PSYC 3200-C Child Psychology 3 SEMESTER HOURS

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1 PSYC 3200-C Child Psychology 3 SEMESTER HOURS Dewar College of Education Valdosta State University Department of Psychology and Counseling Conceptual Framework: Guiding Principles (DEPOSITS) (adapted from the Georgia Systemic Teacher Education Program Accomplished Teacher Framework) Dispositions Principle: Productive dispositions positively affect learners, professional growth, and the learning environment. Equity Principle: All learners deserve high expectations and support. Process Principle: Learning is a lifelong process of development and growth. Ownership Principle: Professionals are committed to and assume responsibility for the future of their disciplines. Support Principle: Successful engagement in the process of learning requires collaboration among multiple partners. Impact Principle: Effective practice yields evidence of learning. Technology Principle: Technology facilitates teaching, learning, community-building, and resource acquisition. Standards Principle: Evidence-based standards systematically guide professional preparation and development. REQUIRED TEXTBOOKS Siegler, R., DeLoache, J., & Eisenberg, N. (2011) How children develop, 3rd edition. New York, NY: Worth publishers. VSU Bookstore price: $ used. COURSE DESCRIPTION The findings and applications of child psychology in the context of developments in physical, cognitive, social, and emotional domains. Positively Impacting Learning Through Evidence-Based Practices 1

2 COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK STANDARDS (CFS) II. KNOWLEDGE OF STUDENTS AND THEIR LEARNING: Educators support the intellectual, social, physical, and personal development of all students. III. LEARNING ENVIRONMENTS: Educators create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation. LEARNING OUTCOMES FOR VSU S CORE CURRICULUM All learning outcomes in the major continue to build upon those in VSU s Core Curriculum listed at 1. Students will demonstrate cross-cultural perspectives and knowledge of other societies. 2. Students will use computer and information technology when appropriate. 3. Students will express themselves clearly, logically, and precisely in writing and in speaking, and they will demonstrate competence in reading and listening. 4. Students will demonstrate knowledge of scientific and mathematical principles and proficiency in laboratory practices. 5. Students will demonstrate knowledge of diverse cultural heritages in the arts, the humanities, and the social sciences. 6. Students will demonstrate the ability to analyze, to evaluate, and to make inferences from oral, written, and visual materials. COURSE EDUCATIONAL OUTCOMES FOR B.A./B.S. PSYCHOLOGY DEGREE 1. Identify plausible psychosocial and biological principles that influence behavior and cognition, given a particular context or situation 2. Use appropriately the technical language of the science of psychology in oral and written communication. 3. Articulate the developmental changes resulting from hereditary and environmental factors 4. Describe the impact of society and culture on human diversity 5. Use appropriate computer technology to complete relevant assignments. COURSE OBJECTIVES (CO): This class is designed to provide majors in Psychology an overview of the research and findings of the field child psychology, from conception through early adolescence. Major theories and perspectives in child psychology will be examined. Major course objectives are to provide students with a knowledge of the 1. history and philosophy of the study of child development 2. major theories of child development Positively Impacting Learning Through Evidence-Based Practices 2

3 3. view that development is multi-determined, with different possible outcomes. 4. how processes interact to further child development 5. relationship of child development to other fields (e.g. Education, Criminal Justice, Nursing, Sociology, Art) 6. issues concerning at-risk children and the opposite, resilience. 7. the role of families and social systems in child development 8. the role of cognition and personality in child development In addition to these major course objectives, every lecture and textbook chapter will have additional and more specific learning objectives. COURSE ACTIVITIES/ASSIGNMENTS/REQUIREMENTS Class will be primarily lecture based format, with several in-class activities and homework assignments. The class and homework assignments highlight major concepts and issues for that week s lecture, and may include readings and web-based activities. All class lecture notes will be available before each day s lecture. Lecture notes are in Word or PDF format and placed on the BlazeView site for this class. Additional handouts and activities will occur during class. COURSE EVALUATION The exams and quizzes will cover material from assigned readings from the textbook and handouts, lectures, presentations, class activities, homework assignments and videos. The term paper or research participation will be evaluated by objectives listed in documents provided in BlazeView for this course (see How review papers and research participations are graded listed in the syllabus folder). Generally, article evaluations must be objective, focused on methodology and data, with clear connections made between article findings and article supporting results. In addition, research participants will attend research meetings, assist in data collection, data coding, and data input activities. 3 Essay/Multiple Choice Exams. Each exam is worth 100 points and will not be cumulative. Each exam will cover the material that was discussed in class, the corresponding chapters in the textbook, any video segments that were shown, and any class activities or homework assignments. 2 Essay/Multiple Choice Quizzes. Each quiz is worth 50 points and will not be cumulative. Each exam will cover the material that was discussed in class, the corresponding chapters in the textbook, any video segments that were shown, and any class activities or homework assignments. Review articles /research activity. Reviewing articles or research participation is worth 100 points. You have a choice in writing reviews of professional articles or participating in a supervised research activity. Positively Impacting Learning Through Evidence-Based Practices 3

4 Review professional articles. Review five peer reviewed articles of a specific area within child psychology of your choosing. The term paper focus includes detailed analysis of the procedures and methodologies of each paper read and implication and conclusions of the articles (see form on last page of syllabus). After completing the five articles you will write a short paper comparing results and methods of the five articles that you read. Research participation. The research participation is a hands-on activity in conducting research. You will write reviews of 2 target articles concerned with methodology and theory underlying the specific research project (see form on last page of syllabus). You will also participate in one discussion of your activity at the end of the term. You will receive brief training on conducting research, including studying and passing the CITI program on protection of human subjects. After successfully completing the CITI program, you will be able to help research assistants collect data and code data into excel spreadsheets. I will analyze the data and in group discussion we will explore and interpret our semester s findings (usually at end of the term, often at the last day of class). Midterm Date: Thursday, March 6, 2014 Final Quiz 2 Date and Time: Friday, May 9, 2014 at 8:00 am. Note: You must take your final quiz during your scheduled final quiz time. Grading scale: 2 quizzes (2 x 50 points each) 100 points 20% of total 3 exams (3 x 100 points each) 300 points 60% of total Reviewing articles or research participation 100 points 20% of total TOTAL 500 points Grades: A = ; B = ; C = ; D = ; F < 249 points ATTENDANCE POLICY From the VSU catalog: The University expects that all students shall regularly attend all scheduled class meetings held for instruction or examination It is recognized that class attendance is essentially a matter between students and their instructors. Instructors must explain their absence policy in the course syllabus. All students are held responsible for knowing the specific attendance requirements as prescribed by their instructors and for the satisfactory make-up work missed by absences. When students are to be absent from class, they should immediately contact the instructor. A student who misses more than 20% of the scheduled classes of a course will be subject to receive a failing grade in the course. POLICY: Class meetings are divided into 2 sessions. You are allowed 3 unexcused session absences. A penalty of 3 points for every unexcused session absence beyond three will be administered. Students who are absent will not be able to makeup extra credit assignments offered during class, and will be responsible for accessing any handouts from other students in class. If you miss a quiz or exam, you ll need to take a makeup. Make sure you have a reasonable written excuse. Makeups Positively Impacting Learning Through Evidence-Based Practices 4

5 are 100% essay, even if taken before the class takes the same quiz or exam. Typically you ll be required to answer 2 of 3 questions provided for a missed quiz, and 4 of 5 questions provided for a missed exam. If you have an unexcused absence, the maximum you can earn on the quiz is 45 points (not 50 points), and 90 points (not 100 points) for an exam. PROFESSIONALISM Students are expected to act responsibly in their academic work both in and out of class. Work on tests, term papers, and projects should reflect your own efforts. In class, cell phones should be turned off, and under no circumstances should students talk or text on their phones during lecture. Similarly, students using computers or tablets to take notes during lecture, must not surf the web, text, or access files not relevant to the lecture. On the first occurrence, inappropriate use of technology such as texting in class, will result in confiscation of the phone, computer or tablet for the remaining portion of the lecture period. The confiscated technology will be placed at the lectern and returned at the end of lecture. A second occurrence will result in confiscation of the technology for the remaining portion of the lecture period and the student will receive a formal, written warning. Beginning with the third occurrence, the student will be asked to leave the class for the rest of that day s lecture. DEWAR COLLEGE OF EDUCATION POLICY STATEMENT ON PLAGIARISM Below is information directly quoted from the Academic Honesty Policies and Procedures: Academic integrity is the responsibility of all VSU faculty and students. Faculty members should promote academic integrity by including clear instruction on the components of academic integrity and clearly defining the penalties for cheating and plagiarism in their course syllabi. Students are responsible for knowing and abiding by the Academic Integrity Policy as set forth in the Student Code of Conduct and the faculty members syllabi. All students are expected to do their own work and to uphold a high standard of academic ethics. The full text of Academic Honesty Policies and Procedures is available on the Academic Affairs website (http://www.valdosta.edu/academic/academichonestyatvsu.shtml). The consequences for acts of academic dishonesty in the Dewar College of Education are: FIRST OFFENSE: 1. The faculty member will administer an academic response (e.g. resubmit / retake assignment, failure of the assignment, failure of the course). 2. The faculty member will complete a Dewar College of Education Concern Form (http://www.valdosta.edu/coe/studentsinfo.shtml). 3. The faculty member will complete a Valdosta State University Report of Academic Dishonesty (http://www.valdosta.edu/academic/academichonestyatvsu.shtml). SECOND OFFENSE: Positively Impacting Learning Through Evidence-Based Practices 5

6 1. The faculty member will administer an academic response (e.g. resubmit / retake assignment, failure of the assignment, failure of the course). 2. The faculty member will complete a Dewar College of Education Concern form (http://www.valdosta.edu/coe/studentsinfo.shtml). The Dewar College of Education Concern Form Policy will be followed. 3. The faculty member will complete a Valdosta State University Report of Academic Dishonesty (http://www.valdosta.edu/academic/academichonestyatvsu.shtml). According to the Academic Honesty Policies and Procedures document, after a second (or subsequent) Report of Academic Dishonesty has been submitted to the Student Conduct Office in the Dean of Students Office, official charges will be drawn up and the disciplinary matter will be referred to the Valdosta State University Judicial Committee. ACCESSABILITY STATEMENT Valdosta State University is an equal opportunity educational institution. It is not the intent of the institution to discriminate against any applicant for admission or any student or employee of the institution based on the sex, race, religion, color, national origin, or handicap of the individual. It is the intent of the institution to comply with Title VI of the Civil Rights Act of 1964 and subsequent executive orders as well as Title XI in Section 504 of the Rehabilitation Act of Students requesting classroom accommodations or modifications due to a documented disability must contact the Access Office for Students with Disabilities located in Farber Hall- South. The phone numbers are (V/VP) and (TTY). STUDENT OPINION OF INSTRUCTION At the end of the term, all students will be expected to complete an online Student Opinion of Instruction survey (SOI) that will be available on BANNER. Students will receive an notification through their VSU address when the SOI is available (generally at least one week before the end of the term). SOI responses are anonymous, and instructors will be able to view only a summary of all responses two weeks after they have submitted final grades. While instructors will not be able to view individual responses or to access any of the responses until after final grade submission, they will be able to see which students have or have not completed their SOIs, and student compliance may be considered in the determination of the final course grade. These compliance and non-compliance reports will not be available once instructors are able to access the results. Complete information about the SOIs, including how to access the survey and a timetable for this term is available at INSTRUCTOR Name: Charles R. Talor Psychology Building Office # 2216 Telephone Number: (office); (department number for messages) Address: DO NOT USE BLAZEVIEW FOR CONTACTS! Office Hours: MW 11:00 am-12:00, 1 pm-2 pm; TTh 10:30-12:00 pm, 1:30-3:00 pm, and by appointment Positively Impacting Learning Through Evidence-Based Practices 6

7 FALL 2013 COURSE SCHEDULE FOR PSYC 3200-B CRN Class meets MWF at 10:00 10:50 am in room 1103 of the Psychology Building. DATE ACTIVITY LECTURE TOPICS 1, 2 1/13 Chapter 1 Introduction, themes, methods 1/22 Chapter 2 Prenatal development 1/24 CHOOSE Last day to decide on Reviewing Research or Research Participation 3 1/29 Quiz A Chapters 1 and 2 (50 points) 1/31 Chapter 3 Genetics & behavior 2/03 Research Complete CITI certification: turn in your print summary (10 points) 2/07 Chapter 4 Cognitive development 2/14 Chapter 5 Infancy 2/21 Exam 1 chapters 3, 4, and 5 (100 pts) 2/24 Chapter 6 Language development 2/26 Reviews Reviewers only, first article review is due today (20 points) 3/03 Chapter 7 Conceptual development 3/07 Research First 5 hours training and coding must be completed today (25 points) 3/10 Reviews Reviewers only, second article review is due today (20 points) 3/10 Research Research participants, first article review is due today (15 points) 3/10 Chapter 8 Intelligence 3/14 Exam 2 chapters 6, 7 and 8 (100 pts) 3/17 to 3/21 Spring break 3/24 Chapter 9 Social development 3/31 Chapter 10 Emotional development 3/31 Reviews Reviewers only: third article reviews are due today (20 points) 4/04 Research Research participants, second article review is due today (15 points) 4/07 Chapter 11 Attachment 4/14 Exam 3 Chapters 9, 10 and 11 (100 pts) 4/16 Chapter 12 Families 4/21 Reviews Reviewers only: fourth article reviews are due today (20 points) 4/22 Research Second 5 hours coding and observations completed today (25 points) 4/23 Chapter 13 Peers 4/23 Research Begin meetings to discuss end of term research participation (10 points) 4/30 Chapter 14 Selected pages on moral development 4/30 Reviews Reviewers only: fifth article reviews are due today (20 points) 5/05 Reviews Optional comparison review of your 5 articles (10 points) 5/09 Quiz B Final exam week: 12:30 pm Chapters 12, 13, & 14 (50 pts) 1 Topics may change as necessary 2 Tests are based on objectives & materials from these assigned materials 3 Students may switch from Research Participation to Term Paper option at any time of the term, but those optioning for Term Paper cannot switch to Research Participation after this point in the term. Positively Impacting Learning Through Evidence-Based Practices 7

8 FALL 2013 COURSE SCHEDULE FOR PSYC 3200-B CRN Review of peer-reviewed articles track Date Description of activity Credits 1/24 CHOOSE Decide Reviewing Research or Research Participation 2/26 Reviews Reviewers only, first article review is due today 20 points 3/10 Reviews Reviewers only, second article review is due today 20 points 3/31 Reviews Reviewers only: third article reviews are due today 20 points 4/21 Reviews Reviewers only: fourth article reviews are due today 20 points 4/30 Reviews Reviewers only: fifth article reviews are due today 20 points Total 100 points 5/05 Reviews Optional comparison review of your 5 articles 10 points (extra credit) Research participation track Credits 1/24 CHOOSE Decide Reviewing Research or Research Participation 2/03 Research Complete CITI certification: turn in your print summary 10 points 3/07 Research First 5 hours training and coding must be completed today 25 points 3/10 Research Research participants, first article review is due today 15 points 4/04 Research Research participants, second article review is due today 15 points 4/22 Research Second 5 hours coding and observations completed today 25 points 4/23 Research Meeting to discuss end of term research participation 10 points Total: 100 points 5/02 Research Optional additional coding or research participation 10 points (extra credit) Department of Psychology and Counseling Program Outcome: PSYC 3200 Child Psychology Developing Professionals for Service Program and Course Activity Assessment Child Psychology: PSYC 3200 VSU General Educational Outcomes 1. Students will demonstrate cross-cultural perspectives and knowledge of other societies. 2. Students will use computer and information technology when appropriate. 3. Students will express themselves clearly, logically, and precisely in writing and in speaking, and they will demonstrate competence in reading and listening 4. Students will demonstrate knowledge of scientific and mathematical principles and proficiency in laboratory practices. 5. Students will demonstrate knowledge of diverse cultural heritages in the arts, the humanities, and the social sciences. Assigned text readings. Assignments, Class activities, Projects Class activities, Term paper presentation, Project presentation Assigned text readings, Class activities, Projects Assigned text readings, Class activities, Projects Exams. The instructor uses appropriate grading criteria to evaluate students work. The instructor uses appropriate grading criteria to evaluate students work. appropriate grading criteria to evaluate students work. appropriate grading criteria to evaluate students work. Positively Impacting Learning Through Evidence-Based Practices 8

9 6. Students will demonstrate the ability to analyze, to evaluate, and to make inferences from oral, written, and visual materials. College of Education Outcomes II. KNOWLEDGE OF STUDENTS AND THEIR LEARNING: Teachers support the intellectual, social, physical, and personal development of all students. III. LEARNING ENVIRONMENTS: Teachers create learning environments that encourage positive social interaction, active engagement in learning and self-motivation. BA/BS Psychology Degree Outcomes 1. Identify plausible psychosocial and biological principles that influence behavior and cognition, given a particular context or situation. 2. Use appropriately the technical language of the science of psychology in oral and written communication. 3. Articulate the developmental changes resulting from hereditary and environmental factors 4. Describe the impact of society and culture on human diversity 5. Use appropriate computer technology to complete relevant assignments. Assigned text readings, Class activities, Research Project, Term paper. Assigned text readings, Class activities, Projects Assigned text readings, Class activities, Projects Assigned text readings, Class activities, Projects Assigned text readings, Class activities, Projects Assigned text readings, Class activities, Projects Assigned text readings, Class activities, Projects Assigned text readings. appropriate grading criteria to evaluate students work. appropriate grading criteria to evaluate students work. appropriate grading criteria to evaluate students work. appropriate grading criteria to evaluate students work appropriate grading criteria to evaluate students work appropriate grading criteria to evaluate students work appropriate grading criteria to evaluate students work The instructor uses appropriate grading criteria to evaluate students work Educational Outcomes of BA and BS Psychology Degrees Identified courses address listed outcomes explicitly. 1. use the scientific method as a primary basis for engaging in critical thinking 2. review empirical studies of psychology, analyze, and synthesize their research findings and draw appropriate inferences 3. design, run, and analyze research studies and write reports using APA style PSYC Course Numbers 3300, 3600, 3900, 4950, , 3900, 4000, 4050, , 3600, 4000, 4050, 4150, 4300, 4500, Positively Impacting Learning Through Evidence-Based Practices 9

10 4. articulate controversial and ethical issues in psychology 3600, 3900, 4800, identify plausible psychosocial and biological principles that 3110, 3130, 3200, 3210, influence behavior and cognition, given a particular context or 3220, 3300, 3710, 3800, situation 4100, 4150, use appropriately the technical language of the science of All courses psychology in oral and written communication 7. articulate the developmental changes resulting from hereditary and 3200, 3210, 3220 environmental factors 8. compare and contrast theoretical perspectives within psychology 3110, 3130, 3400, 3450, 3700, 3800, 4900, 4950 Review guide for research papers (term paper articles and research participant articles). PART ONE OF REVIEW (50%): USE THESE THREE HEADINGS IN YOUR REVIEW A. TITLE INFORMATION 1. Who did the study? a. List the authors, last name first, then their initials on a single line. b. What year was the study published? Continue the author line by placing the year in parentheses after the last author name. c. What was the title of the study? Continue the author and year line by placing the full title of the article after the year. d. In what journal was the article published? Write out the name after the title. e. What was the journal s volume number that published the article and pages of the article in that journal? Write out both after the journal name. B. RATIONALE OR LOGICAL ARGUMENT FOR CONDUCTING THE STUDY 2. What was the hypothesis or main research question for this article? If there were more than one, list each one. 3. What were the main arguments used to support conducting the study? C. METHOD FOR ANSWERING THE RATIONALE FOR CONDUCTING THE STUDY 4. What method was used to study the hypothesis or main research question? Specify the measures and procedures used to assess the people/animals in the study. 5. How many people/animals were studied? PART TWO OF REVIEW (50%): USE THESE TWO HEADINGS IN YOUR REVIEW D. RESULTS 1. What were the reliability and validity of the measures and procedures? 2. What were the results of the study? a. Descriptive results? (means, standard deviations). Include actual numbers from article. b. Inferential results? (correlations, t-tests, ANOVAs). Include actual statistical calculation from the article. If not present, explain why (also why you choose this article). E. INTERPRETATION 3. What do these results mean? Did the statistical analyses support the original study hypotheses or research questions you identified in Section B (rationale or logical argument) above? If not, was there a reason or explanation on why not? INCLUDE A COPY OF THE STUDY WITH YOUR REVIEW (REVIEWING ARTICLES ONLY NOT RESEARCH PARTICIPANTS) Positively Impacting Learning Through Evidence-Based Practices 10

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