NORTHSHORECOMMUNITY COLLEGE
CHILD PSYCHOLOGY
PSY 202E
Fall 2015
PROFESSOR: Lori E. Azzara, Psy.D.
Behavioral Science Department
Office: 367 F(Berry Building)
Office hours: Mon, Wed, Fri 8:30 – 9:30
Tue 1 – 2 pm, or by appointment
Campus phone: 978-739-5454
e-mail:
COURSE DESCRIPTION: This course is an introduction to the field of child psychology with emphasis on the influence of society and culture on development from the prenatal period to adolescence. The course stresses the role of heredity, environment, family, and development of cognitive functioning. Salient research will be summarized and presented.
This course fulfills an open, liberal arts, social science, and behavioral science electives.
Prerequisite: Introductory Psychology, PSY 102.
Optional Service Learning experience: which means students have the opportunity, but are not required, to participate in a service learning experience.
Service learning is a teaching and learning method that connects meaningful community service experiences with academic learning, focusing on critical and reflective thinking, and civic responsibility. Service learning enhances what is taught in colleges by extending student learning beyond the classroom and providing opportunities for students to use their emerging and acquired skills and knowledge to meet real needs in the community.
This is a course based, credit bearing educational experience offered to you as an option.
Time Commitment: Minimum 15 hours during the semester (average 1-2 hours a week, based on your agreement with the community agency).
Please contact me within the first week of class if you are interested in participating and additional information will be provided.
REQUIRED TEXT: Rathus, S. A. (2011). CDEV. Belmont,CA: Wadsworth, Cengage Learning
TEACHING FORMAT: This course will be primarily taught through lecture, classroom demonstration, and discussion. The professor encourages the student to ask questions and engage in dialogue when the opportunity is presented. The course is taught in the least restrictive possible environment in hopes of minimizing student anxiety.
ATTENDANCE: You will find you should attend all classes AND you are expected to be on time. Arriving late for class is disruptive and inconsiderate. Kindly do everything in your power to avoid being late. Students are expected and encouraged to ask questions and participate in class discussions. You are encouraged to contact me if you miss more than one class. You are responsible for lecture notes and handouts when you miss a class (get them from a classmate or see me during an office hour), and an absence is not an excuse for missing a test or submitting a late assignment. You may submit work electronically to save on your printing, but work must be submitted by the start of class on the date due to be considered on time. Late assignments receive a grade reduction. Quizzes can not be made up. Make-up exams are given at the discression of the professor
CLASS PARTICIPATION: As previously noted, you can’t participate if you don’t attend. Furthermore, attendance is not sufficient for class participation. Studenst are encouraged to come to class prepared (having read the assigned material)and are expected to participate in a thoughtful exchange of ideas. I expect students to be respectful of others’ opinions. Furthermore, it is my job tomake thelearning environment safe for all. Therefore, what is said in the class, stays in the class! Fortunately, we are all members of a wonderfully diverse world. We will honor all people regardless of culture, race, ethnicity, religion, age, social class, sexual orientation, and/or physical/mental abilities. Hopefully we will learn more about our similarities while still appreciating our differences.
NSCC is committed to developing and maintaining an inclusive, proactive, and empowered culture where diversity is a guiding value, not just in theory, but in practice.This course will foster an environment of respect for all individuals, groups, cultural backgrounds and diverse points of view.
To this end, students are expected to turn off electronic devices. If you are working from a laptop, I expect you to be doing class work (taking notes, etc). If you have a cell phone, I expect you to either turn it off or at a minimum set it to vibrate. And, text messaging is not acceptable during class! If you repeatedly violate these rules you will be asked to leave or I might confiscate your device for the duration of the class. The behavior is RUDE. Bluetooth earpieces MUST be removed.Additionally, ear buds must also be removed (it is unacceptable to be listening to music while people are speaking). If it is necessary foryou to take a call (this means it is an emergency, not a friend calling), I expect you to quietly leave the classroom to conduct your business and return in a prompt fashion with minimum interruption to the learning process.
GRADING: Your final grade will be based on five unit exams; several brief writing assignments, and quizzes which will not be announced ahead of time. I will drop the lowest quiz grade. However, if you miss a quiz, it can not be made up, and would count as a dropped grade. Exams will be announced at least one class in advance and can be anticipated based on the tentative curseoutline. Late assignments will not receive full credit.
Specific formatting for papers includes:
- Written assignments should be typed, double spaced, and in an acceptable font (Times New Roman, 12). Papers are expected to be approx. 1 page in length.
- You DO NOT have the option to not complete the writing assignments. Failure to submit more than one writing assignment will result in an unsatisfactory grade.
- Attention to spelling and grammar are crucial. Part of your grade will depend on your ability to clearly and effectively communicate information.
- Answer the question comprehensively. This means you provide accurate and complete information. Do not copy material from sources, this is plagiarism. However, the assignment does require you to paraphrase material.
- These writing assignments are NOT creative writing assignments. Provide me with the information I am looking for in a complete but concise way.
Your final grade is based on the following:
Unit Exams 5@12% each60%
Written Assignments3@ 5% each15%
Quizzes (Unannounced;)25%
100%
NSCC Grading System
A = 93+4.0C+ = 77-792.3
A- = 90-923.7C = 73-762.0
B+ = 87-893.3C- = 70-721.7D- = 60-620.7
B = 83-863.0D+ = 67-691.3F = below 600.0
B- = 80-822.7D = 63-661.0
PLAGIARISM: Defined as the use, by paraphrase or direct quotation, of the published or unpublished work of another person without full and clear acknowledgement. It also includes
- the unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials;
- taking credit for work done by another person;
- doing work for which another person will receive credit;
- copying or purchasing other’s work or
- arranging for others to do work under a false name.
The college considers plagiarism to be an act of academic dishonesty, and can and will take disciplinary action against students who plagiarize the work of others. As the course instructor, I have the right to take action as appropriate up to and including failing the student. Additionally or alternatively, “a faculty member may file a complaint against the student under the College’s Code of Conduct alleging academic dishonesty. The complaint will be handled by the College’s Code of Conduct Officer pursuant to the Code of Conduct. If a faculty member issues a failing grade, the student shall have the right to file a grievance under the Grade Appeal Process of the Student Grievance Procedure.”
ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES:North Shore Community College (NSCC) is committed to non-discrimination of persons with disabilities, as specified in Chapter 504 of the Rehabilitation Act of 1973. NSCC welcomes students with disabilities to engage in an interactive, collaborative partnership with Disability Services and faculty in order to meet your educational and academic needs. If you have a disability-related need for reasonable academic accommodations in this course and have not yet met with a Disabilities Counselor, please visit and follow the outlined procedure to request services.
If Disability Services has formally approved you for an academic accommodation in this class, please present me with your “Faculty Notice of Academic Accommodations” during the first week of the semester, so we can address your specific needs as early as possible.
COURSE OBJECTIVES: Upon successful completion of this course, students should have a firm grasp of the following topics:
- Discuss how the biological, cognitive, and psychosocial domains interact for the developing person from conception through childhood/adolescence.
- Consider how the interplay of nature and nurture affects development of a person from conception through childhood/adolescence.
- Describe and apply the major child development theories
- Identify the major theories of development in terms of their strengths and weaknesses and what the implications are for what they tell us about how, when and why a child develops.
- Understand how the scientific method is used in research on child development
- Explain how theoretical perspectives and research findings influence one another.
- Discuss how contextual issues - including age, gender, culture, socioeconomic status and ethnicity - broaden our understanding of child development and note how the multidisciplinary nature of development contributes to this understanding.
- Analyze current issues and developments relevant to child development and child psychology.
Service Learning Program Objectives and Outcomes
Students who choose to participate in service learning will
(1)link course content to what they are learning in the “real world” while meeting community needs.
(2)Develop an awareness of community needs, which creates an understanding of civic responsibility.
(3)Develop communication and networking skills.
(4)Reflect on their Service-learning experience and examine their attitudes, values, and beliefs.
(5)Enhance critical thinking and problem solving skills through active learning.
COURSE OUTLINE
Week 1, September 9 – 11,2015
Introduction and course overview
Chapter 1: History, Theories, and Methods of Child Development
Assignment: Read Chapter 1, pp. 3-21 with emphasis on
vocabulary words.
Week 2, September 14 - 18, 2015
Chapter 2: Heredity and Conception
Chapter 3: Prenatal Development
Assignment: Read Chapter 2 & 3, pp. 23 – 38 and 41 – 54, with emphasis on
vocabulary words.
***Writing assignment 1: Interview your parents and grandparents (or other folks of different generations) about their experiences as children, including thiings like sleeping arrangements, infant feeding, discipline, household chores and responsibilities, after-school activities, and rules for dating in adolescence. Think creatively about this assignment. Now, write me a 1-2 page paper (double spaced) about what changes/differences are noted across the three generations. Conclude the paper with a statement or two about the differences that surprise you the most. The paper is due on Friday, September 25, 2015
Week 3, September 21 - 25, 2015
Chapter 3 con’t
Chapter 4: Birth and the Newborn Baby: In the New World
Assignment: Read Chapter 4, pp. 57 – 77, with emphasis on vocabulary words.
Prepare for Exam 1 on Chapters 1 – 4.
9/25/15Writing Assignment 1 due
Week 4, September 28 – October 2, 2015
Chapter 4 con’t
Prepare for Exam # 1 on Chapters 1 - 4.
9/30/15Exam #1 on Chapters 1 - 4
10/2/15Chapter 5: Infancy: Physical Development
Assignment: Read pp. 79 – 95
Week 5, October 5 - 9, 2015
Chapter 5: Con’t
Chapter 6: Infancy: Cognitive Development
Assignment: Read Chapter 6, pp. 97 - 113.
Week 6, October 12 - 16, 2015
10/12/15 Holiday: Columbus Day No Class!
Chapter 6, con’t
Assignment: Read Chapter 7, pp. 115 – 130
Week 7, October 19 - 23, 2015
Chapter 7: Infancy: Social and Emotional Development
Assignment: Prepare for Exam # 2 on Chapters 5 – 7
10/23/15Exam #2 on Chapters 5, 6, & 7
Week 8, October 26- 30, 2015
Chapter 8: Early Childhood: Physical Development
Chapter 9: Early Childhood: Cognitive Development
Assignment: Read Chapters 8 & 9, pp. 132 – 145 & 146 – 161.
***Writing Assignment 2: go to the publisher’s web siteand view the video on
Piaget’s preoperational stage and then answer the following questions:
(web address will be provided in class)
- How do pretend play and symbolic representation illustrate Piaget’s preoperational stage of development?
- How do children show egocentrism?
- What is the meaning of conservation in Piaget’s theory?
- How do children show failure to conserve?
Week 9, November 2 - 6, 2015
Chapter 9 con’t
11/4/15Writing Assignment #2 due
Chapter 10: Early Childhood: Social & Emotional Development
Assignment: Read Chapter 10, pp. 162 – 179.
Prepare for Exam 3 on Chapters 8 – 10
Week 10, November 9 -13, 2015
11/9/15Exam #3 will be distributed as a “Take Home Exam”
Chapter 11: Middle Childhood: Physical Development
Assignment: Read Chapter 11 pp. 180 – 193
11/11/15Veterans’ Day No Class!
11/13/10Exam 3 is Due, no exceptions! Exams not submitted at the start of class on
10/13/15 will receive a “0”
Week 11, November 16 - 20, 2015
Chapter 12: Middle Childhood: Cognitive Development
Chapter 13: Middle Childhood: Social and Emotional Development
Assignment: Read Chapters 12 & 13, pp. 194 – 217 and 218 – 233
Prepare for Exam #4 on Chapters 11 - 13
Week 12, November 23 - 25, 2015
Chapter 13 con’t
11/25/15Exam #4 on Chapters 11 - 13
***Writing Assignment #3: Cyberbullying, as you know, is a growing problem. Visit the web site: and turn in a short paper listing six modes of cyberbullying and a list of tips to prevent or deal with cyberbullying.
*** Thanksgiving recess begins at 4 pm on 11/25/15. Classes resume 11/30/15.
Week 13, November 30 – December 4, 2015
Chapter 14: Adolescence: Physical Development
12/2/15Writing Assignment #3 due
Chapter 15: Adolescence: Cognitive Development
Assignment: Read Chapter 14 & 15, pp. 234 –255 & 256 – 273
Week 14, December 7 - 11, 2015
Chapter 15 con’t
Chapter 16: Adolescence: Social and Emotional Development
Assignment: Read Chapter 16, pp 274 – 292.
Prepare for Exam #5 on Chapters 14 - 16
Week 15, December 14 - 18, 2015
Chapter 16 con’t
12/16/15Exam #5 on Chapters 14 – 16
12/18/15Wrap up and final questions and comments