School of Liberal Arts Psychology 205 Winter 2010 Credit Course Child Development Instructor: Stacey Burnard Classes: Monday Time: 7:00 to 10:00 p.m. Office: Room: A2402 Office hrs: By appointment Phone: 335-1717 E-Mail: Stacey.burnard3@gmail.com COURSE DESCRIPTION This course presents a broad introduction to the area of developmental psychology. The physical, cognitive, and social aspects of child development will be introduced in this course. There will be a focus on the research methods, theories, and findings in the field of child development. Applications of these theories and findings also will be considered, as well as topics including parenting and positive supports, attachment theory and child psychopathology and learning challenges. COURSE TRANSFER UBC Psych 2 nd yr (3) SFU Psych 250 (3) UVIC Psyc level 200L (1.5) UAF EC 245 (s) (3) UNBC Psyc 2xx (3) UAS Psy S2 Elec (3) UR Psyc 200L (3) For more information about transferability contact the School of Liberal Arts. COURSE PREREQUISITES Psychology 100 and Psychology 101. COURSE FORMAT (3-0-0) The class format will consist of lectures and class discussions.
LEARNING OUTCOMES 1. Develop an understanding of child development including the physical, cognitive and social development. 2. Demonstrate an understanding of child psychology terminology and explain important features of child psychological concepts and theories. 3. Demonstrate an understanding of controversial issues in child psychology. 4. Demonstrate critical thinking skills as they apply to aspects of child psychology. 5. Demonstrate research and writing skills. 6. Evaluate his/her own attitudes (against a political and societal backdrop of labeling and treatment), within a psychological context, towards aspects of child psychology covered in the course. COURSE REQUIREMENTS/EVALUATION: ATTENDANCE AND PARTICIPATION Attendance will be taken at every class. Your participation is essential to the development of class unity and the learning process for everyone including yourself. Group discussion offers you a forum in which to articulate your own ideas and to be educated through the ideas of others. We will create together a respectful environment where everyone will feel safe and welcome to speak. A student may be withdrawn from a course if more than 10% of the scheduled contact hours are missed in any one course. Withdrawal from a course may result in loss of full-time status and loss of sponsorship funding. Examinations include lecture material therefore attendance is encouraged. TESTS & ASSIGNMENTS RESEARCH AND POSITION PAPER: 40% There will be one research and position paper assignment that will allow students to research a controversial topic in child psychology that is meaningful to them. Marks will be allotted for form as well as content. Marks will be given for communication skills including grammar, sentence and paragraph structure, spelling and organization. Proper referencing (APA) is required. Suggested topics will be provided to students during the first week of classes. Students may choose their own topic provided they get approval from course instructor beforehand. Late papers : 5% lost for each day late EXAMINATIONS There are two exams in this course, a mid-term (30%) and a final exam (30%). Examinations will cover lecture material and assigned readings. The questions may include multiple choice, short answers, and essay- type questions. The final exam is scheduled during exam week. It should be noted that alternate arrangements to write an exam would only be considered under exceptional circumstances (i.e., bereavement, illness). If there is a circumstance you know about before the exam date, please consult me in advance and we will discuss what arrangements are possible.
Research and Position Paper 40% Mid-term 30% Final Exam 30% EVALUATION WRITING CENTRE All students are encouraged to make the Writing Centre a regular part of the writing process for coursework. Located in Room C2211 (in the College Library), the Writing Centre offers writing coaching sessions to students of all writing abilities. For further information or to book an appointment, visit the Centre's website:dl1.yukoncollege.yk.ca/writingcentre At the instructor s discretion, students may be required to attend Writing Centre coaching sessions during the composition process of their paper(s) as a condition of assignment completion. The number of sessions required per assignment will be specified on the assignment sheet, and the Writing Centre will issue written confirmation of attendance, which should be attached to the written work being submitted for evaluation. TEXTS Required text: Hetherington, Parke, Schmuckler (2005). Child psychology, (2 nd ed.). McGraw- Hill Ryerson, Toronto. OPTIONAL TEXTS American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author. American Psychological Association (2001). Publication Manual (5th ed.). Washington, DC: Author. Students with Disabilities or Chronic Conditions Reasonable accommodations are available for students with a documented disability or chronic condition. It is the student s responsibility to seek these accommodations. If a student has a disability or chronic condition and may need accommodation to fully participate in this class, he/she should contact the Learning Assistance Centre (LAC) at (867) 668-8785 or lassist@yukoncollege.yk.ca.
CHILD DEVELOPMENT PSYCHOLOGY 205 Week of Topic Readings Jan 04 Theories of Child Development & Chapter 1&2 Research Methods Jan. 11 Heredity & Environment & Prenatal Chapters 3 & 4 Prenatal Development & Birth Jan. 18 Infancy: Sensation, Perception and Learning Chapter 5 & 6 Growth: Brain, Body, Motor Skills & Sexual Maturation Jan. 25 Maturation & Language Chapter 8 Feb. 1 Emotional Development and Attachment Chapter 7 Feb 8 MID TERM Feb. 15 Cognitive Development-Piaget/Vygotsky Chapter 9 Feb. 22 Intelligence, Learning Disabilities and Schools Chapter 10, 11 (14) March 1 March 8 Disorders of Childhood (emotional and eating disorders) Reading Week March 15 Parenting & Behaviour Chapter 12 & 13 March 22 Moral Development Chapter 16 Research Paper Due March 29 Environmental Changes & Bullying Final Examination to be scheduled Position Paper
A 6 page position paper on any of the areas of child development listed below or a preapproved topic by instructor. Paper will outline general precepts of the theory as well as arguments supporting, and criticisms of, the theory. Last page provide your specific opinion which must be based on the research and summary of the leading points. You may find that your position might not be a simple agree or disagree. You may also offer an alternative position (Yes, but Or No, but ). Marks will be allotted for form as well as content. Marks will be given for communication skills including grammar, sentence and paragraph structure, spelling and organization. Proper referencing (APA) is required. 12 citations required. OR Observe one child twice for 30 minutes each time or two children each for 30 minutes. Record your observations on a two 4-page log outlining time, and observed action. Provide observation sheets as appendices. Write a 6 page essay describing what you observed utilizing the terminology as outlined in the theories from your text. The paper will be marked on the basis of level and knowledge of the topic as well as critical analysis presented 50% Organization, style, as well as ability to succinctly present a topic in 6 pages 50% (I do not want a mere listing of the arguments; A critical analysis needs to take place; for example, what do the proponents say and why?) 1) Discuss the latest research on attachment. The suggestions that it is the mother not the child who attaches. Cite work from U. of Toronto, and Gordon Neufeld. 2) Discuss effective techniques of child rearing. What do the experts say? Is there just one way? Is discipline necessary? What about nurturing? 3) Does Inclusive education work? Can there be too much tolerance and accommodation for diversity of student behaviour in the classroom? 4) Are we overprescribing medication to solve our children s and classroom s problems? 5) Can bully-proofing change school climate? 6) Does maternal employment have negative effects on children s development? What about dual income families? 7) Are fathers really necessary? 8) Are gay families any really different? What benefits can be offered from this type of family arrangement?