CaliforniaStateUniversity, Chico
DEPARTMENT OF PSYCHOLOGY _____
PSY 202-05, Child and Adolescent Psychology Spring 2003
TR 2:00 – 3:15 PM, Glenn 327
SYLLABUS
Instructor: Dr. Sandra MachidaPhone: 898-5250 (Office)
Office: 216 Modoc898-5147 (Dept.)
E-mail Address:
Office Hours: T 10 - Noon & by appointment (various times, but 10 office
hours/week are usually scheduled).
Best to make an appt due to the number of advisees who need to see me.Please make an appointment by calling Susan at 898-5250 or come by
Child Development Program Office, 216 Modoc.
Text:Developmental Psychology: Childhood and Adolescence
(2002, 6th Edition)by David R. Shaffer.
Recommended:Study Guide & Activities for Developmental Psychology
By S. A. Hensch
Website: csuchico.edu/~smachida/
Revised schedules, study questions, instructions, and some
class notes will be posted on the class website.
psychology.wadsworth.com has Web Quizzes on all chapters
and other student resources. Students have found this site very
helpful.
Course Description: What’s being covered?
To understand the physical, cognitive, social, and emotional factors underlying human growth and development from the prenatal period through adolescence with particular focus on theoretical perspectives and empirical evidence.
Course Objectives:What are you learning?
Below are the course learning objectives. Upon successful completion of the course, it is expected that you’ve learned quite a bit (i.e., Knowledge objectives), that you are able to do more than before (Behavioral Objectives), and that you would be able to appreciate the discipline a little more than before (Value Objectives).
A.Course Knowledge Objectives:
1. To understand the major concepts and principles used in developmental
psychology in order to gain an organizing framework for understanding children’s
development and behavior;
2. To understand and analyze basic research methods which are used to study
human development and behavior;
3. To know about the general developmental changes in cognitive, social,
emotional, and physical development; and
4. To understand the multiple factors which contribute to development from
conception through adolescence.
B.Course Behavioral Objectives:
1. To utilize psychological principles in the understanding of children’s
development;
2.To develop greater competency in communicating about developmental
Psychology;
3. To become more analytical in thinking, understanding, and applying course
principles and concepts.
C.Course Value Objectives:
1. To appreciate and respect cultural diversity and its role in children’s development;
2. To appreciate the application of psychology; and
3. To respect the value of helping others.
D.Course Learning Processes: Students will learn through class interactions during lectures, discussions, guest speakers and videotape presentations. Dyadic discussions and small group discussions will be integrated throughout every class period. Students will also learn through short, in-class writing assignments as well as through extended papers.
E.Assessment Techniques: Students will provide evidence that learning has occurred through answers to multiple-choice and short essay questions, performance on weekly quizzes, in-class discussions and small group presentations, and evaluation of written work including observations, insights and analysis described in-class writing assignments and other assigned work. All course work will be evaluated.
Course Organization and Etiquette: Smooth, dynamic running of the class…
-When in doubt, always ask your question.
-Bring leave cell phones off during class!
-Announcements are usually made within the first 10 minutes of the class.
-Reading the textbook before class will help in your retention of the material and keeping class discussions engaging.
-As a courtesy to all, please come to class on time and limit side discussions.
Course Schedule:
DateTopicChapter Reading in Text
Jan 28th (TU) Introduction to course assignments
Theory & Research Methods 1
Jan 30th(TH)Quiz on Ch 1 2
Researcj Strategies Part I
Feb 4th (TU)Research Strategies: Part II
Quiz on Ch 2
Feb 6th (TH)Foundations of Development/ 3
Heredity & Environment/ Biological Foundations
Feb 11th (TU) Heredity & Environment/ Part II
Ch 3 Quiz
Course Schedule (continued):
DateTopicChapter Reading in Text
Feb. 13th (TH)Prenatal Development4
Feb 18th (TU)Prenatal Dev
Ch 4 Quiz
Feb 20th (TH)Infancy: Physical Dev5
Feb 20th (TH) Study Session:5:00 – 6:00 PM
Place: TBA
Feb 25th(TU)Infancy: Physical Dev
Quiz on Ch 5
XC: Field Placement Cards Due
XC: Research Paper Proposal Due
Feb 27th (TH)FIRST EXAM Chaps 1-5
Mar 4th(TU) Early Cognitive Development 6
Follow-up on First Exam
Mar 6th (TH)Early Cognitive Development
Ch 6 Quiz
Mar 11th (TU)Cognitive Developmental Theories7
Mar 13th (TH)Cognitive Theories
Ch 7 Quiz
Mar 17thSpring Break ☺
Mar 25th (TU)Information Processing 8
Mar 27th (TH)Information Processing
Ch 8 Quiz
April 1st (TU)Intelligence9
Ch 9 Quiz
Apr 3rd (TH)Language & Communication10
Ch 10 Quiz
Apr 3rd (TH)Study Session for Second Exam
6:00- 7:00 Tentatively
Place: TBA
Apr 8th (TU) Emotional Development11
Ch 11 Quiz
Course Schedule (continued):
DateTopicChapter Reading in Text
Apr 10th (TH)SECOND EXAM Chaps 6-11
Apr 15th (TU)Social Cognition
Follow-up on 2nd Exam 12
XC: Research Paper Outline & Refs Due
Apr 17th (TH)Social Cognition
Ch 12 Quiz
Apr 22nd (TU)Sex Differences 13
Ch 13 Quiz
Apr 24th (TH) Aggression 14
Apr 29th (TU)Aggression
Ch 14 Quiz
May 1st (TU)The Family 15
May 6st (TU)The Family
Quiz for Ch 15
May 8th (TH)Extrafamilial Influences 16
XC: Field Placement Papers: Due
XC: Research Papers Due
May 8th (TH)Study Session for Third Exam
Time & Place: TBA
May 13th (TU)Extrafamilial InfluencesEpilogue17
Quiz for Ch 16
May 15thEpilogue
Quiz for Ch 17
Student XC Presentations
May 15th (TH)THIRD EXAM (Final) Chaps 12-17
12:00 – 1:50 PM
Return papers
COURSE REQUIREMENTS: For Your Use to Keep Track of Your Scores
1. Three Multiple-choice and short essay exams 225
(75 points x 3 exams)
1st Exam
2nd Exam
3rd Exam
2. Chapter Quizzes (15 x 5 points each) 75
Ch/5 points
Ch/5 points
Ch/5 points
Ch/5 points
Ch/5 points
Ch/5 points
Ch/5 points
Ch/5 points
Ch/5 points
Ch/5 points
Ch/5 points
Ch/5 points
Ch/5 points
Ch/5 points
Ch/5 points
Total / points
4. Feedback sheets and group participation 15-20
Total 320 - 330
5. -Extra-Credit (optional)
-Extra-credit points on exams (5 points x 3 exams)
-Professional Presentation (2 points/presentation x 3 talks max)
-Participation in psychological studies (2 points x 3 studies max)
-Field Placement in Child Development Facility (20 points)
OR
-Research Paper (20 points)
Note: The above points are approximate so keep tract of your score
and total possible for each assignment.
Total
GRADING:
Grading will be determined by the following percentages applied to the total number of points. The plus and minus modifiers will be used.
93-100 = A 90-92 = A- 87-89 = B+
83-86 = B 80-82 = B- 77-79 = C+
73-76 = C 70-72 = C- 67-69 = D+
60-66 = D <59% = F
I. DESCRIPTIONS OF ASSIGNMENTS AND COURSE WORK: Lots of
opportunities to show what you’ve learned…
A. DESCRIPTIONS OF EXAMS:
Text/Lecture Coverage: The three exams are composed of multiple choice and short answer questions. Approximately one-third of the exam will cover material only presented in lecture. Another third will be cover material from text only and the remaining third will be cover material covered both in lecture and text.
How to Study for Exams:
-Use Study Guide as an assessment tool after you feel you have mastered the material.
Using the multiple-choice, true/false, and matching sections would give you a good idea
about your level of mastery.
-Come to Study Sessions before Exams
-Form study groups & have focused study sessions
-Answer questions on exam study guides (on handouts or web)
-Come in for an appointment
-keep on top of or ahead of the reading.
-Rehearse knowledge via flash cards, re-writing notes, and study
sessions are recommended.
Usual Format of Exams: 60 multiple-choice questions and 15 points for short answer. For the short answers, you select the questions from a list of 8 questions. Each question will identify how much the answer is worth. You continue answering the questions until 15 points-worth are answered. Just bring a #2 pencil. Scan sheets are provided.
Hint: Answer more than 15 points worth because it is unlikely that you will receive all 15 points and you can receive up to 5 more points in extra credit.
Hint: No dates, ages, or names will be asked on the exams. Study the major points of sections, definitions, frameworks, major findings of studies in the book. Read the chapters at least twice. If you need special assistance, please see me ASAP. The major points from the lectures should be apparent.
Make-up exams will be allowed with proper documentation. For those who have unavoidable conflicts, one hour during the final exam slot can be used to take the make-up exam.
Cheating in any form will not be tolerated. Study and give it your 'best shot'. Any exam materials leaving the classroom will result in a zero for that exam. No exceptions.
B. DESCRIPTION OF THE CHAPTER QUIZZES
Make note, you’ll have a short quiz on that week’s required reading (text chapter). It may be true/false, multiple choice, fill-in, or matching items. It will be graded in class, but won’t be returned. The intent is to help monitor the level of comprehension of that chapter and focus our discussion on a few key points. Quizzes will generally be worth 5 points and will be usually given at the end of class.
C. DESCRIPTION OF FEEDBACK SHEETS:
During every class, you may be asked to write comments and/or questions on the material covered. These 'feedback sheets' will provide a mirror of comprehension and your thinking of critical issues as well as an attendance check. Feedback sheets will be worth either 0 (no credit) or 1 point. All you need to do is to be able to generate a new question or a comment that integrates or analyzes the material to receive a point.
No credit will be given for:
-- questions in which the answer is already known or stated in the book (e.g., what are the four stages of Piaget's developmental theory?).
-- for incomplete or incomprehensible comments or questions.
-- for late feedback sheets (so don't take them with you when you leave the class.)
Because of the size of the class, no written feedback can be provided on individual feedback sheets. However, your questions will be collected and most of them will be answered during class. Feedback sheets will be returned before every exam. It's also recommended that you keep track of your own feedback sheets (date, time, and topic on a separate sheet). Again, points from feedback sheets are not considered extra credit, but a part of your grade.
Extra Credit Opportunities: Ways to improve your grade by up to 10%...
There are three opportunities for extra credit:
1.Extra Credit Points On Exams: successfully answering extra credit questions on exams (5 points per exam)
2.Professional Lectures: (2 points per presentation for a maximum of 6 points) Attend approved special lectures related to child psychology. Some lectures may be announced in class, but you attend lectures of your own interest. For full credit, you attend a lecture, write notes during lecture, and write up a one-page evaluation (e.g., high points, etc.) Hand in the lecture notes and your evaluation sheet any time before finals and it will be returned during finals.
3.Research Participation: (2 points per study for a maximum of 6 points).
Sign up for participation in a psychological study. Sign up lists are usually up on the hallway bulletin board on the first floor of Modoc (near the east entrance). Participation in studies can last from 20 – 60 minutes. Please get documentation that you participated in the study as a page summary and evaluation of study experience.
4A.Field Placements: working with children at authorized sites (42+ hours/semester for 20 points)
OR
4B.Research Paper (20 points): Select a specific topic to explore a topic of your choice.
Note:If you are volunteering for the Field Placement credit, you cannot do the research paper.
Note: Additional points can be made by making a brief class-participation about your findings,
If desired.
Note: Many students have received good grades without doing any extra-credit. However, it is available for those of you who wish to have some insurance.
GETTING THE MOST OUT OF THE COURSE:
-regular attendance and participation
-studying-active processing of material
-read-review-reread
-ask ?s in class
-take detailed notes during lectures; use complete sentences,
write more than what is on transparencies;
re-write lecture notes.
-use student study guide
-enlist help from the Psy 202 tutor and the StudentLearningResourcesCenter
-review your syllabus periodically
-make office visits, need to make appts.
-form or find a study group/partner; limit meeting time
-manage time; allot sufficient study/reading time
-when in doubt, ask!
-do extra-credit assignments
-keep up with reading, keep up with reading.
BEST WISHES--
LOOKING FORWARD TO THE SEMESTER!
Extra-Credit Option: Working with Children: Field Placements (20 points)
Early in the semester, find a school or agency where you can volunteer your time working with children or adolescents. You'll need about 3 hours per week (3 hours x 15 weeks = 45 hours). In addition to working with the children/adolescents, you will have two written assignments:
1. Keep a journal:
Write at least one-page entries where you describe children’s behavior or developmental changes. Review/scan that week’s reading and see if you can apply any of the concepts/findings introduced in the chapter or class discussions. These notes should help you write the short paper.
2. Write a short paper (5-8 pages):
After 42 hours, you write a four-page paper describing who you worked (or played) with, who was your supervisor, name of school, type of activities you were involved in, application of at least 5 class concepts (identify chapters where concepts are found), findings, and developmental trends, what you felt were positive and negative aspects to the field experience, and how the class helped you work with children. The key is to apply class concepts to your field experience.
3.Participate in Panel Discussion:
During the last class, participate in a panel discussion on what you learned while working with the children in your field placement. Incorporate class concepts and perspectives in your presentation notes. This will be very informal and hopefully lively presentations on our insights about your experiences and observations made of the children and their educational environment.
Handout on grading criteria will be distributed in class.
If written work falls short of instructions, only partial credit will be given.
The journal and short paper is due May 8th(TU) (double-spaced & typed).
Worth:Up to 20 points, upon confirmation of your field placement hours
Steps for securing an field placement site:
1. From the approved list of field placements, write 3 or 4 places of where you would like to work (teacher's name, class, school, address, and phone number).
2. Follow the instructions on the field placement sheet (e.g., sometimes you call first before visit, sometimes you just visit the school at specific times). Do not take the instruction sheet; just write down the information.
3. Meet with teacher or supervisor, find out about the program, arrange a time to start volunteering as soon as possible.
4. If you want to volunteer at a school/day care center/treatment center that is not on the approved list, get approval from me. No private preschools or day care centers are
acceptable placements.
5. If you would like to be a big sister or big brother, go to CAVE and sign up for the Project Pals program only. Go through their orientation and begin to volunteer. CAVE requires 5-6 hours per week (thus, it can be evenings and weekends).FollowCAVE requirements for participation.
6. EVERYONE who volunteers for a field placement needs to be certified; including Project Pals Volunteers.No exceptions.There are two opportunities to become certified. Bring your student ID, your TB clearance form, and a pen to sign a document saying that you have not been convicted of a felony, drug or sex offense. Process takes 5 minutes, but if you don't get certified, you cannot work with the children or receive 20 extra-credit points.
7. Return the field placement card with all important information (name of school/agency, complete address, phone number, name of supervisor) to me by the third week of instruction. No placement cards will be accepted after the first exam.
8.Keep track of your own hours while you volunteer.
9. Based on the information on the filed placement card, we will send out a confirmation of hours form to your supervisor. Your supervisor fills out the form and sends it back to campus. Verification forms should be sent out in early December so check with your supervisor around that time.
10. Write a 5-page paper about your experience, even if you haven't completed 42 hours. After that, just enjoy knowing you will receive 20 points (or approximately 7 extra points per exam).
11. If you decide part way through the semester that you can’t complete your field
placement hours, please let your supervising teacher and me know as soon as possible.
Extra-Credit Option: Research Paper (20 points)
You have the opportunity to explore an area of developmental psychology and answer questions
about children’s development. This is an alternative to students who cannot or do not want to work with children directly.Subject to my approval, you may select any developmental level (prenatal, infancy, preschool, middle school or adolescence) and any topic in the area of child development (e.g., drugs and prenatal development, effects of different parenting styles on children during early childhood, impact of divorce on adolescents, role of infant day care on maternal attachment). Scan the table of contents of the book for additional ideas.
Each research paper must be based on a minimum of SEVEN (7) scientific research articles published in professional journals. You may use the internet to locate sources, but your primary sources need to be scholarly research articles. Certain internet sources can be secondary sources if they are not articles from professional journal publications. Use library resources. When in doubt, just ask me. The paper is intended to take as much time as the extra-credit field placement with children (or about 45 hours).
Description & Deadlines:
Step 1: Research Paper Proposal February 25th (TU)
2 Points Max
Hand in a 1-page description of what you want to investigate, what specific research questions you want to address, and draft of outline. Also include a reference list of at least five potential research or empirical articles. Information from websites or lay publications are not considered a part of the required seven (7) empirical articles. NO LATE PROPOSALS WILL BE ACCEPTED!