Child Development
PSY 2308.02
Doyle 134
T/Th 12:30 – 1:45
Dr. Sara Villanueva
Office: Doyle Hall 112
Office hours: Mon, Thur, Fri
10:00-12:00
(or by appointment)
Phone: 637- 1967
Email:
Course Website: https://sites.stedwards.edu/saraa-psyc2308/
Teaching Assistant: Lacey Hutchison
Email:
Office Hours: by email or appointment
Course Description
The purpose of this course is to introduce students to the major theories, research methods, and empirical findings in the field of developmental psychology. The course is intended both for Psychology majors and for interested students from related disciplines. Students will investigate the multiple aspects of the child's total development including the interaction of contributing factors in the emergence of a mature individual- physical, cognitive, psychological.
Prerequisite: PSYC 2301/2401 except for teacher certification candidates.
Course Objectives
After completing this course, you will be able to:
1. Have a firm understanding of the history, theories, and research strategies involved in the field of Developmental Psychology
2. Be aware of the different biological and environmental influences that can impact children’s psychological and physiological development
3. Have a complete comprehension of both prenatal development and the birthing process
4. Explore and knowledgably consider the physical, cognitive, and emotional/social transitions that occur throughout the lifespan during the periods of infancy and toddlerhood, early childhood, middle childhood, adolescence, and emerging adulthood
5. Through lectures, class discussions, activities, assignments, students should be able to demonstrate their ability to identify controversial, unresolved, or current issues in the field of Developmental Psychology as well as to demonstrate their ability to assess ethical issues related to this field
Relevant Department of Psychology Learning Outcomes
1. Students will compare favorably to other students from similar psychology programs.
2. Students will demonstrate effective oral communication by successfully presenting analyses of current research and social issues in psychology.
3. Students will demonstrate effective written communication by successfully crafting papers based on issues / ideas / theories and research.
4. Students will effectively assess and analyze ethical and moral issues related to psychology.
5. Students will use gender, race, ethnicity, culture, and class as analytical categories to address social justice issues.
Required Text
Papalia, D. E., Olds, S. W., & Feldman, R. D. (2011). A Child’s World: Infancy through Adolescence (12th ed.) McGraw-Hill.
DelCampo, D. S. & DelCampo, R. L. (2012). Taking Sides: Clashing Views in Childhood and Society (9th Ed.) McGraw-Hill.
COURSE GUIDELINES & POLICIES
Class Communication
Throughout the term, I will use the Course Website to post announcements, upcoming events & dates, and other important information. In addition to checking the class website regularly, please make it a habit to check your email every day. To access lecture notes after the lecture, you can use Blackboard (http://blackboard.stedwards.edu/). You can access handouts, assignments, video clips, and the syllabus, etc., via the course website at: …………We also encourage you to use our Open Class Blog on the course website as a forum to ask questions (e.g., about the class, the material, the exam) and/or to discuss issues relevant to child development (e.g., stories/examples in the media). Of course, you are always welcome to contact me directly via email or by phone.
Class Attendance & Participation:
Class meetings will involve lectures, discussion, exercises, videos, and guest speakers. Questions and discussion are an important part of the course and are strongly encouraged. Note that because there are so many interesting topics to cover and our time is limited, we will not be able to go over everything in the textbook. Instead, lectures will expand upon the text by considering a few topics in more depth, and will also introduce concepts and studies not discussed in the text. Thus, it is important that you take responsibility for learning the material in the text and for coming to class prepared.
Students are expected to attend every class. To ensure this is the case, a sign in sheet will be handed out daily. After 5 unexcused absences a grade of "WA" (Withdrawal Due to Absences) will be given. An absence will be excused under the following two conditions: (1) Notify one of the instructor and copy the teaching assistant PRIOR to the class that you cannot make (i.e., talk to us personally or call and leave a detailed message on voice mail) and (2) Provide official documentation of your emergency (e.g., a written medical excuse signed by a physician). There are NO exceptions to these policies.
Finally, PLEASE BE ON TIME AND TURN OF YOUR TECHNOLOGY--it is very distracting to both me as well as the other students in class when people straggle in after class has begun or have a cell phone ring during class.
What does “class participation” include?
• Be fully prepared for class-that is, reading the chapter and reviewing the lecture material BEFORE the class discussion time.
• ACTIVELY participating in all online discussion sections by asking questions and putting forth ideas when questions are asked by others
• Listen attentively to others’ points of view.
• Ask questions of TAs and instructors to better understand course material.
• Share and discuss ideas in a respectful manner.
• Engaged in class activities and support other students’ learning.
• Set goals for your learning and reflect on your learning process.
• Consider the impact of what you’re learning inside and outside of class.
How will “class participation” be evaluated? Attendance at both classes and at the online discussion sessions, taking part in discussions and class activities, and interaction with peers will be considered in determining each student’s grade, according to the professional judgment of the professor. Class participation is not simply attending class. Rather, it is being a prepared, active member of the class.
Lectures & Class Discussions:
The purpose of the lectures is to amplify, explain, and expand on the materials in the textbook. Although there is some overlap between the assigned readings and the lectures, lectures are not intended to regurgitate what you’ve already read; rather, they are to introduce new and unique material that goes along with the topic covered in the chapter. Your understanding of each lecture will be best if you studied the assigned readings before you come to class. The instructor will, as much as possible, include film clips and other audiovisual materials in this course, mostly for illustration purposes. You are responsible for all the material covered in each class meeting. All of the materials can be included in the exams.
Class Notes:
Copies of the slides from class will be available AFTER we have completed a topic or chapter from the syllabus schedule on the Blackboard site for this course. Please note that the slides that are posted to blackboard will likely only be a shorter, bulleted version of what we review in class, so it is expected that you will take notes in class. I extend this courtesy so you do not have to write down every definition and concept down while you are in class and you have a full set of notes to study from. The full set of notes will not be available before the topic is covered, as some students have a tendency to disengage when they are not actively writing or asking questions. Please take additional notes and ask questions in class.
Assignment Policies:
Reading assignments for each class meeting are clearly listed in the course outline. Readings are to be completed BEFORE the topic is to be covered in class to ensure better understand of the lecture. Students should read the assigned reading material before class and come prepared with any questions or discussion points. Additional online readings/handouts will be announced in class.
**IMPORTANT NOTE: Any assignments turned in late will be deducted by 10 points for each day that it is late for up to 5 days. Any assignment submitted after 5 days past the assignment due date WILL NO LONGER BE ACCEPTED - NO EXCEPTIONS.
Special Needs:
If you have a specific physical, psychiatric, or learning disability and require accommodations, please let me know early in the semester so that your learning needs may be appropriately met. You will need to provide documentation of your disability to Academic Planning and Support, located in Moody Hall 155 (448-8660).
Academic Dishonesty:
We will follow the rules regarding academic dishonesty that are outlined in the SEU Student Handbook. Academic dishonesty in any form will NOT be tolerated and will be subject to appropriate action.
COURSE GRADES
Assignments / PointsClass Attendance & Participation / 100
Exams – 3@ 100 pts each / 300
Blog Journal Entries – 4@ 50 pts each / 200
Reading reaction Quizzes – 3@ 25 pts each / 75
Developmental Observation Papers – 2 @ 100 pts each / 200
Cross Cultural Group Project / 125
Total Points / 1000
Course grades will be based on the total points earned and will be assigned as follows:
A = 900-1000 B = 800-899 C = 700-799 D = 600-699 F<600
1. Class Attendance & Participation
There will be as sign in sheet that you will be required to sign each class period. As previously discussed, we will be covering a great amount of information in each class meeting. There will be class activities, guest speakers, films, etc; thus, your attendance and participation are crucial to your understanding and success in this class. Students will engage in many academic activities throughout the semester, which are critical to the understanding and applications of concepts being taught in class.
2. Exams
There will be a Mid-Term and Final Exam given. Exam material will be drawn from the textbook readings, material covered in lectures (including class discussions), and any film clips and/or guest speakers presented in class. Exams are NOT cumulative. Dates for the exams are on the course schedule attached. Students will be asked to complete a multiple choice section and a short answer section on each of the exams. Answers to the questions should draw on the readings as well as the material presented in class. The entire class period will be allotted for the exam.
Exam Make-Up Policy
Make-up exams are strongly discouraged and will be granted only under exceptional circumstances, such as serious illness, or death in the immediate family. To be eligible for a makeup, you MUST adhere to the following two conditions: (1) Notify one of us PRIOR to the exam that you cannot make it (you can leave a detailed message on voice mail) and (2) Provide official documentation of your emergency (e.g., a written medical excuse signed by a physician). All makeup exams will be given within two days of the original exam. IN ORDER TO BE FAIR TO ALL STUDENTS, THERE ARE NO EXCEPTIONS TO THESE POLICIES.
3. Blog Journal Entries – Taking Sides
On the course website you will see a tab for Assignments. On that page, you will see a document that lists the topics and due dates for our blog journals. You are to complete 4 blog entries worth 50 points each. All students will write blog entries that not only ask you to give a brief synopsis of the readings from the assigned Taking Sides text, but also require you to reflect on your own attitudes, experiences, and behaviors with respect to the topic you’ve read. Each blog will be posted via the class website and should be completed before the start of class on the due date. Blog entries are worth 50 points each--to get full credit, your entry must be thoughtful (not fluffy or rushed), insightful, and well written. Please note that it is ultimately your responsibility to turn entries in on time. Late entries will be accepted, but will follow the late assignment policy (see policy above). Remember that blogs are time-stamped…
4. Reading Reaction Quizzes
You will have two extra readings assigned during the semester. You are to read the assigned readings and be prepared to take a short quiz over the reading at the beginning of class.
5. Developmental Observations
Each student will select two possible observations from a variety of different locations to conduct scientific observations. The student will take notes on the experience and submit a brief summary paper describing what he/she learned and how the specific observations tied back to class. Specific instructions and rubrics for this assignment will be posted to the course website.
6. Cross Cultural Group Project
This assignment consists of groups of 5 – 7 students working together to conduct research on the developmental period of Childhood (infancy, early-, middle-, late-childhood, adolescence) as it is seen/displayed/treated in other cultures around the globe. Students are to specifically discuss the domains of development (biological, cognitive, social) as they are ‘observed’ in each culture. The end result will be a formal group presentation as well as a short narrative from each student. More information on this project will be posted to the class website.
CHILD DEVELOPMENT
Course Outline
The following is a tentative course schedule. Please keep in mind that this schedule is a “best-case scenario” that can be subject to change at the professor’s discretion. Students are responsible for keeping informed of any changes to this schedule by attending class and by attending to email notifications and announcements posted to Black Board.
Date Topic Readings
(T) 1/15 Introduction/Review of Syllabus/Topics
(H) 1/17 Brief Overview of Class Technology & Assignments
(T) 1/22 Studying a Child’s World Ch 1
(H) 1/24 A Child’s World: Theories & Research Ch 2
(T) 1/29 Forming a New Life Ch 3
(H) 1/31 Video: In the Womb Ch 4
(T) 2/5 Finish Video & Discussion
*Additional reading:
(H) 2/7 The Newborn Baby Ch 5
(T) 2/12 Newborn Baby/In Class Discussion
(H) 2/14 EXAM 1
(T) 2/19 Infancy: Physical Dev Ch 6
(H) 2/21 Infancy: Cognitive Dev Ch 7
(T) 2/26 Infancy: Psychosocial Dev Ch 8
*Taking Sides Blog 1 Due
(H) 2/28 Early Childhood: Physical & Cog Dev Ch 9, 10
(T) 3/5 *Guest speaker
(H) 3/7 * Taking Sides Blog 2 Due
*** 3/11 – 3/15 SPRING BREAK