Division: / Social Science / Dept: / Psychology
Program(s): / 1. / 2. / 3.
1. Course Title: / Human Development
2. Course Number: / PSYC 9
3. Course
Information:
3a. Units/Hours
Lecture Units/Hours
1 unit – 182 units – 36
3 units – 54
4 units – 72
5 units – 90 /
Lab (2 to 1 ratio) Lab (3 to 1 ratio)
Units/Hours Units/Hours
1 unit – 36 1 unit – 542 units – 72 2 units – 108
3 units – 108 3 units – 162
4 units – 144 4 units – 216
5 units – 180 5 units – 270 / Total Units / Lecture Units / Lab Units
3 / = / 3 / + / 0
Total Hours / Lecture Hours / Lab Hours
54 / = / 54 / + / 0
3b. Credit Status:
X / AA/AS / Non-Degree / Certificate / Non-Credit
3c. Transfer Code:
X / UC / X / CSU / None / Non-Credit
3d. AA/AS Degree Pattern
X / General Ed Breadth
Area(s): D / Social, Political, and Economic Institutions
3e. Maximum Enrollment: / Enter number
3f. Credit/No Credit ONLY / No / Yes or No (usually No)
3g. Credit/No Credit ALLOW / Yes / Yes or No (usually Yes)
3h. Can be taken / 1 / time(s) for credit (maximum 2):
(If more than 1, justify with one of the following)
It is a lab class that emphasizes the development of skills over time
It is a lecture course in which the content varies from year to year
3i. TOP code (click here) / 2001.00 / 3j. Classification / T5/55001(a)(1)(B) / 3k. SAM Code / E
3l. CAN number
Originator(s): _Dr. August Hoffman ____ Date: January 1, 2006
Division Chair: Dr. Cornelia Lyles Date:
Administrator: Dr. Loretta M. Canett-Bailes Date:
Curriculum Chair: Saul Panski Date: April 25, 2006
Senate Approval:______Board Approval:______State Approval: ______
4. Catalog Description (in gray box below)
This is a course designed particularly for students working with children and adolescents. The behavior patterns found at each level of life will be examined in order to facilitate understanding of the person at each stage of life. The entire life span will be covered from conception through senescence. Common theories relative to human development include theories of play. Sensorimotor development, Piagetean theory, psychosocial theory. Theory of aggression, communication and gender roles will be discussed.
5. Class Schedule Description: (in gray box below)
Same.
6. Need/Justification: (in gray box below)
This course meets the General Education Requirement, Area D, for the Associate in Arts and Associate in Science degrees and is transferable to the CSU and UC systems.
7a. Prerequisite(s) (in gray box below
Prerequisites go through a separate approval process.
Completion of PSYC 1A, General Psychology, with a minimum grade of “C”, or equivalent
7b. Corequisite(s) (in gray box below):
Corequisites go through a separate approval process.
None.
7c. Recommended Preparation (in gray box below):
Recommended Preparation goes through a separate approval process.
None.
7d. Other Enrollment Criteria:
None.
8. Learning Objectives/Outcomes: (express in behavioral terms and in separate list of items for each category in gray box below):
Upon the completion of the course the student will be able to do the following:
A. Explain theories regarding child development and the name the proponents of each (Locke, Rousseau).
B. Identify the major components of Piaget’s theory of child development.
C. Identify current family dynamics and give an explanation as to hoe it may explain children’s behavior.
D. Identify/Explain several theories regarding the development of cognitive and social skills and explain the correlations of each.
E. Describe/Identify contributing to children’s intellectual and interpersonal growth and explain how it does contribute.
F. Describe at least three theories regarding child development and explain the main components of each theory.
G. Describe series of environmental influences on a child’s social relationships development.
H. Explain at least three theories on learning and explain the role of emotional development on each theory.
I. Identify five factors contributing to language development and explain how those factors contribute to that development.
9. Course Content: (outline of main topics and subtopics in gray box below)
A. Early theories in human development
1. Locke’s environmentalism “Tabula Rosa”
2. Rousseau’s romantic naturalism
3. The duality of man: St Thomas Aquinas
B. Evolutionary theory and ethnology
1. Darwin’s Theory of evolution: natural selection
2. Konrad Lornez: imprinting
3. John Bowlby Theory: attachment
C. Maria Montessori: an Italian physician n the 18th Century
1. Sensitive periods of development
2. The role of the teacher as a facilitator
3. Individual tasks for the child
D. Piaget’s Cognitive Development Theory
1. Sensory, motory, preoperational, concrete and formal operations theory
2. Piaget and intellect
3. Stimulating language development
E. Kohlberg’s Theory of Moral Development
1. Teaching moral behavior among children
2. Aggressive behavior and the “Bully” – how to meditate
3. Carol Gilligan as a contrast to Kohlberg
F. Learning Theory
1. Pavlov: Classical Conditioning
2. Watson: “Little Albert” experiment
3. Skinner and “Operant Conditioning”
G. Baudura’s Social Learning Theory
1. Observational learning and violence in media
2. Self-efficacy – teaching self-esteem
3. Modeling behavior
H. Freud’s Psychoanalytic View
1. Oedipal complex and human nature
2. Psychosexual stages of development
3. Identity and sexuality
I. Erikson’s Psychosocial Theory of Development
1. The relationship between child and parent
2. The adolescence and self-identity
3. The need of identity to the child
J. Current trends in Human Development
1. The ability to teach kindness to children
2. Aggression – can we change the destructive child?
3. Teaching pro-social behavior to children
10. Methods of Instruction: (reflective of a variety of learning styles in gray box below)
Methods of instruction may include, but are not limited to the following:
A. Classroom lecture
B. Dialogue with students: colloquia
C. Student oral reports
D. Video presentations
E. Guest speakers
11. Methods of Evaluation: A student's grade shall be determined by the instructor using multiple measures of performance related to the course objectives. Methods of evaluation may include but are not limited to the following:
A. Multiple choice examinations
B. Essay exams
C. Midterm/final
12. Examples of Assignments: Students will be expected to understand and critique college level texts or the equivalent. Reading and writing, as well as out of class assignments are required. These assignments may include but are not limited to the following:
A. Research projects
13. Textbook (s): The required college-level textbooks may include, but are not limited to the following:
(1) Required:
Crain, William
(Author)
Theories of Development: Concepts and Applications. 4th Edition.
(Title)
Prentice Hall Publishers.
(Publisher) ISBN (Publication Date)
1
1