Chi ld D ev elopm en t
PSY 2308.02
Doyle 134
T/Th 12:30 – 1:45
Dr. Sara Villanueva
Spring, 2013
Office:
Office hours:
Doyle Hall 112
Mon, Thur, Fri
10:00-12:00
(or by appointment)
Phone:
637- 1967
Email:
saraa@stedwards.edu
Course Website: https://sites.stedwards.edu/saraa-psyc2308/
Teaching Assistant:
Email:
Office Hours:
Lacey Hutchison
lhutchi2@stedwards.edu
by email or appointment
Course Description
The purpose of this course is to introduce students to the major theories,
research methods, and empirical findings in the field of developmental
psychology. The course is intended both for Psychology majors and for
interested students from related disciplines. Students will investigate the multiple
aspects of the child's total development including the interaction of
contributing factors in the emergence of a mature individual- physical,
cognitive, psychological.
Prerequisite: PSYC 2301/2401 except for teacher certification candidates.
Course Objectives
After completing this course, you will be able to:
1.
Have a firm understanding of the history, theories, and research strategies
involved in the field of Developmental Psychology
2.
Be aware of the different biological and environmental influences that
can impact children’s psychological and physiological development
3.
Have a complete comprehension of both prenatal development and the
birthing process
4.
5.
Explore and knowledgably consider the physical, cognitive, and
emotional/social transitions that occur throughout the lifespan during the
periods of infancy and toddlerhood, early childhood, middle childhood,
adolescence, and emerging adulthood
Through lectures, class discussions, activities, assignments, students should
be able to demonstrate their ability to identify controversial, unresolved,
or current issues in the field of Developmental Psychology as well as to
demonstrate their ability to assess ethical issues related to this field
Relevant Department of Psychology Learning Outcomes
1.
Students will compare favorably to other students from similar psychology
programs.
2.
Students will demonstrate effective oral communication by successfully
presenting analyses of current research and social issues in psychology.
3.
Students will demonstrate effective written communication by successfully
crafting papers based on issues / ideas / theories and research.
4.
Students will effectively assess and analyze ethical and moral issues
related to psychology.
5.
Students will use gender, race, ethnicity, culture, and class as analytical
categories to address social justice issues.
Required Text
Papalia, D. E., Olds, S. W., & Feldman, R. D. (2011). A Child’s World: Infancy
through Adolescence (12th ed.) McGraw-Hill.
DelCampo, D. S. & DelCampo, R. L. (2012). Taking Sides: Clashing Views in
Childhood and Society (9th Ed.) McGraw-Hill.
COURSE GUIDELINES & POLICIES
Class Communication
Throughout the term, I will use the Course Website to post
announcements, upcoming events & dates, and other important information.
In addition to checking the class website regularly, please make it a habit to
check your email every day. To access lecture notes after the lecture, you can
use Blackboard (http://blackboard.stedwards.edu/). You can access
handouts, assignments, video clips, and the syllabus, etc., via the course
website at: …………We also encourage you to use our Open Class Blog on the
course website as a forum to ask questions (e.g., about the class, the material,
the exam) and/or to discuss issues relevant to child development (e.g.,
stories/examples in the media). Of course, you are always welcome to contact
me directly via email or by phone.
Class Attendance & Participation:
Class meetings will involve lectures, discussion, exercises, videos, and
guest speakers. Questions and discussion are an important part of the course
and are strongly encouraged. Note that because there are so many interesting
topics to cover and our time is limited, we will not be able to go over everything
in the textbook. Instead, lectures will expand upon the text by considering a
few topics in more depth, and will also introduce concepts and studies not
discussed in the text. Thus, it is important that you take responsibility for learning
the material in the text and for coming to class prepared.
Students are expected to attend every class. To ensure this is the case, a sign in
sheet will be handed out daily. After 5 unexcused absences a grade of "WA"
(Withdrawal Due to Absences) will be given. An absence will be excused under
the following two conditions: (1) Notify one of the instructor and copy the
teaching assistant PRIOR to the class that you cannot make (i.e., talk to us
personally or call and leave a detailed message on voice mail) and (2) Provide
official documentation of your emergency (e.g., a written medical excuse
signed by a physician). There are NO exceptions to these policies.
Finally, PLEASE BE ON TIME AND TURN OF YOUR TECHNOLOGY--it is very
distracting to both me as well as the other students in class when people
straggle in after class has begun or have a cell phone ring during class.
What does “class participation” include?
•
•
•
•
•
•
•
Be fully prepared for class-that is, reading the chapter and reviewing the
lecture material BEFORE the class discussion time.
ACTIVELY participating in all online discussion sections by asking questions
and putting forth ideas when questions are asked by others
Listen attentively to others’ points of view.
Ask questions of TAs and instructors to better understand course material.
Share and discuss ideas in a respectful manner.
Engaged in class activities and support other students’ learning.
Set goals for your learning and reflect on your learning process.
•
Consider the impact of what you’re learning inside and outside of class.
How will “class participation” be evaluated? Attendance at both classes and
at the online discussion sessions, taking part in discussions and class activities,
and interaction with peers will be considered in determining each student’s
grade, according to the professional judgment of the professor. Class
participation is not simply attending class. Rather, it is being a prepared, active
member of the class.
Lectures & Class Discussions:
The purpose of the lectures is to amplify, explain, and expand on the
materials in the textbook. Although there is some overlap between the
assigned readings and the lectures, lectures are not intended to regurgitate
what you’ve already read; rather, they are to introduce new and unique
material that goes along with the topic covered in the chapter. Your
understanding of each lecture will be best if you studied the assigned readings
before you come to class. The instructor will, as much as possible, include film
clips and other audiovisual materials in this course, mostly for illustration
purposes. You are responsible for all the material covered in each class
meeting. All of the materials can be included in the exams.
Class Notes:
Copies of the slides from class will be available AFTER we have completed a
topic or chapter from the syllabus schedule on the Blackboard site for this
course. Please note that the slides that are posted to blackboard will likely only
be a shorter, bulleted version of what we review in class, so it is expected that
you will take notes in class. I extend this courtesy so you do not have to write
down every definition and concept down while you are in class and you have
a full set of notes to study from. The full set of notes will not be available before
the topic is covered, as some students have a tendency to disengage when
they are not actively writing or asking questions. Please take additional notes
and ask questions in class.
Assignment Policies:
Reading assignments for each class meeting are clearly listed in the
course outline. Readings are to be completed BEFORE the topic is to be
covered in class to ensure better understand of the lecture. Students should
read the assigned reading material before class and come prepared with any
questions or discussion points. Additional online readings/handouts will be
announced in class.
**IMPORTANT NOTE: Any assignments turned in late will be deducted by 10
points for each day that it is late for up to 5 days. Any assignment submitted
after 5 days past the assignment due date WILL NO LONGER BE ACCEPTED - NO
EXCEPTIONS.
Special Needs:
If you have a specific physical, psychiatric, or learning disability and
require accommodations, please let me know early in the semester so that your
learning needs may be appropriately met. You will need to provide
documentation of your disability to Academic Planning and Support, located
in Moody Hall 155 (448-8660).
Academic Dishonesty:
We will follow the rules regarding academic dishonesty that are outlined
in the SEU Student Handbook. Academic dishonesty in any form will NOT be
tolerated and will be subject to appropriate action.
COURSE GRADES
Assignments
Class Attendance & Participation
Exams – 3@ 100 pts each
Blog Journal Entries – 4@ 50 pts each
Reading reaction Quizzes – 3@ 25 pts each
Developmental Observation Papers – 2 @ 100 pts each
Cross Cultural Group Project
Total Points
Points
100
300
200
75
200
125
1000
Course grades will be based on the total points earned and will be assigned as
follows:
A = 900-1000
B = 800-899
C = 700-799
D = 600-699
F<600
1.
Class Attendance & Participation
There will be as sign in sheet that you will be required to sign each class
period. As previously discussed, we will be covering a great amount of
information in each class meeting. There will be class activities, guest speakers,
films, etc; thus, your attendance and participation are crucial to your
understanding and success in this class. Students will engage in many
academic activities throughout the semester, which are critical to the
understanding and applications of concepts being taught in class.
2.
Exams
There will be a Mid-Term and Final Exam given. Exam material will be
drawn from the textbook readings, material covered in lectures (including class
discussions), and any film clips and/or guest speakers presented in class. Exams
are NOT cumulative. Dates for the exams are on the course schedule attached.
Students will be asked to complete a multiple choice section and a short
answer section on each of the exams. Answers to the questions should draw
on the readings as well as the material presented in class. The entire class
period will be allotted for the exam.
Exam Make-Up Policy
Make-up exams are strongly discouraged and will be granted only under
exceptional circumstances, such as serious illness, or death in the immediate
family. To be eligible for a makeup, you MUST adhere to the following two
conditions: (1) Notify one of us PRIOR to the exam that you cannot make it
(you can leave a detailed message on voice mail) and (2) Provide official
documentation of your emergency (e.g., a written medical excuse signed by a
physician). All makeup exams will be given within two days of the original
exam. IN ORDER TO BE FAIR TO ALL STUDENTS, THERE ARE NO EXCEPTIONS TO
THESE POLICIES.
3.
Blog Journal Entries – Taking Sides
On the course website you will see a tab for Assignments. On that page,
you will see a document that lists the topics and due dates for our blog journals.
You are to complete 4 blog entries worth 50 points each. All students will write
blog entries that not only ask you to give a brief synopsis of the readings from
the assigned Taking Sides text, but also require you to reflect on your own
attitudes, experiences, and behaviors with respect to the topic you’ve read.
Each blog will be posted via the class website and should be completed
before the start of class on the due date. Blog entries are worth 50 points each-to get full credit, your entry must be thoughtful (not fluffy or rushed), insightful,
and well written. Please note that it is ultimately your responsibility to turn entries
in on time. Late entries will be accepted, but will follow the late assignment
policy (see policy above). Remember that blogs are time-stamped…
4.
Reading Reaction Quizzes
You will have two extra readings assigned during the semester. You are to
read the assigned readings and be prepared to take a short quiz over the
reading at the beginning of class.
5.
Developmental Observations
Each student will select two possible observations from a variety of
different locations to conduct scientific observations. The student will take notes
on the experience and submit a brief summary paper describing what he/she
learned and how the specific observations tied back to class. Specific
instructions and rubrics for this assignment will be posted to the course website.
6.
Cross Cultural Group Project
This assignment consists of groups of 5 – 7 students working together to
conduct research on the developmental period of Childhood (infancy, early-,
middle-, late-childhood, adolescence) as it is seen/displayed/treated in other
cultures around the globe. Students are to specifically discuss the domains of
development (biological, cognitive, social) as they are ‘observed’ in each
culture. The end result will be a formal group presentation as well as a short
narrative from each student. More information on this project will be posted to
the class website.
CHILD DEVELOPMENT
Course Outline
The following is a tentative course schedule. Please keep in mind that this
schedule is a “best-case scenario” that can be subject to change at the
professor’s discretion. Students are responsible for keeping informed of any
changes to this schedule by attending class and by attending to email
notifications and announcements posted to Black Board.
(T)
(H)
Date
1/15
1/17
Topic
Readings
Introduction/Review of Syllabus/Topics
Brief Overview of Class Technology & Assignments
(T)
(H)
1/22
1/24
Studying a Child’s World
A Child’s World: Theories & Research
Ch 1
Ch 2
(T)
(H)
1/29
1/31
Forming a New Life
Video: In the Womb
Ch 3
Ch 4
(T)
2/5
(H)
2/7
Finish Video & Discussion
*Additional reading:
The Newborn Baby
Ch 5
(T)
(H)
2/12
2/14
Newborn Baby/In Class Discussion
EXAM 1
(T)
(H)
2/19
2/21
Infancy: Physical Dev
Infancy: Cognitive Dev
Ch 6
Ch 7
(T)
2/26
Ch 8
(H)
2/28
Infancy: Psychosocial Dev
*Taking Sides Blog 1 Due
Early Childhood: Physical & Cog Dev
(T)
(H)
3/5
3/7
*Guest speaker
* Taking Sides Blog 2 Due
Ch 9, 10
*** 3/11 – 3/15 SPRING BREAK
(T)
(H)
3/19
3/21
Finish Early Childhood: Psychosocial Dev
Exam 2
Ch 11
(T)
(H)
3/26
3/28
Middle Childhood: Physical Dev
Easter Break – No Class
Ch 12
(T)
(H)
4/2
4/4
Middle Childhood: Cognitive Dev
Middle Childhood: Psychosocial Dev
* Taking Sides Blog 3 Due
*Additional Reading:
Ch 13
Ch 14*
(T)
(H)
4/9
4/11
Adolescence: Physical Dev
Adolescence: Cognitive Dev
Ch 15
Ch 16
(T)
4/16
(H)
4/18
Adolescence Continued
*Additional Reading:
Adolescence: Psychosocial Dev
* Taking Sides Blog 4 Due
(T)
(H)
4/23
4/25
*Guest speaker
Group Presentations
(T)
(H)
4/30
5/2
Group Presentations
Group Presentations
(H)
5/9
FINAL EXAM - Time: 11:15 – 1:15
Ch 17
Same Classroom