INITIAL SYLLABUS – DISTANCE AUDIO COURSE
Spring 03 - EC 245 Child Development - 3 credits
Personal Information:
Patty Martinez Meritt, instructor
Office phone, (907) 474-5503
Email: ffpam1@uaf.edu
Home phone: (907) 474-0841
FAX (907) 474-5304
Office Location: U. Park Building, Rm 109, Fairbanks
Snail Mail: UAF PO BOX 8120, Fairbanks, AK 99775-8120
Required Materials:
Text: Early Childhood Development by Jeffrey Trawick-Smith,
Published by Merrill Prentice Hall, 2003
Also recomended: Three ring notebook for handouts and homework
Notice this is an “initial” syllabus because, after talking with
students, we may make significant adjustments. Since this is my
first time teaching an audio course, you may need to guide me to be
sure this meets your needs in rural Alaska.
Description of the Course
This course is the study of development from prenatal through middle childhood,
including the cognitive, emotional, social and physical aspects of the young child.
Course includes child observations. (Prerequisite: PSY 101 or permission of the
instructor). (8 hours observation TBA)
1. Observational skills necessary to better understand human beings
2. Normal physical, cognitive, social and emotional development
a. genetic, environmental and cultural influences on human development
b. fundamental child development research and theory
c. relation of research and theory to real-life situations
d. inter relatedness of aspects of development
e. flexibility of the early developmental stages
3. Parent and caregiver roles in meeting developmental needs
4. Major contemporary issues affecting development of children, and role of
advocacy to solutions
5. Common types of atypical development resulting from genetic or environmental
influences
January 2003 Welcome to Child Development!
About the instructor: My professional preparation to teach this class includes 3 college
degrees related to this subject: AA degree in “Nursery School”, BA degree in “Child
Development” and Masters degree in “Teaching”. I have been teaching the course on the
Fairbanks campus every semester since spring 1997 and I have taught a little bit in rural
Alaska, but this is my first audio course. In addition to my work at the university I have over
25 years of professional experience in the field.
On the personal side, I was born in Nevada, raised in California, coming to Fairbanks in 1976.
I married in 1978 and am now the mother of two teenage sons and a grown stepdaughter,
plus the grandmother of her two children, age 2 and 4. Since this course includes a
“multicultural perspective” I’ll also share mine; my ancestral heritage is primarily a mixture
of Spanish and Irish. My Mom’s family has been traced back to the American Revolutionary
War. My Dad’s family held one of the original Spanish land grants in California.
A brief word about assessment: Most students are happy to discover that there are no tests
for this course! However, this also results in more assignments than you might expect for a
3-credit class. I use these assignments as an alternate way to assess and document your
knowledge, rather than testing. I prefer to have you demonstrate depth of knowledge
through lab work, writings and projects instead of the showing the ability to memorize facts
for a test.
Overview of the course: This is a fascinating study of the early years from conception
through the primary grades, usually ending with completion of third grade, around age 9.
Concepts will be based on the four parts of children’s development – physical, intellectual,
emotional and social (PIES) at various ages, with an emphasis on inclusion of multicultural
values.
The course is divided into four sections. The first section gives a brief introduction, history
and overview of some of the theories of child development. This section covers the first
three chapters and is primarily for background information. There are a limited number of
assignments for the first section and we will not dwell in this part.
The next three sections are divided into age ranges – infancy, preschool and primary. This is
the part of the course where you will want to focus most of your time and energy. Each of
these three sections has 4-6 chapters and each chapter contains multiple assignments.
At the end of each chapter you will submit the assignments for that chapter. We will
discuss during the first class the best way for us to exchange information.
At the end of each section on age - infants, preschool and primary, you will submit 2 lab
assignments, for a total of 6 lab reports. It is important that you do not attempt the lab
assignments until you have completed your other work for the chapters in that section. At
the end of the course you will submit a final project.
Honor Code: As a student you are subject to the honor code. The full
code is found in the UAF catalog. The instructor’s condensed version
is as follows:
1.
Students will not collaborate on items that contribute to
their grade, unless the instructor grants permission.
2. Students will not represent the work of others as their own.
Any sources will be appropriately quoted or credited.
3. No work submitted for one course may be submitted for
credit in another course without the explicit approval of both
instructors. (This applies to all aspects of the course but students should be
particularly vigilant that their project is not based on work for any other class, or
subsequently used for another course.)
Grading
participation (including attendance)
Homework
6 observation labs @ 20 pts each
Total points
80 pts
300 pts
120 pts
500 pts
(16%)
(60%)
(24%)
(100%)
Typically the score on homework will reflect two numbers. For example 12/15, would mean
the student received 12 points out of a possible 15 points.
Grade
A = 100% - 90%
Points
500 - 450
Definition
An honor grade. Demonstrates originality, independence, a
thorough mastery of the subject; completing more work
than is regularly required. Demonstrates a deep
understanding, presented with exceptional clarity & poise.
B = 89% - 80%
449 - 400
Better than the average. Above the average expectation.
Projects or papers are presented neatly and thoroughly
but do not have the depth and originality for an “A”.
C = 79% - 70%
399 - 350
Average. The student grasps the essential information;
material is complete and presented on time.
D = 69% - 60%
349 - 300
Below average. Student misses significant aspects of the
assignment. Material is not turned in on time; student is
unprepared to present project to class.
F = below 60 %
299 - 250
Student was unable to complete the assignment on time
with at least a 60% understanding and presentation.
Incomplete “I” grades: will only be given if the student has successfully completed a
majority of the class and has some emergency or extenuating circumstance which makes it
impossible for them to complete the course this semester. An Incomplete grade will not be
given to students who have simply fallen behind on the assignments or students who wish to
get a better grade by turning in assignments after the course deadline.
Withdrawal: Students are expected to withdraw from the class if they cannot complete the
course. The instructor appreciates hearing from students who drop or withdraw; your
feedback can sometimes make the course better for others.
Withdrawal & drops: Students are expected to withdraw from the class if they cannot
complete the course. The instructor will not automatically withdraw students who do not
attend or fall behind. Students who do not successfully complete the class and do not
withdraw will receive an “F”. The instructor appreciates hearing from students who drop or
withdraw; your feedback can sometimes make the course better for others.
Attendance: Attendance is essential. Students who miss more than 25% of the classes will
not receive credit for the course.
Participation: “Participation” grades are based on being on time, staying for the whole class,
participating in group discussion and small group projects. Side conversations with other
individuals in class are distracting for the instructor and the other students; points may be
deducted for this type of behavior as well as for non-participation.
Preparation: Students are to be prepared for class. They should have read the material
scheduled to be discussed and have completed required assignments prior to the class
period. When students come to class unprepared it diminishes the discussion for everyone.
However, it is better to come unprepared than not come! Lack of preparation will result in
lower participation scores, but not as low of a score as not attending at all!
Late assignments: In an effort to help students keep up with the pace of the class, points
will be taken off for late assignments. Homework including lab reports that are more than 2
weeks late will not be accepted. Late homework MUST have the full assignment attached.
Quality Issues: Homework, lab reports and projects are to be typed (computers and word
processor okay) unless otherwise stated in class.
Focus on Class: Please find a quiet place to use for your audio class, so that you can
concentrate and participate to the best of your ability. Children, or co-workers can be a
distraction for you and the others in the group. Also, please do not do other things such as
work on a computer or do homework during our class time.
Estimated Spring Calendar (this is very tentative and flexible!)
Reading should be completed before the related class discussion and lecture. For example,
on 2/7 we will discuss Chapter 1. Students should have already read that chapter.
1/22 Introduction, Overview
1/27 Have Read Chapter 1 - Discussion: “Child Development in a Diverse World”
1/29 Chapter 2 – Historical Perspectives
2/3 Chapter 3 - Theories of Child Development
2/5 Chapter 4 - Prenatal Development
2/10 Chapter 5 – Newborns
2/12 Chapter 6 – Infant Physical Development
2/17 Chapter 7 – Infant Cognitive Development
2/19 Continue
2/24 Chapter 8 - Language Acquisition in Infancy
2/26 Chapter 9 – Social & Emotional Development in Infancy
3/3 Continue
3/5 Complete Infancy Section; discuss infant labs
3/10 Chapter 10 - Preschool Physical Development
3/12 Continue
3/17 & 3/19 – Spring Break, no class
3/24 Chapter 11- Preschool Cognition
3/26 Chapter 12 – Preschool Symbolic Thought
3/31 Chapter 13 - Social & Emotional Dev. in Preschoolers
4/2 Complete Preschool Section; Discuss Preschool labs
4/7 Chapter 14 – Primary Years Physical Development Current Issues in Child Development
4/9 Chapter 15 – Schooling and Cognition
4/14 Continue discussion
4/16 Chapter 16 – Language & Literacy in the Primary Years
4/21 Discuss School Age labs
4/23 Chapter 17 – Social & Emotional Development in the Primary Years
4/28 Chapter 18 – Families
4/30 and Final exam time: Students present projects
Guidelines for written assignments: (Let’s talk about
these) I strongly prefer the following: Written
assignments and lab reports are to be typed
(computers and word processor okay) unless otherwise
stated. Font size should be 10 – 12. Spacing between
lines should be 1.5 – 2.0. Black ink on white paper is
strongly preferred. Color graphics are acceptable, if
desired. Is this feasible for you?
The assignments take several forms. The following
information will provide a guide for you to determine how much detail to provide in each type
of answer:
Multiple-choice questions: Choose one answer only for each and every question. Answers that
are left blank or select more than one of the choices will be scored as incorrect. In order to
maintain the integrity of this process, students will receive a score, but not specific
feedback on each answer for the multiple-choice assignments. For all other assignments the
instructor will return the original paper with feedback and score.
Short answer questions will usually require a few sentences or single paragraph.
Essay questions are looking for more depth than short answer and will generally require a few
paragraphs. Most essay answers can be answered in about half a page, some students may
wish to write more, but essays should generally not be more than 2 pages per question.
Reaction papers may be requested for readings or videos. Usually the assignment will give an
approximate length. Reaction papers should address your intellectual and emotional response
to the material. What did you learn? What did you like? Was there anything that you found
troublesome? Did you detect any errors in the material? What questions were left
unanswered?
Summary: This course consists of 17 lessons and 6 labs. There are no tests. Throughout the
course the student will submit assignments for feedback. It is strongly recommended that
the student compile all assignments into a portfolio for future reference.
Lesson 1 - Introduction & Child Development in a Diverse World
Read: the whole syllabus!
Carefully create the PIES chart with the instructor explanation. It is important to learn
the four types of development.
1st Written assignment: Re-write the question on your paper. Then, in essay format, respond
to the following questions:

Why are you taking this course? (Is there something you especially hope to learn?)

What is your cultural background and how does it influence your attitudes about
child development?

What questions do you have for the instructor?
Read: Chapter 1
Written assignment: Re-write the question on your paper. Then, in essay format, respond to
the following questions:

Describe the difference between the quantitative and qualitative aspects of child
development

Describe the difference between the phrases “cultural differences” and “cultural
deficits”

How does knowledge of child development help teachers in planning curriculum?
Lesson 2 - Historical Perspectives
Read: Chapter 2
Read the instructor comments for this chapter
Written assignment: Re-write the question on your paper. Then, in essay format, respond to
the following questions:

Describe how the beliefs about children have changed in Western society from the
Middle Ages until modern times?

Compare the histories of two different cultural groups. Describe similarities and
differences between the child rearing practices of the two groups.

Describe trends in recent times that have had an influence on children’s
development. Try to identify at least one trend not discussed by the instructor.
How do you think it has impacted child development?
Lesson 3 - Theories of Child Development
Read: Chapter 3
Written assignment:
Complete the “multiple-choice” questions for chapter 3, which your instructor will send you.
You may use your book and work in small groups to find the answers.
This completes section I 
Your instructor will send you the next section