Department of Psychology
Trent University
PSYC 2500 H-W: Child Development
FA 2012 DE
Instructor:
Trent email:
Office Location:
Telephone:
Office Hours:
Psychology Dept.
Robyne Shedden
robyneshedden@trentu.ca
OC 121
(705) 748-1011 ext. 7240
Tuesdays 1700-1800 or by appointment
LHS C104, 705-748-1011 ext. 7535
Teaching Assistant: Shaun Gilbert
Trent email: shaungilbert@trentu.ca
Course Description:
This is a survey course dealing with the theoretical and empirical research bases of child development and child
psychology as a scientific discipline. Topics covered include theories of development, research methods, biological
foundations, basic psychological processes in children, cognitive and intellectual development, social and emotional
development and family and peer influences on children's behaviour.
Course
Prerequisite:
C- (60%) or higher in PSYC 1010Y (101) or in PSYC 1020H (102H) and 1030H (103H). Excludes PSYC 280 and
281H. Additional information is available on the Academic Calendar http://www.trentu.ca/calendar/
Course Format:
This is a Distance Education (DE) course, and as such does not have formal class meeting times. However, there
are specific due dates for the various online discussion postings (participation), assignments, quizzes and an
accumulative final exam (see below). The due dates for these evaluation components are firm, and the course
instructor will not entertain extensions. You will be required to log on to the course website at least three times a
week for the duration of the course to complete assignments and posting requirements.
Weblink to course material: http://learn.trentu.ca
Required Readings:
Shaffer, D.R., Kipp, K., Wood, E., & Willoughby, T. (2009). Developmental psychology: Childhood and adolescence
(3rd Canadian ed.). Scarborough, ON: Nelson/Thomson.
American Psychological Association (2010). Publication manual of the American Psychological Association (6th ed).
Washington, DC: Author.
Recommended
Text:
Withdrawal Deadline
Evaluation:
There is a study guide available for this text, it is optional and students should decide whether or not they wish to
purchase this item.
Students will have 30% of their grades by the final withdrawal date – November 6, 2012.
Chapter Quizzes on Blackboard
Library Skills Tutorial/Quiz
Participation in Weekly Discussions
Article Summary (Assignment #1)
Research Portfolio (Assignment #2)
Final Exam
20%
5%
15%
5%
15%
40%
(12.5% by drop date)
(5% by drop date)
(7.5% by drop date)
(5% drop date)
(See Schedule)
Sept. 14 at 5 pm
(See Schedule)
Sept. 29 at 5 pm
Nov. 16 at 5 pm
TBA
It is the responsibility of each student to read and accept the due dates outlined on the course syllabus.
Learning
Outcomes:
I have developed the course to address several learning outcomes. By the end of the course a successful student
should:
1. Be able to comprehend and evaluate theories of child development;
2. Be able to describe and interpret how children develop over time physically, cognitively and psychologically;
3. Be able to use theories and research to understand real-life situations;
4. Be able to demonstrate their knowledge and skills on quizzes, written reports and the final exam
FA 2012 PSYC 2500 DE, Robyne Shedden
Explanation of
Evaluation
Chapter Quizzes (20%): There will be a quiz for each “Module” of this course (15 randomly selected multiple-choice
questions). Each quiz will test the factual knowledge of the material learned in that Module (e.g., Quiz 1 will assess
knowledge of the material in Chapter one of the text). The quizzes for any particular week will be available Monday
mornings at 9:00am, and will be removed Friday afternoons at 5:00pm (Trent time!). Once the quiz has started, you
have 15 minutes to complete it. There is no way to pause the quiz. In order to facilitate better learning, you will be able
to take each quiz twice, and the best score of the two attempts will be used in the calculation of your grade for this
element. My advice - BE PREPARED! Summary notes of the readings are strongly recommended. If you miss a quiz,
you will forfeit the mark for that specific quiz (NO EXCEPTIONS).
Participation in Weekly Discussions (15%): You are required to participate in weekly online postings regarding
topics discussed in that week. Discussion questions will be provided for you on which to base their postings (see
course schedule below). You will be separated into groups and are responsible for posting in that group. Each student
must post a minimum of three times. The first posting by each student should prompt discussion within the group. The
other two postings should be a comment on someone else's posting. The last two postings cannot be on the same
original post, and you will not get marks for commenting on your own postings (although, of course, you can respond
to other students' postings). You are required to make contributions that are of academic substance and insight. For
example, simply responding, “I agree” will not get you ANY marks. You must put forth a meaningful and NEW
discussion feed or response in order to receive participation marks. For example, a meaningful response would relate
the discussion topic to another aspect of the course, such as a theory or topic from the readings. You will receive a
mark out of 1 for your new discussion feed posting and a mark out of 1 for each of the required two responses. Each
student can receive a maximum of 3 marks per discussion topic. You may lose marks if you dominate the discussion.
Library Skills Tutorial and Quiz (5%): Go to myTrent, log in, and click on LearningSystem/Blackboard to access your
Library Skills tutorial and quiz. It is a separate course, with the title of "Library Skills for Child Development – DE
course". Your Blackboard course will have information about what you need to do to complete the tutorial. There will
be a quiz – this quiz is required and worth 5% – this quiz is MANDATORY – if you do not complete it, you will receive a
zero for this quiz and there will be no opportunity to make up this grade. You will have two chances to write this quiz
and your best grade will count toward the 5%.
Assignment #1 (Article Summary)
Article Summary (5%): After you have successfully completed the library skills workshop, you will immediately begin
to put into practice what you have learned through that module. You are required to locate in the Library system a
peer-reviewed article that addresses one side of the question “Does nature or nurture influence children’s health in the
first few years of life?” – that is, choose an article that either supports the nature or nurture side (you do not have to
find an article that addresses both sides, nor do you have to review two articles). When you have this article, write a
summary of the article in 250 words or less. You must use your own words – DO NOT use quotes at all (i.e., do not
copy from the article) – and you must write using language understandable by a lay-person (When I write for a layperson, I imagine that I am writing a summary for my grandmother – you may also find this helpful). The article
reviewed should have been published within the past five years. You will electronically submit your summary (using
APA formatting) as a .pdf and Word document (.doc or .docx) in the appropriate dropbox in Blackboard. You will also
submit a copy of the research article that you summarized.
Assignment #2 (Research Portfolio)
Research Portfolio (15%): In order to use developmental theories and research to understand real-life situations and
to further develop your library research skills, you will work on and submit a research portfolio. You will read electronic
versions of newspapers and/or magazines, searching for articles revolving around child development issues. You will
locate two such articles (the articles must be at published least two days apart from each other). You will identify and
briefly describe one developmental theory discussed in the text or class that would be useful in understanding the
issues raised in the article (you may not use a theoretical model more than once in the assignment). You must then
find one empirical, peer-reviewed research article published within the past five years that specifically supports or
refutes the position of the newspaper article. You must briefly summarize the key elements and findings of the
empirical article. Finally, you should provide a brief statement as to your position on the issue that is based on the
work that you have done for that particular issue.
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FA 2012 PSYC 2500 DE, Robyne Shedden
Explanation of
Evaluation
(continued)
You will submit electronically:
1. Working URL links to the electronic version of the newspaper/magazine articles;
2. A brief description of a theoretical perspective useful in understanding issues raised in the newspaper articles;
3. A summary of an empirical, peer-reviewed research article that directly supports or refutes the position of the
newspaper article;
4. A brief statement as to your position on the issue;
5. A correctly formatted (APA style) reference page;
6. An electronic copy of the empirical research paper
Please note: The page limits for items 2, 3 and 4 above is 1.5 to 2 pages per newspaper article. This means that for
both newspaper articles, the combined maximum page limit is 4 pages. Penalties will be given if page limits are
exceeded.
Final Exam (40%): The final exam may be a combination of multiple choice and/or short answer questions and will
cover all of the material in the course including text readings and online lectures and materials posted. The final exam
will be scheduled by the Registrar’s office and will be held on both campuses (Oshawa & Peterborough). The actual
date, time and location are to be determined. The final exam is “live” – that is, it is a face-to-face exam requiring
students to attend either the Oshawa or Peterborough campus (Note: There are exceptions to this rule – see the
welcoming letter – this will explain “alternatives”) Materials to bring to the final exam: (a) two sharp HB pencils; (b)
eraser; and (c) Student ID card or proof of enrolment and other identification (e.g., Driver License). The final exam will
include multiple-choice questions that require students to apply the material and demonstrate a superior understanding
of the concepts.
NOTE: All students must complete the Final Exam Site Declaration Quiz within the first two weeks of the
course. This course has an in-person, sit-down final exam. Those living within 200 km of Trent's Peterborough
or Oshawa campuses are required to write the final exam on campus. All those who fail to complete the quiz
must write the final exam in Peterborough.
Course Policy on
Late Submissions
Because of the nature of this particular course, it is vitally important for the students to keep ‘on top’ of the assigned
workload. Due dates for quizzes and papers are CLEARLY outlined in the schedule below. Late submissions will
receive a score of zero.
Course Policy on
attendance
class/seminars
You will be required to log on to the course website at least three times a week for the duration of the course to
complete assignments and posting requirements. The Blackboard is capable of tracking students’ online involvement
in the course, so the instructor will know if you are not logging on regularly and this may influence your participation
score.
Contacting Your
Instructor
The preferred method to contact your instructor in this course is e-mail. E-mail responses will normally be provided
within 24 hours during the work week. Please include your course number in the subject of your e-mail and use your
Trent e-mail account to ensure that you message is not spam-filtered accidentally. Remember that class discussion
boards are also available for your general questions.
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FA 2012 PSYC 2500 DE, Robyne Shedden
Week/Dates
Topic & Readings
Week 1 & 2
Sept 6 - 12
Module 1 – Introduction
Week 3 & 4
Sept 17 - 30
Week 5 & 6
Oct 1 -19
Week 7 & 8
Oct 20 – Nov 5
Module 2 – Research
(Chapter 1)
Module 3 – Theory
(Chapter 2)
Module 4 – Biological
Development
(Chapter 3, 4)
Module 4 – Biological
Development (continued)
(Chapter 5)
Module 5 – Cognitive
Development
(Chapters 6, 7)
Module 5 – Cognitive
Development (continued)
(Chapters 8,9,10)
PSYC 2500H-W FA 2012 - Schedule
Tasks:
Weekly Discussion
Topic:
Complete Library Skills tutorial.
Week 1: Introduce
Write Library Skills quiz
your self to everyone
in the class – tell us
something about
Write quiz #1 (on Ch. 1)
yourself.
Week 3: Does nature
Write quiz #2 (on Ch. 2)
or nurture influence
Write quiz # 3 (on Chs. 3 and 4) children’s health in
the first few years of
Submit Assignment 1 – article
life?
summary
Write quiz # 4 (on Ch. 5)
Week 5: Which of the
five components of
language will be the
Write quiz # 5 (on Chs. 6 and 7) most influenced by
texting?
Write quiz # 6 (Chs. 8, 9 and 10)
Due Dates:
Library Skills quiz
Complete by 5 pm on
September 14th
Quiz 1 –
Sept. 10 (9 am) - Sept. 14 (5 pm)
Quiz 2
Sept. 17 (9 am) - Sept. 21 (5 pm)
Quiz 3
Sept. 24 (9 am) - Sept. 29(5 pm)
Submit Assignment 1 by
September 29 (5 pm)
Quiz 4
Oct. 8 (9 am) – Oct. 12 (5 pm)
Quiz 5
Oct. 15 (9 am) – Oct. 19 (5 pm)
Quiz 6
Week 7: Discuss
Piaget and Vygotsky’s Nov. 5 (9 am) – Nov. 9 (5 pm)
Submit Assignment 2 by
Submit Assignment 2 –
differing (and similar)
November 16 (5 pm)
Media/Research portfolio
approaches to
cognitive
development. Who do
you agree with most,
and why?
Week 9 & 10
Module 6 – Social
Write quiz # 7 (Chs. 11 and 12)
Week 9: Discuss the
Quiz 7
Nov. 19 (9 am) – Nov. 23 (5 pm)
Nov 6 - 23
Development
way in which
(Chapters 11, 12)
attachment to one’s
primary caregiver in
childhood influences
later relationships (in
later childhood right
through to adulthood)
Week 11 & 12
Module 6 – Social
Write quiz # 8 (Chs. 13 and 14)
Week 11: Should
Quiz #8
Nov 24 – Dec 7
Development (continued)
parents be allowed to Nov. 26 (9 am) – Nov. 30 (5 pm)
(Chapters 13, 14)
raise their child in a
gender-neutral
environment?
The final exam will be an in-person exam and will be scheduled during the final exam period beginning the week of December 7th, 2012. The final
exam will test on material from Chapters 1 to 14 (inclusive).
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FA 2012 PSYC 2500 DE, Robyne Shedden
Departmental and Course Policies:
Participation in Course Discussion Boards:
In this course you are expected to participate in the class online discussion boards. Each time the instructor provides a discussion board topic
for discussion (excluding General, Technical or support questions) you must make one initial posting, and reply to two other students’
postings. You are requested to not make any more than 5 postings per topic. This will allow all students to participate, and will guide you to
choose your responses carefully and thoughtfully.
 Please limit each posting to the size of a single message board window.
 Do not start a new discussion thread using "Compose" unless you intend to create a new initial posting which is unrelated to
anything else that's already been said. Reply directly to other students' postings when possible.
Discussion Netiquette (Etiquette while on the Internet)
 Discussion Threads: The idea of the discussion list is to have an ongoing chain or "thread" of discussions with the members of
your class. The discussion board works best when you respond to one another's comments and ideas. Please check the discussion
board regularly for new postings and make thoughtful responses.
 Lurking: Don't "lurk"-- which means reading messages without posting any comments or replies. Remember that you are expected
to participate in the discussions.
 Capital letters: Typing in all UPPER CASE LETTERS means that you are shouting in your message. Don't post messages all in
upper case.
 Audience: Remember that depending on the type of Discussion Board, your posting may be visible to the entire class. Be sensitive
not to offend anyone deliberately, but be sure to express your own opinions as well.
 Flaming: Intellectual disagreement is expected, but gives your classmates the same respect you would in the classroom. Avoid
"flaming" or publicly attacking someone for their point of view.
 Language: Please use good taste in your language. Also try not to use slang or web abbreviations (e.g. LOL). Since these are
classroom discussion boards, they should take on a more formal tone than public forums on the Net.
Policy on Midterms, Exams and Assignments:






Midterm Tests & Final Exams: Students should not make any commitments (e.g. vacation, job-related activities, or other travel
plans) during the midterm or final examination period. Students are required to be available for all examinations during the periods
for which they are scheduled (as published in the course syllabus or university time table).
Assignment and Assessment Instructions: Assignments and Assessments have specific instructions regarding acceptable online
submission formats (e.g. .doc, .docx). Failure to follow the instructions outlined in each assignment or assessment will result in a
grade of 0 for each incident.
Valid Submissions: Always check that your assignment was submitted correctly by returning to the assignment area and reopening your submission. Assignments in incorrect formats, or assignments that are left un-submitted in the assignments area past
the date due, will not be accepted.
Deferral of Midterm or Final Examinations and Extensions for Assignments: Extension of due dates for completion of
assignments or writing of midterms or final examinations may be granted to students on the basis of illness, accident or other
extreme and unanticipated legitimate circumstances beyond the student’s control, with supporting documentation.
Supporting Documentation: Supporting documentation will be required and must be submitted before deferrals are approved. For
illness or accident, supporting documentation will take the form of:
o The Trent University Medical Certificate from Health Services (http://www.trentu.ca/healthservices/medical.html)
o A certificate or letter from the attending physician clearly indicating the start and end dates of the illness and the student’s
inability to write an examination, complete an assignment, or participate in group activities or,
o For other circumstances, students should consult the instructor about acceptable forms of documentation.
Independent work: Unless you are specifically directed to work collaboratively with your classmates, all of the work that you hand
in for assessment should be your own.
Special Circumstances
If there are cases of exceptional circumstances surrounding a student’s inability to complete allocated course work, these should be brought
to the attention of the instructor, with the appropriate supporting documents, as soon as possible. Extensions arranged after an assignment is
due will normally not be granted. Each situation with regard to extensions or potential penalties will be judged on a case-by-case basis
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FA 2012 PSYC 2500 DE, Robyne Shedden
Notes
1.
Academic Integrity: For the purpose of interpreting and applying the University policy on academic dishonesty, the Department of
Psychology has adopted the following:
When a student submits a piece of written work in fulfillment of an assignment, he/she implicitly acknowledges the
following: a) that she/he is the sole author of the work b) that the wording and organization of the work, apart from
acknowledged quotations, is her/his own; and c) that she/he has not and will not submit this work, either as a whole or in
part, to satisfy another course requirement. These basic assumptions will be reasonably interpreted. They do not preclude
collaboration between students upon a single project, by prior arrangement with the instructor, for shared academic credit
(either for written or oral presentation).
For an elaboration of the Department's policy on, and for specific examples of, plagiarism, students should consult p. 178 in the APA
(2010) and the sections on academic honesty (pp. 6-8), and appropriate citing and referencing (pp. 135-137,169) in Mitchell et al.
(2010) on reserve in the library. Students who have doubts about what might be considered academic dishonesty are urged to
consult the instructor of the Course. Ignorance of the University or Department policy does not excuse academic dishonesty.
Submissions that fail to meet one or more of these considerations will be subject to procedures laid down in the policy on academic
dishonesty as stated in the University calendar.
2.
It is the policy of the Department NOT to accept faxed assignments.
3.
The same assignment cannot be submitted in more than one course without the prior written permission of all instructors concerned.
The written approval must be attached to the work when it is submitted.
4.
Students are required to use American Psychological Association style (6th edition).
5.
Please see the Trent University academic calendar for University Diary dates, Academic Information and Regulations, and
University and departmental degree requirements.
6.
Last date to withdraw without academic penalty for fall-term courses is Nov. 6, 2012
University Policies
Academic Integrity:
Academic dishonesty, which includes plagiarism and cheating, is an extremely serious academic offence and carries penalties varying from a
0 grade on an assignment to expulsion from the University. Definitions, penalties, and procedures for dealing with plagiarism and cheating
are set out in Trent University’s Academic Integrity Policy. You have a responsibility to educate yourself – unfamiliarity with the policy is not an
excuse. You are strongly encouraged to visit Trent’s Academic Integrity website to learn more: www.trentu.ca/academicintegrity.
Access to Instruction:
It is Trent University's intent to create an inclusive learning environment. If a student has a disability or health consideration and feels that he
or she may need accommodations to succeed in this course, the student should contact the Disability Services Office in Peterborough (BH
Suite 132, 748-1281) or in Oshawa (Room 111, (905) 435-5100), email for Peterborough and Oshawa disabilityservices@trentu.ca, as soon
as possible. Complete text can be found under Access to Instruction in the Academic Calendar.
Page 6 of 6