CHDV 35: Child & Adolescent Development
Dates: Monday 26 January to 15 May 2009
Units: 3.0
Class meetings: Monday, Wednesday and Friday, 9:00 to 9:50 Eureka 112
Instructor: Dr Durbrow, durbrow@gmail.com
Online Time: Monday
Enrollment Limit: 45
Textbook: Berger, Kathleen (2009) The Developing Person Through Childhood and Adolescence, Eighth Edition, NY: Worth Publishers.
Catalog Description: Child and Adolescent Development. Examination of theory and research on cognitive, social and physical human development from conception through adolescence. Content will include data-collection techniques such as observation. Some course material will be applied to an analysis of elementary schooling.
Welcome!
Thank you for taking Child and Adolescent Development. I very much enjoy teaching this course as there are always some critical issue or news item about children and adolescents that make this course highly relevant. I hope you enjoy it to. Please read this syllabus carefully and do not hesitate to ask me to clarify any part of it.
Goals
Learn and remember course knowledge (concepts, findings, and studies) in child and adolescent development.
Evaluate arguments involving child and adolescent development by applying course knowledge and critical thinking.
Propose solutions to problems involving child and adolescent development by applying course knowledge.
Tentative Schedule (Note: Subject to Change)
Week 1 Introductions
M 26 Jan How this course works & 4 Key Questions
W 28 Jan Science vs. Pseudoscience
F 30 Jan Evaluating studies Q1
Week 2 Theories
M 2 Feb ONLINE TIME: Visit Google Videos...
W 4 Feb 4 Theories
F 6 Feb Theories help & hurt: 3 Case Examples Q2
Week 3 Heredity & Environment
M 9 Feb ONLINE TIME: Visit
W 11 Feb How heredity work
F 13 Feb Applying genetics to solve problems Q3
Week 4 Prenatal Development & Birth
M ONLINE TIME: Visit NOVA Miracle of ...
W Four Prenatal & Birth Problems Q4
F Test 1 & Essay 1
Week 5 The First Two Years: Biosocial Development
M ONLINE TIME: Brain Development
W Three Brain Changes
F Malnutrition Q5
Week 6 The First Two Years: Cognitive Development
M ONLINE TIME: Visit youtube on Piaget tasks
W Piaget and others on cognitive changes
F Language Changes Q6
Week 7 The First Two Years: Psychosocial Development
M ONLINE TIME: Visit youtube Strange Situation
W Early Emotions & Attachment Q7
F Test 2 & Essay 2
Week 8 Early Childhood: Biosocial Development
M ONLINE TIME: Visit
W Brain Development
F Health Problems & Child Abuse Q8
Week 9 Early Childhood: Cognitive Development
M ONLINE ACTIVITY: Visit youtube.com: Conservation, etc.
W Piaget and others on cognitive changes
F Do Early Interventions Improve Cognitive Development? Q9
Week 10 Early Childhood: Psychosocial Development
M ONLINE ACTIVITY: Visit
W Autism Q10
F Test 3 & Essay 3
March 30-April 5, 2009 Spring Recess (tenth week of semester)
Week 11 Middle Childhood: Biosocial Development
M ONLINE ACTIVITY:
W Obesity
F ADHD q11
Week 12 Middle Childhood: Cognitive Development
M ONLINE ACTIVITY: Piaget's Conservation Task
W Cognitive Changes
F Better learning in the classroom Q12
Week 13 Middle Childhood: Psychosocial Development
M Psychosocial Development during Middle Childhood
W Peer Acceptance and Rejection Q13
F Test 4 & Essay 4
Week 14 Adolescence: Biosocial Development
M ONLINE ACTIVITY:
W
F Why abstinence-only programs fail Q14
Week 15 Adolescence: Cognitive Development
M ONLINE ACTIVITY: Visit
W Cognitive Development During Adolescence
F Academic Learning During Adolescence: What works Q15
Week 16 Adolescence: Psychosocial Development
M Psychosocial Development Q16
W Teen sexuality
F Test 5 & Essay 5 & Make-ups [During Final Examination Period 16 May - 22 May]
Assessments
Unit Tests 5 x 100 = 500 points.
The purpose of these tests is to to encourage retention and recall of course concepts, findings, and studies. You will answer 20 short questions within 20 minutes. You may make up any missed tests during final examination week.
Unit Essays 5 x 100 points = 500 points.
The purpose of these essays is to encourage critical thinking and problem solving. This means the ability to criticize arguments and propose solutions to problems by applying course concepts, findings, and studies. Essays are completed in class within 30 minutes. You may make up any missed essay during final examination week. Below is the rubric used for grading essays.
100 points, Strong: Addresses task sucessfully. Few writing problems.
90 points, Satisfactory: Addresses task adequately. Several writing problems.
80 points, Mediocre: Addresses task minimally. Writing problems distract from meaning.
70 points, Limited: Does not address task adequately.
60 points, Very Limited: Does not address task
Here are some examples of essay questions:
Apply course knowledge: Design a program to reduce aggression in a preschool. Include at least three concepts, findings, or studies from your textbook to incorporate into your program. Be sure you design a study to measure aggression before and after your program. Be specific.
Criticize this argument using logic and course knowledge rather than opinion or value judgment: Children today misbehave more than they did 20 years ago. This is because teachers and parents are reluctant to use physical punishment. Physical punishment is the best way to reduce misbehavior at home, in class, and in the community. Teachers should be trained to spank students and parents should not be prosecuted for judicious use of physical discipline. Re-instituting physical punishment will not only eliminate misbehavior but will instill prosocial behavior. Identify at least three weaknesses in this argument.
Bonus Quizzes 15 x 10 points = 150 points.
The purpose of these optional quizzes is to encourage keeping up with the readings and active listening and note taking in class. At the beginning of class you may use your reading notest to answer 5 questions from your readings. You may not refer to your textbook or confer with your peers. At the end of class you may use your lecture notes to answer the same questions. You may confer with your peers. Note that you must arrive promptly to class and stay to the end to receive credit. You may not make up missed quizzes.
Final Grades
Letter grades are assigned by adding all points you have earned. Please note that final grades are based on the percentage out of 1000 points (not 1150 points). Extra credit points are simply added to the sum of your points.
LETTER GRADE | POINTS | |
A | 900 or more | Good |
B | 800-899 | Satisfactory |
C | 700-799 | Limited |
D | 600-699 | Poor |
F | <600 or Cheating | Failure |
Policies
Academic Integrity
Cheating and plaigiarism will result in immediate course failure and notification of the Dean. You are expected to review the policy on plagiarism at http://library.csus.edu/content2.asp?pageID=353.
Make-ups
You can make-up one test and one essay during the final examination week except Test 5 and Essay 5. You do not need to show me any excuse. However, you do need to email me one week before the examination period the test or essay you wish to make-up. You cannot make up extra credit quizzes.
Punctuality
Late students and students that leave early will not have the opportunity of taking extra credit quizzes. I will meet with chronically late students.
Conduct
Professional conduct is expected. Students that talk in class or read non-course materials will be asked to leave. If the incidents re-occurs, students will be dropped from the course.
Students with Disabilities
Please show me your documentation on your disabilities at the beginning of the course so that I can try to accommodate you.
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