MT. SAN JACINTO COLLEGE Spring 2015

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1 Course: CDE 110 Course Title: Child Development Section # 3091 Units: 3 Inst: W. Orcajo Office: MVC CDEC Office Phone: Office Hours: Wednesdays 8:30-10:30 am and Fridays 8:30am-11:30 am worcajo@msjc.edu Website: Direct Blackboard login: LAST DAY TO DROP WITH a W 3/02/15 Textbook: Berger, K. (2012). The Developing Person: Through Childhood and Adolescence, 9th ed. Supplementary materials are available on the text s companion website: Online Textbook Companion Required class materials: Textbook (or Publisher Access Card), computer with internet access as described at my.msjc.edu and the ability to format assignments in Word (.doc or.docx), PDF (.pdf) or Rich Text Format (.rtf), and the resources to interview adults about child development. Course Description: This course addresses children s typical and atypical physical, cognitive and social/emotional development from conception through adolescence. Emphasis is given to theories providing frameworks for understanding development, to research offering specific evidence about development, and to application of theory and research. Course Learning Outcomes: Throughout this course, the student will: 1. Identify physical, cognitive, and social/emotional developmental norms from conception through adolescence. 2. Apply developmental theory in order to analyze real-life behaviors. 3. Explain and define grand and emergent theories. Course Objectives: Upon successful completion of this course, the student will: 1. Examine the reasons for studying developmental processes, including scientific processes used for developmental study, ethics and culture for application of own professional and personal life context. 2. Compare and contrast the perspectives of various developmental theorists, including but not limited to: Piaget, Erikson, Freud, Gesell, Maslow, Vygotsky, Bronfenbrenner, Skinner, Watson, Pavlov, and Bandura. 3. Analyze cultural, economic, political, historical and environmental contexts

2 that affect a child s development from conception to adolescence. 4. Classify the typical and atypical major developmental milestones from conception through adolescence in the areas of physical, cognitive, language, and social/emotional development. 5. Apply developmental theory to observations, surveys and/or interviews using investigative research methods, analyzing information drawing objective conclusions affecting one s understanding of development. 6. Analyze and evaluate historical contexts about children, human development and resulting childrearing practices. 7. Examine how developmentally appropriate childrearing and educational practices can work to prevent problems. 8. Formulate developmental theory into a sequential human developmental lifeline from birth through adulthood. Student Responsibilities: In order to successfully complete this course the student will: 1. Remember that attendance policies for online classes are similar to those of faceto-face (traditional) classes. For example, weekly discussion questions (DQs) are meant to take the place of in-class discussions and may not be made up; missing more than four DQ postings will be enough reason for the instructor to drop the student. All other written assignments will not be accepted more than one week late and will be worth 75% of the original point value. Exams are completed online and may not be made up. 2. Understand that the workload of this class mirrors those of a traditional 16 week face-to-face session. This means that you can expect to spend a minimum of hours per week reading, researching, writing, posting and otherwise preparing for class assignments and activities. 3. Keep track of points received on all assignments and when in doubt regarding class standing should consult with the instructor. 4. Regularly (2-3 times per week) check their college account as well as the course site to monitor instructor messages. Per MSJC policy, Instructor can only respond to s from registered students; you MUST use your msjc student account when contacting the instructor or submitting assignments. Instructor will respond to students within 24 hours (excluding weekends); if there is no response within 24 hours, student can assume that the message was not received. All s to instructor MUST have in the subject line. The best

3 Source of information when the college is experiencing connectivity issues (with either the msjc system or with my.msjc.edu) is the MSJC website: 5. Turn in written assignments that are typed, free of excessive spelling or typographical errors, are written at a college level and follow assignment guidelines. All written work is to be turned in via the Assignments tab and MUST be formatted in Microsoft WORD (.doc or.docx), PDF (.pdf), or Rich Text Format (.rtf). It is the student s responsibility to ensure that documents are formatted correctly. Documents incorrectly formatted or unable to be opened by the instructor will not receive credit. Postings are to maintain the same writing standards. This includes referencing points of view that are not your own. 6 Understands that Mt. San Jacinto College abides by the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973 that prohibits federal and state agencies or programs from discriminating against qualified individuals with disabilities. If you have a documented disability that limits major life activity which may have some impact on your work in this class and for which you may require accommodations, please see me or Disabled Student Programs and Services. DSPS may be contacted at (951) (SJC) or (951) (MVC) to verify your disability and arrange for accommodations. 7. Understand that the MSJC Learning Resource Centers (LRC) offer free tutoring and academic support in all subjects for all MSJC students. Students are encouraged to make an appointment or to drop in whenever the LRC s services will enhance their chances for success in this class. The LRCs may be contacted at (951) (SJC) or (951) (MVC). 8. Know and follow all aspects of the Student Code of Conduct (found in the current MSJC Catalog). Please pay particular attention to the references covering cheating, plagiarism, academic dishonesty and that of disruptive behavior and defiance of authority as these are grounds for suspension and/or dismissal from class. Assignments lacking academic integrity will be returned to the student for resubmission at a point value of no more than 75% of the original point value. Subsequent offenses will result in the assignment being dismissed from the final point total. 9. Understand that if they plan to work with children either in a paid or non-paid (including Occupational Internship, CDE 144 or CDE 148), should be aware that any criminal charge(s) on their record may prevent them from doing so. Students may be required to complete a DOJ fingerprint clearance process before they begin their OI or field experience courses. Students who have questions about this or wish to begin the clearance process should meet with the instructor as soon as possible.

4 10. Online Etiquette* For full credit and to remain in good class standing, please abide by the following: a. avoid posting, promoting, or distributing content that is known to be illegal b. avoid posting harassing, threatening, or embarrassing comments c. if you disagree with someone, respond to the subject, not the person, with sources to support your claim d. avoid posting content that is harmful, abusive, racially, ethnically, or religiously offensive, vulgar, sexually explicit, or otherwise potentially offensive *Adapted from Capella University, 2002 Grading Policy: Exams (4 at 75 points each) = A Interviews (2 at 150 points each) = B Developmental Lifeline = C Discussion Questions (8 at 40 pts ea) = D = F TOTAL 1220 Exams: Exams will be made up of multiple choice questions and will be completed entirely online. Exams will become available in the Exams tab on Mondays at 10pm and are due the following Friday by 10pm. You have three attempts to complete each exam but only the last submitted score counts. Specific due dates are in the Course Calendar section of this syllabus. Interviews: As part of this class, students will conduct interviews of adults concerning the growth of children aged 0-18 years. Further directions will accompany assignment sheets which will be made available approximately twothree weeks before the assignment is due in the Assignments tab (Interview 1 will be available on January 20 th ). Developmental Lifeline: Using developmental theories, you will examine your life in developmental sequences. For specific guidelines, please refer to the assignment sheet (available in the Assignments tab on January 20 th ). Discussion Questions: Every week there will be one discussion question (DQ) which will contain a variety of questions requiring student posting to the

5 Discussion Board area of the course. Each student will be required to respond to one question and to one other student s post. DQs will be posted at 10pm on Fridays. Personal posts are due by 10pm the following Tuesday; peer posts are due by 10pm the following Thursday (see the calendar in this syllabus for specific dates). The personal posts are worth 20 points and the peer posts are worth 20 points for a total of 40 points. DQ Personal responses should be thought of as 4-5 paragraph essays which consist of an introduction paragraph, 2-3 paragraphs of information, and a concluding paragraph summarizing what the student found to be the most important or relevant to the study of child development. The majority of the response should be written in the student s own words and should NOT be copied and pasted from the source (to do so is considered plagiarism even if the source is cited). A minimum of three sources are required (other than the ones noted in the original question; one source may be the textbook) and should be listed at the end of the response in alphabetical order. Information to include are the author(s) last name, date of publication and the title of the work. If the source was found online then include the author(s) name, title of the work or publication, ENTIRE URL, and the date retrieved (viewed). DQ Peer responses should be in response to someone who chose a different question than the student did in their personal response and be a total of 3-4 paragraphs. Begin by summarizing the peer s findings and then based on text readings, analyze the information and apply it the process of child growth and development. Include a minimum of three text citations (include specific page number(s) directly after the textbook reference). More information regarding the expectations for the DQ assignment can be found in the DQ Grading Rubric in the My Grades section of Blackboard. Information about plagiarism can be found in the Helpful Links section.

6 Course Check-in 1/12-1/21 CDE Course Calendar Check in by midnight 1/21; Failure to check-in by midnight 1/21 will result in you being dropped from the course Dates Unit Topic 10 pm*tue 10 pm Thu 10pm Fri Unit One Chapter 1-2 DQ**1 Personal DQ1 Peer 1/20-1/23 Unit Two 1/26-1/30 Chapter 3-4 DQ2 Personal DQ2 Peer Exam 1 (Ch 1-4) Unit Three 2/02-2/06 Unit Four 2/09-2/12 Unit Five 2/17-2/20 Unit Six 2/23-2/27 Unit Seven 3/02-3/06 Unit Eight 3/09-3/13 Chapter 5-6 DQ3 Personal DQ3 Peer Interview 1 Chapter 7-8 DQ4 Personal DQ4 Peer; Exam 2 (5-8)*** Chapter 9-10 DQ5 Personal DQ5 Peer DL Rough Draft Chapter DQ6 Personal DQ6 Peer Exam 3 (Ch 9-12) Chapter DQ7 Personal DQ7 Peer Interview 2 Chapter DQ8 Personal DQ8 Peer Exam 4 (Ch 13-16) Developmental Lifeline * All times are Pacific Standard Time (PST) ** DQ refers to Discussion Question *** Day Change due to college holiday Please note that assignment due dates and/or times may be adjusted due to technical difficulties by the college