SPOKANE FALLS COMMUNITY COLLEGE
Department: Social Sciences & Philosophy
Psychology 210: Developmental
Psychology
Spring Quarter 2007
Instructor:
Course:
Phone:
E-mail:
Office:
Office hours:
Kim Taylor
Psychology 210: Developmental Psychology (5) Credits
(509) 533-3583
kimt@spokanefalls.edu
Bldg. # 14/109
by appointment
RECOMMENDED TEXT: The Developing Person through Childhood and
Adolescence, Berger, Kathleen Stassen, 2006 (7th Edition).
Welcome to Developmental Psychology!
COURSE DESCRIPTION: This course is designed to provide you with a general
overview of topics, issues, and controversies covering development from
conception to adolescence. Areas of biology, cognition, social relations,
emotional adjustment, and sexuality will be incorporated. In addition, we will
address a number of current issues or topics affecting human development,
based on both instructor and student interest. Topics may include: bullying,
family functions, parenting, gender and relationship issues, domestic violence,
child abuse, gangs, affects of media, spiritual development as well as
mental/behavioral issues and disorders affecting children, adolescents and young
adults.
This course will be helpful should you desire to deepen your understanding and
appreciation for the “many complexities” of human behavior and interaction
among the genders. It is also foundational for further studies in psychology or
related fields in the helping professions. Students desiring to work in childhood,
educational, social work or related settings may find this course particularly
helpful.
Psychology 101 is a pre-requisite for this course. It is also recommended that
possess strong reading skills, responsible study skills/habits, self-motivation and
a willingness to share your thoughts and perceptions. Active participation and
class discussion are paramount in my classes. Please keep up with reading
assignments and come prepared to ask questions and participate for the sake of
your own learning as well as that of others.
As an individual and an adult, each of us is responsible for what we do and don’t
do, learn and don’t learn. At the same time, in each and every course in which
we elect to enroll (or teach, in my case) a small community is born from the time
we set foot inside the walls of the classroom for the first time. The behavior of
each community member has both positive and negative impacts on every other
community member. Please be mindful of your impact on the learning of those
around you.
My goal is to make the study of developmental psychology practical, insightful
and fun. I’m looking forward to spending time with you this quarter!
COURSE OBJECTIVES/LEARNING OUTCOMES: Upon completion of this
course, students will:
1. Be knowledgeable of psychological theories and concepts as related to
child development, and be able to apply them to their lives and lives of
others.
2. Appreciate a variety of viewpoints on controversial topics concerning child
development, and encourage critical thinking.
3. Develop and inquisitive and curious attitude toward psychology.
4. Recognize the complexity of the behavior of individuals; be aware that
behavior can be traced to heredity, environment, and their interaction.
5. Appreciate that behavior changes throughout childhood to adolescence.
6. Acknowledge, and respect the diversity of various cultural groups within
and outside the U.S.
7. Be aware of a wide variety of resources of psychological information, and
strive to be up-to-date.
8. Be aware of various psychological problems and the means by which to
overcome them.
ATTENDANCE: I expect you to attend class and participate actively. Besides
missing the learning that occurs in class, attendance accounts for a significant
piece of your final grade. All students start the quarter with 0 points for
attendance. You earn points with every session that you attend. (In learning this
is called a “continuous reinforcement schedule”.)
METHODS OF INSTRUCTION: Several methods of instruction may be utilized
including: discussion, lectures, presentations, readings, group activities, films,
guest speakers, field trips, projects, examinations, written assignments, and
extracurricular research.
PRESENTATION OF WORK: I expect your work to be typed, as well as look
scholarly and professional. All of the following “presentation” components will be
considered in scoring/grading your written work: spacing (1-½ to 2x), minimum
length, font type & size, cover page, and writing mechanics (spelling, grammar,
punctuation).
CLASSROOM BEHAVIOR: Courtesy and respect are guiding principles. If
you’re not sure of whether your behavior is appropriate or not, ask yourself
these questions: Am I holding myself to the same standards that I’d expect from
others? How would I feel if someone else behaved this way as I spoke to the
class? Would I behave this way in a professional setting?
Issues related to the expectations above include: manners, consideration for
others, acceptance of responsibility, embracing differing opinions, arrival &
departure times, deadline compliance, use of devices. I will turn off my cell
phone before class so that I can focus on you; in return, I ask that you offer
others in the classroom the same courtesy.
ACADEMIC HONESTY: I expect that all work will be originally yours, and that
all sources used will be cited. Plagiarism and academic dishonesty of any type
carries serious consequences that will affect you in many ways, a grade in this
course as the least of them.
LATE WORK: As you be given a fair and reasonable amount of time to complete
assignments and will know all deadlines in advance, late work will not be
accepted. Assignments are due before you leave class on the due date, so plan
accordingly. Assignments turned in ahead of the due date are always
appreciated.
SOME IMPORTANT SERVICES:
Disability Support Services: 533-4166 or 533-3838
Counseling Center: 533-8622
Multicultural Specialist: 533-3546
Career Resource Center: 533-8123 or 533-8009
Library Circulation Desk: 533-3805
Peer Tutoring: 533-3604
GRADING/EVALUATION: Grades for this course will be determined on a
1000 point scale with the maximum points allotted as noted below.
I would encourage you to use this form so that you can keep track of completed
& outstanding work as well as determine your grade at any point in the quarter.
Said differently, keeping track of your grade is your responsibility. I don’t want
your grade to be a surprise (bad one at that) any more than you do.
Attendance
205 points
_____
scheduled due dates
100 points
_____
Individual Project
Proposal
Citations
Draft
Peer Edits (2)
Final Project
April 9
April 23
April 30
May 3
May 10
25 points
75 points
10 points
50 points
100 points
_____
_____
_____
_____
_____
Group Project
Proposal
Question/Interview List
Final Project
April 11
April 19
June 6
25 points
100 points
150 points
_____
_____
_____
Article Reviews
#1
#2
#3
April 17
May 14
June 4
40 points
40 points
40 points
_____
_____
_____
Final Exam
June 13
40 points
_____
variable points
_____
variable points
_____
1000 points
_____
Assignments
Bonus points
Extra credit earned
Total Points:
scheduled due dates
Note: Details, requirements and expectations for each of the above will be noted
and discussed separately.
GRADING SCALE:
995 to 1000
A+
945 to 994
A
895 to 944
A865 to 894
B+
825 to 864
B
795 to 824
B765 to 794
C+
725 to 764
C
695 to 724
C665 to 694
D+
625 to 664
D
595 to 624
D0 to 594
F
100%
95 - 100%
90 – 94%
87 - 89%
83 - 86%
80 - 82%
77 - 79%
73 - 76%
70 - 72%
67 - 69%
63 - 66%
60 - 62%
0 - 59%
4.0
3.8
3.4
3.1
2.8
2.4
2.1
1.8
1.4
1.1
0.8
0.7
0.0
–
–
–
–
–
–
–
–
–
–
3.9
3.7
3.3
3.0
2.7
2.3
2.0
1.7
1.3
1.0
SCHEDULE:
There are many fascinating topics that could be covered in a developmental
psychology course. While we will focus primarily on issues from conception to
adolescence, issues facing adults from young to mature may also be topics of
discussion.
We will discuss all chapters of the text book; the amount of time spent on any
one chapter will vary based on both student and instructor interest. The chapter
presentation will occur in order.
Class time will be given for exploration and discussion of additional issues
affecting development that may or may not be addressed in the text book.
Keep in mind that this schedule is a guideline and may be changed as the
quarter progresses.
Consult the Calendar section of the AutoWeb for specific dates and deadlines.
WEEK 1: April 2 - 5
Ch. 1: Introduction
Ch. 2: Theories of Development
Ch. 3: Heredity and Environment
WEEK 2: April 9 - 12
4/9: Individual Project Proposal Due
4/11: Group Project Proposal Due
Ch. 3: Heredity and Environment
Ch. 4: Prenatal Development and Birth
Ch. 5: The First Two Years: Biosocial Development
WEEK 3: April 16 - 19
4/17: Article Review #1 Due
4/19: Group Project Question/Interview List Due
Ch. 5: The First Two Years: Biosocial Development
Ch. 6: The First Two Years: Cognitive Development
WEEK 4: April 23 – 26
4/23: Individual Project Citations Due
Ch. 7: The First Two Years: Psychosocial Development
Ch. 8: The Play Years: Biosocial Development
WEEK 5: April 30 – May 3
4/30: Individual Project Draft Due
5/3: Individual Project Peer Edits Due
Ch. 9: The Play Years: Cognitive Development
Ch. 10: The Play Years: Psychosocial Development
WEEK 6: May 7 - 10
5/10: Individual Final Project Due
Ch. 10: The Play Years: Psychosocial Development
Ch. 11: The School Years: Biosocial Development
Ch. 12: The School Years: Cognitive Development
WEEK 7: May 14 - 17
5/14: Article Review #2 Due
Ch. 12: The School Years: Cognitive Development
Ch. 13: The School Years: Psychosocial Development
Ch. 14: Adolescence: Biosocial Development
WEEK 8: May 21 - 24
Ch. 14: Adolescence: Biosocial Development
Ch. 15: Adolescence: Cognitive Development
WEEK 9: May 29 – 31
5/28: Memorial Day – No Class
Ch 15: Adolescence: Cognitive Development
Ch. 16: Adolescence: Psychosocial Development
WEEK 10: June 4 – 7
6/4: Article Review #3 Due
6/6: Group Final Project Due
Ch. 16: Psychosocial Development
Special Issues
WEEK 11: June 11 - 15
6/11: Last day of class
Special Issues
Summary and Conclusion
6/12: Dead day
6/13: Final exam
NOTES: