Spring 2010
Child Development 201
Psychology 201
CRN 36429
CRN 38824
Transfer: UC, CSU (D3 E1)
Instructor: Elaine Francisco
E-mail: franciscoe@smccd.edu
Website: www.smccd.net/accounts/franciscoe
Phone: (650) 738-4328
Office Hours: 5:00 – 6:30 Tuesday (by arrangement)
Purpose and Scope of the Course
This course will focus on selected theories of development as it aims to
understand the processes and influences involved in working with children from
birth to adolescence. It will begin with identifying theories of development
from infancy to teen age, and will focus on age-specific biosocial, cognitive,
language, and psychosocial development. In addition, the course will touch
upon environmental elements affecting atypical development.
Instructional Objectives
Upon successful completion of the course, students will:
1. Apply theoretical insights about human development that are connected
to practical issues.
2. Differentiate critical and comparative analysis of concepts and research
findings relating to child development.
3. Compare and contrast theories of development, recent trends in the
field of both general and special education and, at the same time,
identifying similarities and differences among them.
4. Analyze the importance of early intervention and the impact of positive
and negative environmental factors on children’s growth and
development.
5. Demonstrate an understanding of the differences of normal and
abnormal development in early childhood.
6. Evaluate developmental domains of children with special needs, while
determining strengths and analyzing skill deficits.
Course Requirements
Class Attendance and Participation: Students are expected to contribute to the
class discussions and are required to attend all classes. The instructor may drop
students missing more than three full sessions. Students should sign in every
class session. Students need to be in class for at least 90% of class time in
order to be marked present.
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1. Chapter Readings: Assigned readings should be completed before the
class starts. Reading in advance will help you participate actively in the
class discussion.
2. Article Critique - Students will submit three article critiques as assigned
by the instructor. At least three statements/phrases per assigned
journal will be referred to by the student and will provide comment in
order to get full credit. I expect a minimum of two full pages,
typewritten, double-spaced, and stapled. Articles are uploaded at
www.smccd.net/accounts/franciscoe. Late assignments will be 50% less
credit points.
3. In Class Individual/Group Tasks: The instructor will introduce short tasks
that are not previously assigned. Short tasks may be short quizzes,
group/individual tasks. Students are to participate fully in order to get
full credit. No make-ups will be given for missed tasks.
4. Midterm and Finals Exam: A mix of short answers, fill in the blanks and
two essay questions totaling 50 points will be given to students. All
questions will be taken from required readings, lectures, and video
presentations.
5. Group Report: A maximum of 3 students will choose one topic (see
below). The written report should be a minimum of 3-5 pages. A
consent form uploaded at www.smccd.edu/accounts/franciscoe should
be filled out for those who reporting on a human subject.
Choose 2 course buddies for you to email or call in case you need to
gather missed lecture notes or handouts.
6. All coursework is to be submitted typewritten and double-spaced. No
credit will be given to handwritten coursework.
7. The instructor need not to be informed of absences. Therefore, please
be reminded that there will be no make-up for all tasks regardless of the
reason of absence.
Topics for Final Project Report
PART I
Early Brain Growth (Research 1)
Brain Plasticity (Research 2)
PART II
1. Infant/Toddler Child (0 to 24 months)
2. Attachment Theory Report (Research 3)
Older Toddler
3. Child with special needs ( birth to three)
PART II
4. Pre-Kindergarten Child (48 to 60 months)
5. Urie Bronfenbrenner (Research 4)
6. David Elkind (Research 5)
7. Child with special needs ( 3.5 to 5 yrs.old)
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PART III
8. Child in Elementary School (6 to 12 years old)
9. Child with special needs ( 6 to 12 years old)
10. John Dewey (Research 6)
11. Kohlberg’s Moral Development (Research 7 )
PART 1V
12. Adolescent with special needs (13 to 17)
13. Eating Disorders among the youth population (Research Item 4)
14. Issues in Youth Incarceration
15. Autism Spectrum Disorder (Research 8)
16. Attention Deficit Disorder (Research 9)
17. Schizophrenia (Research 10)
Coursework Requirements
Newspaper or magazine clipping: (2 @ 20 points):
Midterm:
Research Presentation:
Finals:
Journal Critique 25 points each:
In-class tasks (min. of 10 points each):
Total:
40 pts
100 pts
50 pts
50
50 pts.
110 pts.
400 Points
Grade Breakdown
400 369 339 309 –
370
340
310
280
=A
=B
=C
=D
Any score below 280 is a failing grade.
GROUPS ARE TO CHOOSE EITHER A RESEARCH-BASED PROJECT OR AN AGESPECIFIC GROUP PROJECT.
Guidelines for the age-specific group project
1. Choose a child within a specific age group.
2. If you choose a child to report on, a consent form posted at
www.smccd.net/accounts/franciscoe should be signed by the
parent(s)/guardian(s) a week prior to the presentation date.
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3. Show the child’s growth and development by creative means.
4. Refer your data presentation to the theories of development we
have studied.
5. Your paper should be divided into 5 sections:
Section 1: Write a brief description of your subject. Describe the child along
with his/her cultural background and information, family history, and areas of
development. In the description, include data of interviews with the parents
about the child, and discuss how the family views the child in terms of the
child’s learning style, temperament, and personality.
Section 2: Present the child’s developmental chart. How is the child’s range of
development? In your observations, is the child possibly depicting abnormality
or delay in some areas of development?
Section 3: Connect at least 3 developmental theories in your report
Section 4: Summary/Conclusion
Section 5: Resource List
Guidelines for Research-based Project
1. Choose a research- based project from the instructor’s list.
2. Compare/tie in your research with actual human development issues you
observe in your current environment.
3. Your paper should show a variety of research resources, and not directly
printed from the internet. All references should be included in your
report.
4. Paper should be a minimum of 4 pages, type-written and double-spaced.
5. Biographical data is not relevant. Please focus on the contributions of
your research to public policy, and programs.
Your paper should include the following sections:
Section 1:
Section 2:
Section 3:
Section 4:
Outline
Introduction (short bio of the theorist)
Studies/theory of your subject
What did the study do to improve the way the world regards
children?
Section 5: Summary
Section 6: Conclusion
Final Project Grading Criteria
Project Outline (including references)
5 pts.
4
Oral
Content (sub-titles are clear and well-defined)
Handout for all students
Team’s Response to the Instructor’s Question
Total:
10 pts.
20 pts.
5 pts
10 pts.
50 pts.
When reporting, students are expected to present with a visual aide, such as
PowerPoint or transparencies. Posters are not allowed. If a presenter reads
word for word from a paper, presentation points will not be fully credited.
Course Outline
*Dates and contents of syllabus are subject to change.
PART 1 Beginnings
01/19
Introductions
Course Requirements
Book Distribution
01/26
Chapter 1 (Defining Development) and
Chapter 2 (Grand Theories)
Video: The Miracle of Life
02/02
Chapter 3 Heredity and Environment
02/09
Chapter 4 Prenatal Development and Birth
Group Presentations (Research Topics 1 and 2)
PART II The First Two Years
02/16
Chapter 5 – Biosocial
Infant Presentation
02/23
Chapter 6 - Cognitive
Journal Critique Due: (TBA)
03/02
Chapter 7 – Psychosocial
Group Presentations (Research Topics 3 and 4)
PART III – Early Childhood
03/09
Chapter 8 - Biosocial
03/ 16
Chapter 9 - Cognitive
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Preschool Presentation
03/23
Chapter 10 - Psychosocial
Group Presentations (Research Topics 5 and 6)
03/30
Midterm
PART IV - 7 to 11 YEARS (School Years)
04/13
Chapter 11 - Biosocial
Presentation: Middle School child
04/20
Chapter 12 - Cognitive
Special Needs Presentation: Mixed-age Group
Journal Critique Due (TBA)
04/27
Chapter 13 - Psychosocial
Group Presentations (Research Topics 7 and 8)
PART V - 12 years and up (Adolescence)
05/4
Chapter 14 - Biosocial
05/11
Chapter 15 (Cognitive) and Chapter 16 (Psychosocial)
05/18
Group Presentations (Research Topics 9 and 10)
05/25
Finals
Multicultural Potluck
Required Readings
Berger, K (2003). The Developing Person. (8th Ed.)
Instructor’s Journal Assignments
Recommended Readings
Donaldson, M. (1978). Children’s Minds. New York: W.W. Norton &
Peterson, R. & Felton-Collins, V. (1986.) The Piaget Handbook
for Teachers and parents: Children in the age of discovery,
preschool – third grade.
Classroom Policies
1. No incompletes will be given.
2. Students will be given an “F” if unable to drop the course after the
withdrawal deadline. Last day to withdraw is 02/16.
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3. A make up test will ONLY be given the last day of school, and will only
happen upon approval of the instructor.
4. In coordination with the DSPS office, reasonable accommodations will be
provided for eligible students with disabilities. The instructor should
have the accommodation letter by the second class meeting.
Otherwise, the student is subject to the general requirements of the
course. If you do not yet have an accommodation letter, please contact
the DSPS office at (650) 738-4280 ASAP.
5. Academic Integrity– Students caught cheating will be subjected to
“Consequences of Academic Dishonesty.” Please refer to the Student
Handbook.
6. Use of electronics (cell phones, iPods, computers, etc.) is not allowed
in the classroom. Students who wish to bring their laptops will be
required to sit in the first two rows of the classroom.
Extra Credit
A student may receive a maximum of 20 extra credit points by answering all
the questions assigned from a specific chapter. A total of 10 points will be
credited per chapter. Therefore, a student can only complete two chapters of
the book with a total of 20 point credit.
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