PSY 206 Fall 2007
Three Credits
DATE: Fall 2007-8/27/07 – 12/12/07
COURSE MEETING DAY & TIME: TR 10:30 - 11:45p
LOCATION: LB225
INSTRUCTOR: Elizabeth DeGiorgio
OFFICE:
Location: Liberal Arts Building/ Room 122
Phone: (609) 586-4800 extension 3862
Email: degiorge@mccc.edu
FAX: (609) 588-5148
OFFICE HOURS: Monday and Wednesday 4:00 – 6:00 pm (LA122)
Tuesday 2:45pm – 3:45pm (LA122)
* All other office hours by appointment
REQUIRED TEXTS: Kail, R, (2007) Children and Their Development, 4/e
New Jersey: Pearson Education, Inc.
* Additional readings as assigned by instructor.
* WEB SITE: http://wps.prenhall.com/hss_kail_childdev_4/0,11922,3184152-,00.html
COURSE DESCRIPTION: This course uses a life span perspective and provides a scientific study of the continuous and complex changes that take place during an individual’s life, from the moment of conception until the age 20. It examines the possible causes or sources of developmental change and reasons for disturbances in the developmental process. Development will be studied in relationship to contextual factors and the biosocial, cognitive, and psychosocial domains. Topics include theories of development, genetics, brain development, education, diversity and research methods.
RELATIONSHIP TO PROFESSIONAL PREPARATION: PSY206 is an option for all students seeking to enter a baccalaureate degree program and major in Psychology, Education, or Social Work. Students not immediately pursuing additional degree work may find employment in the human service areas.
Course Objectives:
This course meets INTASC and NCATE Standards #1Development of knowledge, skills, and dispositions and #4 Diversity
The learner will be able to:
1. identify the central concepts, major theories, tools of inquiry, and structures of the discipline.
2. describe the major developmental changes in physical, cognitive, and psychosocial aspects of human development.
3. recognize the various factors that influence behavior at each stage of development in childhood and early adolescence.
4. describe the developing person at different periods in the life span.
5. examine possible causes or sources of developmental change and reasons for disturbances in the developmental process.
6. demonstrate how different theoretical perspectives affect or determine the research and applications that arise from them.
7. demonstrate an understanding of developmental research methods.
8. apply knowledge of developmental psychology to understand themselves and to understand the children and adolescents around them.
9. discuss historical and current issues on the development of children and early adolescents.
10. describe effective techniques and skills for observing human behavior.
11. learn to appreciate people of all ages, cultures, backgrounds, and gain insight into their similarities and differences
LEARNER OUTCOMES/ASSESSMENT:
As a result of this course, learners will be able to:
1. describe development-including biosocial, cognitive, and psychosocial-as an ongoing set of processes, involving both continuity and change by giving examples from the literature.
This will be assessed through tests, class discussions, and class activities, journal reviews.
2. analyze different developmental events from the perspectives of major theories of development-cognitive, learning, psychoanalytic, psychosocial, sociocultural, and epigenetic-and recognize those theories when used by others to analyze events.
This will be assessed through quizzes, class presentations, journal reviews, and assignments.
3. demonstrate an awareness and appreciation of individual differences, including cultural diversity and value orientation.
This will be assessed through assignments and a review of current research.
4.develop an understanding of families, family dynamics, family development, parenting styles, and culturally responsive practices.
This will be assessed through guided readings, and case studies.
5. develop an awareness of the organizations and associations in the field of Psychology
This will be assessed through online interactions and reviews.
INSTRUCTIONAL PROCEDURES:
Course participation includes discussion, activities, role-play, lecture, class presentations, case studies, videos, online activities and individual projects.
Course Format:
This course integrates traditional classroom instruction and online learning in order to promote active learning and foster critical thinking. Knowledge is to be constructed by the students’ active participation in the learning process and deeper engagement with the learning materials.
In addition to attending weekly class meetings students are required to participate in the online learning activities which include reading supplemental materials ,checking and reading Internet resources; doing homework assignments (which involve critical thinking and applications); interacting with instructor and their cohorts.
Special requirements and relevant skills:
Students should be familiar with basic Windows operations, and should have access to a computer and Internet connection. College level reading and writing skills in English are important for the interactive component of assignments as well for other parts of the course work.
Schedule of topics is tentative and subject to change.
DATE
CHAPTER/TOPIC
Week 1 Chapter 1: The Science of Child Development
Week 2 proposals due Chapter 2: Genetic Bases of Child Development
Chromosomes and genes
Dominant and recessive traits
Family environments influence on children’s development
Week 3 Chapter 3: Prenatal Development, Birth and the Newborn
Prenatal development
Risk factors to prenatal development
Reflexes
Patterns of sleep
Week 4 Chapter 4: Growth and Health
Sleep and nutrition
Puberty
Adolescents and diet
The brain
Week 5 journal articles due Chapter 5: Perceptual and Motor Development
Sensory and perceptual processes
Motor skills
Attention
Week 6 Chapter 6: Piaget’s Theory of Cognitive Development
Assimilation and accommodation
Stages of cognitive development
Adolescents and formal operational thinking
Information processing approach
Week 7 Chapter 7: Cognitive processes and Academic Skills
Memory
Mathematical competence
Improved comprehension and writing
Week 8 Chapter 8: Intelligence and Individual Differences in
Cognition
Gardner’s theory
Intelligence tests
Gifted and creative children
Learning disabilities
Week 9 Chapter 9: Language and Communication
Infant’s speech
Language development
Bilingual approaches
Effective communication
Week10 Chapter10: Emotional Development
Complex emotions
Features of temperament
Attachment
Week11 Chapter11: Understanding self and others
Self-concept
Adolescence and the Search for identity
Ethnic identity
Self-esteem
Week12 Chapter12: Moral Understanding and Behavior
Self-control
Moral reasoning
Prosocial behavior
Aggression across childhood, adolescence, and adulthood
Week13 Chapter 13: Gender and Development
Gender stereotypes
Gender differences in physical and intellectual domains
Cognitive theories of gender identity
Week14 Chapter 14: Family Relationships
Family as a system
Parenting
Cultural influences
Divorce
Blended families
Maltreatment
Week 15 Chapter15: Influences beyond the Family
Play
Romantic relationships in adolescence
Peer groups in adolescence
TV viewing
Effective schools
COURSE REQUIREMENTS: Guidelines and rubrics will be provided
1. Class Participation/Preparation (30)
Students are expected to read text and supplementary readings as assigned. Students are also expected to attend class prepared to actively participate in class discussions, assignments, and activities. Communication skills are strengthened and a great deal is learned through interactions with peers in class.
Group Discussions: Various types of class activities will be arranged to integrate textbook readings and experiences in schools, at home, or in the community concerning developmental issues. Individual participation in the structured classroom activities will be recorded during the class periods. Your contribution is important to your learning and that of the other class members. The routine for these sessions will involve watching a video segment or reading a short article and then forming small groups to discuss particular questions raised in the video or article. Points will be rewarded for your participation and contribution for each of these sessions. (30 points)
2. 3 comprehensive tests (300 points) – multiple choice, short answer/essay, and analysis/application questions.
Material may include text readings, supplemental readings as assigned, class lecture, discussion, and activities. To receive full credit, exams must be taken on the specified due date.
3. 10 quizzes (100) 11 quizzes will be administered and the lowest grade will be dropped.
4. Assignments (200) points)
Students will be expected to complete 2 assignments that may include film, video, literature, research journals and websites in psychology to complete guided activities.
CLASS POLICIES:
In order to receive accommodations students must be registered with the appropriate disability service provider on campus as set forth in the student handbook and must follow the college procedure for self-disclosure. Students will not be afforded any special accommodations for academic work completed prior to the completion of the documentation process with the appropriate disability service office.
The College provides various kinds of student services and academic services, including learning resources, tutorial services, writing assistance, and counseling. To maximize your academic success, please check the college homepage for pertinent information so that you may benefit from the free services and workshops provided.
Plagiarism is the use of another’s words or ideas without acknowledgment. It is the equivalent of theft. Some plagiarism is extreme and willful (i.e., buying term papers). Other forms of plagiarism may arise from carelessness or ignorance (i.e., misusing quotation marks or citations). Plagiarism of any kind is not acceptable nor will it be tolerated.
(refer to attachment)
Attendance Policy
Attendance is mandatory
Your enrollment in this course constitutes a commitment to attend and participate in this class. It is your responsibility to attend class regularly and to check online announcements frequently in order to stay informed. If you miss a class, get the material from a classmate who takes adequate notes, find out if a test is forthcoming, etc., and also get in touch with the instructor as soon as possible. Those students who attend class regularly tend to perform better on tests. Students also need to participate in the discussions and complete assignments
*Excessive absences (more than 3) will result in student withdrawal WI by instructor. In addition, if you come to class late or leave early, your grade will also be affected. Three late arrivals or early departures or a combination of these will equal one class absence. Attendance will be taken at the beginning of every class. In the event of an unavoidable absence, it is the student’s responsibility to keep abreast of all assignments and material covered.
Professionalism
Professional behavior is expected of all students. Students should refrain from talking while peers or the instructor is talking and should participate to the best of their abilities in all class activities. Cell phones must be turned off during class. Anyone who does not adhere to this policy will have points deducted from the class participation grade.
Work Quality
It is assumed that all work will be of professional quality. All assignments must by typed and in APA format. Any student’s work containing numerous spelling, typographical, or grammatical errors will result in the loss of points. Work that is illegible will be returned ungraded and zero (0) points will be earned.
Late Assignments
Late quizzes or assignments will not be accepted. Absence from class is not a legitimate excuse for turning in a late assignment.
Grading
The course grade will be determined by calculating the total points earned and dividing that total by the total points possible.
PSY 206 COURSE REQUIREMENTS
Student Name__________________________ Section____________
POINTS POSSIBLE POINTS EARNED
1. Class participation /group presentations/assignments (30) _________________
Group and individual objectives will be established
Dates of absences: ________________________________________
_____________________________________________________________
* More than 3 absences will result in WI or grade reduction
NOTE: Participation involves: Group presentations, assignments, and
in class group critical thinking activities
2. 3 Tests (100 points each) (300) Test#1 _________
Test#2 __________
Test#3 ___________
3. 2 Assignments
Assignment #1 100 points #1 ______________
Journal article review
Attached articles
Assignment #2 100 points #2 _________________
4. 10 quizzes (100 points)
__________________________________________________________________
_______________________________________________________________________
TOTAL POINTS POSSIBLE: (630)
Total points Earned: _____________
Grade= Total points earned/total points possible
ASSIGNMENT - TOPICS
Students may select a topic from the list below. The assignment has a 100 point value.
*Guidelines will be provided.
Abuse
Dementia
Drug use
Eating disorders
Health
Puberty
Perceptual development
Achievement in later life
IQ
Language acquisition
Delinquency
Political attitudes
Death
Dying
Widowhood
Behaviorism
Midlife crisis
Moral development
Piaget
Play
Families
Marriage
Parenting
Sex differences
Gender roles
Adult sexuality
******Additional topics may be selected from course textbook
Student____________________________________________
DUE DATE: _______________________________________
4. How is your assignment connected with the course objectives and content?
5. What does your author, Robert Kail have to say about your topic? Cite the page.
6. Which journals have you selected? Did you select academic, peer reviewed, scholarly journals? (2002-2007)
Title of journal #1:
Title of article:
Author:
Date of article:
Title of journal #1:
Title of article:
Author:
Date of article:
This very brief summary of your research journals. Include the titles of the article, the author, the dates, and the names of the journals. (APA Format)
How are your articles related to Developmental Psychology?
How did you come to choose this as a topic?
How is this topic important?
Research Section- discuss each component
1. Theories/purpose
2. Hypothesis- What question are the researchers trying to answer or what problem are they trying to solve?
3. Sample population
4. Method/Experimental Design
5. Results
6. Implications
What did you find out from your research journals?
Compare and contrast the two articles.
What does your class textbook author, Robert V.Kail, have to say about your topic?
Summary and conclusion
Summarize your journal articles.
What did you discover?
What else needs to be researched?
Did you change your thinking or behavior about this topic?
Reference Page
Two references minimum.
Attach your journal articles.
Projects will be evaluated according to the following.
Was there a title page?
Was there an abstract?
Was there a reference page? Did you use APA journals?
Was there an introduction, a discussion, and a summary or conclusion?
Was APA format followed?
Was the topic related to our studies?
Was the length between 5 and 6 pages?
Were references cited correctly? Were articles attached?
Was there a college level writing style?