Child Development
Fall 2008
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INSTRUCTOR:
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Matthew Westra |
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OFFICE:
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LA 202-C |
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OFFICE
PHONE:
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(816) 672-2374 (with voice
mail) |
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E-MAIL:
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matthew.westra@mcckc.edu
e-mail is
the best way to reach
me!
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OFFICE HOURS:
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Mon:
3:15 - 4:15
Tues: 3:15 - 4:15 & 4:45 - 5:45
Wed: 6 - 7 pm
Thurs: 3:15 - 4:15 |
Access to Lecture
Notes:
Use these to log in after clicking on the name of the topic, down below
at the Schedule.
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REQUIRED
TEXT:
Developmental
Psychology: Childhood & Adolescence. 7th Ed. by David R. Shaffer
& Katherine Kipp
REQUIRED READINGS:
Hoffman,
Diane M. (March 2003) Childhood Ideology in the United States:
A Comparative
Cultural View. International
Review of
Education, Vol. 49, No. 1/2,
Comparative
Education: Continuing Traditions, New Challenges, and New Paradigms.
pp.
191-211.
note: This article can
be accessed FREE through the MCC-Longview
Library Data Bases (linked here)
in the JSTOR database. Log in, then search for the article. It will
open in a .pdf file which can be downloaded or printed for reading.
GRADING
SCALE
I use a standard 10% scale as presented
below.
3 Exams at 50 points each : 150 points
Cultural Assumptions in Child Rearing (in-class
activity): 20 points
A Look At Ourselves Paper: 30 points
Cultures Paper: 50
points
Toy or Game Paper: 20
points
TOTAL: 270
points |
|
A =
225 - 270
B = 200
- 224
C = 175
- 199
D = 150
- 174
F
=
0 - 149 |
EXAMS
3 Textbook & Lecture Exams
Each test may consist of any combination
of Multiple Choice, True/False, Fill-in, and/or Essay. Test items may
be
drawn from all readings, class activities, assigned films, required
outside
sources, etc. Essentially, if it is part of the class, it could be on
the
exams.
Link:
How to prepare for, and increase the odds of passing, my exams.
MAKE-UP EXAMS
At my discretion, I will provide a method
of assessment for missed exams. NOTIFY ME BEFORE A MISSED EXAM! I
consider
myself free to require that you take the same exam as the one missed,
create
a new exam for you, or require a written project - at my discretion.
Further,
do not expect that I will give you the same type of make-up exam as I
gave
another student who missed an exam.
Only one exam may be made up.
The Final Exam may not be missed, in
accordance
with college policy.
WRITTEN
ASSIGNMENTS:
DUE DATES:
A Look At Ourselves:
Tuesday, September 2.
Cross Cultural
Investigation :
Thursday,
October 30.
Toy or Game
Evaluation:
Tuesday, December 2.
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1. Cultural Assumptions in Child Rearing
(in class activity)
2. A Look At Ourselves (30 Points):
Click
here for
Link to Assignment
Click
Here for A Look At Ourselves Grading Rubric (will
open as
.pdf)
3.
Cross Cultural
Investigation (50 Points):
Click
here for Link to Assignment
Click
Here for Culture Grading Rubric (will
open
as .pdf)
What
is "A Culture"?
4. Toy or Game Evaluation (20 Points extra
credit
opportunity)
After learning about Motor, Emotional, and Cognitive Development,
select a toy or
game that has a recommended age range listed on the package. After
experimenting with the toy, provide an analysis of the toy and
appropriate play with that toy, along with potential inappropriate
uses.
- Identify the types of Cognitive
Skills required to play with
the toy,
- What Gross and Fine motor skills
are necessary to successfully play,
- Emotional Development and
how the game requires skills such as frustration tolerance, turn
taking, etc.
- What happens if the child lacks the capability to play with
this toy?
- How does the toy encourage growth or learning in the child
(see Accommodation & Vygotsky's Zone of Proximal Development in
your text) or does the toy only draw upon pre-existing abilities
(Assimilation)?
If you select a game, do the same as above, but
substitute the word "game" for "toy" in each case.
QUALITY
of WRITTEN WORK
It is expected that all
written
works produced outside of class will be completed in a fashion which
reflects
professional competence. This means, specifically, that Portfolio
Entries
and any other written assignments (other than in-class exam essays)
will
be typed or done on a word processor, double spaced, use 1 inch
margins,
12 point Times New Roman (or similar) font, be presented on white paper
with black ink which is dark enough to read easily, use standard
capital
and small letters, cite sources and quotations in APA
(click here for a web source about APA format) or MLA
form, use paragraphs properly, demonstrate thoughtful consideration of
your topic and sources, be clean and aligned with a single staple (no
paper
clips) in the upper left corner. Papers will be free from spelling
errors
and grammatical errors (use spell check, but don't rely on it alone!).
Pages are to be numbered, preferably in the bottom center or top right
corner. Any typos which escape your watchful eye while typing will be
corrected
in pencil or pen prior to the assignment being turned in. There may be
no more than 3 corrected typos, and no uncorrected typos per page. If
you
discover typos, re-type the page or fix them on your word processor and
re-print.
Quality and Appearance will
be counted in the grade. Don't embarrass yourself with shoddy work.
Part
of professional competence lies in the conveyance of a message, as well
as in the message itself. Use
the handy check list linked here to be sure you meet the quality
guidelines.
Deviations from requirements will prevent
papers
from being accepted.
LATE PAPERS will not be accepted, except in
the case of school closing, national states of emergency, etc.
Link:
Longview
Library Research Tools
Link: Longview
Library Data Bases
Assignment Calculator
SPECIAL CLASS ATTRIBUTES
Writing Intensive
This course is designated as "'Writing Intensive," or WI.
This
designation will appear on your transcripts and the course meets the WI
learning enhancement requirement of the college catalog. Writing
Intensive means more feedback and revision opportunity for written
work, not "more writing". (View
the W.I. video here)
Globalized Course
This course has been expanded and modified to feature content on West
Africa as part of a Federal Title VI-A Grant Program awarded by the
Missouri Community College Association. The grant is provided in
recognition that we live in an ever shrinking world and students will
need greater exposure to, and understanding of, varied cultures in
order to succeed as professionals in the world today.
READINGS
You will be held responsible for all
readings
assigned, both from the text and from outside sources. It is also
expected
that you will have read the material prior to class so that we can have
informed and meaningful discussions of pertinent topics.
Class lecture, discussion, and activities
are designed to augment, rather than duplicate, information in the text.
ATTENDANCE
Students are expected to attend class.
In accordance with college policy, students missing 2 weeks' worth of
classes
(consecutive or not) risk being dropped from the class. This does NOT
relieve
you of the responsibility of dropping. If you disappear and do not
officially
withdraw, and I don't notice and don't drop you, this will result in an
F on your report card and transcripts.
DISCLAIMER - LANGUAGE,
CONTROVERSIAL
IDEAS, & NUDITY
We will be examining some culturally taboo
issues such as sexuality, sex roles, toilet training, childbirth, etc.,
and we will be using some frank language. The goal is to be able to
communicate
rather than to offend. There will also be nudity in some video
presentations
of birth. If you are easily upset or offended by these things, I
recommend
that you see me for greater detail, and consider withdrawing from the
class
if you deem necessary.
TAPE RECORDERS
Tape recorders are not
allowed.
Please do not bring them or use them. If you have a documented special
need that requires their use, please bring me certification from the
Special
Needs Office and I will be more than happy to assist with
accommodations.
PERSONAL COMMUNICATION
DEVICES
Pagers and Cell Phones are
not conducive to the educational process. I will assume that any
interruption
due to these will be justifiable based on real emergency reasons and
that
the student being summoned will need to leave immediately to deliver
the
baby, attend to the dying, retrieve the injured daycare patron, or
otherwise
take immediate action which necessitates leaving.
This is especially pertinent
during exams.
INTERNET USE
For your convenience, I have supplied lecture notes on the Internet,
along
with this syllabus. While it is not required for this course, I do
recommend
that you print the notes and bring them to class. While these notes are
not to be considered everything you will need from class, they will
help
by giving a structure for notes and wording for definitions, etc.
Academic Integrity
Each student is obligated to operate with utmost
academic
integrity, on their own honor, and with the realization that the
college district has explicit policies which address academic
dishonesty and repercussions for participating in such acts. The
guiding
principle for all questions of academic integrity is as follows:
"Assume
the most restrictive set of conditions, unless some exception is
explicitly made by the instructor." Should you have any question
about
a particular academic strategy or behavior, ASK the instructor of the
course - do NOT rely on other instructors, agencies, friends, or
members of the academic community, as there is great inconsistency in
individual policies.
Forms of Behavior
which Violate Academic Integrity
- Cheating. Using any
materials or devices or strategies which provide undue advantage on any
exam, assignment, activity or other method of assessment for a course.
This includes, but is not limited to, looking at another student's
exam, using phones or other communications systems to text message
during exams, taking pictures or images of exams, talking with others
during exams, using Internet to find information, or any other system
of inappropriate "help." Exams are to be measures of what YOU, as an
individual, have learned.
- Collaboration. Working
together on projects, paper, exams or other forms of assessment which
are to be completed individually. This includes limiting the
contributions of non-group members on group projects.
- Plagiarism. Taking
anyone else's work as one's own. Presenting another's words, ideas,
forms of
expression, materials, or labor without proper citation, referencing,
and declaration that this material originated outside the student's own
work.
- Falsifying Data or Resource
Materials. Inventing or misrepresenting data, ideas,
information, quotations, concepts, information, sources, or any
other materials for use in student work.
- Misconduct. Engaging or
cooperating in activities such as changing grades, copying tests or
test items, revealing to other students any information or items from
exams or quizzes or any other forms of assessment, falsifying one's
identity for any academic purpose or activity, violating any of the
college's or district's policies, or any laws in the performance of
one's academic activities.
Consequences.
Students should assume that the
harshest consequences allowed
under district policy, as outlined in the Student Handbook, will be
provided. Violation of Academic Integrity on any single part of a
course will result in the Failing grade for the entire course and may
result in further academic consequences, according to the discretion of
the instructor. It is incumbent on the part of the student to abide by
any and all codes, traditions, rules, and guidelines for Academic
Integrity.
Agreement.
Attendance in the course constitutes
agreement and subjection to
the policies on Academic Integrity presented above and in the Student
Handbook and Policies of this college and district.
SCHEDULE DATES
You will note that there are
no set dates on the schedule. When we have concluded material for a
chapter,
we will begin the next chapter. Exams will happen when we have
concluded
material from the chapters to be covered in that exam. It is your
responsibility
to keep up to date in class.
SCHEDULE
CHAPTER TOPIC
1 Intro
to class, Syllabus, Key issues in Development
Cross
Cultural Issues in Development - West Africa Infusion
Reading: Hoffman,
Diane M. (March 2003) Childhood Ideology in the United States:
A Comparative
Cultural View.
2 Theories
of Development - Freud & Erikson
Reading: Internet
- Encounters with Oedipus Rex
3 Hereditary
Influences on Development
- No Class Notes - Just Read
the Chapter.
4 Prenatal
Development & Birth
5 Infancy
(Learning & Perception)
EXAM 1
Chapters: 1, 2, 3, 4, 5
6 Physical Development: The Brain, Body, Motor Skills, and
Sexual Development - No Lecture, Read on your own.
7 Cognition
- Piaget
8 Cognitive Development - Information Processing -
No Lecture, Read on your own.
9 Intelligence
- Measuring Mental Performance
10 Development
of Language & Communication
EXAM 2
Chapters: 6, 7, 8, 9, 10
11
Emotional
Growth, Establishment of Intimate Relations
12 Development of the Self and Social Cognition - No Lecture, Read on your own.
13 Sex
Differences & Gender Role Development
14 Aggression,
Altruism, & Moral Development
15 The
Family
16 Beyond
the Family - Media
FINAL EXAM:
Chapters: 11, 12, 13, 14, 15, 16
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