Human Development
Psych 3120 - Child and Adolescent Technology
Fall 2002
(415) 257-1357
bartolini@dominican.edu
Class Thursday, 8:15-10:15
Office Hours: T/TH 11-12 and TH 2:15-3:15 (Bertrand 27, 2nd Floor) and by appointment.
Syllabus
REQUIRED READING:
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Bukatko, Danuta and Daehler, Marvin. (2001) Child Development: A Thematic Approach. (4th Ed.)
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Check out the Weblinks for this textbook at:
http://college.hmco.com/psychology/bukatko/child_dev/4e/students/weblinks.html
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Angelou, Maya. (1969) I Know Why the Caged Bird Sings.
PURPOSE:
The purpose of this course is to familiarize students with contemporary research and theory in the field of child and adolescent psychology. Students will leave this course with theoretical knowledge and practical information regarding children and adolescents that can be applied in real life situations.
DESIRED OUTCOMES:
Students will demonstrate:
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understanding of intrauterine, early childhood, and adolescent physical development
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understanding of child and adolescent social development
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comprehension of Piaget's theory of cognitive development and other current views
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application of the above in a child observation
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synthesis of essential course content on human development with an autobiographical text
SOME USEFUL WWW SITES FOR CHILD AND ADOLESCENT DEVELOPMENT:
See textbook weblinks above. Links for every chapter are provided.
National Black Child Development Institute
National Association for Child Development
Institute for Child Development - Univ. of Minnesota
http://education.indiana.edu/cas/adol/adol.html
COURSE SCHEDULE:
Aug. 29 Introduction to the course
Film: The First Days of Life
Historical and Contemporary Approaches in Child Development: Focus
Erik Erikson
Read: Erikson, Childhood and Society, Chapt. 7. “Eight Ages of Man”
Sept. 5 Major Developmental Theorists
Freud, Piaget, Bowlby, Mahler
Bukatko, Chapts. 1 and 2
Film: The Developing Child
Sept. 12 Biological Foundations of Development:
1. Conception, Birth and heredity
Bukatko, Chapts. 3 and 5
2. Prenatal Development
Bukatko, Chapt. 4
Sept. 19 Child’s Name Due for Observation Paper
Stern's theory of Infant Development
The Experiential World of Infants: The First year
1. Physical Development
Bukatko, Chapt. 6
Sept. 26 2. Psychosocial Development
Bukatko, Chapt. 8
Film: The Psychological Birth of the Human Infant
Oct. 3 MIDTERM I (multiple choice, short answer, and brief essay)
Oct. 10 3. Cognitive development
Bukatko, Chapt. 8 and 10
Oct. 17 Language Development
Film: Language Development
Bukatko, Chapt. 7
Oct. 24 ORAL PRESENTATIONS: Infants Through Age 3
Oct. 31 The Expanding Social World of the Child
*The Role of Divorce
*The Effect of Television
Bukatko, Chapt. 11 and 12
Nov. 7 ORAL PRESENTATIONS: Age 3 to Age 11
Nov. 14 Movie Review Paper Due
Discussion: Adolescent Film
Adolescence: Physical, Social and Cognitive Development
Bukatko, Chapt 13
Bukatko, Chapt. 15
Nov. 21 Moral Development: Kohlberg and Gilligan
Nov. 28 Thanksgiving – No Class
Dec. 5 PAPER DUE: I Know Why the Caged Bird Sings
Discussion: I Know Why the Caged Bird Sings
The importance of the Family
Bukatko, Chapt. 14
Final Review
Course Evaluations
Dec. 12 · FINAL EXAM – Midterm III
· ORAL PRESENTATIONS: Adolescence
REQUIREMENTS:
1 Attendance and Class Participation 10%
2. Midterm: Oct. 3 20% (Measures Desired Outcome 1 and 2)
Final: Dec. 12 20% (Measures Desired Outcome 1, 2 and 3)
3. Reaction Paper - Movie Review 10% (Measures Desired Outcome 2)
Due Date: Nov. 14
After choosing one of the movies listed under the Movie Option section below, write a maximum 2 page reaction paper about one issues in the film that relates to a topic raised in the Bukatko text on adolescence and be prepared to discuss your film in class.
Movie Options:
Breakfast Club, Breaking Away, Dangerous Minds, Endless Love, Flirting, Heavenly Creatures, Mi Vita Loca, Ordinary People, Pretty in Pink, Sixteen Candles, Stand by Me, West Side Story, Kids, Circle of Friends, Stealing Beauty, Stand and Deliver, Clueless, Risky Business, Dead Poet Society, Now and Then, Clueless
4. Observational Paper 20%
Due Dates: The “paper” is due at the time of your Oral Presentation, depending on what age child you interview. The ages will be equally distributed in the beginning of the course among all students.
Each person in the class will select one child for observation and study. The child may be a relative (but not your own), neighbor, child of a friend etc. The child or adolescent must be between the age of 3 months and 16 years of age. You must submit the child's name and you must have oral/written permission of the parent(s) in to me by Sept. 18th. You will present this paper orally in class and you must turn in your detailed observational notes, your written outline with course integration, and a written permission slip from a parent or guardian for full credit. You do not need to "formally" write-up the paper. Maximum oral length is 12 minutes - practice as overtime presentations will result in downgrading.
5. Synthesis Paper - 20% (Measures Desired Outcome 5)
Due Date: Dec. 5
You will write a paper using Angelou's I Know Why the Caged Bird Sings, applying and integrating concepts described in class. A paper outline follows.
PAPER OUTLINE: I Know Why The Caged Bird Sings Angelou (1969)
I Know Why the Caged Bird Sings is an autobiography written by Maya Angelou. The book recounts Angelou's childhood from her early preschool years through her adolescence. Your task in writing this paper is to discuss how her experiences are illustrative of at least three (but no more than five) concepts presented in the Child Development course. Use your lecture notes, your reading, and your child observations to support your analysis. You may quote from other sources, but you must reference these quotes using APA style. You may also quote or excerpt passages from Angelou's book to capture your ideas.
This assignment is intended to develop your ability to integrate course materials and to assist you in understanding the complex issues of race, gender, social class, and individual differences in human development.
There is no right or wrong way to do this paper. I suggest reading the book first in a relaxed manner and then attempting to connect her story to the issues presented in Child Development. Allow yourself to be creative and to learn from this assignment.
The paper should be typed, a minimum of four pages long and a maximum of seven pages are your parameters. The paper will be graded on overall organization, integration of theory/research and Angelou's story, clarity of your vision, and technical skills (writing style, referencing etc.).
POLICIES
Grading: An A is an outstanding, superior, and nearly flawless paper or test (or class performance)
A B is a very good, of fine quality, and exceeds minimum expectations
A C is average and represents satisfactory work
A D is below course expectations and represents a significant problem in one's work
An F is, well, failing and represents and overall poor performance in class assignments and usually indicates a lack of attendance, poor scheduling, or little effort
EI attempt to assign grades fairly and without bias. I do not enjoy being pressured into giving (or the lack of) A grades. I freely give A's when deserved.
Papers: Papers must be typed, double-spaced, with a 10 or 12 point easily readable font type, have one inch margins, a title page with all necessary information, and a staple. A and B papers have few, if any, spelling or grammar errors. I expect complete referencing and prefer that papers not be in plastic folders. Also, if you are a PSY, NURSING, or OT major APA referencing format is expected.
Late Papers: I expect that papers will be turned in on time. I will accept late papers, although late papers will be downgraded and will be reduced and additional letter grade for each week that they are late. Late papers will not be accepted after the third day of Finals week - no exceptions!
Make-up Exams: Make-up exams will be given only in emergency situations. If you must miss an exam, contact me ASAP to explain the reason and to discuss the possibility of a make-up exam.
Incompletes: I only use the incomplete system for personal tragedies. I will not accept procrastination as an excuse.
Study Groups: I highly recommend that students form study groups. It is best to meet one or two weeks before every test. Begin by reviewing class notes and then discuss how the textbook/article reading supports what has been presented in class. At the second meeting review the "Test Study Guide Handout" and attempt to answer every item. Or divide the items between group members before the second meeting and then share answers - taking notes as each member "teaches" you about the potential test item.
Reward yourself when the session is completed...
Please see the Academic Honesty Policy in the Dominican College catalogue. I follow this policy and will not tolerate plagiarism. I will not pass a student who cheats.
Students with special needs: You know who you are. I do not. If I need to assist you in a special way let me know early in the semester. I will do my best to make my classroom conducive to your learning.
Classroom Guidelines: RArrive on time. Try not to leave early
RNo eating during class time.
RMonitor your own “air time”. If you tend to be silent - speak. If you tend to share a lot - understand that no one appreciates a student who uses a psychology class for personal “therapy”.
RRespect the academic environment: listen to others, learn from others, ask good questions, be prepared.
NOW LET US LEARN TOGETHER.
