child and any story behind the name (if there is one). Your Introduction is due
11:59 pm (CT), Wednesday. Your responses to two classmates will be due 11:59 pm (CT),
Friday.
Discussion 2 – Theoretical Perspectives : Describe the key ideas about human behavior and development for each of the five identified major perspectives in psychology. Postulate what advice theorists from each perspective would give new parents to maximize their
Virtual Child’s potential. What advice would you give new parents or would you take yourself as you raise your Virtual Child? Support your recommendations with material from the text. Due 11:59 pm (CT), Friday. Your responses to two classmates will be due

11:59 pm (CT), Sunday.
Quiz 1: Covers Chapters 1 and 2. Due 11:59 pm (CT), Sunday.
Readings: Chapters 3 and 4
Discussion Assignments:
Discussion 3 – Nature versus Nurture: At this point you should have spent some time raising your Virtual Child. With that in mind, discuss how you view the development of intelligence. How are these views impacting the way you interact with your Virtual Child?
How do your interactions with your Virtual Child reflect your beliefs about nature and nurture with regards to the development of intelligence? Use information from your text or current research findings to support your position. Due 11:59 pm (CT), Wednesday. Your responses to two classmates will be due 11:59 pm (CT), Friday.
Discussion 4 – Premature Birth: Sometimes circumstances dictate that an infant be born prematurely; discuss some of the conditions that lead to premature birth. Provide a comparison of low-birth weight infants with very low-birth weight infants. Be sure to talk about the interventions necessary with each type, as well as long term outcomes identified by your text. Find current research about one of the types of interventions used and incorporate that into your discussion. Due 11:59 pm (CT), Friday. Your responses to two classmates will be due 11:59 pm (CT), Sunday.
Quiz 2: Covers Chapters 3 and 4. Due 11:59 pm (CT), Sunday.
Proctor Information: You must submit the “ Student Proctor Information Submission Form ” to the Proctor Information Dropbox within the course by the end of Week 2. This form and additional information about Proctoring is located in the Content area of the course. Please note: you will not be able to post Discussion 5 until your Proctor Form has been submitted. Due Sunday by midnight.
Readings: Chapters 5 and 6
Discussion Assignments:
Discussion 5 – Physical Development: As discussed in your text, the period of infancy is noted for a rapid amount of physical growth. How does the arrangement of the environment help facilitate motor development of your Virtual Child? Alternatively, how might the environment hinder motor development? What are some strategies you might use to foster both motor and sensory development? Support your recommendations with references from the text or from peer reviewed journal articles. Due 11:59 pm (CT),
Wednesday. Your responses to two classmates will be due 11:59 pm (CT), Friday.
Discussion 6 – Language Development: Describe and contrast the major theories of language development. Using examples from your Virtual Child, describe how each of the major theories can contribute to understanding the development of language. Due 11:59 pm (CT), Friday. Your responses to two classmates will be due 11:59 pm (CT), Sunday.
Quiz 3: Covers Chapters 5 and 6. Due 11:59 pm (CT), Sunday.
Virtual Child Paper 1: Infants and Toddlers (100 points)
Choose 7 or 8 of the following questions, at least two questions must be used from each section whose total point value equals 100 points. The total points awarded will not exceed 100 points.
Submit to the Dropbox under the appropriate folder by 11:59 pm (CT), Sunday.

Set 1: 9 months
1.
How does your baby’s eating, sleeping, and motor development compare to the typical developmental patterns in the first 9 months?
[Scoring: 5 points for describing Virtual Child’s behavior in each of two domains and referring to what might be expected at these ages. 10 points ]
2.
At 8 months of age was your Virtual Child an ‘easy,’ ‘slow to warm up,’ or ‘difficult’ baby in terms of Thomas and Chess’ classic temperamental categories? On what do you base this judgment?
[Scoring: 5 points for explaining the category and 5 points for a supporting observation on Virtual Child’s behavior. 10 points ]
3.
How is your Virtual Child’s attachment relationship to you or your partner (whoever is the mother) developing? What is happening at the 3-month and 8-month periods that might affect attachment security according to Bowlby and Ainsworth and various research studies?
[Scoring: 5 points each for describing two aspects of the Virtual Child’s behavior that indicates attachment is developing at 3 or 8 months, and 5 points for describing one aspect of parental behavior that may affect attachment security. 15 points ]
Set 2: 19 months
4.
Describe and give examples of changes in your Virtual Child’s exploratory or problem solving behavior from 8 to 18 months and categorize them according to Piagetian and information processing theories.
[Scoring: 5 points for describing an improvement or a qualitatively new behavior and 5 points for explaining it using a specific Piagetian or information processing concept to classify the Virtual Child’s behavior. 10 points ]
5.
Analyze your baby’s temperament in more detail at 19 months than you did at 8 months.
How would you describe your baby in terms of the five aspects of temperament utilized by the Virtual Child program (activity, sociability, emotionality, aggressiveness vs. cooperativeness, and self-control)? Has your Virtual Child’s temperament been stable over the first 18 months? A short passage defining and providing examples of the five aspects of temperament is provided at 12 months, but you should seek out further explanations of temperament from your text. Explain how the concept of goodness of fit
(also discussed in the passage on infant temperament) applies to your interactions with your Virtual Child.
[Scoring: 2 points for a supporting example of each of the five aspects of temperament.
5 points for addressing the issue of stability and 5 points for an example of goodness of fit. 20 points ]
6.
Is your Virtual Child delayed or advanced in any area of development according to the
19-month developmental examiner’s report? Based on what you have studied, do you think this is most likely a result of specific biological or environmental factors?
[Scoring: 5 points for describing an area of delay or advancement. 5 points for a hypothesis and 5 points for evidence on biological or environment factors from the readings. 15 points ]
Set 3: 30 months
7.
Describe your Virtual Child’s communication and language development in the first 30 months. Is your Virtual Child developing at a typical or atypical rate?

[Scoring: 5 points for a general description of your Virtual Child’s language development and 5 points for discussion specific evidence of either normal or atypical development.
10 points ]
8.
Have there been any environment events in your Virtual Child’s first 2 ½ years that you think might have influenced his/her behavior? On what do you base your hypotheses?
[Scoring: 5 points for each of two environmental events. Be sure to explain how you think these events have influenced your Virtual Child. 10 points ]
9.
How is your Virtual Child progressing on early Virtual Childhood issues, such as learning household rules, learning to follow routines, listening to you, developing self-control, and learning to get along with others?
[Scoring: 5 points for each of three toddler issues. 15 points ]
10.
Analyze your own parenting philosophy and practices. What principles from learning or social learning theory, Bowlby, Ainsworth, Piaget, Vygotsky, information processing theory, neuroscience or other theories do you appear to have relied on in making your parenting choices or interpreting your Virtual Child’s behavior? Include three principles and identify one or more theorists who espoused these principles in your answer.
[Scoring: 5 points for an example from your parenting that fits a concept or principle from each of the three theories you select from the list above. 15 points ]
Readings: Chapters 7 and 8
Discussion Assignments:
Discussion 7 - Attachment: Look at the definitions of stranger anxiety and separation anxiety. Have you noticed the development of these milestones as your Virtual Child approaches one year of age? Explain. In regard to stranger anxiety, are there some individuals that your Virtual Child is more apprehensive around than others? Does this coincide with your text’s statement that infants show more anxiety around male strangers than female strangers? Additionally, how does the development of these social milestones connect to the changes taking place in regard to cognitive development? Due 11:59 pm
(CT), Wednesday. Your responses to two classmates will be due 11:59 pm (CT), Friday.
Discussion 8 – Motor Skills: We know during the preschool period both fine and gross motor skills continue to develop. How would you describe the progression of motor development of your Virtual Child? Incorporate the increasing self-reliance of your Virtual
Child in your discussion. What is your Virtual Child doing now that s/he was not physically able to do before? What are some areas where your Virtual Child still needs assistance?
Provide specific examples of your Virtual Child’s strengths and weaknesses regarding fine and gross motor skills. Due 11:59 pm (CT), Friday. Your responses to two classmates will be due 11:59 pm (CT), Sunday.
Quiz 4: Covers Chapters 7 and 8. Due 11:59 pm (CT) Sunday.
Readings: Chapters 9 and 10
Discussion Assignments:
Discussion 9 – Cognitive Development: According to Piaget, your Virtual Child has now entered the pre-operational period of cognitive development.
Children in the preoperational stage are unable to understand both conservation and transformation. Describe these concepts and provide behavioral examples you have experienced with your Virtual Child (or with your own children). Discuss parenting challenges that occur as result of this limitation in children’s

thinking; provide at least one clear example where this cognitive limitation made communication challenging and how you navigated the situation.
Due 11:59 pm (CT), Wednesday. Your responses to two classmates will be due 11:59 pm (CT), Friday.
Discussion 10 – Parenting Styles: Read over the parenting styles identified by Diana
Baumrind in your text. Describe your own parenting style and indicate under which classification your style would fall. Do you think that authoritative parenting works best?
Why or why not? What do you think the qualities of a good parent are? Do you try to incorporate routines in your Virtual Child’s life? Describe these and explain why you think routines are important. Due 11:59 pm (CT), Friday. Your responses to two classmates will be due 11:59 pm (CT), Sunday.
Quiz 5: Covers Chapters 9 and 10. Due 11:59 pm (CT), Sunday .
Virtual Child Paper 2: Early Virtual Childhood (age 3-4 years) (100 points)
Choose 6 of the following questions. You must choose items 2 and 6 (worth 20 points each), and then four of the remaining six items (worth 15 points each). Submit to the Dropbox under the appropriate folder by 11:59 pm (CT), Sunday.
3 years of age
1.
What activities and experiences have you and your Virtual Child engaged in that might be promoting healthy behavioral practices and an interest in physical activity?
[Scoring: 5 points for each of three activities or experiences. 15 points ]
2.
Describe the development of your Virtual Child’s language and communication skills and discuss how these might be affecting his or her interactions with you and your responses to him or her. Refer to the text for descriptions and explanations of each area of skill.
[Scoring: 5 points for each of three examples illustrating changes in cognitive or language skills, 5 points for explanations of how these changes affect parent-Virtual
Child interaction. 20 points ]
3.
How well is your Virtual Child adapting to social situations in the home and outside the home? Does your Virtual Child have any behavior or emotional problems at this point?
Why do you think these problems are occurring and what are you doing about them?
Refer to the text as needed.
[Scoring: 5 points for an instance of adaptation in the home and 5 points for an instance outside the home. 5 points for describing a problem (or an area in which the Virtual
Child needs improvement) and what the parent is doing or plans to do about it. 15 points ]
4 years of age
4. How would you characterize your parenting style? (e.g., authoritative, authoritarian, permissive, or variations or combinations of these styles?) How have your specific parenting techniques changed since infancy?
[Scoring: 5 points each for two examples describing your parenting style, and 5 points for describing how your parenting techniques have changed since infancy. 15 points ]
5.
Describe three specific examples of changes in your Virtual Child’s behavior at age 4 that seem to stem from growth in cognitive and language ability since the period of infancy
(e.g., improvements in symbolic thinking, reasoning, knowledge of the world, theory of mind). Refer to the text.
[Scoring: 5 points for each of the three examples of changes in behavior; be sure to use one or more concepts from the course including but not limited to those listed above. 15 points ]

6.
How would you characterize your Virtual Child’s personality? Would you say that your
Virtual Child is primarily over-controlled, under-controlled, or resilient? Support your argument. Recall that the Virtual Child behavior at age 3 and 4 is designed to resemble one of three personality types. The personality types combine some of the temperamental traits with which you are already familiar. The over-controlled category refers to a Virtual Child who is cooperative and follows the rules, but is shy in social situations and anxious and clingy under pressure. The under-controlled category refers to a Virtual Child who is uncooperative or even aggressive, does not follow the rules, is not particularly shy in social situations, and has a tendency to become distracted and overly emotional, particularly when under stress. The resilient category refers to a
Virtual Child who is cooperative and follows the rules, is friendly, non-aggressive and outgoing, able to focus on tasks without being too distracted, has good regulation of his or her emotions, and is adaptable to new situations. Refer to the text.
[Scoring: 20 points for a well-documented explanation with two examples of behavior in different situations that support your argument. 20 points ]
Questions that go with either 3 years of age or 4 years of age, or both
7.
Look for evidence of continuity as well as discontinuity in your Virtual Child’s behavior from infancy through early Virtual Childhood. Give an example of an aspect of ability or personality that has remained fairly stable. Give an example of ability or personality that has been unstable. Why do you think change occurred in one area and not the other? Refer to the text with regard to reasons for continuity or discontinuity.
[Scoring: 5 points each for examples of continuity and of discontinuity. 5 points for a reasonable explanation, referring to information from the book where possible, that might account for either continuity or discontinuity. 15 points ]
8.
Your Virtual Child is growing up in an average American cultural setting. Based on what you have learned from the course, how specifically might your Virtual Child’s development have been different if s/he was raised by people with a different socioeconomic, ethnic or cultural background? Base your answer on specific evidence of
SES/cultural differences from the textbook and class lectures. Note, if your cultural background differs from the predominant culture in the U.S., how might you have raised your Virtual Child differently or made different decisions based on our own culture (e.g., being stricter or more lenient, emphasis on assertive/independent vs. cooperative behavior, emphasis on family relationships vs. relationships outside the family). As a third option, describe and give examples of how your parenting style, or any other aspect of your parenting has been influenced by your cultural background or other experiences.
[Scoring: 5 points each for providing examples of explanations of three possible cultural differences or influences on your parenting. Describe the rationale for your claim, and the source of information (text, or your experience growing up at least partially within a different culture. 15 points ]
Readings: Chapters 11 and 12
Discussion Assignments:
Discussion 11 – Special Needs and Inclusion: Describe two types of special needs seen in middle Virtual Childhood. What are the origins of these difficulties (if known), and how can they be addressed? Describe the benefits of classroom inclusion for each special need.
Include information from current (or recent) research regarding inclusion into your discussion. Due 11:59 pm (CT), Wednesday. Your responses to two classmates will be due
11:59 pm (CT), Friday.

Discussion 12 – Cognitive Development: According to Piaget, your Virtual Child has now entered the concrete operational period of cognitive development. Have you observed a change in the quality of your Virtual Child’s thinking? Perhaps your Virtual Child seems more logical now and has become less egocentric in thought and behavior. Describe some of these changes using Piaget’s constructs. Specifically, compare your Virtual Child’s approach to problem solving to the period of the preoperational stage. Due 11:59 pm (CT),
Friday. Your responses to two classmates will be due 11:59 pm (CT), Sunday.
Quiz 6: Covers Chapters 11 and 12. Due 11:59 pm (CT), Sunday.
Virtual Child Paper #3: Middle Virtual Childhood (age 6-11 years) (100 points)
Run the Virtual Child through age 10 years, 11 months. Choose five questions out of the eight provided below. Submit to the Dropbox under the appropriate folder by 11:59 pm (CT), Sunday.
1.
Based on the evidence from age 6 and 8 years, how well is your Virtual Child adapting to the school social environment and to the peer group? To what extent does this adaptation seem to depend on personality characteristics that are fairly stable in your
Virtual Child, and to what extent does your Virtual Child seem to be developing novel behavior to cope with these new situations? Refer to the text for particular points about the responses of Virtual Children in this age group to the peer group and the school environment.
[Scoring: 5 points for an example of adapting to the school social environment and 5 points for an example of peer group adaptation. 10 points for discussing how any of these adaptive responses depend on your Virtual Child’s personality versus novel behavior evoked by the unique demands. 20 points ]
2.
How smart is your Virtual Child, and in what areas? Refer back to the summary of multiple intelligences that appeared at age 6 and sections of your text. Find specific evidence regarding your Virtual Child’s verbal, logical-mathematical, spatial, musical and bodily-kinesthetic intelligence from your observations of your own Virtual Child as well as the psychologist’s report at age 8 years, 11 months and explain how it ties in to the material in your text.
[Scoring: 5 points for an example illustrating your Virtual Child’s level in four of the five areas of intelligence. 20 points ]
3.
Describe some examples of your Virtual Child’s behavior or thinking that you think are due to typical American gender role socialization and explain why you think so, referring to your text regarding gender roles and sex differentiation in behavior. Several examples can be found at ages 6 and 8. How closely does your attitude toward gender roles correspond to typical American attitudes, and if there is a discrepancy, to what do you attribute this (e.g., cultural background, attitudes of your own parents, etc.)?
[Scoring: 5 points for each of two examples illustrating gender role socialization and 5 points for discussing evidence from the book about gender roles, and comparing them to your own attitudes. 5 points for giving an example from the program of how you have put your attitudes into play. 20 points ]

4.
Describe changes in your Virtual Child’s academic skills between ages 6 and 10 and assess how well these skills are developing. If your Virtual Child has any problems that affect school work, such as dyslexia, ADHD, or low levels of verbal, mathematical/scientific, or spatial ability. Describe these problems and explain what you and the teachers are doing about them. The fifth grade report card (age 10; 11) and the psychologist’s report will be useful for this but you should also incorporate your own observations. What are you doing to help your Virtual Child? If your Virtual Child doesn’t have any academic difficulties, describe what you are going to do to help your
Virtual Child do well in math/science and literacy (reading, writing, and communicating).
[Scoring: 5 points each for two aspects of academic skills which can include oral language/communication, reading, spelling, writing, understanding of science or social studies and mathematics. 5 points for giving an example of how you are helping in two of these areas. 20 points ]
5.
How well is your Virtual Child adapting to social situations in the home and outside the home? Does your Virtual Child have any behavior or emotional problems that have become apparent between 6 and 10 years of age? (Some possibilities include internalizing and externalizing problems, ADHD, and obesity.) Why do you think these problems are occurring and what are you doing about them?
[Scoring: 5 points each for providing an example to illustrate how well the Virtual Child is adapting both in the home and outside the home. 5 points for describing a problem or an area in which the Virtual Child needs improvement and 5 points for providing a hypothesized reason or ongoing solution for the problem in each venue. 20 points ]
6.
Has your parenting changed since the preschool period and if so, why do you think it has changed and what effect might this have on your Virtual Child? Refer to your textbook for evidence on typical changes in parenting that occur in middle Virtual Childhood.
[Scoring: 5 points each for describing two ways in which your parenting has changed; 5 points for analyzing why it has changed; and 5 points for hypothesizing about effects on the Virtual Child. Be sure to include evidence from the text about typical changes in parenting in middle Virtual Childhood. 20 points ]
7.
Has your Virtual Child’s personality type changed since age 4? Are there any personality traits and abilities on which your Virtual Child closely resembles you? Describe two of them. Do you think this comes about because of a ‘genetic’ resemblance (i.e., your questionnaire responses) or some consistent practices you’ve followed in your parenting? For example, if you and your Virtual Child are both highly open to experience, is it possible you’ve taught your Virtual Child to be open to experience?
[Scoring: 5 points for describing your Virtual Child’s personality type and backing this up with observations, and 5 points for each of the two personality traits you have chosen for comparison to yourself. 5 points for discussing the issue of genetics versus environmental influences and citing observations within your Virtual Child to support either a genetic or environmental contribution to behavior. 20 points ]
8.
In what ways have factors from Microsystems outside the family, from the mesosystem, and the exosystem possibly influenced your Virtual Child’s development at ages 6, 8, and
10? Find four examples of such influences and make clear why you believe they should be categorized at the particular level you chose within Bronfenbrenner’s model. For example, you could choose two Microsystems (e.g. classroom and peer group), and one exosystem (something affecting the parent directly but the Virtual Child only indirectly, through the parent).
[Scoring: 5 points for each of four examples and an accompanying justification. 20 points ]

Course Evaluations: Please evaluate the course. You will be able to submit your course evaluation between Sunday of Week 5 and Thursday of Week 7. A link will be sent to your CougarMail that will allow you to access the evaluation.
Readings: Chapters 13 and 14
Discussion Assignments:
Discussion 13 – Industry versus Inferiority: Your Virtual Child is now at the age where s/he is attempting to attain competence in the areas of academics and friendships. How does this relate to Erikson’s industry-versus-inferiority stage? Have you observed instances in which your Virtual Child has been worried about making friends? Or perhaps, spending a great deal of time on their studies? Describe these attempts at competence and explain how these attempts relate to Erikson’s industry-versus-inferiority stage. Be sure to provide specific examples and references to the text or current research findings. Due 11:59 pm
(CT), Wednesday. Your responses to two classmates will be due 11:59 pm (CT), Friday.
Discussion 14 – Physical Maturation: Describe the most notable physical changes that take place during adolescence for both boys and girls. Explain the consequences for early and late physical maturation for girls and boys. Use your Virtual Child as an example or as a comparison. Refer to the textbook for specific milestones. Due 11:59 pm (CT), Friday. Your responses to two classmates will be due 11:59 pm (CT), Sunday.
Quiz 7: Covers Chapters 13 and 14. Due 11:59 pm (CT), Sunday.
Virtual Child Paper #4: Adolescence (12-18 years) (100 points)
Answer 4 of the first 6 questions for a total of 65 points and questions 7 and 8 for 35 points
1.
Describe any physical or behavioral signs of incipient puberty, including changes in physical appearance, behavior or emotions at ages 12 and 14 years.
[Scoring: 5 points each for three examples each of four physical and/or behavioral signs of puberty and a citation of the text indicating why these types of changes are important.
15 points ]
2.
What activities and experiences at ages 12 and 14 has your teen been involved in that might promote healthy behavioral practices, physical fitness and skill in sports?
[Scoring: 5 points each for examples of two activities that promote physical health and/or sports skill and 5 points for citing arguments from the course or the readings as to why these activities are beneficial. 15 points ]
3.
Describe changes in your Virtual Child’s thinking (e.g., changes in humor, abstract thinking, or theory of mind) and discuss how this might be affecting his or her interactions with you and your responses and his or her interactions with peers.
[Scoring: 5 points for describing an example, 5 points for analyzing how this might be affecting interactions with you, and 5 points for analyzing how this might be impacting interactions with peers. 15 points ]
4.
Using the 7 th and 8 th grade report cards and your own observations, summarize your
Virtual Child’s academic skills at this point. What specific activities might promote some of these skills? What careers or courses of study might be best suited to your teen’s abilities and interests?
[Scoring: 5 points for describing and giving two examples of your Virtual Child’s academic skills. Make sure not to rely solely on the report cards, i.e., cite your own

observations. 5 points for describing some activities that might facilitate growth in academic skills and 5 points for explaining why a particular career or course of study might be suitable. 15 points ]
5.
How important have your teen’s relationships with peers been to his/her social development, emotional well-being and school achievement from 14-18 years of age?
[Scoring: 5 points for each of three examples of a possible connection between peer and romantic relationships to the Virtual Child’s social, emotional or academic development and citing points from the course that support the importance of these types of peer relationships to later behavior. 15 points ]
6.
How has your teen adjusted at 14-18 years of age to typical adolescent issues such as risk-taking, drugs, alcohol, and sexual interests, and how have you responded to your teen?
[Scoring: 5 points for each of two examples of an issue your teen has encountered from this list, 5 points for describing how you responded to that specific issue and 5 points for describing why it is important to long-term adolescence adjustment (according to the text. 20 points ]
Answer both of the following questions:
7.
As the program ends, what pathways does your Virtual Child appear to be on in terms of physical, cognitive, social, emotional and moral development? Choose three aspects of your Virtual Child to discuss. To what extent could you have predicted these pathways based on what you knew of your Virtual Child’s earlier development?
[Scoring: 5 points for discussing each of two pathways and 5 points each for providing supporting documentation. 20 points ]
8.
Describe one specific way in which you think your parenting mattered for your Virtual
Child’s development, based on evidence from the course regarding the contributions of parents to Virtual Child development. Describe one specific way in which your Virtual
Child developed that appeared to be influenced by factors outside your control, such as genes, random environmental events or the general influence of contemporary middleclass American culture.
[Scoring: 5 points for discussing parenting influences, 5 points for non-parenting influences, 5 points for providing evidence from the course that supports your choice of this influence as important. 15 points ]
Readings: Chapters 15 and 16
Discussion Assignments (note that the second discussion is due by Thursday this week):
Discussion 15 – Cognitive Development: Describe cognitive development during adolescence. Include in your discussion the points raised by theorists, as well as the difficulties encountered during cognitive development. Due 11:59 pm (CT), Wednesday.
Your responses to two classmates will be due 11:59 pm (CT), Friday.
Discussion 16 - Relationships: Explain the relationship you have with your Virtual Child as an adolescent; comment on the shift to reliance on peer relationships as well as the advantages and disadvantages of this shift. Provide specific examples of consequences where possible. How does your Virtual Child compare with the ‘norm’? Due 11:59 pm (CT),
Thursday. Your responses to two classmates will be due 11:59 pm (CT), Saturday.
Quiz 8: Covers Chapters 15 and 16 . Due 11:59 pm (CT), Saturday.
Final Exam: The final exam will be composed of 100 multiple choice items. You will have two hours

to complete the exam. The final must be proctored . See the information in the Course Policies below and the Proctor Information in the Content about locating a proctor. Proctor Information will be submitted to the Dropbox by the end of the second week of the course. The final exam will be due by
11:59 pm (CT) on Saturday.
All Columbia College students, whether enrolled in a land-based or online course, are responsible for behaving in a manner consistent with Columbia College's Student Conduct Code and Acceptable Use
Policy . Students violating these policies will be referred to the office of Student Affairs and/or the office of Academic Affairs for possible disciplinary action. The Student Code of Conduct and the
Computer Use Policy for students can be found in the Columbia College Student Handbook . The
Handbook is available online; you can also obtain a copy by calling the Student Affairs office (Campus
Life) at 573-875-7400. The teacher maintains the right to manage a positive learning environment, and all students must adhere to the conventions of online etiquette.
Your grade will be based in large part on the originality of your ideas and your written presentation of these ideas. Presenting the words, ideas, or expression of another in any form as your own is plagiarism. Students who fail to properly give credit for information contained in their written work
(papers, journals, exams, etc.) are violating the intellectual property rights of the original author. For proper citation of the original authors, you should reference the appropriate publication manual for your degree program or course (APA, MLA, etc.). Violations are taken seriously in higher education and may result in a failing grade on the assignment, a grade of "F" for the course, or dismissal from the College.
Collaboration conducted between students without prior permission from the instructor is considered plagiarism and will be treated as such. Spouses and roommates taking the same course should be particularly careful.
All required papers may be submitted for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers may be included in the Turnitin.com reference database for the purpose of detecting plagiarism. This service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.
There will be no discrimination on the basis of sex, race, color, national origin, sexual orientation, religion, ideology, political affiliation, veteran status, age, physical handicap, or marital status.
Students with documented disabilities who may need academic services for this course are required to register with the Coordinator for Disability Services at (573) 875-7626. Until the student has been cleared through the disability services office, accommodations do not have to be granted. If you are a student who has a documented disability, it is important for you to read the entire syllabus before enrolling in the course. The structure or the content of the course may make an accommodation not feasible.
You are expected to read the assigned texts and participate in the discussions and other course activities each week. Assignments should be posted by the due dates stated on the grading schedule in your syllabus. If an emergency arises that prevents you from participating in class, please let your instructor know as soon as possible.

Attendance for a week will be counted as having submitted a course assignment for which points have been earned during that week of the session or if the proctoring information has been submitted or the plagiarism quiz taken if there is no other assignment due that week. A class week is defined as the period of time between Monday and Sunday (except for Week 8, when the week and the course will end on Saturday at midnight). The course and system deadlines are all based on the
Central Time Zone.
All students are provided a CougarMail account when they enroll in classes at Columbia College. You are responsible for monitoring e-mail from that account for important messages from the College and from your instructor. You may forward your Cougar e-mail account to another account; however, the
College cannot be held responsible for breaches in security or service interruptions with other e-mail providers.
Students should use e-mail for private messages to the instructor and other students. The class discussions are for public messages so the class members can each see what others have to say about any given topic and respond.
An online class requires regular participation and a commitment to your instructor and your classmates to regularly engage in the reading, discussion and writing assignments. Although most of the online communication for this course is asynchronous, you must be able to commit to the schedule of work for the class for the next eight weeks. You must keep up with the schedule of reading and writing to successfully complete the class.
Discussion : In order for the discussions to be effective, these timelines must be met. Do not ask for extensions because it is unlikely anyone will return to read your late post. Work submitted past the due date will not be accepted.
Paper: The paper may be submitted up to four days late, but there will be a penalty of 10% of the grade for each day it is late.
Quizzes and Final Exam: Neither the quizzes nor the final exam can be submitted after the deadline.
All work must be submitted by the end of the session on Saturday of Week 8.
You will have the opportunity to evaluate the course near the end of the session. Course evaluations will open on Sunday of Week 5 and will remain open until Thursday of Week 7. A link will be sent to your CougarMail that will allow you to access the evaluation. Be assured that the evaluations are anonymous and that your instructor will not be able to see them until after final grades are submitted.
Students taking courses that require proctored exams must submit their completed proctor request forms to their instructors by the end of the second week of the session. Proctors located at Columbia
College campuses are automatically approved. The use of Proctor U services is also automatically approved. The instructor of each course will consider any other choice of proctor for approval or denial. Additional proctor choices the instructor will consider include: public librarians, high school or college instructors, high school or college counseling services, commanding officers, education service officers, and other proctoring services. Personal friends, family members, athletic coaches and direct supervisors are not acceptable.

This course is offered online, using course management software provided by Desire2Learn and
Columbia College. The Student Manual provides details about taking an online course at Columbia
College. You may also want to visit the course demonstration to view a sample course before this one opens.
If you have problems accessing the course or posting your assignments, contact your instructor, the
Columbia College Helpdesk, or the D2L Helpdesk for assistance. Contact information is also available within the online course environment.
CCHelpDesk@ccis.edu
800-231-2391 ex. 4357 helpdesk@desire2learn.com
877-325-7778
Smarthinking is a free online tutoring service available to all Columbia College students.
Smarthinking provides real-time online tutoring and homework help for Math, English, and Writing.
The Writing Center can be used for writing assistance in any course.
Smarthinking also provides access to live tutorials in writing and math, as well as a full range of study resources, including writing manuals, sample problems, and study skills manuals. You can access the service from wherever you have a connection to the Internet. I encourage you to take advantage of this free service provided by the college.
Access Smarthinking through CougarTrack under Students->Academics->Academic Resources.