Child and Adolescent Development (PSYC 201 C02)
3.0 credit hours
Semester: Fall2008Office:Aspen 116
Instructor: Dr. SimonsonOffice Hours: 2:00-2:50 daily
Email Address:ffice Phone: (208) 732-6858
Materials:
·RequiredBee, H., & Boyd, D. (2007). The developing child(11th Ed.). Boston, MA: Pearson Education
·RecommendedAPA (2001). Publication Manual (5th Ed.)
Prerequisite Skills:
·LiteracyThis course requires a high reading demand.
·AssertivenessDr. Simonson is a psychologist, not a psychic; you must be active in your education.
·PersistenceThis course is demanding and rigorous (but not impossible) if offered and received properly.
·Open-mindednessIt is not required that you change your mind, but you must be willing to do so.
Policies and Procedures:
AttendanceFor every absence after 4, you will lose 15 points. Excused absences will not count against you.
Excused Absences:
- School-sanctioned and military-required absences if you provide advance written notice.
- Medical-, legal-, or family-related emergencies per my discretion.
BehaviorDo not disrupt the educational experience of other students. Violations of CSI behavioral policies will result in appropriate disciplinary actions ranging from zero credit to disenrollment (see CSI catalog). Specifically:
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- Turn off your cell phones.
- Dress appropriately.
- Come on time, stay until the end of class, and pay attention
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Late PolicyNo coursework can be made up without documentation of an Excused Absence.
- No coursework is accepted after Thursday of Finals week.
Honesty PolicyIf you receive, give, or otherwise use information with dishonest intent, you are guilty of academic dishonesty. Plagiarized or cheated coursework will be awarded zero credit.
Extra Credit PolicyThere will be no opportunities for extra credit. You must put your best academic foot forward from the outset and keep current on your coursework through to the end of the semester.
Coursework: “Proficiency” in achieving course objectives is defined as averaging at least 70% on graded coursework. “Mastery” is defined as averaging at least 90%. Your course grade will derive from Exams, a Literature Review, and classroom Participation.
ExamsThere will be 5 Exams worth 100 points each:
Each Exam is Multiple-Choice, True-False, and Fill-in-the-Blank format.
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Exam 1 (Chapter 1)
Exam 2 (Chapters 2, 3, 4, and 5)
Exam 3 (Chapters 6, 7 and 8)
Exam 4(Chapters 9, 10, 11, and 12)
Exam 5(Chapters 13, 14, and 15)
(Practice quizzes are available online)
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Literature ReviewThe Literature Review is worth 200 points. It must be written in APA format and must only reference acceptable, empirical research articles.It consists of an APA format cover page, about 3-5 pages of narrative in APA format with proper in-text citations, an APA format reference page, and an oral presentation.
ParticipationParticipation is worth 300 points. These points come from in-class activities:
- For each of this semester’s 28 lecture days, you will turn in a completed Daily Reading Log (DRL).
- Credit for Participation cannot be made up; absences can be excused, but participation is real-time only.
Course Points and Grading Scale
Exams500 (50%)900 & up pts = A (Outstanding)
Literature Review200 (20%)800 - 899 pts = B (Above-average)
Participation300 (30%)700 - 799 pts = C (Average)
Total points available 1,000600 - 699 pts = D (Below-average)
0 - 599 pts = F* (Unsatisfactory)
*The grade of "I" (incomplete) will only be granted if, by the last day of finals week, 1) more than half of all your coursework is received by me, and 2) you request the grade of “I” in writing.
- A student desiring to drop a course during the first week of the term may do so on-line. In order to drop or completely withdraw after the first week, the student must complete and submit a drop or complete withdrawal form to the Admissions and Records Office.
Outcomes Assessment (OA):OA is an essential element of continuous improvement. There are three steps to the cycle of OA: gathering data, interpreting data, and implementing changes based on data interpretation.
- Gathering data - Data will derive from the Exams. Each test includes a survey of your study habits.
- Interpreting data - Data will be analyzed via path analysis to identify relationships between your study habits, course design and dynamics, and your course performance.
- Implementing change - I will use these results to advise you and to detect areas of need for instructional improvement.
CSI E-mailSince email is the primary source of written communication with students, all registered CSI students get a college email account. Student e-mail addresses have the following format: . Students can check their CSI e-mail online at Instructors and various offices send messages to these accounts.Students must check theirCSI e-mail accounts regularly to avoid missing important messages and deadlines. At the beginning of each semester free training sessions are offered to students who need help in using their accounts.
On-line course evaluations:To help instructors continually improve courses, students are strongly encouraged to go online to and complete anonymous evaluations which open two weeks before the end of the course and close the last day of class. When students enter the site, they find evaluations for their enrolled courses.
Disabilities:Any student with a documented disability may be eligible for related accommodations. To determine eligibility and secure services, students should contact the coordinator of Disability Services at their first opportunity after registration for a class. Student Disability Services is located on the second floor of the TaylorBuilding on the Twin Falls Campus. 208.732.6250 (voice) or 208.734.9929 (TTY), or e-mail Candida Mumford, .
Psychotherapeutic Resources:The content and nature of this course often lead students to ask me for individual counseling. I will gladly assist you in academic advisement to the best of my ability; however, I am ethically and legally not allowed to cross boundaries by offering psychotherapeutic advice of any kind. The CSIAdvisingCenter offers short-term individual counseling free to CSI students through its Career and Counseling Services (CCS) office located in TAB 272. You may contact the CCS at 732-6260.
The College of Southern IdahoMission Statement
The College of Southern Idaho, a comprehensive community college, provides quality educational, social, cultural economic, and workforce development opportunities that meet the diverse needs of the communities it serves. CSI prepares students to lead enriched, productive and responsible lives in a global society.
Social Science Department Mission Statement
The mission of the Social Science Department is to provide educational, social, and cultural opportunities which encourage enriched, productive and responsible lives primarily by instructing students to understand, interpret, and apply Social Science discipline coursework.
Social Science Department Goals: This course addresses the following Social Science Department goals, which are to:
1.help students understand important facts, concepts and theories of Social Science subjects.
2.help students acquire techniques and methods used to gain new knowledge in the disciplines.
3.help students learn to distinguish between fact and opinion.
4.teach students to use evaluation, analysis and synthesis to interpret and solve problems.
5.teach students to use different perspectives from the social sciences to make better-informed decisions
6.help students acquire an informed understanding of various cultures.
7.prepare students to transfer to a university.
Psychology Program Mission Statement
The mission of the CSI Psychology Program is primarily to prepare graduates to transfer as Junior-level students to 4-year universities.
Psychology Program Objectives: Students will…
1.gain mastery of a breadth of knowledge of the discipline of psychology (breadth of knowledge).
2.gain mastery of a depth of knowledge of the discipline of psychology (depth of knowledge).
3.be well practiced as a critical consumer of information (critical thought).
4.be well practiced in professional written communication (professional writing).
5.be well- prepared as a potential contributor to scientific discovery in psychology (scientific capability).
6.be well-prepared for upper-division coursework in psychology (career-focused education plan).
PSYC 201 Catalog Course Description: This course explores biosocial, cognitive, and psychosocial changes in all our lives from birth through adolescence. Parenting and education are the contexts emphasized to understand and elaborate upon the course material. Pre-requisites: PSYC 101 or instructor permission.
Course Outcomes Aligned with Social Science Goals (SS) and Program Objectives (PSYC):
Students will… / SS / PSYC1. Gain an understanding of and appreciation for research methods used in the empirical field of developmental psychology. / 2,3,4,5,7 / 2,3,5,6
2. Gain a firm understanding of the underlying concepts of Nature and Nurture and their respective outcomes on development. / 1,2,3,4,5 / 2,3,5,6
3. Gain a firm understanding of the physical, cognitive, and social dimensions of development especially generally accepted milestones of development in each. / 1,2,3,4,5,7 / 2,3,5,6
4. Develop the ability to distinguish the differences between typical and atypical development both analytically and holistically. / 1,2,3,4,5,7 / 2,3,5,6
5. Develop the ability to critically evaluate the empirical literature within the scientific field of developmental psychology. / 2,3,4,5 / 2,3,5,6
Course Outcomes Aligned with Course Assessment Activities:
Participation / Exams / Literature Review / Weekly Journal1 / Ψ / Ψ
2 / Ψ / Ψ / Ψ
3 / Ψ / Ψ / Ψ / Ψ
4 / Ψ / Ψ / Ψ / Ψ
5 / Ψ / Ψ / Ψ
Topical Outline for the Course
Tuesday / Thursday / Friday1 / 8/26 / 8/28
Introduction
Syllabus Overview / Read pp. 1-13
Perspectives on Development
2 / 9/2 / 9/4 / 9/5
Read pp. 13-22
Theories of Development / Read pp. 22-30 (Exam 1 opens)
Finding the Answers: Research Designs and Methods / Exam 1 due
3 / 9/9 / 9/11
Read Chapter 2
Prenatal Development / Read Chapter 3
Birth and Early Infancy
4 / 9/16 / 9/18
Read pp. 91-103
The Brain and the Nervous System;
Bones, Muscles, and Motor Skills / Read pp. 103-122
Endocrine and Reproductive Systems;
Sexual Behavior in Adolescence; Health and Wellness
5 / 9/23 / 9/25 / 9/26
Read pp. 125-132
Thinking about Perceptual Development;
Sensory Skills / Read pp. 133-146 (Exam 2 opens)
Perceptual Skills; The Object Concept;
Perception of Social Signals / Exam 2 due
6 / 9/30 / 10/2
Read pp. 148-164
Piaget’s Basic Ideas;
Infancy; The Preschool Years / Read pp. 164-179
The School-Aged Child; Adolescence;
Development of Information-Processing Skills
7 / 10/7 / 10/9
Read pp. 182-192
Measuring Intellectual Power / Read pp. 192-210
Explaining Individual Differences in IQ Scores;
Explaining Group Differences in IQ/Achievement Test Scores;
Alternative Views of Intelligence
8 / 10/14 / 10/16 / 10/17
Read pp. 213-228
Before the First Word: The Prelinguistic Phase;
Learning Words and Word Meanings;
Learning the Rules: The Dev’t of Grammar and Pragmatics / Read pp. 228-241 (Exam 3 opens)
Explaining Language Development;
Individual and Group Differences in Language Dev’t;
Learning to Read and Write / Exam 3 due
9 / 10/21 / 10/23
Read pp. 244-260
Defining Personality; Genetic and Biological Explanations of Personality; Learning Explanations of Personality / Read pp. 260-270
Psychoanalytic Explanations of Personality;
A Possible Synthesis
10 / 10/28 / 10/30
Read pp. 273-289
The Concept of Self; Self-Esteem / Read pp. 289-298
The Development of the Concepts of Gender and Sex Roles
11 / 11/4 / 11/6
Read pp. 301-317
Relationships with Parents;
Variations in the Quality of Attachments / Read pp. 317-332
Relationships with Peers;
Behavior with Peers
12 / 11/11 / 11/13 / 11/14
Veterans Day / Read Chapter 12 (Exam 4 opens)
Thinking about Relationships:
Social-Cognitive and Moral Development / Exam 4 due
13 / 11/18 / 11/20
Read pp. 361-375
Bronfenbrenner’s Bioecological Approach; Dimensions of Family Interaction; Patterns of Child Rearing / Read pp. 375-387
Other Aspects of Family Dynamics;
Family Structure, Divorce, and Parental Employment
14 / 11/25 / 11/27
Read pp. 390-408
Nonparental Care; The Impact of Schools / Thanksgiving
15 / 12/2 / 12/4
Read 408-422
The Impact of Entertainment Media;
Macrosystem Effects: The Impact of the Larger Culture / Read pp. 425-438
Understanding Atypical Development;
Attention Problems and Externalizing Problems
16 / 12/9 / 12/11 / 12/12
Read pp. 439-453
Internalizing Problems; Atypical Intellectual and Social Development; Schooling for Atypical Children / Read Epilogue (Exam 5 opens)
Putting It All Together: The Developing Child
Literature Review due / Exam 5 due
F / 12/16 / 12/18
8:00-10:00
Oral Presentations
Literature Review Grading Rubric
Cover Page (20 points)
20 pts – Proper APA format with Running Head and Header
15 pts – Proper APA format but missing either Running Head or Header
10 pts – Proper APA format but missing both Running Head and Header
5 pts – Present but not APA format
0 pts – Absent
Body of Paper, Mechanics (20 points)
20 pts – No writing errors
15 pts – Fewer than 3 writing errors per page
10 pts – Fewer than 5 writing errors per page
5 pts – Fewer than 10 writing errors per page
0 pts – 10 or more writing errors per page
Body of Paper, Content (50 points)
50 pts – Narrative flows well with original inferences
40 pts – Narrative flows with some awkward incidents but does include original inferences
30 pts – Narrative flows well but lacks original inferences
25 pts – Narrative flows with some awkward incidents and lacks original inferences
20 pts – Narrative does not flow well but does include original inferences
10 pts – Narrative does not flow well and lacks original inferences
0 pts – Narrative is incoherent
Narrative-to-Reference Citation Match (30 points)
30 pts – All references are in-text cited, and all in-text citations are on Reference Page
20 pts – All in-text citations are on Reference Page but not all references are in-text cited
10 pts – All references are in-text cited but not all in-text citations are on Reference Page
0 pts – Not all references are in-text cited, and not all in-text citations are on Reference Page
Reference Page, Mechanics (20 points)
20 pts – No writing or formatting errors
15 pts – Fewer than 3 writing or formatting errors
10 pts – Fewer than 5 writing or formatting errors
5 pts – Fewer than 10 writing or formatting errors
0 pts – Reference Page absent or 10 or more writing or formatting errors
Reference Page, Content (30 points)
30 pts – 5+ acceptable, empirical research articles
25 pts – 4 acceptable, empirical research articles
20 pts – 3 acceptable, empirical research articles
15 pts – 2 acceptable, empirical research articles
10 pts – 1 acceptable, empirical research articles
5 pts – No acceptable, empirical research articles
0 pts – Reference Page absent
Oral Presentation (30 points)
30 pts – Professional appearance, language, and PowerPoint slideshow, within time limit
25 pts – Attempt but lacking in 1 of the above
20 pts – Attempt but lacking in 2 of the above
15 pts – Attempt but lacking in 3 of the above
10 pts – Attempt but lacking in all of the above
5 pts – Present but decline to orally present to the class
0 pts – Absent
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