Psy 320 Developmental Psychology
Fall, l999
Mary Kay Reed
A 309 817-1524
email: mreed@ycp.edu
Home: 717-993-9009
Office Hours: MW F 10 – 11 am; T 1 – 3 pm
Description: This course follows the developing child from conception through adolescence. The course content includes the biological foundations of development, physical, motor, language, cognitive and social development.
Objectives: Understanding of the theories, methods and research findings in Developmental Psychology. Emphasis is placed on normal development. Perspective is a psychological one.
Text: Berk, L. (l999). Infants, children and adolescents. (3rd edition). Boston: Allyn and Bacon.
Requirements:
1. Readings as assigned. It is highly advisable to do the readings before class. Reading in the text during class is not advisable.
2. Tests - Three (3). Each test will be worth 100 points. Tests will be objective and subjective. Tests will include materials covered in class, from audio-visual materials and the text. Tests will cover materials immediately preceding the test date. Tests will include thought questions and problem-solving questions. Make-up tests will only be given for emergency situations (listed below). If a test must be rescheduled, it is at the discretion of the instructor.
The groups will function as follows: The group members will meet and determine which topic they will investigate. Topics may only be chosen once. The last date for choice of topics is Sept 10. The group will decide which specific topic each group member will investigate. This is due Sept 17.
Each member of the group will submit to the instructor a list of at least five references that they are using in their paper. This will occur by Oct 1.
Each member of the group will submit to the instructor and the other members of the group a draft copy of their paper. This copy is due at class time on Oct 29.
By Nov 12, each member will have read the other papers and will offer comments, suggestions and changes to those drafts. These edited drafts will be submitted to the instructor who will distribute them.
Each member will revise their paper based upon those revisions suggested by the group.
The group will meet to construct the introduction and concluding/summary statement. The group will have their project completed and bound for submission by Dec 1.
Some general comments: All papers must have a minimum of five references. References must be at the 300 level. A 300-level reference is a primary source. A primary source is an original book or journal article. Textbooks of a general nature are not acceptable. Each paper is to be 8 - 10 pages. The style should be consistent throughout. APA is required.
All students are to keep a copy of their paper in addition to the copy given to the instructor.
When the final "book" is submitted, all drafts edited by the instructor and the group members must also be submitted. Please note: you will be downgraded if you do not submit all of the edited copies.
These projects will be graded according to the following criteria: 170 points. 50 points are for the entire project; 100 points are for the individual paper, 20 points are for the editing process.
Individuals who change in any way another students' paper without their permission will be given a 0 for the entire project.
4. Puzzle Group Work. In class groups will be assigned. Throughout the semester, activities will be conducted in class. Effort, process and attendance will be graded. Points will be subtracted from the total points for lack of attendance/participation.
Attendance: Attendance at class is not mandatory. Tests will include in-class materials.
Attendance will be taken for the puzzle classes.
Lateness: Tests will be rescheduled for: school scheduled activities, professional interviews, serious medical emergencies and family emergencies.
Grading is according to the standard 90 = A, 80 = B, etc. Grades are kept by points in the instructor’s gradebook. All components of the class must be completed in order to receive a grade. If one aspect is not complete, the student will receive a 0 grade. Total class points = 470
Please consult the policies on academic honesty and writing reprinted on the last page of this syllabus.
Inclement Weather: Please listen to the local broadcasts for the school closing or delay information. WSBA is one of the better stations.
CLASS OUTLINE
The class outline will be followed as closely as possible. Adjustments may be necessary due to weather conditions, illness or other such circumstances.
Sept 1 Introduction to Class
Sept 3 - 17 Introductory Materials:
History of Field, Theories of
Development, Research Methodology
Chapter 1 p 2 - 49.
Sept 20 – 24 Biological and Environmental Foundations
Chapter 2 p 50 – 84
Sept 27 – Oct 6 Prenatal Development, Birth and the Newborn
Chapter 3 and 4, p. 94 - 161.
Oct 8 TEST 1
October 11 - 29 Infancy
Chapters 5,6,7 p.166 – 290.
Oct 22 Paper Consultation Day
Nov 1 – 10 Preschool Years
Chapters 8, 9, 10 p. 292 - 406
Nov 12 TEST 2
Nov 15 – Dec 1 Middle Childhood
Chapters 11, 12, 13, p.408 - 522
Nov 19 Paper Consultation Day
Dec 3 – 13 Adolescence
Chapters 14, 15, 16 p. 524 - 640
Dec 16 - 21 TEST 3
Summary of Paper Dates
Sept 10 Group Topic Due
Sept 17 Individual Topic Due
Oct 1 Five (5) primary sources due
Oct 29 Drafts Due
Nov 12 Drafts Returned
Dec 1 Final Books and edited Drafts Due
Topics for Developmental Psychology Papers
The following are suggested topics for the papers. Topics may be suggested by a group for approval by the instructor. Only one topic may be completed by class.
The topics suggested are listed with possible paper which can be included as part of the coverage of the topic.
Topic: Social Cognition Topic: Puberty
Definition and Intro Definitions and intro
Race Physiological (2 papers)
Sex psychological correlates
Altruism/empathy sex differences
Political age of onset
Religious associated pathologies
Topic: Memory Development Topic: School Issues
Types philosophies
Earliest childhood memories matching development and school
Memory strategies computers in school
False memories/reconstruction retention
Legal concerns testing
Who should go to school when
Teacher issues
Topic: Sex Role Development Topic: Cultural Differences
Definition of terms definition and scope
Theories influence on early development
John Money/early research influence on school children
Current research influence on adolescents
Pre-natal determinants US and International
Topic: TV and Its Effects Topic: Day Care
Early research – Bandura History of in US
Aggression studies types
Effects on language development early research – pre l985
Prosocial behavior contemporary research
Children’s program solutions
TV ratings government regulations
Topic: Issues of Adolescence Topic: Children’s Rights
Smoking UN Declaration of Child’s Rights
Alcohol and drugs rights in US
Sex and pregnancy parental vs children’s rights
Eating disorders spanking research
Fads, e.g., body piercing abuse/neglect
Medical issues legal issues
Topic: Intelligence Topic: Athletics
IQ Age Appropriateness
Practical / successful competition
Howard Gardner’s Model coaching concerns
Testing growth/development issues
So, some conclusions? Parents
Topic: Literature Topic: Poverty
Reading philosophies Statistics – who/where
Reading research US/World
Picture books effects on brain/physical
Early readers psychological effects
Elementary school effects on education
Young adult solutions/programs
Award Winners
Topic: Pre-Natal Development Topic: Attachment
Physiological Definitions
Brain development early research – pre l980
Teratogens recent studies
Behavioral development implications for daycare
Legal/moral issues stranger fear/separation anxiety
Implications for post natal role of mother/father
GROUP PRESENTATIONS
Assignment # 1
Interview of a Child or Adolescence
Construct a series of questions based upon the ability level of the age/stage child you wish to interview. Write your questions before you begin your interview. Attempt to determine the cognitive, behavioral and social level of the child/adolescence. For younger children, you may wish to include conservation questions. Bee gives some examples on page 57. You may wish to ask questions of a philosophical/religious nature - What is love, Who. what is God?
Give a brief description of your child, age, sex, family, school, any unusual circumstances. Present your questions and the responses, and then lastly characterize what stage/level your child/adolescence is in.
Assignment # 2
Natural Observation of Children/Adolescents.
Observe a group of children or teens, ages 3 - 17. You may do this at the mall, school, sporting event, playground, family gathering. Try to be as unobtrusive as possible.
Give a description of your group - what are they wearing, ages, sexes, number. Then present what they are doing. Try to include as many verbal and motor behaviors as possible. Is their language, behavior age appropriate?
Assignment # 3
You are to review television and movies available and appropriate for children 2- 6 or 7 - 11. Watch at least five TV programs or two movies. You are free to watch more. Watch shows designed for children of this age the sitcoms, Home Improvement, etc. Review the content of the show. Some considerations: what role models are presented, is there aggression and why, does the show have a message or purpose, is the vocabulary appropriate. You may only view G or PG movies, no PG 13. (Some Hints: Little Mermaid is a 2 - 6 movie; Aladdin may be 7 - 9; Terminator is not appropriate for anyone!)
Assignment # 4
You are to go toy shopping for children between the ages of 2 - 6. Pick at least ten toys appropriate for this age group. Most "good" papers choose a specific area or sex. For example: Barbie toys, Nintendo games, board games, gross motor or fine motor toys. Analyze each toy for their safety adherence, their fun, their age appropriateness, their sturdiness, their cost, etc. You should check the packages for the safety adherence. Each report should contain a description of the toy and the above suggestions.