Psychology 235: Thursdays 2 nd 8 Weeks Hybrid Course Child Psychology Semester Spring 2015 Faculty Gretchen Warren Title Professor Office Hours Thurs. 10:00-1, Fridays 3-4 by appointment & online Mon./Wed. 1-4 or by appointment in Rm. 316 SP3 Phone 540-834-1959 E-Mail Gwarren@germanna.edu or gwlw_1999@yahoo.com Credit Hours 3 1. Introduction Course Description: The course is designed to teach major concepts, theoretical perspectives, experimental findings, and historical trends in child psychology. Textbook: Berger, K. S. The Developing Person Through Childhood and Adolescence. (9 th edition) Worth Publishers, New York, NY. Additional Resources: Adele Faber and Elaine Mazlish, How to Talk so Kids will Listen and Listen so Kids will Talk. Darrell Huff, How to Lie with Statistics. David Shapiro, Neurotic Styles. John Bradshaw, Healing the Shame that Binds You. Stephen Covey, The Seven Habits of Highly Effective People. Rebecca Skloot, The Immortal Life of Henrietta Lacks. Publication Manual of the American Psychological Association. 6 th Edition, American Psychological Association, 1994. Educational Philosophy: My intention is to create and foster an interesting and active learning environment where students can explore learning concepts, theories, and applied concepts. Students are encouraged to work collaboratively through the learning process and to respect each student's contributions to the learning environment. Learning Outcomes: The learning objectives include understanding a variety of psychological concepts. More specifically, we will critically examine the following: the science of Psychology and Child Development research methods and research based studies development in regards to physiological, cultural, gender, age and social influences social ties developmental stages as described by a variety of researchers and case studies. Course Assessment: Small and large group activities, response papers, discussions of case studies, class and individual activities. All writing must be textually supported. This class is reading and writing intensive. Assessment of learning will be determined by using the following: 1. Group Response: Students will work in groups and complete group assignment. 2. Mid-term and Final Exam: Students will complete a take-home mid-term and a take-home cumulative final examination. 4. One of Two Observations: Students will do field work and examine specified case studies. 5. Presentations: Students will present their observation. 6. Participation: Class attendance, participation, and discussion board responses are required.
Comprehensive writings are required. Group work will require a summary of the group s thoughts with supporting information. Also, an observational writing is required. Grammar and spelling are an important part of communicating in any discipline and will be a part of the comprehensive writing grade. Discussion Boards: This course is a hybrid course. Online discussion boards are required. Directions for each discussion board are included via our Blackboard shell under Discussion Board. Due dates are included in this syllabus and via the individual discussion board entry. Group Response papers are two-fold; individual discussion board entries and a group paper to be turned in via a hard copy in class will constitute your grade. Your group is encouraged to experiment with what you have read and learned specifically from the concepts, ideas, and/or objectives from the week s reading assignments. Your group is also encouraged to research what you have learned from the textbook and in class. Please consider using time outside of class to organize with your group. Group assignments will be done randomly and change with each response. The directions are as follows: Our discussion board will facilitate the week-long group work. The group will discuss the topic in class and via Discussion Board. The discussion board entry must scholarly and be a paragraph, well written, and must include at least one properly cited reference. As a group, write a 2-3 page paper answering the groups question. Make sure to include at least one source to support the groups work (the text book is fine,.org and/or.edu). Important for the final group paper: Remember to answer the question completely, support your answer, offer a group voice, and then expand/apply to real-life (critical thinking by applying knowledge to real-life situations). The individual discussion board entries and a group paper constitute 2 parts of the Group Response assignment. Both parts must be completed to receive a grade. These are 25% of your term grade. Two observational writings are offered. Pick one. It should be typed, 12 pitch and 2 full pages (no more, no less). The observational writing should include an introduction, discussion, analysis, and a conclusion. We will discuss the exact layout expected during class. However, as an overview, the paper will be divided as follows: Page 1 will include the Introduction, the Methodology, and the Results. Page 2 will include the Discussion. Details describing each section are available via our Blackboard link and are located under Course Materials. The purpose of the observational writing is to encourage you to examine psychology objectively. The observational writing will count for 20% of the term grade. Below are the observational options. Pick one observation and refer back to our Writing PPT on Blackboard for writing the paper. The paper is due April 23. First Observational Assignment Option: Observe a child around 24 months of age and his/ her parent/guardian interacting. Try to refrain from being an active participant. Make notes (mental or physical about the conversation). From the interaction you observed, how do you describe each person s involvement? Be specific and use examples. Now describe at least 2 parts or moments in time when the interaction seemed particularly interesting. How would theoretical perspectives fit the situation you observed? Second Observational Assignment Option: Observe a child around 5 years old and his/ her parent/guardian interacting. Try to refrain from being an active participant. Make notes (mental or physical about the conversation). From the interaction you observed, how do you describe each person s involvement? Be specific and use examples. Now describe at least 2 parts or moments in time when the interaction seemed particularly interesting. How would theoretical perspectives fit the situation you observed? On one of last few days of class, you will present your observational writing. The presentation should be at least 5 minutes and no more than 8 minutes (the presentations are timed and part of the grade will reflect the 5-8 minute window). The presentation will count for 15% of the term grade. If there is an area you would like to do your research, get prior permission from the professor. The research area should be a. practical, b. based on data, and c. developmentally-oriented. There will be two exams. Each exam will count for 10% of the term grade.
Class attendance, participation, and discussion board responses are essential. Students are required to read all assignments prior to class and be prepared to discuss and apply the material during class discussions, activities, and exercises. With this hybrid class, discussion boards will be posted. Your responses to the discussion board should reflect critical thinking and be scholarly (at least one source per post). Your participation in class and through the discussion board will count for 20% of the term grade. Extra Credit: Throughout the course there will be opportunities for extra-credit. In the past, students have been offered a variety of choices. The choices depend on classroom & text discussions. The credit will be added to the final exam grade. Grading: Test scores, written assignments, class participation, and a presentation will determine grades. All written work will be graded for proper grammar and spelling as well as content and a show of critical thinking. The writing assignment should follow a standard APA format, unless otherwise discussed in class. All work must be hand delivered to the instructor unless special arrangements are made prior to the submission date. No late work will be accepted. Final breakdown of the grade is as follows: Mid-Term 10% Final Exam 10% Group Responses 25% Observation 20% Presentation 15% Class Participation 20% Total 100% The following will be used to assign course letter grades: 90-100 A 80-89 B 70-79 C 60-69 D 0-59 F (or two or more unexcused absences) Making Up a Missed Exam: Only extraordinary circumstances warrant a student being allowed to make up an exam. It is the student s responsibility to contact the instructor before the scheduled exam. In the process of determining whether a make-up exam should be allowed, the burden of proof is on the student. The instructor has the right to request verification of any excuse offered by the student. Late Submission of Course Materials: If an assignment is due on a day that the student is not present, it is the student's responsibility to get the assignment to the instructor on or before the due date. No late work will be accepted. Schedule: Our class schedule will be up-dated as needed. The syllabus may change over the course of our semester. Classroom Rules of Conduct: Class participation is expected and will form a part of the final grade. Students are expected to attend all classes and be on time. Students are required to read all material assigned prior to class and apply the material during class discussions, activities, and exercises. The student is responsible for providing the instructor with justification for an excused absence, either prior to or immediately after the absence. Cell phones are now an integral part of our modern-day experience. However, cell phone use is prohibited in the classroom. Before coming to class, put cell phones on Silent or turn them off for the duration of class. Students must be responsible for planning ahead and meeting deadlines. Students will conduct themselves in a professional manner at all times.
Students are expected to respect other students' opinions and values, even if they disagree with those opinions and values. There should only be one person talking at a time. Side bar conversations will not be tolerated. Academic Honesty: Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Observation of "Netiquette": All of your online communications need to be composed with fairness, honesty and tact. Spelling and grammar are very important in an online course. What you put into an online course reflects on your level of professionalism. Sentence Capitalization: Typing in all caps is considered screaming. Example: SUNDAY WILL BE A LONG DAY! Various studies have concluded that typing in all caps takes longer and is more difficult to read. Recipient may think you are overly excited. Leaving the subject field blank: Always fill in the subject with a concise statement describing the email. Do not use all caps or put in phrases such as Help or Hi. Failure to follow netiquette guidelines when filling in the subject line of an email may result in your correspondence being discarded as spam. Colored text and background colors: Use colors sparingly in your emails whether it is text or fill colors Certain colors can make emails difficult to read. Return receipt request: These allow you to track when the recipient opens your email you should use this email feature sparingly. Can be very annoying to the recipient of the email. Grammar and spelling check: Proofread emails for errors. Capitalize your sentences and use appropriate punctuation. Refrain from using multiple!!!!!!! or???????? These netiquette guidelines will help to ensure you are courteous and use proper manners while corresponding with your friends, family, and business associates. II. Communicating with the Instructor Office hours are posted on page 1 of this syllabus. Emailing is acceptable. If you would like to schedule a time to meet with the instructor, please email and offer two or three options. With each email, put the course and meeting day in the email s subject line. GCC policy gives the instructor 48 hours to respond back. For this class, the response time may be less. III. College Information and Class Policy 2nd 8 Week session Classes Begin Mar 12 Last Day to Add Mar 18 MLK Day (College Closed) n/a
Last Day to Drop with Refund Mar 23 Last Day to Withdraw Without Academic Penalty Apr 20 Spring Break (No Classes) Mar 16-22 Classes End May 13 Final Examinations During Last Scheduled Class Course Plan for College Closing: When the college s closing impacts our class time, the instructor will send out an email with instructions. Please make sure to check your GCC email regularly. Plagiarism: Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Attendance Policy: Instructors are required to maintain attendance records and to report absences via the online attendance reporting system. 1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment. 2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties. 3. In the event of two consecutive unexcused absences in a semester/term of enrollment, the student will receive a failing grade. 4. An Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course. Please note: This course is a hybrid class and 8 weeks in duration. The course is designed to incorporate online and in-class instruction. Be prepared for the reading, the writing, and the out-of class intensity this course demands. My office hours are designed to meet in person and via Blackboard Connect. I highly suggest you and I meet outside of class throughout our 8 weeks together.
Course Topic/Dates/Assignments Class Meeting Chapters Activities Exams and Assignments Due next class Meeting 1 March 12 Introductions, Schedule, and Video Group Response #1 groups assigned Assignment: Chapters 1, 2, 3 & 4 Group Response Number 1 work on and then be prepared to turn in at the end of class on March 26. Meeting 2 March 19 Spring Break Note: No formal class/ all work via Blackboard Chapters 1, 2, 3 & 4 Finish video In the Womb You Tube Review PPTs Week 2, Review Writing PPT for observations, Review PPT on Theorists Assignment: Chapters 5, 6, 7, & 8 First Discussion Board: Response Due Saturday, March 21. Two responses to your peers by Monday, March 23. Meeting 3 March 26 Discuss Chapters 5, 6, 7 & 8 Observation Q/A Parenting Exercise Group Response #1 Due at the end of class today. Group Response #2 groups assigned. Assignment: Mid-term exam due at 11:59 PM on April 2 Group Response #2 work on then be prepared to turn in at the end class April 9. Meeting 4 April 2 Note: No formal class/all work via Blackboard Mid-term exam due at 11:59 PM today, April 2 Assignment: Chapters 9,10, 11 &12 Meeting 5 April 9 Chapters 9, 10 & 11 Group Response #2 due at the end of class today Group Response #3 groups assigned Assignment: Chapters 12 and 13 Group Response #3 work on for next class and then be prepared to turn in at the end of our next class. Second Discussion Board: Response due Saturday, April 11 by midnight. Two responses to peers due Monday, April 13 by midnight.
Meeting 6 April 16 Chapters 12 & 13 Group Response : Group Response # 3 due at the end of class today. Assignment: Begin Chapters 14, 15 &16 Observations due next class Meeting 7 April 23 Observation Due (Hard Copy in class and submit to Safe Assign) Chapters 14, 15 &16 Case Study Assignment: Finish Chapter 14, 15 &16 Meeting 8 April 30 Finish Chapters 14,15 &16 Adolescence Presentations Begin Hand out Final Exams Final Exams due next class at the beginning of class. Work on presentation and practice (at least 3 minutes and no more than 8 minutes). Final Exams due next class. Meeting 9 May 7 Presentations Final Exam Due Have a fun and safe summer!
Group Responses Directions: Group Response papers are two-fold; individual discussion board entries and a group paper to be turned in via a hard copy in class will constitute your grade. As a group, write a 2-3 page paper answering the group s question. Make sure to include at least one source to support the groups work (the text book is fine,.org and/or.edu). Important: Remember to answer the question completely, define terms, support your answer throughout, offer a group voice, and then expand/apply to real-life (critical thinking by applying knowledge to real-life situations). 1 st Group Response: Group 1) Think about a belief you hold strongly and one that is in disagreement with a belief held by your parents, grandparents, or other adult relative. The belief may concern marriage, education, religion, roles of men and women, child-rearing and so forth. Now discuss that belief with your group in terms of your perspective and the other adult s perspective. In your group, pick one or two examples and then describe how the historical context in which each person grew up and then describe how that historical context influences the differences in beliefs. Group2) Go to http://pages.uoregon.edu/adoption/archive/harlowlim.htm Describe Harlow s experiment and explain why his work is important to developmental psychology. Was Harlow s work ethical when done, how about now? Why or why not? Group 3) With your group, first define nature and then define nurture. Think of one aspect of your life that is based on nature and one aspect based on nurture. With your group discuss these in your group and then pick 2 for nature and 2 for nurture to discuss in your group response paper. Describe how nurture has had an influence on the natural characteristic and how nature has influenced the nurtured characteristic. Group 4) From the chapters so far, offer 3 pieces of advice you would give a pregnant friend. Defend why you chose these 3 and support your answers. Group 5) Should pregnant women who use illicit drugs be prosecuted? Why or why not. Be specific and support your answers. Group 6) From page 16 in our text, describe Bronfenbrenner s theory on the Ecological Model. Then from your group s discussion, apply the theory to at least one real life example. 2 nd Group Response: Group 1) From page 159 in our text under Brain Development, how does the brain change from birth to age 2? Make sure to be specific and apply to real-life. Group 2) From page 159 in our text under Sensation and Movement, what is universal and what is cultural in development of gross motor skills in infancy? Group 3) From page 159 in our text and under Surviving in Good Health, what are the reasons for and against breastfeeding until the child is at least 1 year old? What is your group s opinion (supported by research) about breast-feeding past 1 year old? Group 4) From page 189 in our text under Applications, answer #2. Group 5) Starting on page 208 in our text, define the four types of attachment. Then, as a group, outline and discuss at least 3 conditions that predict secure attachment in infants. Group 6) Define fast-mapping and give examples. How does the concept apply to children s learning of curse words?
3 rd Group Response: Group 1) From Chapter 9 mainly, what are the main similarities between Vygotsky s theories and Piaget s theories? Which theorist best fits your idea of child development? Group 2) In your group, discuss the difference between punishment and discipline. Define punishment and define discipline. Included each group member s punishment/discipline type as a child, if the method of punishment/discipline changed with age, what kind of punishment/discipline was used for what misdeeds, and by whom. How were you each affected? Group 3) From pages 280-285, describe 3 pros for intervention programs. Describe 3 cons. Be specific and offer reallife examples. Group 4) List and describe the symptoms of autism. Use the DSM-5 as one reference. What interventions can help the child and the family? Group 5) Seven-year-old Brian has been diagnosed as having attention-deficit/ hyperactivity disorder. Define ADHD including symptoms and learning needs. What can his parents and teachers do to help him cope with this disability? Group 6) Explain how the high prevalence of teenagers texting while they are driving relates to the brain and emotional maturation. Consider one theorist in the answer.