HDF 302: Infant and Child Development in the Family Fall 2014, TuTh 11 to 12:15, McIver 28 3 credits

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1 HDF 302 Fall HDF 302: Infant and Child Development in the Family Fall 2014, TuTh 11 to 12:15, McIver 28 3 credits Instructor: Esther M. Leerkes, Ph.D. Office hours: TuTh 10 AM to 11 AM Office: 134 Stone or by appointment emleerke@uncg.edu -- Course catalog description: An in-depth examination of development from conception through middle childhood with a special focus on the roles of family, peers, and school on individual behavior and well-being. Format: The class will consist of lectures, small and large group discussion, and small group activities. Required Readings You Must Purchase: Feldman, S. (2012). Child Development, 6 th edition. Upper Saddle River, NJ: Prentice Hall Publishers. (available at the university bookstore) Required Readings available on Blackboard page (listed by order in syllabus, rather than alphabetically) Garcia Coll, C., Lamberty, G., Jenkins, R., McAdoo, H., Crnic, K., Wasik, B., & Garcia, H. (1996). An integrative model for the study of developmental competencies in minority children. Child Development, 67(5), Phillips, D. A., Fox, N. A., & Gunnar, M. R. (2011). Same place, different experiences: Bringing individual differences to research in child care. Child Development Perspectives, 5(1), doi: /j x Gershoff, E. T. (2013). Spanking and child development: We know enough now to stop hitting our children. Child Development Perspectives, 7(3), doi: /cdep Marks, A. K., Ejesi, K., & Garcia Coll, C. (2014). Understanding the U.S. immigrant paradox in childhood and adolescence. Child Development Perspectives, 8(2), doi: /cdep Objectives of the Course: Students must: 1) demonstrate understanding of core developmental theories and research methods; 2) demonstrate understanding of the role of various family, peer, child care, school, community, and cultural contexts on individual development; 3) interpret information about child development from literature reviews, a textbook, lectures, videos, and group discussion; 4) analyze, synthesize and evaluate research articles and an individual child s behavior based on relevant research and theory; and 5) learn strategies to apply information from this class to future experiences such as parenting or teaching via in class activities of an applied nature.

2 HDF 302 Fall Student Expectations: Attendance: Attendance is mandatory. In order to learn the concepts and engage in class activities, students must attend class regularly. Attendance will be tracked and graded through the use of pop quizzes and in class activities as explained below. Attendance may also affect your performance on exams and other assignments given much of the material that is covered in lecture goes beyond what is included in assigned readings. Behavior. You are expected to arrive to class on time, and leave at the scheduled time. Turn cell phones off during class time. Appropriate lap top use (e.g.,taking notes, looking at lecture slides or the course Blackboard page) is permitted in class; inappropriate lap top use (e.g., checking , internet searching, completing work from other classes, playing games, disrupting other students with computer use, etc) is not permitted. Avoid chit chat outside of scheduled group discussion. Remain alert and attentive during class; actively participate in activities and discussions. Please refer to UNCG s policy on disruptive behavior in the classroom at: Reading Assignments: Reading assignments should be completed by the day they are listed in the syllabus. Your ability to actively participate in class activities will depend on your having completed the assigned readings. Unannounced quizzes will be based in part on content from assigned readings. Written Work. Students are expected to thoroughly check all written work for grammatical and spelling errors. In addition, you are responsible for any lost/misplaced assignments. Always have a back-up copy of written assignments on disk in the event that they are misplaced and need to be reprinted. Maintain a copy of graded assignments until final grades are posted in the event of clerical errors. Academic Integrity is the pursuit of scholarly activity free from fraud and deception and is an educational objective of this institution. Violating academic integrity is considered a serious offense by the university and is treated accordingly. Academic dishonesty includes, but is not limited to, cheating on exams, fabricating information or citations, facilitating the academic dishonesty of others, and submitting the work of another person as your own (plagiarism). For additional information, go to Students must write the following statement on their child observation paper and sign their names: I HAVE ABIDED BY THE UNCG ACADEMIC INTEGRITY POLICY ON THIS ASSIGNMENT. Academic dishonesty may result in a failing grade for exams, the paper, the entire course, or suspension or expulsion from the university. University Sanctioned Activities: Students who miss class due to participation in university-sanctioned activities must identify themselves prior to missing class and make arrangements to complete missed work. Missed work must be made up within 1 week or the student will receive a zero on the assignment/activity/quiz. In addition, students must provide me with a copy of their travel schedule well in advance. Late Policy: The child observation papers are to be turned in on time. The only excuses for late assignments are events that are out of the student s control (e.g., major illness, death of loved one). In this case, I must be notified as soon as possible so other arrangements can be

3 HDF 302 Fall made. In all other cases, there will be a 10% point-reduction per day for late work, and work will not be accepted (i.e., it will be scored a zero) if it is more than 3 days late (weekends count toward this number). Exam Policy: There will be no make-ups for missed exams without a reasonable and documented excuse (e.g., major illness, death of loved one). If such an emergency arises, you must contact me the day of the exam or prior to the day of the exam. If the university is closed due to inclement weather on an exam day, the exam will be given during the next scheduled class day. Evaluation and Grading: Grades will be based on 4 exams, in class activities/quizzes/ attendance, and a child observation paper. Each is explained below. Exams: Exams will consist of multiple choice questions. Exams are not cumulative. Exams will draw from content covered in the text, additional readings, and lectures. Each exam is worth 100 points, and as a whole, exams account for 67% of your total grade. In class quizzes/activities/attendance: Random pop quizzes will be given throughout the semester. Students will earn a 0 if they are absent, 1 point if they are present, plus additional points for each quiz item that is answered correctly. In addition, there will be a variety of in class group activities throughout the semester which require turning in a completed piece of work at the end of the activity. Students will earn a 0 if they are absent, 1 point if they are present, and additional points based on the quality of their work. One missed quiz or in class activity will be dropped, all others will count toward your final grade. Students who miss quizzes administered at the beginning of class because they are late will not be allowed to complete the quiz and will earn a score of 0. Quizzes/activities will be worth a combined total of 100 points approximately 17% of your final grade (the equivalent of one exam). Child Observation Paper(s): You will observe an infant or pre-school aged child on videos I provide and write a brief (2 pages maximum) paper integrating what you observed with course material. Detailed instructions will be posted on Blackboard and described in class later in the semester. These papers must be typed, double-spaced, with 1 inch margins on all sides. These papers will be graded based on content, your ability to effectively integrate your observations with relevant course material, organization, grammar, and style and the extent to which you follow the directions. Every student must complete a minimum of one of these papers. If you complete only one, the grade on that paper will count as your observation paper grade. If you like, you can complete 2 papers, and I will average the two scores together. This option allows you the opportunity to learn from my feedback on the first and demonstrate improvement on the second. This paper (or the average score on 2 papers) is worth 100 points, approximately 17% of your final grade. Due Dates: If you opt to complete the paper focused on toddlers, it is due October 16 th. If you opt to complete the paper focused on preschoolers, it is due November 18 th.

4 HDF 302 Fall Grading: Final grades will be calculated as follows: Assignment Points Exam Exam Exam Exam In class quizzes/activities/attendance Child Observation Paper(s).100 Total.600 Course Grade: Points Earned/Grade A B C D A B C D A B C D F Dates to Remember: September 9 Exam 1 October 2 Exam 2 October 16 Infant/Toddler Child Observation Paper Due* October 30 Exam 3 November 18 Preschooler Child Observation Paper Due* November 25 Exam 4 *As described above, you are only required to turn in one of these papers, but you may opt to complete both if you like.

5 HDF 302 Fall Teachers Academy Conceptual Framework Mission Statement: The mission of professional education at The University of North Carolina at Greensboro is to ensure Access to Opportunities through Teaching, Learning and Caring. This requires excellence in all our programs through alignment to state and national standards; explicit connections between research, theory and practice; candidates acquisition of the knowledge, skills and dispositions of their disciplines; detailed evaluation of our candidates continual professional growth; collaboration among stakeholders; ongoing self-study; and an overriding commitment to fostering beliefs and actions that promote education for all. Toward these ends, our Unit and programs focus on six areas: leadership, professional knowledge, professional practice, educational environments, data-informed decision making, and professional growth to support the learning of all children in the context of 21 st century complexity and dynamic change. Professional education programs at UNCG emphasize dispositions that drive application of the knowledge base and we believe that we must model and monitor these dispositions as conscientiously as we provide opportunities for building the knowledge base. Teachers should show evidence of these dispositions in class: reflective ethical inclusive engaged in and committed to professional practice dedicated to life-long learning self-efficacious receptive to feedback affirming of diversity professionally responsible collaborative

6 HDF 302 Fall Course Schedule Date Topic Assignment Aug 19 Introduction to course; What is Child Chapter 1 Development? Aug 21 Theories of Child Development Chapter 2 Aug 26 Theories of Child Development Chapter 2 Aug 28 Theories of Child Development/ Research Methods Garcia Coll et al. (1996) Chapter 2 E Article Sep 2 Heredity, Genes, Environment; Prenatal Chapter 3 development Sep 4 Birth; Postpartum adjustment, The Competent Chapter 4 Infant (online lecture; no class meeting) *** any questions related to the exam to Dr. Leerkes by 5 PM*** Sep 9 Exam 1 Sep 11 Infancy: Physical & Sensory Development Chapter 5 Sep 16 Infancy: Cognitive & Language Development Chapter 6 Sep 18 Infancy: Emotional Development Chapter 7 Sep 23 Infancy: Attachment & Social Development Chapter 7 Sep 25 Infancy: Individual Differences Chapter 7 Sep 30 Infancy: Infant and Toddler Child Care E Article Phillips, Fox & Marshall (2011) Oct 2 Exam 2 Oct 7 Preschool: Physical Development; child abuse & Chapter 8 neglect Preparing for child observation paper(s) Oct 9 Preschool: Discipline strategies Ereserve Gershoff (2013) Oct 14 No class: Fall break

7 HDF 302 Fall Oct 16 Preschool: Cognitive Development & Early Chapter 9 Intervention Child Observation Paper 1 Due (Toddler) Oct 21 Preschool: Media Influences Chapter 9 Oct 23 Preschool: Social relationships, play, & moral development Chapter 10 & p Oct 28 Preschool: Sense of Self; Gender Identity; Gender Chapter 10 socialization Oct 30 Exam 3 Nov 4 Middle Childhood: Obesity Chapter 11 Nov 6 Middle Childhood: Cognitive Development Chapter 12 Nov 11 Middle Childhood: School Contexts & Intelligence Chapter 12 Nov 13 Middle Childhood: Self-esteem, Identity, Racial Socialization Nov 18 Children in Diverse Family Contexts: Family Structure Child Observation Paper 2 Due (Preschooler) Nov 20 Children in Diverse Family Contexts: Immigrant families Marks, Ejesi & Garcia Coll (2014) Nov 25 Exam 4 Nov 27 No class: Thanksgiving break Chapter 13; p.412 Chapter 13 Chapter 13 E Article