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Child Development Class Assignments Bouley

CLINTON COMMUNITY COLLEGE

Plattsburgh, N.Y. 12901

Fall 2006

Psy235 Child Development 

Instructor: June Foley

Office: 532

Phone: 562-4177

Office Hours: Monday, Wednesday: 9:00-10:00 am, Tuesday, Thursday: 12:30-1:30, Friday, noon-1:00

Course Description:

This course provides a general introduction to the area of Developmental Psychology and a survey of developmental processes that influence the growth of the physical, intellectual, and socio-emotional aspects of the child from conception through middle childhood.

Course Objectives:

  1. Students will demonstrate the ability to think critically and analytically, and to reason logically about issues in child development using course information and past experiences.
  2. Students will demonstrate an understanding between theory and practice and be able to apply classroom learning to situations in life outside the classroom.
  3. Students will demonstrate an understanding of the scientific methods used to learn about child development.
  4. Students will understand the basic physical changes in the body and brain during childhood and the factors important for healthy growth. 
  5. Students will understand the cognitive changes during childhood from  Piagetian and Information Processing perspectives and the factors important for healthy growth.
  6. Students will understand the social and emotional changes during childhood, and the factors important for healthy growth.

Text:

Berk, Laura (2005) Infants and Children, 5th ed. Allyn and Bacon, Boston, Mass.

Interactive Web site:  http://www.abinteractive.com  The access code can be found inside the front cover of your textbook.  This site includes self-tests, video clips and other activities.

Attendance:

Regular class attendance and participation are essential for success in this course. Students are expected to attend all classes and to be prepared to discuss assigned reading. It is College policy that if a student misses 15% of class sessions s/he may be withdrawn from the course. I adhere to College policy. Students will be marked present if they are present at the time roll is taken in the first minutes of class. Late arrivals are disruptive to the class. Please make every effort to arrive on time.

College Policies

Students are expected to follow the College policies outlined in the College Catalog, pages 23-27.  These policies govern grading, standards for academic progress, attendance, and academic honesty.  It is important that you are aware of your rights and responsibilities according to these policies.

Evaluation and Grading:

4 Exams @ 100 points each

1 Comprehensive Final Exam @100 points

1  Article Review  @ 100 points 

2 Observation/Application Paper @100 points each

Attendance and Participation @ 100 points

Exams will be combination multiple choice and short answers. Questions follow directly from Learning Objectives and Class Discussions. You may drop the lowest test grade. NO MAKE-UP TESTS. Tests may be taken early.

Papers are due at the beginning of the class for which they were assigned. Students will lose 5 points the first day a paper is late, and 5 points for each additional class day the paper is late. The late penalty will be waived for students who attend class on the day the paper is due and hand it in by 5:00pm.  Papers may be submitted via e-mail as attachments in Microsoft Word. Papers MAY NOT be submitted as e-mail.

Coming to class prepared

Most days classroom activities will consist of discussion of assigned reading material. This allows students to check their understanding of materials read, reflect on that information, and share their opinions about it. In the process the material is rehearsed in a meaningful way. This has been established as among the most effective methods to learn new material. Obviously however, such a classroom is virtually useless to students who have not read the assignment. I want all my students to do well. Successful students have told me overwhelmingly that reading the book before class was vital to their success. There may be pop quizzes to evaluate preparation for class. These will be part of the attendance and participation grade

Using my Office Hours

I strongly encourage students to come to see me. I am willing to answer virtually any question. I will explain confusing articles. I will review papers before they are turned in. I will review your study strategies with you to see how they could be improved. I want you to succeed in this class.

Course Outline and Assignments

Date    

   Topic

 Assigned Reading: To be completed BEFORE class

8/29

Overview/ Syllabus

8/31

Theories

1-31

9/5

Research Methods

31-51

9/7

Biological and Environmental Foundations of Development

52-83

9/12

Foundations and Interactions

83-91

9/14

Prenatal Development

93-127 (Ch.3)

9/19

Birth and Newborns

129-162 (Ch. 4)

9/21

EXAM

9/26

Infancy- Growth and Motor Skills

165-182

9/28

Learning and Perception

182-205

10/3

Piaget

207-219 Article Review Due

10/5

Information Processing/ Language

220-247

10/12

Emotions

249--264

10/17

Attachment and Self

264-283

10/19

EXAM

10/24

Early Childhood- Growth and Health

287-298

10/26

Health Care/ Motor Development

298-313

10/31

Piaget/Vygotsky

315-333  Observation Paper Due

11/2

Information Processing/Language

333-355

11/7

Emotions/Self

357-371

11/9

Gender/Parenting/Child Maltreatment

371-406

11/14

EXAM

11/16

Physical Development

401-425 (Ch. 11)

11/21

Piaget/Information Processing/ADD

427-441

11/28

IQ/ Language/ School

442-467  Observation Paper Due

11/30

Self/ Emotions

469-481

12/5

Moral Development/ Peers

481-511

12/7

EXAM

12/12

Review

12/14

COMPREHENSIVE FINAL EXAM

 

For a Printer-Friendly version of this lesson, click here: (PDF)(RTF)

Grade Levels: 9-12

Time Allotment: Two 45-minute class periods

Overview: In this lesson, students learn about the changes that occur in children as they grow. In the Introductory Activity, students brainstorm and use online resources to explore the stages of development children go through from birth to age five. In the Learning Activity, students explore video segments from the PBS program The Human Spark to learn about brain growth, language development and how children’s views of right and wrong can be shaped by others. In the Culminating Activity, students reflect upon their own process of development and how they acquired their skills and knowledge.

Subject Matter: Science; Psychology; Child Development

Learning Objectives:

Students will be able to:

  • Describe important child development milestones from birth to age five.
  • Discuss the developing human brain.
  • Describe how the development of humans compares to that of animals and discuss the role of language in children’s development.
  • Explain how authority figures can influence children’s perceptions of right and wrong.
  • Discuss what has shaped their own skills and knowledge.

Standards:

National Standards for High School Psychology Curricula

Standard Area IIIA: Lifespan Development
Content Standards
After concluding this unit, students understand:

  • CONTENT STANDARD IIIA-1: Development as a lifelong process
    Students are able to (performance standards):
    • IIIA-1.1 Describe physical, social, and cognitive changes from the prenatal period throughout the lifespan. Students may indicate this by (performance indicators):a. Illustrating developmental changes in physical, cognitive, and social development
      b.  Describing research on child development; c.  Hypothesizing on the interaction of physical, cognitive, and/or social changes in behavior; d. Inferring how peer relationships change over time; e.  Describing similarities and differences in development across cultures; f.  Discussing the relative importance of peers’ versus parents’ influence in different cultural groups; g.  Examining the role of psychology in enhancing the life of older adults.
    • o IIIA-1.3 Identify the complex cognitive structures found in the early development of infants and young children. Students may indicate this by (performance indicators):a.  Citing research on the capabilities of infants and young children; b.  Comparing contemporary research on early views of infant capabilities with current understanding; c.  Discussing the role of the caregiver in promoting child development; d.  Explaining how cultural practices in child-rearing may influence cognitive development.
    • IIIA-1.4 Apply lifespan principles to personal experience. Students may indicate this by (performance indicators): a. Comparing their own life experiences with general patterns of others from their generation; b.  Predicting their own developmental changes over time; c.  Describing transition from childhood to adolescence; d.  Explaining the transition from adolescence to adulthood; e.  Projecting themselves into late life adulthood (i.e., post 65)
  • CONTENT STANDARD IIIA-4: Issues surrounding the developmental process (nature/nurture, continuity/discontinuity, stability/instability, critical periods)
    Students are able to (performance standards):
    • IIIA-4.1 Describe the role of critical periods in development. Students may indicate this by (performance indicators): a. Giving an example of a critical period in development; b. Evaluating significance of critical periods in development; c. Explaining difficulties of research in the area of critical periods; d. Linking cortical development to enriched environments during critical periods.
    • IIIA-4.2 Explain the issues of continuity/discontinuity and stability/instability in development. Students may indicate this by (performance indicators):a. Giving an example to illustrate continuity or discontinuity in development; b.  Citing research concerning stability or instability of traits over time;

New YorkState Standards:

Learning Standards for Health, Physical Education, and Family and Consumer Sciences

Students will know the basic principles of home and community safety. They can demonstrate the skills necessary to maintain their homes and workplaces in a safe and comfortable condition. They can provide a safe and nurturing environment for themselves and others.

  • Students understand the stages of child development and apply this knowledge to activities designed to enrich the physical, social, mental, and emotional development of a young child. This is evident, for example, when students: plan a daily program of balanced activity for preschoolers based on knowledge and understanding of patterns of child growth and development; describe effective ways of promoting positive behavior in children; identify characteristics of a safe and nurturing home and work environment.

Media Resources

The Human Spark, selected segments

Websites:

  • Child Development and Parenting This section of the CDC’s National Center on Birth Defects and Developmental Disabilities Website provides information about child development, including the following:
  • The Milestones Quiz This interactive quiz highlights developmental milestones.
  • Developmental Milestones This section has fact sheets about developmental milestones from birth through age five.
  • Milestones Chart This interactive chart provides details about developmental milestones through age five.
  • Development Timeline This site features a child development timeline, which students can use in the Introductory Activity.

Materials

For the class:

  • Computers with internet access
  • Computer, projection screen and speakers (for class viewing of online/downloaded video segments)
  • “Child Development Milestones” handout. Optional. (See “Before the Lesson” for details.)
  • Printouts of the following “Important Milestones” fact sheets from the CDC website.
    (Note: Print out enough copies so that each group of 2-3 students has one of the seven fact sheets. If possible, when conducting this lesson’s Introductory Activity, divide the class into at least seven groups before assigning these fact sheets so that each of the fact sheets can be distributed to at least one group. For example, at least one group should receive the “end of 3 months” fact sheet, at least one should receive the “end of 7 months” fact sheet, etc. It is fine if more than one group gets the same fact sheet. Instead of making printouts, you can have students access the information directly on the Web.)

Important Milestones Fact Sheets from www.cdc.gov:

www.cdc.gov/ncbddd/actearly/pdf/parents_pdfs/3MonthMilestonesFactShe.pdf

www.cdc.gov/ncbddd/actearly/pdf/parents_pdfs/7Month.pdf

  • Important Milestones by the end of 1 Year (12 Months)

www.cdc.gov/ncbddd/actearly/pdf/parents_pdfs/12MonthMilestonesFactSh.pdf

  • Important Milestones by the End of 2 Years (24 Months)

www.cdc.gov/ncbddd/actearly/pdf/parents_pdfs/24MonthMilestonesFactSh.pdf

  • Important Milestones by the End of 3 Years (36 months)

www.cdc.gov/ncbddd/actearly/pdf/parents_pdfs/3Year.pdf

  • Important Milestones by the End of 4 Years (48 months)

www.cdc.gov/ncbddd/actearly/pdf/parents_pdfs/4Year.pdf

  • Important Milestones by the End of 5 Years (60 months)

www.cdc.gov/ncbddd/actearly/pdf/parents_pdfs/5Year.pdf

Before the Lesson

Prior to teaching this lesson, you will need to:

Optional: Print out the “Child Development Milestones” handout and cut out each item along the dashed lines. Make enough copies so that each pair of students has at least one item on the sheet. (There are 33 items on the sheet.) This handout can be used in the Introductory Activity.

Print out the “Important Milestones” fact sheets from the CDC website. (See the Materials section for details.) Print out enough so that each group of 2-3 students has one fact sheet. Note: Instead of printing out the sheets, you can have students access this information on the Web.

Create a timeline in the classroom with the following points marked off:

Leave enough space between each of the points on the timeline, so that students can affix their “Child Development Milestones” strips of paper in the appropriate spots.

Preview all of the video segments and websites used in the lesson.

Download the video clips used in the lesson to your classroom computer(s) or prepare to watch them using your classroom’s Internet connection.

Bookmark all websites which you plan to use in the lesson on each computer in your classroom. Using a social bookmarking tool such as delicious or diigo (or an online bookmarking utility such as portaportal) will allow you to save the links in one location.

Proceed to Lesson Activities.

Tags:brain, Child Development, developmental milestones, language, psychology, science

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