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EDE 205 Child Psychology (PS205)
Cowley, Brian J.


COURSE SYMBOL AND NUMBER: PS 205 & ED 205

COURSE TITLE: Child Psychology

COURSE DESCRIPTOR: The study of children from conception to adolescence.

TERM COURSE BEING TAUGHT:  Fall 2005

NAME OF FACULTY MEMBER: Brian J. Cowley, Ph.D., BCBA

TITLE OF FACULTY MEMBER: Associate Professor of Psychology

FACULTY OFFICE LOCATION: Mabee 224

FACULTY OFFICE HOURS: M & F 10:00 a.m. to 12:00 p.m.; T & Th 10:00 to 11:00 a.m.

FACULTY OFFICE TELEPHONE NUMBER: 816-584-6501

FACULTY PARK EMAIL ADDRESS: brian.cowley@park.edu

OTHER FACULTY EMAIL ADDRESS: None!

FACULTY WEB PAGE ADDRESS: captain.park.edu/bcowley

DATES OF THE TERM:  August 22, 2004 through December 16, 2004

CLASS SESSIONS DAYS: M W F

CLASS SESSION TIME: 9:00-9:50 a.m..

PREREQUISITE(S): None!

CREDIT HOURS: 3

 

MISSION STATEMENT

The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

 

VISION STATEMENT

Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

 

COURSE DESCRIPTION: A study of biological, cognitive, and sociocultural development from the prenatal period through childhood.  Attention will be given to theory and research, practical examples and policy implications.

 

FACULTY’S EDUCATIONAL PHILOSOPHY: Doctor Cowley’s educational philosophy is based on using a variety of methods in learning with a focus on application.  Lectures, readings, multiple choice tests, group work, class discussion, vocabulary examinations, writing, and the use of reference systems are significant components of this learning process.  Each student will be required to analyze, criticize, and synthesize presented information.  Each student will be required to demonstrate these skills publicly in the classroom or through the written word.

 

COURSE OBJECTIVES:

  1. Demonstrate a basic level of competence in the use of the vocabulary of child psychology.  (MoSTEP 1.2.2)
  2. Demonstrate the ability to critically examine the principles of biological, cognitive and sociocultural development. (MoSTEP 1.2.2)
  3. Demonstrate an understanding of the theoretical principles of child psychology. (MoSTEP 1.2.2)
  4. Demonstrate an understanding of research method used to study children. (MoSTEP 1.2.2, 1.2.3)
  5. Demonstrate the ability to gather, evaluate, and communicate information effectively. (MoSTEP 1.1, 1.2.7, 1.2.8, 1.2.9. 1.2.10)
  6. Demonstrate high quality written and oral communication skills through interaction with other students and the instructor in a structured, flexible environment.  (MoSTEP 1.1, 1.2.7, 1.2.9)
  7. Demonstrate understanding about public policy effect on children.  Demonstrate behavior observation skills and a rudimentary understanding of how         to conduct a functional analysis for behavior change. (MoSTEP 1.2.7, 1.2.8, 1.2.9)

 

COURSE TEXTBOOK(S): Berger, K. S. (2003).  The developing person: Through childhood and adolescence (6th Ed.). New York: Worth Publishers. – required

 

ACADEMIC HONESTY: “Academic Honesty is required of all members of a learning community.  Hence, Park will not tolerate cheating or plagiarism on tests, examinations, papers or other course assignments.  Students who engage in such dishonesty may be given failing grades or expelled from Park.”

 

PLAGIARISM: Plagiarism—the appropriation or imitation of the language or ideas of another person and presenting them as one’s original work—sometimes occurs through carelessness or ignorance.  Students who are uncertain about proper documentation of sources should consult their instructors.”

 

ATTENDANCE POLICY: Instructors are required to keep attendance records and report absences.  The instructor may excuse absences for cogent reasons, but missed work must be made up within the term of enrollment.  Work missed through unexcused absences must also be made up within the term of enrollment, but unexcused absences may carry further penalties.  In the event of two consecutive weeks of unexcused absences in a term of enrollment, the student will be administratively withdrawn, resulting in a grade of “F”.  An Incomplete will not be issued to a student who has unexcused or excessive absences recorded for a course.  Students receiving Military Tuition Assistance (TA) or Veterans Administration (VA) educational benefits must not exceed three unexcused absences in the term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.  Reports of F grade (attendance or academic) resulting from excessive absence for students receiving financial assistance from agencies not mentioned above will be reported to the appropriate agency.

 

LATE SUBMISSION OF COURSE MATERIALS: Any assignment turned in after the date it is due will be given up to half credit for that assignment.  No course materials will be accepted after the last class meeting.

 

COURSE ASSESSMENT:

  • Essay Examinations.  There will be 3 Essay Examinations administered during the semester.  Each student will be given 4 essay test questions.  Each student is allowed to use their textbook and other materials while completing the test.  Each answer will need to be typed and double-spaced.  Each answer should include an introduction, an analysis, and a conclusion.  When the instructor receives the test, he will randomly select two of the four questions for grading.  These two questions will be used to evaluate the student’s performance and will be worth up to 50 points each.  Each quiz will be worth up to 100 points with up to 300 points possible for all three tests.  The break down for each essay answer will be as follows:

Focus (arguable claim, original idea, & clear controlling idea)

20 Points

Development (full discussion, smooth style, & personal experiences)

10 Points

Organization (smooth transitions, clear paragraphing, & logical sequence of topics)

10 Points

Mechanics (proper grammar, punctuation, and spelling)

10 Points

 

·        Vocabulary Examinations.  Each student will be given a vocabulary list.  They will be required to obtain the definition out the assigned textbook.  A vocabulary test will administered at midterm and as a final.  This test will be in a multiple choice format.  There will be 50 words and possible definitions for each word on the test.  Each test will be worth up to 100 points with 200 points possible for both tests.  In preparation for the test, each student will be required to put vocabulary words on one side of a 3” x 5” card and the definition for each word on the other side of the corresponding card.  During each class period, each student will find a partner.  One student will take the pile of cards and start looking at the word and say the definition from memory.  The other student will take the card and put it in three piles.  One pile will be for those that are correct, the second pile will be for those words that the student passed (chose not to answer), and the third pile will represent words that were answered but incorrectly defined.  The second student will then record the other student’s progress on the Vocabulary Trials Checklist.  Then the partnership will reverse their roles.

·        Research Papers (Core Assessment – Third Research Paper). Each student will be required to pick a topic of interest to them in Child Psychology and obtain approval from the instructor.  Each student will be required write three related papers.  First Research Paper: The first paper will present an arguable claim on a particular topic based on reading one source.  The focus to this paper will be on the biological influences of a developmental process.  Second Research Paper:  The second paper will present and arguable claim based on reading a second source.  The focus of this paper will be on the environmental influences of the same developmental process covered in the first research paper.  Third Research Paper:  The third paper will integrate and critically analyze the two views.  In the conclusion of this paper, the student will ask a research question about the developmental process they have reviewed and they will suggest what developmental research method (outlined in textbook) they would use.  The final paper will require 7 references for evidence.  3 of these references must be research articles of an empirical nature.  Each paper will require observations made of actual children for up to 3 hours and the behaviors noted should relate to the topic covered in the paper.  Written Paper: The first two papers will be worth up to 50 points each.  The third paper will be worth up to 200 points. 

Paper

1 & 2

3

APA style (cover page, writing style, citation of evidence, & reference page)

10 Points

20 Points

Focus (arguable claim, original idea, & clear controlling idea)

10 Points

20 Points

Development (full discussion, smooth style, & personal experiences)

10 Points

20 Points

Organization (smooth transitions, clear paragraphing, & logical sequence of topics)

10 Points

20 Points

Mechanics (proper grammar, punctuation, and spelling)

10 Points

20 Points

Total

50

200

 

·        Classroom Presentation:   The classroom presentation will be worth up to 100 points.  Each student will present a 5 minute summary of each paper to the class.  This will require two forms of media (power point, handout, etc.).

Presentation Organization

50 Points

1st Type of Media

25 Points

2nd Type of Media

25 Points

Total

100

 

 

CLASSROOM RULES OF CONDUCT:

  • Attend class and be prompt.  Roll will be checked during each class period.  It is your responsibility to make up anything missed in class and that your scheduled assignments are submitted on time.
  • Be prepared for class.  This means that you have read the assigned readings and are prepared to discuss them.  This course will consist of class discussion, small group discussion, group work, lecture, and outside of class experiences.  You are expected to take part in the discussions and group work.  Also, assigned readings will not always be reviewed in class, but examinations will be from both assigned readings and class discussions.
  • Computers make writing and revising much easier and more productive.  Students must recognize though that technology can also cause problems.  Printers run out of ink and hard drives crash.  Students must be responsible for planning ahead and meeting deadlines in spite of technology.  Be sure to save copies of your work to a disk, a hard drive, and print out paper copies for backup purposes.
  • The student is expected to have a copy of all written assignments on computer disk or in a hard copy form.  You will also be expected to retain all graded and returned assignments and examinations.
  • The student is expected to have a copy of all written assignments on computer disk or in a hard copy form.  You will also be expected to retain all graded and returned assignments and examinations.

 

DISABILITY GUIDELINES: Park University is committed to meeting the needs of all students that meet the criteria for special assistance.  These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal.  It is Park University’s policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990, regarding students with disabilities and, to the extent of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply.  Additional information concerning Park University’s policies and procedures related to disability can be found on the Park University web page: www.park.edu/disability

 

COURSE TOPICS/DATES/ASSIGNMENTS:

Date

Topic

Reading Assignment

Assignments

08-22-05

 

 

Behavior Assessment

08-24-05

 

 

 

08-26-05

Introduction

1

 

08-29-05

Theories of Development

2

 

08-31-05

 

 

Functional Assessment

09-02-05

 

 

 

09-05-05

Labor Day

Labor Day

Labor Day

09-07-05

Heredity and Environment

3

 

09-09-05

 

 

 

09-12-05

Prenatal Development and Birth

4

 

09-14-05

 

 

Permanent Product/Event Recording

09-16-05

 

 

 

09-19-05

The First 2 Years: Biosocial Development

5

1st Essay Exam Delivered

09-21-05

 

 

Duration & Latency Recording

09-23-05

The First 2 Years: Cognitive Development

6

 

09-26-05

 

 

1st Essay Exam Collected

09-28-05

The First 2 Years: Psychosocial Development

7

Partial Interval Recording

09-30-05

 

 

 

10-03-05

The Play Years: Biosocial Development

8

 

10-05-05

 

 

Whole Interval Recording

10-07-05

 

 

 

10-10-05

 

9

Vocabulary Midterm

10-12-05

 

 

 

10-14-05

The Play Years: Psychosocial Development

10

2nd Essay Exam Distributed

10-17-05 Through 10-21-05

Fall Break

Fall Break

Fall Break

10-24-05

The School Years: Biosocial Development

11

 

10-26-05

 

 

Momentary Time Sampling

10-28-05

 

 

2nd Essay Exam Collected

10-31-05

The School Years: Cognitive Development

12

 

11-02-05

 

 

 

11-09-05

The School Years: Psychosocial Development

13

 

11-11-05

Veterans Day        

Veterans Day

Veterans Day

11-14-05

 

 

 

11-16-05

Adolescence: Biosocial Development

14

 

11-18-05

 

 

 

11-21-05

Adolescence: Cognitive Development

15

 

11-23-05

 

 

 

11-25-05

Thanksgiving

Thanksgiving

Thanksgiving

11-28-05

 

 

 

11-30-05

Adolescence: Psychosocial Development

16

3rd Essay Exam Distributed

12-02-05

 

 

Abels, Armillo, Bahner, Edgely, Essman

12-05-05

 

 

Flanders, Gauper, Guzman, Gwro, Harrison

12-07-05

 

 

3rd Essay Exam Collected; Holland, Hopkins, Jackson, Langdon, Leonard

12-09-05

 

 

Mannell, McLaughlin, Nicks, O’Shields, Tollver

12-14-05

Vocabulary Final

8:00 to 10:00 a.m.

Vocab. Final

 

Vocabulary Final

8:00 to 10:00 a.m.

Volker, Wescoat

 

GRADING PLAN: Course grades are determined on the following bases.

1st Essay Examination   -           100 points

2nd Essay Examination -           100 points

3rd Essay Examination  -           100 points

Vocabulary Midterm                 -           100 points

Vocabulary Final                      -           100 points

First Research Paper                -             50 points

Second Research Paper            -             50 points

Third Research Paper               -           200 points

Classroom Presentation            -           100 points

           

Total                            900 points

 

Grading percentages:

90 – 100%       -           A

80 up to 89%   -           B

70 up to 79%   -           C

60 up to 69%   -           D

0 up to 59%     -           F