PSY 244 (Section 101): Developmental Psychology - Infancy Through Childhood
Summer Session 1: May 18th – July 1st, 2009
MTW 12:40pm-2:30pm
310 Bessey Hall
Instructor: Lia Field, M.A.
Office: 46 Psychology Building
Phone: 432-1447
Office Hours: Mondays 11:30am – 12:30pm
Tuesdays 11:30am – 12:30pm
Or by appointment
Email: fieldlia@msu.edu
Email Policy: Email is the most efficient way to contact me as I check my email multiple times a day.
During the work week (Monday through Friday) I will try to respond to any course relevant emails within
24 hours. In order to ensure a prompt response, please include “PSY 244” in the subject heading of all
emails so that I am able to recognize them as priority.
Required Course Text: Rathus, S.A. (2008). Childhood: Voyages in development (3rd Ed.). Belmont,
CA: Thomson Wadsworth.
Course description:
This course serves as an introduction to developmental psychology and will focus on both the theoretical
and empirical understandings of human development from conception to pre-adolescence. We will
discuss the physical, cognitive, social, and emotional development beginning in infancy through
childhood, while considering the importance of the environment and cultural context. Information will be
drawn from lectures, readings, videos, and in-class activities and assignments. There will also be an
emphasis on the integration of both theory and current/ on-going research from the field of developmental
psychology. You will have the opportunity to engage in the practical application of course material,
relating such to your own personal experiences and using the information to think critically about issues
regarding child development, including matters of parenting, education, public policy, intervetion and
more.
Course objectives:
1. By the conclusion of this course you should be able to:
 Identify the major the physical, cognitive, social, and emotional processes occurring at each
stage of child development
 Understand and be able to apply the various theories of development to explain these
transitions and their effects.
 Understand contextual influences and their effects on adolescent development.
 Define key terms from developmental psychology as presented in lecture and other mediums
 Understand research methodology utilized in a developmental approach
 Be familiar with current research findings in the area of child development and developmental
psychology, as well as with methodological approaches and issues
2. On exams you will be asked to identify (through recognition or free recall) the:
 Theory/stage/transition that best describes a given example.
 Key feature of a developmental theory or concept.
 Definition that matches the key term
Expectations:
1. We will meet three times a week on Mondays, Tuesdays, and Wednesdays, from 12:40pm to
2:30pm. We will have a break each day from 1:30pm to 1:40pm.You will be expected to attend
class regularly and complete the assigned readings for the date listed. Although you will not be
graded on attendance, short quizzes will be administered intermittently throughout the course of
the semester at the conclusion of lecture (see below for more information). In order to perform
well in the class grade-wise and to maximize the amount of knowledge you acquire from the
course it is in your best interest to attend class daily.
2. Due to time constraints, we will not be discussing all of the chapters from the required text. As
such, you will not be responsible for the material from the chapters we do not discuss unless
specifically mentioned in class. In the reading list below, you will find which chapter topics you
are responsible for reading and on which you will be tested.
3. We may not discuss all text topics in depth during class; therefore, it is important that you
complete the readings as assigned in order to further your understanding of the material.
**Although I may not cover a topic in detail in class, if I make special note of that topic (either in
the powerpoint or in lecture) it is your responsibility to know that material for the exam**
4. You are encouraged to take an active role in your learning! Should you have questions about any
of the material presented in the text or during lecture, please feel free to discuss those with me
during lecture (if it is appropriate), during office hours, or via email.
5. You are expected to complete all exams when scheduled unless specific permission is given for
you to do otherwise. (Details are below).
6. You are expected to complete all in-class assignments and activities as a part of your group work/
class participation.
Behavioral Expectations:
1. You are expected to behave like mature college students while attending this class. This
includes being attentive (not reading the newspaper, not using cell phones, not sleeping),
not conversing loudly with neighbors, or being otherwise disruptive to your classmates or
instructor. You may be asked to leave class if you persist in these behaviors.
2. Communication with the instructor via email or in person, and communication with other
classmates during class discussion, small group discussion, etc. must be done in a
respectful, mature and thoughtful way. In this class you are invited to ask questions and
share your opinions, and it is expected that you will have a point of view that differs from
others. While you may strongly disagree with some of the other opinions conveyed, the
classroom is a place to express ideas without fear of retribution. Topics will be discussed
in a scientific way, using evidence for and against various perspectives to allow each
student to form his or her own opinion. Verbal abuse or attacks of fellow students will not
be permitted during class discussions.
Attendance:
1. Time is limited for this semester and there is an extensive amount of material to cover; therefore,
attendance in class is essential to understanding and retaining the material.
2. You are expected to be in every class for the entire period; however, if you need to leave before
the end of a class period, please inform me before class and leave quietly and respectfully (i.e. sit
closer to the door that day instead of in the middle of the lecture hall).
3. Also, if you know that you are going to miss a class, please inform me as soon as possible
preferably before the class you will be missing.
4. If you miss a class, you are responsible for contacting a classmate to copy the notes you missed. I
will distribute the lecture slides at the start of each class but will NOT be posting them on Angel.
STUDENT EVALUATION:
 Exams:
1. You will have 3 exams in this class (two midterms and a final). THEY WILL NOT BE
CUMULATIVE - they will cover only the material presented since the previous exam.
 Both of the midterms and the final will be worth 100 points apiece.
 The first part of each exam will consist of 40 multiple choice questions (worth 2
point apiece). The second part of each exam will include a series of short answer
questions worth 20 points altogether. You will have a number of short answer
questions to choose from; therefore you will not have to answer all of them.
 Study Guides - A study guide will be provided to you at least one week prior to
each exam. All relevant information that will be addressed on the exams will be
included on the guides; however, certain material may be focused on in more detail
than others, or be covered more extensively on exams. The study guides are
provided as a way to help you focus on the information it is most important to be
familiar with in order to perform well on the exams.
2. Make-up exams - You are expected to be here for exams on their scheduled days unless
there is a documented (e.g., doctor’s note) emergency. You need to notify me of the
emergency within 24 hours (i.e. – 24 hours before the exam if you know about the absence
in advance, or 24 hours after in the case of unexpected illness or other emergency hours of
the scheduled exam. Going on vacation is NOT considered a legitimate excuse for
missing exams, regardless of advance notice. Should you have a legitimate, excused
absence, the instructor will arrange with you an appropriate time to complete a make-up
exam.
 Quizzes:
1. Short 5 – question quizzes (2 points per question) will be administered randomly
throughout the session, and will be given during the last 10 minutes of lecture.
 The quizzes will only pertain to material from lecture that day (not from the
textbook) and will be OPEN BOOK – you are allowed to refer back to your notes
but you cannot consult with other members of the class, the work must be your
own! Therefore it is in your best interest to be attentive during class and take
thorough notes!
 Questions on the quizzes will not be exactly the same as the questions you will see
on the exams; however they will be similar, for example matching key terms with
definitions, identifying the theory that explains a particular transition, etc. These
quizzes serve multiple purposes:
 Familiarizing you with the format of questions you will see on exams
 Familiarizing you with the material covered in lecture
 Encouraging class attendance
2. Throughout the duration of the session a total of 13 quizzes will be administered. The
lowest three quiz grades will be dropped. Each quiz will be worth 10 points (with 10
quizzes contributing to your final grade = a total of 100 possible points).
3. Make-up quizzes will not be available. Missed quizzes due to class absence or leaving
early will receive 0 points; however remember that your lowest three quiz grades will be
dropped!

Group Work/Participation:
1. During class you will have various opportunities to participate in small group
discussions/activities utilizing material from both lecture and the text. Examples of
possible group activities include generating examples of terms or concepts that we are
learning in class, answering thought questions about video clips or short articles read in
class, relating class concepts to personal experience, debates regarding “hot topics” in child
development and developmental psychology, discussing relevant case studies, etc.
2. All students are expected to participate and contribute during small group discussions. I
will be engaged with the groups in order to evaluate participation. Additionally you may
be asked to turn in written answers or present a summary of the group discussion to the
class, through which participation will be evaluated. Points from group work contribute to
about 11% of your final grade (5 group activities at 10 points each = 50 possible points in
total).
3. Class activities will not be held on the same day of quizzes so as not to double penalize
students should they be absent from class that day.
4. If you are absent from class on a day that group discussions are held there will not be an
opportunity to make up the missed work, however extra credit opportunities are available
to help compensate for lost points (see below for more information on extra credit
opportunities).

Re-grade Policy:
If you believe that there was an error in the grading of an exam or specific exam question, you
may request a re-grade. Re-grade requests must be submitted in writing, within one week or
receiving the original grade and must specify where or in what you believe the error was made.
I will then review the request and respond to you in writing, letting you know whether I feel the
re-grade is appropriate and why. I will always attempt to ensure that your exams are graded fairly
and in accordance with grading criteria.

Curving Policy:
I do not intend to curve exam or final grades. When exam scores are release I review the scoring
office report. If the scoring office report indicates that specific items did not discriminate well
between students’ understanding of the material, or were too difficult, these items will be removed
from the exam – an additional point will added to everyone’s exam score for each question
removed. Although I do not intend to curve, I reserve the right to curve final course grades as
appropriate. If such a decision is made the class will be notified through email.

Extra Credit:
There are multiple opportunities to receive up to 10 extra credit points (maximum) on your final
grade in the event that you feel you need it:
1. Participation in the subject pool: 1 point of extra credit per 1 half-hour of participation in
an experiment(s), with a maximum of 5 credits allowed. Documentation of the number of
credits earned needs to be handed into me by Monday, June 29th in order to earn the extra
credit on your final grade. You will not be penalized for not participating in subject pool
activities.
2. Journal Article Abstract: I will give you a recent journal article relevant to issues
discussed in the course. The title, journal name (and other identifying information) and
abstract of the article will be removed. On your own time you will need to read the article,
and come up with a title and an abstract of your own which demonstrate that you have read
and have a thorough understanding of the article. More specific guidelines for writing the
abstract will be provided to you should you wish to take part in this opportunity. You must
request the article from the instructor and turn in the assignment before Monday, June
29th to receive credit. This assignment is worth a maximum of 10 points to be added to
your final grade.
3. You can complete both extra credit opportunities for a total of 15 extra points to be added
to your final grade.
Mid-semester review: Halfway through the semester you will have the opportunity to offer formal
feedback to me on your perception of how the class is progressing. If possible, I will use the information
you give me in the second half of the semester to give you a more valuable learning experience focused
on your needs. Please take these evaluations seriously and provide honest and constructive feedback.
You are also welcome to give me informal feedback throughout the semester.
**Important** Academic Honesty:
Article 2.3.3 of the Academic Freedom Report States, “The student shares with the faculty the
responsibility for maintaining the integrity of scholarship, grades, and professional standards.” In
addition, the College of Social Sciences adheres to the policies of academic honesty specified in General
Student Regulation 1.0, Protection of Scholarship and Grades; the all-University Policy on Integrity of
Scholarship and Grades; and Ordinance 17.00, Examinations (See Spartan Life: Student Handbook and
Resource Guide and/or the MSU website at www.msu.edu).
**Cheating on any assignment listed above will not be tolerated in this class and may result in a
failing grade on the assignment, for the course, or more severe action at a University level.
Unethical practices may include, but are not limited to, looking at other students’ tests during
exams, using notes or lecture materials during the exam, plagiarizing, completing assignments for
other students, or posting test questions on websites such as AllMSU.com.**
GRADES:
 Points (Total: 450 points)
o Midterm Exam #1 = 100 points (22%)
o Midterm Exam #2 = 100 points (22%)
o Final Exam = 100 points (22%)
o Quizzes = 100 points (22%)
o Group Work =50 points (11%)
o The final grade will be the total number of points earned, plus extra credit points
earned, divided by the total number of points possible.

Grade Ranges:
Points
405+
382.50 – 404.99
360 – 382.49
337.50 – 359.99
315 – 337.49
292.50 - 314.99
270 - 292.49
269.99
Percentage
90+
85-89
80-84
75-79
70-74
65-69
60-64
59 or less
Grade
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.0
Schedule (This schedule is subject to change):
MODULE #1 – Beginnings and Infancy
WEEK 1 ASSIGNMENTS
Mon. 5/18
Tues. 5/19
Wed. 5/20
Introduction/Course overview
History and Theories
Read: pgs. 4 – 32 of text
Methods
Read: pg. 32 – end of chapter of text
Research Methods with Children (Culberston, 1999) – will be
handed out in prior class
Heredity, Conception and Prenatal Development
Read: All of Chapter 2
Chapter 3, pgs. 78 - 92
WEEK 2 ASSIGNMENTS
Mon. 5/25
Tues. 5/26
Wed. 5/27
NO CLASS – CAMPUS CLOSED FOR MEMORIAL DAY
Prenatal Development, Birth and the Newborn baby
Read: Chapter 3, pgs. 93 – 104
All of Chapter 4
Infancy – Physical Development
Read: Chapter 5
WEEK 3 ASSIGNMENTS
Mon. 6/01
Tues. 6/02
Wed. 6/03
Infancy – Cognitive Development
Read: Chapter 6
Infancy – Social and Emotional Development
Read: Chapter 7
MIDTERM EXAM #1
MODULE #2 – Early Childhood
Mon. 6/08
Tues. 6/09
Wed. 6/10
Video on Early Development
No readings assigned
Early Childhood – Physical Development
Mid-term student course evaluations
Read Chapter 8
Early Childhood – Cognitive Development
Read: Chapter 9
WEEK 5 ASSIGNMENTS
Mon. 6/15
Tues. 6/16
Wed. 6/17
Early Childhood - Social and Emotional Development
Read: Chapter 10
Early Childhood – Social and Emotional Development Ctd.
Read: Chapter 10
MIDTERM EXAM #2
MODULE #3 – Middle Childhood
WEEK 6 ASSIGNMENTS
Mon. 6/22
Tues. 6/23
Wed. 6/24
Middle Childhood – Physical Development
Read: Chapter 11
Middle Childhood – Cognitive Development
Read: Chapter 12
Middle Childhood – Social and Emotional Development
Read: Chapter 13
WEEK 7 ASSIGNMENTS
Mon. 6/29
Tues. 6/30
Wed. 7/01
Disorders Specific to Childhood
Read: Handout to be distributed in prior class
Video/Class Acitivity (content will be included on final exam)
Q & A exam prep
No readings assigned
FINAL EXAM
Complete final student evaluations