ILLINOIS VALLEY COMMUNITY COLLEGE
Course Syllabus
Division: Health Professions
Course: ALH 1002-101 Human Growth and Development for
Health Workers
Date:
Semester Hours:
Lecture hours per week:
Lab hours per week:
Seminar hours per week:
Other hours:
Prerequisite:
Semester Offered:
Instructor(s):
August 2006
3.0
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None
Fall
Patricia Pence
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CATALOG DESCRIPTION:
This course is a study of human growth and development processes as they
relate to physical, cognitive, emotional, social and moral development throughout
the life span (conception through death). Health promotion and maintenance
measures for each stage of development are introduced within the context of the
family including social and cultural aspects.
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EXPECTED LEARNING OUTCOMES AND RELATED COMPETENCIES:
Upon completion of the course the student will be able to:
1. Describe development - including biosocial, cognitive, and psychosocial- as
an ongoing set of processes, involving both continuity and change. .
1.1 Identify five characteristics of the life-span perspective.
1.2 Identify and describe the three domains of human development.
1.3 Discuss the three broad contexts that affect development throughout the
life span.
1.4 Describe the process of conception and the first hours of development of
the zygote.
1.5 Identify the mechanisms of heredity and explain how sex is determined.
1.6 Discuss genetic continuity and diversity, and distinguish between
monozygotic and dizygotic twins.
1.7 Differentiate genotype from phenotype, and explain the polygenic and
multifactorial nature of human traits.
1.8 Identify some environmental variables that affect genetic inheritance.
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1.9 Describe the most common chromosomal abnormalities and genetic
disorders.
1.10Describe four situations in which couples should seek genetic testing
and counseling.
1.11Describe the significant developments that occur during the germinal
period, the period of the embryo, and the period of the fetus.
1.12Identify several teratogens, describe their effect on the developing
embryo or fetus; and explain what can be done to reduce the risks
posed by these teratogens.
1.13Distinguish among low-birthweight, preterm, and small-for- gestational
age infants, and identify the causes of low-birthweight.
1.14Describe the test used to assess the newborn’s condition at birth.
1.15 Discuss the importance of medical attention at birth and the question of
medical intervention.
1.16Describe the size and proportion of an infant’s body, including how they
change during the first 2 years and how they compare with those of an
adult.
1.17 Identify risk factors and prevention measures for injury throughout the
life span.
1.18 Describe the motor, sensation, perceptual, memory, language,
behavioral, emotional, and sexual development throughout the life span.
1.19Describe the nutritional needs between the newborn and older adult and
common nutritional problems.
2. Analyze different developmental events from the perspectives of the major
theories of development and recognize those theories when used by others
to analyze events.
2.1 Describe how developmental theories help explain human behavior
and development, noting differences among grand theories,
minitheories, and emergent theories.
2.2 Discuss the major focus of psychoanalytic theories, and describe the
conflicts that occur during Freud's psychosexual stages.
2.3 Discuss the crises of Erikson's theory of psychosocial development,
and contrast them with Freud's stages.
2.4 Discuss the major focus of learning theories, and explain the basic
principles of classical and operant conditioning.
2.5 Discuss social learning theory as an extension of the learning theory.
2.6 Identify the prime focus of cognitive theory, and briefly describe
Piaget's periods of cognitive development.
2.7 Identify the major criticisms and contributions of each of the grand
theories of development.
2.8 Discuss the ideas of Vygotsky and the sociocultural theory of
development.
2.10 Discuss two theories of multiple intelligences, and discuss their
implications for intelligence testing.
2.11 Outline theories of moral development.
2.12 Explain self theories and stratification theories of psychosocial
development during late adulthood.
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3. Recall important developmental concepts and be able to recognize and apply
them to various situations.
3.1 Explain the concept of parent-newborn bonding and what research
has shown regarding bonding in humans.
3.2 Explain the Gibson’s contextual view of perception, and discuss the
idea of affordances.
3.3 Discuss the concept of social referencing.
3.4 Describe four categories of adult attachments, and discuss how each
affects the child’s attachment to the parent.
3.5 Explain how achievement and aptitude tests are used in evaluating
individual differences in cognitive growth.
3.6 Explain how children’s theory of mind and emotional understanding
evolve during middle childhood.
3.7 Explain Carol Gilligan’s view of how moral reasoning changes during
adulthood.
3.8 Identify Sternberg’s three components of love and discuss the
pattern by which they develop in relationships.
3.9 Discuss the impact of divorce, remarriage, and stress on families.
3.10 Explain how and why context and cohort affect development.
3.11 Define ageism and discuss some of the factors that contribute to ageism.
4. Explain how research contributes to the understanding of development.
4.1 List and describe the basic steps of the scientific method.
4.2 Describe scientific observation, experiments, surveys, and case studies as
research strategies.
4.3 Describe three basic research designs used by developmental psychologists.
4.4 Summarize some of the ethical issues involved in conduction research with
human subjects.
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COURSE CONTENT:
The course consists of 26 half-hour video lessons that correlate with readings from the
text. The video lessons feature interviews with experts and present-day case studies of
people and human experiences to demonstrate the application of life-span development
theories in everyday life.
Unit 1: Introduction, theories of development, heredity and environment, prenatal
development and birth.
Unit 2: The first two years: infants and toddlers.
Unit 3: The play years.
Unit 4: The school years.
Unit 5: Adolescence.
Unit 6: Early adulthood.
Unit 7: Middle adulthood.
Unit 8: Late adulthood.
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IV.
INSTRUCTIONAL METHOD:
Videotapes containing lecture content
True/False questions
Individual projects
Tests
V.
INSTRUCTIONAL MATERIALS:
Telecourse Student guidebook
Videotapes
Handouts
VI.
STUDENT REQUIREMENTS AND METHODS OF EVALUATION:
1. Readings: Read and study the assigned material in the text.
2. It is recommended that students view the videotapes assigned for each unit.
3. It is recommended that students complete the telecourse student guidebook for
each of the chapters assigned.
4. Complete and submit the required true/false questions after every chapter.
5. Complete and submit the required written projects (see instruction sheet).
6. Five exams must be taken during the designated week. This course is
designed to be completed in one semester. Each test must be completed by the
end of the test week as specified on the Course Orientation Sheet. Contact your
instructor with any questions or if you need an extension to better prepare for an
exam. Explain the circumstances by phone or e-mail prior to the scheduled
exam. Extensions for taking the exams are granted at the discretion of the
instructor. Failure to request an extension will result in a grade of 0% by the test
date specified on the Course Orientation Sheet.
7. In general, all exams are not cumulative. Each exam covers only the material
covered since the previous exam, including material from both the text and
videotapes. All exams are multiple-choice questions.
8. The tests can be taken either in the IVCC Assessment Center E215 (224-0542),
Ottawa Reddick Library, Princeton Matson Library, Mendota Graves-Hume
Library or in the Streator Library. You must show proper ID and leave your
textbooks, notes, handbooks, etc. with the librarian while taking the exam.
Utilizing the Assessment Center for testing requires a scheduled appointment.
9. Grade notification: Students will be notitified of test grades and assignment
grades by e-mail, or by mail if necessary. Each student will need to send me
written permission by postal mail or with your first test. In the written
permission, you need to include your student ID number, the mailing
address or e-mail and your signature. No grades will be given out over the
phone. No grades will be sent during the semester without your written
permission.
10. Success in this course depends, primarily, on a disciplined schedule of studying
the text and video lessons, reviewing the study guide, and taking the tests
according to the designated deadlines.
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11. Suggested learning activity: The Web site for the text provides a variety of
interactive activities to enhance your telecourse experience. The Web site
includes chapter outlines, self-scoring practice quizzes, flashcards on chapter
terms and concepts, critical thinking questions, and interactive Web links. This
site can be accessed at www.worthpublishers.com/bergerlifespan5e.
12. You are required to make one personal contact with the instructor either by
phone, email, or at the instructor’s office halfway through the course.This contact
with your instructor is to confirm, reassure, or clarify your progress and success
in this course.
13. The Transitions Throughout the Life Span video sets are available to check out
in the IVCC Jacobs Library and can be viewed any time the library is open (see
library hour information at www.IVCC.edu or call 224-0306. If you are not familiar
with the library’s VCR, ask the librarian for assistance. Students must provide a
student ID to check out the video sets. See the Course Orientation Sheet for
information on checking out the video sets.
Important Notes:
1. All nursing students or pre-nursing students must attain a C in this course in order
for it to be applied as credit in the IVCC's nursing program.
2. Any student caught cheating on an exam or assignment will automatically receive a
grade of zero for that exam or assignment. The student may also be subject to
further disciplinary action in accordance with the Student Code of Conduct.
3. Plagiarism is illegal. Any student caught plagiarizing will receive a zero for the
paper and may be subject to further disciplinary action in accordance with the
Student Code of Conduct.
4. Exams and assignments will have the following point values:
10 True/False questions for each chapter (26 chapters) for total of 260 points.
2 Individual project assignments (20 points each) for a total of 40 points.
5 multiple/choice exams (50 questions each) possible total of 250 points.
True/False questions must be turned in with the test. Individual project
assignments may be turned in with your tests, mailed or dropped off at the front
desk. Please request that the front desk personnel stamp your assignment with the
date that you turned in your assignment.
5. Extra credit points for up to a total of 40 points are available by completing any
other individual project included in the project handouts. Each project is worth 20
points. Extra credit projects must be turned in prior to the final exam to be counted
in total points for the course.
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6. Your final semester grade will be determined by calculating the percentage of total
points scored out of all exams and assignments. The following grading scale will be
used:
A…90-100%
B…80-89%
C…70-79%
D…60-69%
F…59% and below
Vll. REFERENCES:
Berger, Kathleen Stassen, The Developing Person Through the Life Span, 6 th edition.
Worth Publishers, 2005.
Telecourse Student Guide to accompany text.
You will also need the Course Orientation and Outline and a Handbook for Telecourse
Students. These are available in the bookstore free of charge.
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