Child Psychology
PSY 2301, FALL 2014
| Instructor: Pa Her, Ph.D. | Email: pher@citytech.cuny.edu |
| Office: N624 | Office Hours: Tu/Th: 5:00 PM to 6:00 PM, and by appointment |
| For emergencies, please text my cell: 559-824-5368 |
Course Description:
This course will provide an overview of the basic principles in development from prenatal to middle childhood. We will review trends in contemporary research on physical, cognitive, social, and emotional, development from birth up-to early adolescence and the impact of the interaction of these various aspects of development upon the individual as a whole. Major issues examined in this course include the relation of nature to nurture, of genes to environment, of the developing individual to the changing social context, and of mental health to school performance. We will begin with the history of developmental psychology, and research methodologies. We will discuss the contexts in which children live, with a particular focus on family, and the larger cultural context. Then, we will examine physical, cognitive, and socio-emotional development, with consideration of the cultural context, and focusing within each on examples of current research.
Course Objectives:
- Familiarity with major developmental periods and relevant issues
- Understanding of the transactional/gene x environment approach
- Discussion of current developmental issues and debates
- Exposure to important research areas in field
- Critical evaluation of research and conclusions drawn from research
- Exposure to service learning projects
Suggested Text:
Harwood, R. Miller, S. A., R. (2008). Child Psychology: Development in a Changing Society. John Wiley & Sons Inc.
ISBN: 978-0471706496
Required:
Shenk, D. (2010). The Genius in All of Us. New York: Doubleday/Random House.
All of the tests will be textbook, lecture, and discussion based.
Technology Aided –Online Component:
This class will be online 3 times during the semester on Blackboard (BB) or via OpenLab. If you do not already have an account, you must sign-up for an account. All lectures are on PowerPoint and are accessible through BB. All written assignments will be sent via BB—typically due at the end of the week Sunday, 11:59PM.
Learning Objectives and Assessment:
| Learning Objectives | Assessment: Instructional Activity,
Evaluation Methods and Criteria |
| To examine the theoretical approaches that underlie child development | Classroom discussion theoretical approaches; assignments and exams to identify factual material; in-class and online participation activities on identification and application of theories, individual project/presentation |
| To describe and understand the importance of child development from social and cultural perspectives. | Class discussion examining current research articles and projects examining social and cultural perspectives; in-class or on-line group discussion and participation activities on the implications of these perspective; assignment Preschool in Three Culture |
| Familiarity with major developmental periods and relevant issues | Classroom discussions comparing the different developmental periods; assignments, in-class and online participation activities. |
| Understanding of the transactional/gene x environment approach | Classroom discussions examining gene x environment approach; exam, in-class and online participation activities. |
| Discussion of current developmental issues and debates | Classroom discussions examining peer-reviewed articles; in-class and online participation activities. |
| Exposure to important research areas in field | Classroom discussions examining past and current peer-reviewed articles; in-class and online participation activities. |
| Critical evaluation of research and conclusions drawn from research | Classroom discussions examining peer-reviewed articles; in-class and online participation activities. |
General Education Goals and Objectives:
| Learning Objectives | Assessment: Instructional Activity,
Evaluation Methods and Criteria |
| Knowledge: To develop an understanding of the key concepts and methods of analysis used in developmental research; to develop analytical and critical thinking capabilities through comparing and contrasting the application of various theories and concepts to the understanding child development | Discussion of theories and concepts with a focus on developing the ability to distinguish their major differences; Students should be able to articulate these through class and on-line discussions, in written assignments, participation activities, and the individual project |
| Skills: Develop and apply the requisite tools and skills necessary to identify and understand the types of theories and methods best suited for investigating different types of child development. | Students should be able to demonstrate an understanding of the basic types of research methods and to assess which would be most suited for a particular research problem or investigation. They should be able to clearly express in writing and in class discussions, their research design and theory and why it the most effective method to address their individual project’s goals. |
| Integration: Development of student’s ability to create research questions that is based upon and builds upon a critical appraisal of existing research across disciplines. | Students should be able to formulate the kinds of questions that would be used in different types of research projects in related disciplines; assessment of this ability would be measured through the individual project, on exams and in class discussions and participation activities focused on this learning outcome. |
Assignments and Grading Policy:
Evaluation and Percentage of Grade from Course Requirements
(1) EXAMS=60%
You will be required to take 4 exams. I will drop the lowest exam. Your top 3 exams will be worth a total of 60% of the course grade. Exam dates are indicated on the course schedule. Each exam will cover about one-third of the course material and will consist of 40 multiple-choice questions, t/f, and/or essay. Course materials consist of text, class lectures, and any other information (e.g., videos) presented and discussed in class and online.
All exams will consist of multiple-choice, T/F questions, and 1 essay.
*If you cannot take the final exam during the scheduled day, please let me know at least 1 week in advance so that you can take the exam early. If you miss the exam—there are absolutely no make-up. Missing an exam will result in a zero (0) and it will count as your lowest exam dropped.
(2) PARTICIPATION/ASSIGNMENTS=20%
Your participation in this class will be determined by your in/out-of class assignments and discussions. These are short assignments and/or discussions worth 50 points. Because these are participation points, there are NO make-ups if you miss class.
(3) INDIVIDUAL SERVICE LEARNING PROJECT=20%
You will conduct one individual service-learning project worth 100 points. The project is meant to be a fun and interesting way to increase your comprehension of course material and to help you apply child development principles to everyday life within your community. It is also meant to work in a creative and innovative manner in integrating multiple psychological concepts. Below are 5 potential projects to choose from, although you are not limited to these 5 potential projects and may choose your own idea. If you choose your own idea, you must receive approval from me first. Choose projects which you will enjoy (i.e., which fit your own interests, skills, and creativity level) and which will stimulate your thinking about topics in this course. A brief description of potential projects is listed below. Be aware that some projects may require you to read ahead in the text or get outside sources. You must send me a proposal (briefly describing the project you will do and any relevant details), due week 6 –midnight, 2014 via Blackboard. Please note that these projects can require several days to a week to complete, so plan accordingly (i.e., do not procrastinate!). All projects must have a community-service impact. We will discuss this more in detail throughout the semester. You will write a summary of the project and/or findings and present the project/findings to the class.
GRADING SCALE:
The grading scale will be based on the total percentage of points earned throughout the course.
93-100 = A
90-92.9 = A-
87-89.9 = B+
83-86.9 = B
80-82.9 = B-
77-79.0 = C+
70-76.9 = C
60-69.9 = D
59.9 and below = F
Blackboard
Access to Blackboard:
You need to logon to the CUNY Portal in Blackboard. Go to www.cuny.edu and click Portal Log-in, which is on the lower left hand column on CUNY homepage. (If you do not have an account, click on Register Now to create a new student account. Click on Student and fill out the requested information.) Type in your user name and password. Once you have logged in, you will find a link on the right side of the page named Blackboard. When you click on it, you will be redirected to your Blackboard homepage. Then click on your course. You may also access BlackBoard via the City Tech website (www.citytech.cuny.edu) by clicking on the Blackboard link under “Quick Links.”
Please make sure to download the outlines for each lecture (found under POWER POINTS) and bring them to class.
Help with BlackBoard:
If you need assistance with BlackBoard, you can go for help in the student lab, G-600, at any time during its hours of operation. Additionally, free workshops in Blackboard are offered in G-604. You do not need to register for these workshops; just drop in.
Additional information about the CUNY portal and BlackBoard may be found at Websupport 1:
1. Go to http://websupport1.citytech.cuny.edu
2. On the left-hand side, scroll down to “Instructional Technology” and click.
3. On the right-hand side, scroll down to “Beginner’s Guide to Blackboard Course Info” and click.
4. Select “Beginner’s Guide to Blackboard Course Info.”
Attendance and Lateness
Attendance:
Regular attendance is required to master the course material and you are expected to attend each class meeting. You may be absent without penalty for 10% of the number of scheduled class meetings during the semester as follows:
| Class Meets | Allowable Absence |
| 1 time per week | 2 classes |
| 2 times per week | 3 classes |
| 3 times per week | 4 classes |
More than two absences may result in a WU grade, and will result in 5% off your participation grade. If extenuating circumstances arise (e.g., medical and/or family emergencies), you are responsible for informing me as soon as possible. Documentation pertaining to the emergency may be required as well. Attendance will be taken for every class.
Lateness:
Please note that three lateness will count as one absence.
CUNY Policy on Academic Integrity Policy
Plagiarism is the presentation of another’s work as one’s own. In this course the presentation of someone else’s work without attribution at any time—online posts—will be prosecuted under the terms outlined in the The City University of New York and at New York City College of Technology and is punishable by penalties, including failing grades, suspension, and expulsion. Please refer to the Student Handbook for more information on academic dishonesty.
If you are found guilty of plagiarism, the penalties include an F on the assignment, an F in the course, and having the infraction noted on your official transcript.
Two forms of plagiarism are of special concern in Psychology.
The first is copying someone else’s words without using quotation marks and proper parenthetical referencing (“verbatim plagiarism”). The second is taking several others’ writings and translating them into your own words without acknowledging the sources (“mosaic plagiarism”).
That said, of course, the skill itself – paraphrasing – is an important tool to learn how to use. But the original author must always be cited according to the standards outlined in the PublicationManual of the American Psychological Association.
There will be zero tolerance for plagiarism or other forms of cheating. You will receive a zero should this occur.
There will be zero tolerance for cell phone use or texting. You will receive a warning the first time. Incidents thereafter will be deducted 5 points per incident from your overall participation points.
Course Schedule:
Summary of Topics (tentative outline)*subject to change
| DATE | TOPIC | Exam/Test/
Assignment & Discussion Due Date |
CHAPTER |
| Week 1 | Introductions; History |
|
CH. 1: Frameworks for Development SHENK: CH 7, INTRO |
| Week 2 | Research Methods
Genes and Development |
|
CH. 2: Studying Child Development and its Contexts CH. 3: Genetics and Biological Development SHENK: CH1 |
| Week 3
ONLINE THIS WEEK |
Prenatal Development |
|
CH 4: Prenatal Development, Birth, and the Newborn SHENK: CH 4 |
| Week 4 | Prenatal Development and Summarize Part 1 EXAM 1 (Ch. 1, 2, 3, 4) Brain Development |
|
CH 6: The Brain |
| Week 5
3/6 |
Brain Development |
|
CH 6: The Brain |
| Week 6 | Cognitive Development |
|
CH 7: Piaget and Vygotskyt |
| Week 7 | Perceptual Development | CH 5: Perceptual Development | |
| Week 8 | Summarize Part 2. EXAM 2 (CHAPTERS 5, 6 & 7) Language Development |
|
CH 10: Language Development SHENK: CH. 2 |
| Week 9 | Information Processing, Core Knowledge Approaches |
|
CH 8: Information Processing and Core Knowledge Approaches |
| Week 10 | Intelligence, Motivation |
|
CH 9: Intelligence, Motivation and Schooling
SHENK: CH.2 |
| Week 11 | Summarize Part 3. EXAM 3 (CHAPTERS 10, 8, 9) Socio-emotional development & Self |
CH 11: Social and Emotional Worlds of Infants and Young Children SHENK: CH 9 |
|
| Week 12 | Self-Identity
Moral Development |
|
CH 12: Self and Identity
CH 14: Moral Development |
| Week 13
ONLINE THIS WEEK |
ONLINE |
|
ONLINE |
| Week 14 | Families; Parenting Style
and Summarize Part 4 |
CH 15: Parents SHENK: CH 8 |
|
| Week 15 | Presentation of Individual Projects
FINAL (CHAPTERS 11,12,14, & 15) |
|
Presentation of Individual Projects |
