Page 1 of 11
COURSE OUTLINE
Instructor: Dr. Destiny Babjack
Course Number:
PSY-108- AC93
Course Title:
Human Growth & Development
Course Credits:
3
Lecture hours: 3
Pre-requisite(s):
Lab hours:
0
Semester/Session: FA
Other hours:
0
PSY-101
Co-requisite(s):
Course Description: This course combines specific areas of human development, for example,
physical, cognitive, emotional, and social development and specific developmental time periods:
prenatal, infant, toddler, young childhood, middle childhood, adolescence, young adulthood, middle
adulthood, and older adulthood. Multiple developmental theories plus biological and ecological
influence in each period demonstrate how the individual and the individuals’ world interact in
human development. The history of the study of human development and research methodologies
specific to human development are included.
Learning Outcomes:
Upon successful completion of the course, the student will:
1.
Analyze the major physical, cognitive, emotional and social aspects of development at each
of the major stages in life.
2.
Compare and contrast the major views of development such as: Behavioristic,
Psychoanalytical, Cognitive, Ethological, Humanistic, etc.
3.
Summarize the major theorist in Developmental Psychology, such as Freud, Piaget, Erikson,
Skinner, Vygotsky, Maslow, Jung, etc.
4.
Discuss the history of the study of human development incorporating the methodologies in
developmental research, such as longitudinal studies and ethical principles of research.
5.
Define intelligence and compare the major theorists and their measurement instruments
across the lifespan.
6.
Explain cultural diversity, and identify the physical and mental challenges faced across the
lifespan.
7.
Evaluate the effects of poverty on health and personality and solutions to these problems.
8.
Evaluate differences among the cognitive theories of development.
Class Section(s) Time & Location:
Section Dates
AC93
9-19-10-11
Room M330
Days
Time
FRI,SAT 5:30p-9:45p, 9:30a-4p
Instructor:
Dr. Destiny Babjack
Office Hours:
Telephone:
E-Mail Address:
412-657-2338
dbabjack@ccac.edu
Office Location:
Upon request, Saturdays
12:45-1:15
TA Offices 3rd/4th floor
Page 2 of 11
Materials and Resources:
Required Text(s):
Feldman, R.D. (2009). Discovering the Lifespan. Upper Saddle River, New
Jersey: Pearson
Required Materials:
Textbook, notebooks, writing utensils, access to Blackboard.
Page 3 of 11
LISTED TOPICS:
1. Research design, research methodology and ethical principles of research in developmental studies.
2. Theoretical views of development.
3. Genetic influences on pre-natal development.
4. Infancy health, cognition, personality.
5. Early childhood health, cognition, personality.
6. Middle childhood health, cognition, personality.
7. Adolescent health, cognition, personality.
8. Young adulthood health, cognition, personality.
9. Middle adulthood health, cognition, personality.
10. Late adulthood health, cognition, personality.
11. Death and dying, grief, and loss.
Teaching Methods:
Class will consist of lectures, group activities and assignments, video presentations, online quizzes, exams, and discussions. Students are strongly
recommended to keep up with reading assignments. Class participation counts toward your final grade; class attendance at each of the 8
scheduled class is allotted points that contribute to your final class grade.
Evaluation Plan:
There will be a quiz to be completed on Tuesdays and Thursdays each week of class (6 quizzes, quizzes start week 2) and four exams occurring
on Saturdays. There will be no make-up tests given the time constraints of the course. Mid-term grades will be available October 3rd, 2014. Final
grades will be available October 17th, 2014.
A = 90-100%; B = 80-89%; C = 70-79%; D = 60-69%; F = 0-59%
Plus and minus grades will not be awarded in this class.
Brief Description of Class Requirements:
Textbook: You are responsible for reading the assigned chapters in the textbook prior to the class in which it is planned for discussion.
Blackboard: There is a Blackboard section for the course. All PowerPoint presentations and supplemental materials will be posted on this site only.
Videos/Films: In addition to lectures and readings, course content will be presented and supplemented by videos/examples shown in class. Material
covered in these videos/examples will be included on exams.
In-class exercises: We will be engaging in interactive learning experiences during class time; you will earn points for your active and engaged
Page 4 of 11
participation.
Other Policies and Procedures:
Attendance: Class participation is the foundation for the learning that takes place in this course. Therefore, your attendance is vital to your success.
At the end of the semester, you will receive and “attendance” grade that will contribute to the calculation of your final grade in the course. This
means that consistent, engaged attendance will boost your grade; absenteeism will hurt your final grade.
Lateness: Please plan to arrive on time as a professional courtesy to your fellow students. The door will be closed promptly at the start of each
class session, as outlined by CCAC policy. Tardiness counts against class participation. Tardiness is defined as arriving 2 or more minutes late.
Missed work: It is your responsibility to make arrangement for missed work/notes. PowerPoints will be available for download from Courseweb.
Tests and quizzes may not be made up. Please check with peers to get missed notes, handouts, and assignments when you are absent. Take a
moment to exchange emails and telephone numbers with someone sitting near you.
Classmate name:_______________ Classmate email: __________________ Classmate #: ____________
Cell Phones/Pagers/Earphones: All cell phones and pagers must be turned off in class and put away. No texting is permitted during class time. You
may text on breaks only. Use of such devices during class time is subject to disciplinary act should repeated disturbance occur. See Student
Handbook.
Children in the Classroom: CCAC policy prohibits children of college students from attending class with their parents. This is a liability issues.
Please make alternate arrangement for your children on school holidays, in-service days, or in the event that your child is ill or otherwise unable to
attend their regular program/childcare.
Food and drink: CCAC policy prohibits eating and drinking in classrooms. You may eat and drink outside the classroom during class breaks.
Diversity: It is the policy and philosophy of CCAC that students, faculty, and staff show respect for others’ viewpoints and differences. There will be
times during class discussions and activities when you may encounter perspectives very different from your own. Please listen respectfully and
treat others’ opinions and ideas politely and professionally.
Academic misconduct, including cheating: Academic misconduct will not be tolerated; it shows a lack of integrity and lack of respect for yourself,
your peers, your instructors, and your chosen profession. Please be aware that cheating will result in an automatic “0”. Severe and/or repeated
offenses may result in an F in the course and/or referral to the Academic Dean for sanctions.
Academic dishonesty: Change or altering a grade or obtaining or distributing any part of to-be-administered test.
Academic discipline policy: refer to the CCAC Student Code of Conduct, found in the Student Handbook.
Page 5 of 11
Students with Disabilities:
The Community College of Allegheny County makes every effort to provide reasonable accommodations for students with disabilities. Questions
about services and procedures for students with disabilities should be directed to the Office of Supportive Services at your campus.
Course Outline Corrections:
During the semester/session, reasonable changes to the course outline may be academically appropriate. Students will be notified of these
adjustments by the instructor in a timely manner.
EMERGENCY CLOSING INFORMATION
It is the practice of CCAC to remain open for classes and business operations except in cases where severe weather or other emergency prohibits
operating under normal schedules. In the event of severe weather or emergency, CCAC will either close or delay the start of classes and business
operations. In some instances, class may be cancelled but the college will remain open. If a delay is announced, class will be begin at the start time
announced by the delay (e.g., 10 am) and follow the normal schedule for the remainder of the day. Classes that begin before the start time will be
canceled.
Allegheny Campus Hotline 412-237-4520
In addition, CCAC notifies radio and TV sources with closing or delay information. This information is also posted on the CCAC website at
www.ccac.edu.
Page 6 of 11
Tentative Course Plan: This plan may change. If changes are made, they will be posted to Courseweb.
Class
Week/Date
Lesson or Topic
Learning Activities
Prenatal Development
(conception to birth)
Chapter 1-2
Lecture. Every Person Exercise. Life Begins Exercise.
The Womb Film - What are 4D scans? Do fetuses dream?
Fetal Alcohol Syndrome Clip- What are the physical and
physiological symptoms of fetal alcohol syndrome? What does alcohol
do during pregnancy to trigger the syndrome?
Smoking and Pregnancy Clip - What health risks can occur if a fetus
is exposed to cigarette smoke? What is the most dangerous time to
expose a fetus to cigarette smoke?
Lecture. Piaget’s Operations Exercise.
Film: Babies.
Activity Baby X – Lois Gould.
Piaget Clip – Object Permanence – What are the six stages in the
development of sensorimotor causality?
Ainsworth Attachment Clip – What is the strange situation? What are
the three types of attachment demonstrated in the video.
1/9-19 FRI
1/9-20 SAT
2/9-23 TUE
2/9-25 THU
Infancy &
Toddlerhood
(birth to 3 yrs)
Chapters 2- 3
Preschool
Chapter 4
Middle Childhood
Chapter 5
Preschool (Ch 4)
(3 to 6 years)
2/9-26 FRI
Middle Childhood (Ch
5)
(6 to 12 years)
2/9-27 SAT
3/9-30 TUE
Adolescence (Ch 6)
Evaluation
Exam 1 –Prenatal
Development - Toddlerhood
Quiz 1: Blackboard
Quiz 2: Blackboard
Lecture. Gender Learning Exercise.
Separation Anxiety Clip- How does this video demonstrate separation
anxiety?
Harlow’s Monkey and Attachment Clip - What was Harlow trying to
show with this study? Is it as true for human newborns as it is for
monkeys?
Lecture. Piaget’s Operations Exercise.
Kohlberg Moral Reasoning Clip = Bad Idea - What decision would
children in each level and stage of Kohlberg’s moral reasoning make?
Piaget Clips – Lack of Conservation, Deductive reasoning. - What are
the children doing in the scene? How do their actions relate to
Piaget’s stages of cognitive development?
TED ED: Classical v. Operant Conditioning – How can behaviors
change in response to consequences?
Exam 2 – Preschool –
Middle Childhood
Quiz 3: Blackboard
Page 7 of 11
Class
Week/Date
310-2 THU
Lesson or Topic
Early Adulthood –
Middle Adulthood (Ch
7-8)
Adolescence (Ch 6)
(12 to 20 years)
3/10-3 FRI
Early Adulthood –
Middle Adulthood (Ch
7-8) (20 to 40 years)
3/10-4 SAT
4/10-7 TUE
4/10-9 THU
Late Adulthood (Ch 9)
Death and Dying (Ch
10)
Learning Activities
Evaluation
Quiz 4: Blackboard
Lecture. Generation Me & I Exercise.
Heinz Dilemma Clip - Which stage would you consider the teen in and
what evidence would you use?
Puberty Clip - Does the formula for classic sexual education videos
remain successful today?
Gender Roles Clip - How might this project differ if the interview
subjects were of varying ages?
Sleep Research Clip - How do biological maturation and social
environment interact to alter the amount of sleep adolescents get?
TED ED: The mysterious adolescent brain – How do the prefrontal
cortices of adolescents compare to those of adults?
Lecture. The Game of Life Exercise.
Peer Pressure Clip - What are some lessons learned from high school
peer relations that can continue to be meaningful throughout life?
STD Myths Clip - What percentage of teenagers contracts a
STD/STI every year?
Adolescent Egocentrism Clip - What are imaginary audience, personal
fable, and adolescent egocentrism?
Emerging Adulthood Clip- What are some reasons for the delay in
identity achievement among today’s young adults?
Personality Development in Early Adulthood Clip - Do you think that
the questions asked help you get a good idea of Bethany’s
personality, how it has developed, and how it will continue to develop?
Intimacy vs Isolation Clip - What are the consequences of isolation,
according to the video?
Shared Parenting Clip - How might this mixing of “traditional” gender
roles affect their children’s understanding of gender roles? Does this
represent a genuine change in gender role standards?
Exam 3 – Adolescence –
Middle Adulthood
Quiz 5: Blackboard
Quiz 6: Blackboard
Page 8 of 11
Class
Week/Date
Lesson or Topic
Middle Adulthood Late Adulthood
(40 to 65 years and
later)
4/10-10 FRI
Late Adulthood
(65 years and later)
4/10-11 SAT
Learning Activities
Lecture. Midlife Crises Exercise.
Dealing with the Office Bully Clip – Why might women be more
susceptible to both being the bully and being bullied?
Role Conflict Clip = Do you think the officer made the right more
choice? What choice might you have made?
Personal Development as an Adult Clip - How is personal
development as an adult affected by the development of those around
you?
Raising Grandchildren Clip - How does the absence of a parent affect
the grandparent/grandchild relationship? What grandparenting styles
would provide the easiest transition into surrogate parenthood?
Retirement Clip – Is age a relevant factor when deciding when to
retire?
Lecture. Client rating Exercise. Living Will Exercise. Death and Dying.
Say No to Ageism Clip – What can be done to combat ageism? What
different forms can ageism take?
Chuck Norris Ageism Clip – How does age affect political standing in
other countries? How is Norris’ explanation an example of ageism?
In Her Shoes Clip – What are retirement communities actually like?
Human and Age Clip – What does the research say about humor and
old age?
Alzheimer’s Disease (TED ED) – What are the different stages of AD
and the symptoms of these stages?
Hospice Clip. How does hospice care differ from hospital care?
Evaluation
Exam 4 – Middle Adulthood
– Late Adulthood
TED ED:
Classical v Operant Conditioning: http://ed.ted.com/lessons/the-difference-between-classical-and-operant-conditioning-peggy-andover
Adolescent Brain: http://ed.ted.com/lessons/the-mysterious-workings-of-the-adolescent-brain-sarah-jayne-blakemore
AD: http://ed.ted.com/lessons/what-is-alzheimer-s-disease-ivan-seah-yu-jun
Page 9 of 11
GRADE TRACKER
Point Value
Your Earned Points
Running Total
Evaluation
Exam 1 –Prenatal
Development Toddlerhood
Quiz 1: Blackboard
Quiz 2: Blackboard
Exam 2 – Preschool –
Middle Childhood
Quiz 3: Blackboard
Quiz 4: Blackboard
Exam 3 – Adolescence –
Young Adulthood
Quiz 5: Blackboard
Quiz 6: Blackboard
Exam 4 – Middle Adulthood
– Late Adulthood*
Participation points
Optional Makeup/Extra
Credit Assignment
Current Percentage
(divide current running total by
current possible running total)
55
/55
10
10
55
/65
/75
/130
10
10
55
/140
/150
/195
10
10
55
/205
/215
/270
75
10
/345
/345
*If you earn an A on Exams 1-3, you are exempt from taking exam 4, you will automatically receive 55 points on that exam.
Participation Points Breakdown. Remember that participation points are earned. You begin the semester with 0 points and build up from there.
Your behavior dictates what you earn.
FRIDAY evening classes (4) 5 points = 20 points.
SATURDAY morning classes (4) 5 points = 20 points.
SATURDAY afternoon classes (4) 5 points = 20 points.
You earn points each during each session for exhibiting the following behaviors during the class session:
1)
Focus (e.g., not texting, not sleeping, awake and present in lectures, discussions, and activities) (3 pts)
2)
Engagement (e.g., asking questions, responding during discussion, committing to in-class activities) (2 pts)
Page 10 of 11
Optional Makeup/ Extra Credit Assignments (select only 1) – Due Oct 11th
Extra credit assignments are to be typed, (double spaced with 12 point font). Please use numbers or letters to identify answers to specific
questions. Be sure your submitted assignment is complete, legible and uses correct spelling and grammar. You do not need to retype the
questions—in fact, you shouldn’t. Just number your answers. I don’t expect or require a long paper. Keep your answers brief. At the same
time, a couple of sentences are not sufficient. I am looking for thoughtful responses. A printed (not emailed) copy of the assignment is required
and due by Saturday, October 11th at the start of class.
Extra credit is what it is. You elect to do extra credit. To receive full credit, you should prepare the assignment carefully, following the
instructions given. As with all assignments and work, you shouldn’t partake in the effort unless you are willing to give it your best. Less than
your best will earn less than full credit
Option #1 Toys for Tots
A wide variety of toys are available for young children. Many are intended to stimulate the child’s biosocial, cognitive, and psychosocial
development. This activity provides an opportunity for you to increase your awareness of developmental achievements and needs of young
children by examining toys that are designed for them, and considering how various toys could support and stimulate their development.
Go to a toy store or look through a toy catalogue, and identify two toys that are intended for 3-year-old children. Select two toys that you feel
would have high interest or play value for this age group. Remember, we’re talking about 3-year-olds.
1.
Briefly describe the two toys you selected, how they are used, and where they are sold.
2.
Identify the domain (or domains) of development that each toy is intended to stimulate, and explain your reasoning.
3.
In your opinion, what is the value of each toy for stimulating development in a three-year-old? That is, how effective would the toy be
in stimulating development in the domains and areas you identified? Apply concepts from the text to explain your reasoning.
4.
Would the gender of the child influence the toys you selected or your opinion of their value? Explain why the child’s gender would or
would not make a difference.
Page 11 of 11
Option #2. Media Images of Aging
Our culture’s glorification of youthfulness is so great it fosters an ageist stereotype of the elderly that makes it difficult to see them
authentically and accurately. The popular media of television, magazines, motion pictures, and novels perpetuates this stereotype. This
activity asks you to observe attitudes about aging as reflecting in greeting cards, television programs, and magazines. Please note that this
assignment has 3 parts.
1.
Go to a supermarket or card store and examine at least 2 greeting cards that are intended for persons 50 years or older. Note the
visual portrayal of the card’s intended recipient and any ageist stereotypes shown in the card’s written message. Take pictures and
notes.
· Describe how older adults are portrayed in the greeting cards you examined.
· Describe any ageist stereotypes you detected in the card’s messages. Does the humor rely on the reader’s familiarly with ageist
stereotypes?
2.
View a television program or movie that portrays an elderly person. (Dramas, soaps, and sit-coms are good) Again note how the
person is portrayed and how others treat the older adult. Again, take pictures and notes to support your argument.
·
·
·
·
·
3.
List the title, length, and date of viewing of the program you selected.
Briefly identify the elderly person in the television program or movie, and describe their appearance and behavior.
Describe any ageist stereotypes in the television program or movie.
How did the other characters react to or treat the older adult?
Was the older adult presented realistically, or was he/she an object of pity or humor? Did the humor rely on the viewer’s familiarity
with ageist stereotypes?
Examine current magazines to find a least one picture of an older adult. Check at least four different magazine before giving up. Copy
or cut out the picture and attach it to the back of this assignment. Again, take pictures and notes to support your argument.
· List the names and dates of the magazines you examined
· If you found a picture of an older adult, describe their appearance and dress and what they were doing when the picture was
taken. Please attach the picture or a copy.
·
What conclusions do you draw from the frequency that older adults are shown in American media from the activities that are
pictured?
wjp10/24/06
Approved by Academic Deans 10/24/2006