Child Syll

CHILD Psychology

Psy2301

Fall 2015

Course syllabus

Instructor: Ernie Cote, M.A.                                   

Email: professorernie@gmail.com

Office: Nam 600  Office Hours: 5:30-6:00pm Tues/Thur

Blog for Class notes: http://professorernie.blogspot.com/

                          

Text Title:  Child Development: Principles and Perspectives, Edition: Any

Author:  Joan Littlefield-Cook and Greg Cook

Publisher: Allyn and Bacon ISBN:  0205494064  

Course Description: The physical, social, intellectual, and emotional development of the child from conception through middle childhood, and the major factors influencing the child's total behavior.

Learning Objectives:

LEARNING OUTCOMES	ASSESSMENT METHODS
1. To examine the different theoretical, philosophical, and empirical processes, which once influenced and continue to influence contemporary thinking about child development, and to compare and contrast these influences.	1. Short written assignment, class discussion, and in-class exam.
2. To understand various research methods and the application of these methods in understanding infant/child behavior.	2. Group project which critically analyzes a current publication, and in-class discussion of the material, and in-class exam.
3. To define, analyze, and understand the influence of both heredity and environment on prenatal development, and the influence of heredity and environment in determining the infant’s developing temperament, personality, and intelligence.	3. Short written assignment, class discussion, and in-class exam..
4. To understand the stages of labor and birth and to describe the physical development of body, brain, and perception from birth to sexual maturation. The influence of genetics and environment will be understood and the student will be able to compare and contrast various genetic and environmental influences on physical development.	4. Short written assignment/or quiz, class discussion, and in-class exam.
5. To understand the influence and importance of both Piaget’s Cognitive Theory of Development and Vygotsky’s Sociocultural Perspective of Development, and to compare and contrast major points of each theory in relation to cognitive development.	5. Short written assignment, class discussion, and in-class exam.
6. To understand and explain the influence and importance of information processing theory in the development of memory and thought over the first 12 years of life.	6. Short written assignment/or quiz, class discussion, and in-class exam.
7. To compare and contrast the different theories of intelligence, and understand how mathematical, and reading ability develop during infancy, early childhood and late childhood.  To analyze the role of genetics and the environment in the development of intelligence.	7. Short written assignment/or quiz, class discussion, and in-class exam.
8. To compare and contrast the major theories which describe the development of language development, and to understand the influence of genetics and the environment.  To understand the milestones and major language accomplishments which take place during early childhood.	8. Short written assignment/or quiz, class discussion, and in-class exam.
9. To define the concept of self, self-regulation, and how self-representations change across age. To understand and explain research surrounding gender differences in cognitive skills, behavior and personality.	9. Short written assignment/or quiz, class discussion, and in-class exam.
10. To define attachment and compare and contrast the theories which explain the correlates of secure and insecure attachment.  To define temperament and to understand the classification of temperament as based on the research of Thomas and Chess.  To define emotion and understand how emotion becomes more individualized from infancy to and throughout childhood.	10. Short written assignment/or quiz, class discussion, and in-class exam.
11. To examine and compare and contrast Kohlberg’s Theory of Moral Development with Gilligan’s Theory of Moral Development.  To understand the development of gender differences in moral development and there underpinnings.  To understand how the development of guilt and empathy can motivate moral development.	11. Short written assignment/or quiz, class discussion, and in-class exam.
12. To define “play,” and understand the different levels of social play as defined by Parten.  To describe the changes in play as children develop from infancy through adolescence and the cultural differences in the play of children around the world.  To understand what leads some children to become unpopular	12. Short written assignment/or quiz, class discussion, and in-class exam.
13.  To understand the similarities and differences between traditional versus non-traditional families.  To demonstrate an understanding of the debate surrounding the effects of  daycare.	13.  Short written assignment/or quiz, class discussion and in-class exam.

GENERAL EDUCATION LEARNING OUTCOMES/ASSESSMENT METHODS

LEARNING OUTCOMES	ASSESSMENT METHODS
1.   KNOWLEDGE: Develop an introductory knowledge of child development methodology and concepts.	1. Multiple choice question and/or short essay on graded exam and viewing questions.
2.   SKILLS: Develop the ability to qualitatively and quantitatively analyze data sets and use the tools needed for communication, inquiry, analysis, and productive work.	2. Group in-class assignments and/or Blackboard assignments and multiple choice/essay questions on graded exam.
3.   INTEGRATION: Work productively within and across disciplines.	3. Group in-class assignments and/or Blackboard assignments and multiple choice/essay questions on graded exam
4.   VALUES, ETHICS, AND RELATIONSHIPS: Understand and apply values, ethics, and diverse perspectives in personal, civic, and cultural/global domains.	4. Group in-class assignments and/or Blackboard assignments and multiple choice/essay questions on graded exam.

Academic Honesty:

While you are free (and encouraged) to discuss your work with other members of the class, it is unacceptable to copy or “borrow” anyone else’s work or to “lend” your own work to others. It is also unacceptable to use unapproved resources for coursework. Academic dishonesty ofxany kind is not tolerated and will result in failure of the course and may result in other disciplinary actions.

Students and all others who work with information, ideas, texts, images, music, inventions, and other intellectual property owe their audience and sources accuracy and honesty in using, crediting, and citing sources. As a community of intellectual and professional workers, the College recognizes its responsibility for providing instruction in information literacy and academic integrity, offering models of good practice, and responding vigilantly and appropriately to infractions of academic integrity. Accordingly, academic dishonesty is prohibited in The City University of New York and at New York City College of Technology and is punishable by penalties, including failing grades, suspension, and expulsion.

—   NYCCT statement on academic integrity

What is academic dishonesty?

Academic dishonesty occurs when individuals plagiarize or cheat in the course of their academic work.

Plagiarism is the presenting of someone else’s ideas without proper credit or attribution. These ideas could come

from:

1. Information obtained from books, journals or other printed sources.

2. The work of other students or of faculty.

3. Information from the Internet.

4. Software programs or other electronic material.

5. Designs produced by other students or faculty.

Cheating is the unauthorized use or attempted use of material, information, notes, study aids, devices or

communication during an academic exercise. Examples of cheating include:

1. Copying from another student during an examination or allowing another to copy your work.

2. Unauthorized collaboration on a take-home assignment or examination.

3. Using notes during a closed-book examination.

4. Taking an examination for another student, or asking or allowing another student to take an examination for you.

5. Changing a graded exam and returning it for more credit.

6. Submitting substantial portions of the same paper to more than one course without consulting each instructor.

7. Preparing answers or writing notes in an exam manual before an examination.

8. Allowing others to research and write assigned papers or do assigned projects, including the use of commercial

term paper services.

9. Giving assistance to acts of academic misconduct/dishonesty.

10. Fabricating data.

11. Unauthorized use of electronic devices such as cell phones, text messaging devices, palm pilots, computers or

other technologies to retrieve or send information during an exam.

Course Requirements:

Exams: 90%

There will be 3 regular exams during the semester.  Regular exams consist of both multiple choice and essay questions.

Participation and quizzes: 10%

Various quizzes and overall class participation will account for 10% of this class.

Policies:

-There will be no make up for missed exams without proper documentation!!!  This means that if you have to miss an exam for ANY reason I will need proper documentation to give a make up exam (Dr’s note, photocopy of Obituary, sports schedule, etc.).  Also, there will be absolutely no papers accepted late for any reason.  The same thing goes for quizzes taken during class. 

-Attendance is expected from all students, and a total of 2 absences will be allotted during the course.  Any absence after 2 will result in a drop in your final grade.  Also, the registrar asks for attendance throughout the semester, so formal attendance will be taken every class, and if there are numerous absences, the registrar will take administrative action.  It will definitely benefit your grades, as well as your participation grade if you come to class regularly.

-if you are registered with the Office for Students with disabilities, please email me and set up whatever accommodations you need with me PRIOR to exams and assignments.

Schedule of Classes

Week 1            Exploring Child Development (Chapter 1)                                   

 

Week 2            Genes and Heredity (Chapter 2)

Week 3            Prenatal Development and Birth (Chapter 3)

Week 4            Physical Development (CH-4)/Review for exam

Week 5            EXAM 1/ Cognitive Development (CH-5)

           

Week 6            Information Processing (CH-6)

Week 7            Intelligence and Academic Skills (CH-7)           

           

Week 8            Language Development (CH-8)/ Review for exam

 

Week 9            EXAM 2/ MOVIE – childhood disorders

                       

Week 10             Attachment, Temperament, and Emotions (CH-9)

                                   

Week 11             Self and Gender (CH-10)

                                   

Week 12             Moral Development (CH-11)

                                   

Week 13             Peers, Play and Popularity (CH-12)                       

Week 14             Families (CH-13)           

                                   

Week 15             Wrap up/ FINAL EXAM